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Single Plan for Student Achievement

Montalvo Elementary School 56-72652 6056147

Contact Information: Claudia Caudill, Principal [email protected] 2050 Grand Avenue Ventura, CA 93003 (805) 289-1872

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Montalvo Elementary School Single Plan for Student Achievement October 2017

The Single Plan for Student Achievement ............................................................................................................ 1School Site Council Membership ........................................................................................................................... 1English Language Advisory Council (ELAC) Membership .................................................................................. 2Recommendations and Assurances ..................................................................................................................... 3District information ................................................................................................................................................. 4

District Profile ........................................................................................................................................................ 4District Vision ......................................................................................................................................................... 4District Mission ...................................................................................................................................................... 4Governing Principles ............................................................................................................................................. 4

School Information .................................................................................................................................................. 5School Profile ........................................................................................................................................................ 5School Vision ......................................................................................................................................................... 5School Mission ...................................................................................................................................................... 5Student Enrollment by Ethnicity – 2016-17 ........................................................................................................... 6Student Enrollment by Grade – 2016-17 ............................................................................................................... 6Student Enrollment by Subgroup – 2016-17 ......................................................................................................... 7Highly Qualified Teachers ..................................................................................................................................... 7Program Improvement School ............................................................................................................................... 8Magnet School Assistance Program Grant ........................................................................................................... 8Comprehensive Needs Assessment ..................................................................................................................... 9Transition from Preschool to Kindergarten ............................................................................................................ 9Nutrition ............................................................................................................................................................... 10Bully Prevention, Violence Prevention, and Substance Abuse Curricula ............................................................ 11Community Resource Guide ............................................................................................................................... 11Programs Included in This Plan ........................................................................................................................... 12

2017-18 School Goals for Improving Student Achievement ............................................................................. 13VUSD - Local Educational Agency Plan Goals ................................................................................................... 13VUSD - Local Control Accountability Plan (LCAP) Goals .................................................................................... 132017-18 School Goals for Improving Student Achievement ................................................................................ 13

2017-18 Centralized Support for Planned Improvements in Student Performance ........................................ 21VUSD - Program Support Goals .......................................................................................................................... 21

References ............................................................................................................................................................. 24CAASPP – Grade 3 English Language Arts/Literacy 2016-17 ............................................................................ 24CAASPP – Grade 3 Mathematics 2016-17 ......................................................................................................... 25CAASPP – Grade 4 English Language Arts/Literacy 2016-17 ............................................................................ 26CAASPP – Grade 4 Mathematics 2016-17 ......................................................................................................... 27CAASPP – Grade 5 English Language Arts/Literacy 2016-17 ............................................................................ 28CAASPP – Grade 5 Mathematics 2016-17 ......................................................................................................... 29CELDT 2016-17 ................................................................................................................................................... 302017-18 Supplemental Funds Program Budget .................................................................................................. 31


2017-18 Site Based Funds Program Budget ....................................................................................................... 322017-18 Title I Program Budget .......................................................................................................................... 33School-Parent/Home Compact ............................................................................................................................ 34VUSD Parent Involvement Policy ........................................................................................................................ 35Montalvo Elementary - Parent Involvement Policy .............................................................................................. 36Parent Involvement Calendar .............................................................................................................................. 39Districtwide Intervention Programs ...................................................................................................................... 40Teacher Mentoring Programs .............................................................................................................................. 41Professional Development Plan .......................................................................................................................... 42School Accountability Report Card ...................................................................................................................... 43School Site Council Bylaws ................................................................................................................................. 51Evaluation of 2016-17 Single Plan for Student Achievement .............................................................................. 56Title I – School Plan Reference of Required Components .................................................................................. 57Title I – School Plan Reference of Required Components .................................................................................. 58Chart of Requirements ........................................................................................................................................ 59


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The Single Plan for Student Achievement The Single Plan for Student Achievement (SPSA) for Montalvo Elementary School is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Claudia Caudill, Principal Montalvo Elementary School 2050 Grand Avenue Ventura, CA 93003 (805) 289-1872 [email protected] The district’s Governing Board approved this revision of the school plan on .

School Site Council Membership California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the SSC is as follows:

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student Claudia Caudill X

Gwen Field X

Debbie Gause X

Ed Guerra X

Juana Bravo X

Christina Alvarado X

Stephen Cavola X

Denia Gonzalez Diaz X

Elisa Lehman X

Erendira Guerrero-Pimentel X

Number of members in each category 1 3 1 5


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English Language Advisory Council (ELAC) Membership Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members

Principal

Certificated Staff

Classified Staff

Parents/Guardians of English Learners Other

Claudia Caudill X

Denia Gonzalez Diaz X

Teresa Rodriguez X

Erendira Guerrero-Pimentel X

Number of members in each category 1 3

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

o The ELAC has voted to give governance to the SSC on this date: ________________________

o The name of the parent ELAC representative to SSC is: _______________________________


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Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing Board for approval and assures the board of the following: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative English Learner Advisory Committee

4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes

all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5) This SPSA is based on 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.

6) This SPSA was adopted by the SSC at a public meeting on: ________________________. Attested:

Claudia Caudill, Principal Date

SSC Chairperson Date


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District information

District Profile Ventura Unified School District is the third largest district in the county and located on the California coastline, 63 miles northwest of Los Angeles. More than 17,000 students in grades kindergarten through twelve receive a rigorous, standards-based curriculum from dedicated and highly qualified professionals. The district is comprised of 17 elementary schools, 4 middle schools, 3 comprehensive high schools, 1 continuation high school, and 1 alternative high school.

District Vision In the Ventura Unified School District, all students will receive an exemplary and balanced education fostering a life-long passion for learning and engagement. We demand excellence of ourselves because our supportive community has entrusted us with their children.

District Mission The Ventura Unified School District will educate all students in safe, healthy, and high performing schools. We will inspire all students to excel academically, honor the unique qualities and diverse backgrounds of all students, build supportive relationships, guide all students to reach their full potential, motivate all students to successfully pursue their chosen life path, and engage all students to become responsible and contributing members of society.

Governing Principles • Every student can learn. • We will make decisions in the best interest of students. • We will value and celebrate diversity, and treat all people with dignity and respect. • We will operate in a fiscally responsible manner. • We will work as a team. • We will maintain a working environment that promotes professional growth and excellence. • We will celebrate and recognize success, creativity and achievement through a variety of indicators. • We will embrace families and the community as partners in education.


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School Information

School Profile During the 2016-17 school year, Montalvo Elementary School served 433 students in grades K-5. Student enrollment included 4.2% students with disabilities, 33.9% English learners, 0.5% foster youth, and 63.7% socioeconomically disadvantaged. The staff at Montalvo Elementary School maintains high academic standards, providing an educational program designed to meet the needs of each student in a warm and nurturing environment. Montalvo Elementary School is one of seventeen elementary schools in the Ventura Unified School District. It is located on the southeastern corner of the City of Ventura and 70 miles north of Los Angeles. It is located in an unincorporated area of the city. Montalvo is surrounded by many single family homes, new developments, low income apartment complexes and a mobile home park which houses a large number of Spanish speaking families. There is also a homeless shelter in the school's attendance area. A state-funded preschool is also on the Montalvo campus which serves approximately fifty, 3 and 4 year-old students. Montalvo has a school wide Title I program. The school participates in the federal Universal Meal Program with 100% of its student body qualifying for free or reduced-price meal status. The school is served by programs offering childcare and afterschool care. The Las Posas Childcare Center provides after school care on a fee basis. Montalvo sponsors the After School Education and Safety (ASES) program which serves 80 students in grades 3-5 Monday-Friday and supports the school’s instructional program with tutoring and homework support. Montalvo Elementary School offers two instructional pathways for student learning; a Structured English Immersion Program (SEI) and a Two-Way Immersion (TWI) Bilingual Program for students in grades kindergarten through grade 5. Montalvo Elementary School was modernized in 2000 and hosts 20 classrooms. The school has a library with bilingual resources for students, staff and parents. A three-hour library technician serves preschool through grade 5 students. The school also has a fully implemented Accelerated Reader Program; a 32-station computer lab which serves as a resource for students, teachers and families. A computer lab assistant assists kindergarten through grade 5 students with technology based projects.

School Vision Upon leaving Montalvo, we want our students to be positive contributors to our community. Therefore, it is essential that each student develop the skills and values that will help them become lifelong learners, responsible citizens and productive members of society.

School Mission At Montalvo Elementary School our mission is to ensure the full intellectual and character development of each child by making use of all available educational resources. This is accomplished in an environment that is warm, caring and academically stimulating.


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Student Enrollment by Ethnicity – 2016-17

Student Enrollment by Grade – 2016-17

0.5%1.4%0.5%

77.8%

0.2%

16.2%3.5%

Black or African American

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

55

60

65

70

75

80

Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

77 76

65

72 7073


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Student Enrollment by Subgroup – 2016-17

Highly Qualified Teachers The Ventura Unified School District and its governing board desire “to employ the most highly qualified person available for each open position. The Superintendent or designee shall develop recruitment and selection procedures which include:

• Assessment of the district's needs for specific skills, knowledge and abilities • Development of job descriptions which accurately describe all essential and marginal functions and duties

of each position • Dissemination of vacancy announcements to ensure a wide range of candidates • Screening procedures which identify the best possible candidates for interviews • Interview procedures which determine the best qualified candidate for recommendation to the Board

The Superintendent or designee shall recommend only those candidates who meet all qualifications established by law and the Board for the position. Nominations for employment shall be based upon screening devices, interviews, observations and recommendations from previous employers.” (Board Policy 4111) “Recognizing the importance of teacher effectiveness in improving student achievement, the Governing Board desires to recruit and hire teachers for core academic subjects who possess the subject matter knowledge and teaching skills required by the federal No Child Left Behind Act (NCLB). All teachers employed to teach core academic subjects shall be "highly qualified" as defined by federal law and the State Board of Education.” (Board Policy 4112.24) Ventura Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

• that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

• for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

FosterYouth

63.7

3.94.2

0.5

Perc

enta

ge


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Based upon the most current data available (2010 U.S. Census Bureau http://www.census.gov/cgi-bin/saipe/saipe.cgi, the district’s estimated percentage of student population of children ages 5-17 living in poverty is 12.8%. For the 2016-17 school year, there are no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Ventura Unified School District’s Human Resources Division is responsible, in partnership with Montalvo Elementary School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on the EdJoin.org website. All applicants must have the following to apply:

• Letter of Application • Resume • Three Letters of Reference • Copy of Credentials • Copies of Transcripts* • Copy of CBEST, MSAT, CSET, or PRAXIS Test Scores* (*not required for non-academic Adult Ed

assignments) The Ventura County Office of Education (RCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the district’s Human Resources Division. In the county’s most recent review of Ventura Unified School District’s teacher assignments, there were no misassignments reported.

Program Improvement School Montalvo Elementary School is currently in Year 3 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.

Magnet School Assistance Program Grant Ventura Unified School District was awarded a federal grant from the Office of Innovation and Improvement in August of 2013. The Magnet School Assistance Program (MSAP) grant was awarded to assist VUSD to implement a voluntary desegregation plan to reduce Hispanic isolation. The grant totaling 10.2 million, given over 3 years, will be used to accomplish 5 goals:

• Reduce Hispanic isolation through magnet schools • Promote increased interaction among students of different backgrounds • Demonstrate achievement of high academic standards in ELA and Math • Promote parental decision making and involvement • Support the development and implementation of magnet schools

The grant provides support for 6 project schools: Academy of Technology & Leadership at Saticoy, EP Foster, Montalvo, Mound, Sheridan Way and Will Rogers. Common practices of the grant include a focus on STEM through a partnership with Cal State University, Channel Islands, integration of technology for teaching and learning, common professional development in math and visible thinking strategies and extensive support staff to encourage change and implementation fidelity.


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Comprehensive Needs Assessment Montalvo Elementary School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During a School Site Council Meeting and at staff meetings, the principal and teaching staff considered the results of the following to identify areas of strength and weakness:

ü Analysis of Student Performance Data: o CELDT Reports o CAASPP Reports o Benchmark Data

Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Transition from Preschool to Kindergarten Ventura Unified School District Office of Educational Services, Child Development Programs Division, manages and coordinates early childhood programs to support the social, emotional, physical, and educational needs of the child in a safe and healthy environment. Teaching staff are fully credentialed through the California Commission on Teacher Credentialing. Support staff are well trained and knowledgeable of community resources, mental health, social services, health, and nutrition.

• Jumpstart State Preschool Program: designed to prepare children for successful entry to kindergarten. The curriculum offers children opportunities to learn by being actively involved with developmentally appropriate materials in the areas of language, cognitive, social, emotional, creative, and physical development. Staff follow an integrative curriculum that is founded on theories of High Scope and the NAEYC Curriculum Guidelines for Young Children. Reading and literacy instruction are aligned to the district’s Language Arts Standards. Jumpstart utilizes a developmental continuum and benchmarks to document and evaluate student learning. Students are engaged daily in language/literacy lessons, as well as ten developmentally based center activities. Children receive a “no cost” nutritionally balanced meal each day. Each Jumpstart Preschool classroom is composed of a Site Leader (Director) and two qualified classroom teachers. The program is structured to provide back-to-back instruction, more commonly known as team teaching. Morning and afternoon sessions are offered. The Jumpstart State Preschool Program offers morning and afternoon sessions at:

o ATLAS Elementary o E.P. Foster Elementary o Montalvo Elementary o Pacific High/Jumpstart o Portola Elementary o Sheridan Way Elementary o Will Rogers Elementary


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Nutrition Ventura Unified School District’s governing board recognizes the link between student health and learning and ensures a comprehensive coordinated school health program approach that supports and reinforces health literacy through health education, physical education, health services, nutrition services, psychological and counseling services, health promotion for staff, a safe and healthy school environment with parent/guardian and community involvement as outlined in Board Policy 5030 (Student Wellness). The board policy was developed with the involvement of parents/guardians, students, school food service professionals, teachers, school administrators, Board representatives, and members of the community.

• Nutrition Education and Physical Activity Goals - the district's health programs, including health, nutrition and physical education, are based on current scientific and educational research, meet state standards, are consistent with the expectations established in the state's curriculum frameworks, and designed to build the skills and knowledge that all students need to maintain a healthy lifestyle. Health, nutrition and physical education are provided as part of the health education program in grades K-12 and, as appropriate, integrated into core academic subjects and offered through before-and-after-school programs.

• Foods and beverages - all foods and beverages available to students, including foods and beverages provided through the National School Lunch Program, student stores, vending machines, fundraisers, or other venues meet or exceed state and federal nutrition standards. It is integral to the district’s culture to support Safe, Healthy and High Performing Schools at every occasion. For example, nutritious items and activities are served at occasional class parties or celebrations which are held after the lunch period. Healthy foods or non-food items only are used as incentives or award.

• Health Education - all students in grades K-12 are afforded opportunities to be physically active on a regular basis. Opportunities for moderate to vigorous physical activity are provided through physical education, recess, school athletic programs, extracurricular programs, before and after-school programs, and other structured and unstructured activities.

Montalvo Elementary School provides the following programs on campus to promote healthy lifestyle standards and choices:

• National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day. VUSD Child Nutrition Programs’ Nationally acclaimed Farm-to-School Salad Bar program and scratch cooked meals meet and exceed the Healthy, Hunger Free Kids Act of 2010 and the July 1, 2012 Federal meal regulations.

• School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices is available.

• Child Nutrition Services operates the Healthy Schools Project - provides learning opportunities for students to make healthy choices through a variety of hands-on experiences. Classroom lessons are standards-based and include label reading, making good food choices, and cooking. Students learn to recognize the link between food production and consumption by participating in school gardening activities. Exploring nature and gaining real world learning in math and science are two additional and important components of school gardens. These lessons are reinforced by utilizing the school cafeterias as the practical learning lab for these life skills.

• Harvest of the Month (HOM) Program - a different locally grown seasonal fruit or vegetable is featured each month. Classroom teachers offer samples of the produce and give information on the crop. Special salads showcasing the Harvest of the Month produce are served each week at the school salad bar to reinforce classroom lessons. Each month, school libraries feature a storybook for the month's HOM fruit or vegetable.

• Farm-to-School Salad Bar - the cafeteria offers a daily Farm-to-School salad bar with a variety of fresh, seasonal produce purchased from local farmers to the extent possible. Area farmers visit schools to do Farmer in the Classroom lessons and provide mini farmers' markets to students.

• SPARK (Sports, Play & Active Recreation for Kids!) - research-based physical activity/physical education curriculum.

• School Garden - provides the opportunity for children to learn about nutrition, the growing seasons, and the environment. The Healthy Schools Project provides for the creation and operation of the school garden as a collaborative effort and links the school cafeteria, gardens and classrooms with district staff,


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parents and others, such as UCCE Master Gardeners. School garden produce is featured in the school cafeteria.

Bully Prevention, Violence Prevention, and Substance Abuse Curricula All persons are to be treated with dignity and respect; therefore, the district, schools, students, parents/guardians and community have an obligation to promote mutual respect and safe, harmonious relations that support dignity and equality. The Ventura Unified School District has in place policies, procedures, and practices that are designed to reduce and eliminate bullying and harassment as well as processes and procedures to address incidents of bullying and harassment when they occur. Montalvo Elementary School’s behavior standards are aligned to district standards, including the application of standards for bullying behavior fairly and consistently. Montalvo Elementary School follows district guidelines, policies and procedures according to the Education Code as well as school rules pertaining to related matters such as bullying suspension and expulsion, student expression, and the rights and responsibilities of students. School administration and teaching staff are qualified to identify, manage, and respond to unacceptable behaviors to support a safe and respectful learning environment. Montalvo Elementary School’s staff follow Dr. Randy Sprick’s Guidelines for Success and CHAMPs programs to support student instruction, professional development, and classroom management practices associated with bullying and harassment. Both programs focus on the foundation to foster a healthy environment to reduce classroom disruptions, increase student safety, and motivate student learning. Students are engaged in activities targeting bullying prevention strategies through: The Pledge for Achievement, classroom behavioral expectations, Bucket Filling actions/activities, classroom discussions, positive behavior assemblies, and the use of related children’s literature. Parents are included in bully prevention education and awareness activities through the school newsletter, communication with school staff, and information provided on the school district website. Montalvo Elementary School has adopted the following district-approved programs aimed at keeping students safe at all times and promoting healthy habits and choices.

• The Great Body Shop - includes curricula about harassment/bullying for K-5. • Digital Citizenship – program that is a concept which helps teachers, technology leaders and parents to

understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology.

Community Resource Guide The Ventura Unified School District publishes a Community Resource Guide for its student, parents, and community. The guide is available at the district office and on the district website www.venturausd.org. The guide provides local and community resource contact information for:

• After School Childcare & Activities • Alcohol, Tobacco, Other Drugs • Clothing, Food, Shelter • Confidential Teen Services • Counseling • Educational Resources • Family Support • Health Information • Healthcare • Hot Line Numbers • Local Alcohol & Drug Intervention List • Low or No-Cost Health Insurance for Children • School-Law Partnership • Student Assistance/Support • Transportation • Tutoring


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Programs Included in This Plan The School Site Council intends for Montalvo Elementary School to participate in the following programs:

State Programs Allocation Supplemental Funds Program

2017-18 Budget $63,413 + 2016-17 Carryover $26,1941 $ 89,607.00

Site based Funds Program

2017-18 Budget $16,887 + 2016-17 Carryover $1,875 $ 18,762.00

Total amount of state categorical funds allocated to this school:

$

108,369.00 Federal Programs Under the Elementary Secondary Education Act Allocation Title I, Part A: Schoolwide Program

2017-18 Budget $62,247 (includes $1,190 parent involvement) + 2016-17 Carryover $4,361 Purpose: Upgrade the entire educational program of eligible schools in high poverty areas.

$ 66,608.00

Total amount of federal categorical funds allocated to this school: $ 66,608.00

Total amount of state and federal categorical funds allocated to this school: $ 174,977.00


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2017-18 School Goals for Improving Student Achievement

VUSD - Local Educational Agency Plan Goals Goal #1: All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics. Goal #2: All English Learners will become proficient in English and reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal#3: All students will be taught by highly qualified teachers. Goal #4: All students will be educated in learning environments that are safe, drug-free, healthy and conducive to learning. Goal #5: All students will graduate from high school.

VUSD - Local Control Accountability Plan (LCAP) Goals Goal #1: Increase Student Achievement – Increase student achievement for all students while decreasing performance gaps. Goal #2: Student Connections to School – Provide a safe and secure environment for all staff and students. Goal#3: Family Involvement – Increase parent and community involvement.

2017-18 School Goals for Improving Student Achievement The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet state targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards. Goal #1: Increase student achievement. Goal #2: Goal #2: Provide a safe and secure environment for all staff and students. Goal #3: Increase parent and community involvement.


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Goal #1: Increase student achievement.

Describe how this goal aligns to the district’s LCAP goals:

Montalvo will increase the percentage of students in the “Standard Met” and/or “Standard Exceeded” performance levels for ALL students and significant subgroups. (LCAP Goal #1: Improve student achievement)

What data was used to form this goal:

SBAC/CAASPP data from 2016-17 (including non-duplicated populations), Benchmark data, and Aprenda scores

Individuals Involved in analyzing data and formulating goal:

Teaching staff, Principal, SSC, ELAC, Intervention teachers and para-educators

What did the analysis of the data reveal that led to this goal:

The new assessment system (SBAC) requires a very different approach to demonstrating knowledge. Our students need to be able to articulate their thinking, and the connections they make, by using academic vocabulary. There were many students on the cusp last year of having met or nearly met the standards. We believe that an additional emphasis on visible thinking strategies, Webb’s Depth of Knowledge, and strategic questioning would help provide students with the tools they need to be more successful.

Identify targeted student groups and expected growth:

All students

What data will be collected to measure student achievement?

Multiple measures that include: Benchmark Assessments/Teacher-created Assessments Regular assignments incorporating Language Arts standards/ teacher observation of students’ progress SBAC

Identify the process for monitoring and evaluating collected data:

Professional learning communities will review student data regularly each month, both individually as well as collaboratively.

Describe the actions to improve achievement to exit program improvement (if applicable):

• Use assessment data to guide instruction • Maintain high attendance rates/minimize behavior issues/provide positive school climate • Provide related staff development


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Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible Funding Source &

Amount

Process for Evaluation of

Implementation

PLC Structure for teachers to look at assessments and data, and to discuss strategies Para-educators to assist with Tier 1 instruction Library Tech to assist with appropriate books for reading levels GATE Program to provide enrichment (teacher salary and supplies) Hourly intervention teachers and multi-tiered system of support with the learning center RAZ Kids Reading supplemental program Moby Max to reinforce skills acquired during math instruction District-provided professional development for teachers, and ongoing support with the teacher on special assignment with new math curriculum Family math and literacy nights for elementary families in both Spanish and English

September 2017 – June 2018

Principal and Teachers Principal, Teachers, and Para-educators Principal and Library Tech Principal, GATE teacher and GATE community Intervention teachers, SAI teacher, SAI paraprofessional and teachers and principal Teachers and principal Principal and all teachers Principal and all teachers Principal and all teachers

No funds needed Supplemental: $58,705 Title I: $19,290 Supplemental: $7,398 Title 1: $7,399 Site based: $7,565 Site-Based: $2,000 Supplemental and District intervention funds $800 Site Based None-District provided program None-District provided Supplemental: $900.00 hourly teacher salary for 4 teachers, four times per year, plus supplies

PLC minutes and analysis of goals SBAC/CAASPP data, benchmark data, and para-educator training agendas Library schedule, Accelerated Reader scores, anecdotal evidence of students accessing library GATE roster, projects, and SBAC/CAASPP data reflecting GATE subgroup SBAC/CAASPP data, benchmark data, and screener data SBAC/CAASPP data, benchmark data, and screener data SBAC/CAASPP data, benchmark data SBAC/CAASPP data, benchmark data, and training agendas Sign-in sheets, agendas and informal feedback from parents


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2 release days for al teachers to map new math curriculum Sending a team to the Unpacking ELD Standards conference at CLU Sending a team to the CRLP training at CLU for reading fluency

Principal and all teachers Team of 3 teachers Team of 3 teachers

Title I: $4,000 for sub time Title 1: $1,050 plus 2 days of sub costs ($690) for total of $1,740 Title 1: $1,400 plus 4 days of sub costs ($920) for a total of $2,320

Curriculum maps ELPAC scores and a presentation from attending teachers to all staff, ELL benchmark and SBAC data Reading scores for teachers and presentation from attending teachers to all staff


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Goal #2: Provide a safe and secure environment for all staff and students.

Describe how this goal aligns to the district’s LEA Plan goals:

Montalvo will increase the level of connectedness to school among students, and the sense of safety and well-being among students and staff. (LCAP Goal 2: Student connections to school)


Current suspension rate, and anecdotal evidence of students needing more social-emotional support than before. Teachers are reporting that the gap between the rigor of instruction and the social-emotional wellness of students is having great implications for teaching and learning.


Teaching staff, Principal, SSC, ELAC, Intervention teachers and para-educators


We are finding more and more students coming to our school with social and emotional needs that are beyond the scope of what we are prepared to handle in the classroom. We need to provide our teachers and students with tools to self-regulate, co-exist, and keep the focus on learning.


All students and staff


The SST referrals, and how many students are being referred for additional services due to social-emotional needs, as well as the suspension rate for all students.


At our monthly SST meetings, we will document the students being referred for social-emotional needs, as well as the suspension rate for all students.


N/A


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Start & Completion

Dates Personnel

Responsible Funding Source &

Amount


Implementation

Include a Dynamic Mindfulness component for monthly rotations so teachers can meet for PLC time Twice-yearly Dynamic Mindfulness lessons in the counseling office with all classes Zones of Regulation training for all teachers Counselor to work with groups of students on Dynamic Mindfulness and Zones of Regulation Parent training on Dynamic Mindfulness and Zones of Regulation ½ day sub for the release of specific teachers to meet with a student study team to determine appropriate steps to support our struggling students, 6 times per year My Body Belongs to Me presentations for all students


Counsel and Principal No funds necessary Classroom teachers and the district behavior specialist Counselor and classroom teachers Principal and district behavior specialist Principal, school psychologist, counselor, and SAI specialist Principal, counselor and PTA

No funds necessary No funds necessary Supplemental: Stipend for attendance and preparation time for implementation $1,700 No funds necessary No funds necessary Supplemental: $700 No funds necessary

Sign-in sheet for training, and anecdotal and walk-through evidence of implementation SSGT notes, assessments for special education services


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Goal #3: Increase parent and community involvement.

Describe how this goal aligns to the district’s LCAP goals:

Montalvo will increase the level of connectedness to school among families. (LCAP Goal 3: Family Involvement)


Sign-in sheets from various parent events, including parent meetings and conferences.


Teaching staff, Principal, SSC, ELAC, Intervention Teachers and para-educators


There is a need for our families, especially our Spanish-speaking families, to be more involved in our school, both during and outside of instructional time.


All students and staff


Sign-in sheets, visitor logs, and anecdotal evidence from teachers about the level of involvement among families.


Check sign-in sheets and visitor logs regularly, and include a time during staff meetings to discuss ways families were engaged at the classroom level.


N/A


20


Start & Completion

Dates Personnel

Responsible Funding Source & Amount


Implementation

Parent training on Dynamic Mindfulness and Zones of Regulation in English and Spanish Family math and literacy nights for elementary families in both Spanish and English Monthly Principal’s Coffee in English and Spanish for informal meet and greet with the principal TWI Parent meetings in English and Spanish for all TWI families regarding the model and how to support their children Spanish classes for English-speaking parents in TWI My Body Belongs to Me training for parents in Spanish and English


Principal, teacher, District behavioral specialist, counselor Principal and teachers Principal and PTA parents Principal, District Dual Language TOSA and teachers Principal Principal and PTA

No funds needed. Supplemental: $900 hourly teacher salary for 4 teachers four times per year, plus supplies Translation from Title I Title 1: Translation and $800 for teacher hourly rate twice per year No funds needed No funds needed

Sign-in sheets, agendas and informal feedback from parents Sign-in sheets, agendas and informal feedback from parents Sign-in sheets, agendas and informal feedback from parents


21

2017-18 Centralized Support for Planned Improvements in Student Performance

VUSD - Program Support Goals The Student Performance and Program Evaluation Department provides direction, coordination, and assistance to schools in carrying out a District Title I program for disadvantaged students. These include areas of program development, Single Plan Review, management, legal compliance, evaluation, fiscal accounting, staff development, and community advisory processes, as well as responsibility for District and state required reports and documents. The Director and teacher specialists provide technical assistance for schools. Multilingual/Multicultural Education The Multilingual and Multicultural Education Department provides centralized services to support English Learners at all schools in accordance with the VUSD English Learner Master Plan. The department supports program design, planning and articulation, professional development, program evaluation, parent involvement, management of fiscal resources, community awareness, and support of world language instruction and multilingualism in VUSD schools through course development and curriculum selection. VUSD promotes and celebrates multilingualism with the VUSD Multilingual Recognition Seal and the California State Seal of Biliteracy. The Department assists schools in providing this recognition for graduating seniors each year. District translation support is offered through the Multilingual and Multicultural De3partment and by staff at many schools. Curriculum & Instruction The Curriculum & Instruction Department provides leadership and support for VUSD staff by coordinating the development, alignment, and implementation of standards, assessments, curriculum, instruction, staff development, and support services to ensure each student meets or exceeds grade level content standards. The education of the whole child, academically, as well as socially and emotionally, is our goal. Gifted and Talented Education The Gifted and Talented Education Office provides direction, coordination, and assistance in carrying out the GATE Program. This includes accounting, management, legal compliance, evaluation, placement and identification, the community advisory processes, as well as providing District and state required reports. Assistance to schools is provided by the GATE Coordinator and secretary. Migrant Education The Migrant Education Program provides for the coordination and implementation of various services in partnership with the Ventura County Office of Education, and the local colleges and universities. Services include identification and recruitment, monthly parent advisory committee meetings, early child development supports, supplemental instruction, summer school, emergency medical services, Spelling, Speech & Debate Tournaments, college tours, academic counseling, credit recovery courses, Family Literacy Programs, Migrant Family Conference, informational events, computer program trainings, accounting, management, legal compliance, evaluation, as well as providing district and state required reports. Services are provided to academically support and ensure that migratory students receive the appropriate opportunities to help reduce with the educational disruption and other problems as a result of repeated moves. Service to the schools are provided by the Migrant Education Coordinator and the Migrant Liaison/Recruiter. Indian Education The Indian Education Program is a federally-funded program serving only American Indian or Alaskan Native students in all grade levels who have an Indian Student Eligibility Certification Form 506 completed by their parents and on file in our Indian Education Office. The main focus of the program is to encourage all students of American Indian descent to finish high school and attend college. The Indian Education program was implemented to reduce the high drop-out rate among Native Americans throughout the United States Elementary grade students (K-6) are engaged in a rigorous, standards-based hands-on Indian Education curriculum and reading development. Students participate in fun activities which explore their Native American history, heritage, and culture. Intervention and tutoring are available based on individual progress in meeting state proficiency standards and basic skills acquisition.


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All qualifying 6-12 students have access to counselors who are experienced in working with students of American Indian and Native Alaskan descent in the areas of personal and academic counseling as well as tutoring in all areas of the middle school and high school curricula. Students in grades 6-9 are engaged in cultural presentations, heritage lessons, successful time management and study skills lessons, goal setting for middle school success and high school expectations, thinking about college and post high school educational and career planning, and basic skills support for language, reading and mathematics. Students in grades 9-12 are provided career counseling which includes information about special grants, scholarships, and financial assistance, and are engaged in activities to facilitate a better understanding in such areas as individual tribal history and history of other tribes. Instruction and support are administered at each qualifying student’s school site through a series of monthly sessions which may include 1) small group instruction based upon reading and language development, through interactive discussion, 2) hands-on learning activities, 3) booklets, and 4) computerized lessons. The school’s Indian education teacher or 6-12 counselor work with the district’s Indian Education Coordinator to develop a specialized curriculum and appropriate support services. Tutoring services are determined by the school administrator and Indian Education Coordinator. After School Education & Safety Program Montalvo Elementary School provides after school academic intervention and enrichment to support instruction and extend the school day through the ASES Grant. The on-campus after school program employs a hands-on, student-centered approach to combine academics, youth development, enrichment, and recreation through a variety of activities. Students who have been identified as at-risk or academically deficient (including special education and EL students) are given first priority to participate in the ASES program. Each afternoon, students spend a designated portion of time on 1) homework completion/support, 2) academic intervention/enrichment, and 3) youth development and recreational activities. Students are given opportunities on a regular basis to use computers to access skill-based software programs to support academics and assess their progress. The district’s ASES Teacher Specialist and school site’s ASES Director use a monthly chart (aka “linking tool”) to communicate academic focus areas, needs, and activities that may be implemented to support after school activities. The monthly communication identifies the focus standards for each grade level in four content areas as well as suggestions for academic support, enrichment, and activities (games, etc.). The ASES Director and ASES staff use the monthly chart to define expectations and structure for afternoon activities (academic intervention, academic enrichment, homework) in language arts, math, science, and social science, with attention to ELD strategies. The ASES Teacher Specialist provides the pacing guides to the ASES Director on a monthly basis. Input from district specialists (math, language arts), benchmark data, and established pacing guides for science and history curricula are used to develop ASES pacing guides for all core subjects. ASES staff receive training to support 1) ancillary/supplemental materials related to the school’s adoptions in language arts and math, and 2) data analysis to increase student achievement in reading and math, and 3) to enhance student understanding of content. Once a month, at a minimum, the ASES Teacher Specialist visits the site’s ASES program to provide staff development for all ASES staff. Training sessions are led by the ASES Teacher Specialist in collaboration with directors and /or program specialists and attended by all ASES staff members. In some cases, the ASES Teacher Specialist will provide training materials to the ASES Teacher Leader who will conduct the month’s training. In 2009-10, the focus for the majority of staff development activities focused on 1) academic vocabulary, 2) Kagan Cooperative Learning Strategies, and 3) the EL learner. During the 2011-12 school year, staff will continue to focus staff training activities on prior year’s topics in an effort to develop mastery in applicable skills and knowledge. New training for the 2011-12 school year includes developing the resources and methods to incorporate and deliver academic support addressing the goals of the STEM initiative. The ASES Teacher Specialist coordinates research based regular assessments and evaluations to monitor the program’s effectiveness and student performance. Student assessment results are forwarded to the principal and site directors/teacher leaders on a trimester/quarterly basis; data is used to review and refine program activities, policies, staffing, and professional development.


23

The ASES Teacher Specialist visits the ASES site monthly to observe program operations and effectiveness. Each month, the specialist prepares a summary of findings which includes both program strengths and weaknesses. Deficiencies are immediately addressed and continual efforts are made to improve areas of concern. As a whole, the district’s ASES program has adopted three main goals for improving the ASES program curriculum. Ongoing implementation of the following goals supports 1) program effectiveness, 2) increases mastery of strategies for long-term staff, 3) promotes development of skills in newly hired ASES staff, and 4) enhances opportunities for students to achieve academic success as well as meet state proficiency standards. Goal #1: Increase academic vocabulary

Actions to achieve positive results: • Monthly identification of key vocabulary terms in math, history and science that connect to the

subject matter that students are currently studying during their regular school day • Through training, discuss the various methods to provide vocabulary enrichment (word games,

pictures games, etc.) Self-assessment tools to measure efforts in meeting goal:

• Benchmark data Goal #2: Implement cooperative learning strategies

Actions to achieve positive results: • Identify key strategies which ASES directors are to implement in lesson plans

Self-assessment tools to measure efforts in meeting goal: • Active observation of ASES staff following cooperative learning structure training materials

Goal #3: Adapting academic enrichment to meet the needs of English learners

Actions to achieve positive results: • Use of illustrations to improve understanding of English language • Actively engage students to verbally demonstrate use and understanding of English language • Use of research-based EL teaching strategies such as: TPR, sentence frames, wait time, Think-

Pair-Share Self-assessment tools to measure efforts in meeting goal:

• Benchmark data in language arts


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References

CAASPP – Grade 3 English Language Arts/Literacy 2016-17

Change year on 1st table accordingly

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All Students Tested 75 73 73 29% 26% 19% 26%Male 36 35 35 29% 20% 20% 31%Female 39 38 38 29% 32% 18% 21%African AmericanAmerican Indian or Alaskan NativeAsianFilipinoHispanic or Latino 64 62 62 23% 26% 23% 29%Hawaiian or Pacific IslanderWhite (not Hispanic) * * * * * * *Two or More Races * * * * * * *Socioeconomically Disadvantaged 51 51 51 16% 25% 24% 35%English Learners 20 20 20 0% 15% 30% 55%Students with Disabilities * * * * * * *Migrant Education * * * * * * *Foster Youth

English Language Arts/Literacy2016-17

Grade 3


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CAASPP – Grade 3 Mathematics 2016-17

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All Students Tested 75 73 73 21% 26% 27% 26%Male 36 35 35 26% 20% 29% 26%Female 39 38 38 16% 32% 26% 26%African AmericanAmerican Indian or Alaskan NativeAsianFilipinoHispanic or Latino 64 62 62 11% 27% 32% 29%Hawaiian or Pacific IslanderWhite (not Hispanic) * * * * * * *Two or More Races * * * * * * *Socioeconomically Disadvantaged 51 51 51 6% 27% 33% 33%English Learners 20 20 20 0% 5% 50% 45%Students with Disabilities * * * * * * *Migrant Education * * * * * * *Foster Youth

2016-17

Grade 3

Mathematics


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26% All Students Tested 70 69 69 9% 25% 19% 48%31% Male 38 37 37 11% 27% 14% 49%21% Female 32 32 32 6% 22% 25% 47%

African American * * * * * * *American Indian or Alaskan NativeAsian * * * * * * *Filipino

29% Hispanic or Latino 51 51 51 8% 22% 16% 55%Hawaiian or Pacific Islander

* White (not Hispanic) 12 11 11 9% 36% 36% 18%* Two or More Races * * * * * * *

35% Socioeconomically Disadvantaged 45 45 45 4% 13% 20% 62%55% English Learners 24 24 24 0% 13% 8% 79%

* Students with Disabilities * * * * * * ** Migrant Education * * * * * * *

Foster Youth


Grade 4


Grade 3


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African American * * * * * * *American Indian or Alaskan NativeAsian * * * * * * *Filipino


* White (not Hispanic) 12 11 11 9% 45% 36% 9%* Two or More Races * * * * * * *


* Students with Disabilities * * * * * * ** Migrant Education * * * * * * *

Foster Youth

2016-17

Grade 3

Mathematics2016-17

Grade 4

Mathematics


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* African AmericanAmerican Indian or Alaskan Native

* Asian * * * * * * *Filipino


18% White (not Hispanic) 13 13 13 46% 38% 15% 0%* Two or More Races * * * * * * *


* Students with Disabilities * * * * * * ** Migrant Education

Foster Youth


Grade 4


Grade 5


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* African AmericanAmerican Indian or Alaskan Native

* Asian * * * * * * *Filipino


9% White (not Hispanic) 13 13 13 54% 15% 23% 8%* Two or More Races * * * * * * *


* Students with Disabilities * * * * * * ** Migrant Education

Foster Youth

Mathematics2016-17

Grade 4 Grade 5

Mathematics2016-17


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CELDT 2016-17 2016-17

2015-16

2014-15

2016-17

Students Tested BeginningEarly

Intermediate IntermediateEarly

Advanced Advanced

Kinder. 23 4% 4% 43% 43% 4%

Grade 1 27 0% 4% 22% 56% 19%

Grade 2 31 3% 32% 42% 19% 3%

Grade 3 23 0% 30% 43% 22% 4%

Grade 4 26 8% 15% 42% 23% 12%

Grade 5 27 4% 4% 41% 33% 19%

Results Shown as Percentage

2015-16

Advanced Students Tested BeginningEarly


Advanced Advanced

4% Kinder. 32 13% 25% 47% 13% 3%

19% Grade 1 30 0% 7% 40% 40% 13%

3% Grade 2 25 8% 28% 48% 12% 4%

4% Grade 3 28 18% 14% 50% 14% 4%

12% Grade 4 33 12% 9% 45% 27% 6%

19% Grade 5 21 5% 0% 29% 57% 10%

Results Shown as Percentage Results Shown as Percentage

2014-15

Advanced Students Tested BeginningEarly


Advanced Advanced

3% Kinder. 38 18% 26% 34% 21% 0%

13% Grade 1 25 0% 16% 44% 40% 0%

4% Grade 2 26 8% 23% 58% 12% 0%

4% Grade 3 32 9% 22% 41% 25% 3%

6% Grade 4 22 0% 5% 50% 27% 18%

10% Grade 5 27 4% 11% 30% 48% 7%

Results Shown as PercentageResults Shown as Percentage


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2017-18 Supplemental Funds Program Budget


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2017-18 Site Based Funds Program Budget


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2017-18 Title I Program Budget


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School-Parent/Home Compact Dear Parent/Guardian, Our role as educators is to support your child academically, socially, and emotionally during his/her time at school. We see our role as only part of the larger picture, and your child’s success also requires your support. The following agreement will help ensure that we are all working together to provide the best experience for all students. Please review this compact with your child. It may be referenced during conferences or other conversations about your child’s progress.

School’s Responsibility: Parent/Guardian’s Responsibility: Provide high-quality curriculum and learning

materials Encourage your child to attend school

regularly Provide you with assistance in understanding

academic achievement standards and assessments and how to monitor your child’s

progress

Encourage your child to show positive school behavior

Provide opportunities for ongoing communication between you and teachers through parent-teacher conferences, reports

regarding your child’s progress, and opportunities to talk with staff, volunteer in

class and observe classroom activities

Review your child’s homework and backpack daily

Provide all students with a safe learning environment, and to care for your children in

your absence

Encourage positive use of your child’s extra-curricular time

Provide students and families with opportunities to connect to school and

participate in community events

Attend parent-teacher conferences, Back to School Night, special events and, when

appropriate, participate in decisions that pertain to your child’s education, volunteer in

your child’s classroom and school if time or schedule permit


35

VUSD Parent Involvement Policy The Governing Board recognizes that parents/guardians are their children’s first and most influential teachers and that continued parental involvement in the education of children contributes greatly to student achievement and positive school environment. In order to engage parents/guardians positively in their children’s education, the superintendent or designee shall ensure that staff members at each school: • Help parents/guardians develop parenting skills and provide home environments that support their children’s

academic efforts and their development as responsible members of society.

• Inform parents/guardians that they can directly affect the success of their children’s learning and provide them techniques and strategies that they may use to improve their children’s academic success and help their children in learning at home.

• Initiate consistent and effective two-way communication between the home and school so that parents/guardians may know when and how to help their children in support of classroom learning activities.

• Receive training that fosters effective and culturally sensitive communication with the home, including training on how to communicate with non-English speakers and how to give parents/guardians opportunities to assist in the instructional process both at school and at home.

• Encourage parents/guardians to serve as volunteers in the schools, attend student performances and school meetings, and participate in site councils, advisory councils and other activities in which they may undertake governance, advisory and advocacy roles.

School plans shall delineate specific measures that shall be taken to increase parental involvement with their children’s education, including measures designed to involve parents/guardians with cultural, language or other barriers, which may inhibit such participation. Parents in Ventura Unified School District are involved in the development of each site’s Single Plan for Student Achievement through surveys, focus groups, and advisory councils. VUSD Board Policy 6020, USC Title 20


36

Montalvo Elementary - Parent Involvement Policy Montalvo Elementary School will follow the guidelines developed with parent input as listed below in accordance with the No Child Left Behind Act of 2001. This policy will be distributed to parents of students participating in the Title 1 program, and will be updated periodically. Policy Guidelines

• Montalvo Elementary School will convene an annual meeting to explain the Title I Program requirements, school parent involvement policy, and the rights of parents of program participants. Montalvo Elementary School participates in the federal School wide Title I Program aimed at the improvement of the entire educational program at the school.

Action: Montalvo Elementary School convenes an annual Title I Parent Meeting each school year. Montalvo School is designated as a School wide Title I Program defined as the entire school parent population is invited to this information meeting conducted by the principal and appropriate school personnel who may include: the Title I reading teacher, the Home/School Liaison, the TWI coordinator and various other certificated/classified support staff. This meeting is conducted in both English and Spanish languages. Montalvo School has translation equipment to deliver simultaneous translation of either language as needed. All meetings at Montalvo School are conducted by bilingual staff/assistance for full parent comprehension, input and contribution.

• Montalvo Elementary School parents will be involved in an organized, ongoing and timely structure to plan, review and improve planning and policy documents such as: o Single plan for student achievement o Parent involvement policy o Title I program description o School-Parent Compact o Plans on training school staff on how to strengthen ties between home and school o Parents assist in the development of the Comprehensive School Safety Plan on an annual basis o Ongoing suggestions can be placed in the office suggestion box open daily from 7am-4:30pm

Action: Montalvo Elementary School will convene an annual parent election as needed for the balanced representation of the Montalvo School Site Council. Montalvo School maintains a five parent to five school employee ratio on its SSC. This SSC election timeline will be aligned with the annual Fall Back-School-Night events on campus. All parents will be invited to participate in this process. As an advisory council, the SSC will outline the development of the single school plan for academic achievement through a timeline of meetings necessary for the completion of this work. The SSC will ensure that all voices and audiences from the school community are included in the collection of data being used to develop the school plan. After a thorough collection of student achievement data from all stakeholders is collected and evaluated the school plan is written and approved by the SSC and then forwarded on the superintendent and the school board. The SSC meets on a monthly basis and regularly monitors, assesses and evaluates the implementation of the school plan. The budget is also reviewed as it is aligned with the school plan. This parent involvement policy is a component of the single school plan and the SSC will review its contents and add their input and comments. This Title I Parent Involvement Policy will also be shared at the annual Title I Parent meeting. Additional input and suggestions about parental involvement will also be collected by parents through a survey at that meeting. The School-Parent Compact is also a component of the single school plan and will be submitted as part of the single plan document. All Montalvo School parents receive a copy of the school-parent compact and are asked to sign it and return it to the school. The teachers will review it with parents again at the fall conferences in November and as necessary throughout the school year. Plans for staff training on how to strengthen ties between home and school will be an ongoing part of the goals and objectives written into the single school plan for academic achievement.

• Provide parents of participating students with: o Opportunities for regular meetings to formulate suggestions, share experiences with other parents,

and participate as appropriate in decisions relating to the education of their children if parents express an interest in doing so

o Timely responses to suggestions o Description and explanation of curriculum to be used


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o The forms of academic assessment used to measure student progress o Proficiency levels that students are expected to meet o Materials and training on how to improve their child’s achievement o All school information is sent home in a language and format parents understand and can act upon

Actions: Montalvo School provides regular opportunities for parental input through regular School Site Council (SSC) meetings, English Learner Advisory Council (ELAC) meetings, GATE parent meetings, parent participation in the superintendent’s Parent Advisory Council (PAC) meetings, Parent Teacher Association (PTA) meetings, Two-way Immersion (TWI) Parent meetings, grade level specific topic meetings such as Kindergarten orientation, Kindergarten TWI orientation and Grade 5 Orientation and Information meetings and the annual Title I parent meeting. Parents also participate in Back-to-School Night meetings and fall and spring conferences. Parents receive quarterly newsletters from the school and PAC representatives send home monthly newsletters. All communications are written in English and Spanish. The Montalvo School web page is regularly updated for added communication and has an interactive email address for parent usage. On a daily basis the principal displays an information easel in the front of the school with current communications for the week posted. Montalvo School also maintains a parent resource center on wheels and a Friday afternoon Honor Library on wheels to extend weekend reading options for all students. The annual Title I Parent Meeting provides the opportunity for parents to receive a description and explanation of the curriculum and assessments being used to measure student progress. The API and AYP levels are also explained to parents at the Title I meeting as well as being a regular component of the SSC’s work and focus on the single school plan for student achievement. 1% of the current Title I budget will be designated for parent training and activities. All materials and training opportunities are incorporated into the school plan through the specific objectives derived from the goals of the plan. Parents of Montalvo School students have expressed through various surveys their desire for the continuation of the Parent Expectations Support Achievement (PESA) institutes, Parent Institute for Quality Education (PIQE) training, health and nutrition classes and parent computer/technology training. Additional requests from parents gathered through a recent 07-08 ELAC survey include extending the Montalvo library services to include parents, and providing reading and intervention at an earlier age, developing more afterschool intervention programs for students and training for parents to learn how to help their children with homework and developing a structured gardening club for the students participation. Parents of students in grade 3-5 are appreciative and extremely supportive of the implementation of our PEAK after school program.

• Coordinate and integrate, as appropriate, parent involvement with Head Start, Even Start and other public preschool programs

Actions: As appropriate, Montalvo School coordinates and invites parent involvement opportunities with the parents of the Jump Start preschool program on campus. Current information on the Jump Start program is posted on a monthly basis in the information case in front of the school and outside the classroom on an information bulletin board.

• Develop appropriate roles for community-based organizations and businesses and encourage partnerships with elementary, middle and high school

Actions: Montalvo School has multiple partnerships with several community-based organizations such as the Ventura Police Activities League and the City of Ventura which are the major supporters of our PEAK after school program. We also receive support for enrichment activities for our students from The Ventura Sunrise Optimist Club, Ventura Suburban Kiwanis Club, The Ventura County Arts Foundation, the Ventura County Symphony and Performances to Grow On. Business partnerships throughout the Ventura area include collaboration with Trader Joe’s Markets, Washington Mutual Bank, The Pepsi Bottling Company, Target Stores, Exxon-Mobil, Mimi’s Restaurants, Skating Plus, Green Thumb International, McDonald’s Restaurants, Red Brick Pizza and Barnes and Noble Bookstores. Each school year we seek to include more business and community partnerships aimed at increasing, supporting and sustaining student achievement.

• Offer a flexible schedule of meetings that is convenient to parents


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Actions: Survey information gathered from parents includes ideas for increasing parent support through a variety of flexible meeting schedules. We have adjusted our meeting schedules to include more options for parental input and increased attendance at meetings. Examples of Montalvo School implementing suggestions from parents on this topic include: moving ELAC to a morning schedule, more parent meetings on Wednesday early dismissal days for students, posting and informing parents of meetings months in advance. We continue to provide child care and refreshments for parent meetings whenever possible. We have also continued our collaboration with the Ventura Unified Adult Education School providing English as a Second Language Classes on a weekly basis. This Montalvo School/ Adult School collaboration will included the implementation of a Spanish class for parents during the 2008-2009 school year.

• Provide other reasonable support for parental involvement request

Actions: Along with the annual Ventura Unified School District Parent Survey, The Montalvo School PTA surveys all parents and requests volunteers and parental support on an ongoing basis throughout the school year. The PTA newsletter as well as the Montalvo Handbook lists the multiple options for parents to volunteer and assist the school and support the academic programs. This continual outreach has been an increasingly successful process resulting with many more parents volunteering throughout the school in various capacities. We have experienced more fathers volunteering and more senior citizens (grandparents) assisting our school. The Montalvo School web page also has a special section dedicated to parental involvement. The PTA has a voice message that is current and active. Parental involvement has also been enhanced through the use of ConnectEd, the automated voice system where bilingual messages are received at home in the evening hours for the parent’s convenience. All information sent from Montalvo School is translated into both Spanish and English. Montalvo School employs a Home/School Liaison that assist with all translations, communications and technology projects aimed at increasing academic achievement.


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Parent Involvement Calendar


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Districtwide Intervention Programs

Language Arts

Gr. Intervention Model Methodology Research Base Professional Development

K-8 Classroom Teachers Principal PEAK Program ASES Differentiated Instruction Flexible Grouping

Standards-based Instruction Accelerated Reader Gear-Up SuccessMaker RSN Summer Success Write Traits

Graves, 1984 Grade Level Articulation Grade Level LA Liaison Meetings Principals’ Meetings District-based Professional Development

2-8 Before/During (60-90 minutes)/After School Programs Grade Level Groups Intervention Teachers Classroom Teachers District Teacher Specialists

Reading Intervention Corrective Reading

Fountas & Pinnell, 1997 Graves, 1984 Marzano, 2006 DIBELS/IDEL

District-based Professional Development

Mathematics

Gr. Intervention Model Methodology Research Base Professional Development

K-8 Classroom Teachers Principal PEAK Program ASES

Standards-based Instruction Standards-based Instructional Mat’ls Written & Oral Communication Moving with Math The Best Stuff

Graves, 1984 Grade Level Articulation Grade Level Math Liaison Meetings Principals’ Meeting

2-8 Before/During (60-90 minutes)/After School Programs Grade Level Groups Intervention Teachers Classroom Teachers District Teacher Specialists

Math Intervention Classes SuccessMaker

Marzano, 2006 District-based


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Teacher Mentoring Programs The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment: Induction Consortium (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Teachers may volunteer for the PSA program or given a formal Improvement Plan as part of their performance evaluation process. The assistance plan may include activities to improve either instructional practice, content knowledge/subject and preparation, or both. Qualified, experienced teachers are assigned to work with PSA teacher volunteers/referrals by demonstrating, observing, coaching, conferencing, referring or by other activities, which, in their professional judgment, will assist in professional growth and improvement. The assigned support provider, PSA participating teacher, and principal work together to establish mutually agreed upon performance goals, develop the assistance plan and develop a process for determining successful completion of PSA Program. Progress is evaluated periodically through written reports which are reviewed with the participating teacher. The Ventura County Office of Education (VCOE) Teacher Support Services has established an integrated system that supports multiple entry points into the teaching profession to provide a skilled, credential teacher for every classroom in Ventura County. The department is a unique blending of support through the learning-to-teach system from pre-service experiences to university teacher preparation to new teacher induction. Teacher Support Services provides a broad range of professional development and services. Program and services are offered locally and within the region reaching VCOE and its 20 districts, charter and private schools, 6 university teacher preparation programs, and Santa Barbara and San Luis Obispo County offices. Classroom Organization and Management Program (COMP) - COMP workshops provide the opportunity to develop Teaching Standard #2-Creating and Maintaining Effective Environments for Student Learning. The program is designed for all teachers; however, new teachers are encouraged to participate in the series. The COMP workshop series includes:

• Module I Organizing the Classroom • Module 2 Planning and Teaching Rules and Procedures • Module 3 Managing Student Academic Work • Module 4 Maintaining Good Student Behavior • Module 5 Planning and Organizing Instruction • Module 6 Conducting Instruction & Maintaining Momentum • Module 7 Getting Off to a Good Start • Module 8 Climate, Communication, and Self-Management


42

Professional Development Plan Montalvo Elementary School believes strongly in providing all employees opportunities to develop professional skills and abilities as well as acquire training on current trends aimed at improving student achievement. The goals developed for this year’s school plan have identified the areas and groups of teachers that will require additional support and training to ensure students meet state proficiency targets. The School Accountability Report Card, also included in this plan, provides: 1) an overview of the basic structure of staff development practices at the site and district level, and 2) site-based areas of concentration. Montalvo Elementary staff will participate in the following staff development in 2017-18:

• Math Adoption Training • TWI Strand - English • English Language Arts Adoption Training


43

School Accountability Report Card


44


45


46


47


48


49


50


51

School Site Council Bylaws


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53


54


55


56

Evaluation of 2016-17 Single Plan for Student Achievement


57

Title I – School Plan Reference of Required Components The following components of this plan comply with ESEA Title I, Part A Section 1116 for schools identified for Program Improvement

Addressed in SPSA

Policies and Practices Identify the adoption of policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in the school become proficient.

Included in Goals and Action Plans

Improvement of Instructional Strategies Identify strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issue that caused a school to be identified for PI.


Specific Annual Measurable Objectives Describe specific AMOs developed for each of the student subgroups and in accordance with state’s measure of adequate yearly progress.


Extended Learning Identify, where appropriate, activities before school, after school, during the summer, and during any extension of the school year.


Professional Development • A minimum of ten percent of Title I funds will be used each year that the school is in PI

for the purpose of providing high-quality professional development of teachers and principal.

• PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals)

• PD affords increased opportunity for participation • PD directly addresses the academic achievement problem that caused a school to be

identified for PI • How funds (10%) reserved for PD will be used to remove the school from PI status

Identified in School Information Section of this Report and in the

SARC located in Reference Section of

this report

Parent Notification Description of how the school will provide written notice about the identification of the school for PI in understandable language and format.

School Information Section

Parent Involvement Strategies to promote effective parental involvement.

Parent Involvement Policy & Calendar in Reference Section of

this report

Shared Responsibility for Improvement Specify the responsibilities of the school, the district, the CDE, and a description of the technical assistance and fiscal responsibilities to be provided by the district.

School-Parent/Home Compact in Reference Section of this report

Incorporation of a Teacher Mentoring Program Description provided in Reference Section

of this report


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Title I – School Plan Reference of Required Components The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in School Information Section of

this report.

Schoolwide Reform Strategies Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

• Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an extended

school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

• Description of a process of revaluating whether the needs of students have been met • Are consistent with the LEA plan


Student Support Strategies Strategies for timely and effective assistance to students that need additional help.


Teacher Involvement in Planning Academic Assessments Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transition from Preschool to Kindergarten Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in School Information Section of

this report.

Highly Qualified Teachers Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in School Information Section of

this Report

Professional Development Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Identified in School Information Section of this report and in the

SARC located in Reference Section of

this report.

Coordination of Programs Coordination and integration of federal, state, and local services and program.

o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in Goals and Action Plans and

School Information Section of this report.

Parent Involvement Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services]

School-Parent/Home Compact included in

the Reference Section of this report.


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Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA, English Learners

EIA, State C

ompensatory

Education

Title I, Targeted Assistance

Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality

Title III, English Learners

School Safety Block G

rant

Pupil Retention

Block Grant

School & Library Im

provement BG

I. Involvement Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status 20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) X X X X X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(b)(1) X

SSC annually updates the SPSA EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures 5 CCR 3947(b) X X


60



EIA, State C

ompensatory

Education


Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality



rant

Pupil Retention

Block Grant

School & Library Im

provement BG

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development 20 USC 6316(b)(3) X

Provide highly qualified staff EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation 5CCR 3934 X X X X X


61



EIA, State C

ompensatory

Education


Title I, Schoolwide

Title I, Program

Improvem

ent

Quality Education

Investment Act

Title II, Improving

Teacher Quality



rant

Pupil Retention

Block Grant

School & Library Im

provement BG

VII. Teaching and Learning

Goals based on performance EC 64001(f) X X X X X X X

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes 5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that: 20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards 20 USC 6315(c) X X

-Are effective, research-based 20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics EC 52054 X

-Address under-served populations EC 52054 X

-Provide effective, timely assistance 20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic assessments 20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool 20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law EC 52853 X X X X X

Provide high school career preparation 5CCR 4403 X

single plan for student achievement montalvo elementary school · montalvo elementary school is one...

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