The Single Plan for Student Achievement

The Single Plan for Student Achievement 2015-16 Walter Hays Elementary School School Name 43696410000000 CDS Code The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Mary Bussmann Position: Telephone Number: 650-322-5956 Address: 1525 Middlefield Rd. Palo Alto, CA 94301-3353 E-mail Address: mbussmann@pausd.org Palo Alto Unified School District The District Governing Board approved this revision of the School Plan on. The Single Plan for Student Achievement for Walter Hays Elementary School 1 of 18 12/1/15

Walter Hays Elementary School Palo Alto Unified School District SPSA PLAN FOR YEAR 2015-2016 A: Academic Excellence and Learning Create an exceptional learning environment that equitably supports and appropriately challenges all students to reach their potential. A1.1: Increase small group instruction and/or other differentiation strategies effectively to appropriately challenge all students to ensure core content mastery. Measureable Goal (school selects goal/s to be accomplished by June 2016): Continual focus and evaluation of whether the differentiated strategies selected and implemented through small group instruction effectively and appropriately challenges all students to reach their potential in reading and math by: Evaluating student reading from the DRA: The Walter Hays teachers and leadership will continue to monitor and evaluate student progress and reduce the students below benchmark. Of the 16 students who had started the 2014-15 year at benchmark and ended the year below benchmark (and who remain enrolled at Walter Hays), we will restore 90% of the students to benchmark level by the end of the year 2016. Of the remaining 36 students who did not end the year at benchmark, who are fully English proficient, and whose reading instruction is not directed by IEP goals, 50% of them will meet benchmark by 2016. Of students not yet fully English proficient 50% will make at least one year growth in reading. Instruction and intervention will be focused on helping students develop the strategies and skills to read proficiently at grade level. Measuring Effectiveness How will we measure our progress toward our goal? (What incremental measures will you review throughout the year?) Administer ongoing assessments including: DRA, curriculum embedded tests/assessments, teacher and student conferences, and review and analyze student work, readers response journals, and anecdotal notes taken from teacher observations of student performance/conversations to evaluate student progress and provide necessary information for teachers and specialists as they continue to plan and present targeted differentiated and small group instruction. Evaluate if this more intensive focus on student achievement effectively challenges and supports students, resulting in core mastery. The Single Plan for Student Achievement for Walter Hays Elementary School 2 of 18 12/1/15

Strategies/Actions to Reach this goal: Focus on Student Learning: Use student work to inform small group instruction and differentiated strategies in reading. Professional Development to support teacher content instruction. Utilize the support of the TOSA and for continued and extended support of reading instruction. Staff Meetings dedicated to grade level and cross grade level discussions about reading best practices and instruction. TOSA Resource Specialist Who is responsible for facilitation of this strategy/action item? Monitoring Implementation What data/evidence will we collect to ensure that this strategy/action is being implemented? Classroom observation by the principal and peer observation, grade level collaboration, and lesson study. Regularly review student progress with general and special education teachers and specialists to determine growth and provide on-going differentiated strategies to support student achievement. Engage in kid-by-kid meetings, at every grade level, as stipulated in the RTI process. RTI: Below Benchmark students will meet with their general education teacher 4-5 times per week to address targeted skill building interventions, through small group instruction. will regularly assess student progress from data collected in small groups. This information will guide their instruction for the next day's small group instruction. In addition Education and will work with students and plan next steps with teachers to implement targeted instruction. Students on IEP's: Students' case managers will follow the IEP goals as stated. Education Specialist will confer with Special Education Team, and General Education teacher regularly to review student achievement and make modification and/or differentiate strategies based on evaluation of student work and progress. Psychologist Math Specialist Resource Specialist Speech and Language Specialist Counselor Regular assessments will be administered to students to monitor progress, including running records, math quizzes and tests and reviewing student class work, all which will be evaluated to determine next steps for instruction. Teacher Collaboration: Grade level meetings/cluster meetings to discuss implementation of researched-based differentiation strategies to meet the needs of students as they progress. Resource Specialist Math Specialist TOSAs On-going review by specialist team and general education teacher to monitor student academic progress of targeted students. administer ongoing assessments: DRA - 3-times per year TOSAs Education Specialist The results of student performance on these assessments will be documented on the Cruncher Report system. The Single Plan for Student Achievement for Walter Hays Elementary School 3 of 18 12/1/15

Strategies/Actions to Reach this goal: Implementing the College Units of Study Reading Curriculum. TOSA Who is responsible for facilitation of this strategy/action item? Monitoring Implementation What data/evidence will we collect to ensure that this strategy/action is being implemented? On-going observation by principal of reading instruction in classrooms. establish Units of Study Reading goals for implementation and area of focus. Provide Students whose initial kindergarten and first grade assessment data indicates the student is at risk of not meeting end of year benchmark with intensive reading instruction. Walter Hays has developed a kindergarten literacy program for students that have been identified as at risk by working with them two days a week after their noon dismissal from 12:35-2:35 p.m. This is in addition to the two day extended kindergarten dismissal time. Teacher College Emergent Literacy Assessment Tasks Walter Hays provides Reading Recovery support for First Grade students who have been assessed and identified as being at risk in reading skills. Students meet over the course of 12-20 weeks, 5 days a week for ½ hour, with the. The one-onone instruction allows the to continually assess students reading skills. Leveled Literacy Intervention: 1. Provide LLI training to teachers who will utilize this curriculum to provide reading intervention to targeted students. 2. Targeted small group instruction using LLI curriculum. Education Specialists TOSAs Reading Recovery Observation Survey Tasks at the beginning and end of the intervention. Attendance at PAUSD or Heinemann LLI Training. Assessments embedded in the LLI curriculum. The Single Plan for Student Achievement for Walter Hays Elementary School 4 of 18 12/1/15

A: Academic Excellence and Learning Create an exceptional learning environment that equitably supports and appropriately challenges all students to reach their potential. A2.1: Integrate Common Core State s with an emphasis on content mastery, critical thinking, creativity, communication, collaboration, and technological literacy. Measureable Goal (school selects goal/s to be accomplished by June 2016): Evaluating student math performance: The Walter Hays teachers and leadership team will continue to monitor student progress and reduce the students below benchmark in mathematics. The goal is for 50% of continuing Walter Hays students who were below standard in Mathematics to increase by one level in the Smarter Balanced Assessment: from Nearly Met to Met or from Below to Nearly Met. Measuring Effectiveness How will we measure our progress toward our goal? (What incremental measures will you review throughout the year?) Smarter Balanced Assessment will serve as the end of the year evaluation to measure progress toward this goal. On-going review of student data to demonstrate learning through the Professional Learning Community structure. The Single Plan for Student Achievement for Walter Hays Elementary School 5 of 18 12/1/15

Strategies/Actions to Reach this goal: will continue differentiating instruction, addressing the needs of all learners, including accelerated students through Math Talks, which address the 8 Math Practices from the CCSS. Students will develop the ability to construct viable arguments, reason quantitatively and abstractly and develop the skill to critique the reasoning offered through classroom discourse. Walter Hays teachers will engage in a Professional Learning Community focused on Mathematics instruction by collecting and analyzing student work, designing instruction based on that data; exploring and implementing instructional strategies based on the needs of students. The Math Specialist and several teacher representatives will attend the National Council Supervisors of Mathematics and the National Council of Mathematics Conference in San Francisco, this spring. This opportunity will enable these teachers to learn more about current research on best mathematics instructional practices aligned with the CCSS and 8 Math Practices. Math Specialist Math TOSA Math Specialist Math TOSA Math Specialist Who is responsible for facilitation of this strategy/action item? Monitoring Implementation What data/evidence will we collect to ensure that this strategy/action is being implemented? Observation of teachers employing Math Talks in their lesson. Support and collaboration with Math Specialist and Math TOSA. will participate in grade level teams to review data and plan instruction, as well as review data from student learning during staff and or cluster meetings, on an on-going basis. Math Specialist and Teacher Representatives will present information from the conferences to the staff to support CCSS math instruction. The Single Plan for Student Achievement for Walter Hays Elementary School 6 of 18 12/1/15

A: Academic Excellence and Learning Create an exceptional learning environment that equitably supports and appropriately challenges all students to reach their potential. A3.4: Increase and improve job-embedded professional development and co-teaching to ensure access to the general education curriculum for struggling students. Measureable Goal (school selects goal/s to be accomplished by June 2016): Based on a comparison between beginning of the year and end of the year assessment writing assessment data, 75% of students will make a least one year s growth in writing as evaluated using the College Writing Rubric. Measuring Effectiveness How will we measure our progress toward our goal? (What incremental measures will you review throughout the year?) Walter Hays is a Project School for the College Reading and Writing Project. Staff Developers from College will provide intensive learning for the CCSS aligned Units of Study in Writing. This opportunity will continue allow teachers to delve deeper into the structure of writing workshop and improve their skills in effectively differentiating instruction to meet the needs of all students. All Walter Hays teachers will continue to participate each semester in the College Units of Study Writing Project School professional development. will meet with the staff developers on consecutive days to delve deeply into the researched-based strategies. will then plan and deliver lessons as a grade level, followed by a debrief session to reflect and determine next steps in the implementation process. met in spring 2015 and planned the writing calendar for the 2015-16 academic year. Each grade level collaborating and committed to implement at least five Units of Study Writing Curriculum. The Single Plan for Student Achievement for Walter Hays Elementary School 7 of 18 12/1/15

Strategies/Actions to Reach this goal: College Reading and Writing Project: 1. will provide substitute teachers so each teacher at a grade level will be able to participate. 2., General Education,, TOSA, Resource Specialist, Learning Center (SAI teachers) will participate in the professional development days. Prinicpal ELA TOSA Who is responsible for facilitation of this strategy/action item? Monitoring Implementation What data/evidence will we collect to ensure that this strategy/action is being implemented? will ensure all staff are able to attend. Through their work with this curriculum, teachers will participate in the teaching of this curriculum with the guidance and support of the TC professional developer. observations of Units of Study Writing instruction, in all classrooms. Administer the Units of Study On-Demand Writing assessment evaluation, in the fall and spring to evaluate student progress. TOSA will collaborate at grade level meetings on an ongoing basis to discuss implementation of the Units of Study in Writing. will confer, observe and debrief with teachers to support implementation of the Units of Study Writing Curriculum. Grade level teams will use the TC Units of Study Writing rubric to assess student growth form the beginning of the year and reflect on their own progress in implementing this curriculum. The Single Plan for Student Achievement for Walter Hays Elementary School 8 of 18 12/1/15

B: Personal Development and Support Support the social-emotional needs of students and celebrate personal growth across multiple dimensions, while ensuring a positive, safe, and healthy environment. B2.1: Ensure school environments are safe and welcoming for all students through: student education; mentoring relationships; research-based programs; training for staff, volunteers, and substitutes; and avenues for students to access support. Measureable Goal (school selects goal/s to be accomplished by June 2016): Using the Positive Behavior Intervention Support Program at Walter Hays and the California Healthy Kids Survey we will evaluate the current social and emotional needs of our students and use the data to monitor the progress and develop on-going strategies to provide a safe and welcoming school environment. Measuring Effectiveness How will we measure our progress toward our goal? (What incremental measures will you review throughout the year?) End of the year student survey results, parent education and book group input and student focus groups will provide data for our progress toward and continued focus on Safe and Welcoming Schools. The Single Plan for Student Achievement for Walter Hays Elementary School 9 of 18 12/1/15

Strategies/Actions to Reach this goal: PBIS: School-Wide systems of support have been developed and include proactive strategies for identifying, teaching, and supporting appropriate student behaviors to create positive school environments. Attention has been focused on developing sustaining global (school-wide), supplemental (classroom & targeted groups), and intensive (individual) systems of support Who is responsible for facilitation of this strategy/action item? Monitoring Implementation What data/evidence will we collect to ensure that this strategy/action is being implemented? As part of the School Wide Positive Behavior Support Plan are having scheduled/ongoing class meetings to work on developing skills in the areas of problem solving, cooperation, compromising As part of the School Wide Positive Behavior Support Plan the school psychologist and speech and language specialist have developed the following: 1. Peace Path: a method for promoting conflict resolution 2. Walter Hays High Fives: a system for recognizing students for the Exceptional demonstration of our schools nine core values 3. Designed lessons based on the research and Social Thinking curriculum developed by Michelle Garcia-Winner 4. Designed mini-lessons to help students learn strategies for dealing with teasing, bullying, collaboration, inclusion, perspective taking School Psyschologist Speech and Language Specialist Whole class instruction by the school psychologist and speech and language specialist in collaboration with classroom teachers. The CASSY counselor meets with individuals and/or small groups of students to address social emotional issues that have been identified by teachers, staff, and parents Parent Education Nights: Educational Expert Speakers provide an opportunity for parents to hear researched - based strategies that will help support their children's social and emotional growth. Core Values Committee:, parents and principal collaborate to design and implement school-wide projects that maintain a positive, healthy and supportive school environment for the students. Yard Supervisor Training: On-going campus supervisor training on bully prevention and intervention strategies, as well as conflict resolution strategies to help build student efficacy in navigating and solving differences equitably and peaceably. DigitalTaT2 Lessons for 4th and 5th Grade Students CASSY Counselor PTA Parent Committee Parents Instructional Aides Yard Supervisors Digital TaT 2 Trainers CASSY counselor shares progress of students at Special Education Team meeting. Survey the effectiveness and satisfaction of the parents with regard to parent education related to social and emotional learning. Parent lead committee to support the Walter Hays Way Core Values and promoting safe and welcoming schools. meets with yard duty supervisors to teach and set expectations for staff to model and guide safe and constructive conflict resolution strategies that promote student confidence and leadership in resolving conflict, promoting inclusion and demonstrating empathy in our school community. Digital TAT 2 trainers will work with 4th and 5th grade students to inform and support their learning for digital safety. The Single Plan for Student Achievement for Walter Hays Elementary School 10 of 18 12/1/15

Strategies/Actions to Reach this goal: Coffees for Parents: Designed to give parents an opportunity to discuss and share emotional social strategies. Book Groups: and Parents read a selected book and gather to discuss the book and its application to their own children/wh students. VTP Parent Evenings: Offer educational meetings to provide parents with strategies to support their children's educational needs at home, therefore students have the ability to develop academic confidence and leadership at school. Monthly K-5 Student Core Values Assemblies. Student Council Parents Parents Parents Two Who is responsible for facilitation of this strategy/action item? Monitoring Implementation What data/evidence will we collect to ensure that this strategy/action is being implemented? Anecdotal information gathered from topics brought forward by parents from their perspective of the state of the school is discussed and addressed as needed. listening to the priorities and concerns of the parents and their perspective of how the school is performing to address community concerns. Observe student progress by the participation of their parents; continually encouraging and including parents in this ongoing partnership. Bi-annual student focus groups surveyed to determine the effectiveness of the content presented in the assemblies; evaluate and adjust to continually increase relevance and application for students. and principal will discuss and evaluate observable progress of student leadership and initiative, continually striving to make connections to the core values. The Single Plan for Student Achievement for Walter Hays Elementary School 11 of 18 12/1/15

School Site Council Membership Walter Hays Elementary School Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows: Name of Members Classroom Teacher Other School Staff Parent or Community Member Mary Bussmann [X] [ ] [ ] [ ] [ ] Sue Vaughan [ ] X Jennifer Ford [ ] X Helen Carnes [ ] X Laura Linstrom [ ] X Michelle Lepori [ ] X Ruta Henard [ ] X Helena Katunaric [ ] X Deborah van Duynhoven [ ] X Sandy Lui [ ] X Esther Yoo [ ] X Numbers of members of each category 1 5 1 6 Secondary Students At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group. The Single Plan for Student Achievement for Walter Hays Elementary School 12 of 18 12/1/15

The Single Plan for Student Achievement for Walter Hays Elementary School 13 of 18 12/1/15

Expense Accounts Instructional Services/ Programs SPSA Budget SPSA Budget: Walter Hays Elementary School Release Time/ Staff Development Instructional Assistants/ Aides/Tutors Supplies/Materials and Equipment Centralized Services 1000 Certificated Salaries 3,915 10,800 14,715 2000 Classified Salaries 3000 Employee Benefits 460 1,274 1,734 4000 Supplies 5000 Contracted Services 6000 Capital Outlay 7000 Indirect Costs 989 989 EXPENSE TOTAL Total 4,375 12,074 989 17,438 The Single Plan for Student Achievement for Walter Hays Elementary School 14 of 18 12/1/15

School and Student Performance Data CAASPP Results (All Students) English Language Arts/Literacy Grade Level # of Students Enrolled # of Students Tested % of Enrolled Students Tested Overall Achievement # of Students With Scores Mean Scale Score % Exceeded % Met % Nearly Met Grade 3 96 84 87.5 84 2485.0 55 24 12 10 Grade 4 122 113 92.6 111 2540.6 51 32 8 7 Grade 5 121 118 97.5 118 2593.0 61 25 9 4 All Grades 339 315 92.9 313 56 27 10 7 % Not Met Grade Level READING WRITING LISTENING RESEARCH/INQUIRY Demonstrating understanding of literary & non-fictional texts % Above % At or Near % Below %Above Producing clear and purposeful writing % At or Near % Below % Above Demonstrating effective communication skills % At or Near % Below % Above Investigating, analyzing, and presenting information % At or Near Grade 3 42 50 7 51 33 14 42 52 5 54 36 10 Grade 4 50 41 8 49 44 7 46 48 6 57 38 5 Grade 5 65 28 7 64 32 3 53 44 3 64 34 2 All Grades 54 39 7 55 37 8 47 48 5 59 36 5 % Below Conclusions based on this data: 1. This data serves as a baseline and starting point for Walter Hays. It will be used to measure growth and effectiveness. The Single Plan for Student Achievement for Walter Hays Elementary School 15 of 18 12/1/15

School and Student Performance Data CAASPP Results (All Students) Mathematics Grade Level # of Students Enrolled # of Students Tested % of Enrolled Students Tested Overall Achievement # of Students With Scores Mean Scale Score % Exceeded % Met % Nearly Met Grade 3 96 90 93.8 90 2503.7 53 31 10 6 Grade 4 122 113 92.6 113 2547.9 55 26 15 4 Grade 5 121 119 98.3 119 2594.9 64 22 9 5 All Grades 339 322 95.0 322 58 26 11 5 % Not Met Grade Level CONCEPTS & PROCEDURES Applying mathematical concepts and procedures % Above % At or Near % Below % Above PROBLEM SOLVING & MODELING/DATA ANALYSIS Using appropriate tools and strategies to solve real world and mathematical problems % At or Near % Below % Above COMMUNICATING REASONING Demonstrating ability to support mathematical conclusions % At or Near % Below Grade 3 66 27 8 63 28 9 62 36 2 Grade 4 68 21 11 57 33 11 58 33 10 Grade 5 71 18 11 65 27 8 60 37 3 All Grades 68 22 10 61 29 9 60 35 5 Conclusions based on this data: 1. This data serves as a baseline and starting point for Walter Hays. It will be used to measure growth and effectiveness. The Single Plan for Student Achievement for Walter Hays Elementary School 16 of 18 12/1/15

School and Student Performance Data California English Language Development (CELDT) Data California English Language Development Test (CELDT) Results for 2014-15 Grade Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested # % # % # % # % # % # 1 1 11 5 56 3 33 9 2 1 14 2 29 3 43 1 14 7 3 ******** *** ******** *** ******** *** ******** 4 1 10 4 40 2 20 1 10 2 20 10 5 6 86 1 14 7 Total 9 25 13 36 9 25 3 8 2 6 36 The Single Plan for Student Achievement for Walter Hays Elementary School 17 of 18 12/1/15

CST refers to the California s Test. This table shows the % of students scoring at the proficient and advanced proficiency levels. Walter Hays Elementary School STAR Test Results Grade CST 2012 CST 2013 CST 2014 CST 2015 % Prof % Adv % Both % Prof % Adv % Both % Prof % Adv % Both % Prof % Adv % Both English/Language Arts 2 25 62 87 31 52 83 3 42 38 80 27 46 73 4 16 76 93 15 74 89 5 29 64 93 21 70 91 Mathematics 2 15 76 91 14 74 88 3 15 71 86 25 67 91 4 18 67 85 18 70 88 5 28 64 92 21 72 93 Science 5 27 69 97 21 72 93 33 56 88 43 50 92 The Single Plan for Student Achievement for Walter Hays Elementary School 18 of 18 12/1/15