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___ _____________________ Single Plan for Student Achievement 2013-2014 School Vision Statement School Mission Statement This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program. For additional information on school programs and how you may become involved, please contact the following person: Contact Person Thomas P. Chagoya Position Principal Telephone Number: (559) 674-5679 Fax Number: (559) 674-3008 Address 1819 N. Lake Street E-mail address [email protected] In order for us to achieve our mission we must become facilitators of excellent instruction focusing on standards and Explicit Direct Instruction. We must become adaptive teachers who are flexible and willing to change and take on new challenges. We must become an active professional learning community that Our mission is to teach students and make sure they are learning so that they can achieve grade level proficiency or above. We want to offer each child an equal chance to gain a quality education and provide them the basic foundation to achieve academically and become life long learners and James Monroe

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Page 1:   · Web viewMadera Unified School District. Madera Unified School District. Madera Unified School District. Madera Unified School District. Madera Unified School District. Madera

___ _____________________Single Plan for Student Achievement

2013-2014

School Vision Statement

School Mission Statement

This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program. For additional information on school programs and how you may become involved, please contact the following person:

Contact Person Thomas P. Chagoya

Position Principal

Telephone Number: (559) 674-5679 Fax Number: (559) 674-3008

Address 1819 N. Lake Street

E-mail address [email protected]

PI STATUS: 2CDS Code: 20-65243

Date of this School Site Council revision: May 29, 2013

The District Governing Board approved this revision of the School Plan on ________________

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

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

James Monroe Elementary School

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Madera Unified School DistrictDistrict Instructional Action Plan (DIAP)

2012-2013OVERARCHING GOALS: By June 2013:

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

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

At the high school level, 88.9% of all students will demonstrate proficiency in English Language Arts and 88.7% in mathematics as measured by the CAHSEE.

b. 90% of MUSD students will meet graduation requirements by 2019. At Madera High School, 89.57%* of the class of 2012 will meet graduation requirements. At Madera South High School, 88.29%* of the class of 2012 will meet graduation

requirements. At Eastin Arcola High and Furman High, 81.85%* of the class of 2012 will meet graduation

requirements. *Pending CDE release

c. 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1. d. 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2. e. 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.

STRATEGY NUMBER 1: Instructional Program Tactics - By June 2013:

a. Principals will assure all K-12 students in core, intervention and English language development programs have access and use on a daily basis State Board adopted and/or District approved English language arts, English language development and math instructional materials. (Elem/MS/HS EPC 1)

1. What evidence is used to ensure that all students, including English-learners (EL), students with disabilities, students with learning difficulties, and advanced learners in all grade levels, are provided Board adopted core instructional program materials in English language arts (ELA), English language development (ELD), and math?Core instructional materials are available for all of students. This is monitored in a variety of ways. Annually, the Williams Team, from the Madera County Office of Education, confirms that we have adequate materials for all students. Purchase orders are retained as proof that replacement text-books have been ordered as enrollment changes during the year. In addition, we utilize our library system to track textbooks checked out to each student and/or classroom. Finally, as administration completes periodic focus walks, they observe the use of the core in every classroom.

2. What evidence is used to demonstrate that teachers at all levels use the adopted core instructional materials?

Administrators complete periodic focus walks and observe the use of the core in every classroom. Teachers work collaboratively to produce common pacing guides for ELA and math that reference the core materials that will be used to teach the required standards. These pacing guides as well as their collaborative planning day minutes are submitted to Administration. Teachers also reference the core that will be used in their lesson plan books.

3. How are teachers regularly using the ancillary materials for Universal Access?Ancillary materials are used in many ways. Teachers use them as to facilitate center time while they pull students back and work with them in a small group. In this way, the ancillary materials are used to enhance the core – either to provide enrichment and extension activities or to provide remediation and re-teaching support after the core materials have been exhausted. Teachers also use the ancillary materials during after school tutoring sessions.

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4. How do you ensure that teachers are providing students with disabilities modifications and/or accommodations as specified in their Individualized Education Plan (IEP) to enable them to participate successfully in the basic core classroom?There is a strong collaborative culture between our special education teachers and the general education teachers. At the beginning of the year, all general education teachers meet with the general education teachers and review the IEP’s modifications and or accommodations that each special education student is entitled to receive. Special education staff are scheduled so that each special education student receives their required number of minutes. Using the Center Based Instruction (CBI) model students spend the majority of their time in the classroom, the great majority of our special education students actually receive more ‘minutes’ than they are required to have per their Individualized Education Plan (IEP). At each IEP, there is a general education teacher present. This assures that both the general education and special education teacher are familiar with the requirements of each student’s IEP. The special education teachers also plan lessons, and meet with general education teachers during their collaboration time.

5. How are all EL students appropriately placed in ELD and how do you make certain that students are provided appropriate adopted instructional program materials?

Students are placed in ELD classes based on their most current California English Language Development Test (CELDT) data and end of previous year’s English Language Development (ELD) benchmark data. CELDT domain levels are considered when looking at how to place students. When current year CELDT is administered, we use preliminary scores to adjust our grouping as appropriate and do the same when the official scores arrive about mid year. Movement is monitored during the year using ELD benchmark data.

Core instructional materials are available for all of students. This is monitored in a variety of ways. Annually, the Williams Team, from the Madera County Office of Education, confirms that we have adequate materials for all students. Purchase orders are retained as proof that replacement text-books have been ordered as enrollment changes during the year. In addition, we utilize our library system to track textbooks checked out to each student and/or classroom. Finally, as administration completes periodic focus walks, they observe the use of the core in every classroom.

Administrators complete periodic focus walks and observe the use of the core in every classroom. Teachers work collaboratively to produce common pacing guides for ELA and math that reference the core materials that will be used to teach the required standards. These pacing guides as well as their collaborative planning day minutes are submitted to Administration. Teachers also reference the core that will be used in their lesson plan books.

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

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6. How are instructional minutes protected from interruptions? ELA:Announcements from the office are planned for at the beginning or end of the day. Consideration is given so that assemblies are scheduled in the afternoon when possible. Phone calls are not allowed to the classroom during the morning instructional block - notes are placed in teacher’s boxes. Fire drills are strategically scheduled to cause the least amount of disruption.ELD:Announcements from the office are planned for at the beginning or end of the day. Consideration is given so that assemblies are scheduled in the afternoon when possible. Phone calls are not allowed to the classroom during the morning instructional block - notes are placed in teacher’s boxes. Fire drills are strategically scheduled to cause the least amount of disruption.

During deployment, consideration is given to classroom structures to maximize instructional time. For example, student folders with all needed supplies and materials are ready for use when entering the room.Math:Announcements from the office are planned for at the beginning or end of the day. Consideration is given so that assemblies are scheduled in the afternoon when possible. Phone calls are not allowed to the classroom during the morning instructional block - notes are placed in teacher’s boxes. Fire drills are strategically scheduled to cause the least amount of disruption.

7. How does administration monitor the required instructional minutes in English language arts (ELA), English language development (ELD), and math? (see charts below)a. English language arts

Instructional Core Minutes

Strategic Support Minutes

Total Minutes

K 60-85 minutes daily 15-30 minutes daily 120 minutes (2 hrs.)1-3 135-150 minutes daily 15-30 minutes daily 180 minutes (3 hrs.)4-6 105-120 minutes daily 15-30 minutes daily 150 minutes (2.5 hrs)ELA: Each grade level has a daily schedule with instructional minutes listed. These are confirmed during periodic focus walks by administration.

b. English language developmentK-6 45 minutes dailyELD:Each grade level has a daily schedule with instructional minutes listed. These are confirmed during periodic focus walks by administration.

c. Math:Instructional Core Minutes

Strategic Support Minutes

Total Minutes

K-6 45-60 minutes daily 15-30 minutes daily 90 minutes (1.5 hrs.)Math:Each grade level has a daily schedule with instructional minutes listed. These are confirmed during periodic focus walks by administration.

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

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8. How does the school use instructional/assessment pacing guides for English language arts and math?Teachers have backwards mapped their essential power standards for the year in each grade level. They then work as a grade level team and generate or refine pacing guides. These guides are revisited every 4-6 weeks during grade level team meetings to assure they are on pace. They use their pacing guides to plan out their common Formative Assessments (CFAs) for the year.

After providing their initial instruction and a Common Formative Assessment, as a grade level they determine the approach they are going to take for students who are still struggling to master the standard taught. Through a Cycle of Inquire process, each grade level develops a tier I re-teach plan and or tier II intervention plan. To maintain a spiraling of power standards, each grade level develops a plan on how they are going to revisit essential standards and concepts through out the year to maintain students mastery of all grade level content.

d. District academic coaches, as assigned, will support the K-12 implementation of the Common Core State Standards in English language arts, English language development, mathematics, history/social studies, science, and technical subjects. (Elem/MS/HS EPC 6)

9. What process does administration use to ensure that targeted teachers and support staff (certificated) have attended/received district trainings? All district and site trainings are monitored through an Organization Management System (OMS) system. To ensure that all staff attends/receives district training, staff must registers for all training on OMS. Teachers sign up for trainings, sign in at training, and then receive credit for attendance after the training. All staff receives email notification and confirmation of their registration. If it is a district required training, then a sub is provided by the district. Most site trainings occur during early release days or grade level planning days. If the training is after work hours, they are provided with extra pay.

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

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10. List the types of professional development trainings (standards-aligned and/or CCSS-aligned instructional programs) that teachers & support staff have received in the past year. Please indicate the number & percentage of staff who attended each training.

Teachers #, % Support Staff (certificated and classified)

#, %

CCSS provided by DO DACs / 4 sessions(1st grade did not attend the first two)

Kinder Common Core

First Common Core

Second Common Core

Fourth HM training – with bridge to CC

RtI DACs – Supported SpEd teachers, LMB/RtI TSA in Literacy Lab

30, 94%

4, 80%

5, 100%

2, 100%

4, 100%

3, 100%

District office arranged CELDT training.

SuccessMaker - Pearson

1, 100%

2,100%

11. List the types of professional development trainings that administration received in the past two years that support the district-adopted programs/initiatives.

Principal Vice-Principal (s)Fred JonesHarassment /Discipline - Ed Code / Proof Intel AssessDIBELSSuccessMaker PearsonCommon Core training – DACELD training – DACSSC trainingCELDT / AMAOsRtICategorical Programs and BudgetSite Plan trainingSmarte ToolsTechnology – Google / Email

Fred JonesIntel AssessDIBELSCommon Core training – DACELD training – DACRtITechnology – Google Email

12. What type of professional development trainings do you need to support your work as an instructional leader? Our administrative team needs more professional development in the following areas to support our work as instructional leaders: Supporting teachers in their move to common core, how to best meet the needs of English language learners, strategies to help move resistant staff, budget creativity in these financial tough times, and team building.

STRATEGY NUMBER 2: Instructional Strategies Tactics - By June 2013:

a. Principals will assure full implementation of: (Elem/MS/HS EPC 4, 5 ) 1. Common Core strategies. 2. MUSD English Learner Principles.

13. What additional trainings has site administration provided at the site to support the implementation of Common Core strategies and English Learner Principles?

The Teacher on Special Assignment for Curriculum and Instruction provides the staff with interactive coaching support in the area of the Common Core. During the instructional day, the coach works with teachers by modeling, observing, or co-teaching lessons that focused on the implementation of Common Core strategies. The TSA also work with teachers on developing higher order questioning and implementing the instructional norms.

Teachers have had specific planning days to plan lessons for ELD, Math, and ELA keeping in mind the gaps of the English Language learners and implementation of the English Learner Principles.

14. Please describe how administration monitors the implementation of Common Core strategies 2013-14 SPSA: 6 of 45 5/20/2023

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and English Learner Principles?

Administrators complete periodic focus walks and observe the use of the English Learner Principles in the classroom and Common Core strategies. Teachers work collaboratively during their grade level planning time to discuss best practices. Administration and Teachers on Special Assignment provide support during these planning times.

15. Schoolwide, what percent of teachers are fully implementing English Learner Principles throughout the instructional day? 20-25 % of teachers are fully implementing all of the English Learner Principles with proficiency. 90% of teachers and students speak incomplete sentences. 20% of teachers have a ELD lesson that is driven by a specific language objective. 20% of teachers follow the 50-50 rule. 25% of teachers will consistently correct language errors and about 50% of teachers push students to a level of productive discomfort to accelerate English language learning.

16. Indicate the actions implemented to accelerate the academic achievement of English Learners in English language arts and math (FBB and BB students). During our ELD deployment we attempt to keep our groups small to accelerate the acquisition of the English language for our English learners.

Time is allocated during ELA and mathematics to allow teachers to work with those students who are struggling in English language arts and mathematics.

We have an intervention block school-wide where the teachers on special assignment help with English language arts and work with groups of students in grades 2, 3, 4, 5, and 6. This allows the classroom teacher to have a smaller group of students to work with during the intervention block.

For students in Kindergarten and 1st grade teachers work with students based on gaps that need to be filled in ELA. New groups are made each quarter based on the gaps of the students. Those students not needing intervention participate in enrichment.

Our Linda Mood Bell Lab targets students who are struggling in reading.

After school tutoring is provided for students in English language arts and mathematics three times per week. Teachers keep track of attendance and keep data for each students with a pre and post test each month.

Teachers are also asked to keep a class summary sheet of their class with English language learners identified with their most current data for state, district, and school assessments. Grade levels teams meet to review progress of students on CFAs and DPAs and are examine the progress and identify the gaps of the English language learners. Specific days are set to plan lessons based on the gaps of English language learners.

17. What process does administration use to identify students who are English learners who have been in the US less than 5 years and more than 5 years?

The following is used to identify students who are English learners who have been in the US less than 5 years and more than 5 years: Initial Enrolment form, Cum record, English Learner “Orange” folder, CELDT data, Key Data Reports, and Aeries.

18. What support is provided to English learners who have been in the US for less than 5 years and continue to make minimal to no growth in language proficiency and academic achievement?

All ELL students participate in targeted English language development classes. This is facilitated through daily deployment of EL students, based on English proficiency levels. During this deployment time, specific standards and strategies are targeted. In addition, all EL students are provided the same access to our Response to Intervention support system – in class with, Literacy

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Lab, and TSA support. Teachers also use peer tutors and cross age tutoring when appropriate and available.

During our ELD deployment we attempt to keep our groups small to accelerate the acquisition of the English language for our English learners.

Time is allocated during ELA and mathematics to allow teachers to work with those students who are struggling in English language arts and mathematics.

We have an intervention block school-wide where the teachers on special assignment help with English language arts and work with groups of students in grades 2, 3, 4, 5, and 6. This allows the classroom teacher to have a smaller group of students to work with during the intervention block.

For students in Kindergarten and 1st grade teachers work with students based on gaps that need to be filled in ELA. New groups are made each quarter based on the gaps of the students. Those students not needing intervention participate in enrichment.

Our Linda Mood Bell Lab targets students who are struggling in reading.

After school tutoring is provided for students in English language arts and mathematics three times per week. Teachers keep track of attendance and keep data for each student with a pre and post test each month.

Teachers are also asked to keep a class summary sheet of their class with English language learners identified with their most current data for state, district, and school assessments. Grade levels teams meet to review progress of students on CFAs and DPAs and are examine the progress and identify the gaps of the English language learners. Specific days are set to plan lessons based on the gaps of English language learners.

19. How are the needs of Long Term English Learners (5 years or more) met, monitored, and measured to determine the effectiveness of the instructional program?

Long term English learner needs are met in a variety of ways: Daily ELD deployment with targeted intervention time to support ELD standards and strategies, in class, Lit Lab and TSA RtI support, and a constant push to have students own their education - reminding them of their current levels and what they need to do next to be successful.Long term English learner needs are monitored in numerous ways: Focus Walks, DPAs, CFAs, ELD benchmark testing, and grade level discussions of testing results using the cycle of inquiry method.

Teachers are also asked to keep a class summary sheet of their class with English language learners identified with their most current data for state, district, and school assessments. Grade levels teams meet to review progress of students on CFAs and DPAs and are examine the progress and identify the gaps of the English language learners. Specific days are set to plan lessons based on the gaps of English language learners.

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

1. Common Core strategies. 2. MUSD English Learner Principles.

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

STRATEGY NUMBER 3: Response to Intervention; Academic and Behavior Tactics – By June 2013:

a. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III academic interventions for all students. (Elem/MS/HS EPC 2, 7)

1. Principals will monitor and evaluate District Tier I, II, and III academic intervention data for all students. (EPC 7)

20. What systems have been established to monitor and evaluate the RtI academic interventions for

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struggling students in Tier I, II, and III?Tier I: Teachers monitor their Tier I students with their daily checking for understanding (CFU) during lessons, with teacher developed common formative assessments (CFA), and district progress assessments (DPA). Teachers are also asked to keep a class summary sheet of their class with English language learners identified with their most current data for state, district, and school assessments. Grade levels teams meet to review progress of students on CFAs and DPAs and examine the progress and identify the gaps students have in ELA and Math.Tier II: When a student reaches Tier II status, they get a Green Folder. Inside the teacher places a completed Response to Intervention and Instruction form where they list relevant student data, pre-test information on the targeted area of need for the individual student, and progress monitoring data.Tier III: If a student continues to show a lack of progress with the targeted Tier II interventions, they are moved to a Tier III status. Tier three students are guaranteed access to our Reading Lab where they receive 45 minutes of intense intervention. They receive a ‘battery’ of tests to provide a baseline of information, are progress monitored daily during the lesson as well as with the midyear DIBELS progress monitoring tool, and receive the ‘battery’ of tests at the end of the year to confirm progress.The Teacher on Special Assignment who works with students at Tier III keeps individual lessons plans for the groups or individual students. Lesson plans detail the gaps or areas to work on at the next session.

2. District academic coaches, as assigned, will support the full implementation of (Elem/MS/HS EPC 6): i. RtI Tier III academic interventions in English Language Arts (Grades 3-12).

(EPC 2) 21. What LMB strategies are utilized for Tier III which resulted in student improvement verified by data?

Our Tier III students receive 45 minutes of intense, targeted instruction in our Reading Lab. Students are run through a highly scripted sequence of activities designed to meet their specific academic needs. Our Reading Lab is using the Lindamood-Bell (LMB) Seeing Stars program.

22. What number and percent of students have participated in Tier III intervention? Please indicate grade level. What number and percent are making progress? We had 17 students during the 2012-2013 school year participate in Tier III intervention in the reading lab. This is 2% of our school population. 2 first grade students, 5 third grade students, 5 fourth grade students, 4 fifth grade students, and 1 sixth grade student participated in Tier III intervention.

We have 82% or 14 out of the 17 students making progress at Tier III. 3. Site administrators, teachers and support staff will participate in DIAP aligned

professional development activities to assure full implementation of RtI academic interventions. (Elem/MS/HS EPC 4, 5).

23. How has site administration provided additional trainings to support the implementation of RtI academic interventions? Grade level time has been provided for grade level COST meetings so that teachers can share ideas and strategies to support one another. In addition to using LMB strategies, teachers focus on guided reading and use an assessment to determine reading levels. Classroom teachers have also received training on LMB strategies at the district level and from the LMB center in San Luis Obispo.

b. Principals will apply multiple measures to identify and provide appropriate Tier I, II and III behavior interventions for all students. (Elem/MS/HS EPC 7)

1. Principals will provide evidence of supporting the full implementation of RtI behavior interventions. (Elem/MS/HS EPC 7)

24. What systems have been adopted to inform all staff of Tier I implementations of RtI behavior interventions?

We are currently in the process of refining some of our systems to follow a model similar to the Positive Behavioral Interventions and Supports (PBIS) model. Admin has shared with the staff about the new laws that went into effect in Jan of 2013 that relate to discipline. We have a behavioral matrix and a school motto that we refer to on a daily basis.

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25. What systems have been adopted to inform all staff of Tier II implementations of RtI behavior interventions? What data was used in Tier II?

Progress on refining our behavioral reporting system has been shared along with the changes in the law and how they affect what happens at the school site level. Tier II is more selected and is shared with teachers as the need arises with one of their students. At that point, the monitoring of student misbehavior becomes more frequent, as well as the reporting to parents through behavior contracts/charts.

26. Indicate the strategies implemented that have effectively changed student behavior. Strategies we find most beneficial have been daily communication with parents, daily behavior charts, behavior contracts, and a positive reward system in place to reward wanted behavior.

27. List the top 3 infractions at your site. The top three infractions are defiance, classroom disruptions, and physical aggression.

2. Principals will monitor and evaluate site Tier I, II, and III behavior intervention data for all students. (EPC 7)

28. How does administration monitor and evaluate the different Tiers in RtI behavior?

Tier I: Tier 1 behavior is monitored and documented into our Aeries student management system and a parent contact is made if necessary. Tier II: A student progresses to a Tier II behavior plan if their behavior does not improve. This is accompanied by an SST meeting where parents are invited into the process. Again, student infractions are entered into our Aeries student management system.Tier III: When we get a student to a Tier III level, we are now dealing with a student who has not responded to previous interventions and continues to make bad choices. At this point, behavior is monitored much more frequently, up to multiple times per hour. There is a greater amount of teacher/admin/parent communication occurring. Student infractions are entered into our Aeries student management system.

3. Site administrators, teachers and support staff will participate in DIAP aligned professional development activities to assure full implementation of RtI behavior interventions. (Elem/MS/HS EPC 4,5)

29. What type/s of professional development for RtI behavior intervention trainings have been provided by site? Indicate number and percent of attendees and their job title.

10% of Monroe’s teaching staff has been trained in Fred Jones strategies – teachers, TSAs, and admin.

STRATEGY NUMBER 4: Assessment Tactics – By June 2013:

a. Principals will assure full implementation of the District Assessment System (Elem/MS/HS EPC 7) to measure progress and serve as an indicator of achievement and progress toward high school graduation.

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

30. How does the school use timely data to inform instruction, monitor progress, and student placement?Inform instruction:

Teachers use CFU strategies during their lessons and use that data to drive the next steps in the lesson delivery process. They use CFA data to determine if there is a need to re-teach individual students, groups of students, or the whole class. DPA data is examined, with an eye towards previously taught skills, to determine if students mastered them and also to see if there are any standards that students already know. In addition, teachers compare results of individual students as well as results between classrooms. In this way, they can discuss what worked and share best practices.

Monitor progress:Progress is monitored within the lesson using CFU strategies. It is monitored periodically with teacher made tests, CFAs, DPAs, and assessments from the core materials.

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Students are chosen for intervention based on a variety of measure, depending on the intervention. CELDT, ELD DPA, and CST scores are used to place our EL students into ELD deployment groups.Students are placed in our Literacy Lab, when they show no growth in targeted areas of reading, even after receiving targeted in class Tier II intervention.

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

31. What English learner data is analyzed to determine English learner achievement and how often is it used?

We use a variety of data to monitor our ELs. CELDT and CST data are both examined at the beginning of the school year. Then, when official CELDT scores arrive, we confirm proper placement of our students. In addition, we examine math, ELA, and ELD DPA data three times a year. Teachers also use CFAs to monitor student achievement in the core subjects.

32. What data is analyzed to determine achievement of Special Education students and how often is it used?

Our special education students are monitored yearly with the CST – this can be the CST, CMA, or the CAPA. Math, ELA, and ELD DPA (if applicable) results are examined three times a year. Monthly writing assessments are used to monitor their writing improvement. And finally, they are given what has come to be called ‘the battery’ and assesses pseudo word, sight words, listening comp, and symbol imagery. All students with an IEP are also evaluated annually with additional tests by their special education teacher as well as their tri-annual evaluation that includes a psychological evaluation.

33. Describe how teachers measure the effectiveness of their instructional practices? Data from a variety of test is used to drive reflective conversations during grade level collaboration time as teachers examine their student’s scores as well as their class totals compared with other classes in the same grade level at our site and from other schools.

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

34. Please describe what structured collaboration time looks and sounds like for strategic and intensive intervention.

Teachers in their PLC examine the results of tests. In this process, they use this data to monitor progress, identify needs, design lessons, and determine how effective the overall instruction was.

35. How does administration facilitate and support structured collaboration meetings to address the academic needs of English learners and Special Education students? Teachers are provided at least three all day planning days as well as periodic early release days for grade level planning and collaboration. Uppergrade teachers also have weekly planning time to collaborate during their P.E. Special education teachers are included in the grade level planning days.

36. Please describe your monthly PLC events.In addition to providing grade levels with planning time our teachers have at least one monthly PLC to review their latest student data. Teachers in their PLC examine the results of tests. In this process, they use this data to monitor progress, identify needs, design lessons, and determine the effectiveness of the overall instruction.

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

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

37. How does administration ensure 100% of teachers and support staff (certificated) have participated in the implementation of the District Assessment System?

Administration distributes tests, print scantrons and runs the reports after they have been scanned. Teachers are also required to compile data on their class profile.

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Accountability Tactics – By June 2013:

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

(Elem/MS/HS EPC 9) 38. How are categorical funds appropriately allocated to support the 9 EPCs to increase student

achievement in the content areas of RLA/ELD and math?

The following EPCs are the ones that can be supported with categorical funds. EPC #3 - Use of an annual district instructional/assessment pacing guide for grades K-8 and high school. The school site provides teachers with release time to develop their own pacing guides.

EPC #6 – Implementation of ongoing instructional assistance and support for R/LA, ELD and mathematics teachers through the use of content experts, specialists, and instructional coaches.District and site TSAs provide support for our teaching staff by providing pre-coaching, in lesson coaching, and follow-up meetings. Training is offered throughout the school year to help the teaching staff with implementation and delivery of new curriculum and strategies.

EPC #7 - For all grade levels, implementation of a student achievement monitoring system that provides timely data from common formative and curriculum-embedded and summative assessments for teachers and principals to use to monitor ongoing student progress, identify student needs, inform instruction and determine effectiveness of instructional practices and implementation of the adopted programs.Teachers in their PLC examine the results of tests. In this process, they use this data to monitor progress, identify needs, design lessons, and determine how effective the overall instruction was.

EPC #8 - Implementation of monthly structured teacher collaboration for all RLA/ELD and mathematics teachers by grade level (K-8).TSAs are a big part of the weekly collaboration time that is provided to our teachers. They help teachers align core curriculum, develop site pacing guides, COI discussions, and determination of next steps.

EPC # Implementation of Fiscal Support aligned to full implementation of EPCs.James Monroe’s fiscal resources are targeted to support our students and help them progress academically and socially. Our SSC oversees the spending of funds, along with input provided from various groups.

Additional questions:

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39. Per the requirements of ESEA, what number and percentage of teachers are fully credentialed and highly qualified at your site?We have 32 teachers on staff and 100% of them are highly qualified.

40. How does the school determine the need for support staff? How do you evaluate the effectiveness of support staff?

Analysis of data, including CST, CELDT, DPA and others, provides evidence of our weak and strong academic areas. We then plan and allocate our funds to target our weak areas while at the same time providing continued support in areas that are showing success. Input is provided to our SSC from our ELAC committee and our leadership team.

41. What criterion was used to identify your certificated TSA as a content expert/specialist to support the delivery of instruction and to deepen teacher knowledge of the content area?The TSA needs to have the following attributes: deep representation about teaching and learning, have a problem-solving stance to their work, anticipate, plan, and improvise as required by the situation, identify what decisions are important and which are less important, be proficient at creating an optimal classroom climate for learning, have a multidimensionally complex perception of classroom situations, be more context-dependent and have high situation cognition, be adept at monitoring student problems and assessing their level of understanding and progress, and provide much more relevant, useful feedback, be adept at developing and testing hypotheses about learning difficulties or instructional strategies, be automatic, have high respect for students, be passionate about teaching and learning, engage students in learning and develop in their students self regulation, involvement in master learning, enhance self-efficacy, and self esteem as leaders, provide appropriate challenging tasks and goals for students, have positive influences on students’ achievement, and enhance surface and deep learning.42. List the support staff that is categorically funded by title and content area of focus.

TSA – LMB Reading Lab – ELATSA – Intervention – ELA/ELDParaprofessional (2) – Mathematics/ELA/ELDClerk – Mathematics/ELA/ELD

43. How was the School Site Council Committee involved in development of the SPSA?As per Ed Code 64001, our school site council was instrumental in planning, monitoring, and evaluating the activities and expenditures for all consolidated application programs operated at James Monroe Elementary School to improve student achievement.

44. How were advisory committees involved in providing advice to the SSC?Our ELAC committee provides input via a needs survey. The staff and leadership team also provided input in developing our SPSA.

45. How was SPSA monitored during the school year?Information relating to the SPSA is shared many times during the year – Title 1 Parent Meeting, ELAC meeting, SSC meeting, and presentation of DAR at AGB meeting.Information that is shared relates to how money is being spent, test results for local and state assessments, as well as updates on our MUSD After School Program, and Safety Committee.

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Madera Unified School District

GOAL 1: Increase Academic Achievement in English Language Arts Instructional Program.District Goal for English Language Arts:In August 2012, 40.9% of all students demonstrated proficiency on the CST in English Language Arts.Indicate overall % growth from 2012: We were at 35.9% proficient and advanced in 2011, which equates to a 5% growth schoolwide.For each subgroup indicate the following: % growth from previous year, % proficient, and status of Safe Harbor.

Based on the 2012-13 strategies implemented in the SPSA, what strategies will be eliminated as a result of minimal to no academic growth?We are going to eliminate the computer lab for students during ELD block and moving it to our intervention block.

2013-2014 SINGLE PLAN FOR STUDENT ACHIEVEMENTList 2013-2014 SMART goal/s for each significant subgroup:Our goal will be to increase English language arts proficiency to the annual federal target of 100%, as Measured by the California Standards Test.The state does provide a mechanism called Safe Harbor which allows schools to show improvement for each of their subgroups, and though not making the 100% level, be considered having made their AYP. In simplified terms, a school meets Safe Harbor requirements if they move an additional 10% of the students who have not scored Proficient or Advanced into the Proficient and Advanced performance band in any one year. A school is required to do this for each of their identified significant subgroups. Below you can see data for the three previous years that we have available.

Significant Subgroup 2012 2011 2010 2009Schoolwide 40.9% 35.9% 37.3% 36%Hispanic or Latino 40.7% 35.5% 36.5% 35.8%Socioeconomically Disadvantaged

41.0% 35.9% 36.3% 35.4%

English Learners 35.9% 33.1% 34.7% 31%

2013-14 SPSA: 14 of 45 5/20/2023

Significant Subgroups

% growth % proficient SH Target Met

African American -- -- --Hispanic 5.2% 40.7% YesWhite -- -- --SED 5.1% 41.0% YesEnglish Learners 2.8% 35.9% NoSWD -0.1% 43.5% --

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S1.1 Use data to drive instruction.* Review and analyze data , state and district assessments, and common formative assessments to identify needs.* Identify students who are in need of support in ELA.* Identify academic need and create appropriate instructional groups.* Professional development will be designed to assist teachers in understanding and using data to increase student achievement, in the transition to common core, in lesson planning and design

TeachersTSAAdministration

8/13 - 6/14

- Assessments administered.-Data reviewed and analyzed.- Students identified.- Academic need identified and groups formed.- Design and implement professional development.

$0.00 Title 1EIA/SCE

EIA/LEP

301070907091

S1.2 Interventions/Universal Access.All students will have equal opportunities to research based interventions through universal access (small group instruction), deployment, Literacy Lab, and/or technology.

* Provide universal access using small group instruction.* Incorporate Lindamood-Bell strategies and/or other research based interventions.* Professional development will be provided to supplement these programs as needed.* Purchase materials including, but not limited to, software, CD/DVDs, books, project boards, audiovisual equipment, or other items that support instruction to help students access the core or intervention.* Teacher on Special Assignment to oversee lab and other needs.* Instructional aides will be utilized and deployed as needed.

All students 8/2013 - 6/2014

- Lit Lab assessment - ongoing- Lindamood-Bell assessment - ongoing progress monitoring.- Teacher assessment of students receiving in class intervention support.- Per periodic data reviews, purchase of support materials will be analyzed as to its effectiveness in enhancing the goals of the program.

Unfunded Priority

Title 1EIA/SCE

EIA/LEP

301070907091

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S1.3 Curriculum and Instruction/ELD – Teacher on Special Assignment will:* Review and analyze state and district assessments, and common formative assessments to identify student needs.* Work collaboratively with teachers to analyze data and identify students needing additional support.* Provide professional development to assist teachers in understanding and using data to increase student achievement.* Provide professional development to assist teachers in the transition to common core, in lesson planning and design, with ELD instructional strategies, etc.Provide demonstration lessons and facilitate teacher observations of peers.

Teachers

C/I TSA

Administration

8/2013 – 6/2014

- Teacher assessment of students receiving in class intervention support.- Periodic data reviews, to analyze the effectiveness in meeting the goals of the program- Common Formative Assessments in English Language Arts and English Language Development

- Focus Walk Data

$50,014.57 $50,014.57

Title 1EIA/SCE

30107090

S1.4 Tier 3 LMB Reading Lab – Teacher on Special Assignment will:* Review and analyze state and district assessments, and common formative assessments to identify student needs.* Work collaboratively with teachers to analyze data and identify students needing additional support.* Provide professional development to assist teachers in understanding and using data to increase student achievement.* Provide professional development to assist teachers with LMB strategies.*Provide demonstration lessons and facilitate teacher observations of peers.

Kindergarten and 1st grade Teachers and

Tier 2 Classroom Teachers.K and 1st

Grade Students and

Tier 2 students.

Interventions TSA

Administration

8/13 – 6/14

- Teacher assessment of students receiving in class intervention support.- Periodic data reviews, to analyze the effectiveness in meeting the goals of the program-Lab assessments

$64,653.86$36,367.79

Title 1EIA/LEP

30107091

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S1.5 LMB Lab Materials and Supplies* Purchase needed materials and supplies for lab. Seeing Star Kits and Reading Materials

TeachersAdministratio

n

8/13 – 6/14

-Reading Assessments and Attendance Logs

$2,500.00 $2,500.00

Title 1 EIA/LEP

30107091

S1.6 Planning Time * Schedule date and time for grade level to plan* Meet with TSA during planning time* Review Common Core Standards for ELA/Math* Revise CFAs* Review ELD standards

TeachersTSA

8/13 – 6/14

- Agendas- Sub Verification sheets- Lesson Plans- CFAs

$3,000.00 $3,000.00

Title 1EIA/SCE

30107090

S1.7 LMB Professional Development* Pay teachers extra time for training or for a substitute to cover their classroom while they are in training.

Teachers Administratio

n

8/13 -9/13

- Sign in Sheets- Agenda- DIBELS data

$2,000.00 EIA/SCE

7090

S1.8 Accelerated Reader/SuccessMaker/Math Facts in a Flash* Increase student reading fluency by using AR at selected grade levels. Our Accelerated Reader program supplements our core ELA program and it promotes reading at the students’ reading level. Our school’s classified will organize the school’s library to accommodate the program, help test students in AR, work with students 3-4, assisting them to find appropriate reading material for their individual levels, star test students and run the computer lab on a daily basis.* Purchase AR/Math Facts in a Flash subscription.

Students in Grades 1-3

will use Math Facts in a Flash and

Students in grades 3-4

will use STAR/AR

Students in Grades 4-6

will use SuccessMake

rTeachers

8/13 – 6/14

- AR Reports- Star Reading- Math Facts Reports- SuccessMaker Reports

$5,000.00 EIA/SCE

7090

2013-14 SPSA: 17 of 45 5/20/2023

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S1.9 Paraprofessionals and ClerkThe paraprofessionals will provide direct service to students during the instructional day, provide feedback to teachers regarding student progress and plan with teachers. The clerk will complete routine office or instructional procedures, work with students, parents, and staff to provide and elicit information and support, and maintain records as needed for program management.* Identify groups that the classified staff will be working with.* Set up schedule* Decide what groups will be working with the paraprofessionals an additional 1.5 hours per day on areas of need according to the DIBLES assessment.

Classified Staff and StudentsTeachersParents

Administration

8/13 – 6/14

- Pre and Post Test Data- AR Reports- Star Reading Reports- Math Facts Reports- SuccessMaker Reports

$39,696.02

$20,166.45

$60,019.96

Title 1EIA/SCE

EIA/LEP

301070907091

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S1.10 After school tutoring for ELA* The tutoring for ELA will focus on students who are scoring at FBB, BB, or B level on their most current ELA DPA or ELA CST. They will stay after school for 1 hour three times per week. Teachers will keep attendance and record a pre/post tests. Teachers will be paid at the hourly rate.

Students who are

scoring at the FBB, BB, and

B on their current ELA DPA or ELA

CSTTeachers and Administratio

n

8/13 – 4/14

Attendance SheetsPre/Post Tests

$2,000.00 $2,000.00 $2,000.00

Title 1EIA/SCE

EIA/LEP

301070907091

S1.11 Common Core ELA MaterialsPurchase Common Core ELA supplemental materials.

Teachers, Students ,

and Administratio

n

8/13 – 12/13

CFAsBenchmarks,DPAs

$2,500.00 $2,500.00

Title 1 EIA/LEP

30107091

S1.12 Dufour/PLC Training Workshops* "An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators." - definition from Learning by Doing, Second Edition* Identify teachers who have not attended a PLC training workshop. Cover the cost of the substitute and travel and conference for the classroom teachers.

Teachers who have not

attended a PLC

Workshop

8/13-6/14

- Grade Level CFAs and DPAs.- Grade Level Essential Standards for Math and ELA.- Student Progress on Class Profiles

$1,683.24 Title I 3010

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S1.13 Intervention Block* During Intervention Block Teachers will focus on the essential ELA standards for students. Teachers will have opportunities to plan and prepare for intervention on our early dismissal.

Students and teachers

9/13 – 6/14

- CFAs- DPAs- Classroom Quizes and Tests

$0.00 Title 1EIA/SCE

EIA/LEP

301070907091

S1.14 EDI TrainingExplicit Direct Instruction is a well designed and well taught lesson. The lessons are pre-designed to produce at least 80% student success. EDI is research based. Utilize teacher release time to observe high impact lessons (superior design and execution) as identified and coordinated by admin.* Identify teachers for EDI support* Set dates for classroom coaching* Set Schedule for TSA for C/I* Set up dates for training* Substitutes for teachers to be trained and visit other classrooms.

Teachers and Administratio

n

8/13 – 6/14

- Lesson Design and Delivery- Focus Walk Data

Unfunded Priority

Title 1EIA/SCE

EIA/LEP

301070907091

GOAL 2: Increase Academic Achievement in Math Instructional Program.District Goal for Mathematics:In August 2012, 53.1% of all students demonstrated proficiency on the CST in Math.Indicate overall % growth from 2012: We were at 53.7% proficient and advanced in 2011, which equates to a 0.6% drop schoolwide.For each subgroup indicate the following: % growth from previous year, % proficient, and status of Safe Harbor.

2013-14 SPSA: 20 of 45 5/20/2023

Significant Subgroups % growth % proficient SH Target MetAfrican American -- -- --Hispanic -0.5% 53.0% NoWhite -- -- --SED -0.3% 53.0% NoEnglish Learners -2.7% 50.3% NoSWD -28.3 78.3% --

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Madera Unified School District

Based on the 2012-13 strategies implemented in the SPSA, what strategies will be eliminated as a result of minimal to no academic growth?

2013-2014 SINGLE PLAN FOR STUDENT ACHIEVEMENTList 2013-2014 SMART goal/s for each significant subgroup:Our goal will be to increase mathematics proficiency to the annual federal target 100%, as Measured by theCalifornia Standards Test.The state does provide a mechanism called Safe Harbor which allows schools to show improvement for each of their subgroups, and though not making the 100% level, be considered having made their AYP. In simplified terms, a school meets Safe Harbor requirements if they move an additional 10% of the students who have not scored Proficient or Advanced into the Proficient and Advanced performance band in any one year. A school is required to do this for each of their identified significant subgroups. Significant Subgroup 2012 2011 2010 2009Schoolwide 53.1 53.7% 49.6% 44.1%Hispanic or Latino 53.0% 53.5% 49.2% 44.1%Socioeconomically Disadvantaged

53.0% 53.3% 49.1% 43.7%

English Learners 50.3% 53.0% 49.2% 41.6%

2013-14 SPSA: 21 of 45 5/20/2023

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S2.1 Strategy 1: Use data to drive instruction.Use of PLCs to review student data using the COI process. Test results that will be analyzed are: CST, DPA, CFA, and teacher created assessments.

* Review and analyze Math data, state and district assessments, and common formative assessments to identify needs.* Administration of periodic assessments - state and district assessments, CFA and DPA exams, classroom testing, etc.* Identify students who are in need of math support.* Identify academic need and create appropriate instructional groups.* Professional development will be designed to assist teachers in understanding and using data to increase student achievement, in the transition to common core, in lesson planning and design, etc – funding to include needed supplies, support teacher or substitutes to facilitate collaboration time, or outside consultants and conferences as appropriate.* Purchase materials including, but not limited to, software, books, CD/DVDs, project boards, audiovisual equipment, or other items that support instruction to help students access the core or intervention.

Teachers and Administration

8/2013 - 6/2014

- Assessments administered.- Data reviewed and analyzed.- Students identified.- Academic need identified and groups formed.- Design and implement professional development.- Per periodic data reviews, purchase of support materials will be analyzed as to its effectiveness in enhancing the goals of the program.

Unfunded Priority

Title 1 EIA/SC

E EIA/LEP

301070907091

2013-14 SPSA: 22 of 45 5/20/2023

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S2.2 Strategy 2: Interventions/Universal Access.All students will have equal opportunities to research based interventions through universal access (small group instruction), deployment, and/or technology.* Provide universal access using small group instruction.* Incorporate/purchase math research based interventions.* Professional development will be provided to supplement these programs as needed.

All studentsTeachersAdministration

8/2013 –

6/2014

- Ongoing progress monitoring by teachers.- Teacher assessment of students receiving in class intervention support.- Per periodic data reviews

$2,500.00

EIA/SCE

7090

2013-14 SPSA: 23 of 45 5/20/2023

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S2.3 Strategy 3: Implementation of core math curriculum and transition to common core.Teachers will use relevant data to drive instruction of the core math program. They will revise and adjust to integrate common core strategies as appropriate. Teachers will also provide supplemental and intervention services for students as needed.

* Teachers will implement math core curriculum.* If teachers have not been trained, they will attend a district provided math training targeted to their grade level. Training relating to the transition to common core will also be provided as available and needed.* Support provided to teachers through our district’s Trainer of Trainers, facilitated by the use of a TSA or substitute to provide release time.* Purchase common core math materials including, but not limited to, software, books, CD/DVDs, project boards, audiovisual equipment, or other items that support instruction to help students access the core or intervention. Also, support from TSA or substitute time to facilitate collaboration time, or outside consultants and conferences as appropriate.

Teachers Administration

8/2013 –

6/2014

- Core curriculum implemented in all classrooms.- Follow up with staff training as needed.

$2,500.00 EIA/SCE

7090

2013-14 SPSA: 24 of 45 5/20/2023

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S2.4 After School Tutoring for math * Identify teachers who will provide tutoring for math at the hourly rate of $30.00/hour.* Identify students for tutoring based on their common formative assessment scores.* Review procedures for pre and post tests, attendance, time sheets, and lesson plans with teachers* Send permission slips home with students to begin tutoring

Students Teachers

Administration

9/13 to 4/14

- Pre and Post Tests- Attendance Sheets

$2,000.00$2,000.00

Title 1EIA/LEP

30107091

2013-14 SPSA: 25 of 45 5/20/2023

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Madera Unified School District

GOAL 3: Increase Academic Achievement in English Language Development Instructional Program.Goal for English Language Development:In January, 2013, 57.5% of all English learners will meet the annual growth target by advancing one level on the CELDT as measured by AMAO 1. In January, 2013, 21.4% of English learners with less than 5 years in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2. In January, 2013, 47% of English learners with 5 years or more in language instruction programs will demonstrate English proficiency on the CELDT as measured by AMAO 2.2011-2012AMAO 1- Annual GrowthTarget: 56%

2011-2012AMAO 2

2012-2013AMAO 1- Annual GrowthTarget: 57.5%

2012-2013AMAO 2

Target: 20 % for Less than 5 years

Target: 45.1 % 5 years or more

Target: 21.4%for Less than 5 years

Target: 47 % 5 years or more

PercentMet AMAO 1:53.2 %

Met AMAO 1Percent?Yes

PercentMet AMAO 2:14%

Met AMAO 2Percent?No

PercentMet AMAO 2:39.6%

Met AMAO 2Percent?No

PercentMet AMAO 1:60%

Met AMAO 1Percent?Yes

PercentMet AMAO 2:19.8%

Met AMAO 2Percent?No

PercentMet AMAO 2:43.7%

Met AMAO 2Percent?No

2013-2014 SINGLE PLAN FOR STUDENT ACHIEVEMENTList 2013-2014 SMART goals for: (1) AMAO 1, (2) AMAO 2: (less than 5 years and 5 years or more).Our goal for AMAO 1 is that 59% of all English learners will meet the annual growth target by advancing one level on CELDT when assess in the 2013/14 school year.For AMAO 2, 22.8% of all English learners with less than 5 years in school and 49% of English learners with more than 5 years in school will demonstrate English proficiency as measured by CELDT when assess in the 2013/14 school year.

2013-14 SPSA: 26 of 45 5/20/2023

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Madera Unified School District

Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S3.1 ELD DeploymentProvide targeted English language development, through the use of deployment, for students who have scored Beginning (B), Early Intermediate (EI), Intermediate (I), Early Advanced (EA) and Advanced (A) on the CELDT Assessment.

* Identify students who scored beginning, early intermediate, intermediate, early advanced and advanced on CELDT.* Analyze data for identified student groups.* Identify academic need and create appropriate instructional groups.* Develop supplemental program a. Curriculum-ELD component of core ELA program b. Schedule-Grade level deployment 45 minutes c. Staffing-Grade level teaching staff, TSAs* Develop monitoring procedures a. Focus walk data b. Periodic ELD assessments* Communicate with parents a. Provide translators when needed* Professional development will be designed to assist teachers in understanding and using data to increase student achievement and also in effective teaching strategies. * Purchase materials and supplies including, but not limited to, software, books, CD/DVDs, project boards, audiovisual equipment, or other items that support instruction for English learners to access the core curriculum.

English Language Learners (ELL)

8/13 - 6/14

- Data from CELDT and ELD benchmarks analyzed to determine initial placement.- Assessments - new CELDT data, ELD benchmarks - used to determine movement during year.- Support and training provided, as needed, supported with substitute time or TSA.- Per periodic data reviews, purchase of support materials will be analyzed as to its effectiveness in enhancing the goals of the program.

$2,133.86

Title 1EIA/SCE

EIA/LEP

301070907091

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S3.2 ELD InterventionProvide intervention for those students who score at the intermediate level and have not made growth for two years or more.

* Identify students who have been at the intermediate level and have not make growth for two years or more on the CELDT * Monitor progress of those Intermediate students not making growth on the CELDT.* Meet and Conference with students.* Purchase Standards Plus Materials* Hire certificated or classified staff to work with students after school with Standards Plus Materials and provide additional ELD. Pay Certificated and classified at the hourly rate.* Set dates for after school support for intermediate students.

English Language Learners (ELL)TeachersELD TSAAdministration

8/13 - 6/14

1. Monitor incoming students.2. Review ELD benchmark data.3. Reviewing information about students who need to be monitored – provided by the district4. CFA’s

$1,500.00 $750.00 $750.00 $3,500.00

Title 1EIA/SCE

EIA/LEPEIA/LEP

3010709070917091

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S3.3 Intervention for Redesignated StudentsProvide intervention for those students that have been redesignated and are not making acceptable progress in ELA, ELD, and Mathematics.

* Identify redesignated students not making acceptable progress in ELA, ELD, and Mathematics.

* Monitor progress

* Meet and Conference with students.

* Hire certificated or classified staff to work with students after school with and move students back into an ELD class if appropriate. Pay staff at the hourly rate.

* Set dates and times for after school support for students.

Redesignated StudentsTeachers

Administration

8/13 – 4/14

- Classroom Assignments- Homework- CFAs- DPAs- Classroom Tests

$2,000.00 EIA/SCE

7090

S3.4 * Use sub-release time for certificated staff to ensure proper EL placement, flexible grouping of EL students and ELD curriculum support for 45-60 minute ELD instruction during the school day.

TeachersAdministratio

n

8/13 – 6/14

- ELD Benchmarks- CFA’s $2,000.00

Title 1EIA/SCE

EIA/LEP

301070907091

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S3.5 Thinking Maps* Teachers will consistently utilize maps across all content areas to help students visualize thinking processes and organize information.* Special attention will be paid to using maps to support reading comprehension and the writing process. The TSA for C/I will set up professional development with classroom teachers.* Early out days will be utilized for professional development and or teachers will be paid at the hourly rate for extra time past the duty day.

Classroom Teachers and

Students

TSA C/I

8/13 – 6/14

- Sign –ins- Data collection anddiscussion- Principal classroomvisitations- Student Work- Teacher Use- Thinking Map TemplatePosted- Thinking MapsIncorporated in instruction

Unfunded Priority

Title 1EIA/SCE

EIA/LEP

301070907091

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GOAL 4: Improve Behavior Response to Intervention for Tier I, II, & III.District Goal for Behavior Response to Intervention:By June 2014, M ultiple Measures will be applied to identify and provide appropriate Tier I, II and III behavior interventions for all students. (Elem/MS/HS EPC 2, 7)

2013-2014 SINGLE PLAN FOR STUDENT ACHIEVEMENTList 2013-2014 SMART goal/s:

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S4.1 Strategy 1: Use data to drive program implementation. Data from Aeries, as well as other sources, will be used to monitor student infractions. * Review and analyze data to determine areas to address.* Identify students who are in need of support.* Identify behavioral needs and create appropriate intervention structures to be implemented school wide.* Professional development will be designed to assist teachers in understanding and using data to increase student behavior. Funding to include needed supplies, support teacher or substitutes to facilitate collaboration time, or outside consultants and conferences as appropriate.* Purchase materials including, but not limited to, software, books, CD/DVDs, project boards, audiovisual equipment, or other items that support implementation of behavioral interventions.

StudentsTeachers/StaffAdministration

8/13 – 6/14

- Aeries Discipline Data- Classroom Referrals- Playground Referrals

$1,000.00

General

Budget

S4.2 Fred Jones* Offer training in Fred Jones to classrooms teachers on a volunteer basis and also provide training for teachers during the school day* Set up dates and time* Purchase materials* Pay teachers at the hourly rate for those being trained after the duty day.

TeachersAdministratio

n

8/13 – 6/14

- Aeries Discipline Data- Classroom Referrals- Playground Referrals

Unfunded Priority

Title 1EIA/SCE

EIA/LEP

301070907091

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S4.3 Classroom, School, and District Rules Administration teachers will review the classroom, school, and district rules with students. Teachers will rotate students through stations at the 1st, 2nd, and 3rd, quarter and explain the proper behaviors at each station.

StudentsTeachers

Administration

8/13 – 6/14

- Number of suspensions and referrals.

$0.00 Title 1EIA/SCE

EIA/LEP

301070907091

S4.4 Create student motivation and school pride/spirit programs, such as spirit days, student of the month and semester academic awards.

StudentsTeachers

Administration

8/13 – 6/14

- Student participation- Calendared dates and times

$0.00 Title 1EIA/SCE

EIA/LEP

301070907091

GOAL 5: Improve Parent Involvement Programs making it an essential component of our educational program.

District Goal for Parent Involvement:By June 2014, (1) we will increase parent participation in School Site Council, School Advisory Committee & English Learner Advisory Committee and (2) we will review the Parent Engagement Framework.

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2013-2014 SINGLE PLAN FOR STUDENT ACHIEVEMENTList 2013-2014 SMART goal/s:Our goal will be to provide our parents the information necessary to monitor and be an instrumental part of their child’s education.

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S5.1 Parent InvolvementParent involvement meetings will be scheduled to provide parents with a variety of information:* Suggestions for home conditions that support children as students. * Workshops on parenting and child rearing* School attendance* Importance of school* Parent Teacher Conferences* Monitoring and awareness of student progress – report cards, progress reports, DPAs, and CFAs.* School and Classroom volunteers* Literacy Skills* Computer and Internet Use* Skills required for Student in ELA and Mathematics at each grade * Homework* School and District-level councils and committees* State and District Assessments* School And District policies* Awareness of community resources* Title I Annual Meeting

ParentsTeachersAdministration

8/1/2013 -

7/31/2014

- Schedule meetings Mandated – Title 1, SSC, ELAC- Informational – Open House, Grade level parent nights- Collect signatures from participants.- Parent survey

$0.00 Title 1EIA/SCE

EIA/LEP

301070907091

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S5.2 Teacher Extra Time* Pay teachers at the hourly rate for Title I Parent Education involvement meetings.

Parents, Teachers,

and Administrator

s

8/13 – 6/14

- Schedule meetings Mandated – Title 1, SSC, ELAC- Informational – Open House, Grade level parent nights- Collect signatures from participants.- Parent survey

$1,500.00 Title 1 3010

S5.3 Classified Extra Time* Pay classified staff for child care for parents to attend the Title I Parent Education involvement meetings.

Parents, Administrator

s

8/13 – 6/14

- Schedule meetings Mandated – Title 1, SSC, ELAC- Informational – Open House, Grade level parent nights- Collect signatures from participants.- Parent survey

$500.00 Title 1 3010

S5.4 Transportation* Provide bus transportation for parents to attend the Title I Parent Education involvement meetings.

Parents, Administrator

s

8/13 – 6/14

- Schedule meetings Mandated – Title 1, SSC, ELAC- Informational – Open House, Grade level parent nights- Collect signatures from participants.- Parent survey

$878.50 Title 1 3010

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GOAL 6: Increase and Improve Technology.District Goal for Technology:By June 2014, a technology needs assessment of the school will be performed to prepare for the common core assessment SMARTER BALANCE.

2013-2014 SINGLE PLAN FOR STUDENT ACHIEVEMENTList 2013-2014 SMART goal/s:Our goal will be to effectively integrate technology to assist students in meeting or exceeding state academic content standards in all subject areas.

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Strategies (Task)

Focus Group Participating(Students, Teachers, Administrator, Parents)

Timeline Means of Evaluating Progress

(Indicators of Success)

Cost Resources

(Funding Source)

Resource

Code/s

S6.1 Strategy 1: To integrate technology as a tool to help obtain information in a timely manner, analyze and synthesize the information, and present it professionally.* Ensure inventory of computers are adequate.* Identify needs.* Professional development will be designed to assist teachers in understanding and using technology to enhance student learning. Funding to include needed supplies, support teacher or substitutes to facilitate collaboration time, or outside consultants and conferences as appropriate.*Purchase computers and or document cameras

TeachersTech. CoachAdministration

8/2013 - 6/2014

- Focus Walk Data- Lesson Presentations- Sign in Sheets- Agendas-Technology Intervention log

$10,000.00

EIA/SCE

7090

S6.2 Promethean Board Training* Provide promethean board training to all teachers.* Speak with technician about training* Set date and time for training* Purchase any necessary equipment for the promethean board or purchase additional boards.

TeachersAdministratio

n

8/13 – 6/14

- Focus Walk Data- Sign in Sheets- Agenda- Scheduled dates- Survey teacher needs for technology training

$5,000.00$4,274.37

EIA/SCE

EIA/LEP

70907091

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Program Funding Included in this Plan

Madera Unified School District School Site AllocationFiscal Year 2013-2014

_____

______________________________

Resource Title Budget

3010 Title I - Part A Basic Grants Low-Income & Neglected $169,547.69

7090 EIA - Economic Impact Aid (Compensatory Education) $109,064.88

7091 EIA - Economic Impact Aid (Limited English Proficient) $113,912.12

3010-02 Title I- Part A Parent Education $2878.50

TOTAL   395403.19

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46

James Monroe Elementary School

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School Site Budget DistributionEXPENSES Res-Code TITLE I 3010EIA/SCE 7090 EIA/LEP 7094 Parent Ed TOTALALLOCATION $169,547.69 $ 109,064.88 $ 113,912.12 $ 2,878.50 $395,403.19

Certificated Personnel 1000 $ - Teachers 1100 $ - TSA - C&I 1100 $ 50,014.57 $ 50,014.57 $100,029.14 TSA - RtI/Intervention 1100 $ 64,653.86 $ 36,367.79 $101,021.65 TSA - ELD/Intervention 1100 $ - Cert. Extra time 1190 $ 4,000.00 $ 6,000.00 $ 4,000.00 $ 1,500.00 $ 15,500.00 Cert. Subs 1125 $ 3,000.00 $ 5,000.00 $ 8,000.00 Cert. Pupil Support -Planning days 1200 $ - Cert. Pupil Support -Roving/testing 1220 $ - Other cert. salaries 1900 $ - Classified Personnel 2000 $ - Paraprofessonal 2100 $ 20,004.90 $ 20,166.45 $ 40,171.35 $ 80,342.70 Paraprofessonal Extra Time 2190 $ 750.00 $ 750.00 $ 750.00 $ 500.00 $ 2,750.00 Clerk/Office - Clerk 2400 $ 19,691.12 $ 19,848.61 $ 39,539.73 Clerk/Office Extra Time 2490 $ 750.00 $ 750.00 Books & Supplies 4000 $ - Books & reference material 4200 $ 2,133.86 $ 3,500.00 $ 5,633.86 Supplies 4300 $ - Instructional Supplies 4310 $ 5,000.00 $ 5,000.00 $ 5,000.00 $ 15,000.00 Comp. Software under $500 4380 $ - Comp. Hardware under $500 4385 $ - Non-capitalized equipment 4400 $ 5,000.00 $ 4,274.37 $ 9,274.37 Comp. Software $500-5000 4480 $ - Comp. Hardware $500-5000 4485 $ 10,000.00 $ 10,000.00 Computer Repairs $ - Other Operating Expend 5000 $ - Travel & Conference 5200 $ 1,683.24 $ 1,683.24 Rentals/Leases/non-cap - AR Online 5600 $ - Duplicating/Printshop 5715 $ - Field Trips 5716 $ - Outside Contracted Services 5800 $ - Transp. Contracted Service 5865 $ 878.50 $ 878.50 Comp. Hardware/software $ - maintenance & License 5885 $ 5,000.00 $ 5,000.00 Postage 5910 $ - TOTAL $ 169,547.69 $ 109,064.88 $ 113,912.12 $ 2,878.50 Balance Remaining 0 0 0 0 $ -

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Centralized Services 2012-2013

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Madera Unified School District

School Site Council Membership

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Names of Members

Prin

cipal

Clas

sroo

mTe

ache

r

Othe

r Sc

hool

Sta

ff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

ndar

ySt

uden

t

Must be nominated and electedJeff Bessey XTom Chagoya X Fabilola Cortes XCathy Cruze XHumbeto Martinez XMargaret Ogle XRhonda Stutler XCrescenciano Cortez-Merino XMaricela LedesmaSusana Canseco

XX

Salvador LugoEmiliano Palacio

XX

Numbers of members of each category

1 4 1 6

At elementary schools, the council must be constituted to ensure parity between (a) the principal, classroom teachers and other school personnel and (b) parents of pupils attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must, in addition, be equal numbers of parents or other community members selected by parents, and students. Teachers, other school personnel, parents and (at secondary schools) students select representatives to the council (Education Code 52012).

For schools participating in the Immediate Intervention/Underperforming Schools Program, the local governing board must appoint a "broad-based school site and community team" (Education Code 52054(a)). The board may meet this requirement in either of the following ways: Add one or more "non-school site personnel" to an existing school site council to form the "school site and community team"; or appoint a "school site and community team" unrelated to the membership of the school site council.

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Madera Unified School District

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

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

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

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

School Advisory Committee for State Compensatory Education Programs

District and School Leadership Team

English Learner Advisory Committee

Gifted and Talented Education Program Advisory Committee

Other (list)

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

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

6. This SPSA was adopted by the School Site Council on: May 29, 2013

Attested:

Thomas P. Chagoya May 29, 2013Principal of James Monroe Elementary School

Signature of school principal Date

Salvador Lugo May 29, 2013Name of SSC chairperson Signature of SSC chairperson Date

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