Single Plan for Student Achievement McKevett Elementary School · McKevett Elementary School Single Plan for Student Achievement October 2015 2 English Language Advisory Council (ELAC)

Single Plan for Student Achievement

McKevett Elementary School 56768286055602

Contact Information:

Lydia Olivo, Principal [email protected] 955 East Pleasant St. Santa Paula, CA 93060 (805) 933-8911

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McKevett Elementary School Single Plan for Student Achievement October 2015

Table of Contents

The Single Plan for Student Achievement .................................................................................................................. 1

School Site Council Membership................................................................................................................................ 1

English Language Advisory Council (ELAC) Membership ......................................................................................... 2

Recommendations and Assurances ........................................................................................................................... 3

District information ...................................................................................................................................................... 4

District Profile ..........................................................................................................................................................4

District Beliefs: ........................................................................................................................................................4

District Vision: .........................................................................................................................................................4

District Mission: .......................................................................................................................................................4

District LEA Plan Goals ..........................................................................................................................................5

District LCAP Goals ................................................................................................................................................5

School Information ...................................................................................................................................................... 6

School Profile ..........................................................................................................................................................6

School Mission ........................................................................................................................................................6

Student Enrollment by Grade .................................................................................................................................7

Student Enrollment by Ethnicity ..............................................................................................................................7

Student Enrollment by Subgroup ............................................................................................................................8

Highly Qualified Teachers ......................................................................................................................................8

Program Improvement School ................................................................................................................................9

Comprehensive Needs Assessment ......................................................................................................................9

Violence Prevention, Bully Prevention, and Student Safety ................................................................................ 10

Nutrition Programs & Fitness Programs .............................................................................................................. 10

Extended Learning Programs .............................................................................................................................. 10

Programs Included in This Plan................................................................................................................................ 11

Planned Improvements in Student Performance...................................................................................................... 12

School Goals for Improving Student Achievement .............................................................................................. 12

School Goals for Improving Student Achievement ................................................................................................... 13

References ............................................................................................................................................................... 28

CAASPP – Grade 3 English Language Arts/Literacy 2014-15 ............................................................................ 28

CAASPP – Grade 3 Mathematics 2014-15 ......................................................................................................... 29





CST Science – Grade 5 2014-15 ........................................................................................................................ 34

CST Science – Grade 5 – 3 Year Comparison ................................................................................................... 34

CELDT 2014-15 ................................................................................................................................................... 35

CELDT 3 Year Comparison ................................................................................................................................. 35


School-Parent/Home Compact ............................................................................................................................ 37

Parent Involvement Policy ................................................................................................................................... 38

Parent Involvement Calendar .............................................................................................................................. 39

Teacher Mentoring Programs .............................................................................................................................. 40

Professional Development Plan .......................................................................................................................... 41

Principal’s Training Aimed at Improving Student Achievement ........................................................................... 42

School Accountability Report Card ...................................................................................................................... 43

School Site Council Bylaws ................................................................................................................................. 51

Title I – School Plan Reference of Required Components (PI schools only) ...................................................... 55

Title I – School Plan Reference of Required Components (SW schools only) .................................................... 56

Chart of Requirements......................................................................................................................................... 57


1

The Single Plan for Student Achievement

The Single Plan for Student Achievement (SPSA) for McKevett Elementary School 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 section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Lydia Olivo, Principal McKevett Elementary School 955 East Pleasant St. Santa Paula, CA 93060 (805) 933-8911 [email protected] The district’s Governing Board approved this revision of the school plan on January 13, 2016.

School Site Council Membership

California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2015-16 SSC is as follows:

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student

Lydia Olivo X

David Braff X

Donna Cowles X

Carlie Murillo X

Diane Wren X

Nichole Franklin X

Frank Hernandez X

Janelle Hodgson X

Enrique Jimenez X

Patricia Medrano X

Number of members in each category 1 3 1 5


2

English Language Advisory Council (ELAC) Membership

Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members

Principal

Certificated Staff

Classified Staff

Parents/Guardians of English Learners Other

Lydia Olivo X

Enrique Jimenez X

Linda Gomez X

Arcelia Aguilera X

Yenny Hernandez X

Number of members in each category

1 4

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

The ELAC has voted to give governance to the SSC on this date: October 2, 2015.

The name of the parent ELAC representative to SSC is: Enrique Jimenez.


3

Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing Board for approval and assures the board of the following: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative

Leadership Team

4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes

all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5) This SPSA 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 SPSA was adopted by the SSC at a public meeting on: ________________________ Attested:

Lydia Olivo, Principal Date

SSC Chairperson Date


4

District information

District Profile

Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people. Santa Paula Unified operates six elementary schools, one middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible. In November of 2012, the community of Santa Paula voted to unify Santa Paula Union High School District (SPUHSD) and Santa Paula Elementary School District (SPESD). This unification became effective July 1, 2013. The Santa Paula Unified School District is the first district to unify in Ventura County since 1980. The unification of SPUHSD and SPESD will allow for coherent professional learning opportunities and collaboration for all staff K-12. The unified school district and community stakeholders are working together to ensure that all students in the Santa Paula Unified School District are prepared to succeed in college and career.

District Beliefs:

All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and determination to meet and overcome challenges. Each day our students share their diverse interests and abilities, and their cultural, linguistic, and socio-economic perspectives. Together they develop a strong sense of community as each develops his or her unique potential and talents.

The pursuit of education is a shared responsibility that begins at home and continues with the guidance and support of parent, school, and community mentors. It takes the whole “village” to raise a 21

st Century

child.

Our common vision comes from diverse perspectives. By working together for the future of our children, the district and the community of Santa Paula can enable our young people to reach their greatest potential as individuals and as citizens of a 21

st Century world.

District Vision:

The Santa Paula Unified School District will provide a learning environment that includes high expectations, accountability, exemplary programs, innovative teaching, stimulating ideas, and safe, well equipped schools to inspire and empower our students to discover their interests, achieve at their greatest potential, contribute to civic progress, and become life-long learners.

District Mission:

The Santa Paula Unified School District will prepare each student academically and socially for college, career, and global citizenship by providing rich, diverse experiences and differentiated learning opportunities , a highly skilled and dedicated educational team, and safe, attractive schools. The Santa Paula Unified School District, in collaboration with educators, parents, businesses, and other partners, will ensure that our graduates are responsible community members who are prepared for college and career and have the skills to become lifelong learners and productive citizens in a global world.


5

District LEA Plan Goals

Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014. Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal #3 By 2013-2014, all students will be taught by highly qualified teachers. Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Goal #5 All students will graduate from high school.

District LCAP Goals

Goal #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support. Goal #2 Provide enrichment opportunities and course access. Goal #3 Increase parent involvement/student engagement. Goal #4 Implement Common Core, Next Generation Science Standards (NGSS), ELD. Goal #5 Increase graduation rates and reduce suspensions and expulsions. Goal #6 Create a welcoming and efficient school climate for staff, students, parents, and public.


6

School Information

School Profile

McKevett Elementary School is located in the city of Santa Paula and serves students in kindergarten through grade five, and is one of six elementary schools in the district. In the 2014-15 school year, 407 students were enrolled, including 55.8% qualifying for English Language Learner support, 9.1% students with disabilities, and 85.3% qualifying for free or reduced price lunch. Textbooks McKevett uses state/district adopted curriculum in all areas of instruction which are aligned to State Content Standards. These strategies include the following:

Language Arts: Treasures ELA is used daily during the Language Arts period. This program is aligned with the California State Content Standards and is being used in every classroom during the literacy block. Assessments are aligned to California State Content Standards. The assessment data is monitored and analyzed. Tier II students receive intervention instruction from classroom teachers in small groups during school. Triumphs Intervention materials are utilized with students participating in reading intervention programs, as well as in the Resource Specialist Program (RSP). Each of these was selected from the State adopted list of supplementary instructional materials.

English Language Development: McKevett utilizes components of the ELD Treasures Program which is the District-adopted curriculum used to provide our English Language Learners (ELL) with explicit, direct instruction of English Language Development (ELD) This program is aligned with the California State ELD Standards and is being used in every classroom during the 30 minute ELD block for grades K-2 and the 45 minute ELD block for grades 3-5. Students are grouped by CELDT levels and language skills, and receive instruction at their appropriate level of language development. Teachers are also utilizing the Matrix of Grammatical Function in order to create CLEDT level appropriate sentence frames with their ELD groups.

Mathematics: McKevett uses Math Expressions by Houghton Mifflin Harcourt daily in every classroom during the math block. This program is aligned with the Common Core State Standards. Targeted students receive small group intervention instruction from classroom teachers. Intervention groups receive instruction from a variety of supplemental materials.

History/Social Studies: McKevett uses the Pearson-Scott Foresman History/Social Studies program which is the District-adopted core curriculum for K-5 schools. This program is aligned with the California State Content Standards.

Science: McKevett uses the Delta FOSS Science Program, the District-adopted core curriculum for K-5 schools. This program is aligned with the California State Content Standards.

School Mission

At McKevett School, we provide a safe and nurturing academic community focused on producing responsible citizens, who will become effective contributors to our diverse society. The students are motivated and encouraged to achieve academic excellence and to become caring, creative thinkers and lifelong learners.


7

Student Enrollment by Grade Source: CALPADS 2014-15

Student Enrollment by Ethnicity Source: CALPADS 2014-15

55

60

65

70

75

Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

67 68

72 73

64 63

0.5%

0.2%

0.2%

94.1%

3.4%

1.5%

Black or AfricanAmericanAmerican Indian orAlaska NativeAsian

Hispanic or Latino


8

Student Enrollment by Subgroup Data Source: CALPADS 2014-15

Highly Qualified Teachers

During the 2014-15 school year, 100% of McKevett Elementary School’s classes were taught by highly qualified teachers. The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations. The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities. Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing.

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

85.3

55.8

9.1

Perc

enta

ge


9

The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with McKevett Elementary School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:

Valid California Credential (with authorization to teach in applicable area)

Resume

Two Letters of Recommendation

English Learner Authorization/CLAD Certificate

NCLB compliant The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division.

Program Improvement School

McKevett Elementary School is currently in Year 3 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.

Comprehensive Needs Assessment

McKevett Elementary School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:

Analysis of Student Performance Data: o Datawise reports o CELDT Reports o QRI (Reading) o BPST o Math Benchmark Tests (District provided) o STAR Reading o Teacher Feedback

Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.


10

Violence Prevention, Bully Prevention, and Student Safety

McKevett Elementary School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2015-16 school year, McKevett Elementary School will provide the following programs for its students (and parents as applicable):

Anti-bullying Presentations

Safe Neighborhood Prevention Program Presentations

Assemblies presented by the Santa Paula Police Department

Guest Speakers

CHAMPS – Champions Against Bullying is a classwide positive behavior support program focused on improving classroom behavior, establishing clear behavior expectations, reduce misbehavior, motivating students to put forth their best effort, increasing academic engagement, and teaching students to behave respectfully and to value diversity.

Nutrition Programs & Fitness Programs

Santa Paula Unified School District’s Wellness Program is currently under review and revision. The current curriculum was adopted by the Santa Paula Elementary School District in June 2006 and contains four components: nutrition education, physical activity, health services, and other school-based activities that are designed to promote student wellness. The original policy was developed to provide school environments that enhance learning and encourage the development of lifelong wellness practices. The district anticipates the adoption of the updated policy in December 2013. The Wellness Policy is available on the district’s website at http://www.schoolnutritionandfitness.com/schools/spesd_0802121854479169/WellnessPolicy.pdf. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement Program (Snacks), and the Child Care Program (CCAFP). McKevett Elementary School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:

National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.

School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices.

At-Risk After-school Meals Program - students participating in after school programs receive nutritious snacks and dinner meal as a regular part of their afterschool activities. Meals are provided in accordance with the Childcare Food Program guidelines and reimbursement rates.

Physical Education - Classroom teachers and the PE Specialist provide physical education instruction for our students for a minimum of 200 minutes every ten days as mandated. The SPARKS physical education curriculum is currently being followed.

Extended Learning Programs

McKevett Elementary offers the following extended learning programs:

Multiple intervention programs during school

Instructional assistants work with the students in a 1:1 or small group setting

The Boy’s and Girl’s Club offers tutoring sessions after school at their site

ASPIRE (After School Program for Instruction, Recreation & Enrichment) held daily from 2:45 to 6:00 p.m. which includes activities such as reading, computers, creative writing, math, homework tutorial help, sports, arts and crafts, self-esteem building activities, drug abuse awareness activities, games and recreation.

Reading Teacher to provide intervention and support.

http://www.schoolnutritionandfitness.com/schools/spesd_0802121854479169/WellnessPolicy.pdf

http://www.fns.usda.gov/cnd/lunch/

http://www.fns.usda.gov/cnd/lunch/

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.fns.usda.gov/cnd/care/


11

Programs Included in This Plan

The School Site Council intends for McKevett Elementary School to participate in the following programs: State Programs Allocation Economic Impact Aide/State Compensatory Education

Purpose: Help educationally disadvantaged students succeed in the regular program.

$ 0

Economic Impact Aide/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners.

$ 0

English Learner Acquisition Program, Teacher Training & Student Assistance

Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.

$ 0

Total amount of state categorical funds allocated to this school:

$

0

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I, Part A: Basic Grant 2015-16 $38,556 (includes parent involvement) + 2014-15 Carryover $41,047.30 Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards

$

79,603.30

Total amount of federal categorical funds allocated to this school: $ 79,603.30

Total amount of state and federal categorical funds allocated to this school: $ 79,603.30


12

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.

School Goals for Improving Student Achievement

Goal #1: Proficiency in Reading/Language Arts – By June, 2016, the number of students in K-3 reading on grade level will increase by 5% as measured by our district assessments. Specifically, kinder will increase from 62% to 67%, 1

st grade will increase from 70% to 75%,

2nd

grade will increase from 72% to 77%, and 3rd

grade will increase from 67% to 72%. By June, 2016, students in grades 3-5 meeting or exceeding CCSS will increase by 5% as measured by the CAASPP. Specifically, 3

rd grade will increase from 29% to a minimum of 34%, 4

th grade will increase from 28% to

a minimum of 33%, and 5th grade will increase from 36% to a minimum of 41%.

Goal #2: Proficiency in Mathematics – By June, 2016, 60% of students in K-5 will score a minimum of 70% on math unit assessments. By June, 2016, students in grades 3-5 meeting or exceeding CCSS will increase by 5% as measured by the CAASPP. Specifically, 3




Goal #3: English Language Acquisition – By June, 2016, 5% of English Learners will increase a minimum of one English Proficiency Level as measured by the California English Language Development Test (CELDT). Specifically, 1

st grade will increase from 70% to

75%, 2nd

grade will increase from 18% to 23%, 3rd

grade will increase from 24% to 29%, 4th grade will increase

from 18% to 23% and 5th grade will increase from 48% to 53%.

Goal #4: Develop Achievement through Focused Parent Partnerships By June, 2016, parents attending parent education meetings will increase by 5% as measured by sign-in sheets. Goal #5: Develop a Positive School Climate, Behavior, and Attendance - By June, 2016, McKevett will have a monthly attendance rate of 98% or above as measured by our monthly QSIS reports.


13

School Goals for Improving Student Achievement

Goal #1: Proficiency in Reading/Language Arts – By June, 2016, the number of students in K-3 reading on grade level will increase by 5% as measured by our district assessments. Specifically, kinder will increase from 62% to 67%, 1

st grade will increase from 70% to 75%,

2nd

grade will increase from 72% to 77%, and 3rd

grade will increase from 67% to 72%. By June, 2016, students in grades 3-5 meeting or exceeding CCSS will increase by 5% as measured by the CAASPP. Specifically, 3




Describe how this goal aligns to the district’s LEA Plan goals:

As stated in the LEAP, all students will reach high standards, at a minimum, attaining proficiency or better in reading.

What data was used to form this goal:

The data was collected from district and CAASPP assessments.

Individuals Involved in analyzing data and formulating goal:

The principal, site leadership team, School Site Council, teachers, school staff, district office personnel, and parent committees were involved in analyzing the data and developing this goal.

What did the analysis of the data reveal that led to this goal:

The data revealed that not all students were reading on grade level as measured by our QRI district assessments. Less than 40% of students in 3

rd-5

th grades did not meet grade level standards as measured by

the CAASPP.

Identify targeted student groups and expected growth:

All student groups will be participating in this goal, including but not limited to our Special Education Population, English Language Learners, and students from low Socio-Economic households.

What data will be collected to measure student achievement?

Data to monitor reading growth will be collected in the form of the QRI & BPST. Growth towards grade level standards in grades 3-5 is monitored by the Unit Performance Tasks.

Identify the process for monitoring and evaluating collected data:

QRI and BPST data will be collected a minimum of three times per year. Unit Performance Task data will be collected a minimum of 5 times per year. We will evaluate student progress during grade level data analysis meetings, leadership meetings, and School Site Council Meetings.

Describe the actions to improve achievement to exit program improvement (if applicable):

Teachers will provide high quality direct interactive instruction to all students while using data to guide their instruction, making necessary changes as needed. Tier 1 Intervention, in the form of Universal Access, will be implemented in all classrooms. If students need extra support, they will participate in Tier 2 intervention from our reading specialists or from a grade level teacher.


14

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

Targeted Instruction: Targeted Daily Language Arts instruction Implementation of adopted curriculum (Treasures) & CC Support Units Provide direct interactive instruction Explicitly teach academic vocabulary Implement 4 Cs Administer informal and formal assessments and analyze results Grade Level Curriculum Planning Meetings Use of Accelerated Reader Instructional Assistants to provide extra support to students (kinder) Incorporate and add to current technology Study trips, assemblies, and presentations

August 2015 -June 2016

Classroom Teachers Kindergarten Instructional Assistants Lydia Olivo: Principal

Title 1: $1,666.67 Substitutes Title 1: $3,333.33 Teacher Extra Duty Title 1: $1,333.33 Certificated Fringes Title 1: $6,666.67 Instructional Supplies Title 1: $1,666.67: Uncapital Equipment

Teacher daily schedules Grade Level Curriculum Planning Meeting attendance sign in sheet and action plans Principal observations AR student reports

Intervention/Extended Learning: Analyze data to identify under-represented students& students in need of enrichment Refer students to SCIP Create and implement student action plans Provide tier one and tier two level interventions Provide small group instruction during Universal Access Differentiate instruction to meet the needs of all learners Utilize Accelerated Reader to enhance student comprehension Utilize ASPIRE program to provide extra homework assistance Provide during &after school intervention and/or enrichment focusing on student needs Provide extension activities for students identified as GATE and students performing above grade level


Classroom Teachers Intervention Teachers ASPIRE Staff Lydia Olivo: Principal Cindy Caufield: Librarian SCIP Team

Title 1: $2,000 Other Books

Data analysis of unit, trimester, CELDT, and teacher created assessments Principal observations Teacher instruction Student action plans ASPIRE roster Intervention/extension class roster SCIP referrals


15


Start & Completion

Dates Personnel

Responsible



Assessment and Monitoring: Administer and analyze trimester assessments, unit performance tasks, CAASPP results and teacher generated tests Identify standards that need re-teaching Identify students who have not met benchmarks Create a plan of action and provide intervention for students not meeting standards Collaborate with colleagues at monthly grade level and curriculum planning meetings:

Analyze data

Share effective teaching strategies

Create action plans Refer students to SCIP Use data to guide further instruction Principal Coaching

August 2015 – June 2016

Classroom Teachers Lydia Olivo: Principal SCIP Referral Teachers Clerical Staff

Title 1: $1,250: Professional Services (admin) Title 1: $1,000 Uncapital Equipment (admin)

EADMS Excel Reporting Forms Grade level and curriculum meeting agendas and dates SCIP referrals Individualized student action plans

Professional Development: Performance Task PD Unit Design PD CCSS PD DOK/Rigor PD Survey teachers needs/wants for professional development Provide site level professional development a minimum of 7 times per year Provide opportunities for teachers and principal to attend professional developments outside of our school district Teacher release time for observations of their colleagues Monthly grade level meetings Vertical and horizontal grade level collaboration

August 2015– June 2016

Teachers Lydia Olivo: Principal

Title 1: $1,125: Travel/Conference (teachers) Title 1: $2,000: Travel/Conference (admin) Title 1: $500: Supplies (admin) Title 1: $1,666.67 Professional Services (teacher)

Survey results Professional development agendas Provide out of district professional development registration dates/forms Teacher observation meetings


16


Start & Completion

Dates Personnel

Responsible



Parent Involvement: Monthly “Coffee Chat with Mrs. Olivo” Provide parent trainings Parent committees (SSC, ELAC, Friends of McKevett) Parent conferences Provide opportunities for classroom volunteers Monthly calendars Principal monthly newsletters Monthly flag ceremonies Trimester award assemblies Community activity flyers Provide parents a list of educational websites Family Literacy Night Back to School Night


Teachers Office Support Staff Lydia Olivo: Principal McKevett Parents Custodians

Title 1: $2,067.42 Clerical Extra Duty & Fringes Title 1: $500 Supplies (parent)

Parent meeting sign in sheets Parent nominations/election forms Copies of monthly calendars and newsletters Copies of report cards/student progress reports/awards


17

Goal #2: Proficiency in Mathematics – By June, 2016, 60% of students in K-5 will score a minimum of 70% on math unit assessments. By June, 2016, students in grades 3-5 meeting or exceeding CCSS will increase by 5% as measured by the CAASPP. Specifically, 3





As stated in the LEAP, all schools should strive for their students to attain proficiency in math.


The data was collected from the CAASPP Assessment.




The data revealed less than 30% of students in 3rd

-5th did not meet grade level standards as measured by the

CAASPP. We will be establishing a baseline for grades K-5 this school year with the administration of unit assessments.


All student groups will be participating in this goal, including but not limited to our Special Education Population, English Language Learners, and students from low Socio-Economic households.


Data to establish baseline and monitor growth towards grade level standards in K-5 will be collected from math unit assessments and CAASPP results.


Math data will be collected at the end of every unit and previous year CAASPP scores. We will evaluate student progress during grade level data analysis meetings, leadership meetings, and School Site Council Meetings.


Teachers will provide high quality direct interactive instruction to all students while using data to guide their instruction, making necessary changes as needed. Tier 1 Intervention, in the form of Universal Access, will be implemented in all classrooms.


18


Start & Completion

Dates Personnel

Responsible



Targeted Instruction: Targeted daily math instruction five times a week Implementation of adopted curriculum (Math Expressions) Provide direct interactive instruction Explicitly teach academic vocabulary Administer assessment and analyze results Collaboration with colleagues Implement 4 Cs Triple Crown to master math facts Use of manipulatives to cement concept Use of stories to introduce and/or enhance math concept Computer games Incorporate and add to current technology Study tips, assemblies, and presentations


Teachers Lydia Olivo: Principal Technology Department


Teacher daily schedules Grade level meeting attendance sign in sheets and notes Principal observations Unit reports Triple Crown scores

Intervention/Extended Learning: Analyze data to identify under-represented students Refer students to the SCIP Team Analyze data to identify students performing above grade level Create and implement student action plans Provide tier one interventions Provide small group instruction during Universal Access Differentiate instruction to meet the needs of all learners Utilize ASPIRE program to provide extra homework assistance Provide after school intervention and/or enrichment focusing on student needs Provide extension activities for students identified as GATE and students performing above grade level


Classroom Teachers Intervention Teachers ASPIRE Staff Lydia Olivo: Principal SCIP Team

Title 1: $2,000 Other books

Data analysis of unit, trimester, CELDT, and CST assessments Principal observations Teacher instruction Student action plans ASPIRE roster Intervention/extension class roster SCIP referral


19


Start & Completion

Dates Personnel

Responsible



Assessment and Monitoring: Administer and analyze unit assessments Identify standards that need re-teaching Identify students needing extra support & students needing enrichment Create a plan of action and provide intervention for students not meeting standards Collaborate with colleagues at monthly grade level meetings

Analyze data

Share effective teaching strategies

Refer students to SCIP team Use data to guide further instruction Principal Coaching


Classroom Teachers Lydia Olivo: Principal SCIP Team Clerical Staff

Title 1: $1,250: Professional Services (admin) Title 1: $1,000 Uncapital Equipment (admin)

Unit Assessment Excel Reporting Forms Grade level & curriculum planning meeting agendas and dates SCIP referral Action plans

Professional Development: Survey teachers professional development requests Provide opportunities for teachers to attend professional developments outside of our school district Teacher release time for observations of their colleagues Monthly district grade level & curriculum planning meetings Vertical and horizontal grade level collaboration


Teachers Lydia Olivo: Principal

Title 1: $1,125: Travel/Conference (teachers) Title 1: $2,000: Travel/Conference (admin) Title 1: $500: Supplies (admin) Title 1: $1,666.67 Professional Services (teacher)

Survey results Professional development agendas Provide out of district professional development registration dates/forms Teacher observation meetings


20


Start & Completion

Dates Personnel

Responsible



Parent Involvement: Monthly “Coffee Chat with Mrs. Olivo” Provide parent trainings Parent committees (SSC, ELAC, Friends of McKevett) Parent conferences Provide opportunities for classroom volunteers Monthly calendars Principal monthly newsletters Monthly flag ceremonies Community activity flyers Back to School Night Family Math Night Parent computer site list


Teachers Office Support Staff Lydia Olivo: Principal McKevett Parents




21

Goal #3: English Language Acquisition – By June, 2016, 5% of English Learners will increase a minimum of one English Proficiency Level as measured by the California English Language Development Test (CELDT). Specifically, 1

st grade will increase from 70% to

75%, 2nd

grade will increase from 18% to 23%, 3rd

grade will increase from 24% to 29%, 4th grade will increase

from 18% to 23% and 5th grade will increase from 48% to 53%.


The goal in the LEAP states the need for English Language Learners to re-designate by scoring early advanced or advanced as measured by the CELDT as early as 3

rd grade.


CELDT growth comparison charts from 2013-2014 to 2014-2015.




The data revealed not all students increased one language proficiency level as measured by CELDT.


All English Language Learners will participate in this goal. Sixty percent of English Language Learners will move up a minimum of one California Language Development Test (CELDT) level each year. *This goal extends to two years for intermediate on the CELDT proficiency levels with the understanding that student scale scores will increase within that band.*


Data needed to measure student language proficiency growth will be gathered from the CELDT assessment


Student individual CELDT scores will be analyzed to evaluate student progress. We will evaluate student progress during grade level data analysis and curriculum planning meetings. Action plans for students in need of extra support will be created.


The principal and teachers will receive PD on ELD Standards and Designated and Integrated ELD.


22


Start & Completion

Dates Personnel

Responsible Funding Source

& Amount Process for Evaluation

of Implementation

Targeted Instruction: Explicit ELD instruction Students leveled by English proficiency Daily ELD instruction (K-2

nd: 30 min.

3rd-5

th: 45 min.)

Cooperative learning strategies incorporated throughout lessons Oral language focus (students speaking 50% of the ELD block) Teacher collaboration Use of sentence frames, visuals, and picture cards Introduce and build academic vocabulary Use of TPR during instruction ELD curriculum specialist demonstration lessons


Teachers Robyn Davis: ELD Curriculum Specialist Lydia Olivo: Principal Instructional Assistants


Teacher daily schedules Principal observations ELD Coach observations ELD class rosters

Intervention/Extended Learning: Data analysis of student progress in English Language Arts/Math Use data to determine ELD instructional focus Identify students in need of extra support and students who are mastering content Create and implement an action plan for students who aren’t meeting targets Move students to a different ELD class to better meet their needs as determined by language proficiency assessments Provide opportunities for students to use more rigorous sentence frames and vocabulary Provide students opportunities to create reports, act out or create presentations to present their learning Provide intervention to students who need extra support


Classroom Teachers Lydia Olivo: Principal Robyn Davis: ELD Curriculum Specialist Intervention Teachers

EADMS reports CELDT scores Student action plans ELD class rosters Principal observations ELD curriculum specialist observations


23


Start & Completion

Dates Personnel



of Implementation

Assessment and Monitoring: Analyze CELDT data Create classes using language proficiency levels Use data to guide ELD instruction Meet with curriculum specialist to gather instructional ideas Collaborate with colleagues

Effective teaching strategies

Data analysis Student re-designation


Teachers Lydia Olivo: Principal Robyn Davis: ELD Curriculum Specialist Parents

Data analysis form ELD class lists Grade level meeting sign in sheets Annual CELDT assessments Re-designation/reclassification

Professional Development: Demonstration lessons provided by ELD curriculum specialist Teacher observation of colleagues Professional development presented by ELD Standards, Designated & Integrated ELD Opportunities to attend out of district professional development Vertical and horizontal grade level/proficiency level collaboration


Teachers Robyn Davis: ELD Curriculum Specialist Lydia Olivo: Principal

Title 1: $1,666.66 Professional Services (teacher) Title 1: $2,000: Travel/Conference (admin)

Demo lesson calendar Calendar of district and site professional developments Professional development sign in sheets Flyers and registration forms for out of district professional developments District ELD Committee meeting sign in sheets

Parent Involvement: Monthly “Coffee Chat with Mrs. Olivo” Provide parent trainings Parent committees (SSC, ELAC, Friends of McKevett) Parent conferences Provide opportunities for classroom volunteers Monthly calendars Principal monthly newsletters Monthly flag ceremonies Monthly award assemblies Community activity flyers Translation provided


Teachers Office Support Staff Lydia Olivo: Principal McKevett Parents Clerical Translator




24

Goal #4: Develop Achievement through Focused Parent Partnerships By June, 2016, parents attending parent education meetings will increase by 5% as measured by sign-in sheets.


Schools are strongly encouraged to collaboratively work with parents to encourage them to become part of the school community.


Parent verbal feedback from various meetings expressing that they would like to receive information on how to keep their students safe, how to help with their homework, etc.


The principal, leadership team, teachers, school staff, district office personnel, and parents are involved in analyzing the data and developing this goal.


With the transition to CCSS, parents are unsure on how to support what the teachers provide in the classroom.


All students will be included in this goal.


Parent Sign-in sheets


Ongoing feedback from staff and parents


Staff, students, and parents will work together to increase positive behaviors and how to support one another in CCSS.


25


Start & Completion

Dates Personnel

Responsible


Process for Evaluation of

Implementation

Increased Educational Opportunity Provide individual and small group counseling and conflict management Coordinate services to students through monthly planning meetings Implement school-wide BEST program – Be Safe – Be Respectful – Be Responsible Continue to monitor student progress and implement appropriate interventions for behavior & academics Continue to build school/home relationships through the Friends of McKevett, Coffee Chats with the Principal & parent education nights Maintain school uniform dress code Implement CHAMPS school-wide Provide fun safe activities for the students during lunch and recess Custodial extra duty


Lydia Olivo: Principal Teachers ASPIRE Personnel Office Personnel Custodial Staff Friends of McKevett Counselor

Calendar of parent meetings Calendar of Parent Coffee Chats with the Principal

Parent Involvement: Trimester award ceremony invites Parent trainings Parent translations


Teachers Principal Parents

Title 1: $1,000 Counselor Extra Duty Title 1: $500 Supplies (parent) Title 1: $1,900.75 Custodial Extra Duty & Fringes

Sign-In Sheets


26

Goal #5: Develop a Positive School Climate, Behavior, and Attendance - By June, 2016, McKevett will have a monthly attendance rate of 98% or above as measured by our monthly QSIS reports.


All students should attend school daily and on time


We will use the computerized attendance data reported on QSIS, the district’s student information system.


The principal, leadership team, teachers, school staff, district office personnel, and parents are involved in analyzing the data and developing this goal.


The data revealed that the students who had better attendance had higher scores on district assessments, CELDT, and the CAASPP.


All students will participate in this goal, including but not limited to our Special Education Population, English Language Learners, and students from low Socio-Economic households.


Monthly attendance summaries along with report card data will be needed to show academic growth.


Monthly attendance summaries will be used to evaluate progress.


Students who have perfect attendance each month (zero absences, zero tardies, or zero left earlies) will be recognized by the principal at flag ceremonies & earn a special treat. At the end of the year, all students who have a year of perfect attendance (0 absences, 3 or less tardies/left earlies) will be awarded with a party.


27


Start & Completion

Dates Personnel



of Implementation

Increased Educational Opportunity (Attendance and Behavior): Importance of regular attendance will be emphasized and reinforced to the students and their parents by classroom teachers, office personnel, and the site principal Student attendance patterns will be monitored by the principal, office clerk, and office manager Schedule meetings with parents whose children’s attendance patterns do not improve Referral of students with poor attendance to the Student Success Team and district SARB School-wide Spirit Weeks to celebrate Red Ribbon Week & other events

August 2015– June 2016

Site Administrator Teachers District Administrator Office Manager and Clerk All Classified Staff Parents/Friends of McKevett Counselor

Title 1: $1,500 Custodial Extra Duty

Class discussions Monthly citizenship assemblies Flag ceremonies Regular home/school communication End of the year achievement assemblies Monitor student attendance Written notification to parents regarding problematic attendance SCIP meetings Referral to SARB School flyers

Involvement of Staff, Parents, and Community (Rewarding Student Attendance): Monthly attendance recognition DJ Party for a complete school year perfect student attendance Pictures of students in the local newspaper


Friends of McKevett (help fund incentives) Lydia Olivo: Principal Certificated and Classified Staff

Data from QSIS attendance records


28

References

CAASPP – Grade 3 English Language Arts/Literacy 2014-15

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re

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ard

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ed

Sta

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Met

Sta

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ard

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Met

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et

All Students Tested 74 74 100.0% 74 2385.9 9% 20% 28% 42%

Male 74 43 58.1% 43 2381.7 7% 23% 26% 44%

Female 74 31 41.9% 31 2391.6 13% 16% 32% 39%

African American N/A N/A N/A N/A N/A N/A N/A N/A N/A

American Indian or Alaskan Native 74 1 1.4% 1 * * * * *

Asian

Filipino

Hispanic or Latino 74 70 94.6% 70 2385.1 9% 21% 29% 41%

Hawaiian or Pacific Islander

White (not Hispanic) 74 3 4.1% 3 * * * * *

Two or More Races

Socioeconomically Disadvantaged 74 63 85.1% 63 2381.8 6% 22% 29% 43%

English Learners 74 37 50.0% 37 2347.4 0% 5% 30% 65%

Students with Disabilities 74 9 12.2% 9 * * * * *

Migrant Education 74 3 4.1% 3 * * * * *

Foster Youth

English Language Arts/Literacy

14-15

Grade 3


29

CAASPP – Grade 3 Mathematics 2014-15

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d

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ith

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Mean

Scale

Sco

re

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nd

ard

Exceed

ed

Sta

nd

ard

Met

Sta

nd

ard

Nearl

y

Met

Sta

nd

ard

No

t M

et


Male 74 43 58.1% 43 2389.5 5% 30% 23% 42%

Female 74 31 41.9% 31 2384.2 3% 16% 32% 48%


American Indian or Alaskan Native 74 1 1.4% 1 * * * * *

Asian

Filipino




Two or More Races





Foster Youth

14-15

Grade 3

Mathematics


30


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rolled

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d

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ith

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res

Mean

Scale

Sco

re

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nd

ard

Exceed

ed

Sta

nd

ard

Met

Sta

nd

ard

Nearl

y

Met

Sta

nd

ard

No

t M

et


Male 61 38 62.3% 38 2422.6 3% 26% 29% 42%

Female 61 23 37.7% 23 2425.0 9% 17% 30% 43%


American Indian or Alaskan Native N/A N/A N/A N/A N/A N/A N/A N/A N/A

Asian

Filipino




Two or More Races




Migrant Education N/A N/A N/A N/A N/A N/A N/A N/A N/A

Foster Youth


14-15

Grade 4


31


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Mean

Scale

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Exceed

ed

Sta

nd

ard

Met

Sta

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ard

Nearl

y

Met

Sta

nd

ard

No

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et


Male 61 38 62.3% 38 2434.9 0% 24% 50% 26%

Female 61 23 37.7% 23 2442.9 4% 26% 39% 30%



Asian

Filipino




Two or More Races




Migrant Education N/A N/A N/A N/A N/A N/A N/A N/A N/A

Foster Youth

Mathematics

14-15

Grade 4


32


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et


Male 62 36 58.1% 36 2459.3 6% 22% 31% 42%

Female 62 25 40.3% 25 2486.2 12% 36% 24% 28%

African American 62 1 1.6% 1 * * * * *


Asian

Filipino




Two or More Races


English Learners 62 8 12.9% 8 * * * * *



Foster Youth


14-15

Grade 5


33


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Sta

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et


Male 62 36 58.1% 36 2458.8 0% 8% 53% 39%

Female 62 25 40.3% 25 2454.9 8% 4% 28% 60%

African American 62 1 1.6% 1 * * * * *


Asian

Filipino




Two or More Races


English Learners 62 8 12.9% 8 * * * * *



Foster Youth

Grade 5

Mathematics

14-15


34

CST Science – Grade 5 2014-15

CST Science – Grade 5 – 3 Year Comparison

0%

5%

10%

15%

20%

25%

30%

35%

40%

Grade 5 14-15

16%

37% 37%

9%

2%

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

12-13 13-14 14-15

Students Tested 56 60 57

% of Enrollment 86.2% 90.9% 91.9%

Students with Scores 56 60 57

Mean Scale Score 362.1 337.1 355.9

% Advanced 14% 7% 16%

% Proficient 30% 30% 37%

% Basic 50% 45% 37%

% Below Basic 5% 12% 9%

% Far Below Basic 0% 7% 2%

Grade 5

CST Science


35

CELDT 2014-15

CELDT 3 Year Comparison

2014-15

Students

Tested Beginning

Early

Intermediate Intermediate

Early

Advanced Advanced

Kinder. 42 45% 33% 17% 5% 0%

Grade 1 43 5% 12% 49% 30% 5%

Grade 2 46 7% 20% 46% 20% 9%

Grade 3 50 12% 22% 30% 24% 12%

Grade 4 23 9% 9% 48% 35% 0%

Grade 5 27 0% 7% 7% 59% 26%

Results Shown as Percentage

0%

10%

20%

30%

40%

50%

Kinder. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

40%

4% 0% 0%

7%

0%

40%

2%

10% 11% 7%

10%

45%

5% 7%

12% 9%

0%

2012-13 Beginning 2013-14 Beginning 2014-15 Beginning

0%

10%

20%

30%

40%

50%


43%

16%

9% 7% 7% 8%

26%

20%

10% 5% 3%

10%

33%

12%

20% 22%

9% 7%

2012-13 EarlyIntermediate




36

0%

10%

20%

30%

40%

50%

60%


18%

39%

54% 55% 50%

36%

30% 33%

44% 46%

30%

50%

17%

49% 46%

30%

48%

7%

2012-13 Intermediate 2013-14 Intermediate 2014-15 Intermediate

0%

20%

40%

60%


0%

39%

31% 30% 29%

36%

5%

29% 29% 30%

47%

30%

5%

30%

20% 24%

35%

59%

2012-13 EarlyAdvanced



0%

5%

10%

15%

20%

25%

30%


0% 2%

6%

9%

7%

20%

0%

16%

8% 8%

13%

0% 0%

5%

9% 12%

0%

26%

2012-13 Advanced 2013-14 Advanced 2014-15 Advanced


37

School-Parent/Home Compact

McKevett School

Family – School Compact 2015-2016 School Year

It is important that families and schools work together to help students achieve high academic standards. Through a process that includes teachers, families, students and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out to support student success in school and in life. 1. 2. Student Pledge:

I agree to carry out the following responsibilities to the best of my ability:

Come to school on time, ready to learn and to work hard.

Bring necessary materials, completed assignments and homework.

Know and follow school and class rules.

Ask for help when I need it.

Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful in school.

Limiting activities that interfere with studying and/or reading every day after school.

Respect the school, my classmates, the staff and families. Student Signature 3. 4. Family/Parent Pledge:


Provide a quiet time and place for homework, monitoring activities that might interfere.

Read to my child or encourage my child to read every day (# of minutes, as determined by the teacher).

Communicate with the teacher or the school when I have a concern.

Ensure that my child attends school on time every day, gets adequate sleep, regular medical attention and proper nutrition.

Regularly monitor my child's progress in school.

Participate at school in activities such as school decision making, volunteering and/or attending parent-teacher conferences.

Communicate the importance of education and learning to my child.

Respect the school, the staff, the other students and their families.

Notify the school when my child is absent within 3 days. ___________________________________________ Parent Signature 5. 6. Staff Pledge:


Provide high-quality curriculum and instruction.

Endeavor to motivate my students to learn.

Have high expectations and help every child to develop a love of learning.

Communicate regularly with families about student progress.

Provide a warm, safe, and caring learning environment.

Provide meaningful, daily homework assignments to reinforce and extend learning.

Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community.

Respect the school, students, staff and families.

Actively participate in collaborative decision making and consistently work with families and my school colleagues to make schools accessible and welcoming for families to help each student achieve the school’s high academic standards.

_______________________________________ Staff Signature


38

Parent Involvement Policy

McKevett School

Parent Involvement Policy

Parents are their children’s first and most influential teachers. Sustained parent involvement in the

education of their children contributes greatly to student achievement and a positive school environment.

Staff must strive to develop meaningful opportunities at all grade levels for parents to be involved in

school activities; advising and decision-making roles, as well as activities to support learning at home.

Parents are encouraged to participate in their children’s education and will be kept informed of the

opportunities available to them to do so.

Parents will be given the opportunity to participate in the planning, design, implementation, and

evaluation of parent involvement programs.

McKevett School is a schoolwide Title I Program. This affords all parents the opportunity to

participate in the development of parent involvement strategies.

Through the School Site Council (SSC) and its development of the Single Plan for Student

Achievement (SPSA), parents collaborate with school personnel in the planning and

implementation of parent involvement programs and activities. Parent representatives on the

SSC make decisions regarding how the school’s Title I funds will be allotted for parent

involvement activities.

The Principal provides coordination, technical assistance, and other necessary support to the SSC

in planning and implementing effective parent involvement activities to improve student

academic achievement and school performance.

The Principal seeks ways in which to build the capacity of the school and parents for strong

parent involvement. Parents are encouraged to become involved in the activities of the school.

The Principal conducts an annual evaluation of the content and effectiveness of the parent

involvement policy in improving the academic quality of the school.


39

Parent Involvement Calendar

July

January Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony Parent Involvement Quality Education (PIQE)

August Flag Ceremony Coffee Chat with the Principal Back to School Night School Site Council Meeting Friends of McKevett Meeting Student Awards Ceremony

February Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony School Site Council Meeting Parent Involvement Quality Education (PIQE)

September Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony

March Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony Parent Involvement Quality Education (PIQE)

October Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony School Site Council Meeting

April Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony

November Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting School Site Council Meeting Student Awards Ceremony

May Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting School Site Council Meeting Student Awards Ceremony Art Faire

December Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony Winter Performance

June Flag Ceremony Coffee Chat with the Principal Friends of McKevett Meeting Student Awards Ceremony School Site Council Meeting


40

Teacher Mentoring Programs

The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Site-based Mentoring Programs: McKevett Elementary School supports teacher mentoring through classroom observation and modeling. Teachers are provided opportunities to visit other classrooms on and off campus to observe effective teaching strategies. Substitute services are provided during instructional time.


41

Professional Development Plan

Teachers at McKevett have been afforded the opportunity to attend the AB466 Teacher Training in Reading/Language Arts and Math. All staff development activities and opportunities are standards-based, directly tied to the improvement of classroom instruction in all curricular areas. Grade level teams meet monthly after school as well as three times a year with the Principal. There is an additional focus on the achievement of English Language Learners. There will be a focus on analyzing data then using that information to influence instruction. The Leadership Team is specifically focused on improving English Language Arts, Math and English Language Development. The Principal observes the teachers through walk-throughs, formal and informal observations. During the 2015-16 school year, McKevett’s teachers will focus on the following staff development topics:

Common Core State Standards – English Language Arts

Common Core State Standards – Mathematics

English Language Arts and English Language Development Framework

Assessment Analysis

Designated and Integrated English Language Development


42

Principal’s Training Aimed at Improving Student Achievement

During the 2015-16 school year, Mrs. Olivo will attend the following workshops:

English Language Arts Mathematics Next Generation Science Standards (NGSS) CABE Training ACSA Training Common Core State Standards (California League of Schools) Response to Intervention (RtI) (Provided by Ventura County Office of Education) School Leadership (Provided by Ventura County Office of Education) Leadership Conferences (various organizations)


43

School Accountability Report Card


44


45


46


47


48


49


50


51

School Site Council Bylaws


52


53


54


55

Title I – School Plan Reference of Required Components (PI schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1116 for schools identified for Program Improvement

Addressed in SPSA?

Policies and Practices

Identify the adoption of policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in the school become proficient.

Included in school goals and action plans.

Improvement of Instructional Strategies

Identify strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issue that caused a school to be identified for PI.


Specific Annual Measurable Objectives

Describe specific AMOs developed for each of the student subgroups and in accordance with state’s measure of adequate yearly progress.

Included in school goals and action plans as well as AMAO Summary data located in the

Reference Section of this plan.

Extended Learning

Identify, where appropriate, activities before school, after school, during the summer, and during any extension of the school year.


See the Extended Learning section of this plan for

ASES/ASSETS program participation and information.

Professional Development

A minimum of ten percent of Title I funds will be used each year that the school is in PI for the purpose of providing high-quality professional development of teachers and principal.

PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals)

PD affords increased opportunity for participation

PD directly addresses the academic achievement problem that caused a school to be identified for PI

How funds (10%) reserved for PD will be used to remove the school from PI status

Included in school goals and action plan. Additional

information available in the Professional Development

Section and SARC located in the Reference Section of this

plan.

Parent Notification

Description of how the school will provide written notice about the identification of the school for PI in understandable language and format.

See School Information Section of this plan.

Parent Involvement

Strategies to promote effective parental involvement. Parent Involvement Policy &

Calendar located in the Reference Section of this plan.

Shared Responsibility for Improvement

Specify the responsibilities of the school, the district, the CDE, and a description of the technical assistance and fiscal responsibilities to be provided by the district.

School-Parent/Home Compact located in the Reference

Section of this plan.

Incorporation of a Teacher Mentoring Program Description provided in the

Reference Section of this plan.


56

Title I – School Plan Reference of Required Components (SW schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment

Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in the School Information Section of this

plan.

Schoolwide Reform Strategies

Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an

extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan


Student Support Strategies

Strategies for timely and effective assistance to students that need additional help. Included in school goals and

action plans.

Teacher Involvement in Planning Academic Assessments

Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transition from Preschool to Kindergarten

Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in the School Information Section of this

plan.

Highly Qualified Teachers

Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in the School Information Section of this

plan.

Professional Development

Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Included in school goals and action plans. Additional

information available in the Professional Development

Plan located in the Reference Section of this plan.

Coordination of Programs

Coordination and integration of federal, state, and local services and program. o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in school goals and action plans. Additional details

available in the School Information Section of this

plan. Vocational and Technical Education programs and job

training programs are identified in the SARC located

in the Reference Section of this plan.

Parent Involvement

Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.

School-Parent/Home Compact included in the Reference

Section of this plan.


57

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA

, Englis

h

Learn

ers

EIA

, Sta

te

Com

pensato

ry

Educatio

n

Title

I, Ta

rgete

d

Assis

tance

Title

I, Schoolw

ide

Title

I, Pro

gra

m

Imp

rovem

ent

Quality

Educatio

n

Investm

ent A

ct

Title

II, Imp

rovin

g

Te

acher Q

uality

Title

III, Englis

h

Learn

ers

School S

afe

ty

Blo

ck G

rant

Pupil R

ete

ntio

n

Blo

ck G

rant

School &

Lib

rary

Imp

rovem

ent B

G

I. Involvement

Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status

20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan

EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)

X X X X X X X X X

X

X

X

SSC annually updates the SPSA

EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA

EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X


58

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures

5 CCR 3947(b) X X

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development

20 USC 6316(b)(3) X

Provide highly qualified staff

EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers

EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students

EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation

5CCR 3934 X X X X X

VII. Teaching and Learning

Goals based on performance



59

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes

5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that:

20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards

20 USC 6315(c) X X

-Are effective, research-based

20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics

EC 52054 X

-Address under-served populations

EC 52054 X

-Provide effective, timely assistance

20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic Assessments

20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool

20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law

EC 52853 X X X X X

Provide high school career preparation

5CCR 4403 X

Documents

Single Plan for Student Achievement McKevett Elementary School · McKevett Elementary School Single Plan for Student Achievement October 2015 2 English Language Advisory Council (ELAC)