West Contra Costa Unified School District Sheldon Elementary School Title I SINGLE PLAN FOR STUDENT ACHIEVEMENT 2012-13 Board Approval Date: Contact Person: Sonja L. Bell Principal: Sonja L. Bell Telephone Number: (510) 231-1414 Address: 2601 May Road Richmond, CA 94803 E-mail address: [email protected]
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West Contra Costa Unified School District Sheldon ...€¦ · West Contra Costa Unified School District Sheldon Elementary School 2012-13 School Site Council Membership Roster Education
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Students at/above proficient 45.8 76 57.4 105 56.1 106
Students at basic and below 54.2 90 42.6 78 44 83
Total valid scores 100 166 100 183 100 189
Total increase required during 2012-13 to meet the goal for MATH: 38% 71
Description of findings: EDY students decreased by 1.3% from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - English Learners [X] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient 55.4 46 65.1 56 61.5 56
Students at basic and below 44.6 37 34.9 30 38.5 35
Total valid scores 100 83 100 86 100 91
Total increase required during 2012-13 to meet the goal for MATH: 33% 30
Description of findings: English Learners decreased by just over 3% from last year.
[ ] Area of strength [X] Area of concern
CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient
Students at basic and below
Total valid scores
Total increase required during 2012-13 to meet the goal for MATH: %
Description of findings:
[ ] Area of strength [ ] Area of concern
CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12
Students at/above proficient
Students at basic and below
Total valid scores
Total increase required during 2012-13 to meet the goal for MATH: %
Description of findings:
[ ] Area of strength [ ] Area of concern
Academic Performance Index (API)
All Students
Base 2011 API
2012 Growth
Target Points 2012 API Growth Points Met API
789 5 805 16 Yes
English Learner Goals
Status of 2011-12 AMAO 1 Goal (Check One)
[X] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target met.
[ ] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target not met.
Status of 2011-12 AMAO 2 Goal (Check One) – Cohorts 1 and 2
[X] 2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% of English learners attaining English proficiency (defined as a score of
Early Advanced or Advanced with no skill area below Intermediate) met.
-and-
2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1 % of English learners attaining English proficiency (defined as a score of
Early Advanced or Advanced with no skill area below Intermediate) met.
[ ] One or both 2011-12 NCLB AMAO 2 goals for Cohorts 1 and 2 were not met.
2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% [ ] met [ ] not met.
-and-
2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1% [ ] met [ ] not met.
New 2012-13 AMAO 1 Goal (Check One)
[ ] Our goal for 2012-13 is to meet or exceed the NCLB AMAO 1 goal of 57.5% of our English learners meeting the annual
growth target.
[X] We have met the 2012-13 NCLB AMAO 1 goal of 57.5%. We have established the following goal 70%
New 2012-13 AMAO 2 Goal (Check One) – 2 Cohorts
[ ] Our goal for 2012-13 is that English learners will meet the NCLB AMAO 2 Cohort 1 target of 21.4%
-and-
NCLB AMAO 2 Cohort 2 target of 47.0%
[ ] We have met the 2012-13 NCLB AMAO 2 Cohort 1 target of 21.4%.
-and-
NCLB AMAO 2 Cohort 2 target of 47.0%
We have established the following goal Cohort 1 - 42%
Comparison of AMAO Data
(Annual Measurable Achievement Objectives - Measured by CELDT)
AMAO 1 - Annual Growth Percentage of English learners (EL) who have met the growth target (e.g., moved one level or more).
AMAO 1 2010-11 2011-12
Students met AMAO 1 55.1% 49 69.7% 69
Students did not meet AMAO 1 42.7% 40 29.3% 30
Total # in Cohort 1* 97.8% 89 99.0% 99
Total increase required during 2012-13 to meet the goal: .03% 1
* Cohort 1 includes:
EL students at the Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced levels who have matched scores.
AMAO 2 - Attaining English Proficiency Percentage of English learners (EL) who have reached English proficiency, defined as score of Early Advanced or Advanced with no
skill area below Intermediate.
Cohort 1AMAO 2 2010-11 2011-12
Students in Cohort 1 met AMAO 2 29.4% 25 41.6% 42
Students in Cohort 1 did not meet AMAO 2 70.6% 60 58.4% 59
Total in Cohort 1 AMAO 2 100% 85 100% 101
Total increase required during 2012-13 to meet the Cohort 1
AMAO 2 goal: .6% 5 .04% 1
Cohort 2AMAO 2 2010-11 2011-12
Students in Cohort 2 met AMAO 2 --% -- --% --
Students in Cohort 2 did not meet AMAO 2 % %
Total in Cohort 2 AMAO 2 % 19 % 20
Total increase required during 2012-13 to meet the Cohort 2
AMAO 2 goal: % %
Two Cohorts for 2011-12 include:
Cohort 1:
ELs, including new enrollees, enrolled less than 5 years
Cohort 2:
ELs enrolled 5 years or more
Please note: If the cohort size is smaller than 30, no AMAO results are available.
QEIA Checklist and Monitoring
(Harding, Peres)
Academic Performance Index (API)
2012-13 Narrative Description:
2010 API of 753 reflects a -40
point growth
2011-2012 target
2011 API of 789 reflects a 36
point growth
Met Not Met
2012-2013 target
2012 API of 805 reflects a 16
point growth
Met Not Met
2013-2014 target
2013 API of TBD reflects a
TBD point growth
Met Not Met
For additional information see SPSA sections:
Class Size Reduction
2012-13 Narrative Description:
$
2009-10 baseline
N/A
2011-2013 target
CSR teachers required for
class size ratios of
Met Not Met
2012-2013 target
CSR teachers required for
class size ratios of
Met Not Met
2013-2014 target
CSR teachers required for
class size ratios of
Met Not Met
Highly Qualified Teachers (HQT)
2012-13 Narrative Description:
$
2009-10 baseline
2011-2013 target
100% of all teachers
Met Not Met
2012-2013 target
100% of all teachers
Met Not Met
2013-2014 target
100% of all teachers
Met Not Met
Average Teaching Experience (ATE)
2012-13 Narrative Description:
2009-10 Actual:
2011-2012 TEI target
2.3
Met Not Met
2012-2013 TEI target
4.7
Met Not Met
2013-2014 TEI target
7
Met Not Met
Teacher Professional Development Requirement
2012-13 List of PD activities and sessions:
$
2009-10 baseline
N/A
2010-11 target
1/3 of teachers
have 40 hours PD
and
All teachers have some PD
Met Not Met
2011-2012 target
1/3 of teachers
have 40 hours PD
and
All teachers have some PD
Met Not Met
2012-2013 target
1/3 of teachers
have 40 hours PD
and
All teachers have some PD
Met Not Met
For additional information see SPSA sections:
Para-Professional Development Requirement (if applicable)
2012-13 List of PD activities and sessions:
$
2009-10 baseline
N/A
2010-11 target
Met Not Met
2011-2012 target
Met Not Met
2012-2013 target
Met Not Met
For additional information see SPSA sections:
Attendance
2012-13 Narrative Description:
$
2009-10 baseline
2010-11 target
Met Not Met
2011-2012 target
Met Not Met
2012-2013 target
Met Not Met
For additional information see SPSA sections:
Williams’ Requirements Met
2009-10 2010-11 2011-2012 2012-2013
System-wide Barriers
The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief
description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).
Barrier Description Strategy for Overcoming Barrier
[ ] Staffing: [ ]*
[X] Facilities maintenance: Sheldon Elementary needs a
new copier and fax machine for the front office. Both
machines are beyond repair.
[X]* Purchase and installation of new or used copier and
fax.
[ ] Facility capacity (space for classrooms/programs): [ ]*
[X] Safety: The morning and afterschool traffic congestion
caused by our growing enrollment causes a
tremendous safety issue.
[X]* We are in need of permanent cones to redirect traffic
in the front entry of the parking lot. We are also in
need of traffic signs: WRONG WAY, NO PARKING,
etc.
[ ] Materials availability: [ ]*
[ ] Technology: [ ]*
[ ] Fiscal Support: [ ]*
[ ] Compliance Support: [ ]*
[ ] Curriculum and Instruction Support: [ ]*
[ ] Other: [ ]*
* A check in the box indicates that completion of this section requires additional central administrative department support.
Student Achievement
English Language Arts - ELA #1 - Writing
Strategy to be used during the 2012-13 school year:
Daily standards-based instruction in the writing process aligned with the California State Standards
Focus on writing protocols with an emphasis on 4th writing and protocols
Description of the above strategy:
Grade level teams will focus monthly on writing prompts from Unit tests as benchmark writing assessments. Schoolwide
protocols around in writing will be established by collaborative teacher teams.
This strategy will address the specific learning needs of students in the following subgroups:
[ ] African-American [ ] Latino [ ] EDY
[ ] EL [ ] Special Ed. [ ] Other: [ ]
This strategy will address the content cluster area of Writing:
[ ] Written Conventions [ ] Writing Strategies
[X] We have used this strategy for 3 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
False
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By October we will
Review the data for grade levels to assess areas of focus for writing through academic conferences. Review writing standards
per grade level. Review Unit test data
By November we will review benchmark 1 data and assess next steps. Continue daily writing instruction and practice.
By January we will Review the various types of genre for the 4th grade writing STAR test and guide students in instruction.
By February we will Collaboratively review the results of benchmark 2 and adjust instruction appropriately
By May we will Evaluate the results of Benchmark 3 and plan for next year's focus
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) materials to support writing process Title I 538
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 538
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Bay Area Writing
Project
District [X] [ ] [ ]
Rubrics District [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Discussion of student work and develop lessons to
address students needs
[ ] [ ] 3 times a
year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Display of published work. Writing will also be
assigned as part of the student's homework
[X] [ ] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
4 - 6 Story telling festival Preview stories, discuss, then write
their own.
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
K - 6 Storytelling performers at Sheldon if funds permit.
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
District Writing Benchmarks
[X] [ ] [ ] [ ]
Student work [ ] [X] [ ] [ ]
English Language Arts - ELA #1
Summary of Costs
Materials
Total Expenditures: 538
Expenditures by Funding Source:
Title I 538
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
English Language Arts - ELA #2
Strategy to be used during the 2012-13 school year:
Teacher will use direct explicit instruction in comprehension strategies across all academic areas with specific focus on
literary analysis. Fluency instruction will occur on a daily basis and student growth will be motivated through implementation
of the Accelerated Reader program.
Description of the above strategy:
Teachers will administer district benchmark tests, informal and formal assessments to formulate appropriate differentiation
models within class. Teachers will compare DIBELS testing with class administered fluency as well.
Students identified as strategic or intensive are given priority with LCM for RtI after classroom differentiation is insufficient.
Students are closely monitored and move with fluidity out of groups as they progress. Identified students are also given priorty
for afterschool tutoring through leaptrack. Additionally all students will continue to receive explicit direct instruction in
comprehension and literary analysis.
Additionally, RtI component will also support EL students who have also been identified as strategic and intensive.
This strategy will address the specific learning needs of students in the following subgroups:
[ ] African-American [ ] Latino [ ] EDY
[ ] EL [ ] Special Ed. [ ] Other: [ ]
This strategy will address the content cluster area of:
[X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
CST data schoolwide has improved approximately 4%.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will send the fact sheets to the print shop for duplication
By November we will review the first benchmark test to determine our strengths and to determine if the memorization has
improved test scores.
By February we will review the first benchmark test to determine our strengths and to determine if the memorization has
improved test scores.
By on-going we will continue to retest until mastery on the various operations
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) copy paper
Parent (008) copy paper
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Collabrate at grade level or upper grade grouping
to work with students who are struggling
[ ] [ ] three times a
year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Family Math Night [X] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
formative (timed) assessments [X] [ ] [ ] [X]
Benchmark tests
[X] [ ] [ ] [ ]
teacher observations [X] [ ] [ ] [ ]
Math #2
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Science
Strategy to be used during the 2012-13 school year:
Teachers will provide direct instruction of the scientific method of discovery to coordinate the 4th and 5th grade standards.
Description of the above strategy:
Teachers will lead students through investigative strategies where the scientific method can be applied. Teachers will align and
create these science topics to the 4th and 5th standards.
[X] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Sept we will appropriate materials supplied to all classrooms
By Oct. we will units and standards aligned in preparation for scientific methods direct instruction
By Oct we will Benchmark data examined and compared to formative and end unit assessments
By Dec we will continued instruction in scientific method and data evaluation of formative and unit assessments within
gradelevel meetings
By Jan we will project based assessments prepared for scientific method for science fairs
By March we will data analysis of benchmark assessments within grade level teams
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) display boards
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
grade level planning meetings [X] [X] bi-monthly
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Sheldon Science Fair and presentation of the
scientific method.
[X] [X] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Benchmark exams [X] [ ] [ ] [ ]
unit assessments and formative assessments focused
on scientific method
[X] [X] [X] [ ]
student created projects highlighting scientific
methods
[X] [X] [ ] [ ]
Science
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Physical Education
Strategy to be used during the 2012-13 school year:
The teachers will continue to utilize the SPARK program to teach PE.
Description of the above strategy:
All teachers have had the SPARK training and will continue to use the SPARK PE program
[ ] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
More students receive receive structure PE instruction and the California Physical Fitness Test results have improved.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will have the equipment available for use
By on-going we will rotate the materials needed for the program
By May we will evaluate the program
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) Any additional materials necessary for the program
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
SPARK training for
new staff if necessary
District [X] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Discussion of activities [ ] [ ] three times a
year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Informatin about the PE test results [ ] [ ] [X]
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Teacher evaluation [ ] [ ] [ ] [X]
PE Fitness test [X] [ ] [ ] [ ]
Physical Education
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Visual and Performing Arts
Strategy to be used during the 2012-13 school year:
Students will be familiar with the standards of the visual and performing arts .
Description of the above strategy:
Students will be given the opportunity to participate in aspects of the arts such as dance, visual arts through Arts Attack, and
to see aspects of the theater arts such as the storytelling festival.
[ ] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
There was no PD offered in the arts this year, however the teachers were familar with Arts Attack and the materials
were used. Also, approximately 140 students attended the Storytelling Festival, and a Talent Show was held at
Sheldon. Some Dance standards are addressed in the SPARK program.
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By September we will discuss the various startegies and coordinate them with dates
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001)
Parent (008)
Professional Dev (024)
Technology (001)
Library (006)
Annual Cost: 0
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Annual Cost 0
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Annual Cost 0
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost
Arts Attack District [ ] [ ] [ ]
Annual Cost 0
Teacher collaboration time to implement the
strategy: Frequency
Cost
Activity Weekly Monthly Other
Discuss the arts programs [ ] [ ] twice a year
Annual Cost 0
Parent involvement activities to support the strategy Focus
Cost
Activity Academics
Community
Building
Communicati
ons
Annual Cost 0
Study trips to support the strategy:
Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost
4 - 6 Storytelling Festival story telling, poetry
5 - 6 Theater productions
Annual Cost 0
Other Contracted Services, including assemblies and sports programs, to support the strategy:
Grad
e General Focus (e.g., museum, farm) Cost
K - 6 assemblies
Annual Cost 0
SPSA Monitoring: Focus
(must collect data from at least 2 focus areas)
Data Collected
Standards
Base-
Assessments
Student
Work
Program
Embedded
Assessments Other
Studnt work in the visual arts [ ] [X] [ ] [ ]
Visual and Performing Arts
Summary of Costs
Materials
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Certificated Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Additional Classified Staff
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Professional Development
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Teacher Collaboration
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Parent Involvement
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Study Trips
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Other Contracted Services
Total Expenditures: 0
Expenditures by Funding Source:
Title I 0
EIA/LEP 0
EIA/SCE 0
Student Achievement
Educationally Disadvantaged Youth (EDY) #1
(Socio-Economically Disadvantaged - SED)
Strategy to be used during the 2012-13 school year:
Response to Intervention (RTI) - Learning Center
Description of the above strategy:
RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to
struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to
ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are
measured through continuous progressed monitoring and data collection.
Our specific program is set up as follows:
Tier I -
• Classroom instruction using direct instruction and cooperative learning
• Classroom instruction using standards-based curriculum • Assessment data to inform instruction and identify students "strategic" students (CST District Benchmarks / unit
assessments / DIBELS /formative assessments
• Academic conferencing
Tier II-
• RSP teacher along with an aide (intervention team) will instruct specific groups of students based upon DIBELS
assessments.
• Classroom teachers will provide rigorous differentiated instruction for small student groups within this model • Intervention team with provide 30-40mins instruction 3 to 4 days per week. • Intervention team will meet every 3 weeks to discuss reassessment of groups and make adjustments to groups and
instructional materials • RSP teacher will concentrate efforts on learning center students during small group instructional time
• After School Program – assistance with homework; additional reading(leap track), writing and mathematics practice
(leap track)
• Centrally funded/EL grad tutors push-in classroom and small group support to ELs using OCR EL intervention materials • Classroom teachers schedule 45 minute period for ELD instruction daily for EL students – grade level and CELDT level
grouping
Tier III Not fully developed
• The goal for the students is to move to a less restrictive environment.
[X] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings
from the SPSA Monitoring form where available):
[ ] This is a new strategy this year.
Action steps to implement the strategy:
By Sept we will Assess schoolwide using DIBELS diagnostic assessments and organize data to establish push in model for
groups.
By Nov. we will hold academic conferences to assess student progress in addition to reassess students in DIBELS.
By Jan. we will Reassess students and evaluate data and program effectiveness. Restablishment of grouping investigated.
By April we will Re-evaluate groups and continue support in preparation for testing. Make recommendations to teachers
regarding student progress.
By June we will Report student successes. Evaluate program effectiveness.
By we will
Materials necessary to implement the strategy:
Focus Materials Cost
Program Specific for Student Use (001) DIBELS materials, supplement curriculum from
district mandated curriculum for RLA, Phonics for
Reading, The Six-Minute Solution, Read Naturally
EIA/SCE 234
Parent (008)
Professional Dev (024) Academic Conferences, Peer Coaching for new
teachers
Technology (001) CD players/headphones for Read Naturally Title I 500
Library (006)
Annual Cost: 734
Additional certificated staff to implement the strategy:
Position % FTE or Hourly/Time Card Cost
Grad Tutor 1 .20
[ ] Title I 2084
EIA/SCE 9004
Grad Tutor 2 .20
[ ] Title I 2169
EIA/LEP 8646
Teacher Collaboration [X] Title I 3346
Annual Cost 25,249
Additional classified staff to implement the strategy:
Position # Hours FTE or Hourly/Time Card Cost
Subs for Academic Conferences [X] Title I 2641
Annual Cost 2,641
Professional development activities to implement the strategy:
Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost