The School Plan For Student Achievement · The School Plan for Student Achievement 4 of 86 12/14/18 School Profile Marino San Marino Elementary School is located in the City of Buena

The School Plan for Student Achievement 1 of 86 12/14/18

The School Plan for Student Achievement

School: San Marino Elementary School

CDS Code: 30664726027742

District: Centralia Elementary School District

Principal: Dr. Omaira Z Lee

Revision Date: May 31, 2017 The School Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Dr. Omaira Lee

Position: Principal

Phone Number: 714.228.3280

Address: 6215 San Rolando Way Buena Park, CA 90620

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on June 7, 2017.


Table of Contents

School Vision and Mission ......................................................................................................................................................3

School Profile ..........................................................................................................................................................................4

Comprehensive Needs Assessment Components ..................................................................................................................6

Data Analysis .................................................................................................................................................................6

Surveys ..........................................................................................................................................................................6

Classroom Observations ................................................................................................................................................7

Analysis of Current Instructional Program ....................................................................................................................9

Description of Barriers and Related School Goals ................................................................................................................28

School and Student Performance Data ................................................................................................................................29

CAASPP Results (All Students) .....................................................................................................................................29

ELPAC Results ..............................................................................................................................................................33

Planned Improvements in Student Performance .................................................................................................................36

School Goal #1 .............................................................................................................................................................36

School Goal #2 .............................................................................................................................................................50

School Goal #3 .............................................................................................................................................................59

School Goal #4 .............................................................................................................................................................65

School Goal #5 .............................................................................................................................................................72

Centralized Services for Planned Improvements in Student Performance ..........................................................................76

Centralized Service Goal #1 .........................................................................................................................................76





Summary of Expenditures in this Plan ..................................................................................................................................81

Total Expenditures by Object Type and Funding Source .............................................................................................81

Total Expenditures by Funding Source ........................................................................................................................82

Total Expenditures by Object Type ..............................................................................................................................83

Total Expenditures by Goal .........................................................................................................................................84

School Site Council Membership ..........................................................................................................................................85

Recommendations and Assurances ......................................................................................................................................86


School Vision and Mission San Marino Elementary School’s Vision and Mission Statements Mission and Vision Statement Our mission is to encourage, inspire, and support students as they develop the skills to be self-directed, life-long learners and contributing members of the community within an atmosphere of respect and integrity. Core Values Integrity - Always doing what’s right even when no one is looking Excellence - Always striving and persevering to do better Teamwork - Working together with the best interest of the whole group in mind Leadership - Building qualities that inspire others and leading by example Equality - Providing an equitable access of opportunity, resources, content, tools, and respect to ALL Goals/Vision Comprehensive Curriculum San Marino Elementary School prides themselves in providing rigorous, standards-based curriculum for ALL learners. Engaging Instruction San Marino Elementary School seeks and implements engaging and innovative instruction for the 21st Century Learner. Compassionate School Culture San Marino Elementary School promotes and creates productive, compassionate relationships within our school community. Safe and Secure Environment San Marino Elementary provides a safe and secure learning environment in which students can learn and prosper. Support All Learners San Marino Elementary is dedicated to supporting ALL students through equal access to materials and resources. Unified Cooperative School Community San Marino Elementary School seeks the active participation of parents, staff, and local community members to build cooperative relationships. San Marino is a school where we believe in data-driven decision making, professional development, and small learning communities of our exemplary and dedicated professional staff. By supporting student learning with effective research-based strategies, building academic success, and creating a college and career-ready environment, we will develop and sustain a culture of success for our students, families, and community.We will continue to work hard to provide equitable, student-centered learning opportunities which positively impact our students. San Marino is committed to providing quality classroom instruction by highly-trained personnel. We will engage students in learning by making the curriculum relevant and providing culturally inclusive materials in day-to-day instruction. We will continue to assess our plan and strategies to determine what works and refine our plan based on common data so that we can provide high-quality education for our students as we prepare them as lifelong learners ready for college and careers. San Marino's Mission and Vision along with it's Core Values are in alignment with the overarching Mission and Vision of Centralia School District. San Marino School is committed to meeting the diverse needs of all students and creating lifelong learners by providing exceptional staff and opportunities for family and community involvement in a safe and nurturing environment.


School Profile San Marino Elementary School is located in the City of Buena Park and serves students from Buena Park, Anaheim and Cypress. San Marino Elementary School was opened in 1969 and is one of eight schools in the Centralia School District. San Marino, named a California Distinguished School and California Business for Education Excellence Honor Roll School, offers an outstanding educational program for approximately 579 students from diverse backgrounds in grades PreK-6th grade, including four Special Day Classes (SDC). An additional 80 students are enrolled in the State Preschool program on campus. Students at San Marino come from socio-economically and ethnically-diverse homes. Students are provided with a comprehensive curriculum including language arts, mathematics, history/social science, and science, physical education and health. Students are offered Strings Orchestra at San Marino through the Centralia Education Foundation. In addition, Young Rembrandts Art classes are offered after school. The Meet the Masters Art Program is provided to all students during the school day. An Innovation Lab, Chrome Carts, and Multi-Tiered System of Supports (MTSS) of behavior and academics provide additional educational opportunities for our students. San Marino is a school where academic achievement and student conduct is the yardstick by which success is measured. We use data to drive our academic decisions in every area with a focus on reading, math, writing and character development. Teachers work collaboratively to ensure the success of not only their own students, but for all students. They engage students in learning by making the curriculum relevant and providing high quality grade level instruction daily. Teachers use data to guide their instruction and students are given the interventions needed to accelerate their learning if they fall behind grade level expectations. San Marino School, in partnership with the community, is dedicated to producing self-confident learners who master academic skills through a comprehensive curriculum which challenges the learner's creative ideas, talents and interests in an environment of cooperative spirit, positive attitude and mutual respect. San Marino is committed to meeting the needs of all students through explicit direction and differentiated instruction. With input from the School Site Council (SSC), English Learner Advisory Council (ELAC), and Teacher Leadership Team, the school continues to implement the District's model for a comprehensive school based coordinated plan that focuses on measurable objectives for student achievement while building on an analysis of previous year's data. Our curriculum and instructional focus will be directed toward the implementation of the California Common Core Standards to help our students become college and career ready through increased skills in critical thinking and problem solving, communication, collaboration, creativity and innovation. San Marino has a safe and orderly environment. School-wide Positive Behavior Intervention and Support (PBIS) is fully implemented. Students have clear and specific behavior expectations throughout all areas of our campus. The staff works cooperatively to implement the school behavior policy, to teach that required behavioral expectation and survival skill, and to provide support and assistance to one another. School Demographic Characteristics School Level: Elementary Grade Levels: PreK-6


County: Orange County, CA Students by Ethnicity as follows: 51% Hispanic or Latino 14% White not Hispanic 14% Asian 9% Filipino 8% African American not Hispanic Total Students in K-6: 571 53% Male 47% Female 67% of our students are Eligible for Free & Reduced Price Meals 28% of our students are English Language Learners 13% of our students are in Special Education 18% Homeless 3% GATE San Marino has received the following AWARDS: California Gold Ribbon School 2016 California Distinguished School, 2010, 2014 California Business for Education Excellence Honor Roll School, 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018 Title 1 Academic Achievement Award, 2005, 2006, 2010, 2016 Based on English Language Proficiency Assessment for California (ELPAC) data, Emerging and Expandiing English Learners use the online program English in a Flash for additional language support and English Language Development (ELD) component of Benchmark Advanced. We have before and after school childcare and an after school program (ASES- Club Casa) that serves 84 students. Under the direction of the principal, classroom teachers oversee and implement the during school reading intervention by providing small group reading instruction. After school Reading Intervention Program is provided in the Rams Academy. All San Marino teachers are fully credentialed, highly qualified, appropriately assigned, and have their English Learner (EL) Authorization and Crosscultural, Language, and Academic Development (CLAD) Certificate. Several staff members including the principal also have advanced degrees. San Marino parents support both instructional and special events. Parent Teacher Association (PTA) helps the school by providing assemblies, study trips, and book sales. Parent volunteers work hand in hand with the school to provide additional resources and assistance for classroom instruction. School Site Council (SSC) and English Learner Advisory Council (ELAC) help to oversee and advise on the implementation of the school plan. Centralia School District provides centralized funding for textbooks, Special Education, and English Learner programs. District also funds a principal, an Office Manager, full-time Resource Specialist, full-time Psychologist, a full-time Child Development Program Coordinator for ASES, childcare, and pre-schools, a part-time Health Clerk, part-time Technology Technician, and a full-time day and night custodian. Students receive instruction in twenty (20) General Education classrooms and four (4) Special Day Classrooms. Staff consists of: 1 Principal/ Administrator 18 General Education Teachers 4 Special Education Teachers 1 full-time Certified TOSA 1 full-time School Psychologist 1 full-time Speech and Language Pathologist 1 Nurse on call 1 Preschool teacher 1 State Preschool Lead Teacher and Co-teacher 1 Full time AVID Coach The number of instructional minutes is as follows:


Kindergarten: Daily Instructional Minutes for Monday, Tuesday, Wednesday and Friday are 290 minutes per day. Thursday is an early release day with 270 instruction minutes. Grades 1, 2, & 3: Daily Instructional Minutes for Monday, Tuesday, Wednesday and Friday are 290 minutes per day. Thursday is an early release day with 270 instruction minutes. Grades 4, 5 & 6: Daily Instructional Minutes for Monday, Tuesday, Wednesday and Friday are 325 minutes per day. Thursday is an early release day with 270 instruction minutes. Comprehensive Needs Assessment Components

Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). The results of the Local Control Accountability Plan (LCAP) Parent Survey 2018 show that 90-100% of parents strongly agree or agree that: 1. The school provides a good education for students. 2. There are multiple ways for parents to provide input and get involved at the school. 3. I understand how my child's academic success at school will prepare him/her for their future. 4. The school makes efforts to keep all families informed about important issues and events. 5. The academic needs of my child are met by the school. 6. Child(ren) feel(s) safe while at school. 7. Teachers and adults at school listen and respond to me when I have a question or concern. The LCAP Survey results also provided specific parent comments some of which are listed below as action steps are being developed with stakeholder groups to address survey comments.

• Add More activities/fun and award them *Better drop off system in the morning, too much congestion with parents parking and blocking driveways *By helping them when they need extra help in homework questions *Create a positive environment for everyone where kids do not feel discouraged to come to school; addressing bullies; reward them for good attendance. School activities that gets them involved. *Fun projects with friends, less homework and better supervision during lunch *Have attendance rewards/ more incentives for no absences *Make some more interesting flag ceremony every morning and may have some fun and positive speeches for students in the morning *Tell children how valuable education is *After school homework club


* Encourage our children to participate more in class activities teach them how to be more engaged *For the library to be open after school for them to read more books *More available chrome books *More recognition on achievements Discussion of the LCAP results with parents, teachers, and administrators indicated the following analyses listed below along with action plans to address issues of need:

Parents and students need to understand the importance of attendance. Action Plan: Add information to Parent Presentations and Weekly Rams News to increase awareness of the importance of attendance. Additionally, add monthly awards assemblies

Parents may not understand that Common Core College and Career Readiness Anchor Standards helps build the foundation for college and careers.

Action Plan: Add information to Parent Presentations and Weekly Rams News (school messages) to increase awareness. *More chrome books Action Plan: Continue to add to current inventory of chrome books/chrome carts All parents are encouraged to attend Coffee with Principal, PTA, SSC/ELAC meetings to provide input. We hold two annual program meetings every year for the GATE (Gifted and Talented Education) and English Learner programs. The School Site Council (SSC), District English Learner Advisory Committee (DELAC), and English Learner Advisory Committee (ELAC), meet during the year to discuss, monitor, and evaluate all of the instructional programs in the Single Plan for Student Achievement (SPSA) including GATE, English Learners, technology, intervention, and Special Education. The Parent Teacher Association (PTA) Board also meets once a month to discuss and plan many activities such as school fundraisers, book fairs, study trips, assemblies, family nights, etc. Dates for these meetings are posted on our marquee, website, and parents are notified through a weekly telephone message and email.

Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. The school has fully implemented the Common Core State Standards (CCSS) in English Language Arts and mathematics. Lessons are aligned to CCSS and the learning objectives reflect this alignment as well as their understanding of the standards. The site principal has a goal of observing classrooms for 1.5 hours daily at least four times a week through formal and informal observations. Classroom observations indicate the need for additional professional development in the following areas: 1) aligning teaching strategies with the higher level thinking skills required by the CCSS, 2) providing differentiated instruction in Multi-Tiered System of Supports, 3) behavior management and student engagement of Tier 2 and 3 students 4) continuous implementation of the ELA curriculum Benchmark Advanced and McGraw-Hill math curriculum , and 5) implementing Next Generation Science Standards (NGSS) During the 2018-2019 school year, ongoing professional development is being provided for continued implementation of Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) through OCDE, District TOSAs, Benchmark Advanced trainers and regional/ county trainers, AVID through AVID center and AVID coach. In general, observation indicates the following: Successes: a. Teachers use data to guide instruction. b. Teachers use a variety of materials and strategies to enhance learning including close reading strategies that are embedded within Benchmark Advanced. c. Our Resource Specialist (RS) program has been able to service Tier 2 and Tier 3 students with a combination of push-in and pull-out. d. Teachers use research-based strategies/ interventions to accelerate learning.


e. Purchase and implementation of supplemental materials are used to help with reading comprehension, fluency, academic language and systematic spelling. f. Use of Discovery Education,Ticket to Read, and ST Math as supports for core instruction. g. English in a Flash is used to support students who are level 1 or 2 English Learners. h. Collaboration among grade level teams is evident in lessons, resources, and bulletin boards. i. AVID is fully implemented in grades 3rd- 6th. Challenges: a. There are gaps in the instruction in listening comprehension. b. There are gaps in the instruction of concepts and procedures and problem solving. c. There are gaps in the instruction of writing and the Common Core genres. d. Instructional technology is rapidly changing which requires ongoing professional development and up-to-date software and equipment. e. Misbehaviors of a small group of students present a challenge for some classrooms. Staff and administration continue to address concerns at Professional Learning Communities (PLCs)/ collaboration meetings and staff meetings. The following steps are being implemented: 1. Teachers are working within PLCs/ collaboration meetings and individually to align the rigor of instruction to match the requirements of Common Core State Standards for all students. 2. Universal Access/Small group instruction is implemented at each grade level to address grade level needs in both ELA and Math. 3. Blended Resource Specialist (RS) program and Learning Center Model of intervention is implemented to address the needs of Tier 2 and Tier 3 students with a combination of push-in and pull-out 4. Ongoing professional development is provided for research-based strategies of discipline/ behavior practices including MTSS/ PBIS/PEPD and Conflict Resolution. 5. Student Success Team/ 504 Meetings are held with teachers and parents to address the needs of students that present challenges academically, behaviorally, and or socially.


Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals • Meeting performance goals • Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Data is analyzed school-wide and at each grade level to look for areas of strengths and areas that need attention. All grade levels set annual goals and set goals for each trimester that are analyzed in school-wide, grade level collaboration meetings. Teachers also meet in PLCs to plan and review progress for the grade level and specific students who have been targeted for intervention. We have Student Success Team (SST)/504 meetings to address specific students' needs both academically, behaviorally, and socially. We review current and past data as it applies to the effectiveness of interventions and modifications. District Benchmark Assessments are administered throughout the year. Assessment results (Benchmark Advanced, My Math!) are examined to determine instructional needs. These assessments are used to guide instruction and improve instructional practices. Teachers re-teach concepts and differentiate instruction within the classroom based on student need and provide small group instruction. Teachers are provided time to review data and make instructional decisions and modifications. Substitute teachers are also purchased to release teachers to enable them to review data and report student progress. The assessments are reviewed in data conferences with administration and in grade level PLC's. Academic Conversations/Data Days - Administration utilizes substitute teachers to meet with each grade level to discuss data on a trimester basis.

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

San Marino has a standards-based instructional program, and we use multiple assessments to monitor student achievement. Teachers use beginning of the year assessments to develop a baseline for students. District Benchmarks and formative assessments are used to monitor students throughout the year. Kinder teachers screen students at the beginning of the year using a variety of teacher made resources. Our 1st and 2nd grade students are screened for intervention by using the Basic Phonics Skills Test (BPST), San Diego Quick, District Running Records, District Benchmark Assessments, Leveled Literacy, and informal observatons throughout the school year. Our 3rd-6th grade intervention candidates are screened by measures such as San Diego Quick, STAR Reading Test, Basic Phonics Skills Test (BPST), Qualitative Reading Inventory (QRI), District Running Records, and Leveled Literacy. After this process, we design our intervention program (RAMS Academy) for these grade levels using all of our instructional resources. We also use ELPAC to determine the level of intervention for English Learners.


Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA)

All San Marino teachers are fully credentialed, have their CLAD, are highly qualified under No Child Left Behind (NCLB), and are appropriately assigned. Monthly staff meetings, weekly grade level collaboration team meetings, professional development and PLC's provide opportunities for staff to evaluate student work, plan instruction collaboratively and share information. Proposed staff developments are aligned with Common Core State standards and are based on staff and students needs school-wide and district-wide and are based on observation. School needs are established based on District-wide trainings in Special Education, EL Strategies, Writing and Math Articulation and data analysis is ongoing. Professional development at San Marino is focused on the Design Elements for High Quality Professional Development: student data, planning time, leadership, content and pedagogy, inquiry, collaboration, adult learning, support, and accountability. We have grade level Professional Learning Community (PLC) meetings once a month. Time is set aside for teacher collaboration and curriculum mapping/planning through PLC's and release days. Teachers are engaged in discussions about common core standards, unpacking standards, sharing best practices, and implementing standards-based instruction along with AVID strategies. The district provides differentiated professional development for teachers on topics to strengthen their efficacy and skill. The school budget provides substitutes to release teachers to plan and review data as needed. On site release time is guided by site principal Teachers are provided the same professional reading books, articles, and web resources to build knowledge, skill and efficacy. Professional development is critical to our school, so we strive to make it high quality, sustainable, intensive, and classroom focused in order to have a positive and lasting impact on classroom instruction and teacher performance. San Marino’s aim is to give teachers the knowledge and skills to provide students with the opportunity to master the Common Core standards and become college and career ready. Each month, teachers attend research-based training and strategies that target specific areas in reading and math. Teachers are also afforded the opportunity to attend specialized, multi-day conferences and workshops to improve their instructional deliver. We also focus on AVID strategies i.e. student success skills, WICOR lessons, organizational skills, and partnerships to improve the instructional core and pedagogical skills. Teachers are released by substitutes to allow teachers to plan, observe and share best practices, collaborate with AVID coach, and visit exemplary schools to replicate best practices. During this planning time, interventions are discussed with a focus on differentiated instruction to improve instruction for students who receive less than 80% (bottom 30%) on district benchmarks. Administration, support staff, teachers and paraprofessionals participate in various professional development workshops to improve their instructional skills. Professional development is driven by school and district data. All participants increase their Costa's Levels of Questioning/ depth of knowledge (DOK) by being exposed to Explicit Direct Instruction (EDI), Common Core State Standards, Curriculum mapping, research-based best practices on how to improve literacy and math skills.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) Teachers are trained through staff meetings, ongoing professional development, and district and county meetings/ trainings. Teachers also have the option of attending Professional Development based on their desire area of need/interest.


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


The Centralia School District provides collaborative professional development (PD) that is aligned to student learning and standards, that prepares and trains high-quality teachers, principals, paraprofessionals, and other staff. Certificated staff participate in a variety of staff development activities to enhance each individual’s involvement, competence, effectiveness and productivity in meeting the needs of all students. Opportunities for staff development are sponsored on site and through district, county and local conferences. The scope of our professional development includes curriculum implementation and alignment to California Common Core Standards, implementation of AVID, implementation of NGSS, assessments both formative and summative (CAASPP), instructional strategies specifically for English Learners, interventions, instructional materials, and integration of technology. San Marino Certificated Staff have received the following professional development:

Restorative Practices and Circles Trainings @ Orange County Dept of Education-OCDE Peer Assisted Leaders (PAL) Advisors Training @ OCDE (4 staff including principal) Student Conflict Managers Advisors Trainings @ OCDE (2 staff) Thinking Maps: Write from the Beginning and Beyond (Expository and Informative, 6th grade Argumentative) Refinement of the Multi-Tiered System of Supports (MTSS) model Positive Behavior Intervention and Support System (PBIS) Trainings PBIS Sustainability Network (4 staff participated in the workshops) McGraw-Hill Math Program Training MTSS Tier I ST Math Professional Development Benchmark Advanced ELA/ELD Number Talks for Math Common Core Technology PDs include Illuminate Report Cards, Assessments, Grade Book, Story Jumper, Microsoft 365, code.org Leveled Literacy Intervention (LLI) for Certificated Intervention Specialist CA Assessment of Student Performance and Progress (CAASPP)/ Smarter Balanced Assessment Consortium (SBAC)

state tests trainings SBAC Digital Library Special Education Information System (SEIS) Training for new case managers Many of our teachers have participated in Close Reading Coaching by District TOSA Substitute Teacher Training for new sub hires Meet the Art Masters Title 5 Regulations workshop with Dan Harbottle for psychologists and Speech Language Pathologists- December Case Manager Training: Effective and Compliant IEPs- January NCI Training- Non-Violent Crisis Intervention (CPI) Mandated Child Abuse Reporting

* Introduction to Next Generation Science Standards (NGSS) *Project -Based Learning *Advancement Via Individual Determination (AVID) * Cognitively Guided Instruction (CGI) Specific to Administration

Peer Assistance Leadership Advisors Training @ OCDE Discipline Training @ OCDE Association of California School Administrators (ACSA)- Dr. Michael Fullan Partnership with neighboring districts- Dr. Anthony Mohammed Principals workshop on Safe Schools Plan/ School Accountability Report Cards- December Principal Training: Effective and Compliant Individualized Education Plans (IEP) Special Education Overview for Principals Workshop Lead 3.0 Technology Symposium Renaissance Learning Data Analysis ST Math Professional Development Benchmark Advanced ELA/ELD

*School Success Team *PEPD Training/ Behavior Training * Mindsteps Training Title I principals The professional development provided for classified staff is varied and corresponds to the area and tasks associated to the specific classification. The goal of the activities is to enhance the employees’ ability to provide service to the students which will ultimately support the educational program being provided. The activities they are involved in are directly related to the employees’ assignment.

Noon Supervisor Training- effective supervision of students- August Health Clerk Annual review of practices- September Annual & individualized training for Health Clerk Mandated Child Abuse Reporting School Office Manager Customer Service training PBIS/ Behavior PD


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

Training is provided to teachers and paraprofessional by district staff in areas determined by district, principal, leadership team, and staff. Support is provided for various topics through district, county and local conferences.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) All grade levels are scheduled to meet on a regular basis with feedback to and from the site administrator. Grade level teams collaborate regularly through formal and informal means on a regular basis. Throughout the year, we utilize substitutes to release teachers to hold cross-grade level articulation, grade level PLC meetings and review data from assessments. Results from formative and summative assessments help inform instruction.


Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)


All teachers use the Common Core State Standards to guide instruction. Pacing charts have been created by the district with input from district teachers. All teachers have core grade level materials. San Marino provides instructional core programs for Reading/Language Arts (Benchmark Advanced)\, Mathematics (My Math), Social Studies and Science. Our supplemental materials consist of: ST Math K- 6th grade, Eureka Math K- 6th grade, Ticket to Read (reading intervention), English in a Flash (ELs in ELPAC levels Emerging and Expanding), More Star Fall (K - 1st grade), Discovery Education, Renaissance Learning (STAR and AR), Study Island, Read Naturally, Leveled Literacy and Phonics for Reading. In addition to supplemental books, the students are exposed to computer-based learning programs such as;Ticket to Read, English in a Flash, Study Island (PTA sponsored), and ST Math (Mind Research + renewal licenses). These programs will be implemented daily in every classroom to increase reading fluency, comprehension, and conceptual understanding. Materials are selected by the district as these items are centralized district-wide. Teachers at San Marino are released to do in-depth planning, hold cross-grade level articulation, and grade level PLC meetings, and review data to drive instruction, response to intervention using STAR Reading, Read Naturally assessments, San Diego Quick, Basic Phonics Skills Test (BPST), and curriculum embedded assessments. Teachers collaborate around how and what we teach (I do, we do, and you do) as well as analyze data, share best practices and collaborate around standards to align instruction to grade level expectations. We use a lesson sequence guide in all classrooms to ensure all teachers implement consistent instruction. Teachers are provided the curriculum guides and common core state standards deconstructed for both ELA and Math. San Marino has aligned its curriculum to the Common Core State Standards by familiarizing the staff with the content standards in each of the core curriculum standards and domains. Teachers also receive professional development in regards to the CA frameworks. Our district provides curriculum guides, pacing guides and formative and summative assessments that align with the instructional programs. Students are exposed to multidimensional lessons, building on the language skills and concepts that students already know. Students are required to actively respond to literary works by integrating listening, reading and writing activities. Students are also expected to apply higher level thinking skills (analysis, synthesis, and evaluation) to daily work. Teachers are trained in probing students to apply Higher Order Thinking Skills (HOTS). Teachers are trained and provided with Costa's Levels of Questioning/Bloom's Taxonomy/Depth of Knowledge (DOK) chart. As students are exposed to language arts curriculum, grammar and vocabulary development skills are simultaneously reinforced. Supplemental materials are purchased that are linked to the standards and provide additional reinforcement to the adopted text. They also fill in curriculum gaps in the core textbooks. For intervention, our teachers analyze formative and summative test data to guide instruction, to form appropriate groups and to differentiate instruction. The Mathematics program develops students ability to think, communicate, draw on mathematical ideas, and use mathematical tools and techniques to solve challenging problems. The Mathematics curriculum is designed to offer students an in-depth and comprehensive understanding of mathematical computations, concepts and procedures, and applications. The program covers the strands of the California Common Core State Standards (numbers, measurements, geometry patterns and functions, statistics and probability, logic and algebra) with emphasis placed on the student weaknesses. These same concepts are now used as a foundation in Common Core standards. The instructional staff will implement a variety of strategies to mathematically empower all students; Three Reads, Math Scribe, CUBES/ACE, and Number Talk, Costa's Levels of Questioning/DOK in Math which is a variety of content-appropriate instructional strategies used to engage all students more actively in mathematics including higher level thinking skills, problem solving, mental math, estimation, cooperative learning and computational skills inclusive of real-life application. Some strategies include peer coaching, multi-stepped problem solving, and math journals noting two and three column noting taking.. In the classroom teachers emphasize the mathematical meanings of ideas, including how the idea concept or skill is connected in multiple ways to other mathematical ideas logically consistent and in a sensible manner. Students will participate in hands-on activities to help increase an understanding of math skills. AVID Elementary mirrors AVID Secondary in that it supports the same philosophical mission, which is to close the achievement gap and prepare students for college and career. The beauty of AVID Elementary is that it is not exclusive. All students take part because the school has become an AVID school. At San Marino we want to be that school that not only provides opportunity for all students to be successful but also closes the achievement gap while preparing students with the right footing to be successful for today and beyond. Like AVID Secondary, AVID Elementary focuses on four necessary areas to ensure that all students are poised for academic success: Instruction, Culture, Leadership, and Systems to impact school wide structures. AVID Elementary takes a systematic approach using Writing, Inquiry, Collaboration, Organization, and Reading strategies (WICOR) into daily instruction. AVID focuses explicitly on high expectations, rigor, and developing culture of college readiness, which is what, are California Common Core standards focus on. What makes AVID so attractive is that it is what we do every day. It is a system of articulation between grade levels of best practices that are embedded in and throughout the entire year. It teaches students to make goals, take notes, be collaborative and that they have a path to college and career. It is immersed in research from Carol Dweck’s Growth Mindset to Marzano’s Classroom Instruction that Works. AVID has proven time and time again that, when given a system of rigorous curriculum and strategic support, students can be academically successful.


9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

All teachers are required to complete lesson plans, which are reviewed by the site administrator to ensure that instructional minutes are being observed. Instructional minutes include prioritizing time for ELA and mathematics. The number of instructional minutes is as follows: Kindergarten: Daily Instructional Minutes for Monday, Tuesday, Wednesday and Friday are 290 minutes per day. Thursday is an early release day with 270 instruction minutes. Grades 1, 2, & 3: Daily Instructional Minutes for Monday, Tuesday, Wednesday and Friday are 290 minutes per day. Thursday is an early release day with 270 instruction minutes. Grades 4, 5 & 6: Daily Instructional Minutes for Monday, Tuesday, Wednesday and Friday are 325 minutes per day. Thursday is an early release day with 270 instruction minutes.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) There is a pacing chart afforded to teachers that aligns with district adopted curriculum in both ELA and Math using Common Core State Standards as a guide.


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


CESD adopted core curriculums and materials are issued at all grade levels and in each classroom. Our school uses appropriate instructional materials to improve all significant subgroups such as African Americans, English Learners, and socio-economically disadvantage. EL instructional materials are embedded in the state adopted curriculum and used with identified EL students. Additional adopted materials are acquired as needed. Tier 1 students- are students who if provided good first teaching, will reach mastery. These students will be taught using the core reading materials (Benchmark Advanced), Read Naturally, guided reading/leveled readers that accompany Benchmark Advanced. Progress will be monitored through formative and summative assessments. Tier 2 students - our strategic students are provided small group instruction who need more scaffolding and assistance will be accelerated using guided reading/leveled books, phonic skill specific, fluency passages from Read Naturally. They will also be provided small group instruction through the Curriculum Intervention Specialist (CIS). Progress will be monitored through formative and summative assessments, AR, etc. They will also be provided additional time for opportunities to learn. Tier 3 students - (at-risk) students will be provided small group interventions using leveled readers from Benchmark Advanced, BPST materials, Read Naturally, More Star Fall, Accelerated Reader, and materials that will strengthen the phonics and phonemic awareness levels. Progress will be monitored through academic conversations/data meetings. They will also have an School Success Team (SST), so the team (teacher, administrator, parent) can develop an intensive intervention plan to monitor and follow-up. All students have a three hour ELA/ELD block of time. The Common Core materials incorporate principles of Universal Access and SDAIE strategies which include instructional elements that reinforce and extend the core program for English Learners and struggling readers. Thinking Maps are used in combination with Shared Writing strategies that will be used to ensure writing proficiency for all students and EL's not reclassified as a targeted after-school session specifically geared toward non-reclassified EL's. All students are taught close reading and writing strategies through science and social studies daily. EL's are either front loaded or retaught the reading comprehension skills for their grade level. Our GATE students, who need challenging instruction, are provided hands-on learning and project-based opportunities during the day. These activities are provided throughout the district and at the school site. We also ensure that our RSP/SDC Special Education students are provided access to all SBE/Adopted Core and supplemental instructional programs. The core instructional program is developed and implemented according to the guidelines established by the Centralia Elementary School District. Our primary goal is the mastery of the adopted Common Core State Standards in all content areas. Our school uses a reliable process for selecting and purchasing standards-based instructional materials with involvement of all stakeholders. We utilize Title 1, restricted and unrestricted to purchase supplemental instructional materials for our significant subgroups. We add to our core program with State Approved supplemental programs and books that enhance phonics, phonemic awareness, vocabulary, reading comprehension, writing, and fluency. Students and parents will be aware of fluency goal for their grade level and must know their fluency number. The grade level fluency goal is posted in all classrooms and teachers keep a daily individual student record of fluency growth (2-3 words a week) utilizing Read Naturally. In the beginning of the year Title I Evaluation Meeting (Back to School Night), SSC, and in ELAC council meetings, parents are provided with Title I expenditures for the year and informed of the curriculum for the year and each teacher shares with the parents how they are going to implement it. In the spring, Title I Evaluation Meeting (Open House) incorporates how Title I for the coming year will be spent. Benchmark Advanced program is aligned to Common Core State Standards. Our Language Arts program is Our Language Arts program is supplemented by the following: Ticket to Read, More Star Fall, Read Naturally, Accelerated Reader, Leveled Literacy and Phonics for Reading, Study Island, etc. Our standards-based, district adopted text is California Science by Houghton Mifflin. Science learning is reinforced with hands-on projects/experiments and field trips. Science learning is celebrated at our San Marino through our STEAM, Innovation lab, yearly Science fair and Science Olympiad, and gallery walk where our students have the opportunity to shine by presenting projects, using display boards and scientific materials. San Marino is making strides in preparing scholars for the 21st century of science and technology. The History-Social Studies program leads the students at San Marino to explore their world, the community, state and regions, as well as engage in deep thinking and have access to rich vocabulary through culture. In addition to the District Adopted Text, the Common Core State Standards are integrated into daily curriculum throughout the day. All of these programs are designed to improve their reading fluency, critical thinking and comprehension. The My Math program is aligned to Common Core State Standards and ST Math. The My Math program encourages students to develop their knowledge through hands-on activities. In grades K-6, we utilize the District adopted Math McGraw-Hill program. Additionally, we use my ST Math as a supplement. ST Math encourages critical thinking and conceptual understanding.


12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school

students, access to standards-aligned core courses (EPC) All materials used at San Marino are on the state-adopted list.


Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)


ENGLISH LEARNER PROGRAM San Marino adheres to the requirements to Centralia School District’s Master Plan for English Learners. The Master Plan is available on the District’s Web site (www.cesd.us) in English, Spanish, and Korean. Program Overview: The goals of the English Learner (EL) Program are: 1) To ensure English language proficiency for all students and 2) To enhance each student’s self-confidence and cultural awareness The type of instructional program an English Learner receives is based on their level of English language proficiency. The English language proficiency of all students whose home language is not English is assessed annually. Based on ELPAC test results, the student language levels fall into new categories: beginning, early intermediate, intermediate, early advanced, and advanced. Classroom instruction is then aligned to address the needs of each student. Structured English Immersion (SEI) Program provides instruction primarily in English with native language support as needed to students who are just beginning to learn English. Instruction includes English Language Arts and Specially Designed Academic Instruction (SDAIE) strategies for math, social studies, and science/health with an emphasis on English vocabulary development. English Language Mainstream (ELM) Program provides instruction in only English to students with reasonable English fluency. All teachers either have a CLAD (or equivalent) or are in training to receive their CLAD. Bilingual Instructional Assistants provide academic support for EL students using native language support when needed. Staff development is provided by the district and the site on an on-going basis according to staff needs. Parents of English Learners are given the opportunity to participate in an English Advisory Committee (ELAC) at the school site, as well as the District English Advisory Committee (DELAC). Data from CAASPP, formative and summative assessments are used to identify students' proficiency levels as well as guide classroom instruction and support. Grade-level teams meet regularly to discuss student needs and determine responsibility for providing additional time and support. Students who have behavioral concerns are referred to the Student Success Team/504 Team for review, evaluation, and support. Regular standards-based instruction is provided in each classroom, instructional delivery is examined continually in regards to its effectiveness and rigor. EL support is provided for students within their regular classrooms through daily ELD instruction and the use of SDAIE strategies incorporated daily. After school intervention is provided using Title I/Title III Funding. In order to assist students who are struggling in reading and math, we have ongoing data meetings to identify their academic deficiencies and determine appropriate interventions. Our goal is to ensure strong Tier 1 instruction in all classrooms, which is good first teaching that includes EDI (Explicit Direct Instruction.) MULTI-TIERED SYSTEM OF SUPPORTS (MTSS) San Marino provides structured and focused MTSS interventions for students not meeting proficiency in ELA and math

Tier I interventions are within the general education classroom during core instruction Tier II interventions for grades K- 6 are through the RAMS Academy with support from the TOSA, Resource Specialist

(RS), and Instructional Assistants (IA) consiting of push-in and pull-out Tier III interventions for grades K-6 are through the RAMS Academy with support from the RS/ Instructional Aides (IA)

Strategic and intensive students are provided targeted interventions during the day, after-school and in small groups. They are also engaged in computer-based reading and math programs such as: Ticket to Read, More Star Fall, Read Naturally, English in a Flash, Accelerated Reader, Study Island, and ST Math. Tier 2 our strategic students are provided small group instruction who need more scaffolding and assistance and will be accelerated using guided reading/leveled reading books and fluency passages from Read Naturally. Instruction will be differentiated to meet their needs. They will also be provided small group instruction through an Intervention teacher. Progress will be monitored through reports from Ticket to Read, English in a Flash, AR, Study Island, and ST Math. Tier 3 at-risk students who need intensive interventions during and beyond the regular day. They are provided small group instruction with the assistance of paraprofessionals and teachers who focus on fluency practice daily, guided reading, phonics and phonemic awareness practice to increase 2-3 words a week and comprehension skills. Students receive support during RTI daily, additional support in after school RAMS Academy. Reading – 1 Interventionist, teachers and paraprofessionals will assist students in small groups to increase reading fluency and comprehension. They will focus on the Big 5 reading strategies: phonics, phonemic awareness, vocabulary development, fluency and reading comprehension. Writing - Students will also engage in daily writing practice with the Benchmark Advanced program and Thinking Maps program to strengthen writing and mechanic skills. They will also engage in daily journal writing, quick writes, and many short informal pieces, and in-house assessments to help prepare them for District Writing benchmarks. Math - Teachers will implement the MY math program daily to ensure math fact automaticity and mastery. Teachers administer weekly Math quizzes to assess students’ progress toward math facts. Project-based learning - students will be engaged in hands-on learning to apply their reading and writing skills to real life, science and social studies. An Innovation lab will help facilitate this learning. Additional materials and supplies will be needed to run the Innovation lab. Field trips will also be provided to extend learning outside the classroom into a real-world environment which builds relevance, vocabulary, and comprehension. Students in the bottom 30% will be progress monitored with use of analyzing data and providing instructional support.


14. Research-based educational practices to raise student achievement

Specific instruction is given to our English Learners, GATE students, Special Education Students, and “at risk” students during regular instruction through clustering in the general education classroom. Tier 2 interventions are delivered through the Learning Center Model which provides specialized instruction in specific curricular areas to assist Tier 2 and Tier 3 students to achieve grade level standards. Additional instruction is delivered by the Resource Specialist, TOSA, Instructional Assistants, AVID coach, and the Special Education teachers in a school-wide Response to Intervention Model. GATE The District’s philosophy regarding GATE is: “Through participation in a differentiated curriculum, bright, talented students will enhance their talents and become analytical thinkers, creative producers, and practical problem solvers.” students are identified using the district’s approved criteria. GATE students have Individual GATE Plans (IGP) to identify their instructional needs both academically, social and emotionally. A District GATE Advisory Committee meets three times a year to enable parents to provide input and to provide parent training. The district website has several Power Point presentations designed to provide parent and staff training. For additional information refer to the Centralia School District’s Master GATE Plan located on the District’s web site (www.cesd.us).


Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)


Neighborhood Resource Center (NRC) supported by the district provides referrals for medical needs, counseling, housing, food, and clothing. Additional information can be found at www.cesd.us. Communication in the school community occurs in various ways and parents are provided resources in a variety of forms.

Student Success Team/504 Meetings Psychologists Speech Therapist Resource Specialist with Instructional Assistance

*Community Liaison After School Enrichment Program (CLUB CASA) Community Resources: Counseling Services (mental health services from the child welfare and attendance office)

Parent Volunteers, Student tutors Communication in the school community occurs in various ways. The monthly Principal newsletter and school calendar is sent home which contains school announcements and a calendar of events. Additionally, flyers are sent home to remind parents of upcoming events. The use of our district and school websites, as well as the weekly principal School Messenger phone calls and e-mails help keep parents informed of events at the school. Increased parent volunteers/parent involvement is our ongoing goal to ensure each classroom has a "cleared" volunteer to assist with student learning. All parents are provided and asked to sign the District Parent Handbook and Parent/Student/Teacher compact that addresses guidelines for homework, discipline, dress code, and expected behaviors and goals for students. This is joint partnership between parent, student, teacher, and administration. Furthermore, all students receive a school planner or the planner insert that details handbook of policies and procedures. Parents are also encouraged to complete a parent survey to address any concerns, questions or comments they have to improve our school. Parents and community members are active in the School Site Council, ELAC and DELAC, and PTA. To ensure parents are informed and engaged in their child's learning, San Marino provides a Family literacy Nights, AVID Parent Workshops, and STEM Night to show parents how to help improve their child's education. School Barriers The greatest barrier to increasing the percentage of students that Meet or Exceed Expectations is the high mobility rate that our school experiences. Students that spend more than one year at our site make more progress than students who do not. In order to make progress in students meeting or exceeding expectations in ELA and math, we need to 1) expand the interventions we are using for Tier 2 and subgroups to quickly address the needs of all students who are1-2 years behind; 2) utilize multiple measures to continuously monitor student progress 3) develop an action plan To accomplish Goal 1 the following is needed: 1. Continuous professional development for teachers and Instructional Assistants for full implementation of the strategies and pedagogy involved with CCSS and AVID including Tier 2 and English Learner programs. 2. Continue to analyze student data to determine individual weaknesses in specific academic skills. 3. Continue to monitor curriculum to maintain rigor of instruction. To accomplish Goal 2 the following is needed: 1. Continue grade level Universal Access plans for student interventions indicating specific goals, times, and resources utilized. 2. Identify and utilize multiple measures to identify specific skills which cause academic gaps within subgroups. 3. Monitor students progress specific to the identified gaps in their skill mastery. Overall School Barriers

Student attendance at all grade levels (high transiency/mobility) Lack of parental commitment and involvement in education (manifested in for some students: poor attendance, poor

hygiene, lack of completed homework, emotional and behavioral problems) Parent/Community Barriers

Parents' work schedule Single parent households, foster parents, or being raised by grandparents Logistic concerns (i.e. transportation, babysitting, language translation) Fear of acceptance by school staff

School/District Barriers Curricular targets need to be clear to all staff Strengthen training on effective instructional strategies in the areas of Common Core State Standards in Reading,

Math, and Writing including but not limited to Explicit Direct Instruction High expectations are communicated in concrete ways Teacher recruitment, hiring and assignments.


16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary

schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932) Parents participate in our strategic planning process in many ways. Through their involvement in SSC and ELAC they give input into site programs and help develop school-wide goals and our SPSA. The district GATE parent meetings inform parents of our GATE program and assist parents in supporting their students’ specialized learning needs. Parents are involved in the writing of their child’s Individualized Gate Plan (IGP.) Community Liaison along with San Marino staff and PTA coordinate parent volunteers and plans Literacy Night, Book Fairs, Movie Nights, Family Restaurant Nights, School Carnival among others. Award Assemblies are held monthly and each trimester to recognize student academic and behavior achievements, and parents are invited to attend. The use of our district and school websites, school marquee, as well as the weekly principal School Messenger phone calls and e-mails help keep parents informed of events at the school. Student Success Team (SST)/504 Meetings monitors students who are struggling academically and involves parents in the intervention process.


Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)


Services are provided using Local Control Funding Formula Supplemental/Concentration along with Title I and Title III funding. The Multi-Tiered System of Support (MTSS) Model and interventions such as Leveled Literacy, Read Naturally,Ticket to Read, ST Math, Study Island, and English in a Flash are available as needed. San Marino utilizes several approaches to help under-performing students improve academically with the use of categorical funds. These funds enable our school to provide the following: After school in the RAMS Academy, primary and upper grade students receive tutoring for at-risk students, students who need CAASPP preparation, and students who need extended learning opportunities.etc. Supplemental Programs - With the use of categorical funds, we are able to purchase additional supplemental materials that will build reading skills such as: Close Reading and Vocabulary materials, Read Naturally, etc. Study Island is used for a supplement for both ELA and Math These programs are used whole group to move students to grade level mastery. ST Math is used in the area of Mathematics for grades K-6.

TOSA/RS provide instructional intervention to students who are considered strategic, provides instructional intervention to under-achieving "at-risk" students.

Speech and language services are provided to students identified with an IEP in the area of Speech and Language The Community Liaison, and school nurse all operate to assist the school in the operation of the school program. Teachers are provided with high quality training to support meeting their students’ needs. A continuously improving library supports and builds student achievement in all curricular areas.

* Classrooms are provided supplementary materials and classroom furniture to implement high quality programs. A school-wide wide reading incentive and ST Math program designed to motivate and reward students’ reading is

provided. All teachers have access to a chrome cart access with adequate technical support and training to meet their program

needs. * TOSA provides coaching to all teachers for first best instruction, AVID strategies, and small group instruction. TOSA works with small groups of students to increase reading comprehension and fluency. They also cover classes for teachers (if necessary) to visit exemplary school visits and engage in lesson study. The Bilingual assistant under the direction of the Interventionist works with students in the computer lab utilizing Ticket to Read and English in a Flash. Tier 3 students often exhibit behavior problems and lack self-awareness/self-regulation skills and leadership skills. Categorical/ LCAP funds are used to implement character-building programs as well Zones to build academics, self-awareness/self-regulation, leadership and positive behaviors (PBIS). To increase technology in the classroom, surface books/chromebooks and learning digital displays (T.V's) are used to make learning engaging, interactive and create a 21st century learning environment. Field trips are also provided (transportation) for extended learning for all students. Parent Volunteers – San Marino seeks to recruit parent volunteers to help in the classroom and around the school. Description of Barriers and Related School Goals Barriers: 1.Teachers are lacking time to plan and collaborate. 2.Student attendance (96.73%) 3. Lack of updated Technology 4.Lack of teacher efficacy with technology 5.Need updated infrastructure and computers/variety of devices to meet the demands of the 21st Century 6.Parental involvement and educational opportunities 7.Lack of parental commitment and involvement in education (manifested in for some students: poor attendance, poor hygiene, lack of completed homework, emotional problems) 8. Alignment of rigorous instruction,Performance Task, NGSS, AVID strategies Parent/Community Barriers: 1. Time conflict due to parents' work schedule 2. Logistic concerns (i.e. transportation, babysitting, language translation) 3. Fear of acceptance by school staff School/District Barriers: 4. Curricular targets need to be clear to all staff 5. Strengthen training on effective instructional strategies 6. High expectations are communicated in concrete ways 7. Teacher recruitment, hiring and assignments. 8. Funding is limited in some areas 9. Shortage of availability/qualified substitute teachers 10. Lack of parent understanding/cooperation of practices to support school goals 11. A need for more assistance to aid a large amount of students and their families who are in transitional living situations


18. Fiscal support (EPC)

A variety of funding (Title I, Title III, LCAP) sources are used to implement programs to support under-performing students. Local Control Accountability Plan (LCAP) has been developed as part of the District Advisory Committee.

Description of Barriers and Related School Goals The greatest barrier to increasing the percentage of students that Meet or Exceed Expectations is the high mobility rate that our school experiences. Many new students come to our school either at the beginning of the year, or part way through the year. Students that spend more than one year at our site make more progress than students who do not. In order to make progress in students meeting or exceeding expectations in ELA and math, we need to 1) expand the interventions we are using for Tier 2 and English Learner programs to quickly address the needs of new students who come to us 1-2 years behind; 2) utilize multiple measures to continuously monitor student progress to help plan instruction so students receive the interventions they need immediately. To accomplish Goal 1 the following is needed: 1. Continuous professional development for teachers and Instructional Assistants for full implementation of the strategies and pedagogy involved with CCSS including Tier 2 and English Learner programs. 2. Continue to analyze student data to determine individual weaknesses in specific academic skills. 3. Continue to monitor curriculum to maintain rigor of instruction. To accomplish Goal 2 the following is needed: 1. Continue grade level Universal Access plans for student interventions indicating specific goals, times, and resources utilized. 2. Identify and utilize multiple measures to identify specific skills which cause academic gaps within subgroups. 3. Monitor students progress specific to the identified gaps in their skill mastery.


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 90 68 72 90 66 72 90 66 72 98.9 97.1 100

Grade 4 88 88 78 85 84 78 85 84 78 96.6 95.5 100

Grade 5 110 85 92 108 85 88 108 85 88 98.2 100 95.7

Grade 6 85 101 78 82 101 78 82 101 78 87.2 100 100

All Grades 373 342 320 365 336 316 365 336 316 95.3 98.2 98.8

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2417.4 2427.0 2414.5 28 30.30 19.44 22 21.21 29.17 21 19.70 23.61 29 28.79 27.78

Grade 4 2494.7 2462.4 2492.8 39 28.57 48.72 22 23.81 15.38 20 19.05 7.69 19 28.57 28.21

Grade 5 2514.7 2502.2 2504.9 27 25.88 18.18 31 30.59 38.64 18 15.29 18.18 24 28.24 25.00

Grade 6 2562.4 2554.8 2557.5 29 25.74 26.92 34 44.55 33.33 24 16.83 21.79 12 12.87 17.95

All Grades N/A N/A N/A 30 27.38 28.16 28 31.25 29.43 21 17.56 17.72 21 23.81 24.68

Reading Demonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below Standard Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 24 19.70 18.06 47 48.48 61.11 29 31.82 20.83

Grade 4 34 29.76 41.03 41 46.43 35.90 25 23.81 23.08

Grade 5 25 30.59 27.27 48 37.65 42.05 27 31.76 30.68

Grade 6 28 21.78 32.05 48 63.37 39.74 24 14.85 28.21

All Grades 28 25.60 29.75 46 49.70 44.30 26 24.70 25.95

Writing Producing clear and purposeful writing


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 23 36.36 20.83 41 31.82 41.67 36 31.82 37.50

Grade 4 38 32.14 41.03 45 41.67 34.62 18 26.19 24.36

Grade 5 36 40.00 30.68 40 34.12 42.05 24 25.88 27.27

Grade 6 39 32.67 44.87 45 50.50 35.90 16 16.83 19.23

All Grades 34 35.12 34.49 42 40.48 38.61 24 24.40 26.90


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 17 16.67 19.44 64 63.64 56.94 19 19.70 23.61

Grade 4 22 16.67 29.49 66 51.19 57.69 12 32.14 12.82

Grade 5 19 20.00 14.77 67 52.94 64.77 15 27.06 20.45

Grade 6 20 22.77 25.64 73 64.36 58.97 7 12.87 15.38

All Grades 19 19.35 22.15 67 58.04 59.81 13 22.62 18.04

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 33 28.79 19.44 40 43.94 50.00 27 27.27 30.56

Grade 4 33 25.00 48.72 44 53.57 28.21 24 21.43 23.08

Grade 5 39 29.41 27.27 48 43.53 53.41 13 27.06 19.32

Grade 6 44 41.58 52.56 48 42.57 30.77 9 15.84 16.67

All Grades 37 31.85 37.03 45 45.83 40.82 18 22.32 22.15

Conclusions based on this data:

1. Research/ Inquiry is an area of strength for grades 3rd-6th.

2. Listening and Reading are areas of growth. Students will need additional support in these areas.

3. Specifically 3rd grade needs improvement in Reading. Students in the at or near category are identified and progress monitored throughout the year.



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 90 68 72 90 67 72 90 67 72 98.9 98.5 100

Grade 4 88 88 78 85 87 78 85 87 78 96.6 98.9 100

Grade 5 110 85 92 108 85 91 108 85 91 98.2 100 98.9

Grade 6 85 101 78 82 101 78 82 101 78 87.2 100 100

All Grades 373 342 320 365 340 319 365 340 319 95.3 99.4 99.7

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2437.4 2445.0 2425.5 18 29.85 19.44 46 28.36 31.94 14 14.93 19.44 22 26.87 29.17

Grade 4 2486.9 2463.0 2484.4 25 16.09 28.21 27 27.59 25.64 29 33.33 28.21 19 22.99 17.95

Grade 5 2486.0 2488.0 2502.6 15 14.12 20.88 20 17.65 21.98 31 35.29 25.27 34 32.94 31.87

Grade 6 2553.6 2537.7 2541.6 32 19.80 20.51 24 31.68 30.77 23 27.72 25.64 21 20.79 23.08

All Grades N/A N/A N/A 22 19.41 22.26 29 26.47 27.27 25 28.53 24.76 25 25.59 25.71

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 38 47.76 38.89 39 26.87 29.17 23 25.37 31.94

Grade 4 35 21.84 41.03 38 42.53 28.21 27 35.63 30.77

Grade 5 17 21.18 28.57 34 34.12 38.46 49 44.71 32.97

Grade 6 38 33.66 34.62 33 32.67 30.77 29 33.66 34.62

All Grades 31 30.29 35.42 36 34.41 31.97 33 35.29 32.60


Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 24 35.82 23.61 51 38.81 36.11 24 25.37 40.28

Grade 4 28 19.54 28.21 49 48.28 47.44 22 32.18 24.36

Grade 5 20 15.29 24.18 36 47.06 37.36 44 37.65 38.46

Grade 6 28 19.80 20.51 46 57.43 50.00 26 22.77 29.49

All Grades 25 21.76 24.14 45 48.82 42.63 30 29.41 33.23

Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 26 32.84 25.00 57 43.28 47.22 18 23.88 27.78

Grade 4 28 20.69 29.49 45 49.43 44.87 27 29.89 25.64

Grade 5 11 11.76 18.68 50 50.59 46.15 39 37.65 35.16

Grade 6 33 27.72 26.92 50 43.56 42.31 17 28.71 30.77

All Grades 24 22.94 24.76 50 46.76 45.14 26 30.29 30.09


1. Communicating Reasoning is a strength for 3rd grade.

2. Concepts and Procedures is an area of growth for 4th- 5th grades. Students will need additional support in these areas. Additionally, 4th -6th grade needs support in Problem Solving.

3. Students in the at or near category are identified and progress monitored throughout the year.



ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level Overall Oral Language Written Language Number of

Students Tested

Grade K 1436.6 1443.8 1419.9 17

Grade 1 1465.3 1458.3 1471.6 25

Grade 2 1517.7 1527.1 1507.7 22

Grade 3 1500.0 1493.6 1505.9 27

Grade 4 1509.8 1497.6 1521.3 12

Grade 5 1512.8 1500.8 1524.4 16

Grade 6 * * * *

All Grades 126

Overall Language Number and Percentage of Students at Each Performance Level for All Students

Level 4 Level 3 Level 2 Level 1 Grade Level # % # % # % # %

Total Number of Students

Grade K * * * * * * * * 17

Grade 1 * * * * * * * * 25

Grade 2 16 72.73 * * 22

Grade 3 * * * * * * * * 27

Grade 4 * * * * * * * * 12

Grade 5 * * * * * * * * 16

Grade 6 * * * * * * *

All Grades 51 40.48 39 30.95 24 19.05 12 9.52 126

Oral Language Number and Percentage of Students at Each Performance Level for All Students



Grade K * * * * * * * * 17

Grade 1 12 48.00 11 44.00 * * 25

Grade 2 19 86.36 * * 22

Grade 3 * * * * * * * * 27

Grade 4 * * * * * * 12

Grade 5 * * * * * * * * 16

Grade 6 * * * * * * *

All Grades 65 51.59 38 30.16 15 11.90 * * 126


Written Language Number and Percentage of Students at Each Performance Level for All Students



Grade K * * * * * * 17

Grade 1 11 44.00 * * * * * * 25

Grade 2 * * 13 59.09 22

Grade 3 * * 11 40.74 * * * * 27

Grade 4 * * * * * * * * 12

Grade 5 * * * * * * * * 16

Grade 6 * * * * * * * * *

All Grades 31 24.60 45 35.71 31 24.60 19 15.08 126

Listening Domain Number and Percentage of Students by Domain Performance Level for All Students

Grade Level Well Developed Somewhat/Moderately Beginning Total Number of

Students

Grade K * * * * * * 17

Grade 1 18 72.00 * * * * 25

Grade 2 20 90.91 * * 22

Grade 3 * * 18 66.67 * * 27

Grade 4 * * * * * * 12

Grade 5 * * * * 16

Grade 6 * * * * * * *

All Grades 70 55.56 48 38.10 * * 126

Speaking Domain Number and Percentage of Students by Domain Performance Level for All Students


Students

Grade K * * * * * * 17

Grade 1 * * 14 56.00 * * 25

Grade 2 18 81.82 * * 22

Grade 3 13 48.15 * * * * 27

Grade 4 * * * * * * 12

Grade 5 * * * * * * 16

Grade 6 * * * * *

All Grades 66 52.38 47 37.30 13 10.32 126


Reading Domain Number and Percentage of Students by Domain Performance Level for All Students


Students

Grade K * * 13 76.47 * * 17

Grade 1 15 60.00 * * * * 25

Grade 2 14 63.64 * * 22

Grade 3 * * 14 51.85 11 40.74 27

Grade 4 * * * * * * 12

Grade 5 * * * * * * 16

Grade 6 * * * * *

All Grades 42 33.33 58 46.03 26 20.63 126

Writing Domain Number and Percentage of Students by Domain Performance Level for All Students


Students

Grade K * * * * 17

Grade 1 * * 14 56.00 * * 25

Grade 2 * * 12 54.55 22

Grade 3 * * 15 55.56 * * 27

Grade 4 * * * * * * 12

Grade 5 * * * * * * 16

Grade 6 * * * * *

All Grades 47 37.30 69 54.76 * * 126


1.


Planned Improvements in Student Performance

School Goal #1

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 student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: English Language Arts/ Mathematics

LEA GOAL:

LCAP GOAL 1: Align student learning to state-adopted standards supported by appropriately prepared teachers, materials, instruction, and technology in a safe and clean environment to promote exemplary teaching and learning.--------

SCHOOL GOAL #1:

Increase mastery of 21st Century Skills and Common Core State Standards in English Language Arts and Math. All students will experience a 21st Century learning environment with access to technology to address learning needs. All students will have access to textbooks, instructional materials, and CCSS aligned lessons that promote research-based instruction by highly qualified teachers

participating in professional development and have strong support in implementing Common Core. 100% of teachers will be appropriately assigned, highly qualified and receive professional development on Common Core State Standards instruction and other

instructional needs ensuring high quality education for students. --------

Data Used to Form this Goal:

Centralia School District deems the training and selection of teachers, the integration of California State Standards, and the use of research-based instructional materials to be critical in delivering future-ready teaching and learning outcomes across all school sites in the district. A greater emphasis is placed on conceptual understanding rather than procedural knowledge, a focus on the connection of practice and application, and the new demands of increased academic student talk opportunities. Preparing district teachers to best meet the learning needs of our students is three-fold. First, we will examine our pacing of best first instruction so that it is contextually rigorous and moves through a student’s complete Depth Of Knowledge. In addition, we will examine closely the role technology plays in teaching, planning, and delivery of a lesson. Centralia School District will also follow the development of the Next Generation Science Standards (NGSS). Need #1: Appropriately trained and credentialed teachers in every classroom Need #2: Provide and implement standards-based instruction and materials for all students in Math, English Language Arts (ELA), English Language Development (ELD), and Literacy Need #3: Continue the implementation of technology in learning as a means for students to demonstrate a broad course of study (i.e., ELA, math, social science, science, visual and performing arts, health, physical education, etc.), with 21st Century expectations Need # 4: Safe, clean facilities for all students. --------


Findings from the Analysis of this Data:

Our students are making incremental growth. Frequent progress monitoring is essential. Excellent first best instruction and Tier 1 classroom interventions are the most effective methods for ensuring student achievement. For those who still struggle, Tier II small group instruction will also be available. Data used: CAASPP results, ELPAC, District formative and summative assessments, Progress Monitoring Subgroup Data: ALL students Hispanics/Latino African American EL RFEP SPED SED Foster Youth/Homeless --------

How the School will Evaluate the Progress of this Goal:

75% of all students in grades 1 to 6 will achieve grade level mastery of skills (indicators) on the District formative and summative assessments in ELA and math. 75% of all Kindergarten students will achieve grade level mastery of skills (indicators) on the District formative and summative assessments on the mid year exam. 90% of all Kindergarten students will achieve grade level mastery of skills on the end of year Assessment. 1a. Maintain and continue professional development of teachers in District Signature Practices: EDI, Thinking Maps, Math Talks, PBL, and CGI. 1b. Successful Credential Audit District-Wide 2a. Refine implementation of comprehensive math program, ELA/ELD program 3a. Fully Implement California Common Core State Standards in ELA/ELD/Literacy, Math and NGSS. 3b. Provide trainings for new NGSS and ELA/ELD program, resources, technologies, and instructional strategies to support 21st Century learning expectations 3c. Designate time for teachers to reflect on data 4a: Maintain safe, clean facilities as indicated in SARC, Facilities Report --------


Actions to be Taken to Reach This Goal Timeline Person(s)

Responsible Proposed Expenditure(s)

Description Type Funding Source Amount

1) Dis-aggregate data to identify grade level students who are scoring below proficiency in ELA and math. Full analysis area conducted during collaboration and grade level PLC meetings at the beginning of the year and mid-year with ongoing review to identify students’ needs and to develop and review the effectiveness of interventions. Release teachers for data/academic conversations meetings and planning based on data. Task 1 - Create a calendar to conduct data analysis articulation Task 2 - Submit sub. request to provide coverage Task 3 - Create guidelines for data analysis articulation Task 4 - Create guiding questions for teachers to use during data analysis articulation Task 5 - Use data to identify students with targeted instructional needs using the district data system Task 6 - Submit minutes and notes to administrator Task 7 - Teachers make adjustments to support findings in data analysis articulation meetings Task 8 -Monitor progress through the use of assessments Task 9 - Follow-up with team members during PLCs Task 10 - TOSA/Teachers to provide intervention/enrichment to identified students Evidence:

Staff Collaboration Notes Intervention Plan,

Aug-May 2018-2019

Administrators TOSAs Teachers

Substitute teachers for coverage for academic conferences

1000-1999: Certificated Personnel Salaries

District Funded 0





Schedule, Attendance Illuminate Reports Aeries documentation of

intervention

2) Continue implementation of the Common Core, AVID strategies, and 21st Century Skills. Continue focus in the following ELA areas:

Building knowledge through content rich informational & nonfiction text

Reading grounded in evidence

Rigorous Academic Vocabulary building

Full implementation of the CCSS pacing guide

Identify CCSS aligned materials and develop aligned CCSS units of instruction

Implement protected core instructional time

*implement AVID strategeis Continue focus on the following math areas:

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics Use appropriate tools

Aug-May 2018-2019

Curriculum and Instruction Dept. Administrators Teachers Classified Staff C & I TOSAs TOSAs (school site)

Principal District TOSAs


District Funded 0





strategically. Attend to precision. Look for and make use of

structure. Look for and express

regularity in repeated reasoning.

Continue focus on NGSS: * CA Science Framework * CrossCutting Concepts * Science and Engineering Practices *Disciplinary Core Ideas

physical sciences life sciences earth and space sciences engineering, technology

and applications of science Evidence:

PD signup sheets sub-request Administrator

Observations Staff Collaboration Notes

*Conference Attendance

3) Provide/Facilitate professional development for administration and staff to support deep knowledge of the Common Core Standards, AVID strategies, NGSS, and 21st Century Skills Professional Development

July-May 2018-2019

Leadership Team Administrators C & I TOSAs TOSAs Teachers


District Funded 0

AVID Coach 1000-1999: Certificated Personnel Salaries

Title I Part A: Allocation

96596

AVID Contract Title I Part A: Allocation

0





Task 1 - Train all teachers in AVID and establish a three year contract with AVID Task 2 - Provide demonstration lessons and feedback to teachers through AVID Coach Task 3 - Maintain quality practices that align to AVID strategies and Common Core practices Task 4 - Provide support in areas related to effective instruction, content, and instructional practices that align to Common Core/AVID by introducing specific strategies and techniques school-wide (WICOR,EDI, GRR, Direct Instruction, SDAIE strategies) Task 5 - Provide in-class support for teachers, including co-planning/co- teaching, demonstration lessons, and ongoing instructional support and coaching with AVID coach Task 6- Continued attendance at AVID conferences/summer institute along with pre-approved conferences and other district aligned professional development Task 7 - Purchase needed materials and supplies to implement AVID culture (i.e. binders, folders, flags, hooks, dowels, field trip to college) Task 8 - Hire subs to release teachers to observe AVID implementation through a learning walk and visit AVID ES/AVID showcased schools Task 9 - Provide teachers with PLC time to meet as a grade level and WICOR lessons in collaboration with AVID coach Professional Development topics of

AVID Learning Walk 2x's a yr


0

AVID field trip 5000-5999: Services And Other Operating Expenditures


3,500

Professional Development

5000-5999: Services And Other Operating Expenditures


32,000

Professional Development


LCFF 10000





interest: Academic Vocabulary Close Reading Text Complexity Text Dependent

Questions/ HOTs/ DOK Thinking Maps training Math Trainings/

PowerPoints *CA Frameworks Training * Project-Based Learning *STEM *NGSS *Cognitive Guided Instruction *AVID *Depth & Complexity *Restorative Practices Instructional technology

4) TOSAs will assist in the data driven intervention plan, and provide small group interventions as needed within the schoolwide reading intervention block.

Aug-May 2018-2019

Principal Student Success Team Teachers TOSAs


District Funded 0

5) Clinical observations and feedback of practice by the administrator will ensure continual professional growth of the teaching staff

Aug-May 2018-2019

Principal

Principal

None Specified 0





Evidence: Weekly Observation Summary

6) Professional Learning Communities within grade levels will provide collaborative opportunities for reflection to discuss curriculum planning and data Task 1 - Train and review the purpose of PLC's Task 2 – Create a calendar for PLC/grade level planning Task 3 - Purchase substitutes for PLC time (release of teachers to collaborate and lesson plan) Task 4 - Develop norms for PLC's Task 5 - Prepare agendas and minutes for PLC's submitted to administrator Task 6 - Send teachers to conferences to learn about Common Core standards, AVID, and NGSS and strategies Task 7 - Monitor and provide accountability for all PLC's Task 8 - Allow time for PLC's to meet during the day, after-school and on Saturday's Task 9 – Monitor student progress Task 10 – Follow-up make any adjustments to accommodate the current data Evidence: PowerPoint Modules PD Calendar Administrator Observations/notes PLC agendas Illuminate Reports

Aug-May 2018-2019

Principal C & I TOSAs Teachers TOSAs

Principals, PLC team None Specified 0





Minutes of staff meetings and PLC meetings

7) Provide structured and focused MTSS interventions to provide specific homogeneous support for students not meeting proficiency in English Language Arts and math

Tier I interventions will be within the general education classroom during core instruction

Tier II interventions for grades K-6 using the Learning Center Model with RS /IA support/ BIA support/ TOSA/ AVID Coach support

Tier III interventions for grades K-6 afterschool RAMS Academy

Use of scientifically research-based materials

Using Centralia School District’s Data-Driven Systemic Improvement Process identify non-proficient students and their area of need to develop their MTSS Intervention Program. Supplement core instruction through the use of research-based supplemental materials during MTSS intervention. Evidence: Aeries Intervention log

Aug-May 2018-2019

Principal Grade-level Team Meetings TOSAs Teachers

MTSS Intervention Materials: Leveled Literacy Read Naturally Accelerated Reader Ticket to Read English in a Flash More Star Fall ST Math Study Island Additional materials will be determined based on the analysis of interventions

4000-4999: Books And Supplies

District Funded 0

Add'l SBAC resources as identified

None Specified District Funded 0





Staff Collaboration Notes Intervention Plan/Schedule/Attendance

8) Under the direction of the principal, RAMS Academy to increase student achievement in English Language Arts and mathematics for students who did not meet expectations for both primary and upper grades.

October-April 2018-2019

Principal TOSAs Teachers Classified Personnel

Support materials 4000-4999: Books And Supplies

District Funded

Leveled Literacy Ticket to Read


District Funded

Intervention Teachers

Add'l SBAC resources as identified

9) Provide professional development for staff and purchase instructional materials, office supplies, Duplo, classroom supplies, curricular materials, and software, etc. as needed to meet the changing needs of students.

Aug-May 2018-2019

Principal SOM

Instructional materials, supplies and software purchase and maintenance

0000: Unrestricted Lottery: Instructional Materials

11,160

Professional Development workshops, subs for teachers attending Professional Development

10) Determine the success of students in meeting CCSS through the use of multiple measures using formative assessments and summative assessments aligned to the CCSS this includes Kinder beginning of the year screeening

Create formative assessments to provide timely student performance data

Align to the CCSS Diagnose teaching and

learning using formative and summative

Aug-May 2018-2019

Site teachers C & I TOSAs TOSAs Administration Teachers Leadership and Student Success Team

Subs for Student Success Team (SST) meetings to allow teachers to participate in SST/504


District Funded 0

General Fund 0


0





assessments Determine revisions to

interventions based on the analysis of formative and summative assessment

Plan, implement and monitor Student Success Team referrals for non-proficient students to assist and provide guidance in determining needed interventions

Evidence: Data review of

assessments (benchmarks, report cards, formative and summative assessments, Illuminate reports)

Grade level/ PLC meeting notes

SST and Leadership Team notes

PLC/Collaboration Meetings notes

11) Monitoring program effectiveness

Update asssements to correlate with the CCSS and district adopted curriculum

Utilize the Federal Program Monitoring Guidelines to analyze programs specifically Title I

Evidence:

Community and staff

Aug-May 2018-2019

Principal Teachers

None Specified 0





surveys Current alignment of

district ELA and math benchmarks

Yearly evidence aligned to FPM program criteria

12) Office Supplies Aug-May 2018-2019

Principal School Staff SOM

Support materials for school staff


General Fund 0


5,325

13) Task 1 -Purchase technology to enhance instruction including student printers Task 2- Purchase chromebooks/chromecarts, digital displays, padcasters, IPad, monitors, document cameras, smart boards, and other necessary technology support material (headphones, listening centers, mice, clickers) and programs (ST Math, Accelerated Reader, More Star Fall, English in a Flash, ESGI, Ticket to Read, Discovery Education, Study Island, etc.) to provide students access and increase level of proficiency with technology. Replace and repair aging technology/ computers for teachers/ computer lab/ administration/ provide computer technical assistance on site Task 3 - Purchase/Distribute devices to increase the devices ratio to 1:1 Task 4 - Provide professional development to teachers on the integration of technology and technology standards into their daily instruction and increase students navigation skills of the online assessment through after school

Aug-May 2018-2019

Principal School Staff

District Funded 0



15,391

General Fund 0

Parent-Teacher Association (PTA)

5,383

Donations 2,763





tutoring Task 5 - Provide training for parents on the use of technology and access at home Task 6 - Increase usage of multiple student progress measurement tools such as Read Naturally, AR, ESGI, ST Math and Ticket to Read, More Star Fall, English in a Flash Task 7 - Update Cost of Software programs yearly; AR, ST Math, Study Island, More Star Fall, Ticket to Read, English in a Flash. Task 9 - Utilize technology to facilitate communication with students and parents Task 10- Monitor implementation of technology resources

14) Provide English in a Flash program for Level 1 and 2 EL students

Aug-May 2018-2019

Principal Bilingual Instructional Assistant

Renaissance Platform English in a Flash


District Funded 0

15) Maintain Digital Displays interactive technology

Aug-May 2018-2019

Principal Updates and maintenance


District Funded 0

16) Institute an After school GATE Enrichment program Task 1 - Identify a GATE Coordinator Task 2 - Identify GATE students Task 3- Create a challenging program and curriculum to identified students through differentiated instuction within the school dayTask 4 - Monitor GATE program on a weekly/monthly

Aug-May 2018-2019

GATE Enrichment Teacher

Previously noted under 1000-1999: Certificated Personnel Salaries

District Funded 0

Professional Development and Enrichment as noted in Goal 1





basis and provide feedback Task 5 - Organize field trips for GATE students Task 6 - Identify teachers who have received Depth and Complexity Icon training Task 7 - Designate at least one GATE teacher for 3rd -6th grade Task 8 - Designate a teacher to receive Depth and Complexity training and use the trainer of trainers model Task 9 - Schedule professional development for all teachers Task 10- Implement Depth and Complexity Icon teaching Task 11 -Monitor the implementation by providing walkthroughs and feedback Task 12- Include Science Olympiad, Science Fair, and use of STEM tools

Science Olympiad 5000-5999: Services And Other Operating Expenditures

General Fund 1,250



School Goal #2


SUBJECT: Subgroups

LEA GOAL:

LCAP GOAL 2: Ensure all students, including ELs and other identified sub-groups demonstrate academic growth and proficiency to leave each grade meeting or exceeding standards to prepare all students for their journey toward college and career readiness.--------

SCHOOL GOAL #2:

San Marino will ensure that all students are provided access to the Common Core State Standards. This will help prepare students for the CAASPP. Students will be exposed to reading more informational text, argumentative, persuasive, and narrative writing, and be assessed on their use of technology.--------


ELPAC Data District Benchmark scores Formative and Summative assessments CAASPP Results Reclassified Rate --------


Need #1: Students' scores meeting or exceeding standards on ELA and Math Assessments Need #2: Increase achievement on state language proficiency exam and improve EL Reclassification Need #3: Enhance College and Career Readiness for all students in computer science by completing 20 hours of coding, increase communication with electives for world languages EL students are making progress on the ELPAC as well as district benchmarks. increase the amount of students in the cohort making progress as well reclassification rates. --------



1a. Increase SBAC Results by 1% 1b. Increase District Benchmarks/Assessments by 1% 1c. Establish baseline Report Cards: Achievement grades 4s/3s on Report Card LOCAL MEASURE 1d. 3rd grade reading: Standard Exceeded/ Met (based on AR) LOCAL MEASURE 1e. Establish baseline number of students at each site President’s Education Award for Education Achievement LOCAL MEASURE 2a. Increase ELPAC Scores by 1% and Increase redesignation rate by 1% each year 2b. Increase AMAO I & II Results by 1% 3a. Complete 20 hours of coding LOCAL MEASURE 3b. Increase Performance Tasks scores LOCAL MEASURE --------





1) Full analysis of proficiency levels using both ELPAC and reclassification rates to identify specific language learning needs for non-English speakers. Data analysis will include determining the effectiveness of intervention programs. Task 1 - Create a calendar to conduct data analysis articulation Task 2 - Submit sub. request to provide coverage Task 3 - Create guidelines for data analysis articulation Task 4 - Create guiding questions for teachers to use during data analysis articulation Task 5 - Use data to identify students with targeted instructional needs Task 6 - Submit minutes and notes to administrator Task 7 - Teachers make adjustments to support findings in data analysis articulation meetings Task 8 -Monitor progress through the use of weekly assessments and district formative and summative assessments and curricular embedded assessments Task 9 - Follow-up with team members during PLCs Evidence: Data analysis documents Aeries intervention indicators Intervention Plan for EL students Illuminate Reports

Aug-May 2018-2019

Administrators Teachers

Principal Grade levels @ Collaboration Meetings


District Funded 0

Sub coverarge 1000-1999: Certificated Personnel Salaries


3,000

2) Continue to provide designated English Development program using standards-based and research-based curriculum embedded materials

30 minutes of scaffolding

Aug-May 2018-2019

TOSAs Administrators Teachers Classified Staff

1 Bilingual Assistant 2000-2999: Classified Personnel Salaries

General Fund 0

District Funded 0





for whole class Use standards based

differentiation and SDAIE strategies methodology to ensure access to core curriculum

Increase academic vocabulary development through focused Tier 2 vocabulary instruction through written and oral communication using thinking maps

Train Bilingual Assistants as teaching assistant to provide small group Tier 2 and 3 interventions for identified English Learners using a Learning Center Model

EL Intervention Plan developed

Evidence: Increase proficiency levels

as measured by AMAO’s Analysis of Benchmark

data, formative and summative and curricular embedded assessments and report cards

EL Intervention Plan/ Schedule/ Attendance

Aeries documentation

1 Bilingual Instructional Assistant 5 hours 5 days per week Instructional Assistance

3) Develop and implement a school wide systematic English Learner Program focusing on EL pedagogy and strategies for developing English proficiency

Analyze ELPAC and reclassification data

Aug-May 2018-2019

Principal Teachers TOSAs

Principal, teachers None Specified None Specified 0





Identify gaps in learning Identify appropriate

interventions Implement interventions Review program

effectiveness Evidence:

Analysis of formative and summative assessments and curricular embedded assessments, ELPAC and reclassification data

Intervention plan and schedule

AMO results Illuminate Reports

4) Response to Intervention Task 1- Conduct school-wide assessments (on-going). Task 2- Place students in appropriate tier (ongoing). Task 3 - - Teachers develop target goals for all students in Tier 2 and Tier 3 for reading. All students are progressed monitor Task 4 - Provide students with interventions they need (on-going) Task 6 - Progress monitor students (on-going). Task 7 - Conduct progress monitoring Task 8 - Regroup students in different Tiers based on results Task 9 - Continue to progress monitor (on-going) Task 10 - Regroup student in different Tiers based on results Task 11 -Evaluate Intervention

Aug-May 2018-2019

Principal Teachers TOSAs

Principal 1000-1999: Certificated Personnel Salaries


13,000





5) SST Process Task 1- Train teachers on the SST process and provide them with SST paperwork Task 2 - Teachers submit SST paperwork and prioritize students needing an SST Task 3 - Schedule SST's with teacher and parent. Task 4 - Establish and action plan for student(s) below grade level Task 5 - Monitor action plan Task 6 - Reconvene if necessary to develop another action plan or refer to SPED Task 7 - School Psychologist and RS coordinates assessments for students and make appropriate recommendations to an IEP team, supporting the process of identifying and providing services for individual with exceptional needs Task 8 - Speech and Language Pathologist; consults with the teacher regarding the speech and language needs of students

Aug-May 2018-2019

Principal School Success Team

Principal District Funded 0


General Fund 1,000

6) Provide parent education through Coffee with the Principal, SSC, and ELAC/DELAC on the various topics inclusive of parent needs assessment to help determine need at the school.

Components of the EL Master Plan

Understanding program options

Assisting students at home

Common Core Implementation

Local Control Funding Formula

Aug-May 2018-2019

Principal Community Liaison

Principal None Specified None Specified 0





Evidence: EL Master Plan ELAC and DELAC agenda,

minutes, and sign-in sheets

7) Promote parent and community participation by providing learning opportunities through events like Family Math/Literacy Nights, Coffee Chats with the Principal, and other events to connect parents to the school by providing food, principal newsletters, flyers, etc. Parent workshops and meetings to teach parents strategies in order to help their child at home based on a needs assessment.

Aug-May 2018-2019

Principal Community Liaison Teachers TOSAs

Supplies and Materials 4000-4999: Books And Supplies


5,000

Translations 2000-2999: Classified Personnel Salaries

District Funded 0



500

8) English Language Arts Plan/ AR/ Read Naturally Task 1 - Purchase ELA supplemental materials to support the Common Core initiative (Read Naturally intervention program, and classroom library books) Task 2 - Train and provide ongoing professional development Task 2 - Purchase needed instructional supplies/materials to support ELA instruction (blackline masters/ decodable books from Benchmark Advanced and usage of these programs. ie chart pad Task 4 - Monitor the implementation of the program by reviewing fluency data Task 5 - Monitor the implementation of AR/ Read Naturally program and provide feedback and

Aug-May 2018-2019 once a trimester

Principal Teachers





support Task 6 - Train parents how to use the Read Naturally/ AR program at home with their child Task 7- Create school wide incentives for students scoring proficient or higher at trimester awards assembly Task 8 - Make a school wide display bulletin board that captures month to month growth

9) Math Support Task 1 - Train all teachers, staff, and parents on the usage of the ST Math program Task 2 - Purchase materials to support math: journals, student homework book, notebooks, manipulatives, paper, pencils, etc. Task 3 - Purchase computers for students to utilize (chromebooks, chromecart, headphones, mice) Task 4 - Monitor the implementation of the program by reviewing usage reports Task 5 - Monitor the implementation of the My Math program and provide feedback and support Task 6 - Train parents how to use the ST Math program at home with their child Task 7 - Send teachers/staff/parents to math conferences to keep abreast of math innovations. CGI etc. Task 8 - Continue to purchase instructional supplies to support the math instruction Task 9- Create school wide incentives for students scoring proficient or

Aug-May 2018-2019 once a trimester

Principal Teachers

None Specified None Specified 0





higher at trimester awards assembly Task 10 - Make a schoolwide display bulletin board that captures month to month growth

10) Writing Task 1 - Establish a writing committee Task 2 - Provide teachers with professional development to increase knowledge on implementation of the CCSS and the writing genres Task 3 -Teachers turn in a in-house writing sample for the three genres of CCSS and examine a Performance Task Task 4 -Hold ongoing data conferences with teachers to ensure all student needs are being met Task 5- Monitor and provide feedback

October 2018-April 2019

Principal None Specified None Specified 0



School Goal #3


SUBJECT: Improve Student Attendance

LEA GOAL:

LCAP GOAL 3: Engage parents, staff, community to promote stellar educational opportunities for all students within aninspirational environment.--------

SCHOOL GOAL #3:

Increase student attendance rate to 98% by creating programs and incentives--------


Aeries Attendance data Attendance Letters Distribution 1. 2. or 3 Sign-in sheets for Coffee with Principal SART contracts/SARB Meetings --------


Need #1: Increase student sense of connectedness to the school. Connectedness is defined as good effort and attendance. Need #2: Increase parental involvement in site, District committees, and partnerships with community Need #3: Maintain a positive, collaborative, and safe school climate San Marino School attendance rate is 96.35% --------



1a. Internal Connectedness Tracking (trimester awards, Report Cards Social Behavior Skill grades O/S, and CHKS) LOCAL MEASURE 1b. Chronic Absentee Rate- Decrease by 1% 1c. Attendance Rate – Decrease District Truancy Rate by 1%. Decrease elementary school Truancy Rate by 1% 2a. Increase school functions for parents by 1% 2c. Increase positive results of LCAP surveys by 1% each year 3a. Review percent of office referrals and decrease by 1% each year LOCAL MEASURE 3b. Decrease suspension rates at each school site 3c. Decrease expulsion numbers at each school site Weekly review of attendance through Aeries. SART/SARB Meetings. Attendance Letters Distribution 1. 2. or 3 Sign-in sheets --------





1) School Attendance Review Team (SART) Implement (SART) to review and disaggregate attendance data monthly. Review for truancy, chronic truancy, and chronic absenteeism. Identify students in need of SART intervention

Send early warning letter based on previous year's attendance

Monitor attendance daily Health Clerk to call daily

absences after checking messages

Teachers obtain attendance verification forms returned from parents

School Office Manager ensurse that all absences have an accompanying reason

School Office Manager sends attendance letters according to district schedules

Evidence: 1. SART/SARB Team Meeting Schedule 2. Notification of Truancy via the use of Attendance Letters #1 and #2 3. Notification of more than 10% absence via trimester letters for Chronic Absenteeism

September 2018-April 2019

Principal Teachers School Office Manager District Social Worker

Materials needed to review data including paper, ink.

2000-2999: Classified Personnel Salaries

District Funded 0





2) Student Motivation Launch a school wide attendance incentive for the school. Attendance plan will recognize perfect and improved attendance. Incorporate specialized support for students in second and third tiers. Evidence Attendance incentive plan that addresses Level I- schoolwide efforts (all students) Level II- at risk students (SART level) Level III- Intensive students (SARB level)

August 2018-May 2019

Principal Materials and supplies needed for school wide and individualized incentives



100


General Fund 1000

3) District Social Worker/District Attendance Liaison/ SM Community Liaison will provide support to sites as needed.

Provide parent resources for parenting classes and assistance in accessing community support

Attend District SARB meetings

Collaborate with Neighborhood Resource Center to facilitate greater access for at-risk families including families of foster and homeless youth.

Community Liaison to call chronic absenteeism

Evidence:

2018-2019 upon conclusion of monthly attendance cycle

District Social Worker Principal


District Funded 0





1. Site SART schedule 2. District SARB schedule

4) Parent Involvement District Attendance Liaison to provide presentations at various sites regarding the importance of attendance. Targeted parent groups include ELAC and DELAC as well as the families of Level III students. Evidence: Copies of sign in sheets at trainings Copies of presentations

2018-2019 upon conclusion of monthly attendance cycle

Community Liaison District Attendance Liaison Principal

Translation support 2000-2999: Classified Personnel Salaries

District Funded 0

Handouts and materials 4000-4999: Books And Supplies

Incentives to encourage parent participation

5) Professional Development Training for School Office

Managers on attendance procedures

Importance of school attendance presentation to teaching staff, including the importance of teacher-student relationships

Training for school administrators on the SART/ SARB process

Evidence: 1. PD copies of agendas and sign in sheets at trainings

2018-19 ongoing Principal Office of Student Services

Training for school administrators on SART/SARB process


None Specified 0

6) Parent presentations on attendance to increase awareness of the importance of attendance at Coffee with the principal

August 2018- May 2019

Principal Teacher Community Liaison

Community Involvement None Specified 0





Early warning letter based on previous year's attendance

Community Liaison to call and note on phone log

Peer Assistance Leadership/ Student Council Task 1 - Hold an election for Student Council Task 2 - Appoint President and Vice President Task 3 - Assign duties; Friday Spirit Assembly, Classroom Announcements, Student Interviews, establishing School-wide Spirit Days Task 4 - Meet with Student Council periodically to make posters etc for upcoming events

Attendance Letters Distribution 1. 2. or 3

Principal 6th grade teachers

None Specified 0



School Goal #4


SUBJECT: Pupil Engagement and School Climate

LEA GOAL:

LCAP GOAL 3: Engage parents, staff, community to promote stellar educational opportunities for all students within an inspirational environment.--------

SCHOOL GOAL #4:

Improve school culture through implementation of a MTSS/ PBIS and maintain suspension and expulsion rates below 2%. All students will have access to ensure every classroom and school facility is clean, in good condition, and to provide a clean safe, learning environment.

--------


Positive Behavior Intervention Support (PBIS) Plan Implementation Data Office Referral Data (Minor/Major) Suspension/ Expulsion Data --------


Need #1: Increase student sense of connectedness to the school. Connectedness is defined as good effort and attendance. Need #2: Increase parental involvement in site, District committees, and partnerships with community Need #3: Maintain a positive, collaborative, and safe school climate San Marino School attendance rate is 96.3%. There is a need to continue our MTSS/ Behavior Support and Intervention Program (PBIS) and to effectively communicate with all stakeholders. --------



1a. Internal Connectedness Tracking (trimester awards, Report Cards Social Behavior Skill grades O/S, and CHKS) LOCAL MEASURE 1b. Chronic Absentee Rate- Decrease by 1% 1c. Attendance Rate – Decrease District Truancy Rate by 1%. Decrease elementary school Truancy Rate by 1% 2a. Increase school functions for parents by 1% 2b. Increase partnerships with community businesses LOCAL MEASURE 2c. Increase positive results of LCAP surveys by 1% each year 3a. Review percent of office referrals and decrease by 1% each year LOCAL MEASURE 3b. Decrease suspension rates at each school site 3c. Decrease expulsion numbers at each school site Monthly Office Referrals Suspension Rates Expulsion Rates --------





1) PBIS Team School will ensure that PBIS team is active. Meets minimally three times a year to review data and plan for school-wide improvements.

Use data to review and identify students who are habitual referrals

classrooms with behavioral challenges

school locations that are high risk for incidents

Evidence: 1. Schedule, agenda and sign in for PBIS Team meetings 2. School-wide PBIS Plan 3. Office Referral Data 4. Participation in PBIS Sustainability Network


Site PBIS Team Staff

Activate Site PBIS team to review data and refine PBIS plan


District Funded 0

2) Obtain parent input for School Safety Plan prior to SSC notification. Survey parents in respect to areas of need in areas of pupil engagement and positive school climate. Conduct needs assessment for parents. Provide district-wide workshops based on parental need. Maintain parental involvement through the public meetings to discuss the Safe School Plan and the SSC/ELAC process for approval of the Safe School Plan


Principal School Safety Meetings to collaborate on School Safety Plan


Hold public meeting to address School Safety Plan


Hold SSC meeting to address and approve School Safety Plan prior to March 1


Gather parent needs during public meeting






Evidence 1. Parent sign in sheets, agendas and meeting minutes 2. Presentation copies

Provide translation support, if appropriate, at parent meetings


District Funded 0

3) Training to be provided in the area of anti-bullying, crisis response, PBIS refinement, Conflict Resolution, Peer Assistance Leadership, Restorative Practices and Circles Evidence: 1. Sign in sheets, agendas, presentation copies 2. Certificates 3. Presentation copies


Principal PBIS Team District Trainings for Site principals



2000

PBIS Meetings District Funded 0

OCDE trainings (Conflict Mediation Advisors, Peer Assistance Leadership, Restorative Practices and Circles)

Previously Noted in Professional Development

4) The school will implement a pro-social skills curriculum to teach students how to problem solve challenging situations in a calm, respectful, and peaceful manner. Evidence 1.PBIS Implementation Schedule 2. Office Referrals (Minor/Major)


Principals Teachers

Curriculum materials for each classroom such as Second Step, Too Good for Drugs, Character Education, Conflict Resolution


District Funded 0

Anti Cyber Bullying education material

5) School Planners will be utilized by students to increase positive behaviors, and organization/ study skills as an integral part of AVID.


Principal Staff

School Planners 4000-4999: Books And Supplies


2654

6) PBIS/ character and AVID banners will be purchased and posted in common areas to motivate students to exhibit positive behaviors. School mural posted on 3 walls throughout the school to build connectedness.


Principal banners 4000-4999: Books And Supplies


0

Donations






PBIS Activities Task 1 - Post PBIS matrix around school Task 2 - Train all staff, parents and students on the concept of PBIS Task 2 - Review PBIS expectations with all students Task 3 - Review each social skill with staff and parents Task 4 - Recognize students who are showing evidence of each social skill at Friday's Spirit Assembly with RAMs tickets etc. Task 5- Monitor implementation, effectiveness and provide feedback for accountability per TFI survey/PBIS award recognition


Principal PBIS Team

General Fund 500

Build Motivation Task 1 - Establish recognition, awards, and incentives (i.e. Monthly Awards Assemblies, Lunch Super Program, AR Reading Incentive Program, ST Math, Attendance incentive, Principal's Newsletter Drawings) Task 2- Schedule events/activities that celebrate different cultures Task 3 - Increase opportunities for students to participate in athletic/physical education programs Task 4 - Offer opportunities for students to attend educational field trips/college field trips and participate in assemblies Task 5 - Inform parents about community-based summer programs


Principal Teachers

None Specified 0





College Initiative Task 1 - Create a college going culture by decorating the school with banners, etc. of different colleges as an integral part of AVID Task 2 - Train and inform parents on the importance of college, financial aide, entry exams, and college preparedness Task 3 - Provide field trips (transportation, etc.) to visit colleges Task 4 - Have a college awareness day/assembly for students


Principal Teachers

None Specified 0

Safety Task 1 - Review School Safety Plans and other Task 2 - Ensure that school is safe and students and staff receive proper safety/emergency training Task 3 - Have monthly safety drills to ensure that staff and students know what to do in the case of an emergency Task 4 - Develop strong bullying prevention program by educating teachers, students and parents Task 5 - Maintain a strong collaborative relationship with local law enforcement (i.e. school police, sheriff's department, etc.)


Principal Custodians SOM All staff

None Specified 0

School Cleanliness Task 1 - Review expectations of school environment to all custodial staff Task 2-Monitor school facilities for cleanliness Task 3 - Custodial school facilities maintenance and cleanliness reports Task 4- Train students and parents on keeping the


Principal Custodians SOM All staff

None Specified 0





school clean Task 5 - Meet with custodial staff periodically to ensure school is clean and well-maintained Task 6 - Submit work request to district for repair of school facilities Task 7 - Host beautification day to build school pride and continue maintenance



School Goal #5


SUBJECT: Parental Involvement

LEA GOAL:

LCAP GOAL 3: Engage parents, staff, community to promote stellar educational opportunities for all students within an inspirational environment.--------

SCHOOL GOAL #5:

Parent Engagement Currently, we have increased parent involvement with monthly awards assemblies, monthly Coffee with Principal, monthly ELAC and SSC, and Monthly PTA. We want to increase our parent engagement by increasing the amount of parent volunteers and by seeking more parent input. We also need to continue to promote parent participation in all areas of the campus so they can be involved in their child's education. --------


Current sign-in sheets --------


Need #1: Increase student sense of connectedness to the school. Connectedness is defined as good effort and attendance. Need #2: Increase parental involvement in site, District committees, and partnerships with community Need #3: Maintain a positive, collaborative, and safe school climate --------



1a. Internal Connectedness Tracking (trimester awards, Report Cards Social Behavior Skill grades O/S, and CHKS) LOCAL MEASURE 1b. Chronic Absentee Rate- Decrease by 1% 1c. Attendance Rate – Decrease District Truancy Rate by 1%. Decrease elementary school Truancy Rate by 1% 2a. Increase school functions for parents by 1% 2b. Increase partnerships with community businesses LOCAL MEASURE 2c. Increase positive results of LCAP surveys by 1% each year 3a. Review percent of office referrals and decrease by 1% each year LOCAL MEASURE 3b. Decrease suspension rates at each school site 3c. Decrease expulsion numbers at each school site Current sign -in sheets Sign-in sheets Parent Participation at school events --------





Parent Workshops/Activities/trainings Task 1 - Hirer a Community Liaison to create a warm and inviting front office atmosphere that focuses on customer service. Task 2 - Create parent night activities to promote family engagement (Literacy, Math, Science, Technology Integration, AVID, and College Prep) to encourage parent engagement. Task 3 - Have monthly Coffee with the Principal meetings focus on workshop topics that educate and align to schools academic goals. Task 4 - Schedule monthly Parent workshop on topics of parents' interests as evident by surveying the parents. Task 5- Allow for opportunities for parents to discuss what students are learning and means of supporting the learning in and out of school Task 6 - Show parents ways to support their children at home, even in parents' primary language, to increase involvement and engagement in learning Task 7 - Start a parent education program, including 10 Education Commandments for Parents, 40 Developmental Assets

August 2018-2019 Principal Teachers Community Liaison



23,000

Parent Recognition Task 1.-Create a log-in sheet to keep track of volunteer hours. Task 2. Keep track of hours (on-going). Task 3 -Tally up volunteer hours Task 4-


Principal Community Liaison SOM Teachers

None Specified 0





Create flyer to invite all volunteers to Volunteer Tea Task 5-. Host volunteer luncheon Task 6 - . Prepare a written evaluation of Title 1 Program at the closing of the school year.

Parental Input/ Participation Task 1 - Promote better relations among home, school, and community Task 2 - Increase parent input and engagement opportunities by encouraging parents/guardians to attend and participate in various workshops, meetings, advisory committees, school site council, and other special events Task 3 - Send out Parent Student Handbook yearly, monthly principal newsletters, monthly school calendar, Parent Link Communications, flyers to inform parents of events, Task 4 - Purchase materials and supplies for parent center Task 5 – Parent conference attendance and Field-trip excursions


Prinicpal Community Liaison


Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application.

Centralized Service Goal #1

SUBJECT: Centralized Services for Planned Improvements in Student Performance in

SCHOOL GOAL #1:

--------





Centralized Services for Planned Improvements in Student Performance



SCHOOL GOAL #2:

--------








SCHOOL GOAL #3:

--------








SCHOOL GOAL #4:

--------








SCHOOL GOAL #5:

--------





Summary of Expenditures in this Plan

Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

District Funded 0.00


1000-1999: Certificated Personnel Salaries District Funded 0.00

2000-2999: Classified Personnel Salaries District Funded 0.00

4000-4999: Books And Supplies District Funded 0.00



None Specified District Funded 0.00

Donations 2,763.00

General Fund 500.00

General Fund 0.00

2000-2999: Classified Personnel Salaries General Fund 0.00

4000-4999: Books And Supplies General Fund 1,000.00


General Fund 2,250.00


LCFF 10,000.00

0000: Unrestricted Lottery: Instructional Materials 11,160.00

None Specified 0.00

None Specified 0.00

1000-1999: Certificated Personnel Salaries None Specified 0.00

None Specified None Specified 0.00

Parent-Teacher Association (PTA) 5,383.00

4000-4999: Books And Supplies Parent-Teacher Association (PTA) 600.00

Title I Part A: Allocation 5,325.00

1000-1999: Certificated Personnel Salaries Title I Part A: Allocation 112,596.00

2000-2999: Classified Personnel Salaries Title I Part A: Allocation 23,000.00

4000-4999: Books And Supplies Title I Part A: Allocation 25,045.00





Total Expenditures by Funding Source

Funding Source Total Expenditures District Funded 0.00

Donations 2,763.00

General Fund 3,750.00

LCFF 10,000.00

Lottery: Instructional Materials 11,160.00

None Specified 0.00

Parent-Teacher Association (PTA) 5,983.00




Total Expenditures by Object Type

Object Type Total Expenditures 0000: Unrestricted 11,160.00

1000-1999: Certificated Personnel Salaries 112,596.00

2000-2999: Classified Personnel Salaries 23,000.00

4000-4999: Books And Supplies 26,645.00

5000-5999: Services And Other Operating Expenditures 47,750.00

None Specified 0.00



Total Expenditures by Goal

Goal Number Total Expenditures Goal 1 183,368.00

Goal 2 22,500.00

Goal 3 1,100.00

Goal 4 5,154.00

Goal 5 23,000.00


School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Prin

cipa

l

Clas

sroo

m

Teac

her

Oth

er

Scho

ol S

taff

Pare

nt o

r Co

mm

unity

M

embe

r

Seco

ndar

y St

uden

ts

Dr. Omaira Lee X

Cindy Brown X

Elizabeth Cruz X

Wendy Turansky X

Lori McCaslin X

Angela Hawkes X

Jemmy Chen X

Irv Trinkle X

Kelly Argenal X

Michelle Younge

Numbers of members of each category: 1 2 1 4 At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Recommendations and Assurances The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s 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 School 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 (Check

those that apply):

State Compensatory Education Advisory Committee

Signature

English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

X Other committees established by the school or district (list):

Site Staff Leadership Parent Teacher Association

Signature

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 May 25, 2018. Attested:

Dr. Omaira Z Lee Typed Name of School Principal Signature of School Principal Date

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

The School Plan For Student Achievement · The School Plan for Student Achievement 4 of 86 12/14/18 School Profile Marino San Marino Elementary School is located in the City of Buena

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