james monroe elementary - madera unified school district€¦ · plan period: 7/1/2012 - 6/30/2013...

James Monroe Elementary

Plan Period: 7/1/2012 - 6/30/2013

Contact:Thomas P. Chagoya

Principal(559) 674-5679

[email protected]

Madera, CA 93638

1819 North Lake Street

Generated by School Innovations & Advocacy on 5/21/2012 12:07:43 PM

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EXECUTIVE SUMMARY

About This School

An Executive Summary of the school containing the Mission Statement, summary of school site demographics and unique characteristics as well as highlights of the school site’s unique academic characteristics and accomplishments.

Areas of Analysis

This section provides a summary of key indicators of student achievement including an analysis of student performance data, instructional programs, curriculum, and staff development.

Education Improvement Goals

School goals are based upon an analysis and synthesis of verifiable state data, local measures of student achievement, and the effectiveness of current instructional programs, curriculum, and staff development.

Plan Budget

Committees

Analyze Student Performance

Analyze Educational Practices

Analyze Instructional Programs

ELA

Goal for English Language Arts

English Language Development

Goal for English Language Development

Parent Involvement

Parent Involvement

Mathematics

Goal for Mathematics

Approvals and Assurances


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ABOUT THIS SCHOOL

James Monroe Elementary School is a kindergarten through sixth grade school. We have 800 students enrolled with English and Spanish being the primary language for the majority of our students. James Monroe is an award winning school and has achieved California Distinguished School status. James Monroe is a two time California School Board Association Golden Bell Winner (1997 and 2001).

Mission: Our mission is to teach students and make sure they are learning so that they can achieve grade level proficiency or above. We want to offer each child an equal chance to gain a quality education and provide them the basic foundation to achieve academically and become life long learners and productive citizens in their community. We along with the school board believe that the futures of children are driven by their aspirations, not bound by their circumstances.

Vision:In order for us to achieve our mission we must become facilitators of excellent instruction focusing on standards and Explicit Direct Instruction. We must become adaptive teachers who are flexible and willing to change and take on new challenges. We must become an active professional learning community that collaborates continually. We must become a culture of collaboration in which the parents, teachers, and administrators work together for the benefit of the students.

Values:We have to be examples of superior behavior and instill excellent values in our students by example. We will post our expectation values. We must become a professional working community that respects others and their opinions and appreciates diversity. Our focus must be on learning and intervention must be timely. Teachers must work collaboratively and must have time to meet during the workday and analyze data and teaching practices.

School Goals

English Language Arts GoalBy June 2013, 89% of all students will demonstrate proficiency in English Language Arts as measured by the CST.

Mathematics GoalBy June 2013, 89.2% of all students will demonstrate proficiency in mathematics as measured by the CST.

English Language Development GoalBy June 2013, 57.5% of all English learners will meet the annual growth target by advancing one level on CELDT as measured by AMAO 1. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.47% of English learners with 5 years or more in language instruction will demonstrate English proficiency on the CELDT as measured by AMAO 2.

Parent Involvement

Goal #1 By May 30, 2013, 50% of our families will have attended one of our workshops on helping families establish home environments to support children as students as measured by the sign-in sheets at the workshops.

Goal #2 By May 30, 2013, Teachers, Administrators, and staff will have designed effective forms of


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school-to-home and home-to-school communications about school programs and children's progress for 100% of the students as measured by the number of parents attending conferences, work sent home for review and comments from parents, progress reports sent, memos, phone calls, and newsletters.

Goal #3 By May 30, 2013, We will have 2 opportunities for parents, staff, and administration to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development as measured by the Agenda, newsletters, or Ed Connect call.

Madera Unified School DistrictDistrict Instructional Action Plan (DIAP)2012-2013

OVERARCHING GOALS:By June 2013:

a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.

•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.•At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.

b. 90% of MUSD students will meet graduation requirements by 2019.•At Madera High School, 89.57%* of the class of 2012 will meet graduation requirements.•At Madera South High School, 88.29%* of the class of 2012 will meet graduation requirements.•At Eastin Arcola High and Furman High, 81.85%* of the class of 2012 will meet graduation requirements. *Pending CDE release

c. 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.

d. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.

e. 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.

STRATEGY NUMBER 1: Instructional Program Tactics - By June 2013:a. All K-12 students in core, intervention and English language development programs will have access and use on a daily basis State Board adopted and/or District approved English language arts, English language development and math instructional materials. (Elem/MS/HS EPC 1)

b. Principals will assure full implementation of identified daily instructional minutes for English language arts, English language development and math for all students. (Elem/MS/HS EPC 2)

c. Principals will assure adherence to aligned pacing and course guides for: math; K-Algebra 2 and English language arts; grades K-12. (Elem/MS/HS EPC 3)

d. District academic coaches, as assigned, will support the K-12 implementation of the Common Core State Standards in English language arts, English language development, mathematics, history/social studies, science,


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and technical subjects. (Elem/MS/HS EPC 6)

e. Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of the English language arts, English language development and math instructional program. (Elem/MS/HS EPC 4,5)

STRATEGY NUMBER 2: Instructional StrategiesTactics - By June 2013:a.Principals will assure full implementation of : (Elem/MS/HS EPC 4 )

1.Explicit Direct Instruction: English language arts and math: grades 2-10.2.MUSD English Learner Principles, grades K-12.

b. District academic coaches, as assigned, will support the full implementation of (Elem/MS/HS EPC 6)

1.Explicit Direct Instruction: English language arts and math: grades 2-10.2.MUSD English Learner Principles, grades K-12.

c. Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of Explicit Direct Instruction and English Learner Principles. (Elem/MS/HS EPC 4,5)

STRATEGY NUMBER 3: Response to Intervention; Academic and BehaviorTactics – By June 2013:a. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III academic interventions for all students. (Elem/MS/HS EPC 7)

1.All principals will monitor and evaluate District Tier I, II, and III academic intervention data for all students. Add: Lindamood Bell, Tier II and Tier III. 2.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI - academic interventions as provided by District Academic Coaches. (Elem/MS/HS EPC 4,5).

b. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III behavior interventions for all students. (Elem/MS/HS EPC 7)1.All principals will provide evidence of supporting the full implementation of RtI behavior interventions. (Elem/MS/HS EPC 6) 2.All principals will monitor and evaluate site Tier I, II, and III behavior intervention data for all students.3.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI behavior interventions as provided by District Academic Coaches. (Elem/MS/HS EPC 4,5)

STRATEGY NUMBER 4: Assessment Tactics – By June 2013:a. Principals will assure full implementation of the District Assessment System (Elem/MS/HS EPC 7) to measure progress and serve as an indicator of achievement and progress toward high school graduation.

•State/Federal Level Assessments•District Progress Assessments•Common Formative Assessment•Grading Policies and Practices


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b. Principals will assure weekly teacher collaboration by grade level or department, to analyze results from common formative assessments to inform instruction, increase student learning outcomes and evaluate program effectiveness. (Elem/MS/HS EPC 8)

c. All school communities (grade levels, departments, parents, business partners) will refine their work as a professional learning community to fully implement the District Instructional Action Plan. (Elem/MS/HS EPC 8)

d. District academic coaches, as assigned, will support the full implementation of the District Assessment System. (Elem/MS/HS EPC 6)

e. Site administrators, teachers and support staff will provide evidence of participation in DIAP aligned professional development activities to ensure full implementation of the District Assessment System. (Elem/MS/HS EPC 4,5)

AccountabilityTactics – By June 2013:a. Principals will assure full implementation and adherence to:

•All District Instructional Action Plan components. (Elem/MS/HS EPC’s 1-9)•Adherence to the Academic Program Survey/Nine Essential Program Components. •Local, state and federal program compliance. •Reviewing and revising DIAP aligned Single Plan for Student Achievement. (Elem/MS/HS EPC 9)


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Analyze Student Performance

2011 CST Scores in English Language Arts - Schoolwide we had 35.9% of our students scoring at proficient or advancedin English Language Arts. We did not meet the AYP target of 67.6% for 2011 or meet safe harbor.CST Scores in Math - Schoolwide we had 53.7% of our students scoring at proficient or advanced in Mathematics. Wedid not meet the AYP target of 68.5% but we did meet the requirements for safe harbor.

During the 2011-2012 school year 69.5% of EL students met AMAO 1. The target was for 56% to meet the target.Most of the growth on the CELDT was at the Early Intermediate Level with 83% of the students making positive growth.47.5% of the Intermediate students showed no growth or regressed on the CELDT.

2011 AYP Performance of Significant subgroups in ELA - Our Hispanic or Latino subgroup did not meet the AYP target orthe requirements for safe harbor. We had 35.5% of our Hispanic or Latino subgroup score at proficient or advanced. OurSocioeconomically Disadvantaged subgroup did not meet the AYP target or the requirements for safe harbor. We had35.9% of our Socioeconomically Disadvantaged subgroup score at proficient or advanced. Our English Learner subgroupdid not meet the AYP target or the requirements for safe harbor. We had 33.1% of our English Learner subgroup scoringat proficient or advanced.

2011 AYP Performance of Significant subgroups in Math - Our Hispanic or Latino subgroup did not meet the AYP targetbut did meet the requirements for safe harbor. We had 53.5% of our Hispanic or Latino subgroup score at proficient oradvanced. Our Socioeconomically Disadvantaged subgroup did not meet the AYP target but did meet the requirementsfor safe harbor. We had 53.3% of our Socioeconomically Disadvantaged subgroup score at proficient or advanced. OurEnglish Learner subgroup did not meet the AYP target but did meet the requirements for safe harbor. We had 53.0% ofour English Learner subgroup scoring at proficient or advanced.We need to continue to focus on English Language Arts and English Language Development. More than half of ourstudent population are learning English as their second language. Making sure that students can speak, write, and readEnglish is vital to student achievement. At the K/1 level is is important for teachers to implement the LMB strategies aswell as make sure that students develop their reading fluency.• Need to increase ELA Proficiency- Decrease in percent proficient school wide and all subgroups except SWD.- Small decrease of students BB/FBB, from 27.59% in 2009 to 26.9% in 2011.- Need to push and accelerate students in LiPS (K) and Seeing Stars(1st).• Need to increase ELA Proficiency for English Learners- Only 33.1% Proficient or Advanced.- 69.5% of EL students made growth and 30.5% had no growth or regressed in their overall performance in CELDT. Our biggest group being at the Intermediate Level.• Need to increase the percentage of students making one or more levels growth on CELDT at the intermediate level. 69.5% made one or more levels of growth on the most recent CELDT taken during the 2011-2012 school year. We did meet the AMAO1 target of 56%.

Student Performance

Conclusions from Student Performance Data Analysis

AREAS OF ANALYSIS


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Conclusions from Parent, Teacher and Student Input

Mathematics. We need to be sure and have our students reading by third grade if we want them to be successful inschool. Students must have the basics of reading by the time they get to second grade. Lips and Seeing stars must beused at the Kindergarten and first grade level so that teachers in second grade teachers can concentrate on readingcomprehension and fluency. In mathematics is is vital that students learn how to add, subtract, multiply, and divide withautomaticity.Conclusions from Parents Input - Parents understand that learning to read, speak, and write English is very important fora student to be successful in school. Parents want to be able to help students be successful in school and would like toknow how they can help their child be successful. Parents believe that more time needs to be spent in EnglishLanguage Arts and in English Language Development. Parents also believe that all students need to take home areading book daily. Parents suggested that each grade level have classroom books for students to take home and readin addition to their Library Book that they check out weekly.Parents and teachers agree that learning English as a second language can be an obstacle to student achievement butthat is can be overcome. All student can learn. Strategies and Interventions must be in place to assure that all childrencan be successful in school. Teachers also need to have professional development and support to be better teachers.


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Analyze Educational Practices

Language ArtsK-5th Houghton Mifflin6th Holt Literature and Language Arts

English Language DevelopmentK-5th Hampton Brown Avenues6th Holt English Language Development

MathematicsK-5h HOUGHTON MIFFLIN6th Holt

ScienceK-3rd McGraw-Hill Science, 2001 Ed.4-5th Harcourt Sciene 2001 Ed.6th Glencoe McGraw Hill, 2001 Ed.

Social ScienceK-5th Pearson /Scott Foresman, 2006 Ed.6th Holt, 2006 Ed.

Educational Practices

Alignment of curriculum, instruction and materials to content and performance standards

Availability of standards-based instructional materials appropriate to all student groups

All students have access to appropriate standards-based instructional materials. This includes texts approved by the State of California and supplemental materials. At James Monroe Elementary we believe that the core must be made available to all students. In order for students to learn and apply the content standards teachers must differentiate, use Explicit Direct Instruction (EDI), check for understanding, and use the cycle of inquiry. Teachers must be able to take the content standard and unpack it so that they can teach it. The Williams Team comes at the beginning of the school year and verifies that each child has the Academic Core materials for each subject area that is state/district adopted.

Alignment of staff development to standards, assessed student performance and professional needs

Our staff development for the 11-12 school year was in the area of English Language Arts and Mathematics. Kindergarten-sixth grade teachers continued to analyze data and plan for intervention groups to teach the standards. Teachers examined the released CST questions for math or ELA and took note of how the standard was being tested. Teachers participated in Professional Development in Explicit Direct Instruction on our reduced days with the Academic Coaches and the categorical site TSA. Teachers received training on components of EDI and then put into practice what was learned with coaching from the Academic Coach and TSA. The Kindergarten teachers and teacher on special assignment attended training on the common core standards. The Fourth, fifth, and sixth teachers had training on sentence structures with the ELD Academic Coaches. All teachers also attended ELD training at Berenda Elementary during the 2011-2012 school year. The 4th and 6th grade teachers attended PLC training with the Dufours in Fresno.

Services provided by the regular program to enable under-performing students to meet standard

The school offers explicit direct instruction, differentiated instruction, ELD Deployment, LIPS in K, Seeing Stars in first grade, Pearson SuccessMaker for grades 2 and 3 (Language Arts and Math), and intervention classes for grades K-6 in either ELA or Math.


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Services provided by categorical funds to enable under-performing students to meet standards

We have three categorical teachers who provide services indirectly and directly to students by working with classroom teachers in Mathematics and in English Language Arts. They work with teachers and provide them with ideas, suggestions, and materials. The categorical teachers also work directly with students in ELA and mathematics. Categorical Instructional aides provide services to students by directly working with them in ELA and with students in SuccessMaker programs covering ELA and Math. Students that have been redesignated and are at risk are given extra help with homework and in class assignments by the ELL Categorical Teacher and instructional aides. Library services are provided to all students allowing them to utilize the materials once per week. Materials, software, hardware, and technology are also used directly with students.

Use of the state and local assessments to modify instruction and improve student achievement

California State Standards Tests are used to help determine which students are making progress and when setting up our intervention groups. If students are weak in both ELA and Mathematics we provide intervention services for them in math. Those students who are proficient in math receive services in ELA. We also use CELDT scores and placement tests in ELD to determine at what level students need to begin ELD. ELD benchmarks are used to determine if students can change levels. Mathematics and English Language Arts benchmarks are used as a tool to see if children are learning standards being covered in the core text curriculum. Through the implementation of Professional Learning Communities(PLCs) teachers collaborate, write common formative assessments, and use the cycle of inquiry. We use DIBELS to determine which students need additional support in ELA and modify instruction and work in small groups with students.

Number and percentage of teachers in academic areas experiencing low student performance

Currently we have 34 classroom teachers. All teachers work with students who are experiencing low student performance in academic areas.

Family, school, district and community resources available to assist these students

James Monroe Teachers provide parenting classes to the school community where parents learn how to help their child.

School, district and community barriers to improvements in student achievement

There are three main barriers to improvements in students achievement . They are poverty, parents not knowing how to speak, read, and write in English, and the continuing cuts made to the district budget.

Limitations of the current program to enable under performing student to meet standards

The amount of standards in English Language Arts and in Mathematics that needs to be covered in the limited amount of time we have in a school year is overwhelming when you want to cover each standard in depth. When students are behind academically you need intensive intervention and more time to cover the standards.


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Analyze Instructional Programs

CST, CELDT, DIBELS, and DPAs were reviewed and analyzed.

CST Scores in English Language Arts - Schoolwide we had 35.9% of our students scoring at proficient or advanced inEnglish Language Arts. We did not meet the AYP target of 67.6% for 2011 or meet safe harbor.

CST Scores in Math - Schoolwide we had 53.7% of our students scoring at proficient or advanced in Mathematics. Wedid not meet the AYP target of 68.5% but we did meet the requirements for safe harbor.

During the 2011-2012 school year 69% of EL students met AMAO 1. The target was for 56% to meet the target.Most of the growth on the CELDT was at the Early Intermediate Level with 69% of the students making one yearsgrowth or more. The CELDT data for 11-12 shows very similar results with most of the growth at the EarlyIntermediate Level.

2011 AYP Performance of Significant subgroups in ELA - Our Hispanic or Latino subgroup did not meet the AYP target orthe requirements for safe harbor. We had 35.5% of our Hispanic or Latino subgroup score at proficient or advanced. OurSocioeconomically Disadvantaged subgroup did not meet the AYP target or the requirements for safe harbor. We had35.9% of our Socioeconomically Disadvantaged subgroup score at proficient or advanced. Our English Learner subgroupdid not meet the AYP target or the requirements for safe harbor. We had 33.1% of our English Learner subgroup scoringat proficient or advanced.

2011 AYP Performance of Significant subgroups in Math - Our Hispanic or Latino subgroup did not meet the AYP targetbut did meet the requirements for safe harbor. We had 53.5% of our Hispanic or Latino subgroup score at proficient oradvanced. Our Socioeconomically Disadvantaged subgroup did not meet the AYP target but did meet the requirementsfor safe harbor. We had 53.3% of our Socioeconomically Disadvantaged subgroup score at proficient or advanced. OurEnglish Learner subgroup did not meet the AYP target but did meet the requirements for safe harbor. We had 53.0% ofour English Learner subgroup scoring at proficient or advanced.

We need to continue to focus on English Language Arts and English Language Development. More than half of ourstudent population are learning English as their second language. Making sure that students can speak, write, and readEnglish is vital to student achievement. At the K/1 level is is important for teachers to implement the LMB strategies aswell as make sure that students develop their reading fluency.• Need to increase ELA Proficiency- Decrease in percent proficient school wide and all subgroups except SWD.- Small decrease of students BB/FBB, from 27.59% in 2009 to 26.9% in 2011.- Need to push and accelerate students in LiPS (K) and Seeing Stars(1st).• Need to increase ELA Proficiency for English Learners- Only 33.1% Proficient or Advanced.- 69% of EL students made growth in their overall performance in CELDT. Our biggest group of students is at the Intermediate Level.• Increase the percentage of students making one or more levels growth on CELDT at the Intermediate Level. 69% of students made one or morelevels of growth on the most recent CELDT taken during the 2011-2012 school year. We did meet the AMAO1 targetof 56%.

Instructional Programs

Conclusions from Analysis of Instructional Programs


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SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT


School Goals

English Language Arts GoalBy June 2013, 89.2% of all students will demonstrate proficiency in English Language Arts as measured by the CST.


District Instructional Action Plan - (DIAP)2011-2012

OVERARCHING GOALS:

a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.•At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.b. 90% of MUSD students will meet graduation requirements by 2019.

•At Madera High School, 89.57%* of the class of 2012 will meet graduation requirements.•At Madera South High School, 88.29%* of the class of 2012 will meet graduation requirements.•At Eastin Arcola High and Furman High, 81.85%* of the class of 2012 will meet graduation requirements. *Pending CDE releasec. 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.d. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2. e. 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.

ELA


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AMAO 1 Measures the percent of English learners (ELs) who are meeting their annual growth target in learning English. ELs at the Beginning, Early Intermediate, and Intermediate levels are expected to gain one performance level. ELs at the Early Advanced or Advanced level who are not yet English proficient are expected to achieve the English proficient level on the CELDT. ELs at the English proficient level are expected to maintain that level. The AMAO 1 target for 2012-2013 is 57.5%. Our goal is to have 57.5% or more of all English Learners meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.

AMAO 2 measures the percent of English learners that attain the English proficient level on the annual CELDT. California has determined English learners to be English proficient on the CELDT when their overall CELDT score is early advanced or advanced and all of the domain scores (listening, speaking, reading, and writing) are at the intermediate level or above. AMAO 2 targets for 2012-2013 are 21.4% for English learners who have been in language instruction educational programs for less than 5 years. It is 47% for English learners who have been in language instruction educational programs for 5 years or more.

English Language Development

Parent Involvement

Goal # 1:By May 30, 2013, 50% of our families will have attended one of our workshops on helping families establish home environments to support children as students as measured by the sign-in sheets at the workshops.

Goal # 2:By May 30, 2013, Teachers, Administrators, and staff will have designed effective forms of school-to-home and home-to-school communications about school programs and children's progress for 100% of the students as measured by the number of parents attending conferences, work sent home for review and comments from parents, progress reports sent, memos, phone calls, and newsletters.

Goal # 3:By May 30, 2013, We will have 2 opportunities for parents, staff, and administration to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development as measured by the Agenda, newsletters, or Ed Connect call.

Parent Involvement


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a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.•At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.b. 90% of MUSD students will meet graduation requirements by 2019.•At Madera High School, 89.57%* of the class of 2012 will meet graduation requirements.•At Madera South High School, 88.29%* of the class of 2012 will meet graduation requirements.•At Eastin Arcola High and Furman High, 81.85%* of the class of 2012 will meet graduation requirements. *Pending CDE releasec. 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.d. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2. e. 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.

Mathematics


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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

Parent Involvement

Improve Student Learning via increased parent involvement at the site level. We believe that if parents are involved in the education of their child it will have an impact on their learning.

2012-2013James Monroe Elementary SchoolTitle I Parent Involvement Practices

TYPE 1 PARENTING Help all families establish home environments to support children as students. Practices • Suggestions for home conditions that support learning at each grade level. • Workshops, on parenting and child rearing.• Parent education and other courses or training for parents.• Family support programs to assist families with health, nutrition, and other services. • Meetings to help families understand schools and to help schools understand families. Challenges • Provide information to all families who want it or who need it, not just to the few who can attend workshops or meetings at the school building. • Enable families to share information with schools about culture, background, children's talents and needs. • Make sure that all information for and from families is clear, usable, and linked to children's success in school. Results for Students • Awareness of family supervision; respect for parents. • Positive personal qualities, habits, beliefs, and values, as taught by family. • Balance between time spent on chores, on other activities, and on homework. • Good or improved attendance. • Awareness of importance of school. Results for Parents • Understanding of and confidence about parenting, child and adolescent development, and Changes in home conditions for learning as children proceed through school. • Awareness of own and others' challenges in parents. • Feeling of support from school and other parents. Results for Teachers • Understanding families' background, cultures, concerns, goals, needs, and views of their children. • Respect for families' strengths and efforts. • Understanding of student diversity. • Awareness of own skills to share information on child development. TYPE 2 COMMUNICATING Design effective forms of school-to-home and home-to-school communications about school programs and children's

Goal: Parent Involvement

ISSUE STATEMENT


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progress. Practices • Conferences with every parent at least once a year, with follow-ups as needed. • Language translators to assist families as needed. • Weekly or monthly folders of student work sent home for review and comments. • Parent/student pickup of report card, with conferences on improving grades. • Regular schedule of useful notices, memos, phone calls, newsletters, and other communications. • Clear information on all school policies, programs, reforms, and transitions. Challenges • Review the readability, clarity, form, and frequency of all memos, notices, and other print and nonprint communications. • Consider parents who do not speak English well, do not read well, or need large type. • Review the quality of major communications (newsletters, report cards, conference schedules, and so on). • Establish clear two-way channels for communications from home to school and from school to home. Results for Students • Awareness of own progress and of actions needed to maintain or improve grades. • Understanding of school policies on behavior, attendance, and other areas of student conduct. • Informed decisions about courses and programs. • Awareness of own role in partnerships, serving as courier and communicator. Results for Parents • Understanding school programs and policies. • Monitoring and awareness of child's progress. • Responding effectively to students' problems. • Interactions with teachers and ease of communication with school and teachers. Results for Teachers • Increased diversity and use of communications with families and awareness of own ability to communicate clearly • Appreciation for and use of parent network for communications. • Increased ability to elicit and understand family views on children's programs and progress. TYPE 3 VOLUNTEERING Recruit and organize parent help and support. Practices • School and classroom volunteer program to help teachers, administrators, students, and other parents. • Parent center for volunteer work, meetings, resources for families. • Parent patrols or other activities to aid safety and operation of school programs. Challenges • Recruit volunteers widely so that all families know that their time and talents are welcome. • Make flexible schedules for volunteers, assemblies, and events to enable parents who work to participate. • Organize volunteer work; provide training; match time and talent with school, teacher, and student needs; and recognize efforts so that participants are productive. • Explore a means so that volunteers can be fingerprinted at a more affordable cost.Results for Students • Skill in communicating with adults. • Increased learning of skills that receive tutoring or targeted attention from volunteers. • Awareness of many skills, talents, occupations, and contributions of parent and other volunteers. Results for Parents • Understanding teacher's job, increased comfort in school, and carry-over of school activities at home. • Self-confidence about ability to work in school and with children or to take steps to improve own education. • Awareness that families are welcome and valued at school.


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• Gains in specific skills of volunteer work. Results for Teachers • Readiness to involve families in new ways, including those who do not volunteer at school. • Awareness of parents' talents and interests in school and children. • Greater individual attention to students, with help from volunteers. TYPE 4 LEARNING AT HOME Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. Practices • Information for families on skills required for students in Language Art and Mathematics at each grade. • Information on homework policies and how to monitor and discuss schoolwork at home. • Information on class and school assessments. • Calendars with activities for parents and students at home. • Family math and reading activities at school. • Family participation in setting student goals each year and in planning for college or work. Challenges • Design and organize a regular schedule of interactive homework that gives students responsibility for discussing important things they are learning and helps families stay aware of the content of their children's classwork. • Involve families and their children in all-important curriculum-related decisions. Results for Students • Gains in skills, abilities, and test scores linked to homework and classwork. • Homework completion. • Positive attitude toward schoolwork. • Self-concept of ability as learner. Results for Parents • Know how to support, encourage, and help student at home each year. • Discussions of school, classwork, and homework. • Understanding of instructional program each year and of what child is learning in each subject. • Appreciation of teaching skills. • Awareness of child as a learner. Results for Teachers • Better design of homework assignments. • Respect for family time. • Recognition of equal helpfulness of single-parent, dual-income, and less formally educated families in motivating and reinforcing student learning. • Satisfaction with family involvement and support.

TYPE 5 DECISION MAKING Include parents in school decisions, developing parent leaders and representatives. Practices • School and District-level councils and committees for family and community involvement. • Information on school or local elections for school representatives. • Networks to link all families with parent representatives. Challenges • Include parent leaders from all racial, ethnic, socioeconomic, and other groups in the school. • Offer training to enable leaders to serve as representatives of other families, with input from and return of information to all parents. • Include students (along with parents) in decision-making groups.


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Results for Students • Awareness of representation of families in school decisions. • Understanding that student rights are protected. Results for Parents • Input into policies that affect child's education. • Feeling of ownership of school. • Awareness of parents' voices in school decisions. • Shared experiences and connections with other families. • Awareness of school, district, and state policies. Results for Teachers • Awareness of parent perspectives as a factor in policy development and decisions. • View of equal status of family representatives on committees and in leadership roles.

TYPE 6 COLLABORATING WITH COMMUNTY Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development. Practices • Information for students and families on community health, cultural, recreational, social support, and other programs or services • Information on community activities that link to learning skills and talents, including summer programs for students. • Service integration through partnerships involving school; civic, counseling, cultural, health, recreation, and other agencies and organizations; and businesses. • Service to the community by students, families, and schools (e.g., recycling, art, music, drama, and other activities for seniors or others). • Participation of alumni in school programs for students. Challenges • Solve turf problems of responsibilities, funds, staff, and locations for collaborative activities. • Inform families of community programs for students, such as mentoring, tutoring, business partnerships. • Assure equity of opportunities for students and families to participate in community programs or to obtain services. • Match community contributions with school goals, integrate child and family services with education. Results for Students • Increased skills and talents through enriched curricular and extracurricular experiences. • Awareness of careers and of options for future education and work. • Specific benefits linked to programs, services, resources, and opportunities that connect students with community. Results for Parents • Knowledge and use of local resources by family and child to increase skills and talents or to obtain needed services • Interactions with other families in community activities. • Awareness of school's role in the community and of community's contributions to the school. Results for Teachers • Awareness of community resources to enrich curriculum and instruction. • Openness to and skill in using mentors, business partners, community volunteers, and others to assist students and augment teaching practices. • Knowledgeable, helpful referrals of children and families to needed services.

Joyce L. Epstein, Ph.D., et. al., Partnership


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Center for the Social Organization of Schools 3505 North Charles Street Baltimore, MD 21218-3843 Epstein's Framework of Six Types of Involvement

GOAL OBJECTIVE

Goal # 1:By May 30, 2013, 50% of our families will have attended one of our workshops on helping families establish home environments to support children as students as measured by the sign-in sheets at the workshops.

Goal # 2:By May 30, 2013, Teachers, Administrators, and staff will have designed effective forms of school-to-home and home-to-school communications about school programs and children's progress for 100% of the students as measured by the number of parents attending conferences, work sent home for review and comments from parents, progress reports sent, memos, phone calls, and newsletters.

Goal # 3:By May 30, 2013, We will have 2 opportunities for parents, staff, and administration to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development as measured by the Agenda, newsletters, or Ed Connect call.

STUDENT GROUPS PARTICIPATING IN THIS GOAL

James Monroe Parents

PERFORMANCE GAINS EXPECTED FOR THESE STUDENT GROUPS

We expect to have 80% or more parents involved in various activties.

MEANS OF EVALUATING PROGRESS TOWARD THIS GOAL

Parent activities will be monitored via agendas, attendance sheets, and parent surveys

GROUP DATA NEEDED TO MEASURE ACADEMIC GAINS

Parent Sign-in sheets for various activities, newsletters, and Ed Connect Calls.

Strategies

We want to increase the number of parents participating in Parent/Teacher conferences. Teachers will keep data on what parents participated in person and by phone. Ed Connect calls will go out so that parents are reminded of parent/teacher conference week.

Parent/Teacher Conference


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Actions

1. Send dates out to teachers.

2. Send call out to parents about conferences.

3. Send notes out to parents with time and date of conference.

4. Remind parents of conferences.

5. At Staff meeting after conferences have teachers give a count of how many parents attended a conference.

Parent/Teacher Conference

Tasks

MeasuresNumber of parents attending the conference.

People AssignedTeachers, administration, and staff.

Start Date - End Date7/1/2012 - 6/30/2013

Title I Meeting

We are required to hold an annual Title I meeting each school year. We want to educate our parents about Title I and its use at the school.

Actions

1. Send out notice of parent meeting in Spanish and in English

2. Send out call to parents about the meeting.

3. Remind parents about the meetings by calling again.

4. Have sign in sheets available the day of the meeting and a translator.

Title I Annual Meeting

Tasks

MeasuresSign in Sheets

Standards AlignmentPeople Assigned

Administration and Teachers



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SSC

We are required to have a School Site Council made up of parents and teachers. We want to involve as many parents as possible in our meetings and offer them ideas and suggestions for working with their children.

Education Code 52852. A schoolsite council shall be established at each school which participates in school-based program coordination. The council shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. At the elementary level the council shall be constituted to ensure parity between (a) the principal, classroom teachers and otherschool personnel; and (b) parents or other community members selected by parents. At the secondary level the council shall be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel; and (b) equal numbers of parents, or other communitymembers selected by parents, and pupils. At both the elementary and secondary levels, classroom teachers shall comprise the majority of persons represented under category(a). Existing schoolwide advisory groups or school support groups may be utilized as the schoolsite council if those groups conform to thissection. The Superintendent of Public Instruction shall provide several examples of selection and replacement procedures that may beconsidered by schoolsite councils. An employee of a school who is also a parent or guardian of a pupil who attends a school other than the school of the parent's orguardian's employment, is not disqualified by virtue of this employment from serving as a parent representative on the schoolsite council established for the school that his or her child or ward attends.

Actions

1. Send out notice of a meeting with agenda.

2. Send out email letting staff know of meeting.

3. Send Call out to remind parents of meeting.

4. Review the duties and bylaws of SSC members:

JAMES MONROE ELEMENTARY SCHOOLBylaws for the School Site Council

ARTICLE IName of Council

The name of the committee shall be the James Monroe School Site Council.

ARTICLE IIPurpose

SSC

Tasks


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The purpose of this council shall be to:

1. Develop and recommend the school improvement plan.

2. Have ongoing responsibility to review with the principal, teachers, other school personnel, pupils and parents the implementation of the school improvement program and to assess periodically the effectiveness of the program.

3. Annually review the school improvement plan, establish a new school improvement budget consistent with the Education Code, and if necessary make modifications in the plan to reflect changing improvement needs and priorities.

4. Oversee and approve all categorical funds.

5. Take other actions as required by the Education code.

ARTICLE IISection 1- Membership

The council shall be composed of 4 (four) teachers elected by teacher at the school; the principal, and 1 (one) school personnel elected by other school personnel at the school; and 6 (six) parents of pupils attending the school elected by such parents.

At the elementary level, the council shall be constituted to ensure parity between (a) classroom teachers and other school personnel; and (b) parents or other community members selected by parents.

Classroom teachers shall comprise the majority of those persons representing school staff.

Council members representing parents or community members shall not be employees of the school district.

Section 2The membership of this committee shall not exceed 12.

Section 3Resignations will be accepted only upon written notice to the chairperson.

Section 4Members shall serve for two years. Members may serve for more than one term consecutively.

ARTICLE IVOfficers

The officers of this council shall be a chairperson, a vice-chairperson and a recording secretary.

ARTICLE V


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Section 1- Meeting and Quorum

Meetings shall be held as needed, but a minimum of at least four(4) meetings.

Section 2A simple majority of the membership shall constitute a quorum. seven(7) members must be present to constitute a quorum.

Section 3The meetings will be governed by these bylaws, and any dispute, will be settled by Robert’s Rules of Order.

ARTICLE VIAmendment

These bylaws may be amended at any regular meeting by a quorum being present.

ARTICLE VIISection 1- Duties of Officers

It shall be the duty of the chairperson to preside at all meetings.

Section 2In the absence of disability of the chairperson, the vice-chairperson shall assume the duties of the chairperson.

Section 3Should both senior officers be unavailable, the recording secretary shall preside.

Section 4The recording secretary shall keep the minutes of all meetings.

ARTICLE VIIISection 1- Duties of Council Members

Each member and alternate shall be given a copy of the bylaws.

It shall be the duty of all the council members to:

1. Attend all meetings of provide an alternate when it is impossible to attend in person. Such alternates shall have full voting privileges.

2. Accept positions as officer or subcommittee members when so appointed or elected unless unable to carry out the duties entailed.

ARTICLE IXSection 1- Election of Officers

All officers shall be elected by ballot at the October meeting every other year, written notices of the election


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having been given.

Section 2New officers shall assume their duties at the close of the October meeting.

Section 3No member shall hold the same office more than two(2) years in succession.

Section 4Should an officer resign before new elections are held, the chairperson shall appoint a member in good standing to assume the office until the next regular meeting when the vacancy could be filled.

5. If necessary hold elections for those members that did not return to James Monroe.

6. At the first SSC Meeting set up dates and time for remainder of the year.

Approved on October 26, 2011

MeasuresSign in Sheets, minutes of the meeting, agendas, and Ed Connect messages.

People AssignedAdministration and SSC Members


Back to School Night

At our Back to School Night parents should have a good understanding of the teacher's expectations, classroom rules, and what they will be learning during the school year.

Actions

1. Set Date and Time of the Back To School Night.

2. Notify parents of the date and time.

3. Send an Ed Connect message out to parents.

4. Remind Parents of the Back to School Night.

Back To School Night

Tasks

MeasuresSign in Sheets per classroom.

People AssignedTeachers and Administration



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Kindergarten Orientation

The Kindergarten Orientation happens on the very first day of school. It allows parents to meet the teacher and become familiar with the rules and routines their child will need to follow as well as what they will be learning. Parents also have an opportunity to ask questions.

Actions

1. Sent notes home about orientation.

2. Let Aides know so that students can be watched during orientation.

3. Have cafeteria ready.

4. Provide a translator if necessary

Kindergarten Orientation

Tasks

MeasuresSign in sheets

People AssignedKindergarten Teachers


Parenting Class

Parenting classes are usually held once in the school year. Parents learn strategies for dealing with their child's behavior and how to be a good parent. The parenting classes are offered in both English and Spanish and daycare is provided for those parents enrolled in the class.

Actions

1. Plan dates for Parenting Class.

2. Select Teachers who will teach parenting classes

3. Send out notices of Parenting classes.

4. Prepare materials for class.

5. Remind Parents when classes will start.

6. Select Paraprofessionals to help with parenting classes.

Parenting Class-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

Tasks


People AssignedAdministrators, Teachers, and Paraprofessionals.


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Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Parent Materials and Supplies $0.00


Our back to school night is usually held before we begin our California State Testing. It is a good time for teacher to review with parents the dates and times we will be testing and the importance of doing well on the test and staying focused.

Actions

1. Set date and put on calendar

2. Send out Ed Connect Call to Families

3. Remind Teachers of date


Tasks


People AssignedTeachers and Staff



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If we want our English Language Learners to score at proficient and advanced on the California Standards Test we need to provide them with differentiated instruction and English Language Development. By 2014 it is expected that 100% of all students including English Language Learners score at proficient or above on the CST. We use the CELDT to measure ELD and also for redesigation purposes. In order for ELL to be redesignated they must meet the following criteria: Score a 325 or higher on the CSTS in ELA, have a GPA of 2.0, and score at CELDT Level 4 or 5. Students who are redesignated are monitored at 6 months, 12 months, and 24 months.

AMAO 1 Measures the percent of English learners (ELs) who are meeting their annual growth target in learning English. ELs at the Beginning, Early Intermediate, and Intermediate levels are expected to gain one performance level. ELs at the Early Advanced or Advanced level who are not yet English proficient are expected to achieve the English proficient level on the CELDT. ELs at the English proficient level are expected to maintain that level. The AMAO 1 target for 2012-2013 is 57.5%.


STRATEGY NUMBER 1: Instructional Program Tactics - By June 2013:a. All K-12 students in core, intervention and English language development programs will have access and use on a daily basis State Board adopted and/or District approved English language arts, English language development and math instructional materials. (Elem/MS/HS EPC 1)b. Principals will assure full implementation of identified daily instructional minutes for English language arts, English language development and math for all students. (Elem/MS/HS EPC 2) c. Principals will assure adherence to aligned pacing and course guides for: math; K-Algebra 2 and English language arts; grades K-12. (Elem/MS/HS EPC 3) d. District academic coaches, as assigned, will support the K-12 implementation of the Common Core State Standards in English language arts, English language development, mathematics, history/social studies, science, and technical subjects. (Elem/MS/HS EPC 6)e. Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of the English language arts, English language development and math instructional program. (Elem/MS/HS EPC 4,5)

Goal: English Language Development

ISSUE STATEMENT


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GOAL OBJECTIVE

AMAO 1 Measures the percent of English learners (ELs) who are meeting their annual growth target in learning English. ELs at the Beginning, Early Intermediate, and Intermediate levels are expected to gain one performance level. ELs at the Early Advanced or Advanced level who are not yet English proficient are expected to achieve the English proficient level on the CELDT. ELs at the English proficient level are expected to maintain that level. The AMAO 1 target for 2012-2013 is 57.5%. Our goal is to have 57.5% or more of all English Learners meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.



English Language Learners


We expect that all ELL students move up one level on the CELDT. We also expect 21.4% of English learners with less than 5 years demonstrate English proficiency on the CELDT and that 47% of English learners with 5 years or more in language instruction programs demonstrate proficiency on the CELDT as measured by AMAO 2.


CFAs, DPAs, and CELDT


CFAs, DPAs, and CELDT

Actions

1. Divide by groups according to ELD Pre-Test and CELDT for grades K-6.2. Set Time3. Monitor Student progress in ELD to determine if current placement is appropriate at each DPA.4. Provide Professional development for teaching staff in ELD. (Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)5. Have TSA for ELL and TSA for C/I work with the teaching staff on Lesson Design and provide coaching.6. Review CELDT Blue Prints with classroom Teachers.

ELD Deployment - Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

Tasks


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ELD Intervention for students at Intermediate Level (Tasks 4 and 5 - Unfunded Priority - Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Identify students who have been at level 3 for two years.

2. Monitor progress of Intermediate students on DPAs.

3. Meet and Conference with students.

4. Purchase Standards Plus Materials.

5. Hire certificated or classified staff to work with students after school with Standards Plus Materials. (Unfunded Priority - Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

6. Set dates for after school support for intermediate students.

Tasks

MeasuresDPAs and CELDT

People AssignedTeachers and TSA for ELL.


Expenditures

Funding Source Description Cost3010-01 Title I, Part A Professional Development Extra Time for Certificated or Classified Staff to work

with Intermediate Level Students.$0.00

3010-04 Title I, Part A Basic Allocation Purchase Standard Plus Materials (Unfunded Priority - Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

$0.00

EIA/LEP Purchase Standards Plus Materials (Unfunded Priority - Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

$0.00

EIA/SCE Purchase Standards Plus Materials (Unfunded Priority - Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

$0.00

MeasuresCFAs, DPAs, focus walks, and Classroom Assignments.

People AssignedClassroom Teachers, Administration, and TSA for ELL and TSA for C/I.


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Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation ELD Professional Development for Teachers. - Action

is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.

$0.00

Intervention for Redesignated Students

1. Those students that are being monitored because they have been redesignated and not making appropriate progress are given extra help in the area they are struggling in for 5 weeks. If progress is not being made we continue working with them.2. Conference with students and parents.3. Provide tutoring and extra support for students.4. Monitor progress and send home weekly progress report to parents.

Tasks

MeasuresGrades in Class, CFAs, DPAs, and daily classroom assignments.

People AssignedParaprofessionals and TSA for ELL.


TSA for ELL and Intervention

1. Identify grade levels and teachers that the TSA for ELL will be working with during Intervention Block.

2. Set up Schedule for K-6 ELD Deployment.

3. Purchase materials and technology for classrooms.

4. The TSA for ELL will perform the following duties:

• Model lessons in classrooms• Provide feedback to teachers regarding lesson design• Review student records• Staff development activities provided for teachers• Parent contacts• Parent training• Student Conferences• Participate in teacher PLCS• Work with students directly with core or during intervention block.• Assess Students

Tasks


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MeasuresCELDT, CFAs, DPAs, and CST.

People AssignedTSA for ELL and Classroom teachers.


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation TSA for ELL $33,602.00

EIA/LEP TSA for ELL $33,602.00

EIA/SCE TSA for ELL $33,602.00

Paraprofessionals and Clerk Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Identify Groups that the classified staff will be working with.

2. Set up schedule

3. Assign library times for them

4. Assign SuccessMaker Lab time

5. Decide which groups will be working with the Paraprofessionals an additional 1.5 hours per day for 19 days on areas of need according to the DIBELS assessment.

6. The Paraprofessional Aides will perform the following Duties:

• Provide direct service to students during the instructional day• Provide feedback to teachers regarding student progress• Plan with teachers

7. The clerk will perform the following Duties:

• Complete routine office or instructional procedures• Work with students, parent social service agencies, and staff to provide and elicit information and support including emergency response.• Interpret purposes and activites of the school or program, discipline actions, and the district mission to students, parents, and community members.• Maintain records as needed for program management.

Tasks

MeasuresSuccessMaker and Waterford Reports, DIBELS, and DPAs.

People AssignedTSA for ELL, Classified Staff (Paraprofessionals and Clerk), and Administration.


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Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation 1/2 Paraprofessional $20,516.00

3010-04 Title I, Part A Basic Allocation 1/3 Paraprofessional $13,825.00

3010-04 Title I, Part A Basic Allocation 1/3 Clerk $13,345.66

3010-04 Title I, Part A Basic Allocation Classified Extra Time - Tutoring with Students based on DIBELS Assessment. 19 days of tutoring.

$0.00

EIA/LEP 1/3 ParaProfessional $13,539.00

EIA/LEP 1/3 Clerk $13,345.66

EIA/SCE 1/2 Paraprofessional $20,516.00

EIA/SCE 1/3 ParaProfessional $13,539.00

EIA/SCE 1/3 Clerk $13,345.68

EIA/SCE Classified Extra Time - Tutoring with Students based on DIBELS Assessment. 19 days of tutoring.

$0.00

ELD Principles

Review ELD principles with all teachers and paraprofessionals.

Tasks

MeasuresFocus Walk Data and implementation of principles

People AssignedTSA for ELL, Teachers, and Administration.


Promethean Board Training and Equipment

1. Provide Promethean Board Training to all teachers

2. Speak with Technician about Training.

3. Purchase any necessary equipment for the Promethean Board or additional Promethean Boards.

Tasks

MeasuresStudent and Teacher Interaction - Focus Walk Data

People AssignedAdministration, Teachers, and Technician



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LMB Lab

1. Order materials and supplies necessary for Lab.2. Set up schedule.3. Identify students at Tier III on the RtI model.4. Assess students before starting intervention.5. Let parents know child will be attending the lab.6. Keep data on attendance for students attending the lab.

Tasks

MeasuresROLA and DIBELS will be used to measure the progress of students attending the lab.

People AssignedAdministration, Classroom teachers with children at Tier III, and TSA for RtI.



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By 2014, 100% of the students and all subgroups must meet the target set by No Child Left Behind. The target for 2012-2013 is 89.2% on the CST-English Language Arts.

We believe that we must have an orderly learning environment for staff and students to be able to teach and learn.

STRATEGY NUMBER 1: Instructional Program Tactics - By June 2013:a. All K-12 students in core, intervention and English language development programs will have access and use on a daily basis State Board adopted and/or District approved English language arts, English language development and math instructional materials. (Elem/MS/HS EPC 1)b. Principals will assure full implementation of identified daily instructional minutes for English language arts, English language development and math for all students. (Elem/MS/HS EPC 2) c. Principals will assure adherence to aligned pacing and course guides for: math; K-Algebra 2 and English language arts; grades K-12. (Elem/MS/HS EPC 3) d. District academic coaches, as assigned, will support the K-12 implementation of the Common Core State Standards in English language arts, English language development, mathematics, history/social studies, science, and technical subjects. (Elem/MS/HS EPC 6)e. Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of the English language arts, English language development and math instructional program. (Elem/MS/HS EPC 4,5)

STRATEGY NUMBER 2: Instructional StrategiesTactics - By June 2013:a. Principals will assure full implementation of : (Elem/MS/HS EPC 4 )1.Explicit Direct Instruction: English language arts and math: grades 2-10.2.MUSD English Learner Principles, grades K-12.b.District academic coaches, as assigned, will support the full implementation of (Elem/MS/HS EPC 6): 1.Explicit Direct Instruction: English language arts and math: grades 2-10.2.MUSD English Learner Principles, grades K-12.c.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of Explicit Direct Instruction and English Learner Principles. (Elem/MS/HS EPC 4,5)

STRATEGY NUMBER 3: Response to Intervention; Academic and BehaviorTactics – By June 2013:a. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III academic interventions for all students. (Elem/MS/HS EPC 7)1.All principals will monitor and evaluate District Tier I, II, and III academic intervention data for all students. Add: Lindamood Bell, Tier II and Tier III. 2.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI - academic interventions as provided by District Academic Coaches. (Elem/MS/HS EPC 4,5).b.Principals will apply multiple measures to identify and provide appropriate Tier I, II and III behavior interventions for all students. (Elem/MS/HS EPC 7)

Goal: ELA

ISSUE STATEMENT


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1.All principals will provide evidence of supporting the full implementation of RtI behavior interventions. (Elem/MS/HS EPC 6) 2.All principals will monitor and evaluate site Tier I, II, and III behavior intervention data for all students.3.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI behavior interventions as provided by District Academic Coaches. (Elem/MS/HS EPC 4,5)

STRATEGY NUMBER 4: Assessment Tactics – By June 2013:a. Principals will assure full implementation of the District Assessment System (Elem/MS/HS EPC 7) to measure progress and serve as an indicator of achievement and progress toward high school graduation. •State/Federal Level Assessments•District Progress Assessments•Common Formative Assessment•Grading Policies and Practicesb. Principals will assure weekly teacher collaboration by grade level or department, to analyze results from common formative assessments to inform instruction, increase student learning outcomes and evaluate program effectiveness. (Elem/MS/HS EPC 8)c. All school communities (grade levels, departments, parents, business partners) will refine their work as a professional learning community to fully implement the District Instructional Action Plan. (Elem/MS/HS EPC 8)d. District academic coaches, as assigned, will support the full implementation of the District Assessment System. (Elem/MS/HS EPC 6)e. Site administrators, teachers and support staff will provide evidence of participation in DIAP aligned professional development activities to ensure full implementation of the District Assessment System. (Elem/MS/HS EPC 4,5)


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GOAL OBJECTIVE

School Goals

English Language Arts GoalBy June 2013, 89.2% of all students will demonstrate proficiency in English Language Arts as measured by the CST.


District Instructional Action Plan - (DIAP)2011-2012

OVERARCHING GOALS:

a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.•At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.b. 90% of MUSD students will meet graduation requirements by 2019.

•At Madera High School, 89.57%* of the class of 2012 will meet graduation requirements.•At Madera South High School, 88.29%* of the class of 2012 will meet graduation requirements.•At Eastin Arcola High and Furman High, 81.85%* of the class of 2012 will meet graduation requirements. *Pending CDE releasec. 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.d. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2. e. 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.


Those students making up the group includes the following: All Students: English Learner Students, Socioeconomically Disadvantaged Students, and Hispanic Students.


It is our expectation that all student groups meet the Federal target for the 2012-2013 school year. a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.•At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.


We will evaluate progress towards this goal by evaluating DPAs, unit tests, and (CFAs) common formative assessments.


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While DPAs, unit tests, and common formative assessments will help determine if we are making progress, the California State Standards Tests will determine whether our goals were achieved by all groups.

Strategies

We will continue to use LIPS in the classroom and train new teachers, have planning time for teachers, examine Blue Print Standards and prioritize them, use SuccessMaker for grades 2-6 and Waterford for K-1 students and monitor the amount of time students are using the program, monitor ELA intervention classes more closely, and continue working as a professional learning community. For the 2011-2012, teachers in grades 2-6 will be continue refining their skills and strategies in Explicit Direct Instruction (EDI). Teachers will implement EDI's key concepts in their lesson design and will deliver lessons in accordance with the EDI model.

ELA Strategies

Actions

1. Set dates for planning for ELA, ELD, Math and Intervention.

2. Put dates on master calendar.

3. Have materials ready for planning

4. Have TSA for C/I set schedule for planning days and working with teachers. 5. Teachers need to have a plan on what they will do if subs are not available for all teachers.

6. Teachers will register on OMS and have an agenda for the day with a sign in sheet that they turn it at the end of their day.

Planning Time

Tasks

MeasuresTeachers will register on OMS for planning days.

People AssignedELA/ELD teachers and TSA for C/I.



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LMB Strategies Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Identify teachers who need training in LMB Strategies

2. Set a schedule for Lips for Kindergarten and Seeing Stars for First grade and Visualizing and Verbalizing for 2nd Grade

3. Tier III children assigned to LMB Lab.

4. Paraprofessional will work with students in small groups in areas of need as based on the DIBELS assessment.

5. Provide professional development and coaching for classified and certificated staff in LMB strategies.

6. Purchase LMB mateirals for teachers.

7. Provide training and substitutes for teachers to attend training.

8. Provide Training and Support for Teachers using LMB Materials (LiPs, Seeing Stars, Visualizing and Verbalizing)

9. Provide Coaching to teachers using LMB strategies for LiPS, Seeing Starts, and Visualizing and Verbalizing.

10. Train teachers in Kindergarten and first grade to give DIBELS.

Tasks

MeasuresDIBELS will be used three times per year (Fall, Winter, and Spring) to measure progress of students and to determine who is at risk. We will also use ROLA to determine if progress is being made.

People AssignedTeachers, Principal, RSP Teacher, and TSA for RtI.


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation LMB Professional Development with Coach Support $0.00

EIA/SCE Professional Development for teachers in LiPs, Seeing Stars, and Visualizing and Verbalizing

$0.00

EIA/SCE Paraprofessional Extra Time for tutoring of K and 1st grade students with areas of weakness as shown on the DIBELS.

$0.00

EIA/SCE LMB Professional Development with Coach Support $0.00


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Blue Print Standards

1. Teachers will look at Blue Print Standards for ELA and prioritize them based on the percentage of questions on the CST.

2. Unpack the standards and review released CST questions and Edusoft questions.

3. Review the 8- 10 Essential Learning or skills for ELA for the 1st Semester and 8-10 for the Essential Learning or skills for the 2nd Semester for ELA.

3. Design EDI lesson plans and CFAs for Essential skills that has been identified.

Tasks

Measures1. Teachers will register on OMS as evidence that they met by grade levels to prioritize Blue Print Standards.

2. Each teacher will keep the lesson plans on their desk.

3. Data will be kept for each student in grades K-6 for each common formative assessment.

People AssignedAll teaching staff and TSAs.


SuccessMaker and Waterford

1. Input class rosters for K through 6th grade students.2. Complete schedule for rotation into the computer labs.3. Purchase any additional hardware and software necessary.4. Train teachers new to the program.5. Making seating charts for classes.6. Chart progress on charts in labs.7. Have prizes and incentives for students.

Tasks

Measures1. SuccessMaker and Waterford Reports

People AssignedCertificated Staff, Classified staff , Administration, and Technology Technician.


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Purchase Computers, Printers, Airports, and

Keyboards for Computer labs and classrooms.$10,000.00

EIA/SCE Purchase Computers, Printers, Airports, and Keyboards for Computer Labs.

$0.00


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Teacher on Special Assignment (TSA) for RtI/LMB

1. Make clear to teachers what our TSA for RtI will be doing.

2. Set up Schedule for RtI teacher.

3. Identify students for the RtI lab.

4. Purchase materials for the RtI lab.

5. The TSA for RtI will perform the following duties:

• Model lessons in classrooms• Provide feedback to teachers regarding lesson design• Review student records• Staff development activities provided for teachers• Parent contacts• Parent training• Student conferences• Participate in teacher PLC's• Direct Service to students• Plan lessons based upon students Needs• Plan with members of the instructional team• Keep student data and assess

Tasks

Measures1. Completed Schedule and Names of students that will be attending the RtI lab.2. Assessments

People AssignedTSA and Administration. Our TSA, Mrs. Salisbury, will be working with a select group of students at Tier III. These students will have moved from Tier II to Tier III on the RtI pyramid.


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation TSA for RtI $65,637.66

EIA/LEP TSA for RtI $36,162.34


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After School Tutoring for ELA - (Unfunded Priority - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded)

1. Identify teachers who will provide tutoring in ELA.

2. Identify students for tutoring based on their most current Benchmark, CFA, ROLA, or DIBELS assessment.

3. Set Schedule

4. Review procedures for attendance, time sheets, and lesson plans with teachers.

5. Send permission slips home with students to begin tutoring in September.

Tasks

MeasuresWe will use ROLA, benchmarks, and formative assessments to measure progress of students in tutoring.

People AssignedTSAs, classroom teachers, and Administration.


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation After School Tutoring - Action is based upon student

academic needs. Should additional funds become available the next available priority within the budget parameters will be funded

$0.00

EIA/LEP After School Tutoring - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded.

$0.00

EIA/SCE After School Tutoring for ELA - Teacher Extra Time - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded

$0.00

Dufour/PLC - LMB - Common Core Workshops - DIAP Supported Training-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Select teachers for Professinoal development - DuFour/PLC workshops, LMB Workshops, EDI workshops, PBIS workshops, SuccesMaker and Waterford Training, Fred Jones training, and ELD workshops.2. Complete Travel and Conference Forms3. Send Requisition to Purchasing4. Substitutes will be used to allow teachers to attend conferences or workshops.

Tasks

MeasuresImplementation of new learning and focus walk data


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People AssignedAdministration


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Travel and Conference Expense $0.00

EIA/SCE Travel and conference Expense $0.00

Summer School - (Unfunded Priority - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded)

1. Set up budget for summer school

2. Write plan for summer school

3. Select teachers for summer school

4. Decide which students will attend summer school based on DPA performance in ELA, ELD, and Mathematics.

5. Send out notices for summer school

Tasks

MeasuresCFAs for Math, ELD, and ELA

People AssignedAdministration and Teachers


ELA HM Materials-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Teachers in grades K-5 will attend training for the additional materials for ELA and ELD that go with Houghton-Mifflin.

2. Provide teachers with time to plan and prepare materials. This may require the use of a substitute.

3. Purchase additional Houghton-Mifflin materials for ELA and ELD that were not purchased by the district.

Tasks

Measures1. DPAs and grade level CFAs.

People Assigned1. Classroom teachers and administration.


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Server Replacement

1. Reserve $5,000 for server replacement.

2. Ask Technician if we need to replace server.

3. If server needs to be replaced make requisition.

Tasks

MeasuresPeople Assigned

Administration and Technology Technician


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Server Replacement $5,000.00

ACT Repairs

1. Identify Equipment needing to be repaired

2. Decide if equipment is worth repairing.

3. Make open P.O. for Repairs to ACT

Tasks

MeasuresEquipment is working

People AssignedAdministration and Technology Technician


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Tech Repairs $2,500.00

EIA/SCE Tech Repairs $0.00


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Technology

1. Work with Technology Technician to determine what needs to be replaced, repaired, purchased, or installed (laptops, desktops, promethean boards, projectors, speakers, activ votes, and slates).

2. Purchase any necessary equipment or technology that is needed for ELA or Math (laptops, desktops, promethean boards, projectors, speakers, activ votes, slates, document cameras, printers).

Tasks

MeasuresPeople Assigned

Technology Technician and Administration


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Technology - laptops, desktops, promethean boards,

projectors, speakers, activ votes, and slates$3,285.00

EIA/SCE Technology - laptops, desktops, promethean boards, projectors, speakers, activ votes, and slates

$11,518.00

Intervention Block-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Set up Schedule for Intervention.2. Assign TSAs to schedule.3. Review with Leadership Team4. Explain to teachers how schedule works.5. Intervention based on the 8-10 learning outcomes for each semester in ELA and Math6. Make requisition for classroom supplies needed for Intervention Block.

Tasks

MeasuresDPAs, CFAs, and CSTs.

People AssignedTSAs, Support Teacher, Teachers, and Administration.


Expenditures

Funding Source Description CostEIA/SCE Classroom Supplies for Intervention Block - White

Board Pens and White Boards.$0.00


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Reading Materials for Grade Levels-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Each grade level will determine which books will be purchased so that students can take these books home to practice reading.2. Teachers will send home reading logs so that students can log their daily reading.3. Notes will be sent home letting parents know that students are expected to read daily and that logs must be signed. The note will also let parents know that students who take home books will be responsible for lost or damaged books.4. Teachers to complete requisitions and turn in by October 30, 2012.

Tasks

MeasuresReading Logs and ROLA Assessments

People AssignedTeachers


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Reading Materials for grades K-6 to be used for

students to take home and read daily.$0.00

EIA/LEP Reading Materials for grades K-6 to be used for students to read at home daily.

$0.00


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TSA for C/I

The TSA for Curriculum and Instructions will

1. Provides coaching and modeling for teachers in organizing instruction, lesson design, instructional delivery and assessment related to English language arts, English language development and math including effective teaching and learning strategies for English Learners and students with disabilities.

2. Conducts demonstration lessons, one on one observations, coaching and facilitates group observations to insure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed.

3. Provides on-site professional development to ensure that teachers are knowledgeable about core and intervention program components and understand the instructional design of how the program meets the standards.

4. Assists teachers in building an interactive classroom environment focused on the content andinstructional strategies embedded in the program.

5. Serves, as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students including English learners, students with disabilities and students with diverse learning needs.

6. Assists teachers with adhering to course content, course guides and pacing guides.

7. Participates in collaborative grade level or department meetings, as assigned, to assist in the analysis and utilization of assessment data to improve student achievement.

8. Prepares forms, records, and reports as directed.

9. Attends meetings and trainings as directed.

10. Maintain professional competence through participation in professional development activities as provided by district, county, state and other consultants.

11. Work with grade levels during intervention period

12. Other related duties as assigned.

Tasks

MeasuresFocus Walk Data and CST Data

People AssignedAdministration and TSA for C/I



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Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation TSA for C/I $39,500.00

EIA/LEP TSA for C/I $22,911.00

EIA/SCE TSA for C/I $16,592.00

DIAP

Review the District Instructional Plan (DIAP) with staff.

Tasks

MeasuresUnderstanding of the DIAP by staff.

People AssignedAdministration


Substitutes

1. Identify Substitutes that will allow teachers to have time for cost/SST Meeings, planning, data collection, and to assist in professional development.

2. Plan and calendar dates for planning and professional development for each grade level.

3. Let teachers know what codes to use for subfinder.

Tasks

MeasuresLesson plans, OMS, agendas, and data collected

People AssignedTeachers, TSAs, and Administration


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Substitutes - for classrooms teachers to lesson plan,

attend Professional Development workshops, collect data, and attend COST or SST meetings.

$645.68

EIA/SCE Substitutes - for classrooms teachers to lesson plan, attend Professional Development workshops, collect data, and attend COST or SST meetings.

$6,704.32


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Certificated Extra Time-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Extra Time for Certificated Staff

2. Certificated will work extra time in the area of ELD

3. Teachers will make lesson plans and charts.

4. Calendar Dates

Tasks

Measures1. OMS, sign in sheets, charts, and EDI lessons

People AssignedTSA for ELL and Classroom Teachers


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Teacher Extra time to work on charts and EDI

lessons for ELD$0.00

EIA/SCE Teacher Extra time to work on charts and EDI lessons for ELD

$0.00

Response to Intervention

The goal is to provide progress monitoring for at risk students and helping them learn. This should include: communicating the needs and areas of concern, intervention scheduling and student success. Each student who is at risk of retention should have an RtI form filled out and put in a green folder in their cum. Students who are at risk should also receive Tier II or III support by the classroom teachers and the TSA for RtI.


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Actions

1. Beginning of quarter: Principal/Vice Principal meet with teachers to review their class progress andidentify students who may be at risk. Teachers should complete Tier I at risk monitoring form for studentsand continue to monitor classroom interventions.

2. Middle of quarter: Teacher collects data on attendance, grades, discipline, health, etc. regarding at riskstudents.

3. End of quarter: Coordination of Services Team (COST) meeting. Teacher brings in their referredstudents, discuss appropriate interventions, review data and make recommendations.

4. Continue to review student progress on a quarterly basis. Students who do not progrss over twoquarters are referred to the SST process.

Response to Intervention (RtI)

Tasks

MeasuresSTRATEGY NUMBER 3: Response to Intervention; Academic and BehaviorTactics – By June 2013:a. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III academic interventions for all students. (Elem/MS/HS EPC 7)1.All principals will monitor and evaluate District Tier I, II, and III academic intervention data for all students. Add: Lindamood Bell, Tier II and Tier III. 2.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI - academic interventions as provided by District Academic Coaches. (Elem/MS/HS EPC 4,5).b. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III behavior interventions for all students. (Elem/MS/HS EPC 7)1.All principals will provide evidence of supporting the full implementation of RtI behavior interventions. (Elem/MS/HS EPC 6) 2.All principals will monitor and evaluate site Tier I, II, and III behavior intervention data for all students.3.Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI behavior interventions as provided by District Academic Coaches. (Elem/MS/HS EPC 4,5)

People AssignedSite principal and or vice principal, SST coordinator, referring teacher, categorical funded staff, and site nurse (if needed).



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EDI Training and Curriculum and Instruction

Explicit Direct Instruction (EDI) is a well-designed and well-taught lesson. The lessons are pre-designed to produce atlease 80% student success. EDI is research based.

STRATEGY NUMBER 2: Instructional StrategiesTactics - By June 2013:a. Principals will assure full implementation of : (Elem/MS/HS EPC 4 )1.Explicit Direct Instruction: English language arts and math: grades 2-10.2.MUSD English Learner Principles, grades K-12.b. District academic coaches, as assigned, will support the full implementation of (Elem/MS/HS EPC 6): 1.Explicit Direct Instruction: English language arts and math: grades 2-10.2.MUSD English Learner Principles, grades K-12.c. Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of Explicit Direct Instruction and English Learner Principles. (Elem/MS/HS EPC 4,5)

Actions

1. Identify Teachers for EDI Support.

2. Sets dates for classroom coaching.

3. Set dates for Lesson Design and Backwards Mapping

4. Set Schedule for TSA for C/I

5. Set up training dates for teachers.

EDI - Unfunded Priority - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded.

Tasks

MeasuresOMS, sign-in sheets, Focus Walk Data, Classroom Coaching schedule, and created lessons.

People AssignedK-6 Teachers, TSA for C/I, and Administration


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Unfunded - Substitutes for teachers to visit other

classrooms where EDI is being implemented well$0.00


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Vice Principal - Title III

We believe that a Vice Principal plays a vital part in an orderly learning environment. The vice principal impacts learning in and out of the classroom through, RtI, IEPs, focus walks, evaluation of staff, professional development, and helping to implement the DIAP. The Elementary Vice-Principal is funded out of centralized services which makes up 30% of the salary for the year. This is equivalent to 12 hours per week. 30% of the Vice Principal's duties must be used to increase the English proficiency of English learner students by providing high quality language instruction educational programs. These programs must be based on scientific research that demonstrates the effectiveness of the programs in increasing English proficiency and student academic achievement in the core academic subjects. These programs must also provide high quality professional development to teachers and administrators.

The Vice Principal will perform the following duties:

• Provide professional development on the English learner strategies (EL Program Principles) to implement in all core content areas.

• Provide curriculum professional development in English language development.

• Provide professional development in EDI with an emphasis on English learner strategies.

• Facilitate and or participate in English language development planning sessions

• Facilitate grade level meetings and Cycle of Inquires with a focus on English learners

• Analyze English learner data (DPA's in ELA, ELD, Math, etc.)

• Monitor and organize English Learner grouping for ELD placement and movement.

• Coordinate and monitor English learner compliance items: English learner identification, reclassificiation, RFEP follow-ups, distribution of Parent Notification Letters, etc.

• Oversee English learner folder (create new folder for initial students, update information, etc.)

• Provide frequent focus walks in all content areas

• Coordinate and identify support services for teachers

Actions

1. Review job description with vice principal.

2. Assign duties and assignments for the year.

3. Let staff know what the VP will be responsible for this school year.

Vice Principal - Title III

Tasks

MeasuresFocus Walk Data, IEPs Scheduled and attended, Professional development agendas for teachers, and RtI pyramids completed.

People AssignedPrincipal


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Centralized Services

Centralized services are funded with monies from each funding sources: Title I, EIA, Title II, and Title III. All SPSAs much include the allocations to support school sites. Complete listing of all positions and programs are provided in the site plan.

Actions

Centralized Services funds Academic Coaches at the District Level. Currently there are 4 Elementary Academic Coaches, 4 ELD Academic Coaches, 3 Secondary Academic Coaches, 1 Behavior Academic Coach and 2 LMB Academic Coaches of which currently 1 is being paid out of Title I and the other out of Special Education Funding. New positions that will support professional development in their respective areas for school staff and will be funded out of Centralized Services for 2011-2012: 1 EL Compliance Academic Coach, 2 Elementary Curriculum and Instructions Academic Coaches, 2 Secondary Curriculum and Instruction Academic Coaches, 1 Professional Development Academic Coach, and 1 Assessment Academic Coach. All will be required to demonstrate majority of time spent in enhancing the instructional program forour students.

Centralized Services also funds the following programs in the district: Destiny Software, ConnectEd, Schoolwires, ESARC, EdPlan Online, SuccessMaker, Plato, DIBELS, Fred Jones, Key Data, Linda-Mood Bell, Lanuage STAR, VPSS, Fresno Pacific Online Certificate Program, DataWorks, Extra Time PD, and PLC DuFour Trainig.

Academic Coaches, Programs, and Software

Tasks

MeasuresFocus Walk Data and CST Data

People AssignedDistrict Administration, Principals, Academic Coaches, and Teachers


Classroom, School, and District Rules - Unfunded Priority - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will funded.

We want to make sure that students have a good understanding of the classroom, school, and district rules.


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Actions

1. Review with students the classroom, school, and district rules in August, January, and April.

2. Send home classroom rules with students the first week of school.

3. Set dates to review school and district rules with students.

4. Review school motto with students.

5. Each classroom will provide Second Step Instruction.

6. Individual Behavior Charts for those students needing to modify their behavior.

7. Student Study Team held for students having behavior problems.

8. Behavior Team to meet monthly to review suspensions and referals

Classroom, School, and District Rules-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

Tasks

Measures1. Cross-check referrals with phone logs

2. Monthly review of Principal/Vice Principal Referrals

People AssignedBehavior Team and Administration


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation PBIS Training for School Team - Unfunded $0.00


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By 2014, 100% of the students and all subgroups must meet the targets set by No Child Left Behind. The target for 2011-2012 is 79.0% on the CST-Mathematics.

Goal: Mathematics

ISSUE STATEMENT

GOAL OBJECTIVE


a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.•At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.b. 90% of MUSD students will meet graduation requirements by 2019.•At Madera High School, 89.57%* of the class of 2012 will meet graduation requirements.•At Madera South High School, 88.29%* of the class of 2012 will meet graduation requirements.•At Eastin Arcola High and Furman High, 81.85%* of the class of 2012 will meet graduation requirements. *Pending CDE releasec. 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1.d. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2. e. 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.


Those students making up the group includes the following: All Students, English Learners, Socioeconomically Disadvantaged Students, and Hispanic Students.


OVERARCHING GOALS:By June 2013:a. 89% of all students will demonstrate proficiency on the CST and the CAHSEE in English language arts and 89.1.2% in mathematics as measured by the CST and CAHSEE.•At the elementary and middle school levels, 89.2% of all students will demonstrate proficiency in English Language Arts and 89.5% in mathematics as measured by the CST.


We will evaluate progress towards this goal by evaluating benchmarks, unit tests, and common formative assessments.


While benchmarks, unit tests, teacher made tests, and common formative assessments will help us measure gains, the California State Standards Tests will determine whether our goals were achieved by all groups.


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Strategies

While are greatest need is in ELA we must also give attention to mathematics. We need to look more closely at the uppergrades to determine what we need to do to help those students meet the standards. Our 5th grade students continue to score poorly on the district benchmarks and CST. We will be taking a group of our 6th grade students who scored at the FBB and BB level and deploy them during math to work with the Math Academic Coach.

Mathematic Strategies

Actions

1. Input class rosters for 1st-6th grade students.2. Complete schedule for rotation into the computer lab for 2nd-6th grade classes.3. Purchase any additional hardware or software necessary.4. Train teachers new to the program.5. Have technician load program on teacher laptops.6. Print Weekly report for classroom teachers.

SuccessMaker

Tasks

Blue Print Standards

1. Teachers will examine Blue Print Standards for Mathematics and prioritize them based on the percentage of questions on the CST.2. Unpack the standards and review released CST questions.3. Identify the 8-10 Essential Skills or Learning for Each Semester in Math3. Design EDI lessons for Skills that has been identified.4. Update of create a common formative assessment for skills.

Tasks

Measures1. Teachers will register on OMS as evidence that they met by grade levels to prioritize Blue Print Standards.2. A copy of EDI lessons will be collected by TSA.3. Data will be kept for all students on their common formative assessments in Math, ELA, and ELD.

People AssignedTeachers, TSA for C/I, and administration.


Measures1. SuccessMaker Reports

People AssignedClassroom Teachers, Administration, and Technology Technician.

Start Date - End Date


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After School Tutoring for Math-Unfunded Priority (Task 4 Action is based upon student academic needs. should additional funds become available the next available priority within the budget parameters will be funded.)

1. Identify the teachers who will provide tutoring in math.

2. Identify students for tutoring based on their common formative assessment scores.

3. Set Schedule

4. Review procedures for pre and post tests, attendance, time sheets, and lesson plans with teachers.

5. Send permission slips home with students to begin tutoring in September.

Tasks

MeasuresWe will use formative assessments to measure progress of students in tutoring.

People AssignedTSAs, Aministration, and classroom teachers.


Expenditures

Funding Source Description Cost3010-04 Title I, Part A Basic Allocation Tutoring in Math - Action is based upon student

academic needs. Should additional funds become available the next available priority within the budget parameters will be funded.

$0.00

EIA/LEP Tutoring in Math - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded.

$0.00

EIA/SCE Tutoring in Math - Action is based upon student academic needs. Should additional funds become available the next available priority within the budget parameters will be funded.

$0.00


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CATEGORICAL FUNDING ALLOCATED TO THIS SCHOOL

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under 'Other') may be allocated to the school in accordance with district policy.

Federal Funding Sources Amount

3010-01 Title I, Part A Professional Development $0.00

3010-02 Title I, Part A Parent Education $0.00

3010-03 title I, Part A Admin /Indirect Costs $0.00

3010-04 Title I, Part A Basic Allocation $207,857.00

State Funding Sources Amount

EIA/LEP $119,560.00

EIA/SCE $115,817.00


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SCHOOL SITE COUNCIL MEMBERS

Name Represents Contact Info Reviewed Plan Date

Elizabeth Ochoa Teacher on SSC 1819 N. Lake Street Madera, California 93638

5/23/2012

Fabiola Cortes - Parent Parent on SSC 5/23/2012

Gloria Romero - Vice President - Parent

Parent on SSC 5/23/2012

Humberto Martinez - Parent Parent on SSC 5/23/2012

Juan Ramirez - Parent Parent on SSC 5/23/2012

Lydia Flores Other School Personnel on SSC

1819 N. Lake Street Madera, California 93638

5/23/2012

Maria Dorado Teacher on SSC 1819 N. Lake Street Madera, California 93638

5/23/2012

Natividad Vasquez - Parent Parent on SSC 5/23/2012

Paul De La Rosa - President - Parent

Parent on SSC 5/23/2012

Rhonda Stutler Teacher on SSC 1819 N. Lake Street Madera, California 93638

5/23/2012

Thomas P. Chagoya Principal on SSC 1819 N. Lake Street Madera, California 93638

5/23/2012

Vickie Hughes - Secretary Teacher on SSC 1819 N. Lake Street Madera, California 93638

5/23/2012


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ASSURANCESThe school site council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following:

Approval Date

Assurances

The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law.

5/18/2012

The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

5/18/2012

The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.

5/23/2012

This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

5/23/2012

The school site council sought and considered all recommendations from the following groups or committees before adopting this plan:

Administration 5/18/2012

Classroom Teachers 5/18/2012

ELAC 5/23/2012

Leadership Team 5/18/2012

Approval

The school plan was adopted by the council on: 5/23/2012

Public Notice Due Date:

District Governing Board Review Due Date:

School Site Plan Approved: 5/23/2012

Attested by School Principal: 5/23/2012

Attested by School Site Council Chairperson: 5/23/2012


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Thomas P. Chagoya

Typed Name of School Principal Signature of School Principal Date

Paul De La Rosa

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

Attested:


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james monroe elementary - madera unified school district€¦ · plan period: 7/1/2012 - 6/30/2013...

Documents