Single Plan for Student Achievement

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1 Single Plan for Student Achievement Foothill Elementary School 711 Ribera Drive Santa Barbara, CA CDS Code: Date of Revision: February 2015

2 Part II: The Single Plan for Student Achievement Template School: Foothill Elementary / Goleta Family School District: Goleta Union School District County-District School (CDS) Code: Principal: Bridget Braney, Ed.D. Date of this revision: 2/9/15 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Bridget Braney, Ed.D. Principal Telephone Number: Address: 711 Ribera Drive, Santa Barbara, CA Address: The District Governing Board approved this revision of the SPSA on Enter Date.

3 Table of Contents II. Template for the Single Plan for Student Achievement Form A: Planned Improvements in Student Performance Sample Form A Sample Form A (Non-Academic Goal) Form B: Centralized Services for Planned Improvements in Student Performance Form C: Programs Included in This Plan 8 Form D: School Site Council Membership 11 Form E: Recommendations and Assurances 12 Form G: Single Plan for Student Achievement Annual Evaluation Parent/Guardian Involvement Policy 13 16

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5 STRATEGY: The school will implement a Multi-Tier System of Support (MTSS) to address ELA needs of struggling and advanced learners as well as English Language Learners. Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source) May 2015, train staff in MTSS October 2014, establish a Student-Study Team (SST). Monitor implementation steps for SY Teaching staff Administration Learning Center Staff Learning Center Staff Teaching Staff Administration SST Team- (general education teacher, principal, learning center teacher, special education staff, and parents) Classroom teachers August-May- identify and train a core team in the MTSS process August Provide initial MTSS training to all staff September Conduct baseline assessments to identify students in need of intervention. Provide a process to document students in need of intervention. November Provide extended-day intervention for qualifying students February Determine appropriate Smarter- Balanced interim assessments SY14-15 Conduct bi-monthly meetings to develop intervention plans for targeted students. Conduct Tier II interventions in the classroom and Learning Center Classroom. Progress monitor targeted students Conduct benchmark measures (3x year); (Renaissance STAR and DIBELS) Choose and purchase additional research-based ELA intervention materials, i.e. Six minute, Road to Code Identify a matrix of research-based interventions for each Tier. Implement a bank of research-based interventions for the Big 5- Phonics, phonemic awareness, fluency, vocabulary, comprehension. Create a schedule conducive to MTSS Examine RtI survey results- pre (August) and post (May) MTSS training (district funded) Learning Center Teachers (combination of district and site funded; site= 6,000) ELA intervention materials (4,000 approximate) Renaissance STAR, 4,500 DIBELS database costs (district funded) Release time for Bi-monthly SST meetings (1,440) Learning Center Teachers (combination of district and site funded; site= 6,000) ELA intervention materials (4,000 approximate) 2

6 Please duplicate this form as necessary for additional goals, strategies, or actions steps the school may have. LEA GOAL: Demonstrate robust student achievement growth for all pupils; reduce disparity in levels of achievement between student subgroups. SCHOOL GOAL: Eighty percent or more of Foothill/GFS English Learners (EL) will demonstrate growth in language fluency as evidenced by CELDT and ADEPT assessments. What data did you use to form this goal? 2013 STAR scores (EL and SED subgroups) CELDT scores- 77% met AMAO in the SY ADEPT scores Band growth What were the findings from the analysis of this data? 41% of our EL students who attained English proficiency have been in the ELD program less than five years. The last administration of CA STAR ELA test, however, indicates our subgroup of EL (37%) students struggle with ELA proficiency. Conversely, 81% of our EL students were at or above math proficiency. Additionally, out of 46 EL students last year, 13 demonstrated no growth. How will the school evaluate the progress of this goal? CELDT Scores ADEPT Scores DIBELS Reclassification rates Band growth STRATEGY: Provide systematic ELD instruction within an MTSS. Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source) SY Conduct systematic ELD with instructional strategies that emphasize language development. Coordinate an MTSS schedule that facilitates integrated and designated ELD support throughout the school day. Minimize historical delays in intervention due to ELD program. ELD instructor Principal Learning Center teachers Classroom teachers August Provide initial MTSS training to staff August-May- identify and train a core team in the MTSS process September/October Provide training in ELA/ELD framework to core team- (SBCOE) SY Implement ELD instruction using systematic ELD with supplemental curricular materials. Progress monitor ELL students (DIBELS, ADEPT) Choose and purchase additional research-based ELA intervention materials, i.e. Six minute, Road to Code Create a schedule conducive to MTSS Utilize evidenced-based instructional strategies, i.e. close reading, sentence frames, academic language District training on ELA/ELD framework (district funded) Certified staffing for ELD and Learning Center (45,500 [LCAP]) Monitor implementation steps for SY

7 LEA GOAL: Provide effective learning environments. SCHOOL GOAL: Increase the percent of stakeholders reporting a positive school climate (67%) as evidenced by perception surveys. What data did you use to form this goal? CA climate survey (Goleta Union School District Healthy Kids Survey report) 63% of district staff report needing additional support in meeting social, emotional and development needs of youth. Staff perceptions (anecdotal) Parent communications (anecdotal) What were the findings from the analysis of this data? Anecdotal evidence pointed toward a need for a more positive school climate. The CA Healthy Kids Survey provided confirmation data that indicated a need for school climate specifically in the area of peer interactions. How will the school evaluate the progress of this goal? Student leadership participation rates Student, staff and parent perception surveys STRATEGY: Establish a positive school culture among all stakeholders using behavioral components of an MTSS model. Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source) May Train staff in MTSS Implement a systematic intervention process for behavioral issues. October Establish a Student-Study Team. Increase student leadership and Service Learning opportunities Engage parents through varied venues Teachers PTA members Site Council ELAC September Provide a process to document students in need of intervention (SST) April administer student, staff, and parent perception surveys May review results with staff and Site Council to plan for SY Identify and train a core team in the MTSS process. Conduct bi-monthly meetings (SST) to develop intervention plans for targeted students, i.e. behavior plans, behavior contracts Establish multiple student leadership opportunities for service learning, i.e. Library, Leadership Committee, Ambassadors Group, Tech Team Expand student responsibility in delivering and modeling the Character Counts message, i.e. Spirit Days, Project Wisdom messages Create positive recognition venues for students, i.e. Kids of Character, morning announcements Engage parents through multiple venues- CCSS Evening, Padres Adelente, Monthly PTA meetings, Newsletter, Parent MTSS training (district funded) Learning Center Teachers (combination of district and site funded; site= 6,000) ELA intervention materials (4,000 approximate) Renaissance STAR, 4,500 DIBELS database costs (district funded) Release time for Bimonthly SST meetings (1,440) 4

8 Monitor attendance rates. square, Science Night, ELAC, Site Council, etc. Develop New Family Folder for tours and orientation 5

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10 Note: Centralized services may include the following direct services: Research-based instructional strategies, curriculum development, school climate, and data disaggregation for instructional staff District-wide staff providing specific services to schools, e.g., English Language Development Coordinator, Teachers on Special Assignment, Instructional Coaches After School and Summer School programs funded by categorical programs Data analysis services, software, and training for assessment of student progress Centralized services do not include administrative costs. Please duplicate this form as necessary. 7

11 Form C: Programs Included in this Plan Check the box for each state and federal program in which the school participates. Enter the amounts allocated for each program in which the school participates and, if applicable, check the box indicating that the program s funds are being consolidated as part of operating a schoolwide program (SWP). The plan must describe the activities to be conducted at the school for each of the state and federal programs in which the school participates. The totals on these pages should match the cost estimates in Form A and the school s allocation from the ConApp. Note: For many of the funding sources listed below, school districts may be exercising Categorical Program Provisions options (flexibility), which are described at Of the four following options, please select the one that describes this school site: This site operates as a targeted assistance school (TAS), not as a schoolwide program (SWP). This site operates a SWP but does not consolidate its funds as part of operating a SWP. This site operates a SWP and consolidates only applicable federal funds as part of operating a SWP. This site operates a SWP and consolidates all applicable funds as part of operating a SWP. State Programs Local Control Funding Formula (LCFF) Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools LCFF Supplemental Grant (LCAP) Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students LCFF Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA s enrollment California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program Allocation 41,040 52,440 Consolidated in the SWP 8

12 Economic Impact Aid/Limited English Proficient (EIA- LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.) Total amount of state categorical funds allocated to this school Federal Programs Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs) Allocation Consolidated in the SWP Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation). 9

13 For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2) Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals Title III, Part A: Language Instruction for Limited- English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement Title III funds may not be consolidated as part of a SWP 1 Other federal funds (list and describe) Other federal funds (list and describe) Other federal funds (list and describe) Total amount of federal categorical funds allocated to this school Total amount of state and federal categorical funds allocated to this school Note: Other Title I-supported activities that are not shown on this page may be included in the SPSA Action Plan. 1 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used for the purposes of Title III and only for those students the LEA has identified for services. For more information please contact the Language Policy and Leadership Office at

14 Form D: School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. 2 The current make-up of the SSC is as follows: Names of Members Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Student Bridget Braney Cathy Gamboa Natasha Heinrich Deirdre Li Nancy Miller Talia Feder Lauren Gleason Cindy McNulty Cara O Callaghan Pam Poehler Michele Villano Numbers of members in each category EC Section

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16 Form G: Single Plan for Student Achievement Annual Evaluation Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. Annual evaluation by the SSC and local educational agency (LEA) is a critical part of the continuous cycle of improvement for a school. Furthermore, it is an integral component of the Compensatory Education (CE) Federal Program Monitoring (FPM) review process for Single Plan for Student Achievements (SPSAs). During an FPM review, the SSC and LEA must be able to provide evidence of the evaluation process to determine if the needs of students are being met by the strategies described in the SPSA. The SPSA annual evaluation may be a summary description of the school s progress toward implementation of the strategies and actions in the SPSA. The report may also include a data analysis of the school s progress towards its student achievement goals based on local, state, or national assessment data. During the evaluation process, it is important for the SSC and LEA to exercise caution about jumping to conclusions about the effectiveness or non-effectiveness of specific activities and programs without examining the underlying causes. The SSC and LEA should consider all relevant factors when evaluating the plan, such as the degree of implementation, student enrollment changes, and health and safety issues. SAMPLE QUESTIONS FOR SPSA ANNUAL EVALUATION Plan Priorities Identify the top priorities of the current SPSA. (No more than 2 3.) Identify the major expenditures supporting these priorities. Plan Implementation Generally, we accomplished our school goalso 80% Foothill students to perform at grade level in ELA, o 100% of teachers to instruct students in writing summaries, o 100% of teachers instruct students in Number Talks, and o Meet federal and state performance goals for English Learners. Strategies attributable to goal accomplishment include Number Talk materials, Coherent Writing training, CCSS training (specifically in close reading), and ELD training for staff. We will train staff in an effort towards continuous improvement. The training has helped staff make great strides in classroom application but instructional strategies is an ongoing endeavor. As noted in this year s goals, our data collection system was limited last year and 13

17 therefore, is a focus this year in monitoring progress. Additionally, our ELA goal this year will focus on progress of all of our students. Our CELDT data demonstrates that we met our AMO and our English Learner subgroup made steady progress over the past three years. Strategies and Activities Significant professional development in the CCSS provided an in-depth knowledge of the standards for teachers. Educators had extensive time to read, discuss and reflect on the standards. While the professional development was important, we also need to continue with the implementation factor, using an agreed-upon system of delivering the curriculum and a data management system to monitor the learned curriculum. Based on our analysis of available data, we determined that we are on the right path but need to add components that are critical- updated curriculum, student text/resource, and a data management system to facilitate progress monitoring. Involvement/Governance The School Site Council met regularly to discuss budget priorities, the school handbook, and the Single Plan for Student Achievement among other topics. The SSC discussed and then drafted the Single Plan aligned with available data. For input from a wider array of stakeholders, we survey parents to prioritize the district objectives and distributed the draft to teachers for their contribution. Outcomes Goals for Through educational activities aligned with Board Core Values and educational research, the following goals were established: 1. 80% of Foothill School students will meet grade level performance expectations in English Language Arts and math as identified on site measures % of teachers will instruct students in the writing of summaries of narratives and/or expository text which meets the College and Career Readiness Anchor Standard in Reading: Determine central ideas or themes of a text and analyze their development; Summarize the key supporting details and ideas % of teachers will implement Number Talks 4-5 days per week to engage students in the Standards for Mathematical Practices and facilitate students learning with key standards in the domains of Numbers and Operations on Base Ten, Operations and Algebraic Thinking for grades K-5, and the Number System for 14

18 grade Foothill will meet state and federal performance goals for attaining English Proficiency for English Learners. We can identify that goals 2, 3, and 4 were met. We do not have hard data to support that goal #1 was met, or to what degree implementation was successful. Based on this information, we recommend that a more comprehensive data system be used to meet this goal. 15

19 FOOTHILL SCHOOL PARENT/GUARDIAN INVOLVEMENT POLICY Foothill School recognizes that parent/guardian involvement and support in the education of children are an integral part of achieving academic success and developing capable citizens, and that schools and parents/guardians must work together as knowledgeable partners to educate all students effectively. In order to assure parent/guardian/school collaboration Foothill School is committed to; including parents/guardians as partners in the education of their children; establishing and maintaining effective two-way communication with all parents/guardians at both school and district office levels; encouraging the development of programs to help parents/guardians acquire parenting skills; providing parents/guardians with the information and techniques to enable them to assist their children with learning at home; developing strategies and programmatic structures to enable parents/guardians to directly participate in their children's education through: - involvement in classroom activities - school advisory groups and parent/guardian support organizations; fostering an environment at Foothill School that welcomes parents/guardians as active participants in their children's education; recognizing differences in the needs and interests between schools and between parents/guardians in each school. REGULATIONS/PROCEDURES I. MEETINGS AND SPECIAL PROGRAMS A. School Site Meetings and Committees 1. Foothill School shall hold open houses, back-to-school nights, and parent/guardian organization meetings where the school's philosophy, mission, opportunities for adult participation, the core curriculum, and supplemental instruction are discussed. 2. Every effort shall be made to insure that the composition of school committees reflects the population characteristics of Foothill School. 16

20 3. School Site Council members shall vote on the school site plan and categorical budget. All parents/guardians are welcome to give input at meetings of the Council. 4. To build school and parent capacity for strong parental involvement, and to support a partnership among school, parents, and community to improve student achievement, the School Site council will work in collaboration with school staff to develop a schedule of parent educational activities that include understanding: State standards for academic content and achievement State and school academic assessments and alternate assessments Requirements for Title I and other categorical programs Ways that parents can monitor their child s progress How to work as collaborative partners with educators The school-parent compact Other topics of interest, to be considered annually by School Site Council, may include: Family literacy Uses of technology How school personnel and parents can work as partners 5. Parents, school staff, district office, and external presenters will be sought to provide the necessary parent involvement workshops. 6. The list and schedule of parent involvement trainings will be printed in school newsletters annually. 7. School Site Council will address funding needs for parent involvement activities as appropriate through the site categorical budget. 8. Parent/guardian organizations, such as the Parent-Teacher Association, will be encouraged to provide opportunities for adult education and participation. 9. Every effort shall be made to provide opportunities for adult education and participation. 10. Accessibility and opportunities for parents with limited English proficiency, disabilities, or parents of migrant students will be offered through actions such as arranging school meetings at 17

21 varied times, in-home conference, phone contacts, and outreach services through the school s community liaison. 11. Translations will be provided as required by law. B. Meetings with Certificated Personnel 1. Parents/guardians or teacher-initiated conferences to discuss student progress and/or methods to improve student achievement shall be a part of the educational program at Foothill School. 2. During conferences, school personnel may assist parents/guardians with gaining access to community and support services for families and children. C. School Site Activities 1. Parents/guardians shall have reasonable opportunities to observe and volunteer in classrooms in accordance with school visitation procedures. 2. Activities designed to help parents understand school programs and services shall be a part of school presentations. II. WRITTEN COMMUNICATIONS BETWEEN THE SCHOOL AND HOME A. Parents/guardians who are unable to attend school events, activities, or meetings shall be encouraged to telephone and/or write school for information. B. Materials such as school newsletters, classroom newsletters, and general announcements that provide parents/guardians with information about Foothill School will be sent home on a regular basis. C. Foothill School shall distribute a school handbook and Grade Level Expectations to parents/guardians at the beginning of each school year and to the parents/guardians of new students after the start of the school year. The handbook shall contain information about current programs, criteria for pupil participation in these programs, and other information designed to acquaint parents/guardians with school regulations and procedures. D. A letter explaining the purposes, organization, and services provided by the Title I program shall be distributed annually to the parents/ guardians of eligible students prior to participation in the program. 18

22 ESCUELA DE FOOTHILL PARTICIPACIÓN DE LOS PADRES/TUTORES POLÍTICA La escuela de Foothill reconoce que la participación y apoyo de los padres/tutores en la educación de sus niños es una parte integral del logro de éxito académico y del desarrollo de ciudadanos capaces; y que las escuelas y los padres/tutores deben trabajar juntos como socios informados para educar a todos los estudiantes con efectividad. Para asegurar la colaboración entre padres/tutores y la escuela, la escuela de Foothill se dedica a: incluir a los padres/tutores como socios en la educación de sus hijos; establecer y mantener la comunicación mutua y efectiva con todos los padres/tutores tanto al nivel de la escuela como al nivel de la oficina del distrito; fomentar la creación de programas para ayudar a los padres/tutores a desarrollar sus habilidades de crianza; proveer a padres/tutores de la información y las técnicas necesarias para ayudar a sus hijos a aprender en casa; desarrollar las estrategias y la infraestructura del programa escolar para que los padres/tutores puedan participar directamente en la educación de sus hijos a través de: - participar en actividades del salón de clase - involucrarse en grupos para dar consejos a la escuela y en organizaciones de apoyo paternal fomentar un ambiente en la escuela de Foothill que acoge a los padres/tutores como participantes activos en la educación de sus hijos; reconocer las necesidades y intereses distintos de cada escuela particular y de cada padre/tutor dentro de la escuela. REGLAMENTO/PROCEDIMIENTOS I. REUNIONES Y PROGRAMAS ESPECIALES A. Reuniones y comités en la escuela 1. La escuela de Foothill celebrará jornadas de puertas abiertas, noches de orientación para padres y reuniones de organizaciones para padres/tutores en cuales se discuten la filosofía, misión, oportunidades para participación adulta, el curso básico de estudios y la instrucción suplementaria de la escuela. 19

23 2. Se hará todo esfuerzo posible para asegurar que la composición de los comités escolares refleja bien las características de la población de la escuela de Foothill. 3. Miembros del Consejo asesor escolar votarán en el plan escolar y el presupuesto categórico. Se les invita a todos los padres y tutores a contribuir sus opiniones en las reuniones del Consejo. 4. Para fomentar la capacidad de la escuela y de los padres para la buena participación paternal, y para apoyar la sociedad entre escuela, padres y comunidad para mejorar el rendimiento estudiantil, el Consejo asesor escolar trabajará en colaboración con el personal de la escuela para desarrollar un calendario de actividades educativas para padres. Estas actividades les ayudarán a entender: Los estándares estatales para el contenido y aprovechamiento académicos Las evaluaciones académicas del estado y de la escuela, y evaluaciones alternativas Requisitos para programas del Título I y otros programas categóricos Maneras en que los padres pueden seguir el progreso de sus hijos. Cómo trabajar en colaboración con los maestros como socios El compromiso entre escuela y padres. Otros temas de interés, para consideración anual por el Consejo asesor escolar, pueden incluir: La alfabetización familiar Usos de la tecnología Cómo el personal escolar y los padres pueden trabajar como socios 5. Se buscará a padres, personal de la escuela, la oficina del distrito y presentadores de afuera para proveer de los talleres necesarios de participación paternal. 6. La lista y el horario de los entrenamientos en la participación paternal se incluirán en los boletines escolares cada año. 7. El Consejo asesor escolar se dirigirá a las necesidades monetarias de las actividades de participación paternal como sea apropiado a través del presupuesto categórico de la escuela. 8. Se animará a las organizaciones de padres y tutores, tal como la Asociación de Padres y Maestros (PTA), a proveer de oportunidades para la educación y participación adultas. 20

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