The Single Plan for Student Achievement

Transcription

1 The Single Plan for Student Achievement School: Bridgeport Elementary School CDS Code: District: Saugus Union Elementary School District Principal: Carin Fractor Revision Date: October 2017 The Single 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 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: Position: Carin Fractor Principal Phone Number: Address: Address: Newhall Ranch Road Santa Clarita, CA cfractor@saugususd.org The District Governing Board approved this revision of the SPSA on December 6, The Single Plan for Student Achievement 1 of 69 11/30/17

2 Table of Contents School Vision and Mission...4 School Profile...4 Comprehensive Needs Assessment Components...4 Data Analysis...4 Surveys...5 Classroom Observations...5 Analysis of Current Instructional Program...5 Description of Barriers and Related School Goals...8 School and Student Performance Data...9 CAASPP Results (All Students)...9 CAASPP Results (Male)...13 CAASPP Results (Female)...17 CAASPP Results (English Learner)...21 CAASPP Results (Reclassified Fluent English Proficient)...25 CAASPP Results (Low Income (NSLP))...29 CELDT (Annual Assessment) Results...33 CELDT (All Assessment) Results...34 California Data Dashboard (Equity Report)...35 California Data Dashboard (Status Report)...38 California Data Dashboard (Detailed Report)...41 California Data Dashboard (Student Group Report)...44 Planned Improvements in Student Performance...47 School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # School Goal # The Single Plan for Student Achievement 2 of 69 11/30/17

3 Centralized Services for Planned Improvements in Student Performance...67 Centralized Service Goal # Centralized Service Goal # Centralized Service Goal # Centralized Service Goal # Centralized Service Goal # Summary of Expenditures in this Plan...72 Total Allocations and Expenditures by Funding Source...72 Total Expenditures by Object Type...73 Total Expenditures by Object Type and Funding Source...74 Total Expenditures by Goal...75 School Site Council Membership...76 Recommendations and Assurances...77 The Single Plan for Student Achievement 3 of 69 11/30/17

4 School Vision and Mission Bridgeport Elementary School s Vision and Mission Statements At Bridgeport Elementary School, our goal is to provide a nurturing, well-rounded education that meets the academic, social, and physical needs of our students. As educators we constantly strive for excellence and collaborate to ensure our students experience a rigorous academic program aligned to the California State Standards that enables each and every child to achieve their fullest potential. Our school is home to approximately 870 students in grades TK-6 with very diverse backgrounds. We encourage our students to learn and follow the Six Pillars of good Character (Caring, Citizenship, Fairness, Respect, Responsibility and Trustworthiness). We are confident that they will gain the skills, attitudes, and understanding necessary to be successful 21st Century citizens. School Profile Bridgeport School s community comes to life each morning at 7:45 am when students begin entering the gates: students can be heard singing Character Education songs, discussing science projects, checking intramural sport schedules, while laughing and sharing in the excitement of the day s upcoming events. At the same time, teachers, administrators and parents meet formally in Student Success Team (SST) meetings to set attainable goals for students needing additional support, while others meet informally in the staff room, work room or classrooms to exchange expertise and brainstorm lesson strategies. Children are recognized for "Being their B.E.S.T. by Campus Supervisors, and are recognized by their teachers for entering the classroom prepared to learn. Bridgeport Elementary School is situated within a beautiful park setting located in the Santa Clarita Valley. Our campus is nestled within a residential community where parents and staff members converse regularly, teachers enjoy visits from former students, parents thrive on their involvement in their child s education, and the students enjoy coming to school. These qualities comprise the foundation of the school community at Bridgeport Elementary. We have created a school family of students, parents, staff, community members dedicated to providing a high-quality educational experience. At Bridgeport, clear standards for behavior and character promote self-discipline and student responsibility. The collegiality and professionalism among our staff members contributes to our positive school climate and student achievement. By intentionally authoring an academic program founded on rigorous academic standards, an engaging and challenging curriculum, and balanced accountability, Bridgeport maintains a truly fluid and dynamic learning community. Bridgeport is proud of its diverse population that serves children from many different ethnic and economic backgrounds. Our school is home to over 870 students in grades TK-6th grade. Students transition to us from as far as South Korea and as close as a mile away throughout the school year. With over twenty different languages and cultures to celebrate, we embrace those qualities that we have in common, provide a foundation for learning from one another, and just as important, celebrate what makes us unique and special. Our teachers set clear learning objectives and hold high expectations for all students. They employ multi-disciplinary instruction to strengthen the connection of content knowledge and applications. Students are engaged in standards-based lessons and activities designed to stimulate critical thinking, creativity, communication and collaboration. The goals of academic excellence, social responsibility and emotional well-being are promoted by the rich, nurturing, and challenging learning environment that is Bridgeport. These goals are aligned to the actions set forth in our Single Plan for Student Achievement and monitored by our administration and School Site Council. Enter our school lobby and it won t be but a minute before you see a volunteer exchange a friendly greeting with the office staff and head off to assist a teacher. Walk the halls and you will see children actively engaged in learning and enjoying the day s events. Bridgeport pride is felt all over the school campus and those who pass through our doors make our school a special place. There is a feeling of safety, comfort, and trust. Everyone at Bridgeport feels valued and accepted because they are among people who care. More than a school, Bridgeport is a community, fully committed to the belief that ALL students can succeed! Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. The Single Plan for Student Achievement 4 of 69 11/30/17

5 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). * Annual Site Council Survey for all Bridgeport families; School Climate Survey provided to students twice a year. Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Weekly administrator observations of classrooms, formal Administrator lesson observations, Cabinet observations identify effective teaching strategies. 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) *Annual CAASPP assessments *CELDT for English Learners *Statewide science testing for 5th grade students *Statewide physical education tests for 5th grade students *Formative, summative, & diagnostic classroom assessments in all core areas 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) *District Writing benchmarks *Beginning and end of the year school math assessments *Beginning and end of the year fluency assessments *ADEPT language proficiency benchmark assessments *IEP goals *ELA/ Math chapter assessments Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA) All credentialed staff are highly qualified teachers The Single Plan for Student Achievement 5 of 69 11/30/17

6 4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) Teachers receive professional development in different areas based on need; NGSS, technology, academic language instruction, core academic instruction, lesson planning, lesson elements 5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) District and site professional development focuses on: *CA adopted state content standards *effective instructional strategies *technology embedded instruction *meeting the needs of English learners *meeting the needs of special needs students 6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) *Collaborative Instructional Planning Wednesdays *Collaborative Planning full days (3 per grade level) *District professional development *Teachers on Special Assignment: technology, physical education, music, art, English Learners *Staff meeting professional development 7. Teacher collaboration by grade level (kindergarten through grade eight [K 8]) and department (grades nine through twelve) (EPC) *Collaborative Instructional Planning weekly *Grade level collaborative planning (CIP) *District grade level professional development for Speaking and Listening, Math content standards, Systematic ELD, Constructing Meaning Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) All texts are aligned with the state adopted content standards: ELA-Pearson; Math-McGraw Hill; lessons are differentiated to meet the needs of all learners 9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K 8) (EPC) Reading/ ELA and math minutes adhere to the recommended minutes. 10. Lesson pacing schedule (K 8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) Lesson pacing and master schedule allow for intervention courses and assistance through RtI, RSP services, grade level math and EL rotations by leveled groups. 11. Availability of standards-based instructional materials appropriate to all student groups (ESEA) Instructional materials appropriate for all student groups are available. The Single Plan for Student Achievement 6 of 69 11/30/17

7 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) Math and ELA series have integrated differentiation into their instructional lessons; additional technology features within the series provides for intervention, review, and accelerated learning. Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA) Grade level targeting learning opportunities provide support for Math, Speaking and Listening, and ELD lessons on a daily basis. 14. Research-based educational practices to raise student achievement Direct Instruction training and peer coaching professional development are research-based educational practices teachers integrate into their lessons; Administrators are trained in effective instructional practice observation techniques to assist teachers in professional growth to increase student achievement. Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA) *ELAC (English Learner Advisory Committee; DELAC (District Advisory Committee) are both community outreach resources to assist English Language Learners *PAC (Parent and Community) committee meetings for parent input and engagement in school direction *Connect-Ed: online resources for math practice *SST (Student Study Team) assists in identifying students who are underachieving by providing strategies for student success *RSP and SLP resources assist students who need additional intervention strategies, or skill building to meet IEP goals *Peer Mentor program assists underachieving students in reviewing math facts site word reading *Playground Partners to assist with lower achieving students' social engagement *Reading Counts Program to support reading comprehension and fluency *Awards Assemblies for achievement in academics, character education and school leadership *PALS/ Readers & Leaders *Specialists for art, technology integration * Kindergarten aides *Online curriculum resources 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) N/A Funding 17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA) *GATE program differentiates strategies for students who may be highly gifted but underachieving/gate enrichment after school program *EL program provides systematic English Learner strategies to access the curriculum *Constructing Meaning professional development assist teachers with delivery of language skills in the content areas The Single Plan for Student Achievement 7 of 69 11/30/17

8 18. Fiscal support (EPC) LCAP Resource List---Goals 1-3 Description of Barriers and Related School Goals The Single Plan for Student Achievement 8 of 69 11/30/17

9 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 Grade Grade Grade All Grades * 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 Grade Grade Grade All Grades N/A N/A N/A Reading Demonstrating understanding of literary and non-fictional texts Grade Grade Grade Grade All Grades Writing Producing clear and purposeful writing Grade Grade Grade Grade All Grades The Single Plan for Student Achievement 9 of 69 11/30/17

10 Listening Demonstrating effective communication skills Grade Grade Grade Grade All Grades Research/Inquiry Investigating, analyzing, and presenting information Grade Grade Grade Grade All Grades Conclusions based on this data: 1. Listening is an area of strength for Bridgeport students. 2. Gr 4 and 6 students demonstrated the most growth in Reading skills. 3. Gr 5 and 6 students demonstrated a regression in percentage of near/at/above standard in Research/Inquiry skills. The Single Plan for Student Achievement 10 of 69 11/30/17

11 School and Student Performance Data 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 Grade Grade Grade All Grades * 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 Grade Grade Grade All Grades N/A N/A N/A Concepts & Procedures Applying mathematical concepts and procedures Grade Grade Grade Grade All Grades The Single Plan for Student Achievement 11 of 69 11/30/17

12 Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade Grade Grade Grade All Grades Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade Grade Grade Grade All Grades Conclusions based on this data: 1. Grades 4 and 6 have increased the % of students at/above standard over the last three years in overall math skills. 2. Concepts and Procedures and Communicating Reasoning seem to be areas of growth overall for students at Bridgeport. 3. Based on the CAASPP data in ELA and Mathematics, the teaching staff at Bridgeport will need to use formative assessments and increase the frequency of IABs in order to ensure students are prepared to demonstrate their understanding of math concepts with respect to the rigor of the standards. The Single Plan for Student Achievement 12 of 69 11/30/17

13 School and Student Performance Data CAASPP Results (Male) English Language Arts/Literacy Overall Participation for Males # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Males Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Grade Grade Grade All Grades N/A N/A N/A Reading Demonstrating understanding of literary and non-fictional texts Grade Grade Grade Grade All Grades Writing Producing clear and purposeful writing Grade Grade Grade Grade All Grades The Single Plan for Student Achievement 13 of 69 11/30/17

14 Listening Demonstrating effective communication skills Grade Grade Grade Grade All Grades Research/Inquiry Investigating, analyzing, and presenting information Grade Grade Grade Grade All Grades Conclusions based on this data: 1. The achievement gap between male students' performance in ELA and female students' performance in ELA is decreasing. 2. Female students have outperformed male students in ELA by at least 10% in the last 3 years. } The Single Plan for Student Achievement 14 of 69 11/30/17

15 School and Student Performance Data CAASPP Results (Male) Mathematics Overall Participation for Males # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Males Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Grade Grade Grade All Grades N/A N/A N/A Concepts & Procedures Applying mathematical concepts and procedures Grade Grade Grade Grade All Grades The Single Plan for Student Achievement 15 of 69 11/30/17

16 Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade Grade Grade Grade All Grades Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade Grade Grade Grade All Grades Conclusions based on this data: 1. The achievement gap between male students and female students is decreasing in the last two years. 2. Male students are still outperforming female students in math, but the gap is marginal. The Single Plan for Student Achievement 16 of 69 11/30/17

17 School and Student Performance Data CAASPP Results (Female) English Language Arts/Literacy Overall Participation for Females # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Females Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Grade Grade Grade All Grades N/A N/A N/A Reading Demonstrating understanding of literary and non-fictional texts Grade Grade Grade Grade All Grades Writing Producing clear and purposeful writing Grade Grade Grade Grade All Grades The Single Plan for Student Achievement 17 of 69 11/30/17

18 Listening Demonstrating effective communication skills Grade Grade Grade Grade All Grades Research/Inquiry Investigating, analyzing, and presenting information Grade Grade Grade Grade All Grades Conclusions based on this data: 1. The achievement gap between male students' performance in ELA and female students' performance in ELA is decreasing. 2. Female students have outperformed male students in ELA by at least 10% in the last three years.} The Single Plan for Student Achievement 18 of 69 11/30/17

19 School and Student Performance Data CAASPP Results (Female) Mathematics Overall Participation for Females # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Females Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Grade Grade Grade All Grades N/A N/A N/A Concepts & Procedures Applying mathematical concepts and procedures Grade Grade Grade Grade All Grades The Single Plan for Student Achievement 19 of 69 11/30/17

20 Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade Grade Grade Grade All Grades Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade Grade Grade Grade All Grades Conclusions based on this data: 1. There is a marginal achievement gap between male students' performance and females' student performance on the CAASPP in math. The Single Plan for Student Achievement 20 of 69 11/30/17

21 School and Student Performance Data CAASPP Results (English Learner) English Language Arts/Literacy Overall Participation for English Learner # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade * * * Grade Grade * 8 6 * 8 6 * Grade * 5 6 * 5 6 * All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for English Learner Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade * * * * 15 8 * Grade 4 * * * * * Grade 5 * * * * * * * * * * * * * * * Grade 6 * * * * * * * * * * * * * * * All Grades N/A N/A N/A Reading Demonstrating understanding of literary and non-fictional texts Grade * * * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades Writing Producing clear and purposeful writing Grade * * 31 4 * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades The Single Plan for Student Achievement 21 of 69 11/30/17

22 Listening Demonstrating effective communication skills Grade * * 23 8 * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades Research/Inquiry Investigating, analyzing, and presenting information Grade * * 8 8 * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades Conclusions based on this data: 1. The achievement gap between English Language Learners and native-english speakers is increasing based on data from the last three years of CAASPP data (The gap is currently 31%). 2. Consistent designated Systematic ELD time based on students' proficiency level is crucial to the reading success of ELLs on CAASPP. 3. Our teaching staff needs to continue to monitor the language development of our EL students, particularly those students in the emerging "Beginning" and "Intermediate" groups in 3rd-6th grade and those students who are "LTELs" or Long Term English Learners. The Single Plan for Student Achievement 22 of 69 11/30/17

23 School and Student Performance Data CAASPP Results (English Learner) Mathematics Overall Participation for English Learner # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade * * * Grade Grade * 8 6 * 8 6 * Grade * 5 6 * 5 6 * All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for English Learner Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade * 8 38 * * * 23 0 * Grade 4 * * * * * Grade 5 * * * * * * * * * * * * * * * Grade 6 * * * * * * * * * * * * * * * All Grades N/A N/A N/A Concepts & Procedures Applying mathematical concepts and procedures Grade * * 23 4 * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade * * * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades The Single Plan for Student Achievement 23 of 69 11/30/17

24 Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade * * * Grade 4 * * * Grade 5 * * * * * * * * * Grade 6 * * * * * * * * * All Grades Conclusions based on this data: 1. The achievement gap between English Language Learners and native-english speakers is increasing based on data from the last three years of CAASPP data.the achievement gap has doubled in the last 3 years. 2. Consistent designated Systematic ELD time based on students' proficiency level is crucial to the reading and writing success of ELLs on CAASPP. 3. Language and understanding the directions of the problem is typically what challenges students on the CAASPP in the area of Mathematics. The Single Plan for Student Achievement 24 of 69 11/30/17

25 School and Student Performance Data CAASPP Results (Reclassified Fluent English Proficient) English Language Arts/Literacy Overall Participation for Reclassified Fluent English Proficient (R-FEP) # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade * 10 2 * 10 2 * Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Reclassified Fluent English Proficient (R-FEP) Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade 3 * * * * * * * * * * * * * * * Grade Grade Grade All Grades N/A N/A N/A Reading Demonstrating understanding of literary and non-fictional texts Grade 3 * * * * * * * * * Grade Grade Grade All Grades Writing Producing clear and purposeful writing Grade 3 * * * * * * * * * Grade Grade Grade All Grades The Single Plan for Student Achievement 25 of 69 11/30/17

26 Listening Demonstrating effective communication skills Grade 3 * * * * * * * * * Grade Grade Grade All Grades Research/Inquiry Investigating, analyzing, and presenting information Grade 3 * * * * * * * * * Grade Grade Grade All Grades Conclusions based on this data: 1. 92% of RFEP students met or exceeded the standard on the CAASPP. RFEP students exceeded the gains and out-performed the "All Student" group in ELA by 20%. 2. The range of students not meeting the target areas was between 0-2%, which is not statistically significant. 3. Students who have been RFEP'd are making progress and meeting and exceeding grade level expectations in all grade levels. No accommodations/measures need to be taken for this specific group of students. The Single Plan for Student Achievement 26 of 69 11/30/17

27 School and Student Performance Data CAASPP Results (Reclassified Fluent English Proficient) Mathematics Overall Participation for Reclassified Fluent English Proficient (R-FEP) # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade * 10 2 * 10 2 * Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Reclassified Fluent English Proficient (R-FEP) Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade 3 * * * * * * * * * * * * * * * Grade Grade Grade All Grades N/A N/A N/A Concepts & Procedures Applying mathematical concepts and procedures Grade 3 * * * * * * * * * Grade Grade Grade All Grades Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade 3 * * * * * * * * * Grade Grade Grade All Grades The Single Plan for Student Achievement 27 of 69 11/30/17

28 Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade 3 * * * * * * * * * Grade Grade Grade All Grades Conclusions based on this data: 1. 77% of RFEP students met or exceeded the standard on the CAASPP. RFEP students also exceeded the gains and out-performed the "All Student" group in Mathematics by 17%. 2. The range of students not meeting the target areas was between 4-9%, which is not statistically significant. 3. Language and understanding the directions of the problem is typically what challenges students on the CAASPP in the area of Mathematics. The Single Plan for Student Achievement 28 of 69 11/30/17

29 School and Student Performance Data CAASPP Results (Low Income (NSLP)) English Language Arts/Literacy Overall Participation for Economically Disadvantaged # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade * * * Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Economically Disadvantaged Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade * * * * 17 7 * Grade Grade Grade 6 * * * * * All Grades N/A N/A N/A Reading Demonstrating understanding of literary and non-fictional texts Grade * * 25 7 * Grade Grade Grade 6 * * * All Grades Writing Producing clear and purposeful writing Grade * * * Grade Grade Grade 6 * * * All Grades The Single Plan for Student Achievement 29 of 69 11/30/17

30 Listening Demonstrating effective communication skills Grade * * 8 7 * Grade Grade Grade 6 * * * All Grades Research/Inquiry Investigating, analyzing, and presenting information Grade * * * Grade Grade Grade 6 * * * All Grades Conclusions based on this data: 1. There is inconsistent data for all grade levels, with 4th grade low income (NSLP) students showing the strongest scores of 61% above or meeting the ELA standards. 2. The achievement gap for NSLP students has stayed within the 21-25% range in the last three years, indicating the gap is not closing. 3. The ELA area showing greatest need for growth for this group of students is writing (67% students overall scored above or at/ near meeting this standard). The Single Plan for Student Achievement 30 of 69 11/30/17

31 School and Student Performance Data CAASPP Results (Low Income (NSLP)) Mathematics Overall Participation for Economically Disadvantaged # of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade * * * Grade Grade Grade All Grades * The % of Enrolled Students Tested showing in this table is not the same as Participation Rate for federal accountability purposes. Overall Achievement for Economically Disadvantaged Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade * 8 21 * * * 8 21 * Grade Grade Grade 6 * * * * * All Grades N/A N/A N/A Concepts & Procedures Applying mathematical concepts and procedures Grade * * * Grade Grade Grade 6 * * * All Grades Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade * * 0 21 * Grade Grade Grade 6 * * * All Grades The Single Plan for Student Achievement 31 of 69 11/30/17

32 Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade * * 0 14 * Grade Grade Grade 6 * * * All Grades Conclusions based on this data: 1. The achievement gap for NSLP students has increased significantly in the last 3 years from an 18% gap in to a 29% gap in Grade 3 data shows greatest strengths in areas of Problem Solving and Communicating Reasoning with 100% of their students above, at/ or nearly meeting the standard. 3. Gr 4 mathematical data indicates greatest need for improvement with 16% above or meeting the standard. The Single Plan for Student Achievement 32 of 69 11/30/17

33 School and Student Performance Data CELDT (Annual Assessment) Results Percent of Students by Proficiency Level on CELDT Annual Assessment Grade Advanced Early Advanced Intermediate Early Intermediate Beginning K 25 *** 50 *** *** Total Conclusions based on this data: 1. 75% of EL students scored at the Early Advanced/Advanced Level; 25% of students scored at the Intermediate Level, and no students scored at the Early Intermediate or Beginning Level. 2. In order for students to be RFEP'd it is imperative that classroom teachers continue explicit English Language Development instruction at students' level. It is also imperative that EL students are provided the scaffolds to support their learning during core instruction (reading, writing, math, social studies, and science) The Single Plan for Student Achievement 33 of 69 11/30/17

34 School and Student Performance Data CELDT (All Assessment) Results Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined) Grade Advanced Early Advanced Intermediate Early Intermediate Beginning K Total Conclusions based on this data: 1. The Single Plan for Student Achievement 34 of 69 11/30/17

35 School and Student Performance Data California Data Dashboard (Equity Report) The Single Plan for Student Achievement 35 of 69 11/30/17

36 School and Student Performance Data California Data Dashboard (Status Report) The Single Plan for Student Achievement 36 of 69 11/30/17

37 School and Student Performance Data California Data Dashboard (Detailed Report) The Single Plan for Student Achievement 37 of 69 11/30/17

38 School and Student Performance Data California Data Dashboard (Student Group Report) The Single Plan for Student Achievement 38 of 69 11/30/17

39 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 CAASPP 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: PUPIL ACHIEVEMENT LEA GOAL: To increase student achievement in all core academic areas by June SCHOOL GOAL #1: Increase percentage of students meeting/exceeding standards on 2018 CAASPP in ELA and Math by 5%. Data Used to Form this Goal: Classroom assessment information disaggregated by significant subgroup populations Student lexile level growth Fluency level data for students participating in grade level ELA intervention programs Writing rubric scores 5th grade science CST assessment data ELA & Mathematics CAASPP scores Annual CELDT scores Findings from the Analysis of this Data: Current data was analyzed to determine which students need additional support and whether those students need additional support in ELA, Writing, ELD, and/or Mathematics. Teachers and administration also analyzed CAASPP data together to determine which ELA and Mathematics Target areas need to be focused in on during instruction. How the School will Evaluate the Progress of this Goal: Analyze data from progress monitoring of targeted intervention groups (Special K's group; Leaders and Readers; The Learning Center, Tier II Intervention). Analyze data from the grade level and class room test results, trends, and gains in deficits. Share out information with the School Site Council, ELAC, and teaching staff to involve them in ongoing monitoring of progress toward goals. Analysis of Ongoing Progress The Single Plan for Student Achievement 39 of 69 11/30/17