Single Plan for Student Achievement. El Camino Elementary School E CS EL CAMINO SCHOOL

Single Plan for Student Achievement El Camino Elementary School E CS EL CAMINO SCHOOL 2014-2015

Part II: The Single Plan for Student Achievement School: El Camino Elementary District: Goleta Union School District County-District School (CDS) Code: 6045405 Principal: Liz Barnitz Date of this revision: January 15, 2015 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 64001 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: Liz Barnitz Principal Telephone Number: (805) 692-5574 Address: 5020 San Simeon Dr. Santa Barbara, CA 93111 E-mail Address: lbarnitz@goleta.k12.ca.us The District Governing Board approved this revision of the SPSA on

Table of Contents II. Single Plan for Student Achievement Form A: Planned Improvements in Student Performance 1 Form B: Centralized Services for Planned Improvements in Student Performance 8 Form C: Programs Included in This Plan 10 Form D: School Site Council Membership 14 Form E: Recommendations and Assurances 15 Form G: Single Plan for Student Achievement Annual Evaluation 16 Parent/Guardian Involvement Policy 19

the computer lab September, January and May. Principal Classroom Teachers Students testing. The computer teacher will create the schedule and manage the sessions, troubleshooting technology issues if they arise. Classroom teachers will proctor the tests. The principal will oversee the scheduling and sessions. 3, 262.00 Microsoft Tech Support/Admin 3,450.00 Title 1, LCAP, SUPG Teachers will participate in tri-annual Grade level MAP PLCs Grade Level Teachers and support staff, Principal During monthly release time, teachers will meet in grade levels after the testing windows to review and analyze MAP reports of student data. In the fall, this will occur at a regularly scheduled monthly release time. Twice yearly the site will pay for grade level half-day release to analyze data, and discuss and determine ways to adjust instruction accordingly. Substitute teachers 2,000.00 Title 1 Teachers will engage students in academic goal setting Grade Level Teachers Students Three times per year, teachers will engage students in goal setting, based on identified areas of growth as measured by MAP RIT scores, Lexia, writing samples, and/or other classwork. No Cost Student needs, both in acceleration and intervention, will be identified and addressed 100% of students in grades 3-6 will receive intervention/acceleration in the computer lab Classroom teachers Learning Center teacher, Certificated tutors, instructional aides Computer teacher, classroom teachers Students who are performing above and below mean level scores as measured by MAP will receive daily Tier 1 Differentiated Instruction (DI) in the general classroom, daily in the Learning Center, as well as during daily ELD, and in the computer lab during daily ELA and Math clinics. Other assessments such as CWP CFAs, BPST, DiBels, and class assessments, will also be used to identify learning targets for Tier 1 instruction. The computer lab will be scheduled to provide daily intervention and acceleration to students in grades 3-6 during ELA and Math blocks, in small Certificated tutors during ELD; Newcomers class 8,000.00 Computer teacher 9,110 Title 1, Title 3, LCAP, SUPG 2

during clinic time Provide before and after school intervention for students using webbased literacy programs Lexia, Reading Plus, and math program STRIDE academy Provide targeted reading, writing, and math instruction in small group for ELs and non- ELs who need support through the Learning Center Tier 2 and 3 students in K-3 will receive daily, 30 minute intervention in the Learning Lab with two intervention teachers, and in classrooms with certificated tutor support Conduct progress monitoring of intervention students using assessments such as BPST, DiBels, and Principal CT Learning Center Teacher Primary Intervention Specialist Learning Center Teacher Primary Intervention Specialist Learning Center teachers Classroom teachers group rotation format, using Lexia, Reading Plus, STRIDE Academy Math, Khan Academy, and other appropriate, research-based web-based resources Students performing below grade level in literacy as measured by MAP, fluency scores and/or BPST will have the opportunity to attend the before school literacy computer class using webbased Lexia and/or Reading Plus. Students participating in ASES will use Lexia and/or Reading Plus. STRIDE will also be available for math intervention at these times Students who are performing far below MAP mean grade level scores, and/or scoring below grade level expectations on BPST and fluency measures, will receive daily Tier 2 and Tier 3 intervention in addition to Tier 1 DI, in the Learning Center. A Primary Intervention Specialist will work alongside the Learning Center Teacher to accommodate the larger numbers of students needing intervention in grades 1-3. The Learning Center teachers and classroom Certificated Tutor 6,030 Title 1, Title 3, LCAP, SUPG Additional Learning Center CT (Primary Reading Specialist) 19,360 Title 1, Title 3, LCAP, SUPG 3

class assessments Partner with United Way to provide web-based intervention/acceleration programs for all students Principal United Way teachers will conduct ongoing progress monitoring of students receiving Tier 2 and 3 interventions. Groups will be adjusted accordingly, with students graduating in and out of Tier 2 intervention. No Cost Provide support for teachers to attend professional development on effective literacy-based instructional practices and initiatives. Implement lesson studies and peer observations across and within grade levels to improve classroom instruction. Hold monthly Thursday Workshops to continue professional development directly related to Literacy. Meetings led by principal and/or teachers. Principal Teachers Principal, classroom teachers, Principal, classroom teachers United Way and the principal will work together to provide Lexia, Reading Plus and STRIDE Academy to preschool through 6 th grade students The principal and teachers will review, choose, and attend various professional development opportunities that promote effective literacybased teaching practices. Teachers will conduct lesson studies around the new practices learned during district and other professional development opportunities. Release time will be given to teachers for planning, observations, and follow-up discussions The principal will schedule and facilitate monthly Thursday workshops that focus on professional development of teaching and learning around literacy for all. Lexia, Reading Plus No cost STRIDE Academy (for three years) 2,500 Title 1, LCAP, SUPG Professional Development opportunities 4,000 Title 1, LCAP, SUPG Substitutes for release time 2,,880 Title 1, LCAP, SUPG No Cost 4

Continue to implement Turn Around Schools (TAS) six exceptional systems, administering a teacher survey regarding perceptions of TAS implementation and principal performance Principal, classroom teachers In the Fall and Spring, teachers will complete the Six Systems Survey, adapted by El Camino teachers and principal. The principal will compile results and share them at one winter and one Spring staff meeting. Teachers and principal will analyze the results and determine action steps according to the results. No cost Provide written feedback during walkthroughs and in the weekly bulletin to reinforce instructional expectations. Principal The principal will: 1) visit all classrooms on a weekly basis, providing written feedback, and 2) highlight great teaching practices in the weekly bulletin, in order to reinforce expectations and memorialize praise for effective practices. No Cost LEA GOAL: LCAP GOAL 1 for English Learners: Increase the number of ELs being reclassified (R-FEP) by the end of 6 th grade SCHOOL GOAL: 100% of El Camino English Learners will be reclassified by the end of 6 th grade. What data did you use to form this goal? CELDT data ADEPT data What were the findings from the analysis of this data? 96% of ELs were reclassified by the end of 6 th grade. Five out of the 164 students (approximately 3%) who took the CELDT in 2013-2014 were 6 th graders. Although 60% (three) scored Early Advanced, none of the three were reclassified. How will the school evaluate the progress of this goal? CELDT data RFEP reclassification criteria (currently CWP writing sample and DiBels fluency score) MAP mean proficiency cut scores 5

STRATEGY: During the 2014-2015 school year, EL Camino will provide targeted instruction, including intervention and acceleration, in order to successfully reclassify 100% of English Learners by the 6 th grade. Action/Date Person(s) Responsible Task/Date English Learners (ELs) will be assessed using the ADEPT to be used with the CELDT to determine proficiency levels and create appropriate groupings Fall (incoming students) Winter (all students) Spring (all students) Principal Learning Center Teacher Classroom Teachers Students Students will be assessed in the Fall and/or Winter, and Spring at the site level with ADEPT. Results will be used in conjunction with CELDT scores to determine proficiency levels and groupings. Cost and Funding Source (Itemize for Each Source) ADEPT testing materials, teachers No cost Certificated tutors will be hired to teach English Only groups to facilitate small, proficiency-level based ELD classes Principal, certificated tutors ELs will be placed in appropriate groupings according to ADEPT and CELDT assessment data. Certificated tutors will be hired to teach English Only groups to facilitate small, proficiency-level based ELD classes Certificated Tutors 18,432 Title 1, Title 3, LCAP English Learners will receive daily 30 minute English Language Development instruction at their proficiency level as measured by CELDT and ADEPT assessments Classroom teachers Classroom teachers will deliver daily ELD instruction using Systematic ELD strategies and lessons. Teachers will implement strategies for ensuring systematic and explicit ELD instruction occurs regularly in ELD including a daily schedule, use of a language objective, structured oral practice, and sentence frames No Cost 6

Reading and Writing experiences will be included in daily ELD instruction Classroom teachers. Learning Center teacher, CTs Teachers will include assessment-based, targeted short reading and writing tasks to Systematic ELD lessons to provide ELA support. When possible, tasks will be tied to core content. No Cost English Learners will receive the same intervention/acceleration opportunities/support as detailed in Goal 1 Classroom teachers, computer teacher, Learning Center teachers, CTs during ELD Students who are performing above and below cut points will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during ELD, and in the computer lab during daily ELA and Math clinics. Students who are performing far below MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes Computer teacher, Additional CT Learning Center teacher, CT for before and after school classes Costs detailed in first goal. No Additional Costs ELD classes will be scheduled in the afternoon to protect ELA time and ensure EL access to ELA instruction Principal The principal will schedule ELD classes in the afternoon to protect the 90-minute to two hour Math and ELA instructional blocks in the morning. The purpose is to provide all students including ELs with full access to core instruction and daily intervention. No cost EL student subgroup MAP scores will be analyzed, and identified needs will be targeted Classroom teachers Computer teacher, CTs, Learning Center teachers Students who are performing above and below cut points will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during ELD, and in the computer lab during daily ELA and Math clinics. Students who are performing far below MAP mean grade level scores will Computer teacher, Additional CT Learning Center teacher, CT for before and after school classes 7

receive Tier 2 and Tier 3 intervention in addition to DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes Costs detailed in first goal. No Additional Costs Language objectives will accompany learning objectives during Math and ELA Classroom teachers In grade level PLCs, classroom teachers will identify assessed needs of EL students using AP, ADEPT and CELDT, as well as classroom assessments to target these needs during Tier 1 DI classroom time. Teachers will embed language objectives in daily ELA and Math, and implement strategies for ensuring systematic and explicit language instruction with the use of a language objective, structured oral practice, and sentence frames during core instruction No Cost Form B: Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in Form B must be aligned with the Consolidated Application. Actions to be Taken to Reach this Goal Start/ Completion Date Proposed Expenditures Estimated Cost Funding Centralized District Services Centralized administrative services are provided to facilitate implementation of categorical programs. Centralized services assist the school to attain achievement objectives for every student. These services include: Community Liaisons August 2014 - May 2015 Provide support and translations, as needed, to homeless students and families in need of school and community services 135,000 Title I & III, ELA, LCAP 8

Professional Development August 2014 May 2015 Provided teachers and principals with research-based professional development that supports the District s plans for improving student achievement 46,000 Title I Private School Set Aside Identification and assessment of English Learners August 2014 May 2015 Provide in-service to administer the California English Language Development Test and primary language assessment; administer test 50,431 Title I & LCAP Translation of NCLB documents, communication to parents, and notification of student progress August 2014 May 2015 Required translation of materials, parent letters, and parent conferences 33,000 Title I & LCAP District parent and staff meetings to advise implementation of Compensatory Education Programs and Programs for English Learners August 2014 May 2015 Required translation of meeting materials 1,570 Title I Coordination of reviews regarding program compliance with state regulations August 2014 Ongoing Multi-funded central office administration to coordinate categorical programs 9,650 1,000 Title I 10,650 School Choice, and Supplemental Services August 2014 May, 2015 Required set aside for Program Improvement 62,869 Title I 9

Form C: Programs Included in this Plan 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 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 29,440 23,040 Consolidated in the SWP 10

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 Allocation Consolidated in the SWP Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs) 42,416 11

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). 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 12

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 10,337 Title III funds may not be consolidated as part of a SWP 1 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 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 52,753 Total amount of state and federal categorical funds allocated to this school 52,480 13

Form G: Single Plan for Student Achievement Annual Evaluation Plan Priorities SPSA ANNUAL EVALUATION 80% of El Camino School students will meet grade level performance expectations in English Language Arts and math as identified on site measures. THIS GOAL WAS NOT MET. 100% 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 grade 6. THIS GOAL WAS MET. El Camino School will meet state and federal performance goals for attaining English Proficiency for English Learners. THIS GOAL WAS MET. Funding Sources Title 1, EIA, SUPG were the main funding sources supporting these priorities. Plan Implementation Strategies in the current SPSA that were fully implemented as described in the plan. Strategies to ensure full implementation of Number Talks were successful: Number Talks was fully implemented by 100% of the teachers Strategies to ensure daily systematic ELD were implemented: El Camino met federal and state performance goals for attaining English proficiency for English Learners Strategies in the current SPSA that were not fully implemented as described in the plan or were not implemented within the specified timelines. MAP data reflected that 53% of students would be expected to reach proficiency by the Spring of 2013-2014. The projected goal was 80%. However, student growth as measured by MAP RIT scores, showed growth in all grade levels in all areas. (See attached report). The following are some strategies that were not fully implemented. It is important to point out that demographics of El Camino are mitigating factors in reaching 80% proficiency. o Lesson studies and peer observations were conducted on a limited basis o 4-6 Key Kids intervention group was not formed, as it related to the former standards. o Site Support for professional development was limited. Funds were reserved for hiring support personnel. This could have had an adverse affect on growing teacher capacity. o Differentiation is occurring in all classrooms. However, teachers continue to need support in building capacity to arrive at 100% implementation of effective differentiation. o Teachers provide intervention on a consistent basis in their classrooms. However, this continues to be an area in which teachers need support in terms of professional development, peer collaboration, and coaching to reach full and effective implementation. 16

Strategies and Activities Strategies or activities that were particularly effective in improving student achievement The purchase, implementation, and professional development on a computer-based school-wide formative assessment program Measures of Academic Progress (MAP), that measures progress three times a year in Reading, Language, and Math, and the full implementation of goal setting that accompanies MAP. Computer-based programs such as Lexia and Reading Plus and DreamBox used on a daily basis in and out of the classroom. Specifically, in before and after school intervention, and during Computer Clinic times for small group intervention/acceleration. School-wide growth ranging from 4-22 points was evident as measured by MAP RIT scores. Strategies or activities that were ineffective or minimally effective in improving student achievement.! Continuing to use the district Math and Language Arts curriculum with fidelity! Limiting professional development opportunities to support implementation! Lack of effective follow-up or coaching to support implementation o Based on the analysis of this practice, would you recommend: Involvement/Governance! Changing the goal of 80% proficiency to a growth model, in which 80% of students will make double-digit growth on MAP RIT scores in Reading and math. Input was sought and given by the ECSSC. Section G was completed during and after a site council meeting. Input was sought and received by the ELAC on the 2013-2014 plan, old goals were reviewed, and new goals pertaining to English learners were suggested and discussed. The school site council discussed and reviewed progress toward goals throughout the year. ELAC meetings were held at night and ECSSC meetings were held during lunch time to facilitate participation and attendance. 17

Outcomes 100% 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 grade 6. THIS GOAL WAS MET. El Camino School will meet state and federal performance goals for attaining English Proficiency for English Learners. THIS GOAL WAS MET. Identify any goals in the current SPSA that were not met, or were only partially met. 80% of El Camino School students will meet grade level performance expectations in English Language Arts and math as identified on site measures. THIS GOAL WAS NOT MET. Based on this information, what might be some recommendations for future steps to meet this goal? Make the goal more measurable and reflect growth model By the end of the year, 100% of teachers will fully implement the district-adopted CCSS Math curriculum Emphasize the Schoolwide on Literacy for All Day Literacy for All Continue walkthroughs, peer lesson studies, peer observations, Continue partnering with United Way by implementing Lexia and STRIDE academy for intervention and acceleration Utilizing the Clinic time at rate of 100% participation to intervene and accelerate Continuing NEU and TAS PD through parent nights and continue PD with staff and parents (especially PTA members) Have Damen come and talk to all staff?? All students in the growth model, including accelerated students. 18

EL CAMINO SCHOOL PARENT/GUARDIAN INVOLVEMENT POLICY El Camino 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 El Camino 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 El Camino 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. El Camino 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 El Camino School. 19

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 varied times, in-home conference, phone contacts, and outreach services through the school s community liaison. 20

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 El Camino 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 El Camino School will be sent home on a regular basis. C. El Camino 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. 21