College and Career Readiness for All

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1 Garden Road 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 64 1/17/18

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 Garden Road Elementary School District Name Poway Unified Principal Gail West Superintendent Marian Kim-Phelps, Ed.D. Street Garden Rd. Street Avenue of Science City, State, Zip Poway, 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 64 1/17/18

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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 64 1/17/18

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 64 1/17/18

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 64 1/17/18

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 Staff Pledge: We are committed to creating a school that knows no limits to the character development and academic success of each student No Excuses! The Garden Road staff is committed to working collaboratively to develop a school culture that prepares students to be career and college ready. Our pledge states our belief that we are committed to putting all of our effort and resources into promoting and supporting the achievement of each of our students. We believe that we best achieve this goal through routine collaboration and development of common practices that promote a positive school culture, academic rigor and engaging classrooms. MAP assessments have been a valuable benchmark assessments in grades kindergarten through grade five for many years, and the SBAC assessments provide additional feedback in grades 3 through 5. The CORE Assessments focusing on reading comprehension skills, phonics, phonemic awareness, and fluency, along with other formative assessments such as Fountas & Pinnell, are used to monitor student and grade level achievement and develop growth goals that drive instruction. The new adoption of the Benchmark Reading/Language Arts Curriculum has provided coherence of instructional practices, skills, common formatives, and collaborative grade level planning. Garden Road's focus has been on strengthening our core instructional program based on the California State Common Core Standards. Our teacher leadership teams have led the way in developing a Growth Mindset in our students and staff, and collaborating as instructional leaders to plan consistent and effective grade level instruction and common systems and practices that reflect our beliefs and further our goals. The Garden Road Educational Achievement Team (GREAT) continues to develop, refine and implement our school mission and vision, which focuses on high expectations, fostering positive student behavior and social emotional growth through the pillars of the Character Counts program, and providing equitable, engaging, and differentiated instruction through daily best instructional practices, as well as Tiered instruction through our Response to Instruction and Intervention program. (RtI2). Garden Road's staff has implemented a strong intervention program to support our at-risk students in language arts and math. Each fall students performing below proficient are identified and placed in a variety of intervention programs. These include SOAR (Students Offered Academic Reinforcement) classes held before and after school that use on-line programs that quickly adjust to students' instructional level, three Impact teachers, English Learner aide support, and parent education. Additionally, our Impact teachers have been trained in the California State Common Standards, as well as the use of research-based intervention programs and instructional strategies. 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 As part of our commitment to meeting the needs of all of our students, we endeavor to provide multiple pathways for students to succeed. The classroom curriculum is differentiated, based upon students assessed need. Our primary team is implementing the research comprehensive English Language Arts (ELA) program called Benchmark, which incorporates ELA and English Language Development (ELD) support for our English Language Learners. When possible, we continue to fund our library of leveled readers and incorporated the leveled materials provided by our standards-based adoptions in language arts, math and social studies. With an understanding that students engage in activities that are relevant to them, we offer multiple opportunities for them to develop proficiency and confidence: Lexia, Raz Kids, Dreambox self-leveling on-line programs Compass Learning in grades 2-5. OASIS adult tutors IMPACT focuses on Phonics and Reading Comprehension Running Club The Single Plan for Student Achievement 7 of 64 1/17/18

8 Student Council Recycling Patrol Litter Patrol Fifth Grade Band Art Class (PTA funded instructional aide) Buddies (cross grade classroom partners) Counselor and Student Services Assistant Character Coaches for lunch and recess duty Red Ribbon Week RtI TOSA Coaching and behavioral and instructional strategy support Growth Mindset Student Council advisors promote student involvement and decision-making. Fall Student Council elections mirror an election campaign that includes student poll workers, primaries, registration, and the voting process and experience. All students in grades three through five are given a voice in Student Council event days and school gifts. Over the past few years, they have donated most of our playground equipment and about half a dozen shade trees. During the two days that our counselor is on campus, she teaches Second Step to classrooms in grades 3-5 and meets with individuals and small groups of students referred to her. The Second Step lessons addresses how students can advocate for themselves, communicate their needs in an effective way, and utilize effective problem solving strategies. There is a strong anti-bullying and bullying prevention component that helps the students be assertive and become upstanders rather than by-standers to bullying. Our Student Services Assistant (SSA) teaches Second Step to classrooms in grades K-2. Additionally, she meets informally with individual and small groups of students on the playground reinforcing social skills learned in Second Step lessons. Our SSA supports our lunch and recess Character Coaches to support our positive Character Counts program and a positive behavioral program. Our goals in our Safe School Plan are for continued support of our inclusive friendship program, highly visible disaster/safety information posted throughout the campus, and improving our safety equipment and supplies to ensure a safe and secure learning and school environment. We are using our Buddy benches on the main playground as well as on the kindergarten playground to promote positive interactions among all students. We are proud to report that 94% of our parents who completed the Parent Survey report that they feel their child is safe at school, and 99% report that they feel they are encouraged to be an active partner in their child's education and experience at Garden Road. Our staff presents parent seminars each year on subjects suggested by participants, PTA and School Site Council. Past seminars included Anti-Bullying Strategies, Parenting with Love and Logic, Internet Safety, and the State Standards. This year we presented workshops on Growth Mindset vs Fixed Mindset, and on Math Common Core Standards and how to help your child at home with math. Create a comprehensive communication plan Part of what makes Garden Road special is our feeling of community. Garden Road has an involved parent community that participates in the GRES Foundation, PTA and School Site Council. Both our foundation and PTA have their own websites to communicate with our staff and community. The principal communicates regularly through the monthly Gardener, weekly ConnectEd, at parent meetings and events. Additionally, by being visible around campus and keeping an open door, parents frequently stop by to share information and ask questions. Garden Road's Foundation was created with three criteria and goals: 1) the Foundation must work collaboratively with our PTA, 2) their goals must tie to School Site Council goals, and 3) their fund raising focus must be flexible. Many of our Foundation board members are also members of our PTA board. This has resulted in clearly defined roles for each organization. This year our PTA shifted all fundraising to the Foundation and is focusing on providing PTA programs. The Single Plan for Student Achievement 8 of 64 1/17/18

9 Feedback for the PUSD Parent Perception Survey and PUSD Math Professional Learning Survey were incorporated into our school goals and professional development decisions. Two years ago, Garden Road partnered with Poway High School's Broadcast Journalism students, and our students were trained on broadcasting and journalism. Our GRES Television Crew continues to meet each week under the sponsorship of our 5th grade teachers, and they produce monthly 5-10 minute newscast programs consisting of a month in review and promoting up and coming information at Garden Road. This year, they are also creating Public Service Announcements that support our school vision and mission and our Growth Mindset messages. Create a collaborative culture of continuous learning for all staff Garden Road's staff is committed to continuous improvement both individually and collaboratively. By engaging in common professional development, our staff has strengthened both their professional collaboration and curricular consistency. Training for : Professional Development on the ELA Benchmark program for K-2 and the CORE Assessments for 3-5 to support explicit, differentiated reading/ela instruction. Collaborative Planning provided by X-Ploration time by grade levels focusing on State Standards, differentiation, equitable practices, and integration of technology. Professional Collaboration focusing on Growth Mindset vs Fixed Mindset. Collaboration with teams and staff provided by our Staff PLL representative RtI Interventions and collecting data on the RtI Console to track student progress and needs provided by our RtI TOSA Training on administering the Fountas & Pinnell Reading Assessments and the CORE Assessments and how this drives instruction. Technology PLL in-services focusing on utilizing the Chrome books and integrating it with daily instructional practices provided by our Technology PLL and other staff facilitators Technology Training on Google Docs, Google Classroom, and how these can be used to engage and differentiate instruction Professional Development on the numerous technology tools and platforms provided by the district and those available for student learning such as My Connect, Typing Agent, Compass Learning, Lexia, Dreambox, Discovery, On-line books and ebooks, etc. Professional Growth Day trainings on school data and school goals, PE standards, and Next Generation Science (NGSS) Staff meetings led by teacher leaders and the principal focused on State Standards and intervention resources and strategies. Professional Development focusing on small group differentiated instruction. Continued Professional Development on RtI Tier of support, the console, and interventions The Single Plan for Student Achievement 9 of 64 1/17/18

10 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 10 of 64 1/17/18

11 SITE-SPECIFIC (OPTIONAL) ASSESSMENTS/REPORTS STUDENT PERFORMANCE ASSESSMENTS TYPE (summative or formative) Progress Reports Individual Report To assess individual student performance using State Standards. PUSD Parent Perception Survey PUSD 5th Grade Student Perception Survey Summative PURPOSE WHO WHEN USES Feedback on school programs, climate, and safety. Summative Feedback on school programs, student satisfaction, climate, and safety. K-12 Trimester and at other various times Provide timely feedback to student/parent regarding progress on academic standards. Grades can be collected and evaluated for trends and to monitor student achievement progress. Parents Annually This survey helps us evaluate parent participation and attitudes regarding school improvement efforts, school climate, character education, and parent interests. 5th grade Students Annually This survey helps us evaluate student perception and satisfaction regarding school environment, social and emotional efforts, school climate, safety, Fountas & Pinnell Reading Level Assessments CORE Assessments Phonics Phonemic Awareness Fluency Comprehension Phonic Spelling Foundational Skills Individual Progress Running Records To determine the student's current reading instructional and independent reading levels, and to monitor student progress on reading comprehension and skills. Individual Progress To determine the student's reading skills with phonics, phonemic awareness, comprehension and fluency. All students and targeted students All students and targeted students Trimester and at other times when needed Trimester and at other times when needed Teachers can administer this one on one reading assessment to determine a student's current reading instructional and independent reading levels, and to monitor student progress on reading comprehension and skills. It helps the teacher diagnose the student's reading skills and needs for explicit instruction. Teachers can administer these CORE Assessments to diagnose a student's ability in these reading skills and to know where the child needs instruction and extra support. PUSD Trimester On-demand Writing Prompts Math Trimester Assessment Math Expressions Math Curriculum Unit Assessments MAPS on-line Assessment for Reading and Math On-demand, first draft writing, individual performance Individual Performance Diagnostic and progress monitoring All students, K-5 Fall, Winter, Spring Diagnostic achievment All Students, K- 5 Each Trimester Unit/Chapter tests Achievement and Diagnostic Grades 1-5 At the end of each unit Criterionreferenced Computer- Adaptive Assess individual or group achievement of standards and show growth over multiple years All students in grades K-5 Fall, Winter, Spring Students write to a prompt. Teachers score using the PUSD rubric. The results of this assessment may be used to evaluate student writing skills, diagnose, prescribe and measure growth over time. Monitor students' trimester progress on grade-level standards and skills Inform the teacher and student of skills that have been mastered or need further instruction. Measure and report student growth. Results provide sub-scores that help the teacher analyze strengths and weaknesses within the areas of reading, math, and language usage. Target learning. The Single Plan for Student Achievement 11 of 64 1/17/18

12 OTHER MEASURES TYPE (summative or formative) Progress Reports Individual report To assess individual student performance using State standards PUSD Parent Perception Survey Summative PURPOSE WHO WHEN USES Feedback on school programs, climate, and safety. K-12 varies Provide timely feedback to student/parent regarding progress on academic standards. Grades can be collected and evaluated for trends. Parents Annually This survey helps us evaluate parent participation and attitudes regarding school improvement efforts, character education, and parent interests. The Single Plan for Student Achievement 12 of 64 1/17/18

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28 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 Group GOAL(S) Met Not Met By spring of 2017, students in all grades (K-5) will demonstrate MAP expected growth in Reading that is 65% or greater. X Finding (Evidence/Fact) Students in Kindergarten and 1st grade met 65% of typical growth on the Reading MAPS. 62% of 2nd-5th grade students met the typical growth for reading MAPS. 64% of 3rd graders met expected growth 64% of 4th graders met expected growth 54% of 5th graders met expected growth MAP Meeting Typical Growth in Reading Spring of 2016 to 2017 (grades 2 to 5) GRES 62% PUSD 55% Possible Reasons/Contributing Factors As a school, we are working on collaborative grade level planning using the California State Standards as a focus and planning consistent and differentiated instruction that meets each student's needs. We need to continue to collaboratively map out curriculum for the trimester, and determine consistent formatives as evidence of student learning and progress. Focus on Close Reading and a shift in focus to nonfiction text Different expectations and test format with Kindergarten and 1st grade MAPS to 2-5th grade MAPS Consistent use of Research based Lexia and Compass Learning for the before and after school SOAR Intervention RtI Tiered support and interventions Professional Development on planning consistent instruction using the California State Common Standards Collaborative grade level planning during X-Ploration Continued focus on differentiation and instructional practices that the needs of each and every student. SBA ELA Achievement Level Goal of 75% Meet or Exceed grades 3-5. X 73.4 % of our students met of exceeded the SBAC ELA Shifting balance of reading materials toward more The Single Plan for Student Achievement 28 of 64 1/17/18

29 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Achievement goal. 78% of 3rd graders met or exceeded goal 65% of 4th graders met or exceeded goal 77% of 5th graders met of exceeded goal Possible Reasons/Contributing Factors informational text Requiring students to support their responses with information and evidence from text Administering the Interim SBAC Assessment to provide experience with the assessment and the assessment tools Consistent use of Research based Lexia and Compass Learning for the before and after school SOAR Intervention On-going practice with Close Reading and SBAC practice RtI Tiered support and interventions Professional Development on planning consistent instruction using the State Common Standards Collaborative grade level planning during X-Ploration By spring of 2017, students in all grades (K-5) will demonstrate MAP expected growth in Math that is 70% or greater. X Students in Kindergarten and 1st grade met 69% of typical growth on the Math MAPS. 59% of 2nd-5th grade students met the typical growth for math MAPS. This is growth from last year of 58%. 61% of 3rd graders met expected growth 73% of 4th graders met expected growth 51% of 5th graders met expected growth MAP Meeting Typical Growth in Math Spring of 2016 to 2017 (grades 2 to 5) GRES 59% PUSD 53% Continue to implement Math instructional practices such as Rich Math Tasks, Number Talks and Math Discourse practices. Practice with math word problems and application of math problems. -Before and after school SOAR Intervention using Dreambox and Compass Learning The Single Plan for Student Achievement 29 of 64 1/17/18

30 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors SBAC Math Achievement Level Goal of 75% meet/ exceed in grade 3 and 4th and 60% in grades 4 and 5. X 66.97% of our students met of exceeded the SBAC Math Achievement goal. Continue to implement Math instructional practices such as Rich Math Tasks, Number Talks and Math Discourse practices. Practice with SBAC math problems and application. Before and after school SOAR Intervention using Dreambox and Compass Learning By spring of 2017, all of our students will have the opportunity for inclusion during lunch/recess. X All of our students have had the opportunity for inclusion during lunch/recess. Demonstrating positive Character Pillar behavior by reaching out and including all of our students. English Learners (required) Spring of 2016 to spring of 2017, students in all grades (K-5) who are English Learners will demonstrate MAP expected growth achievement in Reading of 65%. X ELL Students in Kindergarten and 1st grade met 45% of typical growth on the Reading MAPS. 65% of 2nd-5th grade ELL students met the typical growth for reading MAPS. This is a growth from last year with 52%. There is a need for more intensive support in grades 3-5 focusing on academic vocabulary and test practice utilizing the academic questions and language. There is a need to continue to provide assessment practice and build up the student's ability to sustain and read longer passages. Before and after school Lexia and Compass Learning. Impact Teacher focusing on vocabulary, language development and reading skills. EL aide instruction SBAC ELA Achievement Level Goal of 55% Meet or Exceed grades 3-5. X 50.0 % of our ELL students met or exceeded the SBAC ELA Achievement goal. There is a need for more intensive support in grades 3-5 focusing on academic vocabulary and test practice utilizing the academic questions and language. There is a need to continue to provide assessment The Single Plan for Student Achievement 30 of 64 1/17/18

31 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors practice and build up the student's ability to sustain and read longer passages. Before and after school Lexia and Compass Learning. Impact Teacher focusing on vocabulary, language development and reading skills. EL aide instruction Spring of 2016 to spring of 2017, students in all grades (K-5) who are English Learners will demonstrate MAP expected growth in Mathematics of 65%. X ELL Students in Kindergarten and 1st grade met 45% of typical growth on the Math MAPS. 63% of 2nd-5th grade ELL students met the typical growth for Math MAPS. Before and after school Lexia and Compass Learning and Dreambox. Impact Teacher focusing on vocabulary, language development and reading skills. EL aide instruction School wide focus on Math Talk and math vocabulary Continued support and professional development on small group differentiated instruction. SBAC Math Achievement Level Goal of 50% Meet or Exceed grades 3-5. X 50.0 % of our ELL students met of exceeded the SBAC Math Achievement goal. By fall of 2017, 80% of EL students will increase one CELDT level or more X This year's students will be tested on the new state ELPAC State Assessment in the spring. Comparing 2015 to 2016, 73% of the students did increase one level on the CELDT assessment. Students with Disabilities (required) Spring of 2016 to spring of 2017 MAP expected growth achievement by students with disabilities in Reading will meet or exceed 60%. X Students in Kindergarten and 1st grade met 56% of typical growth on the Reading MAPS. 58% of 2nd-5th grade students met the typical growth for reading MAPS. This is growth from last Targeted instruction based on IEP goals and student needs Collaboration between special education teacher and general education teacher The Single Plan for Student Achievement 31 of 64 1/17/18

32 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors year with 48%. Goals that support the State Common Core curriculum Providing accommodations during testing and instruction Small group MAP testing environment Continued support and professional development needed to differentiate instruction and provide small group instruction. Continued focus on providing differentiated instruction that allows students to access the grade level curriculum, utilizing their accommodations and strategies. SBAC Reading Achievement Level Goal of 45% Meet or Exceed grades 3-5. X % of our students with disabilities met of exceeded the SBAC ELA Achievement goal. There is a need to explicitly teach test assessment skills utilizing the academic vocabulary and the accommodations. Continue to provide additional practice administering the assessments and building the student's ability to sustain and read and respond to longer passages. Targeted instruction based on IEP goals and student needs Collaboration between special education teacher and general education teacher Goals that support the State Common Core curriculum Providing accommodations during testing and instruction Small group MAP testing environment Continued support and professional development needed to differentiate instruction and provide small group instruction. The Single Plan for Student Achievement 32 of 64 1/17/18

33 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors Spring of 2016 to spring of 2017 MAP expected growth achievement by students with disabilities in Mathematics will meet or exceed 65%. X Students with disabilities in Kindergarten and 1st grade met 72% of typical growth on the Math MAPS. 38% of 2nd-5th grade students with disabilities met the typical growth for math MAPS. Targeted instruction based on IEP goals and student needs Collaboration between special education teacher and general education teacher Goals that support the State Common Core curriculum Providing accommodations during testing and instruction Small group MAP testing environment Continued support and professional development needed to differentiate instruction and provide small group instruction. SBAC Math Achievement Level Goal of 50% Meet or Exceed grades 3-5. The Single Plan for Student Achievement 33 of 64 1/17/18 X % of our students with disabilities met of exceeded the SBAC ELA Achievement goal. Targeted instruction based on IEP goals and student needs Collaboration between special education teacher and general education teacher Goals that support the State Common Core curriculum Providing accommodations during testing and instruction Small group MAP testing environment Continued support and professional development needed to differentiate instruction and provide small group instruction. Going forward, there is a need to put more emphasis on test taking strategies, and provide more practice with test taking opportunities on the Interim Assessments. Vocabulary and academic vocabulary is an area of difficulty for our special needs students, especially

34 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors on the assessments. We will focus on explicitly teaching the academic vocabulary used on assessments. It is important to build up the student's stamina and sustainability with test taking, and reading longer passages. GATE (required) By spring of 2017, all GATE students (grades 2-5) will meet or exceed PUSD s MAP GATE RIT mean, ranging from X 71% of 2nd-5th grade students met the typical growth for reading MAPS. 68% of 2nd-5th grade students met the typical growth for reading MAPS. This is growth from last year with 63%. Professional Development on differentiating and providing small group instruction tailored to the student's instructional level Providing enriched and engaging instruction that motivates the learners Enrichment is determined at the classroom level, so implementation is inconsistent Foster Youth (required) Ensure that all of our students who are youth in foster care are supported and monitored for school success. Last year we did not have any students in foster care. Support of counselor, community and school resources Educationally Spring of 2016 to spring of 2017, students in X Educationally disadvantaged There is a need for a greater Disadvantaged all grades (K-5) who are educationally students with disabilities in emphasis on test taking or Title I Students disadvantaged will demonstrate MAP expected Kindergarten and 1st grade met strategies, and to explicitly (required) growth achievement in Reading of 60%. 56% of typical growth on the ELA teach academic vocabulary MAPS. that are found on the state. and formal assessments. 54% of 2nd-5th grade Providing additional midyear educationally disadvantaged practice for the assessments students met the typical growth will help the students build for ELA MAPS. up their comfort and ability to sustain attention on the longer reading passages and challenging problems. Consistent involvement with our RtI process Impact teachers providing targeted instruction for students Before and after school The Single Plan for Student Achievement 34 of 64 1/17/18

35 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors SOAR intervention utilizing Lexia, Compass Learning and Dreambox -Continued support and professional development needed to differentiate instruction and provide small group instruction. Collaborative grade level planning focused on the State Common Core standards Continued professional development on differentiated and small group instruction to meet the individual student's educational needs SBAC ELA Achievement Level Goal of 55% Meet or Exceed grades 3-5 X 51.16% of our Educationally Disadvantaged students met of exceeded the SBAC ELA Achievement goal. Consistent involvement with our RtI process Impact teachers providing targeted instruction for students Before and after school SOAR intervention utilizing Lexia, Compass Learning and Dreambox -Continued support and professional development needed to differentiate instruction and provide small group instruction. Collaborative grade level planning focused on the State Common Core standards Continued professional development on differentiated and small group instruction to meet the individual student's educational needs. Going forward, there is a need to put more emphasis on test taking strategies, and provide more practice with The Single Plan for Student Achievement 35 of 64 1/17/18

36 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors test taking opportunities on the Interim Assessments. Vocabulary and academic vocabulary is an area of difficulty for our students, especially on the assessments. We will focus on explicitly teaching the academic vocabulary used on assessments. It is important to build up the student's stamina and sustainability with test taking., and reading longer passages. Spring of 2016 to spring of 2017, students in all grades (K-5) who are educationally disadvantaged will demonstrate MAP expected growth achievement in Math of 60%. X Educationally disadvantaged students with disabilities in Kindergarten and 1st grade met 61% of typical growth on the Math MAPS. 58% of 2nd-5th grade educationally disadvantaged students met the typical growth for math MAPS. This is growth from last year with 50%. Consistent involvement with our RtI process Impact teachers providing targeted instruction for students Before and after school SOAR intervention utilizing Lexia, Compass Learning and Dreambox -Continued support and professional development needed to differentiate instruction and provide small group instruction. Collaborative grade level planning focused on the State Common Core standards Continued professional development on differentiated and small group instruction to meet the individual student's educational needs SBAC Math Achievement Level Goal of 45% Meet or Exceed grades 3-5. X 46.52% of our Educationally Disadvantaged students met of exceeded the SBAC Math Achievement goal. Consistent involvement with our RtI process Impact teachers providing targeted instruction for The Single Plan for Student Achievement 36 of 64 1/17/18

37 Group GOAL(S) Met Not Met Finding (Evidence/Fact) Possible Reasons/Contributing Factors students Before and after school SOAR intervention utilizing Lexia, Compass Learning and Dreambox -Continued support and professional development needed to differentiate instruction and provide small group instruction. Collaborative grade level planning focused on the State Common Core standards Continued professional development on differentiated and small group instruction to meet the individual student's educational needs. Going forward, there is a need to put more emphasis on test taking strategies, and provide more practice with test taking opportunities on the Interim Assessments. Vocabulary and academic vocabulary is an area of difficulty for our students, especially on the assessments. We will focus on explicitly teaching the academic vocabulary used on assessments. It is important to build up the student's stamina and sustainability with test taking., and reading longer passages. Additional goal(s) (optional) GRADE LEVEL GOALS Transitional Kindergarten/Kindergarten Goals By June 2017, 90% of all kindergarteners will have met the expected growth in reading and math as measured by the MAP. X 83% of kindergarteners met or exceeded the goal of being proficient in reading on the MAPS assessment. 85% of kindergarteners met or Utilize Morning Read program daily- yes Direct Instruction in phonics, phonemic awareness, letter ID, and sounds. - yes The Single Plan for Student Achievement 37 of 64 1/17/18

38 Group GOAL(S) Met Not Met By June 2017, 80% of transitional kindergarteners would have mastered the majority of letter sounds as measured by individual assessment and teacher observation. Finding (Evidence/Fact) exceeded the goal of being proficient in math on the MAPS assessment. 90% of transitional kindergarteners have mastered the majority of letter sounds as measured by individual assessment and teacher observation. The goal of 90% was met for TK Possible Reasons/Contributing Factors Consistent use of Lexia and Dreambox during the day and at home.- Was used at school, but not used consistently at home Guided reading lessons.- sometimes groups were with 1 or 2 students Learning centers focusing on reading and math skills and concepts.- yes Use of instructional level texts for lessons and daily practice.- yes Collaborating on learning objectives for reading and math lessons.- yes Joy of Literacy and Handwriting Without Tears Curriculum in TK 50 Simple Sight Word program. Small groups instruction for targeted students. Also, erroneous data due to testing factors First Grade Reading-Language-Writing By June 2017, 80% of first grade students will be proficient in language and writing as measured by the MAP assessment. By June 2017, 80% of first grade students will be proficient in measurement and data as measured by the MAP Assessment. X 52% of first graders met or exceeded the goal of being proficient in reading on the MAPS assessment. 57% of first graders met or exceeded the goal of being proficient in measurement and data as measured by the MAPS assessment math. Teacher Observation Class Work Samples Weekly SNAP words Poetry Books and grammar work Mentor Sentences Guided Reading Anecdotal Notes and home/school communication Second Grade: By June 2017, based upon the fall MAP results 75% of all student grade students will meet their targeted RIT score in reading and math. X 73% of 2nd graders met or exceeded the goal of being proficient in reading on the MAPS assessment. 63% of 2nd graders met or exceeded the goal of being Analyzing MAP's results and adjusting instruction accordingly Observations in Guided Reading White board assessments Monitoring Lexia progress Impact double dose instruction The Single Plan for Student Achievement 38 of 64 1/17/18

39 Group GOAL(S) Met Not Met Finding (Evidence/Fact) proficient in measurement and data as measured by the MAPS assessment math. Possible Reasons/Contributing Factors Math - problem solving journals Grade level planning collaboration and scoring unit assessments 3rd Grade MAP 70% of our students will score 80% or higher in Reading SBAC 70% of our students will score 70% or higher in ELA Math MAP 70% of our students will score 80% or higher in Math SBAC 70% of our students will score 70% or higher in Math X X 64% of 3rd graders met or exceeded the goal of being proficient in reading on the MAPS assessment. 61% of 3rd graders met or exceeded the goal of being proficient in math on the MAPS assessment math. For SBAC, 77.92% of our 3rd grade students met or exceeded standard on the ELA Assessment. For SBAC, 84.42% of our 3rd grade students met or exceeded standard on the Math Assessment. Small group reading groups Assessments IMPACT SOAR before and after school intervention Re-teaching Assessment writing strategies Test preparation Practice performance tasks Small math groups Number Talks Math Discousrse Talks Compass Learning proactice Timed multiplication Assessmetns Test preparation Reading MAP By spring of 2017, 70% of students will demonstrate expected or optimal growth in Reading. SBAC By spring of 2017, 75% of students will meet or exceed grade-level standards according to ELA SBAC. Math MAP By spring of 2017, 60% of students will demonstrate expected or optimal growth in Math. SBAC By spring of 2017, 75% of students will meet or exceed grade-level standards according to Math SBAC. X 64% of 4th graders met or exceeded the goal of being proficient in reading on the MAPS assessment. 73% of 4th graders met or exceeded the goal of being proficient in math on the MAPS math assessment. For SBAC, 65.28% of our 4th grade students met or exceeded standard on the ELA Assessment. For SBAC, 63.89% of our 4th grade students met or exceeded standard on the Math Assessment. Analysis of MAP's Assessment and planning instruction to target student needs Impact and small group instructional support Some factors affecting the results: Attendance Behavior Home support Lack of vocabulary Prior Knowledge Keyboarding skills Writing Stamina Attention Core Curriculum provided by district The Single Plan for Student Achievement 39 of 64 1/17/18

40 Group GOAL(S) Met Not Met 5th Grade Reading By June 2017, 70% of our students will demonstrate expected growth in Reading on NWEA MAP. By June 2017, 75% of our students will meet or exceed grade-level standards according to the ELA SBAC Math By June 2017, 60% of our students will demonstrate expected growth in Math on NWEA MAP. By June 2017, 70% of our students will meet or exceed grade-level standards according to the Math SBAC Finding (Evidence/Fact) X 54% of 5th graders met or exceeded the goal of being proficient in reading on the MAPS assessment. 51% of 5th graders met or exceeded the goal of being proficient in math on the MAPS assessment math. For SBAC, 76.81% of our 5th grade students met or exceeded standard on the ELA Assessment. For SBAC, 56.52% of our 5th grade students met or exceeded standard on the Math Assessment. Possible Reasons/Contributing Factors Analysis of MAP's Assessment and planning instruction to target student needs Impact and small group instructional support Some factors affecting the results: Attendance Behavior Home support Lack of vocabulary Prior Knowledge Keyboarding skills Writing Stamina Attention Core Curriculum provided by district Math: lack of mathematical foundations in multiplication facts Poor Number Sense Reading Comprehension needs Problem solving needs Larger Class Size III. Teaching and Learning (LCAP Goals 1, 2, 4, and 5 ) 1. GRES SITE-BASED LITERACY/ACTION PLAN The results are included and incorporated in the information above The Single Plan for Student Achievement 40 of 64 1/17/18

41 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 Check if Literacy Plan is attached as a separate document Target Group SMART Goals Actions/Strategies to Achieve Goals Data to Monitor and Evaluate Progress Resources Schoolwide for By spring of 2018, students in all grades (K-1) and (2- Consistent use of the Benchmark Reading programs for K-2, and the Winter and Benchmark all students 5) will demonstrate MAP expected growth in Reading ELD component integration Spring MAP Reading that is 70% or greater. Use of CORE Assessments to drive our planning and instruction results, 2018 Curriculum, Use of our RtI TOSA to support our best first daily instruction and SBAC, and CORE understanding of Tier 1 and Tier 2 Interventions to support the Grade Level Assessments, learning needs of the students. Teach all writing genres all year CORE Fountas & long Teach a minimum of one close reading lesson per week Assessments Pinnell Reading Increase student engagement and critical thinking by providing Assessments, differentiated and small group instruction at the student's Nancy Frey instructional level resources, Shift the balance of texts and instruction time to include equal Reciprocal measures of literacy and informational texts. Lexia (K-2) and Reading Compass Learning as practice and intervention. resources, Utilize different research based reading interventions by the Impact Compass Teachers such as Phonics for Reading, CARS and STARS for Learning, Lexia comprehension and SIPPS funded by Provide a before and after school intervention called SOAR using online GRES programs with Lexia, Dreambox and Compass Learning. Foundation, School wide focus and professional development on Growth Mindset Running with common language, read alouds, videos, announcements and Records, activities Leveled Texts Two Close Reading lessons per week Small-group differentiated instruction Fluency practice Close reading - gradual release of responsibility Explicitly teach self-monitoring of reading comprehension The Single Plan for Student Achievement 41 of 64 1/17/18

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