College and Career Readiness for All

Transcription

1 Park Village 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 65 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 Park Village Elementary School District Name Poway Unified Principal Michael Mosgrove Superintendent Marian Kim-Phelps, Ed.D. Street 7930 Park Village Rd. 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 65 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 65 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 65 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 65 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 In order to ensure that each student engages in a challenging 21st Century educational learning experience, it is important that we explore instructional strategies that foster ideal learning opportunities in a culturally rich and diverse environment, preparing students for their future. We recognize that students learn in a multitude of ways and that different approaches work for different children. With this in mind, we have created a very active Professional Learning Community. Committees in the areas of Literacy, Assessment, Student Achievement, Technology and Science help drive our efforts on campus.. These committees are introducing new instructional strategies in the areas of California State Standards for Math, Language Arts and Next Generation Science Standards (NGSS). Our Assessment Committee is currently aligning all common grade level assessments to the California State Standards and establishing new benchmarks for each assessment. Our School Effectiveness Committee continues to seek ways to improve instruction for ALL of our students and is currently working to formalize our Response to Intervention work. Additionally, our Technology Team is working to embed the use of appropriate technology resources into our daily instructional routines, to improve its use for intervention and to make sure that it is purposeful and aligned to expected learning outcomes. Our science work is around creating new and innovative opportunities for students in each of our grade levels and to design an outdoor classroom/ STEM Garden with purposeful activities aligned with NGSS standards. 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 Our schools motto.. "Park Village Students are Catchin' Waves to School Success!" serves as a reminder of our school's focus on ensuring College and Career Readiness for ALL students. As a staff we have taken the responsibility of creating learning opportunities that maximize the potential of every Park Village student. We recognize that every student brings with them strengths and challenges that may make learning difficult. Therefore, as a staff we have developed a comprehensive Articulation, Intervention and Assessment program that ensures student success for ALL students. Every year our program evolves to meet the needs of the diverse population of students we serve. Each year we develop and re-examine programs ensuring continued academic and social/ emotional growth for all Park Village students. Over the past three years, we have developed and expanded a Student Services program which includes Response to Intervention (RtI2) tiered behavioral interventions, K-5 classroom lessons on anti-bullying (Second Step curriculum), conflict resolution, playground student assistance, and small group games room. A leadership opportunity for upper grade students called Peace Patrol is in its second year of implementation. The purpose is to help facilitate inclusive play and to assist with conflict resolution during recess. These programs were developed after needs were identified through our Articulation, Intervention and Assessment cycles as well as school climate surveys and student input at the site level. We have been able to support these programs with a school counselor (two days per week) and our Student Services Assistant, both funded through the District Office. In addition to our classroom lessons, our school has a comprehensive Site Safety Plan which includes procedures for emergency situations from fire drills and earthquakes to lock down scenarios. Teachers, staff, and students participate in practice drills throughout the school year in order to refine our response plans. These plans are reviewed annually by the Site Safety Committee. Additionally, areas of improvement are identified annually by this group. With the support of the PUSD Facilities Department and site volunteers, we have continued to improve the playground area including a new mural and refurbished hand ball walls. Create a comprehensive communication plan Park Village Elementary is committed to providing clear, consistent, and timely communication with all stakeholders in the community. Our Learning Community, consisting of school administration, teachers, support staff, students, parents and volunteers, utilizes a wide range of media to keep everyone informed and to keep lines of communication open. Websites, Facebook, weekly enewsletters, s, blogs, MyConnect, Principal Chats and Connect Ed Phone messages are regularly used by our school and parent organizations to maximize our efforts in providing support for teaching and learning at Park Village. The Single Plan for Student Achievement 7 of 65 1/22/18

8 Create a collaborative culture of continuous learning for all staff At Park Village Elementary we strive to meet the needs of our students to ensure learning and success for all. We understand the importance of continually working at transforming our school into an inclusive community whose members acknowledge and respect the diverse students and families we serve. Currently we have many parent, community and staff organizations that encourage participation in the educational process at Park Village. Participation in our organizations is consistent with our student demographics. As a site, we continue to evaluate operational practices to ensure high quality, positive and caring learning environments for our staff, students and families. In its second year, PUSD elementary schools are participating in the X-Ploration Wheel where teachers are provided job-embedded collaboration time, during which time students participate in a variety of enrichment activities including art, music, PE and coding to name a few. Additionally, Professional Learning Leaders (PLL's) support site learning in the areas of Response to Intervention, Science and Next Generation Science Standards and we have teacher leaders in the areas of Technology, ELA and Math.. Our School Effectiveness Committee and Site Leadership Team have planned professional development opportunities that are focused around our these Instructional Focus Areas: 1) Implementation of the California State Standards. Emphasis on the adoption of the Benchmark program for language arts in grades K-2. Math Next Generation Science Standards (NGSS) 2) Expanding delivery of instruction with technology to engage learners and increase student achievement. 3) Refining our Response to Intervention Programs Refining academic interventions for Tier I and Tier II Refining behavioral interventions for Tier I and Tier II Making sure we are meeting the needs of all learners through strong first instruction and early identification and support. The Single Plan for Student Achievement 8 of 65 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 65 1/22/18

10 SITE-SPECIFIC (OPTIONAL) ASSESSMENTS/REPORTS STUDENT PERFORMANCE ASSESSMENTS MAPs Rigby Benchmark-Running Records (in PV CORE Assessments) Individual Reading Inventory (IRI) (in PV CORE Assessments Quality Writing (In LAG and on PUSD intranet) Alphabet Knowledge (in PV CORE Assessments) Phonics Skills (in PV CORE Assessment )Assessments) Phonetic Spelling Inventory (in PV CORE assessment) Assessments) TYPE (summative or formative) Criterionreferenced Computer- Adaptive Individual performance assessment Individual performance assessment On-demand, firstdraft writing, individual performance On-demand performance tasks On-demand performance tasks On-demand performance tasks PURPOSE WHO WHEN USES Assess individual or group achievement of standards and show growth over multiple years Diagnostic Diagnostic Diagnostic and/or Achievement Diagnostic Diagnostic Diagnostic All students in Grades 2-5 All students Grades K-1 & At-Risk Readers in grades 2-5 All students reading at grade level 2 or higher Fall, Winter and Spring or as needed up to 4 times per year Trimesterly or more frequently if indicated Trimesterly or more frequently if indicated All students, K-5 Fall, Winter, Spring Or as frequently as needed Any pre or early reader Any pre or early reader All students Grades 1-5 Fluency Timings Fluency Timings Diagnostic All students in Grades 2-5 Lexia Core 5 Reading Inventory Computer Adaptive Diagnostic Grades K-2 and any pre or early reader in grades 3-5. Concepts About Print (in PV CORE Assessment) DSA Spelling Inventory (in PV CORE Assessments) ALEKs Online Math Assessment Individual performance Individual performance Criterion- Referenced Computer- Adaptive Diagnostic 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 Fall, Winter, Spring Or as frequently as needed On-going Fall, winter, Spring Assess individual and or group Grades 1-5 Fall Winter, Spring Measure and report student growth. Results provide subscores that help the teacher analyze strengths and weaknesses within the areas of reading, math and language usage A tool for scoring, coding and analyzing a child s precise reading behaviors. Used by teachers to diagnose student reading skills, plan subsequent instruction and placement. Monitor progress. Students write to a prompt. Teachers score using PUSD Four point 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 Designed to assess the word knowledge students bring to the tasks of reading and spelling. There are 4 inventory Levels I-IV Determine students reading fluency level Measures fundamental phonics skills necessary for reading success and creates online learning opportunities at their current reading levels. Determine a student's reading readiness and knowledge of concepts about print. Determine developmental stage in spelling analyzing Letter name, sound, phonics, and phonemic awareness Diagnostic Grades 4-5 On-going Measures and reports growth specific to meeting Common Core Math Standards. On going assessment continually adapts online program for each student throughout the year and provides selfguided program The Single Plan for Student Achievement 10 of 65 1/22/18

11 OTHER MEASURES TYPE (summative or formative) Progress Reports Individual report To assess individual student performance using State standards API Composite score Used to determine overall program effectiveness AYP Composite score Used to determine overall program effectiveness Discipline records Audit To determine the number and nature of disruptions to the learning environment PURPOSE WHO WHEN USES K-12 varies Provide timely feedback to student/parent regarding progress on academic standards. Grades can be collected and evaluated for trends. K-5 Annually in Fall Used by state and District as an index of overall academic performance based upon the results of the STAR K-5 Annually in Fall Used by state and District as an index of overall academic performance based upon the results of the STAR Principal/staff Monthly/annuall y Determine frequency of individual student incidences. Show patterns of disruptions. These records are compiled, disaggregated, analyzed annually, and used to determine program needs. Attendance Audit Determine attendance patterns Students Monthly Disaggregating of student attendance data is done annually and used for program evaluation. School Site Council Survey Questionnaire Feed back on school effectiveness Parents Annually This survey helps us evaluate effectiveness of school programs. Annual PTA survey Questionnaire Get feedback on PTA events Parents Annually This survey helps us evaluate parent participation and attitudes regarding selected school events. Staff Surveys Questionnaire Feedback from staff on principal leadership effectiveness Student Survey Questionnaire Feedback from primary consumers of school programs On-line Questionaire Feedback from primary consumers of school programs. Teachers Students Teachers, staff, students and parents. Annually or as needed Annually or as needed Annually This survey helps us evaluate school processes and principal effectiveness. Used to set personal or school-wide goals and targets. Provides feedback on school programs and practices that may affect student achievement This is a PUSD administered survey with site specific feedback. The Single Plan for Student Achievement 11 of 65 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 By spring 2017, 88% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 83% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 85%, Math 80%. By spring 2017, 55% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 55% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 50%, Math 50%. Finding (Evidence/Fact) X X Smarter Balanced Assessment results report 87.17% "Meeting or Exceeding" standards in English Language Arts (approximately.8% under the goal of 88%-this was nearly met. In Mathematics, results report that 83% of our students "Met or Exceeded" standards which was our school-wide target. This overall goal was met in Mathematics and nearly met in ELA. X Smarter Balanced Assessment results report a 19% increase to 74% for those "Meeting or Exceeding" standards in English Language Arts. In Mathematics, results report a 20% increase to 75% "Meeting or Exceeding" standards. Possible Reasons/Contributing Factors Each year grade-level teams follow a systematic plan for articulation, identification and intervention. We conduct formative assessments three times per year to monitor student growth and progress. Each grade level team focuses their work around grade specific goals in the areas of reading and math. Work is monitored by using MAP reports for fall, winter and spring and by using PUSD and PVES Core assessments. Individualized learning plans were developed for those students working below grade level benchmarks. Grade-level action plans were developed for at-risk groups, including those students who were high achieving and for those in danger of not reaching growth targets. These students were monitored to ensure growth was made from fall to spring. Success with English Language Learners begins at the classroom level with strong first teaching and language scaffolding. Each student receives individual interventions, with strong first teaching strategies, in the areas of ELA and Math. Our EL Instructional Assistant works closely with our EL Coordinator and classroom teachers to provide additional support as needed. Additionally, they assist with the development of grade level goals during articulation meetings held three times per The Single Plan for Student Achievement 27 of 65 1/22/18

28 Group GOAL(S) Met Not Met Students with Disabilities (required) GATE (required) By spring 2017, 70% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 55% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 61%, Math 68%. By spring 2017, 100% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 100% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Finding (Evidence/Fact) Possible Reasons/Contributing Factors year. Those students not making adequate progress (based upon grade level benchmarks) may be placed on individualized learning plans to monitor their learning and provided additional intervention services. The Single Plan for Student Achievement 28 of 65 1/22/18 X X Smarter Balanced Assessment results report 56.41% "Meeting or Exceeding" standards in ELA and 56.41% in Mathematics. 18% in ELA and 28% in Mathematics "Nearly Met" standard the standard. As with other subgroups at Park Village, we set an ambitious goal (for our GATE identified students) at 100% "Meeting or Exceeding" standards in ELA and Mathematics. Despite not reaching this goal, we are still proud of the growth made by our GATE students. A possible reason for not meeting targets may be related to the change in students who are in the program and the number of students testing in "upper" grades as the assessments become more challenging. Another hypothesis is that students in this group may need some additional preparation,with regard to understanding how the assessments are formatted, in order to better access what they are being asked to do during testing (ie: organizing and articulating thoughts and problem-solving) Effective systems of grade-level articulation, intervention and assessment have enabled our school teams to more effectively monitor growth and achievement for all PV students. Strategies are used to more effectively serve these students, including extended lesson activities, groupings and use of technology tools to more effectively deliver differentiated content to GATE students. This has proven to be successful year to year. We have continued to provide extension activities in the area of math through ALEKS for advanced 3rd grade students and all 4th and 5th grade students. We continue to refine our approach in the area of ELA in order to replicate the success we have seen in math. We feel additional support needs

29 Foster Youth (required) Educationally Disadvantaged or Title I Students (required) Group GOAL(S) Met Not Met By spring 2017, 88% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 83% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 85%, Math 80%. *Note these are school-wide targets and baselines as we do not have not had students identified as Foster Youth for the previous two years. By spring 2017, 62% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 57% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 57%, Math 52%. X Finding (Evidence/Fact) *Note-there were no students (for measurement) at PVES identified as Foster Youth during the school year. Smarter Balanced Assessment results report a 10% gain to 72% "Meeting or Exceeding" standards in English Language Arts. In Mathematics, results report a 10% gain to 67% of students "Meeting or Exceeded" standards. Possible Reasons/Contributing Factors to provided this year, via counseling services, to support our GATE students with organization, time management and perfectionism. *Note-there were no students (for measurement) at PVES identified as Foster Youth during the school year. Each year grade-level teams follow a systematic plan for articulation, identification and intervention. We conduct formative assessments three times per year to monitor student growth and progress. Each grade level team focuses their work around grade specific goals in the areas of reading and math. Work is monitored by using MAP reports for fall, winter and spring and by using PUSD and PVES Core assessments. Individualized learning plans were developed for those students working below grade level benchmarks. Grade-level action plans were developed for at-risk groups, including those students in the EDY subgroup. Impact service in reading was provided for students and additional math support was provided through intentional classroom grouping. These students were monitored to ensure growth was made from fall to spring. The Single Plan for Student Achievement 29 of 65 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 spring 2018, 89% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 85% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 87%, Math 82%. August: Staff in grades 1-5 review spring core assessments-begin Tier I interventions with Kid Watch students. Teachers complete or update RtI2 Console entries with student information. Staff refines RtI2 tiered interventions. Meet with School Leadership team and Effectiveness Teams to review and finalize Core assessments and benchmarks to use for the year. Administer PUSD Core assessments to all students TK-5. September: Meet with School Effectiveness Committee ( includes input from PLL's and RtI TOSA) to plan upcoming staff meetings, schedule support for school-wide focus goals and professional development activities. ipad/ chromebook integration into classrooms and 1:1 strategies. Determine next levels of work as determined by staff and SSC classroom visits. Staff meeting devoted to development of SMART Goals. Grade-level teams review data and share progress on prior year's goals and work on grade-level specific focus for the current year. See attached gradelevel team goals/ focus in ELA and Math. "Tech Tuesdays" and site TLC dedicated to technology implementation and effective integration and teaching strategies. October: Grade-level articulation meetings with principal, intervention team (RtI TOSA and Impact teacher included when available) to review fall assessments and establish a list of students in need of extra support. RtI2 process review with TOSA to refine process and provide Data to Monitor and Evaluate Progress PUSD/PVES Core Assessments and MAP Growth reports Percentage of students meeting typical growth on MAP assessments in reading, language and math. Percentage of students in grades 3-5 meeting or exceeding growth targets on the SBAC tests. Percentage of students making growth using "expected" Resources Use of Common Core Assessments Use of ipads and chromebooks for the retrieval of student assessment data Assessment data found on the Student Report Center MAP Growth Reports Grade-level reports from USD Core Assessments RtI Console Student Articulation Meeting Notes Intervention Reports of The Single Plan for Student Achievement 30 of 65 1/22/18

31 Target Group SMART Goals Actions/Strategies to Achieve Goals continued intervention support. Meet with TOSA and PLL to coordinate interventions and continue to refine action plans developed by gradelevel teams. Tier II interventions refined and students assigned from Kid Watch list for grades K-5 in reading, writing and math. Presentations and support by PLL's and staff leaders in ELA, Technology, Science and collaboration. PLC work-ongoing grade-level collaboration weekly (Tuesdays) and on X-Ploration days (approximately every 3 weeks) to review curriculum, instructional strategies, assessment, new ELA Benchmark program, NGSS standards and technology integration. November: Staff to review Literacy plans and SPSA December: School Site Council review SPSA and Literacy Plans Student Success Team facilitators meet with RtI TOSA and principal to schedule intervention conferences and to review students identified in the RtI Console (interventions and progress monitoring) January: Continue intervention groups, focus on 1:1 technology integration and Tech PLC continue meeting. Tech Tuesdays continue to support site level work. Professional Growth Day with focus on NGSS, Benchmark and technology integration. February: Winter grade-level articulation meetings Review all student learning plans and interventions Meeting with RtI TOSA and PLL and principal Review and analyze winter MAP growth and progress (grade-level and individual reports) Administer SBAC Interim Assessments with students in grades 3-5 Begin Session II of interventions based upon winter assessments Staff meetings focused on school-wide initiatives in reading, science, and technology integration March: Discuss next levels of work/ school-wide collaboration continues April: SSC Self Study-walk classrooms to observe teaching and learning around identified grade-level and school goals Staff meeting to report out and review self study observations Spring assessment window May: Grade-level articulations, revise and update student learning plans, look at spring MAP data and SBAC Interim Assessments (grades 3-5 only) and common course assessment data. Review RtI2 process for refinement and review progress for students receiving interventions and being monitored through the RtI Console. Begin planning for next year. Data to Monitor and Evaluate Progress growth targets. Percentage of students meeting benchmarks with On- Demand writing and math prompts. Percentage of students meeting benchmarks on Running Records Monitor students in Individualized Learning Plans/ those students identified in the RtI Console and for Impact services. Resources student progress (completed fall, winter and spring) The Single Plan for Student Achievement 31 of 65 1/22/18

32 Target Group SMART Goals Actions/Strategies to Achieve Goals In addition to your schoolwide goals; include goals for critical groups Educationally Disadvantaged Youth or Title I By spring 2018, 77% of Park Village students in grades 3-5 will be "meeting standards" or "exceeding standards" in ELA as measured by the Smarter Balanced Summative Assessment. 71% of students in grades 3-5 will be "meeting standards" or "exceeding standards" in math. Baseline measures: ELA 72%, Math 66%. *Note these are school-wide targets and baselines as we do not have not had students identified as Foster Youth for the previous two years. August: Staff in grades 1-5 review spring core assessments-begin Tier I interventions with Kid Watch students. Teachers complete or update RtI2 Console entries with student information. Staff refines RtI2 tiered interventions. Meet with School Leadership team and Effectiveness Teams to review and finalize Core assessments and benchmarks to use for the year. Administer PUSD Core assessments to all students TK-5. September: Meet with School Effectiveness Committee ( includes input from PLL's and RtI TOSA) to plan upcoming staff meetings, schedule support for school-wide focus goals and professional development activities. ipad/ chromebook integration into classrooms and 1:1 strategies. Determine next levels of work as determined by staff and SSC classroom visits. Staff meeting devoted to development of SMART Goals. Grade-level teams review data and share progress on prior year's goals and work on grade-level specific focus for the current year. See attached gradelevel team goals/ focus in ELA and Math. "Tech Tuesdays" and site TLC dedicated to technology implementation and effective integration and teaching strategies. October: Grade-level articulation meetings with principal, intervention team (RtI TOSA and Impact teacher included when available) to review fall assessments and establish a list of students in need of extra support. RtI2 process review with TOSA to refine process and provide continued intervention support. Meet with TOSA and PLL to coordinate interventions and continue to refine action plans developed by gradelevel teams. Tier II interventions refined and students assigned from Kid Watch list for grades K-5 in reading, writing and math. Presentations and support by PLL's and staff leaders in ELA, Technology, Science and collaboration. PLC work-ongoing grade-level collaboration weekly (Tuesdays) and on X-Ploration days (approximately every 3 weeks) to review curriculum, instructional strategies, assessment, new ELA Benchmark program, NGSS standards and technology integration. November: Staff to review Literacy plans and SPSA December: School Site Council review SPSA and Literacy Plans Student Success Team facilitators meet with RtI TOSA and principal to schedule intervention conferences and to review students identified in the RtI Console (interventions and progress monitoring) January: Continue intervention groups, focus on 1:1 technology integration and Data to Monitor and Evaluate Progress PUSD/PVES Core Assessments and MAP Growth reports Percentage of students meeting typical growth on MAP assessments in reading, language and math. Percentage of students in grades 3-5 meeting or exceeding growth targets on the SBAC tests. Percentage of students making growth using "expected" growth targets. Percentage of students meeting benchmarks with On- Demand writing and math prompts. Percentage of students meeting benchmarks on Running Records Monitor students in Individualized Learning Resources Use of Common Core Assessments Use of ipads and chromebooks for the retrieval of student assessment data Assessment data found on the Student Report Center MAP Growth Reports Grade-level reports from USD Core Assessments RtI Console Student Articulation Meeting Notes Intervention Reports of student progress (completed fall, winter and spring) The Single Plan for Student Achievement 32 of 65 1/22/18

33 Target Group SMART Goals Actions/Strategies to Achieve Goals Tech PLC continue meeting. Tech Tuesdays continue to support site level work. Professional Growth Day with focus on NGSS, Benchmark and technology integration. February: Winter grade-level articulation meetings Review all student learning plans and interventions Meeting with RtI TOSA and PLL and principal Review and analyze winter MAP growth and progress (grade-level and individual reports) Administer SBAC Interim Assessments with students in grades 3-5 Begin Session II of interventions based upon winter assessments Staff meetings focused on school-wide initiatives in reading, science, and technology integration March: Discuss next levels of work/ school-wide collaboration continues April: SSC Self Study-walk classrooms to observe teaching and learning around identified grade-level and school goals Staff meeting to report out and review self study observations Spring assessment window May: Grade-level articulations, revise and update student learning plans, look at spring MAP data and SBAC Interim Assessments (grades 3-5 only) and common course assessment data. Review RtI2 process for refinement and review progress for students receiving interventions and being monitored through the RtI Console. Begin planning for next year. Data to Monitor and Evaluate Progress Plans/ those students identified in the RtI Console and for Impact services. Resources English Learners By spring 2018, 76% of Park Village students in August: PUSD/PVES Use of grades 3-5 will be "meeting standards" or "exceeding Staff in grades 1-5 review spring core assessments-begin Tier I Core Common Core standards" in ELA as measured by the Smarter interventions with Kid Watch students. Assessments Assessments Balanced Summative Assessment. 55% of students Teachers complete or update RtI2 Console entries with student and MAP Use of ipads in grades 3-5 will be "meeting standards" or information. Staff refines RtI2 tiered interventions. Growth reports and "exceeding standards" in math. Meet with School Leadership team and Effectiveness Teams to Percentage of chromebooks Baseline measures: ELA 73%, Math 50%. review and finalize Core assessments and benchmarks to use for the students for the retrieval year. meeting typical of student Administer PUSD Core assessments to all students TK-5. growth on MAP assessment September: assessments data Meet with School Effectiveness Committee ( includes input from PLL's in reading, Assessment and RtI TOSA) to plan upcoming staff meetings, schedule support for language and data found on school-wide focus goals and professional development activities. ipad/ math. the Student chromebook integration into classrooms and 1:1 strategies. Determine Percentage of Report Center next levels of work as determined by staff and SSC classroom visits. students in MAP Growth Staff meeting devoted to development of SMART Goals. Grade-level grades 3-5 Reports teams review data and share progress on prior year's goals and work meeting or Grade-level The Single Plan for Student Achievement 33 of 65 1/22/18

34 Target Group SMART Goals Actions/Strategies to Achieve Goals on grade-level specific focus for the current year. See attached gradelevel team goals/ focus in ELA and Math. "Tech Tuesdays" and site TLC dedicated to technology implementation and effective integration and teaching strategies. October: CELDT Administered/ Language Support with EL Aide Grade-level articulation meetings with principal, intervention team (RtI TOSA and Impact teacher included when available) to review fall assessments and establish a list of students in need of extra support. RtI2 process review with TOSA to refine process and provide continued intervention support. Meet with TOSA and PLL to coordinate interventions and continue to refine action plans developed by gradelevel teams. Tier II interventions refined and students assigned from Kid Watch list for grades K-5 in reading, writing and math. Presentations and support by PLL's and staff leaders in ELA, Technology, Science and collaboration. PLC work-ongoing grade-level collaboration weekly (Tuesdays) and on X-Ploration days (approximately every 3 weeks) to review curriculum, instructional strategies, assessment, new ELA Benchmark program, NGSS standards and technology integration. November: Staff to review Literacy plans and SPSA December: School Site Council review SPSA and Literacy Plans Student Success Team facilitators meet with RtI TOSA and principal to schedule intervention conferences and to review students identified in the RtI Console (interventions and progress monitoring) January: Continue intervention groups, focus on 1:1 technology integration and Tech PLC continue meeting. Tech Tuesdays continue to support site level work. Professional Growth Day with focus on NGSS, Benchmark and technology integration. February: Winter grade-level articulation meetings Review all student learning plans and interventions Meeting with RtI TOSA and PLL and principal Review and analyze winter MAP growth and progress (grade-level and individual reports) Administer SBAC Interim Assessments with students in grades 3-5 Begin Session II of interventions based upon winter assessments Staff meetings focused on school-wide initiatives in reading, science, and technology integration March: Discuss next levels of work/ school-wide collaboration continues April: SSC Self Study-walk classrooms to observe teaching and learning around identified grade-level and school goals Data to Monitor and Evaluate Progress exceeding growth targets on the SBAC tests. Percentage of students making growth using "expected" growth targets. Percentage of students meeting benchmarks with On- Demand writing and math prompts. Percentage of students meeting benchmarks on Running Records Monitor students in Individualized Learning Plans/ those students identified in the RtI Console and for Impact services. CELDT Data Resources reports from USD Core Assessments RtI Console Student Articulation Meeting Notes Intervention Reports of student progress (completed fall, winter and spring) The Single Plan for Student Achievement 34 of 65 1/22/18

35 Target Group SMART Goals Actions/Strategies to Achieve Goals Staff meeting to report out and review self study observations Spring assessment window May: Grade-level articulations, revise and update student learning plans, look at spring MAP data and SBAC Interim Assessments (grades 3-5 only) and common course assessment data. Review RtI2 process for refinement and review progress for students receiving interventions and being monitored through the RtI Console. Begin planning for next year. Data to Monitor and Evaluate Progress Resources GATE By spring 2018, 100% of Park Village students in August: PUSD/PVES Use of grades 3-5 will be "meeting standards" or "exceeding Staff in grades 1-5 review spring core assessments-begin Tier I Core Common Core standards" in ELA as measured by the Smarter interventions with Kid Watch students. Assessments Assessments Balanced Summative Assessment. 100% of students Teachers complete or update RtI2 Console entries with student and MAP Use of ipads in grades 3-5 will be "meeting standards" or information. Staff refines RtI2 tiered interventions. Growth reports and "exceeding standards" in math. Meet with School Leadership team and Effectiveness Teams to Percentage of chromebooks review and finalize Core assessments and benchmarks to use for the students for the retrieval year. meeting typical of student Administer PUSD Core assessments to all students TK-5. growth on MAP assessment September: assessments data Meet with School Effectiveness Committee ( includes input from PLL's in reading, Assessment and RtI TOSA) to plan upcoming staff meetings, schedule support for language and data found on school-wide focus goals and professional development activities. ipad/ math. the Student chromebook integration into classrooms and 1:1 strategies. Determine Percentage of Report Center next levels of work as determined by staff and SSC classroom visits. students in MAP Growth Staff meeting devoted to development of SMART Goals. Grade-level grades 3-5 Reports teams review data and share progress on prior year's goals and work meeting or Grade-level on grade-level specific focus for the current year. See attached gradelevel exceeding reports from team goals/ focus in ELA and Math. "Tech Tuesdays" and site growth targets USD Core TLC dedicated to technology implementation and effective integration on the SBAC Assessments and teaching strategies. tests. RtI Console October: Percentage of Student Grade-level articulation meetings with principal, intervention team (RtI students Articulation TOSA and Impact teacher included when available) to review fall making growth Meeting Notes assessments and establish a list of students in need of extra support. using Intervention RtI2 process review with TOSA to refine process and provide "expected" Reports of continued intervention support. Meet with TOSA and PLL to coordinate growth targets. student interventions and continue to refine action plans developed by gradelevel Percentage of progress teams. Tier II interventions refined and students assigned from students (completed fall, Kid Watch list for grades K-5 in reading, writing and math. meeting winter and Presentations and support by PLL's and staff leaders in ELA, benchmarks spring) Technology, Science and collaboration. with On- PLC work-ongoing grade-level collaboration weekly (Tuesdays) and Demand on X-Ploration days (approximately every 3 weeks) to review writing and curriculum, instructional strategies, assessment, new ELA Benchmark math prompts. The Single Plan for Student Achievement 35 of 65 1/22/18

36 Target Group SMART Goals Actions/Strategies to Achieve Goals program, NGSS standards and technology integration. November: Staff to review Literacy plans and SPSA December: School Site Council review SPSA and Literacy Plans Student Success Team facilitators meet with RtI TOSA and principal to schedule intervention conferences and to review students identified in the RtI Console (interventions and progress monitoring) January: GATE Test administered Continue intervention groups, focus on 1:1 technology integration and Tech PLC continue meeting. Tech Tuesdays continue to support site level work. Professional Growth Day with focus on NGSS, Benchmark and technology integration. February: Support sessions with counselor-possible topics (organization, time management and perfectionism) Winter grade-level articulation meetings Review all student learning plans and interventions Meeting with RtI TOSA and PLL and principal Review and analyze winter MAP growth and progress (grade-level and individual reports) Administer SBAC Interim Assessments with students in grades 3-5 Begin Session II of interventions based upon winter assessments Staff meetings focused on school-wide initiatives in reading, science, and technology integration March: Discuss next levels of work/ school-wide collaboration continues April: SSC Self Study-walk classrooms to observe teaching and learning around identified grade-level and school goals Staff meeting to report out and review self study observations Spring assessment window May: Grade-level articulations, revise and update student learning plans, look at spring MAP data and SBAC Interim Assessments (grades 3-5 only) and common course assessment data. Review RtI2 process for refinement and review progress for students receiving interventions and being monitored through the RtI Console. Begin planning for next year. Data to Monitor and Evaluate Progress Percentage of students meeting benchmarks on Running Records Monitor students in Individualized Learning Plans/ those students identified in the RtI Console and for Impact services. Monitor progress through IEP Progress on Goals. Resources Students with By spring 2018, 61% of Park Village students in August: PUSD/PVES Use of Disabilities grades 3-5 will be "meeting standards" or "exceeding Staff in grades 1-5 review spring core assessments-begin Tier I Core Common Core standards" in ELA as measured by the Smarter interventions with Kid Watch students. Assessments Assessments Balanced Summative Assessment. 61% of students Teachers complete or update RtI2 Console entries with student and MAP Use of ipads in grades 3-5 will be "meeting standards" or information. Staff refines RtI2 tiered interventions. Growth reports and The Single Plan for Student Achievement 36 of 65 1/22/18