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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
West Contra Costa Unified School District
Tara Hills Elementary School
SINGLE PLAN FOR STUDENT ACHIEVEMENT
2015 - 2016
Board Approval Date: March 16, 2016
Contact Person: Linda Wilkinson
Principal: Linda Wilkinson
Telephone Number: (510) 231-1428
Address: 2300 Dolan Way
San Pablo, CA 94806-1699
E-mail address:
[email protected]
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
BOARD OF EDUCATION 2015 - 2016
BOARD PRESIDENT : RANDY ENOS
BOARD CLERK : ELIZABETH BLOCK
VALERIE CUEVAS
TODD GROVES
MADELINE KRONENBERG
Superintendent Dr. Bruce Harter
District Address
1108 Bissell Avenue City
Richmond, CA Zip Code
94801
Telephone
(510) 231-1101
Fax
(510) 236-6784
Email Address
[email protected]
Assistant Superintendent Nia Rashidchi
District Address
1108 Bissell Avenue City
Richmond, CA Zip Code
94801
Telephone
(510) 231-1130
Fax
(510) 620-2074
Email Address
[email protected]
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Contents Page
School Site Council (SSC) Recommendations and Assurances
SSC Roster
Executive Summary
Stakeholder Involvement
System-wide Barriers
Data Analysis
Action Plan for Improving Student Achievement (Academic)
Student Achievement Strategies
ELA
Math
ELD
Science
History/Social Studies
Attendance
School Climate
Parent Involvement
Other 1
Other 2
Other 3
Overall Budget Summary
Agreements
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
School Site Council (SSC) Recommendations and Assurances
The school site council recommends this school plan and proposed
expenditures to the district governing board for approval, and
assures the board of the following:
1. The school site council is correctly constituted, and was
formed in accordance with district governing board policy and
state
law.
2. The school site council reviewed its responsibilities under
state law and district governing board policies, including
those
board policies relating to material changes in the school plan
requiring board approval.
3. The school site council sought and considered all
recommendations from the following groups or committees before
adopting
this plan.
X English Learner Advisory Committee
X Other (list)
ILT
Staff
Parents
4. The school site council reviewed the content requirements for
school plans of programs included in this Single Plan for
Student Achievement and believes all such content requirements
have been met, including those found in district governing
board policies and in the Local Improvement Plan.
5. This school plan is based 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 school plan was adopted by the school site council on:
November 12, 2015.
7. The School Site Council will monitor the implementation and
effectiveness of strategies in the plan at least twice during
the
2015 - 2016 school year, using the WCCUSD monitoring
process.
Attested:
Linda Wilkinson
Typed name of school principal Signature of school principal
Date
Linda Wilkinson
Typed name of SSC chairperson Signature of SSC chairperson
Date
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
West Contra Costa Unified School District
Tara Hills Elementary School
2015 - 2016
School Site Council Membership Roster
Education Code Section 64001(g) requires that the SPSA be
reviewed and updated at least annually, including proposed
expenditures
of funds allocated through the Consolidated Application, by the
school site council. The current make-up of the school site council
is
as follows:
Names of Members Email address
(Home mailing address if email n/a) Phone Number
Term
ends on:
Identify
Chair
Person:
Parent/Community Members
#1 Emily Wilson 2017
#2 Josh Cleberg 2017
#3 Janet Bush 2017
#4 Rubi Esquivel 2017
#5 Gabriella Davis 2017
School/Other Members
Tchr #1 Josephine Knutsen 2016
Tchr #2 Shabana Johnson 2016
Tchr #3 Kelsey Holdredge 2017
Other Alicia MaClean 2017
Principal Linda Wilkinson [email protected] (510) 231-1428
on going X
Membership Composition:
Elementary (10 total)
1 Principal
3 classroom teachers
1 other school staff
5 parents/community members
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2015 Single Plan for Student
Achievement
Executive Summary
The Single Plan for Student Achievement (SPSA) has traditionally
served as a vehicle for communicating information about the
school’s vision, initiatives to improve academic achievement, as
well as describe how supplemental categorical funds are used to
support these efforts.
WCCUSD’s new district Local Control Accountability Plan (LCAP)
is designed to improve student achievement, support the whole
child socially and emotionally, and involve stakeholders to
ensure all WCCUSD students are college and career-ready, able to
make
life choices that have successful, productive outcomes.
Improve Student Achievement: Provide a clear, well-resourced and
rigorous student achievement program that addresses the full
range of student needs and results in all students being
prepared for a successful life.
Support the Whole Child Socially and Emotionally: For students
to achieve at high academic levels, schools, families, and
communities must focus on the child’s social, emotional,
physical and behavioral health, as well as the acquisition of
academic skills.
Involve All Stakeholders: Engage the community in a process that
provides for open, transparent, and inclusive participation of
community stakeholders in WCCUSD planning.
Ensure All WCCUSD Students Are College and Career-Ready:
Students can demonstrate independence, build strong content
knowledge, respond to the varying demands of audience, task,
purpose, and discipline, comprehend as well as critique, value
evidence, use technology and digital media strategically and
capably, and understand other perspectives and cultures.
Through data metrics and analysis, the LCAP also addresses the
State’s 8 Priority Areas: Student Achievement, Student
Engagement,
Other Critical Student Outcomes, School Climate, Parental
Involvement, Basic Services, Implementation of Common Core
State
Standards, and Course Access (see glossary for details on the 8
priority areas).
During the 2015-16 school year, we are transitioning our
school’s SPSA to becoming a true companion document to the district
LCAP
so that it focuses on programs, activities and actions which are
designed to continually address and support the same goals and
8
priority areas articulated in the LCAP.
As we go deeper into this work, we will continue to connect
these two critical plans, driving the academic needle forward
for
WCCUSD students.
Please read on to learn about Tara Hills Elementary School’s
specific SPSA plan of action for the 2015-16 school year.
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
SPSA Stakeholder Involvement
The School Site Council (SSC) works effectively with its
stakeholders to complete the variety of tasks involved in
developing,
implementing, and monitoring the effectiveness of the Single
Plan for Student Achievement (SPSA).
As the lead group, the SSC agrees to the following procedures
for completing all work involving the SPSA:
Choose one task management option for each step
Task SSC Actively Involved in Task or Task Delegated to
Step 1 Analyze local assessment data Process:
Discuss with Staff and SSC,
work with Learning Center to support
FBB and BB students in Tier II; Staff
development used for tier I
interventions.
or Process: staff meeting, council meetings,
community of care, PLC and academic
conferencing, principal/teacher meetings,
meetings with parents.
Step 2 Gather input from
(check all that apply)
X ELAC
X Others Special Education
Process: Discuss with SSC and Staff,
review with ELAC
or Process: Principal discussing with ELAC,
members of site council discussing with
staff and parents
Step 3 SPSA strategies development Process: school-wide we
developed
goals based on our student needs,
SPSA, ILT, and ELAC provide input.
SPED. worked closely with principal,
staff, and community of care to
provide Tier II services
or Process: Weekly meetings with principal
and specialist to discuss our Tier II and
III students, weekly collaboration, staff
meeting, academic conferences.
Step 4 Budget development Process: Discuss with ILT, SSC,
ELAC,
and Staff
or Process:
Staff meeting, PLC, ILT, SSC, meetings.
Principal and Site Council
Step 5 Finalize and submit SPSA for
School Board Approval
Date: December 6, 2015
Step 6 SPSA monitoring Process:
Provide all staff with an electronic
copy of the plan and have a hard copy
available for parents and community.
In January, 2016, ensure that each
committee has a hard copy of the plan
and refers to the plan for the
committees outcomes. Present to
ELAC
At the academic conferences and staff
meetings refer to the plan for
monitoring
or Process: Members of Site Council that
are on the staff
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
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
X Staffing: We need a ELD teaching specialist. we don't
have enough teachers to meet the needs of our EL
students.
X* Hire a teacher on special assignment or specialty
teacher to teach our EL students. More training for
all teachers in ELD and differentiated instruction. We
want our EL students to rotate through one teacher.
Facilities maintenance: *
Facility capacity (space for classrooms/programs): *
Safety: Lack of yard supervision, radio
communication, lack of training for yard supervision.
* Order radio's, vests
Materials availability: *
X Technology: Lack of computers. The computers are
not reliable. The wireless is faulty. Lack of service for
our technology needs.
X* The current training model is a great start.
Technology people need to come out to the site to
address the problems. Scheduled maintenance and
updates of our technology. Each site needs someone
who only works with the technology. This person
could be responsible for training staff how to use tech
in the classroom more effectively, facilitate the state
testing, STAR and Early Literacy. We need a pacing
guide, scope and sequence for technology Pre K-12.
We have to put funding for a technology teacher at
each sites or per two sites.
X Fiscal Support: Would like to provide classes for our
parents. Increase the pay of the yard supervisors and
the instructional aides.
X* When looking at full service schools we need to keep
parent education in mind. Recruit, reward, retain.
Compliance Support: *
X Curriculum and Instruction Support: We need a math
curriculum, we need cultural proficiency training, bi-
monthly mandatory training in tech use with lessons,
effective teaching strategies, teaching writing,
X* We need a math curriculum, we need cultural
proficiency training, bi-monthly mandatory training in
tech use with lessons, effective teaching strategies,
teaching writing,
X Other: Additional curriculum for our Tier III students.
2 or mor egrade levels below. Research evidence that
these students need an intensive curriculum to teach
these students. Not Triumphs.
X* Additional curriculum for our Tier III students. 2 or
mor egrade levels below. Research evidence that these
students need an intensive curriculum to teach these
students. Not Triumphs.
* A check in the box indicates that completion of this section
requires additional central administrative department support.
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Data Analysis
Data Reviewed
Concern/Strength Determine if data results
indicate an area of growth
school wide or an area of
concern/need
Description of Findings (400 character max) Provide a brief
description of what the data shows/implications for
instruction
Academic Data
Ch
oo
se 3
Accelerated Reader/Star
Reading:
Describe data reviewed
XArea of concern
Area of strength 50% of our students are reading below grade
level
Benchmarks:
Trimester I Math
Benchmark
Area of concern
XArea of strength 90% Kindergarten students scored at Mastery on
the first
benchmark CC3-7, 2nd grade had 63% NBT Mastery
Benchmarks:
Describe data reviewed
Area of concern
Area of strength
Benchmarks:
Describe data reviewed
Area of concern
Area of strength
CAHSEE:
Describe data reviewed
Area of concern
Area of strength
AMAO Data:
Describe data reviewed
Area of concern
Area of strength
CELDT:
Describe data reviewed
XArea of concern
Area of strength 65% of our EL's are not making one years growth
on the
CELDT
Grade Count: (Secondary
Only)
Describe data reviewed
Area of concern
Area of strength
GPA: (Secondary Only)
Describe data reviewed
Area of concern
Area of strength
Credits Earned: (Secondary
Only)
Describe data reviewed
Area of concern
Area of strength
Other:
SBAC
XArea of concern
Area of strength In 2015, (45%) of our 3rd grade, (34%) of our
4th grade,
(50%) of our 5th grade and (48%) of our 6th grade students
scored near standard or above on Math Claim 1. 2015 as
reflected in the SBAC results, our 3rd grade scored at
(52%),
4th grade scored at (43%), 5th grade scored at (48%), and
6th grade scored at (37%) below standard in writing.
Other:
SBAC
XArea of concern
Area of strength In 2015, (45%) of our 3rd grade, (34%) of our
4th grade,
(50%) of our 5th grade and (48%) of our 6th grade students
scored near standard or above on Math Claim 1. 2015 as
reflected in the SBAC results, our 3rd grade scored at
(52%),
4th grade scored at (43%), 5th grade scored at (48%), and
6th grade scored at (37%) below standard in writing.
Student Support Data
Ch
oo
se 2
Attendance:
Describe data reviewed XArea of concern
Area of strength 2013-2014 we averaged a 95% rate of attendance.
An
Increase from the previous year
Suspension
Describe data reviewed
XArea of concern
Area of strength Number of AA and Hisp. students who are
suspended versus
other races/ The number of student physical conflicts
Parent/Community Survey:
Describe data reviewed
Area of concern
Area of strength
Keys Survey:
Describe data reviewed
Area of concern
Area of strength
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Data Reviewed
Concern/Strength Determine if data results
indicate an area of growth
school wide or an area of
concern/need
Description of Findings (400 character max) Provide a brief
description of what the data shows/implications for
instruction
Healthy Kids Survey:
Describe data reviewed
Area of concern
Area of strength
Other:
Powerschool
Area of concern
XArea of strength Suspensions and behavior referrals have been
reduced
Other:
Describe data reviewed
Area of concern
Area of strength
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
ACTION PLAN
REQUIRED SPSA STRATEGIES
FOR IMPROVING STUDENT ACHIEVEMENT
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
English Language Arts (ELA)
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
English Language
Arts
2014-2015 , there were (14)
Early Emergent, (12) Late
Emergent,( 3) Transitional, and
(1) Probable Reader in
Kindergarten.
2014-2015, there were (12)
EER, (36) LER, (5) TR, and (3)
Probable Readers in First
Grade.
2015 1st Trimester:
GE 2nd 3rd 4th
5th 6th
0-0.9 2 1
1-1.9 25 17 10
6 3
2-2.9 24 20 28
17 12
3-3.9 4 11 20
19 18
4-4.9 7 8 14
22 12
5-5.9 2 8
16 21
6-6.9 3
5 6
7-7.9
5 5
8-8.9
4
9-12.9
3
By May 2016, 80% of K-1
grade will make one years/1
level growth as measured by
the Star Early Literacy
By May 2016, 50% of 2-6
grade students will make one
years growth/1 level as
measured by Star Reading.
By June 2016, the number of
3-6 students scoring near, at,
or above standard in writing
will increase by 20% on
writing as measured by the
SBAC.
--------
All
Early Star Literacy (Grades K-
1)
STAR Reading (Grades 2-6)
Final, summative will be
SBAC. Benchmarks can be
used for monitoring.
--------
Student
Achievement
1.1
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
# of Students at each grade
2015 as reflected in the SBAC
results, our 3rd grade scored at
(52%), 4th grade scored at
(43%), 5th grade scored at
(48%), and 6th grade scored at
(37%) below standard in
writing.
--------
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Blending Support daily, daily fluency reading in Treasures
book, UA twice a week from homogenous grouping for extra support
including a listening center
August 2015-June 2016 0
2 Daily quick writes October 2015-June 2016 0
3 Professional Development that focuses on reading and or
writing November 2015-June 2016 900 LCAP
4 Study Trips December 2015-June 2016 3000 LCAP
5 Academic Conferences Monitor Illuminate data and use the
Active Lessons recommended in
correlation with the CCS
February 2016 1200 LCAP
6 Recognizing students for their reading progress October 2015-
June 2016 400 LCAP
7 Purchasing supplemental materials: Possible selections may
include, Lucy Calkins reading and writing, technology based program
in reading
informational text.
January 2016 10900 LCAP
8 Identifying Tier II students, monitor, and assess. Provide
additional intervention services for the Tier II and III students
beginning with 2nd grade in the Learning Center
October 2015-June 2016. 6
weeks and daily respectively 0
9 Implementing the Treasures core curriculum Daily 0
10 Teacher teams new to the grade level will receive student
engagement Strategies,reading development strategies, and higher
academic levels of
student discourse presented by, Educational Consultant, Sara
Buckerfield
Beg. September 2015 (5 visits) 9600 LCAP
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
Mathematics
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
Mathematics In 2015, (45%) of our 3rd
grade, (34%) of our 4th grade,
(50%) of our 5th grade and
(48%) of our 6th grade students
scored near standard or above
on Math Claim 1.
2015, Trimester I, (90%)of our
Kindergarten students scored at
the mastery level on K.CC3-7,
(49%) of our First grade
students and (63%) of our
Second grade students scored at
Mastery in accordance with the
district benchmark 1, OA and
NBT Standards
--------
By June 2016, 3-6th grade
will increase the number of
students scoring at a
proficiency level of 3 or
higher by 10% on Math Claim
1, concepts and procedures.
By June 2016, the number of
3-6 grade students scoring at a
level 1 and 2 proficiency level
will decrease by 10% on
Math, Claim 1, concepts and
procedures.
By May 2016, 80% of K-2
students will score proficient
or higher on the third trimester
benchmark for CCS K. CC,
and all OA and NBT standards
respectively.
--------
Math Claim 1 SBAC
Math Claim 1 SBAC
District Math Benchmark 3,
CCS KCC, OA, and NBT.
--------
Student
Achievement
Student
Achievement
1.1
1.1
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 We will use supplemental math materials: Ready Common Core
December 2015-April 2016 0
2 Math Professional Development Conferences November 2015-June
2016 3500 LCAP
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
3 We will implement differentiated instruction moduals and
strategic tutoring Ongoing 1390 LCAP
4 We will use formative assessments from the Ready Common Core
Weekly 0
5 We will use student discourse to explain, defend, prove,
analyze math problems, and use multiple measures to solve math
problems
Daily 0
6 Study Trips 2016 3000 LCAP
7 Teacher additional hours for professional development and
collaboration August 2015-June 2016 3500 LCAP
8 Teachers will read Growth Mindset with principal Monthly 2016
300 LCAP
9 Purchase math supplemental materials to support CCCS Being
researched 2016 5161 LCAP
10 We will use academic conferences to analyze student data and
plan instruction January 2016-June 2016 1200 LCAP
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
English Language Development (ELD)
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
English Language
Development (ELD)
August 2015, 59 students at
level 1, 37 students at level 2,
63 students at level 3 in
reading.
August 2015, 44 students at
level 1, 43 students at level 2,
59 students at level 3 in writing.
By the August 2016, 50% of
our students will increase their
CELDT level of proficiency in
reading and writing by one
level.--------
EL CELDT Test-------- Student
Achievement
1.2
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Teachers will have students speak in complete and
grammatically correct sentences.
on going 0
2 ELD collaborative discussions are scheduled on going 0
3 Using genuine formative assessments to guide instruction
frequently. on going 0
4 Providing daily, rigorous English Language Development
instruction. on going 0
5 Developing and citing daily language objectives that frame
opportunities for student discourse (collaborative conversations)
and developing academic
vocabulary.
on going 0
6 Workshops for teachers in ELD provided by our district
personnel January 2016 and ongoing 0
7 Academic Conferences to analyze student data and plan ELD
instruction January 2016 1110 LCAP
8 ELD strategic tutoring January 2016
9 ELD materials Jan 1500 LCAP
10 Bilingual Instructional Aide to work with our EL students
weekly 2015-2016 19458 LCAP
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
Science
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
Science 2015, 48% of our 5th grade
students scored proficient or
higher as measured by the CST.
--------
By May 2016, 65% of 5th
grade students will score
proficient or higher as
measured by the 2016 CST.---
-----
All Science CST-------- Student
Achievement
1.1
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Science tutoring/study groups for the month of March March
2016 0 LCAP
2 Focus on chapter and lesson reviews in class and for
homework
3 Continue with class projects based on 5th grade science
standards
4 Create a practice packet for spring break from the CST release
questions
5 Participate in STEM PD 3 hours of additional teacher hours
2015-2016 560 LCAP
6 Science materials that support CA Common Core and Goals
7 Professional Development on new Science standards
8 Monitor the science implementation in grades 4 and below
9 Study Trip 2016 1000 LCAP
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
Attendance
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
Attendance 2015, our average attendance
was 94.5--------
By June 2016 our average
attendance will be 95%--------
All students with a
concentrated focus
on Kindergarten
Power School Attendance------
--
Student
Engagement
4.2
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 We will form an attendance committee and meet monthly
September 2015 and ongoing
2 We will plan and implement student recognition for positive
attendance and include recognition for those students who may not
have perfect attendance but
have improved their attendance
September 2015 and ongoing
3 The principal, office staff, all teachers will monitor
attendance reports August 2015 weekly
4 We will communicate attendance goal to parents and students
August 2015 and monthly
5 The principal, office staff, all teachers will monitor student
tardiness August 2015 Weekly
6 Hold parent conferences for absences December 2015 and
monthly
7 Take pictures of our trimester and monthly perfect attendance
students September 2015 and monthly 200 LCAP
8 Grade level class attendance competitions January 2016
9 Attendance incentives, certificates, medals, etc., Monthly
1000 LCAP
10 Strategic communication with Kindergarten parents
Bi-Monthly
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
School Climate
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
School Climate Social Emotional:
Baseline
Baseline
--------
By June 8, 2015 90% of
students and staff will
participate in a minimum of 3
“No Place for Hate” activities.
June 2016, 90% of students
will show an increase of kind
acts as measured by surveys
and observations each
trimester.
All Students
Kindness surveys
--------
School Climate 4.2
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Post banners and posters with our school vision and
school-wide expectations: Revise
February 2016 0 LCAP
2 Created a NPFH Student Ambassadors of Kindness October 2015
and ongoing 0 LCAP
3 Continue BEST implementation, Second Step, and NFH activities
Weekly 0
4 Positive behavior recognition and incentives: C2BK Tickets
Daily 0 LCAP
5 Staff will monitor discipline data Monthly 0
6 Review Healthy Kids Data January 2016 0
7 Mindfulness workshop fellowship for staff January 4, 2016
0
8 Mindfulness for students and staff one day a week January 2016
4000 LCAP
9 Purchase Speakers and CD player to support TEP students Jan
2016 1000 LCAP
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
Parent Involvement
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
Parent Involvement First trimester in 2015, 8 out of
20 students who have been
consequenced for behaviors are
African American and 9 are
Hispanic students. 8 of those
students are in Special
Education.
In 2016, 20% of our parents
will receive a personal
invitation to participate in a
series of mindful workshops.
--------
Underperforming
and students with
behavior
challenges.
Sign in sheet for attending the
workshop
parent evaluation of the
program
--------
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Parents will gain knowledge as to some strategies that they
can use with their children and themselves to help comfort them in
times of anxiety, stress, etc.
January 2016
2 A Mindfulness app. will be shared with students and
parents
3 This is an activity to help connect us and build relationships
so that we can narrow the achievement gap.
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
Other #1
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
ELA: Reading 2015 first Star Reading
Assessment reflected that most
all grades have 50% or more
students reading below grade
level.
June of 2016, 70% of 2nd
grade students will be on
grade level.
2nd Grade
STAR Reading-------- Student
Achievement
1.1
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Students will attend the Learning Center for Tier II
Strategies 2015 October and on going
2 Every 6 weeks, LC teacher and principal will discuss growth
and exit students who are at grade level and schedule new students
who are in need
Every 6 weeks
3 Monitoring of student reading levels and as space permits,
work our way up through grade levels
Every 6 weeks
4 Third trimester monitor our first grade Beginning of Trimester
III 2016
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Student Achievement
Other #2
2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP
Alignment
1. Content Area
2. What student needs have been
identified and what metrics were
used to measure/identify progress?
3. Description of 2015-16 School
SMART Goal
4. Targeted Pupil
Subgroup(s)
5. What Local Assessment/Metric
will be used to measure School
SMART Goal?
Specify LCAP
Priority
Specify LCAP
Goal
Process Goal This goal indirectly will benefit
student achievement--------
By June 8, 100% of teachers
will complete 1 cycle of
inquiry as measured by
collaboration notes.
all Notes from grade level--------
Actions to Support Goal: (one action per line) By When: Cost:
Site Funding Source
1 Review cycle of inquiry process First Trimester 2015 0
2 Check in’s with grade level teams Monthly 0
3 Commitment from grade levels when they will start their cycle
of inquiry On going 0
4 Collect notes from inquiry June 2016 0
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Overall Budget Summary
Summary of Costs
Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Funding Source Allocation Balance (Allocations-Expenditures)
LCAP 73879 0.00
Total Expenditures by Funding Source
Funding Source Total Expenditures
LCAP 73,879.00
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Tara Hills Elementary SchoolTara Hills Elementary SchoolTara
Hills Elementary School 2014 Single Plan for Student
Achievement
Agreements
The following critical compliance items are in place throughout
WCCUSD:
Highly Qualified Teachers: All teachers and paraprofessional
involved in our academic programs will meet NCLB’s highly qualified
requirements. Our site coordinates with the WCCUSD Human Resources
Department to ensure compliance with this
item.
Strategies to attract and retain high quality teachers: Our site
acknowledges the importance of attracting and retaining high
quality instructional staff. Our site coordinates with the WCCUSD
Human Resources Department to develop programs and
strategies to ensure high quality instruction staff want to come
to and remain at our site.
Learning Center Collaborative Model: Each WCCUSD school that
runs a collaborative model provides a seamless approach to
integrating personnel, resources, and teaching strategies to serve
at-risk special and general education students. Special
education
teachers may work with unidentified students and regular
education teachers may work with identified students (as long as
they
are qualified to meet the goals on the students’ I.E.P.s).
Staff development, selected strategies to implement or continue,
and materials used are focused on meeting the needs of at-risk and
general education students. This information is detailed in the
SPSA. Any funds spent to support the model are also outlined
in the SPSA. Finally, staff is consistently monitoring and
evaluating the effectiveness of the collaborative model so that
changes
can be made where needed.
Pre School Transition – Description of the above program:
The preschool kindergarten transition program provides a smooth
path for parents and students to be introduced to kindergarten.
By offering preschool students and parents the opportunities to
participate in school-wide activities, meet the kindergarten
staff,
and visit classrooms.
- This transitional program - Promote continuity from preschool
to kindergarten - Focus on family strengths and build collaborative
relationships
Schoolwide Plans and Homeless Children and Youth: In accordance
with McKinney Vento Federal Homeless Assistance Law, the following
actions are taken:
o Flyers are posted in the front office stating the rights of
homeless children and services available. These flyers are made
readily available to homeless families.
o Staff is trained before the start of each academic year on how
to enroll and identify homeless students by the district’s homeless
liaison.
o Teachers receive yearly training on how to identify warning
signs which may indicate homelessness and sensitivity training on
the special needs of homeless children and youth.
o Parents without homes are included in outreach efforts by
parent involvement outreach workers for inclusion in school site
councils.