College and Career Readiness for All

Transcription

1 Shoal Creek Elementary School Single Plan for Student Achievement College and Career Readiness for All Ensuring the highest levels of success for each and every student, with commitment to Rigor, Relevance, and Relationships The Single Plan for Student Achievement 1 of 55 1/22/18

2 School and District Information For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at contains additional information about this school and comparisons of the school to the district, the county, and the state. School Information District Information School Name Shoal Creek Elementary School District Name Poway Unified Principal Mark Atkins Superintendent Marian Kim-Phelps, Ed.D. Street Shoal Creek Dr. Street Avenue of Science City, State, Zip San Diego, CA City, State, Zip San Diego, CA Phone Number Phone Number FAX Number FAX Number Web Site Web Site Address Address CDS Code SARC Contact Doug Johnson The Single Plan for Student Achievement 2 of 55 1/22/18

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4 This plan meets the content requirements of amended Education Code for a SPSA. It provides a single comprehensive school plan to improve the academic performance of students. Completion of the plan satisfies requirements of all programs for which the school has an allocation in the California Consolidated Application for categorical funding. Table of Contents I. Vision and Organizational Directions How will we connect our school and our efforts to the larger PUSD Strategic Vision of College and Career Readiness for All? A. PUSD Strategic Vision B. Site Organizational Directions II. III. IV. Assessment, Evaluation, and Analysis of Student Learning How will we know students are learning and where are the gaps? An analysis of student learning, progress toward closing the achievement gap, and attaining college readiness. A. Site Assessment Plan B. Data Reports C. Data Analysis Previous Year Goals, Areas of Strength, Areas of Need Teaching and Learning What are we going to do differently to ensure students are on track to graduate college-ready? A. Site-Based Literacy Plans B. Level Transitions Safe and Supportive Schools How will we ensure students are provided an environment that best supports achievement? A. School-wide Behavioral Support Plan B. Drug Abuse Education Plan V. Funding and Governance How will our organizational, human, and monetary resources align with our efforts? A. Programs/Funds Included in the SPSA B. Centralized Services C. Assurances and Signatures D. Budget Development Forms (One form for each state/federal program with funds in the SPSA) VI. Addendum (Optional) and/or Title I Schoolwide Plan Addendum The Single Plan for Student Achievement 4 of 55 1/22/18

5 I.A. VISION AND ORGANIZATIONAL DIRECTIONS - PUSD STRATEGIC VISION College and Career Readiness for All District Vision and Strategic Goals for In , Poway Unified School District stakeholder groups met to once again develop a strategic vision and identify the future direction of the district. The Mission Statement was modified to add the element of career readiness to the previously adopted College Readiness for All, becoming College and Career Readiness for All. In addition, the PUSD Board of Education adopted three PUSD Goals: 1. Ensure each student engages in a challenging 21st Century learning experience. 2. Develop and maintain communications systems that create collective engagement among all stakeholders. 3. Create a collaborative culture of continuous learning for all staff. District Initiatives for The following District Initiatives have been identified to support the PUSD Goals. 1. Design and implement curriculum, instructional practices, and assessment systems that align with California State Standards across content areas to ensure each student will: a. Engage in Inquiry Based Learning b. Think Creatively and Critically c. Reason Effectively d. Produce/Generate Information e. Solve Complex and Real World Problems f. Communicate Effectively g. Collaborate with Others h. Recognize, Understand and Respect Cultural Diversity to ensure that all students are prepared for success in the global economy. 2. Provide comprehensive programs, services and facilities to ensure social and emotional well-being of all students and staff in a safe and secure environment. 3. Create a comprehensive communication plan that: a. Utilizes a wide range of media b. Provides opportunities for timely, proactive, two-way communication 4. Design and implement a comprehensive system of professional learning that: a. Allows each individual to personalize learning b. Provides multiple formats c. Supports collaboration, inquiry and problem solving The Single Plan for Student Achievement 5 of 55 1/22/18

6 District LCAP Goals The following goals have been identified to support student achievement: 1. Support high-quality teachers in their implementation of an articulated California standards-based curriculum, instruction, and assessment to ensure College and Career Readiness and Citizenship for all students, TK Create systems and structures that provide multiple pathways of learning and engagement to increase College and Career Readiness of our students and close the achievement gaps for all subgroups. 3. Strengthen safe, healthy, positive, and attractive learning environment and experiences for all learners. 4. Increase student and parent engagement in learning through enhanced community involvement, two way communication, and partnerships with community businesses. 5. Develop, implement, and embed a collaborative learning structure and system for adults and students to increase student achievement. The Single Plan for Student Achievement 6 of 55 1/22/18

7 I.B. VISION AND ORGANIZATIONAL DIRECTIONS - SITE ORGANIZATIONAL DIRECTIONS (LCAP Goals 1-5 ) The district vision of College and Career Readiness for All provides the foundation for the Local Control and Accountability Plan (LCAP) and the direction of our site efforts. To support the districtwide core values, our school will focus on multi-year initiatives: Design and implement curriculum, instructional practices and assessment systems that align with the California State Standards across content areas Individual student goal setting and action plans, created by teacher and student and reviewed each trimester Promote critical thinking skills across curriculum at all grade levels Differentiate instruction and materials based upon formative assessments Professional development in the areas of differentiation, challenging advanced learners, and promoting high achievement for all groups Professional development in the areas of California State Standards in writing, mathematics and English language arts Implementation of Response to Intervention (RTI) with targeted instruction for students who are struggling to reach proficiency or having social emotional issues. Research, design and implement curriculum and strategies to address various learning modalities and ability levels Xploration time used by teachers and Professional Learning Leaders to collaborate on curriculum and instruction strategies and common assessments Teacher lead in-service training on NGSS practices and activities Provide a selection of non fiction literature for science and social studies. Provide comprehensive programs, services, and facilities to ensure the social and emotional well-being of all students and staff in a safe and secure environment Beginning of school year and mid-school year assembly program led by the principal to discuss school rules, Character Counts! initiatives, creating a culture of acceptance and kindness Creation of "Otter Outreach" service group for students and families Creation of "Community of Caring" - student leaders lead activities to help model and promote respectfulness and caring on campus. Red Ribbon Week activities planned to promote living a safe and drug free life. Coordination with PTA, community members and Law Enforcement to create activities and presentations supporting Red Ribbon week. Too Good for Drugs curriculum taught by teachers and student services assistant Digital literacy and Second Step lessons led by principal and staff, including counselor and student services assistant Library of appropriate books and literature to support principal and staff in presenting sessions on keeping our school bully free School wide assemblies on the topics of bullying prevention and bucket filling to promote a safe and nurturing learning environment. Review of our Comprehensive School Site Safety Plan and all safety procedures and staff roles in preparation for disaster drills, lock downs and earthquakes. The Single Plan for Student Achievement 7 of 55 1/22/18

8 Create a comprehensive communication plan Regularly update and maintain school website Post important school information on Peachjar for easy access by parents Weekly call out messages (voice and ) by Principal with news for the coming week Students record weekly video messages for students and staff with events and information Parent teacher conferences Weekly newsletter produced by PTA and ed and posted on the school website and on the office bulletin board Monthly newsletter produced by PTA and ed and posted on the school website and available in the office Teachers maintain a class website and/or newsletter for communicating with parents Friday Flag and Principal coffees Create a collaborative culture of continuous learning for all staff Bi-monthly staff meetings Weekly grade level team meetings Monthly grade level team meeting with principal to discuss curriculum, students and interventions Collaboration on Cultural Proficient Leadership staff training on Interim Block Assessment for CAASP Site led training on Benchmark Curriculum and Google Suite School-wide focus on RTI, including review of "Simplifying Response to Intervention" by Austin Buffum. Create an updated RTI List of interventions by Tier. Identify specific strategies for math and reading. Collaborate on needed materials for implementation. Show evidence of classroom implementation of Tier 1 interventions Targeted staff development, planned and implemented by site staff, to address site specific needs and concerns (ex. google docs and Promethean board training) Xploration time used by teachers to collaborate on curriculum and instruction strategies and common assessments. staff development lead by principal, TOSA, teachers, Professional Learning Leaders and district personnel around collaboration, technology integration, use of google apps with students. The Single Plan for Student Achievement 8 of 55 1/22/18

9 II. ASSESSMENTS, EVALUATION, AND ANALYSIS OF STUDENT LEARNING II.A. SITE ASSESSMENT PLAN DISTRICTWIDE (REQUIRED) ASSESSMENTS/REPORTS ASSESSMENTS TYPE PURPOSE WHO WHEN USES Smarter Balanced Summative CELDT/ELPAC California School Dashboard MAP State Fitness Testing Local Control Accountability Plan (LCAP) metrics Criterion- Computer Adaptive/ Performance tests Criterionreference test Multiple measures Criterion- Computer Adaptive/ Performance tests Performance Performance Assess achievement of state standards Measure level of achievement in English Used to determine overall program effectiveness in LCAP Assess individual or group progress, and show growth over multiple administrations Compare fitness levels of students Compare school level growth areas, multiple measures aligned to district LCAP metrics Grades 3-8, 11 All ELL students Schools, subgroups Grades 2-8 All students, Grade 5, 7, 9 Various grade levels Spring Fall/Spring Reported annually Up to 3 times per year, as needed Spring Fall Compares student achievement to state/district expectations. Identifies areas of strength and weakness. Useful for targeting instruction. Measure ELD levels, plan programs and measure annual growth. Used to redesignate students Used by state and District as an index of overall academic performance and school culture based upon the results of the various state and local indicators. Used to compare schools and student groups. Measure and report student growth. Results provide subscores that help teachers analyze strengths and areas of need, within the areas of reading, math, and language usage. Sites may also use summative data for MAP assessments to determine grade level and school-wide growth of students in overall skills in Reading, Mathematics and Language. Useful to identify program strengths and opportunities for program improvement. Useful to identify program strengths and opportunities for program improvement. The Single Plan for Student Achievement 9 of 55 1/22/18

10 SITE-SPECIFIC (OPTIONAL) ASSESSMENTS/REPORTS STUDENT PERFORMANCE ASSESSMENTS Running Records Individual Reading Inventory (IRI) Scholastic Reading Inventory (SRI) Quality Writing Alphabet Knowledge Phonemic Awareness Concepts about Print Fluency Timings Grade-level basic math skills assessment Problem solving Core Assessments selected by grade levels TYPE (summative or formative) Individual performance Individual performance Individual performance On-demand, firstdraft writing, individual performance On-demand performance tasks On-demand performance tasks On-demand performance tasks On-demand performance tasks Individual performance Individual performance Individual performance PURPOSE WHO WHEN USES Diagnostic Achievement K-3 Trimester or more frequently as needed Diagnostic Achievement 1-4 Trimester or more frequently as needed Diagnostic 1-3 A minimum of three times per year Diagnostic and/orachievement Diagnostic Diagnostic Diagnostic All students, K-5 Fall, Winter, Spring or as frequently as needed Any pre or early reader Any pre or early reader Any pre or early reader Fall, Winter, Spring or as frequently as needed Fall, Winter, Spring or as frequently as needed Fall, Winter, Spring or as frequently as needed Diagnostic 2-5 Fall, Winter, Spring or as frequently as needed A tool for scoring, coding and analyzing a child s precise reading behaviors Used by teachers to diagnose student skills; plan subsequent instruction and placement; and monitor progress. Used by teachers to diagnose student skills; plan subsequent instruction and placement; and monitor progress. Students write to a prompt. Teachers score using PUSD rubric. The results of this assessment may be used to evaluate student writing skills, diagnose-prescribe and measure growth over time. To assess early reading skills, letter names, shapes, directionality To assess sound symbol relationships and the composition of written words To assess pre-reading skills To assess individual student fluency rate of growth Diagnostic Achievement K-5 Trimester Monitor students annual progress on grade-level exit skills. Diagnostic Achievement 1-5 Trimester Monitor students annual progress on grade-level exit skills Diagnostict K-5 Fall and Spring To assess fluency, comprehension, phonics and phonemic awareness. The Single Plan for Student Achievement 10 of 55 1/22/18

11 OTHER MEASURES TYPE (summative or formative) Progress Reports Individual report To assess individual student performance using State standards Attendance Records Individual Monitors student attendance and time in class PURPOSE WHO WHEN USES All students K-12 varies Provide timely feedback to student/parent regarding progress on academic standards. Grades can be collected and evaluated for trends. Year-round as needed Discipline Records Individual Monitors student discipline concerns All students Year-round as needed Cohort Reports Progress Reports Grade Level, Individual Individual performance assessment Monitors student achievement on MAPs over time Assesses individual student performance using local standards CAASP Individual Scores Used to determine overall program effectiveness Annual parent survey Survey Provide feedback regarding community attitudes and perceptions Annual staff survey Survey Feedback from staff on principal leadership effectiveness Students who have attended SCES for at least two consecutive years and taken MAPs Available each fall Useful to identify correlation between achievement and time in class Useful to identify correlation between achievement and disciplinary problems; useful to identify patterns in student behavior Useful to identify the academic progress of students who have received instruction at SCES over time; useful to identify patterns in curriculum strengths and weaknesses All students Trimester Provide timely feedback to student/parent regarding progress on academic standards; grades can be collected and evaluated for trends Grades 3-5 Annually in fall Used by state and district as a summative assessment for all students grades 3-5. Parents Spring Used to identify program strengths and weaknesses; used to assess school climate, student performance, staff effectiveness, and overall program satisfaction Teachers Mid-Year (and End-of-Year as needed) Used to evaluated school processes and principal effectiveness; used to set personal or school-wide goals and targets The Single Plan for Student Achievement 11 of 55 1/22/18

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27 II.C. ANALYSIS OF STUDENT ACHIEVEMENT DATA AND EFFECTIVENESS OF CURRENT IMPROVEMENT STRATEGIES (LCAP Goals 1, 2, and 5 ) Note to sites: This section is structured to report the summative evaluation of the effectiveness of your plan Overall School-Wide SMART Goal English Learners (required) Group GOAL(S) Met Not Met Students with Disabilities (required) By June 2017, 62% of Shoal Creek students in grades 2-5 will reach typical growth on the spring MAP Reading Assessment. By June 2017, Shoal Creek students in grades 2-5 will increase the percentage who reach typical growth from 39% to 50% on the spring MAP Math Assessment. By Fall 2017, 80% of ELL students in grades 1-5 will grow at least 1 level on the AMAO assessment or be reclassified. Students at the intermediate level will advance one level within two years. By June 2017, 48% of special education students in grades 2-5 will meet the typical growth goal for MAPS Reading. By June 2017, the percentage of special education students in grades 2-5 who meet the typical growth goal for MAPS Math will increase from 31% to 36%. X X X X X Finding (Evidence/Fact) Students meeting typical growth in reading is 46%. Students meeting typical growth in math increased from 39% to 45%, but did not reach the desired 50%. 80% of students met the AMAO#1. The number is higher including the intermediate students who had two years to meet the standard. Reading scores decreased to 24% meeting typical growth. 35% of students met typical growth in math. Possible Reasons/Contributing Factors We are below the district average in this area. We need to implement small group instruction and student goal setting to improve out scores. Teachers focused on this area and encouraged goal setting. We need to identify areas of that need more attention and target it. Impact instruction in avenues by our Impact teacher and instruction by our IA has helped keep students on track. We did not improve in this area and some student digressed. We are using research based programs, but we need some other interventions for special education students. We are heading in the right directions and are 1% short of our goal in this area. GATE (required) Foster Youth (required) Educationally Disadvantaged or Title I Students (required) By June 2017, 90% of GATE students will be proficient or advanced on MAPS Reading and Math. We do not currently have foster youth. By June % of Low SES students in grades K-1 will met typical growth in MAPS Reading. By June 2017, 40% percent of Low SES students will meet typical growth in MAPS Reading. X X 94% of GATE students exceeded standards on the MAP test in Reading. No sub group data. This group may have been too small to create a significant sub group. Core instructional program. Access to on line enrichment activities during and after school. By June 2017, the percent of Low SES X 33% of students met typical There was no growth in this area. students who meet typical growth in MAPS growth in math. we will have more math tasks The Single Plan for Student Achievement 27 of 55 1/22/18 X 31% of low SES students met typical growth in reading. The Impact groups were not able to meet all students who were struggling. Classroom interventions need to be in place.

28 Group GOAL(S) Met Not Met Math will increase from 34% to 40%. Finding (Evidence/Fact) Possible Reasons/Contributing Factors during professional time. Additional goal(s) (optional) By June 2017, 85% of Transitional Kindergarten students will score 20/26 or better on the letter writing assessment. By June 2017, 85% of TK students will demonstrate proficiency in Operations and algebraic Thinking By June 2017, 85% of Kindergarten Students will show proficiency in counting and cardinality in end of year assessments. By June 2017, 80% of Kindergarten students will score at standard (independent) reading level 6 or above as measured by Running Record By June 2017, 80% of first grade students will meet typical growth target in spring 2017 in reading MAP assessment. 40% will meet their optimal growth. By June 2017, 80% of first grade students will meet typical growth target in spring 2017 in the MAP math assessment. 40% will meet their optimal growth. By June 2017, 78% of second grade students will meet their typical growth or meet the end of the year NWEA standard of 194 on the spring 2017 Math MAP Assessment. By June 2017, 78% of our sencond grade students will meet their typical growth or meet the end of the year national NWEA standard of 194 on the spring MAP Reading Assessment. X 88% of students met this goal. Strategies used: Reading matters and handwriting with out tears program, hands-on activities that develop fine motor coordination, one-on-one instruction and support for struggling students, letter of the week morning message, whiteboard practice. X 88% of students met this goal. Calendar routine, hands on math activities, investigations, math program, small group math activities and instruction. X 85% of student met this goal. The kindergarten team meets to review scores and discuss and share instructional strategies and resources. X X X X X 77% of students met their ELA goal. Our goal was 80%. 77 percent met their expected growth in their reading MAP scores. This is 3% shy of our goal. In math 78% met their expected growth and 38% met their optimal growth. The students who did not make it were 1-5 points away. 87 percent met the goal in math. or the NWEA Rit of % met the goal in reading or the RIT of 194. Many students distruptive to the small group instructional time. Two student retentions. We used a new assessment program DRA to Rigby. The students who started high had a more difficult time meeting expected growth. Some of the bubble kids have a disconnect with achievement and effort. Individual goal setting may be a way to help them improve. More needs to be done to motivate and encourage kids who are on the bubble. We follow the math expressions curriculum while supplementing with materials provided by the district. The benchmark program was piloted by a teacher on our grade level and she believes it contributed positively to her high scores. Many students began the year near the 194 RIT score. The Single Plan for Student Achievement 28 of 55 1/22/18

29 Group GOAL(S) Met Not Met By June 2017, based on MAPS data, 80% of third grade students will meet or exceed their expected growth target or end of year standard met RIT score of 203 in Reading. By June 2017, based on MAPS data, 80% of third grade students will meet or exceed their expected growth target or end of year standard met RIT score of 203 in Math. Finding (Evidence/Fact) Possible Reasons/Contributing Factors X 62% met or exceeded 203. MAP immediately follow SBAC in the spring. The format changed to align with SBAC and students were not familiar with the new format. X 62% met or exceeded 203. Students did not have enough exposure to the new test format. We felt they knew more math than they were able to show. By June 2017, 85% of Fourth grade students will show proficiency on the end of year SBAC reading test. By June 2017, 85% of our Fourth Grade students will show proficiency on the end of the year SBAC math test. By June 2017, 80% of fifth grade students will reach a RIT score of 217 or above (lexile level betweeen ) in reading comprehension on spring MAP scores. By June 2017, students scores will increase to 50% above standard on problem solving on the SBAC test. X X 89 Percent were proficient in Reading. X 26.4 % met standards and 3704 % exceeded standards for a total of 63.8%. X 72% of students reached 217 RIT. 70% of students reached the standard on the CAASP problem solving subsections. The reading scores were successful because of the emphasis placed on Core Literature, scholastic magazines, Impact and our RTI groups, reading picture books followed by immediate testing on Reading Counts. We feel the math scores were low because the SBAC looks different than the math we do on a regular basis. We think the students know the material better than the test showed. We will block test throughout the year using this format so students will become familiar with it. Reading weaknesses and and increased amount of students who do not possess strengths in prior knowledge and life experiences to apply to reading passages. Students require more instruction in problem solving strategies. The Single Plan for Student Achievement 29 of 55 1/22/18

30 III. TEACHING AND LEARNING (LCAP Goals 1, 2, 4, and 5 ) A SITE-BASED LITERACY/ACTION PLAN Plans that follow are aligned with the data analysis in the previous section, district vision, LCAP and SMART goals and site initiatives/organizational directions listed in Part I. In addition, tasks show: Alignment of instruction, strategies, materials, and assessment for learning to CCSS content standards Research-based instructional strategies Response to Intervention and Instruction, both academic and socio-emotional Responsiveness to needs of struggling, as well as high-performing, students Avoidance of isolation or segregation of student subgroups Attention to culturally responsive learning environments to ensure equity for all students X Check if Literacy Plan is attached as a separate document Target Group SMART Goals Actions/Strategies to Achieve Goals Schoolwide for all students By June 2018, 50% of Shoal Creek students in grades 2-5 will reach typical growth on the spring MAP Reading Assessment. (+4). By June 2018, 50% of Shoal Creek students in grades 2-5 will reach typical growth on the spring MAP Math Assessment. (+5). In addition to your schoolwide goals; include goals for critical groups Educationally Disadvantaged Youth or Title I By June 2018, 38% of low SES students will in grades 2-5 will meet typical growth in MAPs Reading. (+6). By June 2018, 38% of low SES students will in grades 2-5 will meet typical growth in MAPs Math. (+6). Implementation of RIT groups and small group instruction to target areas of concern. Implementation of focused math instruction in low areas as a grade level based on each trimester MAP scores. Data to Monitor and Evaluate Progress Winter and Spring MAP scores. Grade level common assessments. Winter and Spring MAP scores. Grade level common assessments. Resources Xploration and professional time for teams to review data, form groups and plan instruction. Teaching of the Math Expressions program with fidelity. Time to research math resources to use with students. The Single Plan for Student Achievement 30 of 55 1/22/18

31 Target Group SMART Goals Actions/Strategies to Achieve Goals English Learners By Fall 2019, 80% of English Language Learners will increase at least one level in the AMAO assessments. GATE Students with Disabilities By June 2018, 90% of GATE students will exceed standards on the MAP Reading Assessment. By June 2018, the percentage of special education students in grades 2-5 who meet typical growth will increase from 24% to 30% in MAPS Reading. Data to Monitor and Evaluate Progress Resources Foster Youth Homeless By June 2018 Foster Youth will meet typical growth in MAP reading. (Shoal Creek does not have any Foster Children) Other Goals By June 2018, 80% of Transitional Kindergarten students will score 40/52 or better on the Letter Writing assessment. See attached Literacy Plan By June 2018, 85% of Transitional Kindergarten students will demonstrate proficiency in Counting and Cardinality By June 2018, 85% of our Kindergarten students will show proficiency in Counting and Cardinality in end-of-year assessments. By June 2018, 80% of our Kindergarten students will score at standard (Independent) reading level of 6 or above as measured by Running Record. By June 2018, 80% of our first grade students will meet typical growth target in spring 2018 reading MAP assessment. By June 2018, 40% of our students will meet optimal growth target on spring 2018 reading MAP assessment. By June 2018, 78% of Second grade students will meet individual typical growth or meet the end of the year national NWEA standard of 194 on the spring 2017 MAP Math assessment. We will have 50% of students meet their typical growth according to the Spring MAP data. The Single Plan for Student Achievement 31 of 55 1/22/18

32 Target Group SMART Goals Actions/Strategies to Achieve Goals By June 2018, 78% of our students will meet individual typical growth or meet the end of the year national NWEA standard of 194 on the spring 2017 MAP Reading assessment. We will have 65% of students meet their typical growth according to the Spring MAP data. Data to Monitor and Evaluate Progress Resources By June 2018, ELA and Math: Our goal is 75% of 3rd grade students will meet or exceed the standards on ELA SBAC. By June 2018, ELA and Math: Our goal is 75% of 3rd grade students will meet or exceed the standards on Math SBAC. By June 2018, 85% of fourth grade students will fall within the At or Near Standard and Above Standard portions on end of year Reading test. By June 2018, 85% of fourth grade students will fall within the At or Near Standard and Above Standard portions on end of year Problem Solving and Modeling & Data Analysis test. By June of 2018, 80% of fifth grade students will reach a "RIT score of 217 or above (lexile level between ) in reading comprehension. Evidence will be gathered on the Spring MAPS reading scores By June 2018, 50 % of students will achieve at or above standard on overall math score on CAASP spring results. The Single Plan for Student Achievement 32 of 55 1/22/18

33 CAPACITY BUILDERS TO SUPPORT ATTAINMENT OF GOALS, FOCUSED ON RIGOR, RELEVANCE, AND RELATIONSHIP Professional Learning and Collaboration to build staff capacity Staff will create a staff development plan for implementation of California State ELA standards and California State Mathematics standards. Grade level teams will work to create a cohesive plan that addresses California State standards with regard to the site SMART goals and specific grade level goals. Our newly formed leadership team will work with site PLLs to plan activities for our Professional Learning Community meetings. Vertical teams and cross-grade level teams will meet to coordinate consistency in grade level expectations in language arts, math, and science based on standards. In , particular emphasis will be placed on english and mathematics standards. Teachers will be expected to teach the Math Expressions Curriculum with fidelity and augment with other resources as needed. Grade levels teams will work to create lessons incorporating all eight standards for instructional practice. Teams will work with site Math and ELA leader to increase content knowledge, to expand instructional strategies, and to develop differentiated lessons for students. Grade level teams will meet regularly to evaluate progress toward grade level goals, school-wide goals, address needs of individual students, address needs of targeted subgroups, and to support each other in the exchange of effective reading, writing, math, and science strategies. Meetings will be scheduled with the site Professional Learning Leaders for lesson/unit planning support, demonstration lessons, coteaching, etc. Xploration time will be used by grade levels to develop common assessments, calibrate scoring and develop curriculum and resources to support student learning. Teachers will have an opportunity to participate in a Shoal Creek and District training for California state standards and Close Reading strategies.. The expertise of the SCES staff, district staff, and outside resources, including use of google docs and promethean boards, will be shared in staff training. Topics and needs will be determined through teacher, staff, and administrative input. Parent Engagement to support student learning Principal will inform the community of site goals, the goal setting process, and the commitment of the staff toward that end through the monthly newsletter, periodic Principal Chat events, PTA, Foundation, Back to School Night, and School Site Council meetings. Parents are invited and encouraged to attend fall parent/teacher conferences. Parents can view student progress in My Connect. Parents will be asked to complete a year-end survey about general school culture and climate. In addition to utilizing parent volunteers for copying and other clerical needs, they are also used for academic support: Kindergarten uses parents to help students with letter recognition, letter sounds, name printing, concepts of print, number writing, math concepts, and reading impact support First grade uses parents as reading partners, in running learning centers, providing math support in small groups, and computer lab support. Second grade uses parents as reading partners, providing math support in small groups, computer lab support, and garden support Third grade uses parents as reading partners, in running learning centers, providing math impact support in small groups and fluency Fourth grade uses parents to lead small groups in reading and math Fifth grade uses parents to provide reading support, computer lab support, and assistance with special projects Parent volunteer coordinator (PTA) will work with staff to provide support for multiple opportunities with the classroom. Student Engagement for partnership in learning Students will assist in creating individual and/or class goals each fall and review in winter and spring. Goals are based on MAP Learning Ladder, grade level assessments, and individual assessments. Students will serve as "buddies" for peers and younger students. Teachers work in partnerships to create the buddy opportunities for students. Students view and track their own progress in Reading Counts, MAPs, and My Connect. Teachers will utilize a variety of strategies and techniques to engage students in curriculum, differentiating appropriately. Students in special day classes will start each morning in a general education "homeroom." They will attend assemblies, programs, and field trips with their morning class. The blending model will encourage the special day students to interact with students beyond their class and will provide opportunities for general education students to demonstrate sensitivity and compassion. Students will have leadership opportunities in Student Council, and the Community of Caring anti-bullying club. We will also have school wide community service projects such as an Earth Day school clean up. Students will have the opportunity to participate in new clubs such as First Jr. Lego League and Odyssey of the Mind. The Single Plan for Student Achievement 33 of 55 1/22/18

34 III.B. LEVEL TRANSITIONS (Includes PreKindergarten-Kindergarten; 5th Grade-6th Grade; 8th Grade-9th Grade12 th to post-secondary) We recognize the importance of pre-kindergarten preparation for all students. In order to facilitate the positive transition to Kindergarten, we hold a Parent Orientation in the spring prior to enrollment. The principal and teachers provide parents with information about how they can support this transition and ensure academic success for their child. Prior to the first day of school, we invite all new Kindergarteners and their parents to an additional orientation and to meet with their new teachers. Our pre-school teacher and our Transition Kindergarten teacher participate with our Kindergarten Team and principal in building balanced Kindergarten classrooms. Parents are invited to the school regularly to learn about how they can support classroom instruction. To help facilitate a smooth transition from 5th grade into 6th grade, a counselor and student representatives from Meadowbrook Middle School, where the majority of Shoal Creek students attend, hold an assembly at Shoal Creek in the spring to share information about programs and answer questions. Additionally, the Meadowbrook principal attends a Principal Chat in April or May to share information with parents. Details about all PUSD middle school parent information nights are shared with 5th grade parents through s, call-out messages, website, and newsletters. The Single Plan for Student Achievement 34 of 55 1/22/18

35 IV.A. SAFE AND SUPPORTIVE SCHOOLS - SCHOOLWIDE BEHAVIORAL SUPPORT PLAN (LCAP Goal 4 ) In August and January, the principal assembles all of the students to discuss and review the school rules and behavior expectations. At the weekly Friday Flag assemblies, students and staff review the six character traits from Character Counts! and school-wide slogans that instill appropriate behavior. Affirmations that are enthusiastically recited at the weekly assemblies include Work hard. Be kind, Treat others the way you want them to treat you, If there is a problem, we look for a solution," "If there is a better way, we find it," "If a teammate needs help, we give it," and "If we need help, we ask. The Student Handbook and District Discipline Policies and Procedures are distributed each fall and to new enrollees throughout the year and are posted on the school website. The Comprehensive Site Safety Plan is reviewed and updated each year and shared with staff as well as the School Site Council. It includes the dates of all safety drills. Our staff reviews the results of the drills to make any necessary changes to ensure the safety of our staff and students. Every morning the principal and custodian do a safety walk, to check the campus for any hazards. Our site safety committee helps to identify and solve problems for any areas that need improvement on our campus. The plan is available for review by any community member. Our PTA will provide funds for two assemblies that focus on anti-bullying and promoting the character traits. Office staff reviews absences and tardies on a bi-weekly basis and sends letters to parents and requests meetings with the parents of students with numerous tardy or absences. As our mission statement reads, Every student will have the opportunity to acquire the knowledge, skills and attitudes needed to develop a positive self-worth, make informed choices, and function effectively in a diverse society. Site developed "Positive Behavior Support" plan reinforces skills. Site developed "Otter Outreach" service program also reinforces skills. This program is open to all students and provides after school opportunities for students to participate in community service events and activities. As part of the program, teachers will maintain "Character Jars" where students will nominate classmates each month for outstanding respect, responsibility, trustworthiness, fairness, caring, and citizenship (one trait per month). One name will be drawn from the class nominations to attend a "Principal's Character Breakfast" each month. This year we have added a "Community of Caring" club to greet students daily and welcome them to school and play games and model and promote the character traits. Students who demonstrate exceptional achievement as identified by their teacher or who have been caught by an adult doing something good are invited to sign the Principal s Pride poster. Additionally, students who demonstrate exceptional achievement in adhering to the six character traits receive an "Otterly Terrific" from staff. Six "Otterly Terrific" recipients are chosen at random each Friday Flag and receive a certificate and a coupon for a treat. Consequences for improper behavior include Otter Warning, which are given for minor offenses to the school rules and are part of the site Positive Behavior Support plan. The forms go home to be signed by the parent and returned. Behavior referrals are given to students who violate school rules on a more severe degree, such as fighting and bullying. Additional supports are online bullying prevention lessons, digital literacy lessons,too Good For Drugs lessons, Second Step lessons led by School Counselor and Student Services Assistant, bullying prevention embedded in Character Counts lessons, and Red Ribbon/Character Counts Week. Character Counts and Red Ribbon Week received support from the PTA and community members. SDPD, SWAT, and the Border Patrol officers did presentations during an special assembly. They brought drug dogs, a helicopter, Customs Boat and special equipment to share with students. The Single Plan for Student Achievement 35 of 55 1/22/18

36 IV.B. SAFE AND SUPPORTIVE SCHOOLS - DRUG ABUSE EDUCATION PLAN All schools in the PUSD implement the Too Good for Drugs Tobacco, Drugs and Alcohol prevention program, which is designed around specific lessons in five components: Goal Setting, Decision Making, Bonding with Others, Identifying and Managing Emotions, and Communicating Effectively. Program Grade Level(s) Minutes Too Good for Drugs K minutes Red Ribbon Week K minutes SSA Support K minutes Tobacco Use Prevention Education 6-12 Character Counts K minutes Before and After School (ASES) minutes Second Step PreK minutes ( Six 30 minute lessons per class). Steps to Respect Second Step Bullying Prevention K minutes ( Four 30 minute lessons per class). The Single Plan for Student Achievement 36 of 55 1/22/18

37 V.A. FUNDING AND GOVERNANCE PROGRAMS/FUNDS INCLUDED IN THE SPSA (LCAP Goals 2 and 4 ) STATE/FEDERAL PROGRAMS SITE ALLOCATION (IF APPLICABLE) Title I $ Title I Parent Involvement $ LCFF Supplemental Funding - ELL $6, LCFF Supplemental Funding EDY $3, The Single Plan for Student Achievement 37 of 55 1/22/18

38 V.B. FUNDING AND GOVERNANCE - CENTRALIZED SERVICES Centralized Services, in the forms of administrative support and instructional support/professional development, are performed and/or paid for directly by the district office in support of school sites. These may include: Assessment, monitoring, and reporting services Instructional materials purchase and implementation support English language proficiency testing Intervention programs Staff development / training Other services, as appropriate for school site support Salaries for teachers, instructional assistants, tutors Program Res Budgeted Amount Percentage of Total District Allocation Title I ,866, % $646,040 Title I Parent Inv , % $933 Title III Immigrant % $0 Title III LEP-Limited English Proficient , % $386,295 Total Centralized Services (Description Below) Required Indirect Costs; required Program Improvement set-asides, including professional development, school-choice transportation, and supplemental educational services. Required Indirect Costs, district-wide parent involvement Required Indirect Costs, parent education and support, summer school, student transition, English language development class support Required Indirect Costs; instructional assistants; parent liaisons; training in use of data The Single Plan for Student Achievement 38 of 55 1/22/18

39 V.C. FUNDING AND GOVERNANCE - ASSURANCES AND SIGNATURES The School Site Council (SSC) recommends this SPSA and proposed expenditures to the district governing board for approval and assures the Board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy, school site bylaws, and state law. California Education Code specifies the composition of the School Site Council as follows: At the elementary level: parity between (a) the principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents. At the secondary level: parity between (a) the principal, classroom teachers, and other school personnel, and (b) equal numbers of students, and parents /other community members, selected by parents and students. At both the elementary and secondary levels classroom teachers comprise the majority of persons represented under subdivision (a) At the discretion of the local governing board, the middle school may, but is not required to, include student representation on the SSC. The means of selecting SSC members are not specified in law, except that members must be chosen by peers. No additional membership qualifications may be required. Beyond the composition requirements stated above, no seat on the SSC may be reserved for any group or individual. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those Board Policies related to material changes in the school plan requiring board approval. 3. The SSC reviewed the content requirements for school plans of programs included in this SPSA, and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan. 4. This SPSA is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 5. The SSC has participated in the development, implementation, and monitoring cycle of the SPSA by taking the following actions: a. Measured the effectiveness of the improvement strategies at the school b. Sought input from school advisory committees c. Reaffirmed or revised school and subgroup goals d. Revised improvement strategies and expenditures e. Recommended the approved SPSA to the governing board f. Monitored implementation of the SP 6. The SSC has sought and considered all recommendations from the following groups: Advisory Committee Chairperson / Representative Name Signature Date English Learner Special Education Title I (if applicable) Library Betsy Goff Melony Caruso N/A Marcelle Ouellet The Single Plan for Student Achievement 39 of 55 1/22/18

40 SCHOOL SITE COUNCIL SIGNATURES Principal X Classroom Teacher Other School Staff Parent Student (MS/HS) Only Term Exp. Date X 06/2017 Christy Attebury X 06/2017 Gwen Leslie X 06/2018 Michelle Zeidler X 06/2017 Christina Jordan X 06/2017 Angie Lasagna X 06/2018 Jen Hagan X 06/2018 Kelly Du X 06/2018 Nancy Burton X 06/2018 Marcelle Ouellet Mark Atkins Name Signature TOTALS (total of columns 1-3 must be equal to the total of columns 4 and 5) Signature Date This SPSA was approved and adopted by the School Site Council on 12/13/17. The signature of the Principal verifies that: Information regarding school-based programs has been provided to site advisory committees or representatives. All interested persons had the opportunity to meet to establish the SSC. Funds have been coordinated, and supplement, but do not supplant, existing state and local fiscal efforts. The signature of each members of the SSC verifies that: He/She has reviewed and affirmed the above listed assurances. The Single Plan for Student Achievement 40 of 55 1/22/18

41 Budget Development Form (LCFF Supplemental Funding - ELL) a) Site: Shoal Creek Elementary School b) Program: LCFF Supplemental Funding - ELL c) Resource #: d) Current Year Allocation: $6, f) Total Entitlement: $6, OBJECT AMOUNT 1000 Certificated Salaries (Including Fringes) 1100-xxx Teachers Salaries (Regular/Hrly/Sub/Impact Teachers) xxx Counselors (Regular/Hrly/Sub) 1900-xxx Other Certificated (Regular/Hrly/Sub) Total Classified Salaries (Including Fringes) 2100-xxx Instructional Aid (Regular/Hrly/Sub) 2400-xxx Clerical 2900-xxx Student Services & Other Classified Position Total Employee Benefits (Do Not Budget Include with Salaries 4000 & 6400 Books, Supplies and Equipment 4100 or 4200 Textbooks or Other Books Supplies Subscriptions Software Reserve , or : Computer Equipment , or : All Other Equipment The Single Plan for Student Achievement 41 of 55 1/22/18