Single Plan for Student Achievement. Bill L. Williams Elementary School

2013-14 Single Plan for Student Achievement Bill L. Williams Elementary School PANAMA-BUENA VISTA UNION SCHOOL DISTRICT Principal: Dion Lovio Address: 5601 Harris Road Bakersfield, CA 93313 Phone: 661.837.8070 E-mail Address: dlovio@pbvusd.net Website: www.pbvusd.k12.ca.us The following items are included: [X] Recommendations and Assurances [X] Data Reports [X] Budgets [X] Parent Involvement Policy for Non-Title I Schools [ ] Title I Parent Involvement Policy [ ] Title I Home/School Compact The District Governing Board approved this revision of the School Plan on. PANAMA-BUENA VISTA UNION SCHOOL DISTRICT The SPSA for Bill L. Williams Elementary School 1 of 42 11/27/13

TABLE OF CONTENTS TABLE OF CONTENTS...2 PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE...3 PERFORMANCE GOAL #1: PROFICIENCY IN READING AND LANGUAGE ARTS...3 PERFORMANCE GOAL #2: PROFICIENCY IN MATHEMATICS...6 PERFORMANCE GOAL #3: ENGLISH LEARNERS AND ENGLISH LANGUAGE PROFICIENCY...9 PERFORMANCE GOAL #4: PROFESSIONAL DEVELOPMENT...15 PERFORMANCE GOAL #5: ACADEMIC CENTERED PARENT/FAMILY ENGAGEMENT...19 PERFORMANCE GOAL #6: OTHER CURRICULAR...23 PERFORMANCE GOAL #7: OTHER CURRICULAR...26 ANALYSIS OF CURRENT INSTRUCTIONAL PROGRAM...33 FUNDED PROGRAMS INCLUDED IN THIS PLAN...38 SCHOOL AND STUDENT PERFORMANCE DATA...39 Table 1: Academic Performance Index by Student Group...39 Table 2: English-Language Arts Adequate Yearly Progress (AYP)...40 Table 3: Mathematics Adequate Yearly Progress (AYP)...41 Table 4: California English Language Development (CELDT) Data...42 The SPSA for Bill L. Williams Elementary School 2 of 42 11/27/13

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. PERFORMANCE GOAL #1: PROFICIENCY IN READING AND LANGUAGE ARTS SMART Goal: Between the Fall 2013 Beginning of the Year STAR Test and the Spring 2013 End of the Year STAR Test, 75% of the students in grades 2-6 will have an IRL at or above grade level. How does this goal align to your Local Educational Agency Plan goals? The goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of the district adopted Macmillian/McGraw-Hill's California Treasures reading program, and use of district-wide assessments, the focus of moving students to proficient or advanced on the CSTs is consistent with the district goal to increase academic achievement in Language Arts. What data did you use to form this goal (findings from data analysis)? [X] API [X] AYP [ ] CELDT [X] CST [ ] District Benchmarks [X] Other (please specify): PLC meetings What did the analysis of the data reveal that lead you to this goal? (Key findings): Data indicates that significant gains in achievement need to be made to reach our goal by 2014 through focus on the core program and intervention strategies. Which Stakeholders were involved in analyzing data and developing this goal? [ ] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [X] Leadership Team/ DSLT [ ] SSC [ ] ELAC [X] Other (please specify): Program specialists, other technical assistance at the district level Who are the focus students and what is the expected growth? All students grades 2-6 Each subgroup will show at least a 10% increase from BOY IRL to EOY IRL scores. What process will you use to monitor and evaluate the data? SCOE The SPSA for Bill L. Williams Elementary School 3 of 42 11/27/13

STAR Reading Report Card Reviews Benchmarks What data will be collected to measure student achievement? STAR ELA Benchmark Assessments SCOE Actions to improve achievement to exit program improvement ([X] not applicable): Essential Program Components included in this goal: [X] Instructional Time [ ] Ongoing Instructional Assistance [X] Teacher Collaboration [ ] Monitoring System [X] Highly Qualified Teachers [ ] School Admin Training [X] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [X] Core/ ELD/ Intensive Intervention materials The SPSA for Bill L. Williams Elementary School 4 of 42 11/27/13

7091: EIA/LEP 3010 TA: Title I, Part A: TAP 4035 D: Title II, Part D 7395: SLIP 3010 PI: Title I, Part A: PI 6010: After School Education and Safety Program 3010 SW: Title I, Part A: SWP 4035 A: Title II, Part A Other: Other Strategy Supplementary Reading Assistance: Alignment of instruction with content standards Specific Actions to be Taken 1. Provide supplementary materials to support reading/language arts instruction, including additional testing materials, reference books, equipment and software (Edusoft, etc.), Accelerated Reader, and literature materials. Start Dates End Estimated Cost 7/1/2013 6/30/2014 7395--- $2,250 SCOE Benchmarks STAR Reading Accelerated Reader Lexia Monitoring Evidence 3. Implement Accelerated Reader throughout school with schoolwide incentive program. 7/1/2013 6/30/2014 7395--- $1000 STAR Reading Accelerated Reader 4. Use computer lab time and technology to help build on the student's reading/language skills. 7/1/2013 6/30/2014 SCOE Benchmarks STAR Reading Accelerated Reader Lexia 5. Provide supplementary materials to support English Learner (EL) instruction, including additional testing materials, reference books, equipment and software, and literature materials. 7/1/2013 6/30/2014 7395--- $4000 SCOE Benchmarks STAR Reading Accelerated Reader Lexia 6. Grade level collaboration to establish and analyze standards based lessons. 7/1/2013 6/30/2014 SCOE Benchmarks The SPSA for Bill L. Williams Elementary School 5 of 42 11/27/13

PERFORMANCE GOAL #2: PROFICIENCY IN MATHEMATICS SMART Goal: Between the Fall 2013 Beginning of the Year STAR Test and the Spring 2014 End of the Year STAR Test, 75% of the students in grades 2-6 will have a math level at or above grade level. How does this goal align to your Local Educational Agency Plan goals? The goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of the district adopted Houghton-Mifflin "California Mathematics" program, and use of district-wide assessments, the focus of moving students to proficient or advanced on the CSTs is consistent with the district goal to increase academic achievement in mathematics. What data did you use to form this goal (findings from data analysis)? [X] API [X] AYP [ ] CELDT [X] CST [ ] District Benchmarks [ ] Other (please specify): Academic Program Survey (APS), PLC Meetings What did the analysis of the data reveal that lead you to this goal? (Key findings): Data indicates that significant gains in achievement need to be made to reach a target of 100% proficiency by 2014 through focus on the core program and intervention strategies. Which Stakeholders were involved in analyzing data and developing this goal? [X] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [X] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify): Program specialists, other technical assistance at the district level Who are the focus students and what is the expected growth? All students in grades 2-6 Each subgroup will show at least a 10% increase from BOY (Beginning of the Year) math scores to EOY (End of the Year) math scores. What process will you use to monitor and evaluate the data? District and classroom assessments, such as Edusoft, SCOE, benchmarks, STAR Math, etc. What data will be collected to measure student achievement? CST Edusoft The SPSA for Bill L. Williams Elementary School 6 of 42 11/27/13

Actions to improve achievement to exit program improvement ([X] not applicable): Essential Program Components included in this goal: [ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials The SPSA for Bill L. Williams Elementary School 7 of 42 11/27/13

7091: EIA/LEP 3010 TA: Title I, Part A: TAP 4035 D: Title II, Part D 7395: SLIP 3010 PI: Title I, Part A: PI 6010: After School Education and Safety Program 3010 SW: Title I, Part A: SWP 4035 A: Title II, Part A Other: Other Strategy Supplementary Math Assistance: Alignment of instruction with content standards Specific Actions to be Taken 1. Provide supplies, materials, equipment, and software (e.g., Edusoft or Accelerated Math) to support the improvement of schoolwide math, computation, concepts and application skills. Start Dates End Estimated Cost 7/1/2013 6/30/2014 7395--- $3000 STAR Math Edusoft CST Math Facts in a Flash IXL math Monitoring Evidence 2. Utilize computer lab and classroom computers for math activities that supplement class instruction and/or provide appropriate interventions. 7/1/2013 6/30/2014 7395--- $3,000 STAR Math Edusoft CST Math Facts in a Flash IXL math 3. Provide appropriate curriculum, activities, and instruction in math for EL students to align EL standards with state standards. 7/1/2013 6/30/2014 7395--- $2,250 STAR Math Edusoft CST 4. Students will use software to assess and improve their mathematics abilities (ex Star Math). 5. Connect class instruction, math curriculum, and activities to grade level standards, benchmarks, and state frameworks using any appropriate materials. 6. Grade level collaboration to establish and analyze standards based lessons. 7/1/2013 6/30/2014 STAR Math Math Facts in a Flash 7/1/2013 6/30/2014 STAR Math Edusoft CST 7/1/2013 6/30/2014 STAR Math Edusoft CST The SPSA for Bill L. Williams Elementary School 8 of 42 11/27/13

PERFORMANCE GOAL #3: ENGLISH LEARNERS AND ENGLISH LANGUAGE PROFICIENCY SMART Goal: ELs will be reclassified to Reclassified Fluent English Proficient (RFEP) status and will score proficient or better on the ELA, CST and Math CST by 2014. How does this goal align to your Local Educational Agency Plan goals? The goal aligns to the LEA plan actions. Through the use of Professional Learning Communities (PLCs), district sponsored AB 472 training, full implementation of the district adopted Macmillian/McGraw-Hill's California Treasures reading program s English Language Development components, and use of district-wide assessments, the focus of moving EL students to proficient or advanced on both the CELDT and the CSTs is consistent with the district goal to increase academic achievement. What data did you use to form this goal (findings from data analysis)? [X] API [X] AYP [X] CELDT [X] CST [ ] District Benchmarks [ ] Other (please specify): PLC meetings What did the analysis of the data reveal that lead you to this goal? (Key findings): A review of the CELDT data over a 3 year period indicates that a focus on ELD for English learners is critical to increase English proficiency. Which Stakeholders were involved in analyzing data and developing this goal? [X] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [X] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify): Program specialists, other technical assistance at the district level Who are the focus students and what is the expected growth? Identified ELs Current RFEP students. ELs will meet AMAO#1 - gaining one level of English proficiency per year. RFEP students will increase his/her performance on the CST-ELA test by 3% yearly. What process will you use to monitor and evaluate the data? Annual CELDT Ongoing monitoring through the use of district assessments. STAR Reading CST results What data will be collected to measure student achievement? California English Language Development Test (CELDT) The SPSA for Bill L. Williams Elementary School 9 of 42 11/27/13

CST - ELA and Math STAR Reading Edusoft reports on district benchmarks Actions to improve achievement to exit program improvement ([X] not applicable): Essential Program Components included in this goal: [ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials The SPSA for Bill L. Williams Elementary School 10 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 4. In collaboration with the district, establish ongoing assessments for ELs to determine progress on ELD and ELA standards. 5. Utilize supplemental funds, especially Economic Impact Aide/Limited English Proficient (EIA/LEP) funds, to increase EL students access to core curriculum with materials and supplies designed to make content understandable. 6. As funding allows, provide additional staff/staff time to work with EL students in before/after school programs and lunch-time interventions. 7/1/2013 6/30/2014 District assessments such as SCOE, Curriculum Associates, annual CELDT test, and other measures. Principal "walk-throughs" especially during ELD instruction. PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Lexia Computer Program Benchmark assessments 7/1/2013 6/30/2014 District assessments such as SCOE, Curriculum Associates, annual CELDT test, and other measures. Principal "walk-throughs" especially during ELD instruction. PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Lexia Computer Program Benchmark assessments 7/1/2013 6/30/2014 District assessments such as SCOE, Curriculum Associates, annual CELDT test, and other measures. Principal "walk-throughs" especially during ELD instruction. PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Lexia Computer Program Benchmark assessments The SPSA for Bill L. Williams Elementary School 12 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 7. All ELs will increase at least one overall CELDT level a). Teach ELD daily at the identified proficiency level. Provide supplemental instructional materials to enrich the ELD curriculum and assist ELs in accessing the core. b). As funding allows, utilize an EL Support teacher to provide direct services to ELs (intervention), assist teachers in ELD lesson planning and design, coach and model lessons, and increase EL Parental Involvement. c). Investigate the option of providing grade level meetings at least quarterly for ELD planning and lesson design for teachers working with ELs. If funding allows, provide release time through use of "floater" substitutes. 7/1/2013 6/30/2014 District assessments such as SCOE, Curriculum Associates, annual CELDT test, and other measures. Principal "walk-throughs" especially during ELD instruction. PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Lexia Computer Program Benchmark assessments 8. As funding allows, hire an EIA aide to assist both classroom teachers and ELD teacher with students who are CELDT level 1. 7/1/2013 06/30/2014 7091--- $8000 CELDT scores Classroom walk-throughs Lexia program Reclassified Fluent English Proficient Students: Alignment of instruction with content standards 1. Inform teachers of the RFEP status of students, including current ELA and Math CST scores. 7/1/2013 6/30/2014 SST PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Benchmark assessments 2. As funding allows, provide additional instructional assistance to RFEP students who struggle with core curriculum. 7/1/2013 6/30/2014 SST PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Benchmark assessments The SPSA for Bill L. Williams Elementary School 13 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 3. Increase the Reclassification Rate: 1). Identify ELs at the Intermediate Proficiency level on the CELDT. 2). Through grade level Professional Learning Communities (PLCs), identify strategies to target specific areas of need for identified students (all curricular areas). 3). Consult with the EL Support teacher and District EL Program Specialists; and develop Service Plans or intervention strategies to assist teachers in addressing these needs. 4). Evaluate progress each quarter, adjust objectives as necessary (EL Support teacher) 7/1/2013 6/30/2014 SST PREP Day agendas/notes/reports to principal Grade level ELD planning Service Plans, if applicable; objectives developed by the classroom teacher Years in ELD Program Report Benchmark assessments The SPSA for Bill L. Williams Elementary School 14 of 42 11/27/13

PERFORMANCE GOAL #4: PROFESSIONAL DEVELOPMENT SMART Goal: As funding allows, classroom teachers will be encouraged to attend conferences, workshops, and/or site visits for professional development. How does this goal align to your Local Educational Agency Plan goals? The goal aligns to the LEA plan actions. The District focus has been to establish Professional Learning Communities at the District level and at the individual school sites. The District has sent District Administrators and school teams of at least 4 teachers and the principal to the PLC at Work Institute for the past several years, and has encouraged school sites to supplement additional attendees as funds allow. Additional professional development during the school year has included workshops emphasizing Classroom Management, Effective Instruction and Lesson Design, Grading and Reporting, and Response to Intervention. The district goal further emphasizes professional development in AB 472, analysis and alignment of curricular assessments to the ELA standards. Student data has indicated the need for professional development in reading comprehension and writing strategies for grades 2-8, geometry in grades 5-6, and ELD curriculum. The school site focus in professional development aligns to the district goal to have a substantial, measurable, and positive impact on student academic achievement and the activities are used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students. What data did you use to form this goal (findings from data analysis)? [ ] API [ ] AYP [ ] CELDT [ ] CST [ ] District Benchmarks [ ] Other (please specify): Formal and informal staff surveys, teacher feedback from PLC meetings, review of student achievement data to address areas of need What did the analysis of the data reveal that lead you to this goal? (Key findings): Data indicates that staff (teachers and paraprofessionals) would benefit significantly from ongoing, structured professional development aligned with curricular needs. Which Stakeholders were involved in analyzing data and developing this goal? [X] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [X] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify): Program specialists, other technical assistance at the district level Who are the focus students and what is the expected growth? Classroom teachers K-6 Principal Teacher growth will be evaluated through graded principal evaluations and compared to previous year's evaluations. What process will you use to monitor and evaluate the data? The SPSA for Bill L. Williams Elementary School 15 of 42 11/27/13

Principal classroom observation Reporting of attendance through survey and written report What data will be collected to measure student achievement? Surveys Inservice days Principal Evaluations Actions to improve achievement to exit program improvement ([X] not applicable): Essential Program Components included in this goal: [ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials The SPSA for Bill L. Williams Elementary School 16 of 42 11/27/13

7091: EIA/LEP 3010 TA: Title I, Part A: TAP 4035 D: Title II, Part D 7395: SLIP 3010 PI: Title I, Part A: PI 6010: After School Education and Safety Program 3010 SW: Title I, Part A: SWP 4035 A: Title II, Part A Other: Other Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence Professional Learning Communities: Staff development and professional collaboration 1. As funding allows, provide opportunities for grade level collaboration and analysis of student data, classroom observations, creating assessments, and staff planning time. 7/1/2013 6/30/2014 Principal observation Assessment of SST through observation Teacher participation Student data 2. Support SST by providing parents, teachers, and students with additional support (e.g., training and release time) 7/1/2013 6/30/2014 Principal observation Assessment of SST through observation Teacher participation Student data 3. As funding allows, provide opportunities for teachers to attend different school sites to observe successful teaching practices. 7/1/2013 6/30/2014 Principal observation Assessment of SST through observation Teacher participation Student data ELD Instruction: Staff development and professional collaboration 1. Encourage staff to participate in conferences, district- and KCSOS-sponsored professional development in teaching ELs. 2. Utilize the district's ELD Specialist Teacher to work individually and within grade levels to assist the classroom teacher in providing supplemental ELD lessons to ELs. 3. Encourage staff to participate in High Point and Avenues training. 7/1/2013 6/30/2014 7091--- $177 Response to survey Teacher participation 7/1/2013 6/30/2014 Response to survey Teacher participation 7/1/2013 6/30/2014 Response to survey Teacher participation Specific Core Curricular Areas: Staff development and professional collaboration 1. Encourage staff to participate in conferences, such as PLC, district- and KCSOS-sponsored training in Reading and/or Language Arts, math, or other core curricular areas. 2. Train staff in the use of Edusoft software to incorporate that technology as part of regular instruction. 7/1/2013 6/30/2014 7395--- $500 Teacher participation 7/1/2013 6/30/2014 Teacher participation The SPSA for Bill L. Williams Elementary School 17 of 42 11/27/13

The SPSA for Bill L. Williams Elementary School 18 of 42 11/27/13

PERFORMANCE GOAL #5: ACADEMIC CENTERED PARENT/FAMILY ENGAGEMENT SMART Goal: To increase student performance by encouraging parental involvement and support outside of the classroom. How does this goal align to your Local Educational Agency Plan goals? The goal aligns to the LEA plan actions. The LEA has established Board adopted Parental Involvement policies for both Title I and non-title I schools. The focus of these policies is to increase parent engagement in the school and provide meaningful consultation with parent of students in the school setting. The school plans and implements effective parental involvement activities that improve student academic achievement and school performance based on its parental involvement policies. What data did you use to form this goal (findings from data analysis)? [ ] API [ ] AYP [ ] CELDT [ ] CST [ ] District Benchmarks [ ] Other (please specify): Formal and informal parent surveys, ELAC, Title I Annual Review meetings, and SSC What did the analysis of the data reveal that lead you to this goal? (Key findings): Data indicates that parents are interested in participating in trainings and activities designed to help them help their child achieve at school. Which Stakeholders were involved in analyzing data and developing this goal? [X] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [X] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify): Program specialists, other technical assistance at the district level Who are the focus students and what is the expected growth? All students, parents, principal, and classroom instructors in grades TK-6 Parent Club membership and community support will increase over the prior year's numbers. What process will you use to monitor and evaluate the data? Growth will be measured by parent support at school events and workshops. Parent/teacher conferences Parental classroom volunteers/tutors School surveys What data will be collected to measure student achievement? Sign in sheets Progress reports The SPSA for Bill L. Williams Elementary School 19 of 42 11/27/13

Response to survey Actions to improve achievement to exit program improvement ([X] not applicable): Essential Program Components included in this goal: [ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials The SPSA for Bill L. Williams Elementary School 20 of 42 11/27/13

7091: EIA/LEP 3010 TA: Title I, Part A: TAP 4035 D: Title II, Part D 7395: SLIP 3010 PI: Title I, Part A: PI 6010: After School Education and Safety Program 3010 SW: Title I, Part A: SWP 4035 A: Title II, Part A Other: Other Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence Parental Involvement Activities: Involvement of staff, parents and community 1. Keep parents informed on the school's expectation for their child's learning and how to provide the support needed for homework to be effective. 7/1/2013 6/30/2014 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings 3. Encourage parent participation in Parent Club and their involvement at Back to School Night, Open House, classroom visits, and student performances. 7/1/2013 6/30/2014 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings 4. Provide interpreters for parents of EL students, for conferences and other activities, and as needed child care, refreshments, and materials. 5. Establish and maintain a functioning English Language Advisory Committee (ELAC) at the school site for parents of EL students and train members to work as an advisory group for EL programs. Select a representative to participate in the District English Language Advisory Committee (DELAC) meetings. 6. Invite parents of EL students to participate in school activities and the functions of the school and DELAC. 7/1/2013 6/30/2014 7091--- $400 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings 7/1/2013 6/30/2014 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings 7/1/2013 6/30/2014 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings The SPSA for Bill L. Williams Elementary School 21 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 7. Elect members for the School Site Council (SSC) and train members to work as a decision-making group for school improvement; select a staff and parent representative to participate in District Advisory Committee (DAC) meetings. 8. Provide training opportunities such as SSC, ELAC training for parents in order to increase parent involvement. As funding allows, participate in Kern County Superintendent of Schools (KCSOS) sponsored workshops and other events for parents in these areas. 7/1/2013 6/30/2014 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings 7/1/2013 6/30/2014 7091--- $400 At all parent involved activities there will be a sign in area to track the number of parents involved according to grade level. Teacher/principal observations Parental participation in trainings The SPSA for Bill L. Williams Elementary School 22 of 42 11/27/13

PERFORMANCE GOAL #6: OTHER CURRICULAR: Special Education SMART Goal: Special education students will meet the objectives of their IEP in the least restrictive environment (LRE) and be provided with maximum access to the general education classroom and core curriculum. How does this goal align to your Local Educational Agency Plan goals? The district recognizes that learning takes place across the curriculum. Reading/Language Arts, Mathematics, English Language Development (through SDAIE strategies) are necessary in all subject areas for all students. Additionally, extending the curriculum beyond the Performance Goals of the LEA Plan ensure that all students receive a well rounded education in the Arts, Sciences, Technology, Health and Physical Education. All subjects are enhanced by experiential learning opportunities such as field trips, assemblies, expert speakers, as well as student participation in various extracurricular activities such as Oral Language and Speech Programs, Science Fairs, academic competitions, sports, and various other methods of learning through doing. The school aligns to the LEA Plan and district philosophy through setting goals and actions that support student engagement across the curriculum including special at risk subgroups such as SWDs and English Learners. What data did you use to form this goal (findings from data analysis)? [ ] API [ ] AYP [ ] CELDT [X] CST [ ] District Benchmarks [X] Other (please specify): IEP, CMA and CAPA results, Common Assessments What did the analysis of the data reveal that lead you to this goal? (Key findings): SWDs have specific goals and objectives written in their IEPs. The data indicates that SWDs are making progress toward their IEP goals, however more focus on accelerating the growth on standardized tests is needed. Which Stakeholders were involved in analyzing data and developing this goal? [X] Teachers [ ] Administration [ ] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [ ] Leadership Team/ DSLT [ ] SSC [ ] ELAC [X] Other (please specify): Principal, District Special Education Coordinators Who are the focus students and what is the expected growth? Designated students in grades 1-6 with IEPs Growth to be determined by goals set in IEP What process will you use to monitor and evaluate the data? Annual IEP meetings will be used to evaluate progress towards this goal. What data will be collected to measure student achievement? CMA/CAPA/CST District and classroom assessments The SPSA for Bill L. Williams Elementary School 23 of 42 11/27/13

Specialized assessments given by RSP teacher, speech pathologist and/or school psychologist. Actions to improve achievement to exit program improvement ([X] not applicable): Essential Program Components included in this goal: [ ] Instructional Time [ ] Ongoing Instructional Assistance [ ] Teacher Collaboration [ ] Monitoring System [ ] Highly Qualified Teachers [ ] School Admin Training [ ] District Instructional/Assessment Pacing Guides [ ] Fiscal Support [ ] Core/ ELD/ Intensive Intervention materials The SPSA for Bill L. Williams Elementary School 24 of 42 11/27/13

SMART Goal: Provide extra support across the curriculum and opportunities for student success. PERFORMANCE GOAL #7: OTHER CURRICULAR: Achievement Across the Curriculum How does this goal align to your Local Educational Agency Plan goals? The district recognizes that learning takes place across the curriculum. Reading/Language Arts, Mathematics, English Language Development (through SDAIE strategies) are necessary in all subject areas for all students. Additionally, extending the curriculum beyond the Performance Goals of the LEA Plan ensure that all students receive a well rounded education in the Arts, Sciences, Technology, Health and Physical Education. All subjects are enhanced by experiential learning opportunities such as field trips, assemblies, expert speakers, as well as student participation in various extracurricular activities such as Oral Language and Speech Programs, Science Fairs, academic competitions, sports, and various other methods of learning through doing. The school aligns to the LEA Plan and district philosophy through setting goals and actions that support student engagement across the curriculum. What data did you use to form this goal (findings from data analysis)? [ ] API [ ] AYP [ ] CELDT [ ] CST [ ] District Benchmarks [X] Other (please specify): Formal and informal surveys with staff and through discussions at PLC meetings. What did the analysis of the data reveal that lead you to this goal? (Key findings): Through the discussions and surveys, data indicates that cross curricular activities to extend learning increase achievement for students and are beneficial to all students. Which Stakeholders were involved in analyzing data and developing this goal? [X] Teachers [X] Administration [X] Parents [X] Support Staff (Including Title I, EL, SPED) [ ] Academic/Intervention Counselors [X] Leadership Team/ DSLT [ ] SSC [ ] ELAC [ ] Other (please specify): Program specialists, other technical assistance at the district level Who are the focus students and what is the expected growth? All students in grades K-6 What process will you use to monitor and evaluate the data? Student participation Report card review District and classroom assessment results What data will be collected to measure student achievement? District and classroom assessment results Edusoft The SPSA for Bill L. Williams Elementary School 26 of 42 11/27/13

7091: EIA/LEP 3010 TA: Title I, Part A: TAP 4035 D: Title II, Part D 7395: SLIP 3010 PI: Title I, Part A: PI 6010: After School Education and Safety Program 3010 SW: Title I, Part A: SWP 4035 A: Title II, Part A Other: Other Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence Physical Education: Alignment of instruction with content standards 1. As funding allows, purchase physical education equipment, such as SPARKS, to enhance curricular goals. 2. Provide classroom teachers with supplemental materials to meet the California physical education standards 7/1/2013 6/30/2014 Physical fitness assessments as required per grade level. 7/1/2013 6/30/2014 Physical fitness assessments as required per grade level. Science and Technology: Alignment of instruction with content standards 1. As funding allows, provide supplemental materials, computer software, and supplies to enhance the science curriculum. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 2. Purchase needed technology upgrades to support curriculum. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 3. Allow for classroom teachers to attend conferences for professional development to support and enhance the instruction of science state standards. 4. Students will use software as research and reinforcement tools to achieve comprehension in science. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 5. Provide supplies and materials to increase the improvement of curricular studies. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 6. As funding is available, provide funding for an instructional materials supervisor for the computer lab. 7/1/2013 6/30/2014 7395--- $1,500 Computer lab usage schedules Report card review Student observation The SPSA for Bill L. Williams Elementary School 28 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 7. Utilize computer lab and classroom computers for science research that supplement class instruction. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 8. Provide appropriate curriculum, activities, and instruction in science for EL students to align EL standards with state standards. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation 9. Provide opportunities for students to participate in school-wide or grade level competitions, such as Science Fair. 7/1/2013 6/30/2014 Computer lab usage schedules Report card review Student observation Social Studies: Alignment of instruction with content standards 1. Provide for educational field trips to historical sites to encourage exposure to grade level specific social studies curriculum 7/1/2013 6/30/2014 7395--- $750 Classroom assessment Student observation Report card review 2. Allow for classroom teachers to attend conferences for professional development to support and enhance the instruction of social studies state standards. 3. Students will use software as research and reinforcement tools to achieve comprehension in social studies. 7/1/2013 6/30/2014 7395--- $750 Classroom assessment Student observation Report card review 7/1/2013 6/30/2014 Classroom assessment Student observation Report card review 4. Provide supplies and materials to increase the improvement of curricular studies. 7/1/2013 6/30/2014 7395--- $750 Classroom assessment Student observation Report card review 5. Utilize computer lab and classroom computers for social studies research that supplement class instruction. 7/1/2013 6/30/2014 Classroom assessment Student observation Report card review 6. Provide appropriate curriculum, activities, and instruction in social studies for EL students to align EL standards with state standards. 7/1/2013 6/30/2014 Classroom assessment Student observation Report card review The SPSA for Bill L. Williams Elementary School 29 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence Additional Curricular Assistance: Increased educational opportunity 1. Support reading comprehension, vocabulary fluency, critical thinking, and writing skills in all content instruction. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 2. Provide opportunities to extend student learning through activities, field trips, guest speakers, and assemblies 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 3. Instruct students in technology skills, including the use of the programs to create, edit, and publish their work. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 4. Purchase and maintain equipment and software to extend learning across the curriculum. 7/1/2013 6/30/2014 7395--- $4000 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 5. Teach students how to use library resources and research skills in the classroom and in the library/media center and provide adequate materials and equipment to support this instruction; maintain library staffing to assure that students and parents have access to books. 6. Schedule Student Success Team (SST) meetings to resolve learning problems for individual students who are having difficulties in basic reading, writing, speaking skills, math, or "at risk" of retention, and develop strategies for improvement. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences The SPSA for Bill L. Williams Elementary School 30 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 7. Purchase additional supplemental materials necessary to enhance instructional programs throughout the curriculum. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 8. Provide opportunities for students to participate in all forms of the visual and performing arts, including instruction, supplies, and field trips. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 9. Provide adequate space, equipment, furniture, technology, supplies, and other necessary items to conduct specialized programs, such as ELD services, or other sitebased programs. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences 10. As funding allows, utilize classified personnel with assistance, inventory, or other duties with student materials, supplies, or services. 7/1/2013 6/30/2014 Computer lab usage SCOE STAR Reading Library schedule Parent/teacher conferences ACES After School Program: Auxiliary services for students and parents 1. Provide after school academic interventions and enrichment to support instruction through the ACES Program (District ASES Grant). Identify and invite all students who are indentified as at risk or academically deficient and English learners to participate. Make after school learning active through opportunities for collaborative learning and hands-on academic activities. 2. Staff the ACES program with a site manager and four program leads to facilitate the program. 7/1/2013 6/30/2014 Student participation rate 7/1/2013 6/30/2014 Student participation rate The SPSA for Bill L. Williams Elementary School 31 of 42 11/27/13

Strategy Specific Actions to be Taken Start Dates End Estimated Cost Monitoring Evidence 3. Develop relationships and maintain ongoing communication between school and the after school program to more effectively align academically with the school day by identifying school based goals and learning objectives and intentionally linking programming. 4. Intermittent meetings with classroom teachers and the site manager to plan and develop responses to student data results. 5. Collaborate with ELAC s, SSC, and other parent involvement programs to provide parents with hands-on strategies they can employ to assist students with homework, reading, math and language skills. 6. Provide additional tutoring by classroom teachers at their extra duty rate for students during the ACES program. 7/1/2013 6/30/2014 Student participation rate 7/1/2013 6/30/2014 Student participation rate 7/1/2013 6/30/2014 Student participation rate 7/1/2013 6/30/2014 6010--- $1000 Student participation rate The SPSA for Bill L. Williams Elementary School 32 of 42 11/27/13

Standards, Assessment, and Accountability ANALYSIS OF CURRENT INSTRUCTIONAL PROGRAM 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA) Bill Williams Elementary School utilizes a combination of state, district and grade level curricular assessments to monitor student progress and modify instruction to improve student achievement. The staff analyzes state CST results at the beginning of the year to establish school and grade level goals. The use of District benchmarks and diagnostic assessments is used to modify instruction to improve student achievement, including teacher and curriculum-adopted common formative and summative assessments. 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC 1, 5, 6, 7) Data from the State Board of Education (SBE) adopted curriculum embedded assessments in math and English language arts is used to monitor student progress and modify instruction. The staff look at data during grade-level meetings as well as school-wide inservices during our PLC time. In addition, if a Student Study Team meeting is called, the team analyzes data that is presented to help make recommendations to assist the teacher and the student. Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA) Currently, all certificated and paraprofessional staff meet the federal ESEA highly qualified requirement. 4. Principals' AB 430 training or other training on State Board of Education (SBE) adopted instructional materials (EPC 3) Principal has not participated in this training. 5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to SB 472 training on SBEadopted instructional materials) (EPC 4) Item not addressed 6. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Bill L. Williams is continuing to enhance our standards-based instruction through staff development programs focused on aligning ELD standards with the curriculum as well as targeting specific standards that we feel students need additional instruction. Currently, our staff has focused on analyzing test results, as related to the standards, and how to integrate such data into focused curricular goals. By using test results and standards-based curriculum, we have been able to differentiate instruction to meet specific student needs. 7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC 6) Support for teachers is provided through the PLC process (grade level peers) and by various experts on site and in the district. Special Educations staff, school psychologist, Curriculum Specialists, and EL Program Specialists aid staff The SPSA for Bill L. Williams Elementary School 33 of 42 11/27/13

in instructional strategies to improvement academic achievement. New teachers receive extra support through the district s BTSA program and the Curriculum and Instruction Department provides extensive assistance whenever requested. 8. Teacher collaboration by grade level (K-8) (EPC 7) The district has enacted weekly release days to provide valuable time for teacher collaboration on student achievement. Teams are organized by grade level and are focused on analyzing student assessment data from the curriculum based assessments, district benchmarks and diagnostics, developing common assessments, identifying essential standards, and examining instructional practices to better align with the curriculum. Appropriate student interventions for struggling students are planned and progress monitored at these meetings. Teaching and Learning 9. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) The Curriculum and Instruction Department provides grade level specific pacing guides that align to state standards. The curriculum and materials provided by the district are standards aligned to meet the challenge of increasing student proficiency. Teachers use successful instructional strategies to teach the standards, and provide supplemental support and intervention when necessary. 10. Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC 2) All state recommended instructional minutes for ELA and mathematics are adhered to and monitored by the district. This is done through classroom walk-throughs as well as teachers turning in their daily schedules to the school principal. 11. Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC 8) Item not addressed 12. Availability of standards-based instructional materials appropriate to all student groups (ESEA) All students have access to standards-based instructional materials including state-adopted textbooks and district adopted materials, as well as extension activities for our gifted students. In grades K-6, Treasures provides articulated, standards-based curriculum, materials and instruction for reading/language arts within and across all grade levels. The Treasures program offers a variety of strategies to pre-teach, re-teach and extend learning through experiences based on student needs. The systematic English Language Development (ELD) program serves the needs of our English language learners through the school's ELD curriculum. The adopted math curriculum provides the basis for standards-based mathematics instruction with teacher-designated opportunities for enhanced and extended learning. Teachers collaborate in PLC's once a week, which allows for continuous assessments and modified instruction. 13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC1) Item not addressed Opportunity and Equal Educational Access 14. Services provided by the regular program that enable underperforming students to meet standards (NCLB) The SPSA for Bill L. Williams Elementary School 34 of 42 11/27/13

During initial instruction, teachers use the explicit instructional strategies and techniques built into the school district s adopted programs. Teachers additionally use the components of the programs designed as stand-alone intervention tools for at-risk students. Specifically, teachers use supplemental student materials to address the individual needs of students performing below grade level. Teachers support English learners' acquisition of English as a second language through focused grammar and vocabulary development as well as providing pre-teaching and scaffolding for the literature lessons. Systematic ELD instruction is provided by both our classroom teacher and our EL support teacher. Other services provided are the following: EL Support teacher, Library Media Clerk, computer assisted learning in the computer lab, differentiated instruction, individualized/small group instruction and monthly assemblies to recognize student success, effort and achievements, as well as to emphasize student attendance. 15. Research-based educational practices to raise student achievement at this school (NCLB) Throughout the course of the year, teachers implement a noontime study hall/ intervention time to assist students in their classrooms. Students also have access to two different types of ELA computer programs available in our lab, Lexia and SkillsTutor that work at each individual student's pace and need. A number of our grade levels also have created a grade-level intervention block, where students who need supplemental assistance receive it while our other students are participating in academic and/or physical enrichment activities. 16. Opportunities for increased learning time (Title I SWP and PI requirement) 17. Transition from preschool to kindergarten (Title I SWP) Item not addressed Involvement 18. Resources available from family, school, district, and community to assist under-achieving students (NCLB) There are many family, school, district and community resources provided through the Panama-Buena Vista Union School District. At Bill L. Williams, peer tutoring among upper and lower grade students greatly assists our under achieving population. In addition, teachers and administration communicate continuously with families and the community through our school newsletters, website information, email, and conferences. Students and parents are able to access many educational opportunities through KCSOS. 19. Strategies to increase parental involvement (Title I SWP) 20. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932) Item not addressed Funding 21. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) The SPSA for Bill L. Williams Elementary School 35 of 42 11/27/13

Our EL support teacher assists the general education teachers with educating our qualifying EL students in the district-adopted ELA curriculum. Our library is an essential component to help increase student literacy and comprehension. It is a focal point for providing a literacy-based program committed to improved student learning. All students have access to a variety of materials to increase their reading comprehension. SSTs meet to develop action plans to help under-performing students meet their educational goals. The SST teams help assimilate the efforts of the grade level and class interventions with the efforts made in the students' home. 22. Fiscal support (EPC) School Based Coordinated Program: To the extent that coordinated funds are available, the school elects to participate in the SBCP. The current SPSA addresses English learners, educationally disadvantaged, and special education students. The plan identifies funding sources to be used, establishes a budget annually including proposed expenditures, and funds are used to supplement - not supplant - existing state and local appropriations. Additionally there is a process within this plan for ongoing evaluation of the site s educational program that addresses the needs of all student populations regardless of funding. Following are the Centralized Services provided by the central office, including Title I and English Learner Services. In order to receive funds through the Application for Funding Consolidated Categorical Aid Programs, the District must assure that it has developed a management system to support and monitor compliant school and district plan development and implementation. The district is also accountable for funds used to hire staff and to purchase equipment and services that supplement general fund programs and to assure that eligible students in eligible schools are served. The following Centralized Services are provided by the district office to comply with these requirements: * Secure funding through Application for Funding Consolidated Categorical Aid Programs - School-Based Program coordination of Title I, Title II, Economic Impact Aid (SCE/LEP), * Allocate funds to sites and programs; develop and monitor process for sites and departments to submit budgets * Monitor programs for compliance and quality; approve expenditures to monitor compliance * Coordinate Migrant Education with other consolidated application programs * Serve as liaison to District, State, and Federal personnel * Provide staff development support for programs and budgets * Provide supplementary services, training and support for parent involvement * Monitor and coordinate Title I and II Non-Public School programs, provide opportunities for private school consultations * Facilitate School-Based Program coordination and Title I Schoolwide Project applications * Develop and provide School Site Council training and materials to every school * Provide support services to improve academic achievement for all students * Provide professional development and coaching for district level and site staff * Assist in the development and implementation of the Local Educational Agency Plan, required for federal categorical funding * Assist the Liaison to facilitate Title I and McKinney Grant services to homeless students * Facilitate Title I, Program Improvement activities; Public School Choice and Supplemental Education Services * Support school sites in Program Improvement by processing all applications, conferencing with parents, developing individualized student learning plans, progress reports, and invoices; track and monitor all participants in PSC and SES The SPSA for Bill L. Williams Elementary School 36 of 42 11/27/13

* Produce date and complete all required federal and state reports, including the Consolidated Application, English Learner testing, primary language testing, R-30 Language Census, and other assessments mandated by the state or as requested by the district and sites. * Provide assistance to sites in Federal Program Monitoring (FPM) * Provide supplementary services for translations for English Learner parents * Provide districtwide training and technical support for English Learner parents and school site personnel regarding DELAC, ELAC * Provide support personnel, including EL/ELD Program Specialists and instructional aides in SEI classrooms, to assist school sites in building quality programs for English Learners * Provide to school sites assessments needed for newly enrolled students and documentation required by law * Provide resources for services and programs for English Learners K-8 * Coordinate, articulate and facilitate the services and programs for English Learners K-8 * Collaborate with other district offices to better service programs for English Learners K-8 * Provide staff development for full implementation of district ELD program * Provide staff development to upgrade teacher skills and strategies in services and programs for English Learners K- 8 * Provide resources for teachers to gain appropriate authorization to work with English Learners K-8 * Provide resources and updated information through the maintenance of a web site * Disseminate the Master Plan for English Learners, ELAC Training Handbooks to guide district personnel and parents in working with services and programs for English Learners K-8 * Other support to school sites as assigned. * EL Support Teacher The SPSA for Bill L. Williams Elementary School 37 of 42 11/27/13

FUNDED PROGRAMS INCLUDED IN THIS PLAN As applicable, enter amounts allocated for each resource the SSC intends for this school to participate in. The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) Federal and State Programs 7091 Economic Impact Aid/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners 7395 School and Library Improvement Program Block Grant Purpose: Improve library and other school programs 3010 Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in high poverty areas 3010 Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency 301001 Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet ESEA Adequate Yearly Progress targets for one or more identified student groups 4035 Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers and principals Purpose: Improve and increase the number of highly qualified teachers and principals 4035 Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of technology 6010 After School Education and Safety Program Purpose: provide safe and educationally enriching alternatives for students during non-school hours Allocation Budgeted Expenditures Balance Available 71,137.84 62,654 8,483.84 36,088.76 28,000 8,088.76 4,000 1,000 3,000 Other (list and describe resource): 0 Total state/federal categorical funds allocated to this school: 99,389 91,654 19,572.60 0 0 0 0 0 SBCP: [X] Title I SWP: [ ] Title I TAS: [ ] Program Improvement: [ ] The SPSA for Bill L. Williams Elementary School 38 of 42 11/27/13

SCHOOL AND STUDENT PERFORMANCE DATA Table 1: Academic Performance Index by Student Group PERFORMANCE DATA BY STUDENT GROUP PROFICIENCY LEVEL All Students White African-American Asian 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Number Included 461 440 441 130 124 100 37 38 44 33 27 29 Growth API 787 817 819 795 833 838 710 750 740 888 870 838 Base API 799 788 816 829 795 834 769 712 748 916 888 870 Target 1 5 A A 5 A Growth -12 29 3-34 38 4 Met Target No Yes Yes No Yes Yes PERFORMANCE DATA BY STUDENT GROUP PROFICIENCY LEVEL Hispanic English Learners Economically Disadvantaged Students with Disabilities 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Number Included 241 238 254 137 136 152 305 296 311 50 56 63 Growth API 781 813 825 758 796 825 768 797 797 592 638 669 Base API 770 781 811 779 758 794 767 768 795 617 592 639 Target 5 5 A 5 5 5 5 5 5 Growth 11 32 14-21 38 31 1 29 2 Met Target Yes Yes Yes No Yes Yes No Yes No The SPSA for Bill L. Williams Elementary School 39 of 42 11/27/13

Table 2: English-Language Arts Adequate Yearly Progress (AYP) AYP PROFICIENCY LEVEL ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP All Students White African-American Asian 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 100 100 100 99 100 100 100 100 100 100 100 100 Number At or Above Proficient Percent At or Above Proficient 251 267 264 80 78 63 9 21 17 28 21 20 54.4 60.7 59.9 61.5 62.9 63.0 24.3 55.3 38.6 84.8 77.8 69.0 ES/MS 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 Met AYP Criteria No Yes No No Yes Yes -- -- -- -- -- -- ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL Hispanic English Learners Socioeconomic Disadvantage Students w/disabilities 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 100 99 100 100 99 100 100 100 100 100 99 100 Number At or Above Proficient Percent At or Above Proficient 124 138 158 64 75 97 154 163 171 14 21 21 51.5 58.0 62.2 46.7 55.1 63.8 50.5 55.1 55.0 28.0 37.5 33.3 ES/MS 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 Met AYP Criteria No Yes Yes No Yes Yes No Yes No -- -- -- The SPSA for Bill L. Williams Elementary School 40 of 42 11/27/13

Table 3: Mathematics Adequate Yearly Progress (AYP) AYP PROFICIENCY LEVEL MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP All Students White African-American Asian 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 100 99 100 99 99 100 100 100 100 100 100 100 Number At or Above Proficient Percent At or Above Proficient 243 251 256 71 71 58 14 17 17 23 17 19 52.7 57.2 58.0 54.6 57.7 58.0 37.8 44.7 38.6 69.7 63.0 65.5 ES/MS 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 Met AYP Criteria No Yes No No Yes Yes -- -- -- -- -- -- MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL Hispanic English Learners Socioeconomic Disadvantage Students w/disabilities 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 100 99 100 100 99 100 100 99 100 100 99 100 Number At or Above Proficient Percent At or Above Proficient 124 137 155 65 74 90 150 154 171 13 20 25 51.5 57.6 61.0 47.4 54.4 59.2 49.2 52.2 55.0 26.0 35.7 39.7 ES/MS 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 Met AYP Criteria Yes Yes Yes No Yes Yes Yes Yes Yes -- -- -- The SPSA for Bill L. Williams Elementary School 41 of 42 11/27/13

Table 4: California English Language Development (CELDT) Data California English Language Development Test (CELDT) Results for 2012-13 Grade Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested # % # % # % # % # % # 1 1 5 7 35 8 40 2 10 2 10 20 2 1 3 10 34 15 52 2 7 1 3 29 3 2 17 7 58 2 17 1 8 12 4 2 18 6 55 2 18 1 9 11 5 8 73 2 18 1 9 11 6 2 22 3 33 3 33 1 11 9 Total 2 2 31 34 41 45 12 13 6 7 92 The SPSA for Bill L. Williams Elementary School 42 of 42 11/27/13