Single plan for_student_achievement

SINGLE PLAN FOR STUDENT ACHIEVEMENT

AT CLARA BARTON ELEMENTARY SCHOOL

33670330100974CDS Code

Date of this revision: June 2007

This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program. For additional information on school programs and how you may become involved, please contact the following person:

Name: Dr. Felicia Delgado

Position: Principal

Telephone Number: (951) 736-4545

Address: 7437 Corona Valley Ave., Corona CA 92880

E-mail address: [email protected]

Corona-Norco Unified School District

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

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Clara Barton Elementary School Single School Plan For Student Achievement

TABLE OF CONTENTS

TOPIC PAGE

Section One: District 3 District Vision, Mission, and Goals 3 District Profile 3 District Student Achievement Data 4 District LEAP Goals 11Section Two: School 12

School Vision and Mission 12 School Profile 12

School Accountability Report Card 13Section Three: Student Academic Achievement 14

Academic Performance Index 14Adequate Yearly Progress Report 14aCalifornia English Language Development Test Results (CELDT) 15California High School Exit Exam Test Results

Section Four: Analysis of Current Instructional Practice 17Statements That Characterize Educational Practice 17

Section Five: Parent, Teacher, Student input 19Conclusions reached from input from Parent, Teacher, Student Input 19

Section Six: School Library Plan 21Section Seven: School Site Goals 22Section Eight: Action Steps 23

Action Steps to Improve Literacy 23Action Steps to Improve Mathematics 26Action Steps to Improve Achievement of English Learners 29Action Steps to Improve Achievement of Special Education Students 32

Section Nine: Additional Compliance Items 36School Parental Involvement Policy 36Centralized Services Expenditures 41Categorical Funding Allocated to This Site 42School Site Council 48Recommendations and Assurances 49

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Section One: District

Corona-Norco Unified School District Mission Statement

PROVIDE a quality education for all students within a secure and supportive environment. PROMOTE in all students academic excellence, social growth, and responsible decision

making. PREPARE all students to lead productive lives in a diverse, global community.

Our mission will be accomplished by a well trained professional staff, utilizing shared decision making, and parent and community involvement.

Our Commitment

Clear VisionCommitment to ConnectHigh ExpectationsResponsibility for SuccessContinuous ImprovementIntegrity of CharacterQuantifiable ResultsFocus on the “Whole Child”Corona-Norco Unified School District provides an opportunity for all children to learn.

Our Guiding Principles

Student needs are priority one, creating an environment for life-long learning. All students can learn and be successful. High expectations generate high success. Diversity is recognized as a strength and a valuable resource that is accepted and

respected by the organization. Learning is enhanced by caring and trusting relationships. Celebrations of effort encourage risk-taking and growth. Personal relationships are the strength and foundation of the organization. All individuals within our community are treated with dignity and respect.

District Profile

Corona-Norco Unified School District continues to grow faster than any other large district in Southern California. We are currently the twelfth largest school district in the state of California. We have 28 elementary schools, 7 intermediate schools, 5 comprehensive high schools, 3 alternative high schools, 1 special needs school, and 3 vista programs. Corona-Norco Unified School District is an ethnically diverse district with without a majority ethnicity. Our demands and expectations are high. We hold ourselves accountable to provide a strong, quality, educational programs for all students. We not only focus on academic excellence but on balance. Many opportunities are available that provide avenues for exploration of talents in the arts and life-long skills areas. We pledge to provide safe and nurturing educational settings. Our vision, our goal, and our focus are our students.

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Corona-Norco Unified School District – Academic Performance Index (API) Subgroup Report

Number ofStudents

APIIncluded

in the2006 API 2006 2005 2005-06Growth Growth Base Growth37,162 754 746 8

API growth target information is not applicable to LEAs or to schools in the Alternative Schools Accountability Model (ASAM).

Subgroups 2006 STAR Number Numerically

Subgroup API of Pupils Significant

Included in in Both 2006 2005 2005-06

Ethnic/Racial 2006 API Years Growth Base Growth

African American (not of Hispanic origin) 2,053 Yes 733 720 13 American Indian or Alaska Native 115 Yes 715 706 9

Asian 1,853 Yes 868 860 8

Filipino 729 Yes 853 848 5

Hispanic or Latino 16,499 Yes 696 688 8

Pacific Islander 157 Yes 774 790 -16

White (not of Hispanic origin) 13,356 Yes 807 796 11

Socioeconomically Disadvantaged 13,722 Yes 678 668 10

English Learners 7,753 Yes 657 647 10

Students with Disabilities 3,418 Yes 517 509 8

Subgroups Number Numerically

Subgroup API 2005 STAR of Pupils Significant Included in in Both 2005 2004 2004-05Ethnic/Racial 2005 API Years Growth Base Growth African American (not of Hispanic origin) 2,017 Yes 720 695 25 American Indian or Alaska Native 118 Yes 706 661 45 Asian 1,618 Yes 860 841 19 Filipino 636 Yes 848 829 19 Hispanic or Latino 15,141 Yes 688 666 22 Pacific Islander 150 Yes 790 749 41 White (not of Hispanic origin) 13,305 Yes 796 778 18 Socioeconomically Disadvantaged 12,753 Yes 668 648 20

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2005-06 Accountability Progress Reporting (APR)

Local Educational Agency (LEA) Overview California Department of Education2006 Adequate Yearly Progress (AYP) Report Policy and Evaluation Division

August 31, 2006

2006 AYP and PI Links:LEA: Corona-Norco Unified

(An LEA is a school district or county office of education.)

LEA Type: UnifiedCounty: Riverside CD Code: 33-67033

Federal Accountability: Adequate Yearly Progress (AYP)

Made AYP: Yes Met 42 of 42 AYP Criteria Met AYP Criteria: English-Language Arts Mathematics

Participation Rate Yes Yes

Percent Proficient Yes Yes

API - Additional Indicator for AYP Yes Graduation Rate Yes

Met 2006 AYP Criteria

Participation Rate Percent Proficient

GROUPS English-Language Arts Mathematics English-Language Arts Mathematics

LEA-wide Yes Yes Yes Yes

African American or Black (not of Hispanic origin) Yes Yes Yes Yes

American Indian or Alaska Native -- -- -- --

Asian Yes Yes Yes Yes

Filipino Yes Yes Yes Yes

Hispanic or Latino Yes Yes Yes Yes

Pacific Islander Yes Yes Yes Yes

White (not of Hispanic origin) Yes Yes Yes Yes

Socioeconomically Disadvantaged Yes Yes Yes Yes

English Learners Yes Yes Yes Yes

Students with Disabilities Yes Yes Yes Yes

2005 AYP Subgroup ReportPercent ProficientCorona-Norco Unified School District

English-Language ArtsTarget 23.0

Met all percent proficient rate criteria? Yes

GROUPS Valid Number At or Percent At or Met 2005

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ScoresAbove

ProficientAbove

ProficientAYP

Criteria

LEA-wide 26026 12660 48.6 Yes

African American or Black (not of Hispanic origin) 1594 717 45.0 Yes

American Indian or Alaska Native 90 43 47.8 --

Asian 1254 897 71.5 Yes

Filipino 503 351 69.8 Yes

Hispanic or Latino 11895 4137 34.8 Yes

Pacific Islander 125 67 53.6 Yes

White (not of Hispanic origin) 10543 6436 61.0 Yes

Socioeconomically Disadvantaged 10039 3090 30.8 Yes

English Learners 5333 1243 23.3 Yes

Students with Disabilities 2450 368 15.0 Yes AJ

Adjusted Percent 35.0

2005 AYP Subgroup Report – Percent ProficientCorona-Norco Unified School District

MathematicsTarget 23.7

Met all percent proficient rate criteria? Yes

GROUPS

Valid Score

s

Number At or

Above Proficie

nt

Percent At or

Above Proficie

nt

Met 2005 AYP

Criteria

LEA-wide 25990 13349 51.4 Yes

African American or Black (not of Hispanic origin) 1596 678 42.5 Yes

American Indian or Alaska Native 90 37 41.1 --

Asian 1255 967 77.1 Yes

Filipino 503 356 70.8 Yes

Hispanic or Latino 11875 4828 40.7 Yes

Pacific Islander 125 70 56.0 Yes

White (not of Hispanic origin) 10525 6400 60.8 Yes

Socioeconomically Disadvantaged 10012 3722 37.2 Yes

English Learners 5322 1848 34.7 Yes

Students with Disabilities 2441 484 19.8 Yes AJ

Adjusted Percent 39.8

California High School Exit Exam (CAHSEE) Resultsfor Mathematics and English Language Arts (ELA)

by Program (Combined 2006) for (All Grades) Corona-Norco Unifie 33-67033

Click on "COUNTYWIDE" to generate a report at that level.

To protect privacy, asterisks appear in place of test scores wherever those scores are based on 10 or fewer students.

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Subject All Students

Special Education

Students English Learner

(EL) Students

Redesignated Fluent-English

Proficient

(RFEP) Students

Socio- economically

Disadvantaged

Not socioeconomically

Disadvantaged DISTRICTWIDE: # Tested Math 6,237 1,018 1,054 541 2,606 3,006

Passing 3,775 (61%) 210 (21%) 278 (26%) 390 (72%) 1,268 (49%) 2,196 (73%)

# Tested ELA 6,117 1,136 1,243 442 2,637 2,918

Passing 3,718 (61%) 208 (18%) 234 (19%) 365 (83%) 1,218 (46%) 2,199 (75%)

COUNTYWIDE: # Tested Math 53,267 8,206 11,820 4,634 26,486 21,314

Passing 29,137 (55%) 1,491 (18%) 3,706 (31%) 3,337 (72%) 11,868 (45%) 14,510 (68%)

# Tested ELA 51,207 8,418 13,062 4,179 26,094 20,069

Passing 29,556 (58%) 1,589 (19%) 3,383 (26%) 3,353 (80%) 11,843 (45%) 14,835 (74%)

STATEWIDE: # Tested Math 795,182 101,389 176,649 92,656 374,443 300,726

Passing 467,143 (59%) 21,711 (21%) 62,571 (35%) 69,728 (75%) 179,895 (48%) 220,246 (73%)

# Tested ELA 777,599 107,660 199,728 85,723 374,263 288,865

Passing 473,880 (61%) 25,178 (23%) 56,905 (28%) 70,547 (82%) 181,145 (48%) 224,120 (78%)

California High School Exit Exam – Combined Results 2005Mathematics and English-Language Arts

Subject All Students

Special Education

Students English Learner

(EL) Students

Redesignated Fluent-English

Proficient

(RFEP) Students

Socio- economically

Disadvantaged

Not socioeconomically

Disadvantaged DISTRICTWIDE: # Tested Math 4,562 677 678 314 1,771 2,231

CNUSD Passing 3,041 (67%) 157 (23%) 203 (30%) 256 (82%) 906 (51%) 1,769 (79%)

# Tested ELA 4,541 680 738 307 1,796 2,203

Passing 3,135 (69%) 165 (24%) 186 (25%) 277 (90%) 969 (54%) 1,810 (82%)

COUNTYWIDE: # Tested Math 39,484 5,406 7,852 2,957 18,192 17,095

Passing 23,907 (61%) 1,141 (21%) 2,803 (36%) 2,253 (76%) 8,794 (48%) 12,588 (74%)

# Tested ELA 39,371 5,689 8,435 2,882 18,406 16,794

Passing 24,988 (63%) 1,292 (23%) 2,534 (30%) 2,402 (83%) 9,289 (50%) 13,106 (78%)

STATEWIDE: # Tested Math 639,860 73,534 142,251 66,326 290,550 259,173

Passing 402,151 (63%) 16,799 (23%) 56,601 (40%) 50,788 (77%) 146,546 (50%) 199,891 (77%)

# Tested ELA 639,329 79,049 155,537 63,571 294,943 255,574

Passing 415,856 (65%) 20,059 (25%) 51,839 (33%) 52,875 (83%) 151,330 (51%) 206,472 (81%)

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2005-06 Title III Accountability Report California Department of Education

Language Policy and Leadership Office Release Date: September 15, 2006

The Title III Accountability Report indicates the status of each local educational agency (LEA) in meeting the three Annual Measurable Achievement Objectives (AMAOs).

AMAO 1 - Percent of Students Making Annual Progress in Learning English

Number of 2005 Annual CELDT Takers 7,084Number / Percent with Required Prior CELDT Scores 7,074 / 99.9% Number in Cohort Meeting Annual Growth Target 4,563 Percent Meeting AMAO 1 in LEA 64.5% 2005-2006 Target 52.0% Met Target for AMAO 1 Yes

AMAO 2 - Percent of Students Attaining English Proficiency on CELDT

Number of 2005 Annual CELDT Takers in Cohort 3,196

Number in Cohort Attaining English Proficient Level 1,431

Percent Meeting AMAO 2 in LEA 44.8%

2005-2006 Target 31.4%

Met Target for AMAO 2 Yes

AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA Level

English-Language ArtsMet Participation Rate for English Learner Subgroup Yes Met Percent Proficient or Above for English Learner Subgroup Yes Mathematics Met Participation Rate for English Learner Subgroup Yes Met Percent Proficient or Above for English Learner Subgroup Yes Met Target for AMAO 3 Yes

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LEA: Corona-Norco Unified County: Riverside CD Code: 3367033

Click here for school information

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Title III – District Report

2004-05 Title III Accountability Report – Corona-Norco USDAMAO 1 – Percent of Students Making Annual Progress in Learning English

Number of 2004 Annual CELDT Takers 7,103Number / Percent with Required Prior CELDT Scores

7,101 / 100%

Number in Cohort Meeting Annual Growth Target 4,894 Percent Meeting AMAO 1 in LEA 68.9% 2004-2005 Target 51.5% Met Target for AMAO 1 Yes

AMAO 2 - Percent of Students Attaining English Proficiency on CELDT

Number of 2004 Annual CELDT Takers in Cohort 3,524

Number in Cohort Attaining English Proficient Level 1,693

Percent Meeting AMAO 2 in LEA 48%

2004-2005 Target 30.7%


AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA

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English-Language ArtsMet Participation Rate for English Learner Subgroup Yes Met Percent Proficient or Above for English Learner Subgroup Yes

MathMet Participation Rate for English Learner Subgroup YesMet Percent Proficient or Above for English Learner Subgroup Yes


Year:

State: California County: Riverside County Code: 33District: Corona-Norco Unified District Code: 67033

Schools:

Assessment:

SubGroup:

Note: Subgroups vary by year.

Reports:

English Proficiency Report - All Students

Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested

Students Meeting State Board of Education Criterion for English Proficiency# Students 5 542 432 277 230 275 188 251 244 182 230 204 134 3,194

% Students 15% 48% 38% 28% 33% 53% 40% 56% 62% 52% 66% 64% 61% 45%

Number tested 34 1,135 1,152 1,004 695 518 467 451 395 348 348 319 218 7,084

*** Summary data are not provided for groups of three or less.

District Local Education Agency Plan (LEAP) Goals10

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Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading-language arts and mathematics by 2013-2014.

Performance 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.

Performance Goal 3: By 2007-2008, all students will be taught by highly qualified teachers.

Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Performance Goal 5: All students will graduate from high school.

Section Two: SchoolSchool Vision and Mission

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Our Motto

“I Believe in myself, I believe in my future. My future begins today.”

Mission Statement

At Clara Barton Elementary, we believe that each student is unique and has the ability and right to find success at school. We seek to develop the total child; socially, physically and academically. Clara Barton Elementary will promote self-esteem in an environment whereby each child has the opportunity to excel and is eager to learn.

Barton students will develop their maximum potential in a partnership with their parents, the Barton educational staff, and members of the community

Assessment will be ongoing; staff and parents will communicate student progress on a regular basis

Relationships in a nurturing environment are an important factor in the success of ourschool

Together as a community we will seek to continuously improve our children’s educational experience

On-going high expectations for student achievement within a friendly, caring learningcommunity

No child will be left behind as we strive for excellence by utilizing a variety ofstrategies, materials and educational techniques, maximizing each student’slearning potential

Barton Elementary School Pledge

The goal of Barton Elementary School is to provide academic instruction and learning activities which empower each student to reach his/her personal best and full potential. Barton Elementary will strive to provide a nurturing, challenging, and disciplined environment in which all students, staff and parents experience the joy of learning. At Barton, each student is prepared for a productive work life in a culturally diverse society, and is empowered to make sound moral and ethical decisions.

School Profile

Barton is a multi-track year-round standards-based K-6 elementary school located in the Corona Valley, approximately sixty miles southeast of Los Angeles. Currently, it has an enrollment of over 1,300 students. This is Clara Barton’s fourth year of operation having been completed in July 2003. We are very fortunate to have a beautiful new facility with a computer lab of thirty-six state-of-the-art computers, a library that would rival the size of many high school libraries and thirty-nine beautifully equipped regular classrooms. We have fifty-four general education teachers, a full time reading specialist, 2 full time resource specialists, one special day class teacher of non-severely handicapped students and two special education preschool/Kindergarten teachers. A school-site counselor, school psychologist and speech language pathologist are assigned to our school on a weekly basis and a Bilingual Assistant is assigned on a daily basis part-time. Class sized reduction has been fully implemented in kindergarten through third grade. Clara Barton is an Accelerated Reader school in all grades K-6 and this, along with our strong focus on literacy, helps us to build strong readers by the age of nine. Students are encouraged to continue their progress in reading even when they are off-track and are given the opportunity to come to school to take AR quizzes and check out books. Inter-sessions are also provided during off-track time for students requiring additional academic support. The ethnic make-up of our

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student population is: approximately 32% white; 48% Hispanic; 10% African-American and 10% other ethnicities. Less than 25% of our students qualify for free/reduced lunch. Our yearly mobility rate is difficult to determine due to the rapid growth in our district and the yearly boundary changes affecting our area of attendance.

Barton is part of the Corona-Norco Unified School District, which has an enrollment of over 50,000 students. There are thirty K-6 elementary schools in the district. The surrounding area is a largely suburban, greatly diverse community with working and middle class families.

Because we are still new with this being our fourth year, we continue to have many needs such as acquiring books for our school library, increasing our number of AR quizzes, providing software for students to use in the computer lab as well as trying to obtain other instructional materials such as dictionaries and supplemental aids to assist with challenging our brighter students and the remediation skills for our low performing students. Our parents, PTA members, and other community members have been very involved in volunteering in and making donations to classrooms to ensure student success by helping to promote the acquisition of needed materials and providing for field trips. Each general education teacher provides instruction in a self-contained classroom. Teachers use a variety of instructional techniques such as directed whole group instruction, cooperative learning, inquiry, Kagen strategies, and guided reading as well as individual and small group instruction as they cover the State Standards and meet the unique individual needs of each student. Our students with special needs (Special Education, GATE and ELL students) are supported and challenged to develop to their fullest potential through assistance from any and/or all of the following school-site staff; Resource, Reading, and Speech specialists, a GATE coordinator, SDC teachers, a bilingual paraprofessional, and teachers on special assignment from the district office. Specialists and consultants confer regularly with general education teachers regarding the instructional programs of our students. Our program coordination is also enhanced through the Student Study Team process. This process gives parents, teachers, students and support staff an opportunity to collaborate and provide the necessary resources for the success of each child.

We adhere to the state requirements of 208 instructional minutes per regular day for kindergarten; 303 minutes for grades 1-3; and 323 minutes for grades 4-6. All grades have 185 instructional minutes for minimum days. We have 11 scheduled minimum days for the year with additional minimum days on the last day before tracking off.

At Clara Barton recognizing students’ efforts and accomplishments are very important. We have several opportunities to recognize students; Principal’s Proud Board, Accelerated Reader (AR) announcements, Barton Bear Paw drawings, monthly attendance awards, Friday Spirit days, as well as, individual classroom incentives.

School Accountability Report Card

Our School Accountability Report Card (SARC) is available on our school’s website address at cnusd.k12.ca.us/bartones and is a valuable source of information on student performance and conditions effecting the learning environment including:

Pupil achievement, and progress toward meeting academic goals Progress in reducing dropout rates Expenditures per pupil and types of services funded Progress toward reducing class sizes and teaching loads The total number of credentialed teachers, the number relying upon emergency credentials, and the

number of teachers working outside their subject areas of competence The quality and currency of textbooks and other instructional materials The availability of qualified personnel to provide counseling and other pupil support services The availability of qualified substitute teachers The safety, cleanliness, and adequacy of school facilities The adequacy of teacher evaluations and opportunities for professional improvement Classroom discipline and climate for learning, including suspension and expulsion rates

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Staff training and curriculum improvement The quality of instruction and school leadership The degree to which pupils are prepared to enter the work force The number of instructional minutes provided The number of minimum days scheduled

Section Three: Student Academic Achievement

STUDENT PERFORMANCE DATA SUMMARY

Academic Performance Index (API) School ReportThe API is a system for ranking schools statewide according to results of student performance based on the Student Testing and Reporting System (STAR). The ranking includes ten deciles, decile one being the lowest.

Number 2006 Star 2006 Included 2006 2006 Similar 2006-07 2007Percent in the API Statewide Schools Growth APITested 2006 API (Base) Rank Rank Target Target99% 885 805 7 6 A A

Number of Pupils 2006 2006-2007 2007

Included in Numerically Subgroup Growth APIStudent Groups 2006 API Significant API Base Target Target

African American, not Hispanic 78 No American Indian or Alaska Native 1 No Asian 87 No Filipino 20 No Hispanic or Latino 405 Yes 771 5 776 Pacific Islander 0 No White not Hispanic 282 Yes 838 A A Economically Disadvantaged 236 Yes 723 5 728

At the time this Single Plan for Student Achievement was presented to the School Site Council, the CELDT data for our school site was not available from

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the California Department of Education. This data will be added to our 2007-2008 Single Plan for Student Achievement during our Fall 2007 Data Meeting.

California English Language Development Test

Year 2006-2007Clara Barton Elementary School



Students Meeting State Board of Education Criterion for English Proficiency

# Students

% Students

Number tested

California English Language Development Test

Year 2005-2006__________________________ School



Students Meeting State Board of Education Criterion for English Proficiency

# Students

% Students

Number tested

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Conclusions from Student Performance Data:

At this time this Single Plan for Student Achievement was presented to the School Site Council, the CELDT data for our school site was not available from the California Department of Education. This data will be added to our 2007-2008 Single Plan for Student Achievement during our Fall 2007 Data Meeting.

In the areas of English Language Arts and Mathematics, we have grown significantly in the number of students who are at or above proficient in our significant sub-groups. In addition, we have shown continued growth in both our API (Academic Performance Targets) and AYP (Adequate Yearly Progress) scores and have met our growth targets.

Our emphasis will remain on providing our most at-risk populations, socio-economically disadvantaged, Gate, and English learners with support aimed at increasing academic achievement. This support would include after school intersession programs, targeted explicit standards-based instruction, and professional development for the staff in the areas of best practice in addition to the programs and support we already provide.

Section Four: Analysis of Current Education Practice

The following statements characterize educational practice at this school:

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1. Alignment of curriculum, instruction and materials to content and performance standards:

The district adopted core curriculum is aligned to the standards. District adopted textbooks and supplemental materials are also aligned to the standards. District and school-wide grade level assessments provide information and feedback on student performance standards.

2. Availability of standards-based instructional materials appropriate to all student groups:

District has adopted and schools are using standards-based instructional materials in all core academic areas including English Language Development materials. Teachers are expected to use the District adopted materials in their courses. Additionally, Barton utilizes other supplemental materials that support standards based instruction such as Mountain Math, Mountain Language, United Streaming, and Spalding phonics on a daily basis.The district has adopted standards-based instructional materials in all core academic areas including English Language Development materials. Teachers are expected to use the District adopted materials in their courses.

3. Alignment of staff development to standards, assessed student performance and professional needs:

District staff development is based on standards and/or intervention strategies or other instructional strategies. Teachers at Barton have participated in Step Up To Writing, Kagan Cooperative Learning, CELDT testing, Running Record training, language arts series trainings, and workshops on working with GATE students. All teachers have their CLAD and received in depth training on our ELL program and working with ELD students. Teachers are provided opportunities to work with grade level teams to review and discuss district assessments, the use of district pacing guides to ensure that standards are taught in a timely manner throughout the year, and to develop lessons and curriculum to meet the individual needs through differentiated instruction for our GATE learners.

On an ongoing basis, our resource specialist and special day class teachers provide assistance to grade level teams and individual teachers that deal with the specific learning needs of our special education students. Teachers are provided with opportunities for professional development opportunities outside the school as budget permits.

4. Services provided by the regular program to enable under-performing students to meet standards:

Services provided to under-performing students at Barton include: standards based instruction, services of the reading specialist, intersession/intervention classes, parent classes, after school programs, small group and one to one instruction through the use of parent volunteers, community helpers, teachers, and encouraging student participation in the Accelerated Reading Program while off track by providing access to the library and computer lab. Additional service/access is provided on the school-site web page with information to parents regarding upcoming events, AR quizzes and teacher’s e-mail addresses.

5. Services provided by categorical funds to enable under-performing students to meet standards:

Services provided to under-performing students that are supported by categorical funding include: a full time resource specialist, three special day classes, two of which are preschool / Kindergarten, seven special education instructional assistants, a bilingual instructional assistant who works with our Option 1 students in Structured English Immersion classes, teacher on special assignment who assists staff with our English

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Language Learners, after school programs and support materials funded through EIA, ELAP, GATE and SIP, a library clerk who assists students on track as well as students that come in while off track to take AR quizzes and choose books within their reading range, and a part-time computer resource instructional assistant. Teachers are also sent to in-services on research based, best practice strategies to assist our ELL, GATE, and at-risk students. In addition to these services, teachers and administrators meet to discuss plans for achievement and assessment results both individually and in groups for students at risk.

6. Use of state and local assessments to modify instruction and improve student achievement:

Instruction is based on the assessed needs of students using district, criterion, and norm referenced tests, and teacher developed tests. Assessments are used to recommend students for intervention programs. Teachers meet monthly to identify areas of need, plan remediation and focus strategies, and prioritize resources to best fulfill meeting the needs of identified students. Techniques, lessons, and a variety of approaches to assist struggling students trying to meet grade level standards are regularly discussed at grade level team meetings and monthly staff meetings. In addition, district personnel are used to conduct staff training to help with the interpretation of district and state test results and how this information can be best used to affect student achievement.

7. Number and percentage of teachers in academic areas experiencing low student performance:

All of our classes have students that are under performing with divergent needs to be addressed both academically and emotionally. Though the numbers vary for every classroom, assisting these students in their areas of need remains a classroom and school-wide focus.

8. Family, school, district and community resources available to assist these students:

District Healthy Start Grant FACT/Mental Health Services for Special Education Students and students “at risk” Weekly school-site counseling English Language Development (ELD) School Psychologist Bilingual instructional assistant Access to Health, Dental, and Mental Health Medical providers

After conducting an inventory of classroom/school furniture/equipment that needs to be replaced atBarton ES, the following items need to be purchased: copiers for office/staff, computer tables for eachclassroom, new laptops for staff use to allow interface with audio/visual equipment, additional classroomcomputers, classroom materials, reading materials to supplement school-wide reading focus. These items are needed to ensure safety for the students and/or to enhance the learning environment. Items such as these as well as technology will continue to be evaluated and addressed as needs arise.

9. School, district and community barriers to improvements in student achievement:

Increasing enrollment, changing enrollment Diverse economic base of parents, thus diverse educational expectations of students by parents Language barriers close to 30% of our students and their parents Newer school (and population), working to establish effective traditions, procedures and

expectations for student achievement High number of homes with working parents

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High number of children living/being raised by guardians High number of multi family homes Changing populations due to boundary changes

10. Limitations of the current program to enable Under performing students to meet standards:

Training for teachers to meet the divergent needs of EL, GATE, and special education students Training for teachers to broaden the repertoire of strategies to assist low performing students Teachers and administrators need to become more familiar with our new community of learners and

their needs Develop and maintain effective intervention programs, including attracting and retaining effective

teachers to assist struggling and “at risk” students

Section Five: Parent, Teacher, Student Input

Conclusions from Parent, Teacher and Student Input:

Parent Survey ConclusionsEach year Barton Elementary School surveys are parents for input regarding several areas. These

areas include student achievement, learning environment, parent involvement, Community support and participation, and school climate. We are proud to say that are overall combined approval rating is 3.84 on a 4 point scale. Some of the specific outstanding strengths include:

- high expectations for student achievement- high regard for the teaching staff- appreciation for our Accelerated Reader program- an overall feeling of child safety

Teacher Survey ConclusionsTeachers were also surveyed in regards to school climate, school focus, and overall effectiveness of

administration. The survey results are as follows: - Overwhelmingly, the staff feels the schools climate is very positive and that the administrators are both supportive and approachable. - the majority of teachers agree with the directional focus of increasing teacher collaboration to increase student achievement.

Student Survey ConclusionsStudent surveys indicated that they feel safe at school, are academically challenged, and comfortable

with their teachers.

Collective Areas of ImprovementAreas needing improvement were indicated to be:- improved communication between home and school- the need for more inter-sessions- increased collaboration among the staff

19

Overall, our focus as indicated by these results will be on providing more effective communication between home and school. We will begin by involving parents early in the process in PTA, SSC, ELAC, and other parent participation groups/activities. As part of Barton’s ongoing effort to increase the number of students in the proficient and advanced levels in each grade level, and understanding the role of communication in this process, teachers confer with parents in a variety of ways: parent conferences, Back-to-School nights, Open House, and Family Literacy nights. Teachers further their communication with parents via email, phone, notes home, in person visits, the SST process, and positive notes home. Many school and PTA events are offered throughout the year to enhance communication as well as strengthen students’ connection to school. At Clara Barton we recognize the importance of effective communication to complete the cycle of education.

In addition to the above, we will focus on increasing collaboration among the staff by providing opportunities for grade level and across grade level articulation. Finally, we will investigate options for inter-sessions in an attempt to provide assistance and enrichment opportunities to promote student learning.

Section Six: School Library Plan

Library Plan for Clara Barton Elementary School

20

Mission Statement:It is the goal of Clara Barton Elementary to provide students and faculty with a well-stocked, well-staffed library that provides a current, relevant, print-rich environment as well as current technology to support the curricular and recreational needs of all stakeholders.

Collection DevelopmentThe goal is to increase the number of books per student to reach the American Library Association acceptable level of twenty books per student.

The current number of books in our library collection is six per student.

SelectionThe goal is to select current and relevant print, audiovisual, and electronic resources that meet curricular as well as recreational reading needs. Book selection is done primarily by the Clara Barton Library Committee with input from site administration, faculty, student, and parent requests.

TechnologyThe use of on-line catalog and automated circulation needs to be available daily.

FundingFunds available through the School and Library Improvement Block Grant and other sources such as parent donations, PTA, etc. will be used to purchase library books, materials, and technology support.

Library Leadership TeamThe library leadership team is made up of a librarian/library clerk, teachers, parents, students, and administrator(s) and will provide guidance in developing use policies and selection policies.

Section Seven: School Site Goals for Improving Student Achievement

Goal #1 for Improving Student Achievement in Reading-Language Arts:All students will become proficient or better in reading-language arts by 2013-2014 as measured by the CST reading-language arts test.

Currently at Clara Barton School 51.4 percent of students are scoring proficient or better on the CST’s.21

Goal for 2007-2008: A minimum of 57% of the students will score at proficient or better on the 2008 CST reading-language arts tests.Student groups participating in this goal:

Schoolwide: 51.4% are currently scoring proficient or above.Hispanic Students: 43.2% are currently scoring proficient or above.English Learners: 33.2% are currently scoring proficient or above.Special Education Students: 19.4% are currently scoring proficient or above.Socio-Economically Disadvantaged Students: 30.9% are currently scoring proficient or above.

Goal #2 for Improving Student Achievement in Mathematics:All students will become proficient or better in mathematics by 2013-2014 as measured by the CST mathematics test.

Currently at Clara Barton Elementary School 62.7 percent of students are scoring proficient or better on the CST’s.

Goal for 2007-2008: A minimum of 68% of the students will score at proficient or better on the 2008 CST mathematics tests.Student groups participating in this goal:

Schoolwide: 62.7% are currently scoring proficient or above.Hispanic Students: 52.8% are currently scoring proficient or above.English Learners: 48.1% are currently scoring proficient or above.Special Education Students: 24.2% are currently scoring proficient or above.Socio-Economically Disadvantaged Students: 47% are currently scoring proficient or above.

Goal #3 for Improving Student Achievement in English Language Development:AMAO #1 The percent of English Learner students gaining one CELDT level per year will increase by at least .5% annually.AMAO #2 The percent of English Learner students attaining proficiency in English will increase by at least .7% annually.AMAO #3 ELA The percent of English Learners making proficiency or better in reading-language arts on the annual CST test will reach a minimum of 35.2% in 2008.Math The percentage of English Learners making proficiency or better in mathematics on the annual CST test will reach a minimum of 50% in 2008.

Goal #4 for Improving Student Achievement for all Special Education Students in Reading and Math:All Special Education Students will become proficient or better in reading-language arts and mathematics by 2014 as measured by the CST or a state-approved alternative assessment.

Currently 19.4% of Special Education Students are scoring proficient or better on the CST in reading-language arts.Currently 24.2% of Special Education Students are scoring proficient or better on the CST in mathematics.

Goal for 2007-2008: A minimum of 35.2% of the students will score at proficient or better on the 2008 CST tests in reading-language arts.Goal for 2007-2008: A minimum of 37.0% of the students will score at proficient or better on the 2008 CST tests in mathematics.

22

Section Eight: Action Steps for Improving Student Achievement

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE The content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis of verifiable state data, including the Academic Performance Index and the English Language Development Test, and include local measures of pupil achievement. The school site council analyzed available data on the academic performance of all students, including English learners, educationally disadvantaged students, gifted and talented students, and students with exceptional needs. The council also obtained and considered the input of the school community. Based upon this analysis, the council has established the following performance improvement goals, actions and expenditures. GOAL # 1 Improving Student Achievement in Reading-Language Arts:All students will become proficient or better in reading-language arts by 2013-2014 as measured by the CST reading-language arts test. Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitor reading-language arts progress for all students.Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by grade level for academic gains in reading-language arts.

Description of Specific Actions to Improve Educational Practice

Implementers/Timeline

Related ExpendituresEstimated

CostFundingSource

Alignment of instruction with content standards: Continue to provide full implementation of state-standards

through the district-adopted core curriculum and throughstaff development on content strategies.

Provide uninterrupted ELA time. (K – 60 min.; 1-3 2.5 hours; 4-6 2 hours; 7-12 45-60 min. daily).

Administration / Teachers

Possible Release time for teachers, presenters, supplies, materials, and conferences

$ 3,000 SIP, EIA,GATE, ELAP

Improvement of instructional strategies and materials: Continue staff development for administrators to increase

their knowledge and skills in reading instruction to ensure full-implementation of the core language arts program and instruction of grade level content standards through classroom walk-throughs, observations, and analysis of curriculum embedded and district assessment results.

Provide grade/course level meeting time for teachers facilitated by administrators tied to reading assessments, issues, lesson planning and delivery.

Monitor district wide pacing guide schedules for reading so that there is grade level and school coherence and consistency.

Administration / Teachers

Conferences / in-services/trainings, materials, supplies

Release time for teachers, subs

$ 2,000

$ 3,000

SIP, EIA, ELAP

SIP, EIA, GATE, ELAP

23

Extended learning time:(Before or after school, at lunch, Saturdays, intersessions, summer)

Design the before and after school tutoring program to meet the needs of students who require additional instruction to meet grade level standards.

Provide an intersession/summer school program of additional instructional support to students not working at grade level. The instruction will be aligned to the grade level core program in reading/language arts.

Admin/Teachers

Pay teachers and instructional assistants for time beyond school day or yearly contract, materials for program

Pay teachers to teach intersession, materials, copying

$ 3,000

$ 3,000

Extra duty pay, inter-session funds, EIA,SIP, ELAP Summer School Funds

Description of Specific Improvements to be Made in Educational Practice



CostFundingSource

Increased educational opportunity: Provide daily additional instructional time of Universal

Access instruction for all students with scaffolding of instruction based on the student’s instructional needs.

Continue to leverage all funding to target an increase in reading-language arts based on the students’ instructional needs as measured by the CA Standards test.

Admin/Teachers

Admin/Teachers

Pay teachers and instructional assistants for time beyond school day or yearly contract, materials for programMaterials, supplies, copying, printing

$ 3,000

$15,000

Extra duty pay, inter-session funds, EIA, GATE, SIP, ELAP

Staff development and professional collaboration: Provide training for administrators and teachers in

Universal Access. Provide training for administrators and teachers in how

to analyze and use assessment data during grade/course meetings in order to facilitate discussions about reading assessments, lesson pacing, and delivery.

Admin/D.O./Teachers

Admin/D.O./Teachers

Possible teacher release time, materials, conferences, in-servicesPossible teacher release time, copying of materials, in-services

$ 1,000

$ 1,000

SIP, EIA, ELAPGATE, C&I


24

Involvement of staff, parents and community: Continue to provide parents with information on grade

level standards and expectations for learning in parent’s language, where applicable.

Continue to involve parents in the education of their child(ren) with parent training events designed to help parents support their child’s learning.

Send home student assessment results in a timely manner including CST test results, report cards, and on-going assessment results in parents’ language(when applicable) and in a format that is easily understood by parents.

Teachers/Staff

Admin/Teachers/Staff

District/Teachers

Pay for time beyond work day to assist in translating of materials to send home, copying, printingTeacher release time, materials,Supplies, Pay beyond work day for parent classesN/A

$ 500

$ 1,500

SIP, EIA, ELAP

SIP, EIA, ELAP

Auxiliary services for students and parents: (including transition from preschool, elementary and middle school)

Continue to provide a transition program for students matriculating to the next school setting through kindergarten orientation and sixth grade bridging.

Teachers

Teachers

Copying of materials

Bussing to middle schools

$ 500

$ 500

SIP, EIA, ELAP

SIP, EIA, ELAP

Monitoring program implementation and results: Continue to use curriculum embedded and/or district

assessment results to monitor student progress in reading-language arts every 6-8 weeks.

Continue to use the CST and CEDLT assessment results to make instructional decisions for each student in reading-language arts.

Continue to monitor students who are in reading intervention programs to ensure their progress and to identify when it is appropriate to cease the intervention program.

Admin/Teachers

“

“

Provide release time, subs, or pay beyond work day

“

“

$ 900

$ 900

SIP, EIA, ELAP

SIP, EIA, ELAP

25

Improving Student Achievement in Mathematics:GOAL # 2 All students will become proficient or better in mathematics by 2013-2014 as measured by the CST mathematics test.Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitor mathematics progress for all students.Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by grade level for academic gains in mathematics.




CostFundingSource

Alignment of instruction with content standards: Continue to provide full implementation of state-standards

through the district-adopted core curriculum and throughstaff development on content strategies.

Provide uninterrupted mathematics time.

Admin/Teachers

Admin/Teachers

Possible release time for teachers, presenters, supplies, materials, conferences

$ 3,000 SIP, EIA,GATE, ELAP

Improvement of instructional strategies and materials: Continue staff development for administrators to increase

their knowledge and skills in mathematics instruction to ensure full-implementation of the core language arts program and instruction of grade level content standards through classroom walk-throughs, observations, and analysis of curriculum embedded and district assessment results.

Provide grade/course level meeting time for teachers facilitated by administrators tied to mathematics assessments, issues, lesson planning and delivery.

Monitor district wide pacing guide schedules for mathematics so that there is grade level and school coherence and consistency.

Admin/Teachers

“

“

Conferences/inservices/trainings, materials, supplies

Release time for teachers, subs

$ 2,000

$ 3,000

SIP, EIA, ELAP

SIP, EIA, GATE, ELAP

26


Design the before and after school tutoring program to meet the needs of students who require additional instruction to meet grade level standards.

Provide an intersession/summer school program of additional instructional support to students not working at grade level. The instruction will be aligned to the grade level core program in mathematics.

Admin/Teachers

Pay teachers and instructional assistants for time beyond school day or yearly contract, materials for program

Pay teachers to teach intersession, materials, copying

$ 3,000

$ 3,000

Extra duty pay, inter-session funds, EIA,SIP, Summer School Funds




CostFundingSource



Continue to leverage all funding to target an increase in mathematics based on the students’ instructional needs as measured by the CA Standards test.

Admin/Teachers

Admin/Teachers

Pay teachers and instructional assistants for time beyond school day or yearly contract, materials for programMaterials, supplies, copying, printing

$ 3,000

$15,000

Extra duty pay, inter-session funds, EIA, ELAP, GATE, SIP


Universal Access. Provide training for administrators and teachers in how

to analyze and use assessment data during grade/course meetings in order to facilitate discussions about reading assessments, lesson pacing, and delivery.

Admin/D.O./Teachers

Admin/D.O./Teachers

Possible teacher release time, materials, conferences, inservicesPossible teacher release time, copying of materials, inservices

$ 500

$ 500



Involvement of staff, parents and community:27

Continue to provide parents with information on grade level standards and expectations for learning in parent’s language, where applicable.

Continue to involve parents in the education of their child(ren) with parent training events designed to help parents support their child’s learning.

Send home student assessment results in a timely manner including CST test results, report cards, and on-going assessment results in parents’ language (when applicable) and in a format that is easily understood by parents.

Teachers/Staff


District/Teachers


$ 500

$ 1,500

SIP, EIA, ELAP

SIP, EIA, ELAP


Continue to provide a transition program for students matriculating to the next school setting through kindergarten orientation and sixth grade bridging.

Teachers

Teachers

Copying of materials

Bussing to middle schools

$ 500

$ 500

SIP, EIA, ELAP

SIP, EIA, ELAP

Monitoring program implementation and results: Continue to use curriculum embedded and/or district

assessment results to monitor student progress in mathematics every 6-8 weeks.

Continue to use the CST and CEDLT assessment results to make instructional decisions for each student in mathematics.

Continue to monitor students who are in mathematics intervention programs to ensure their progress and to identify when it is appropriate to cease the intervention program.

Admin/Teachers

“

“

Provide release time, subs, or pay beyond work day

“

“

$ 900

$ 900

SIP, EIA, ELAP

SIP, EIA, ELAP

28

Goal #3 Improving Student Achievement in English Language Development:AMAO #1 The percent of English Learner students gaining one CELDT level per year will increase by at least .5% annually.AMAO #2 The percent of English Learner students attaining proficiency in English will increase by at least .7% annually.AMAO #3 ELA The percent of English Learners making proficiency or better in reading-language arts on the annual CST test will reach a minimum of 35.2% in 2008.Math The percentage of English Learners making proficiency or better in mathematics on the annual CST test will reach a minimum of 50% in 2008.

Student groups participating in this goal: All English LearnersPerformance gains expected for these students: See AMAO aboveMeans of evaluating progress toward this goal: Annual CST results, annual CELDT results, and the district “Catch Up Plan” will be used to monitor reading program and English Language Proficiency for all English Learners. Curriculum-embedded and district assessments in reading-language arts and mathematics will be used to monitor progress throughout the school year.Group data needed to measure academic gains: CELDT assessments and annual AMAO data will be analyzed for grade level, subgroup, and individual academic gains.




CostFundingSource

Alignment of instruction with content standards: Provide English Learners full access to grade level content

Instruction in reading-language arts and English Language Development instruction based on the students’ language proficiency level daily.

Develop students’ academic English language proficiency in alignment with state ELD standards.

Provide full implementation of state-standards through the core adoption for all EL students.

Provide uninterrupted ELA time (60 min. grade K; 2.5 hrs. Grades 1-3; 2 hrs. grades 4-6; 45-60 min. grades 7-12)


Teacher/Staff

Provide release time for teachers for planning, pay beyond regular work day for teachers and classifiedProvide after school tutoring, intersessions, and assistance from teachers/classified beyond regular work day

$ 3,000

$ 2,000

EIA, ELAP,SIP

EIA, ELAP, SIP

Improvement of instructional strategies and materials: Ensure full support for English Learner students with the

use of the reading-language arts program supplementary materials observed in use in all classes by administration.

Provide all administrators and teachers with additional staff development in how to design and deliver the most effective instruction for English Learners including direct, systematic, explicit development of vocabulary, grammar, comprehension, and expression in both oral and written English.

Provide ELD instruction daily for a minimum of 30 minutes

Admin/Teachers

Admin/D.O./Teachers/Staff

Admin/TeachersAdmin/D.O.

Materials, copying, printing

Inservices, conferences, release time, materials, district experts

Provide release time for planning of ELD time, materials, copyingProvide classified staff member

$ 500

$ 4,000

$ 500

$10,000

EIA, ELAP, SIP

EIA, ELAPSIP

EIA, ELAP

EIA, ELAP29

using the district-adopted curriculum program for all English Learner students. Students will be provided instruction based on their language proficiency level.

Follow the district redesignation plan and procedures to support English Learners as they redesignate.

Continue to support our English Learners by providing a teacher on special assignment to assist with English Learner lesson design, model SDAIE strategies, and support the redesignation process.

Adm/Teachers/Site ELL rep

Admin / D.O./ Teachers

to assist with option 1 students and to provide after school support

Pay beyond work day, copying

Certificated Staff, Materials, Copying, printing

$ 500

$45,000

EIA, ELAP

EIA, ELAP


Continue Before and After School tutoring programs designed to meet the needs of students who require additional instruction to meet grade level standards including additional time for English Learners to gain skills in academic language and increased vocabulary.

Continue the development of the district “Catch Up Plan” to identify students that are not meeting grade level and language acquisition expectancies.

Refer students not meeting expectancies to extended learning time programs.

Provide state-adopted supplemental ELD materials for use in extended learning time programs.

Provide intersession/summer school to support students not working at grade level.

Teachers/Staff

Admin/Teachers

Teachers

Teachers

Adm/Teachers

Pay beyond regular day, materials, supplies, copying, printing

Release time

N/A

Materials, Supplies

Pay beyond workday/intersessionMaterials, supplies

$ 5,000

$ 300

$ 500

EIA, ELAP,SIP, summer school fundsEIA, ELAP

30




CostFundingSource



Continue to leverage all funding to target an increase in reading-language arts and English Language proficiency based on the students’ instructional needs as measured by the CA Standards test and annual CELDT test.

Teachers/Staff


Materials, Supplies

Materials, Supplies, Release time, conferences, extended pay

$ 500

$10,000

EIA, ELAP

EIA, ELAP


Universal Access instructional strategies and materials located in the core adoptions.

Ensure that all administrators and teachers have training in ELD and SDAIE strategies and how to build academic language for English Learners through the acquisition of the CLAD or comparable CTC credential/training and on-going professional development.

Use district Teachers on Assignment to support the implementation of the ELD and SDAIE instruction.

Provide training for teachers in how to analyze and use assessment data during the grade level/course meeting in order to facilitate discussions about English Learners academic progress, lesson planning, and lesson delivery.

Admin/Teachers

Admin/Teachers

Admin/D.O./

Admin/D.O./Teachers

Release time, inservices, conferences


Inservices, trainings


$ 1,500

$ 1,000

$ 1,000

$ 500

EIA, ELAP

EIA, ELAP

EIA, ELAP

EIA, ELAP

Involvement of staff, parents and community: Continue to provide parents with information on English

language development standards and expectations in the parent’s language (where applicable).

Continue to involve parents in the education of their children with parent trainings designed to help parent support their child’s learning.

Send home student assessment results in a timely manner including annual CELDT test results, report cards, and on-going assessment results.

Provide English Language Acquisition classes for parents and students

Teachers/Staff/ELAC/ELL rep

Admin/Teachers/Staff/ELAC/ELL Rep.

District/Teachers

Teachers / Staff


Pay for time beyond work day to teach / support parent / student classes

$ 1,000

$ 1,500

$ 5,000

ELAP, EIA

ELAP, EIA

ELAP, EIA

31


Continue to provide the following transition program for student matriculating to the next school setting:

Teachers Provide extra duty pay for teacher/staff to provide training for new/incoming kindergarteners

$ 2,000 ELAP, EIA

Monitoring program implementation and results: Monitor English learner student progress in listening,

speaking, reading, and writing using curriculum embedded ELD assessments every 6-8 weeks.

Continue to use the CELDT assessment results to make instructional decisions for each English learner in reading-language arts and to monitor each student’s progress in acquiring English proficiency.

Evaluate the effectiveness of the English learner program annually and make adjustments according to annual AMAO assessment results.

Use the district “Catch Up Plan” to evaluate English learner programs, to modify lesson delivery, and to develop interventions based on the data contained in the “Catch Up Plan.”

Admin/Teachers

Admin/Teachers

Admin/Teachers/DO/ELLrep/ELAC

Admin/Teachers

Release time for teachers,

Release time for teachers



$ 500

$ 500

$ 500

$ 500

ELAP, EIA

ELAP, EIA

ELAP, EIA

ELAP, EIA

Goal #4 for Improving Student Achievement for all Special Education Students in Reading and Math:All Special Education Students will become proficient or better in reading-language arts and mathematics by 2014 as measured by the CST or a state-approved alternative assessment.Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitor reading-language arts and mathematics progress for all students.Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by grade level for academic gains in reading-language arts and mathematics.




CostFundingSource

Alignment of instruction with content standards: Provide Special Education students with full access to grade

level content Instruction in reading-language arts andMathematics.

Provide uninterrupted ELA time (60 min. grade K; 2.5 hrs. Grades 1-3; 2 hrs. grades 4-6; 45-60 min. grades 7-12)

Admin/Teachers

N/A N/A

32

Improvement of instructional strategies and materials: Ensure full support Special Education students with the use

of the reading-language arts program supplementary materials observed in use in all classes by administration through classroom walk-throughs and observations.

Provide all administrators and teachers with additional staff development related to supplemental materials including how to design and deliver the most effective instruction for Special Education students based on their identified area(s) of disability.

Admin/Teachers

Admin/Teachers/Staff/D.O.

Materials, Supplies

Inservices, Conferences, Trainings, Release time

$ 500

$ 1,500

EIA, ELAP,SIP, Sp.Ed.

EIA, ELAP,SIP, D.O.,SpEd


Continue Before and After School tutoring programs designed to meet the needs of students who require additional instruction to meet grade level standards including additional time for Special Education students.

Refer students not meeting expectancies to extended learning time programs.

Provide state-adopted supplemental reading-language arts and mathemactics materials for use in extended learning time programs.

Provide intersession/summer school to support students not working at grade level.

Teachers

Adm/Teachers/IEP teamAdmin/Teachers

Teachers

Provide extra pay for teachers/staff, materials, supplies, printing

N/A

Materials

Extra pay

$ 1,000

N/A

$ 500

$ 1,000

EIA, ELAP, SIP, SpEd.

EIA, ELAP, SIP, SpEd

Summer school, SIP, EIA, ELAP, SpEd

33




CostFundingSource



Continue to leverage all funding to target an increase in reading-language arts and mathematics proficiency based on the students’ instructional needs as measured by the CA Standards test and the student’s IEP.

Teachers

Admin/Teachers

N/A

Materials, Supplies, Extra duty pay, printing, copying

N/A

$ 2,000 SIP, EIA, ELAP, SpEd


Universal Access instructional strategies and materials located in the core adoptions.

Provide training for teachers in how to analyze and use assessment data during the grade level/course meeting in order to facilitate discussions about Special Education student’s academic progress, lesson planning, and lesson delivery.

Admin/Teachers

Admin/Teachers



$ 500

$ 500

SIP, EIA, ELAP SpEdSIP, EIA, ELAP SpEd

Involvement of staff, parents and community: Continue to provide parents with information on grade

level standards and expectations in the parent’s language (where applicable).

Continue to involve parents in the education of their children with parent trainings designed to help parent support their child’s learning.

Send home student assessment results in a timely manner including annual CST test results, report cards, and on-going assessment results.

Teachers/Staff

Teachers/Staff/D.O.

Materials, Supplies, extended day pay, printing, copying

Trainings, parent classes, materials, copying, supplies

N/A

$ 200

$ 1,000

N/A

SIP, EIA, ELAP SpEdSIP, EIA, ELAP SpEd


Continue to provide the following transition program for student matriculating to the next school setting:

Admin/Teachers Extended day pay for meetings with parents for transition meetings

$ 300 SIP, EIA, ELAP SpEd

Monitoring program implementation and results:34

Monitor students’ progress toward attainment of IEP goals and benchmarks to ensure the Special Education students are making adequate progress toward achieving the goals on their IEP’s.

Teachers/Admin N/A N/A

35

Section Nine: Additional Compliance Items

School Parental Involvement Policy

PART I. GENERAL EXPECTATIONS [NOTE: Each school in its School Parental Involvement Policy must establish the school’s expectations for parental involvement.] [Section

1118(b), ESEA]

Clara Barton Elementary School agrees to implement the following statutory requirements:

The school will jointly develop with parents and distribute to parents of participating children, a School Parental Involvement Policy that the school and parents of participating children agree upon.

The school will notify parents about the School Parental Involvement Policy in an understandable and uniform format and, to the extent practicable, will distribute this policy to parents in a language the parents can understand.

The School will provide accessibility and opportunities for parents with limited English proficiency, parents with disabilities, and parents of migrant students.

The school will make the School Parental Involvement Policy available to the local community.

The school will periodically update the School Parental Involvement Policy to meet the changing needs of parents and the school.

The school will adopt a School-Parent-Student compact as a component of its School Parental Involvement Policy.

The school agrees to be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance with this definition:

At Clara Barton Elementary School, parental involvement means the participation of parents in regular,

two-way, and meaningful communication involving student academic learning and other school activities which

ensure:

parents play an integral role in assisting their child’s learning,

parents are encouraged to be actively involved in their child’s education at school,

parents are full partners in their child’s education,

parents are involved in decision making and advisory committees.

PART II.DESCRIPTION OF HOW THE SCHOOL WILL IMPLEMENT REQUIRED SCHOOL PARENTAL INVOLVEMENT POLICY COMPONENTS

1. Clara Barton Elementary will take the following actions to involve parents in the joint development and agreement of its School Parental Involvement Policy and its school-wide plan, if applicable, in an organized, ongoing, and timely way under section 1118(b) of the ESEA:

Through our SSC we will develop a parent advisory council that will meet and formulate a plan to conduct our school survey, review our school compact, and review our parent involvement policy. We will encourage other parent advisory organizations such as PTA and ELAC to be part of this process.

We will solicit input via parent surveys, e-mail access, as well as our School Site Council.

2. Clara Barton Elementary will take the following actions to distribute to parents of participating children and the local community, the School Parental Involvement Policy:

At the beginning of the year Barton will distribute the school compact to all parents, as well as, notification of the dates of SSC and ELAC meetings for the year in order to encourage parent participation.

Each year everyone in school will receive a copy of the school parental policy at the beginning of the year. Any students who start at Clara Barton after the beginning of the school year will also be notified of the school parental policy.

3. Clara Barton Elementary will update periodically its School Parental Involvement Policy to meet the changing needs of parents and the school:

The SSC and it’s parent advisory component will meet discuss reviewing and updating the provisions to theParent Compact and Parent Policy once every three years.

4. Clara Barton Elementary will convene an annual meeting to inform parents of the parent involvement activities/trainings that are planned for the 2007-2008 school year.

5. Clara Barton Elementary will hold a flexible number of meetings at varying times throughout the school year.

In order to reach hard to reach parents, i.e. - babysitting, transportation, Saturday meetings, the planning of special events that parents find particularly useful and or of interest to them, etc., Barton will vary meeting times in an attempt to enable participation by most parents. In addition, we will notify parents via our web-site, school marquee, and through our new phone automated service.

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6. Clara Barton Elementary will provide to parents of participating children a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.

Through Back-To-School nights, parent conferences, and general communication, teachers will explain to parents curriculum, standards, and assessment expectation methods.

7. Clara Barton Elementary will provide parents of participating children if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to the education of their children, and to respond to any such suggestions as soon as practicably possible.

Through the following processes/organizations: Student Success Team SST meetings, ELAC, PTA, SSC, GATE parent meetings, Barton will provide parents with ideas for participation in activities/trainings that will help with the education of their children.

8. Clara Barton Elementary will take the following actions to provide access and opportunity for parents with limited English proficiency, parents with disabilities, and parents of migrant students.

Clara Barton will help provide translation support for parents who are limited English proficient, ensure that are buildings are ADA approved to address any needs of parents with disabilities, and help provide transportation when available.

PART III. SHARED RESPONSBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT

1. Clara Barton Elementary will build the school’s and parent’s capacity for strong parental involvement in order to ensure effective involvement of parents to ensure gains in student academic achievement through the following activities:

Barton will encourage and invite parents to be involved in site organizations (PTA, SSC, ELAC) and parent trainings conducted by site and/or district personnel as a result of teacher and parent suggestions.

2. Clara Barton Elementary will incorporate the School-Parent-Student compact as a component of its School Parental Involvement Policy by involving parents, teachers and administrators in the creation of the compact and the revision of the compact.

3. Clara Barton Elementary will, with the assistance of the district, provide assistance to parents of children served by the school in understanding topics such as the following:

the State’s academic content standards the State’s student academic achievement standards the State and local academic assessments including alternate assessments how to monitor their child’s progress how to work with educators.

Workshops, trainings, materials, and in-services will be provided as needed.

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4. Clara Barton Elementary will, with the assistance of the district, provide materials and training to help parents work with their children to improve their children’s academic achievement .

Such trainings could include: District School Site Council training, DELAC meetings, GATE Advisory

Committee, Special Education Advisory Committee, literacy training, use of technology.

5. Clara Barton Elementary will, with the assistance of the district and parents, educate its teachers, pupil services personnel, administrators and other staff in how to:

reach out to, communicate with, and work with parents as equal partners value and utilize the contributions of parents implement and coordinate parent programs and build ties between parents and schools by:

Barton conducts parent information nights, parent socials, and events such as coffee at Clara’s in an attempt to better disseminate information, increase communication between parents and the school, as well as strengthen the bond between home and school. In addition, Clara Barton provides English acquisition classes for parents and we also help educate parents about the school and its procedures through the School Site Council (SSC) and the English Language Advisory Council (ELAC).

6. Clara Barton Elementary will coordinate and integrate parental involvement programs and activities with other parent programs such as: PTA, Head Start, Home Instruction Programs for Preschool Youngsters, Parents as Teachers Program, to conduct activities that encourage and support parents in their full participation in the education of their children by:

7. Clara Barton Elementary will take the following actions to ensure that information related to the school, parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand.

Barton will send information home to parents informing them of meetings and events scheduled throughout the year starting with the beginning of the year folder. In addition, flyers will be sent home regarding these events as well as they will be posted on our school’s website and marquee. Information will be translated into their language when possible. Finally, we would like to begin emailing notifications of events when practical/possible.

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PART IV. ADOPTION

This School Parental Involvement Policy has been developed jointly with, and agreed upon by, parents, teachers, administrators and if appropriate students of Clara Barton Elementary.

This policy was adopted by the SSC at Clara Barton Elementary on 06/12/06 and will be in effect for the period of 3 years. The School Parental Involvement Policy will be available in the school office and on the school’s website. Upon request, a copy of the policy will be provided to parents.

The School-Parent-Student Compact will be distributed annually to parents during Student Registration or Parent Information Nights (no later than the second month of the school year).

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Barton Elementary School

Proposed Centralized Services Expenditures 2007-2008 School Year

The following services in support of this plan are to be provided by district staff from categorical funds allocated to the school through the Consolidated Application. At least 85 percent of expenditures from Consolidated Application programs must be spend for direct services to student at school sites. (List here proposed expenditures for administration, assessment, training, instruction, or support activities to be managed by district staff from funds allocated to the school through the Consolidated Application.)

Proposed Expenditures Funding Estimated Cost

Language Assessment Center EIA $ 10,602(Centralized enrollment, identification of

English learners, reclassification of English

learners )

CELDT Administration EIA $ 1,474(Test administration, scoring, distribution of

results)

Barton Elementary School

2007-2008 PROJECTED Funding Allocations

Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

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State Programs Allocation

California School Age Families Education

Purpose: Assist expectant and parenting students succeed in school.

$

After School Education and Safety Program $ 0

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

$ 83,717

High Priority Schools Grant Program Purpose: Assist schools in meeting academic growth targets.

$

Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance in core curriculum areas.

$

Peer Assistance and Review Purpose: Assist teachers through coaching and mentoring.

$

Pupil Retention Block Grant Purpose: Prevent students from dropping out of school.

$

School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.

$ 74,413

School Safety and Violence Prevention Act

Purpose: Increase school safety.

$

English Language Acquisition Program $ 6,787

Gifted and Talented Education $ 3,100

Total amount of state categorical funds allocated to this school $168,017

Federal Programs under No Child Left Behind (NCLB) Allocation

Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution

$

Title I, Part D: Delinquent

Purpose: Supplement instruction for delinquent youth$

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Title I, Part A: Schoolwide Program

Purpose: Upgrade the entire educational program of eligible schools in high poverty areas

$ 0

Title I, Part A: Parent Involvement$ 0

Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups

$

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

$

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

$

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards

$

Title IV, Part B: 21st Century Community Learning Center$

Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students

$

Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs

$

Other Federal Funds (list and describe1) $

Total amount of federal categorical funds allocated to this school $

Total amount of state and federal categorical funds allocated to this school

$168,017

Barton Elementary SchoolSingle Plan for Student Achievement

PROJECTED2007-2008

Economic Impact Aid/English Learners (EIA)Resource code - 7091

Item Cost1

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Certificated Staff……………………………………………………………………………… $45,000 - Percent of Teacher on Special Assignment for 1 year

at 2 times per week- Additional teacher hours for our after school parent classes for 45 weeks at 1 time per week

Substitute Teachers ………………………………………………………………….. $1,000

Instructional Assistants…………………………………………………………………… $20,000 - For 2 Instructional Assistants at 3.5 hours per day- For .5 hours of daycare once a week for 45 weeks

Clerical Staff…………………………………………………………………………………..…_________

Other Classified Staff……………………………………………………………………..…_________

Benefits (Certificated)……………………………………………………………………... _________

Benefits (Classified)……………………………………………………………….………… _________

Instructional Materials and Supplies……………………………………………..…$13,117 _

Consultants………………………………………………………………………………….…...._________

Transportation……………………………………………………………………………….….$ 600 _

Conferences………………………………………………………………………………………_$4,000 _

Evaluation………………………………………………………………………………….…….…_________

Other (specify)……………………………………………………………………………..…… _________

Total………………………………………………………………………………………………….. $83,717___


PROJECTED2007-2008

School and Library Improvement Block Grant

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resource code - 7260

Item Cost

Certificated Staff…………………………………………………………………..…………._______

Substitute Teachers ……………………………………………………….……..…. $2,000_

Instructional Assistants……………………………………………………….……..….._______

Clerical Staff………………………………………………………………………….…..……. $21,000

Other Classified Staff…………………………………………………………….……..…. $3,000_

Benefits (Certificated)…………………………………………………….………...……._______

Benefits (Classified)………………………………………………………………..….…… $9,765__

Instructional Materials and Supplies……………………………...…….…..…… $19,548

Consultants…………………………………………………………………….…..…..……...._______

Transportation………………………………………………………………………..………. $600 ___

Conferences…………………………………………………………………………….….…… $3,000__

Evaluation…………………………………………………………………………………………_________

Other (specify) Contracted Sources……………………………………..…..…… $4,000__ Printing …………………………………………………………………. $7,500__

Equipment ……………………………………………………………. $4,000__

Total……………………………………………………………………………………………….... $74,413_


PROJECTED2007-2008

English Language Acquisition Program (ELAP)resource code - 6286

Item Cost

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Certificated Staff………………………………………………………………………… $2,000_

Substitute Teachers …………………………………………………………….. $500___

Instructional Assistants……………………………………………………………... $500___

Clerical Staff……………………………………………………………………………….…_______

Other Classified Staff……………………………………………………………………._______

Benefits (Certificated)…………………………………………………………….……._______

Benefits (Classified)………………………………………………………………….……_______

Instructional Materials and Supplies……………………………………………. $3,787_

Consultants…………………………………………………………………………..……….._______

Transportation………………………………………………………………………….……._______

Conferences………………………………………………………………………………….…_______

Evaluation………………………………………………………………………………….……_______

Other (specify)……………………………………………………………………..…………_______

Total………………………………………………………………………………….…………... $6,787_


PROJECTED2007-2008

Gifted and Talentedresource code - 7140

Item Cost

Certificated Staff………………………………………………………………….…..… $1,000_

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Substitute Teachers ………………………………………………………….…. $300___

Instructional Assistants……………………………………………………………...________

Clerical Staff……………………………………………………………………………..…________

Other Classified Staff…………………………………………………………….…….________

Benefits (Certificated)……………………………………………………………..….________

Benefits (Classified)……………………………………………………………..………________

Instructional Materials and Supplies………………………………………..… $800___

Consultants………………………………………………………………………………....________

Transportation……………………………………………………………………………….________

Conferences……………………………………………………………………………….… $1,000__

Evaluation……………………………………………………………………………………..________

Other (specify)………………………………………………………………………….…..________

Total……………………………………………………………………………………….…….. $3,100__

School Site Council

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Names of Members

Prin

cipa

l

Cla

ssro

omT

eac

her

Oth

er S

cho

ol

Sta

ff

Par

ent

or

Com

mun

ityM

em

ber

Sec

onda

ryS

tude

nt

Dr. Felicia Delgado X

David Cammarato

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Angela Butvich X

Karen Fairfax X

Julia Miller X

Diane Lee X

Coral Halterman X

Alex Burton X

Maria Guerra X

Numbers of members of each category 1 2 1 4

At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).For schools participating in the Immediate Intervention/Under-performing Schools Program, the local governing board must appoint a "broad-based schoolsite and community team" (Education Code 52054(a)). The board may meet this requirement in either of the following ways: Add one or more "non-schoolsite personnel" to an existing school site council to form the "school site

and community team"; or Appoint a "school site and community team" unrelated to the membership of the school site council

It is important to accurately determine the board's policy before proceeding with the school planning process.

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Recommendations and Assurances

The school site council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following:

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

___ School Advisory Committee for State Compensatory Education Programs

___ English Learner Advisory Committee

___ Community Advisory Committee for Special Education Programs

___ Gifted and Talented Education Program Advisory Committee

___ Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.

5. This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: ______________________.

Attested:

Dr. Felicia Delgado __________ _________________________ ________Typed name of school principal Signature of school principal Date

Coral Halterman __________________________ ________Typed name of SSC chairperson Signature of SSC chairperson Date

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