ElementaryPlan for Student Achievement (SPSA) Template · 2018-11-05 · BTSN 8/22/18 Open House...

School Plan for Student Achievement (SPSA) of 60 Natoma Station Elementary School

School Year: 2018-19

SPSA Title Page

School Plan for Student Achievement (SPSA) Template The School Plan for Student Achievement (SPSA) is meant to consolidate all school-level planning efforts into one plan for programs funded through the consolidated application (ConApp), pursuant to the California Education Code (EC) Section 64001 and the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA). The purpose of the SPSA is to increase the overall effectiveness of the school program by crafting a strategic plan that maximizes the resources available to the school while minimizing duplication of effort with the ultimate goal of increasing student achievement. The School Site Council (SSC) is required to develop and annually review the SPSA, establish an annual budget, and make modifications in the plan to reflect changing needs and priorities, as applicable, pursuant to EC 52853(b) and 52855. California’s ESSA State Plan significantly shifts the state’s approach to the utilization of federal resources in support of underserved student groups. The SPSA provides schools with the opportunity to document their approach to maximizing the impact of federal investments in support of underserved students. The implementation of ESSA in California presents an opportunity for schools to innovate with their federally-funded programs and align them with the priority goals of the school and the LEA that are being realized under the state’s Local Control Funding Formula (LCFF). LCFF provides schools and LEAs flexibility to design programs and provide services that meet the needs of students in order to achieve readiness for college, career, and lifelong learning. The SPSA planning process supports continuous cycles of action, reflection, and improvement. School Name Natoma Station Elementary School

Address 500 Turnpike Drive Folsom, CA 95630

County-District-School (CDS) Code 34673306112916

Principal Vickie Boudouris

District Name Folsom Cordova Unified School District

SPSA Revision Date September 18, 2018

Schoolsite Council (SSC) Approval Date September 25, 2018

Local Board Approval Date November 1, 2018

In the pages that follow, please describe the school’s plan for making the best use of federal ESEA resources in alignment with other federal, state, and local programs.


Table of Contents

SPSA Title Page ...............................................................................................................................................1

Table of Contents ..............................................................................................................................................2

School Vision and Mission ................................................................................................................................3

School & Community Profile .............................................................................................................................3

Stakeholder Engagement .................................................................................................................................4

School and Student Performance Data ............................................................................................................5

Student Enrollment ....................................................................................................................................5

CAASPP Results .......................................................................................................................................8

CELDT Results .......................................................................................................................................12

Equity Report ..........................................................................................................................................15

Goals, Strategies, & Proposed Expenditures ..................................................................................................23

Goal 1 ......................................................................................................................................................23

Goal 2 ......................................................................................................................................................25

Goal 3 ......................................................................................................................................................30

Goal 4 ......................................................................................................................................................34

Annual Review and Update ............................................................................................................................38

Goal 1 ......................................................................................................................................................38

Goal 2 ......................................................................................................................................................42

Goal 3 ......................................................................................................................................................46

Goal 4 ......................................................................................................................................................50

Budget Summary and Consolidation ..............................................................................................................53

Budget Summary ....................................................................................................................................53

Allocations by Funding Source ................................................................................................................53

Expenditures by Funding Source ............................................................................................................54

Expenditures by Budget Reference ........................................................................................................55

Expenditures by Budget Reference and Funding Source .......................................................................56

Expenditures by Goal ..............................................................................................................................57

School Site Council Membership ....................................................................................................................58

English Learner Advisory Committee (ELAC) .................................................................................................59

Recommendations and Assurances ...............................................................................................................60


School Vision and Mission The mission of Natoma Station Elementary School is to encourage lifelong learning, to help students reach their full potential, and to teach students to make positive contributions to their community with the support of staff, parents, students, and the community. The vision for Natoma Station is to be a learning community where each student is provided with a broad range of engaging learning opportunities to build a strong educational and social foundation in order to succeed in school and the world.

School & Community Profile Folsom Cordova Unified School District is comprised of two communities located in Sacramento County along HWY 50. With a population of more than 19,527 students, schools are an average of twenty miles from downtown Sacramento and just over 100 miles from San Francisco. Folsom Cordova Unified School District enrolls Preschool thru Adult. There are twenty elementary schools, one charter elementary school, four middle schools, three comprehensive senior high schools, three alternative high schools, and an adult school. Natoma Station Elementary School operates on a traditional schedule, and during the first month of the 2018-2019 school year, 468 students were enrolled in grades kindergarten through fifth. The school's gender distribution is roughly equal, with boys and girls. The school's largest ethnic group is White, with 53% of the school population describing themselves as White. In terms of racial subgroups, significant numbers include Asian at 24%, and Hispanic at 13%. Natoma Station Elementary School has approximately 25 students enrolled in our special education self-contained programs, which provide additional support for our students with disabilities. Natoma Station has been recognized by the California State Department of Education as a California Distinguished School. In May, 2001, the U.S. Department of Education named Natoma Station a 2000-2001 National Blue Ribbon School. While it has been many years since Natoma Station was awarded these titles, our staff has not deviated from a vision that continues to strive for excellence in school leadership, teaching practices, student learning outcomes, and parental and community involvement. Natoma Station has a spacious and beautifully manicured campus with a highlight being an inviting and magnificent rose garden. It is a true neighborhood school, with a majority of students living within walking distance. The primary goal of Natoma Station Elementary is to provide a high-quality, standards-based education and to support the social-emotional development of all students. Natoma Station is committed to inspiring students to achieve the highest standards of intellectual and personal development through an engaging and comprehensive program. Within a caring, respectful, and culturally responsive environment, the school is committed to instilling in each student a desire to learn, to take appropriate risks, and to accept challenges. The school community is committed to developing students who are resilient and adaptable, equipped with the knowledge, skills, and disposition to continue their education and become responsible, successful adults. The staff at Natoma Station successfully provide a caring atmosphere where students can learn from outstanding professionals who are well-trained and highly-qualified educators. We use a Professional Learning Communities (PLC) model to continually build teacher efficacy and improve learner outcomes. We are continually building leadership and capacity by creating teacher-led guiding coalitions that support our efforts to reflect upon and improve our practice. Natoma Station boasts a robust PBIS system including several programs that contribute to our positive school culture and climate. We teach the Second Step curriculum to all students in grades K-5 to develop their social-emotional skills. We focus on the Six Pillars of Character to explicitly support positive behavior choices. Our Cheetah Champ incentive program and our Character Counts assemblies at the end of each trimester consistently recognize students who make positive choices. We develop and support student leadership through our Student Council and include their voice and input as stakeholders in decisions affecting our school community. We take a progressive approach to discipline and include restorative practices such as counseling and reflections, while providing additional supports and interventions, such as Special Friends, to students who are in need of them. Natoma Station Elementary families consistently and repeatedly express the desire to be partners in their children's education. Natoma Station encourages a productive and responsive partnership between home and school. Our community partnerships encompass connections with local businesses, city government, and law enforcement agencies that add dimension, mentorship, and direction to our school. Our PTO is extremely active, providing many activities and events for the students and families of Natoma Station. The school expends considerable time and resources establishing strong connections to our families and community through SSC, ELAC, parent engagement activities, family math/literacy/STEM/art nights, Coffee and Conversation with the Principal, as well as multiple volunteer opportunities.


Our Blackboard Connect messages (voice, email, and text), school marquee, informational flyers, and Schoolwires webpage keep families informed about schedules, events and activities happening at school. Teachers maintain their own webpages on our website which also allows for two-way communication between teachers and families and includes the ability for families to check grades. Frequent communication, regular conferences, and parent involvement in the classroom all help to build a positive learning environment. We value and intentionally access the technology capital in our community. Intel helps to enhance our collective vision through volunteer incentives and technology direction. Each year, students are matched with Intel PC “pen” pals to develop student interaction with the business community.

Stakeholder Engagement How, when, and with whom did the school consult as part of the planning process for this SPSA/Annual Review and Update? Involvement Process for the SPSA and Annual Review and Update The school utilized a variety of outreach efforts for input and feedback on the development of the SPSA. Natoma Station involves certificated & classified staff, parents, community members, and students in these committees and conversations. The following is a list of committees and meeting dates where the SPSA was discussed: Leadership Team Meeting 8/8/18 SSC & ELAC 9/18/18, 9/25/18, TBD ECBN Meetings with Faculty 9/19/18, 9/20/18, February ECBN dates TBD Staff PLC Common Assessment (Formative & Summative) Meetings 8/9/18, 9/13/18, 9/20/18,10/25/18, 11/29/18, 1/31/19, 2/28/19, 3/28/19, 4/25/19, 5/23/19 Staff PLC (Guaranteed and Viable Curriculum Planning) Meetings 9/28/18, 10/11/18, 12/13/18, 1/17/19, 2/14/19, 3/14/19, 4/11/19, 5/16/19 Staff Meetings 8/9/18, 9/6/18, 10/4/18, 11/8/18, 12/6/18, 1/10/19, 2/7/19, 3/7/19, 4/4/19, 5/2/19 Staff Professional Development Meeting Day 10/8/18 PBIS Committee Meetings 8/15/18, 9/5/18, 10/15/18, 12/10/18, winter/spring dates TBD PBIS and Instructional Leadership Team Meetings 8/7/18, 8/30/18,10/18/18, 12/20/18, 1/24/19, 2/21/19, 3/21/19, 5/2/19 Art Docents Green Team Docents and Crew PC Pals Partnership with Intel Corp. Coffee/Tea & Conversation with the Principal 9/26/18, 1/18/19, 5/1/19 BTSN 8/22/18 Open House 4/10/19 Parent Engagement Nights 10/9/18, 10/24/18, 10/19/18, 12/8/18, TBD, TBD PTO Meetings 9/4/18, 10/2/18, 11/6/18, 12/4/18, 1/8/19, 2/5/19, 3/5/19, 4/2/19, 5/7/19 RTI Meetings 8/7/18, 8/29/18, 9/12/18. After this date the grade level RTI meetings are scheduled weekly - each grade level meets with the RTI team once every six weeks. Student Council - Exact dates TBD. Elections will be held on 9/21/18. Bi-monthly meetings will be held after this date.


School and Student Performance Data

Student Enrollment Enrollment By Student Group

Student Enrollment by Subgroup

Percent of Enrollment Number of Student Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

American Indian 0.5% % % 2

African American 1.1% % % 5

Asian 13.2% % % 58

Filipino 2.1% % % 9

Hispanic/Latino 10.7% % % 47

Pacific Islander 1.4% % % 6

White 65.8% % % 288

Multiple/No Response 5.0% % % 22

Total Enrollment 438

Student Enrollment Enrollment By Grade Level

Student Enrollment by Grade Level

Number of Students Grade

2015-16 2016-17 2017-18

Kindergarten 64

Grade 1 62

Grade 2 63

Grade3 66

Grade 4 73

Grade 5 79

Grade 6 31

Grade 7 0

Grade 8 0

Grade 9 0

Grade 10 0

Grade 11 0

Grade 12 0

Total Enrollment 438 Conclusions based on this data: 1. There has been an increase in enrollment among Hispanic students +2% and Asian students +6.5%.


2. Enrollment of English Language Learners rose by 60% in the past year with the largest increasing in grades kindergarten through 2nd grade.



Student Enrollment English Learner (EL) Enrollment

English Learner (EL) Enrollment

Number of Students Percent of Students Student Group

2015-16 2016-17 2017-18 2015-16 2016-17 2017-18

English Learners 8.4%

Fluent English Proficient 38 8.7%

Reclassified Fluent English Proficient 2 5.3% Conclusions based on this data: 1. Our English Learner population has increased by 60% over the last 2 years. We continue to optimize the use of our

Bilingual Instructional Assistant and to provide both integrated and designated ELD support to our EL students. 2. The majority (78%) of our English Learners are enrolled in grades kinder through second. Ensuring that teachers in

these grade levels are adequately trained in using language development strategies for English Learners in addition to allocating resources to these grade levels (support of BIA) to meet the needs of EL students is important.

3. 27% of our English Learners speak Telugu .



CAASPP Results English Language Arts/Literacy (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 65 73 75 64 71 72 64 71 72 98.5 97.3 96

Grade 4 72 61 66 71 61 65 71 61 65 98.6 100 98.5

Grade 5 81 67 63 80 66 62 80 66 62 98.8 98.5 98.4

Grade 6 29 32 29 32 29 32 100 100

All Grades 247 233 204 244 230 199 244 230 199 98.8 98.7 97.5

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2477.7

2465.4

2475.4

48 43.66 47.22 28 28.17 27.78 16 15.49 13.89 8 12.68 11.11

Grade 4 2523.5

2520.7

2520.4

46 44.26 55.38 31 29.51 15.38 18 18.03 16.92 4 8.20 12.31

Grade 5 2531.6

2564.3

2572.9

29 46.97 46.77 38 33.33 38.71 19 13.64 6.45 15 6.06 8.06

Grade 6 2581.4

2567.7

28 31.25 48 37.50 21 21.88 3 9.38

All Grades N/A N/A N/A 39 43.04 49.75 34 31.30 27.14 18 16.52 12.56 9 9.13 10.55

Reading Demonstrating understanding of literary and non-fictional texts % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 42 43.66 51.39 47 35.21 37.50 11 21.13 11.11

Grade 4 44 49.18 53.85 45 44.26 33.85 11 6.56 12.31

Grade 5 34 40.91 51.61 46 54.55 41.94 20 4.55 6.45

Grade 6 21 34.38 66 59.38 14 6.25

All Grades 37 43.04 52.26 48 46.52 37.69 14 10.43 10.05

Writing Producing clear and purposeful writing

% Above Standard % At or Near Standard % Below Standard Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 39 36.62 34.72 45 50.70 43.06 16 12.68 22.22

Grade 4 44 40.98 36.92 51 52.46 44.62 6 6.56 18.46

Grade 5 39 57.58 59.68 45 34.85 32.26 16 7.58 8.06

Grade 6 41 37.50 52 43.75 7 18.75

All Grades 41 43.91 43.22 48 45.65 40.20 12 10.43 16.58


Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 39 25.35 36.11 50 69.01 52.78 11 5.63 11.11

Grade 4 34 29.51 43.08 65 59.02 53.85 1 11.48 3.08

Grade 5 20 28.79 41.94 69 71.21 51.61 11 0.00 6.45

Grade 6 31 18.75 66 78.13 3 3.13

All Grades 30 26.52 40.20 62 68.26 52.76 7 5.22 7.04

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 48 39.44 48.61 39 53.52 40.28 13 7.04 11.11

Grade 4 39 39.34 40.00 54 54.10 46.15 7 6.56 13.85

Grade 5 46 48.48 43.55 45 43.94 50.00 9 7.58 6.45

Grade 6 69 50.00 21 31.25 10 18.75

All Grades 48 43.48 44.22 43 47.83 45.23 9 8.70 10.55 Conclusions based on this data: 1. Overall, student proficiency grew by 2.7% compared to last year. This growth may be attributed to the fact that this

was the second year that we were implementing the Benchmark Advance ELA curriculum. However, overall, 23.7 percent of students are not meeting grade level standards in English Language Arts. A more systematized approach to targeted instruction in all areas of ELA during MTSS time, dedicated staff meeting time devoted to teachers working in grade level Professional Learning Communities to plan instruction targeting essential standards and to examine student learning outcomes using common formative assessments in addition to continued professional development are actions that we are taking to improve learner outcomes for our underperforming students.

2. Overall, for the second year in a row, by an overall increase of 4%, our 5th grade scores show the strongest improvement in students who were able to perform at and above grade level in all areas of ELA (Reading, Writing, Listening, Research and Inquiry). Third grade also showed an overall improvement of 2% for students performing at or above grade level. Third grade gains were in the areas of Reading, Listening and Research and Inquiry.There was an overall drop of 3% in writing. Fourth grade overall performance remained the same with improvements in the areas of Reading, Listening, and Research and Inquiry with a drop of 3% in writing.

3. Overall, there were large gains in the area of Listening and it is no longer a targeted area of needed improvement for all students. Last year's targeted professional development to analyze and gain a better understanding of the listening tasks on the assessments and providing more opportunities for meaningful practice of this skill resulted in large gains in this area. This year, we will set a school wide goal to improve student outcomes in writing by making this an area of focus for our grade level PLCs.



CAASPP Results Mathematics (All Students)

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Students Tested Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 65 73 75 64 71 74 64 71 74 98.5 97.3 98.7

Grade 4 72 61 66 71 61 65 71 61 65 98.6 100 98.5

Grade 5 81 67 63 80 66 62 80 66 62 98.8 98.5 98.4

Grade 6 29 32 29 32 29 32 100 100

All Grades 247 233 204 244 230 201 244 230 201 98.8 98.7 98.5

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met Grade

Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2474.7

2481.0

2493.3

36 38.03 48.65 38 35.21 27.03 19 16.90 17.57 8 9.86 6.76

Grade 4 2511.8

2520.3

2528.0

32 37.70 38.46 34 31.15 35.38 25 26.23 20.00 8 4.92 6.15

Grade 5 2526.0

2565.2

2564.9

30 50.00 45.16 20 25.76 24.19 29 16.67 20.97 21 7.58 9.68

Grade 6 2579.2

2575.6

41 28.13 24 37.50 21 25.00 14 9.38

All Grades N/A N/A N/A 34 40.00 44.28 29 31.74 28.86 24 20.43 19.40 13 7.83 7.46

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 53 61.97 63.51 31 23.94 27.03 16 14.08 9.46

Grade 4 44 54.10 55.38 35 26.23 30.77 21 19.67 13.85

Grade 5 36 53.03 51.61 30 31.82 32.26 34 15.15 16.13

Grade 6 45 50.00 38 25.00 17 25.00

All Grades

44 55.65 57.21 33 26.96 29.85 23 17.39 12.94

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 Grade 3 47 49.30 52.70 44 43.66 33.78 9 7.04 13.51

Grade 4 39 32.79 35.38 48 57.38 52.31 13 9.84 12.31

Grade 5 29 43.94 43.55 44 48.48 43.55 28 7.58 12.90

Grade 6 41 37.50 38 53.13 21 9.38

All Grades 38 41.74 44.28 44 50.00 42.79 18 8.26 12.94


Communicating Reasoning

Demonstrating ability to support mathematical conclusions % Above Standard % At or Near Standard % Below Standard

Grade Level 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 55 46.48 54.05 36 33.80 39.19 9 19.72 6.76

Grade 4 49 40.98 47.69 39 47.54 43.08 11 11.48 9.23

Grade 5 24 36.36 35.48 58 51.52 56.45 19 12.12 8.06

Grade 6 34 34.38 48 56.25 17 9.38

All Grades 41 40.43 46.27 45 45.65 45.77 14 13.91 7.96 Conclusions based on this data: 1. We continue to show steady improvement in students meeting and exceeding grade level standards in math in spite

of the fact that we showed large gains in math last year (9%). Overall in 2017-18, we saw a 2.2% percent growth in scores of students who met and exceeded grade level standards in math.

2. We saw significant gains in 3rd and 4th grades, particularly in the areas of Problem Solving/Data Modeling (4-5% growth) and Communicating Reasoning (8-9% growth) in the percentage of students who exceeded and met grade level standards. In 5th grade, we dropped overall by 8% for students not meeting grade level standards although there was only a 1-2% drop in grade level performance in the three claim areas.

3. We will use this data along with ongoing curriculum embedded and district-wide assessments as part of our multiple measures. Analyzing this data via our PLCs (Professional Learning Communities) is an essential piece of our MTSS (Multi-Tiered System of Supports) process to determine targeted interventions and supports for students.



CELDT Results Initial Assessment Results

Percent of Students by Proficiency Level on CELDT Initial Assessment

Advanced Early Advanced Intermediate Early Intermediate Beginning Grade 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Conclusions based on this data: 1.



CELDT Results Annual Assessment Results

Percent of Students by Proficiency Level on CELDT Annual Assessment


K *** ***

1 6 *** 44 *** 44 6

2 43 50 43 17 33 14

3 40 60 20 20 20 40

4 *** 67 *** 17 *** 17

5 *** ***

6 *** *** *** ***

Total 10 45 44 32 28 10 23 8 Conclusions based on this data: 1.



CELDT Results All Assessment Results

Percent of Students by Proficiency Level on CELDT All Assessments


K 20 27 33 20 22 33 44

1 5 29 38 71 33 10 14

2 9 44 36 33 9 36 22 9

3 17 33 50 33 17 17 33

4 25 67 50 17 25 17

5 40 *** 20 20 20

6 *** *** *** ***

Total 4 10 27 28 35 22 8 18 25 21 Conclusions based on this data: 1. When examining student learning outcomes during grade level PLCs, we will continue to regularly monitor the

progress of EL students as a subgroup and provide additional differentiated support as needed. 2. NSE commits to using our Bilingual Instructional Assistant (BIA) in a manner that supports EL students who are

most in need of additional support to access the curriculum. 3. NSE commits to continuing to build teacher efficacy by providing professional development in best practices to

meet the needs of our English Learners.



Equity Report The Equity Report shows the performance levels for all students on the state indicators. It also shows the total number of student groups that received a performance level for each indicator and how many of those student groups are in the two lowest performance levels (Red/Orange). The total number of student groups may vary due to the number of grade levels included within each indicator.

Fall 2017 Equity Report

State Indicators All Students Performance Total Student Groups Student Groups in

Red/Orange

Chronic Absenteeism N/A N/A N/A

College/Career (9-12) N/A N/A N/A An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. As of Spring 2018, California Department of Education Dashboard is showing that a high percentage of Natoma

Station students are performing at grade level in ELA (Blue), and Math (Green). 2. As of Spring 2018, California Department of Education Dashboard is showing that a medium percentage of Natoma

Station students (Orange) were suspended and there was an increase of 0.5% compared to the Fall of 2017. Part of this increase is due to a cyberbullying incident amongst a large group of 5th grade students.

3. English Learners' status is at a high level, however, their overall performance declined by 1.8 percent last year. Another school goal will be to provide more targeted professional development in both integrated and designated ELD instruction during staff meetings by our ELA/ELD implementation coach.



Status and Change Report Suspension Rate

The status and change report provides the performance level for all students on state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Status and Change Report

State Indicators Student Performance

Number of Students Status Change

Suspension Rate

This report shows the performance levels for a single state indicator, Suspension Rate, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Suspension Rate Report

Student Group Student Performance


An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. Our overall suspension rate for all student increased by 0.5 percent. This increase was due in part to a single

cyberbullying incident that involved numerous fifth grade students. We are continually working to create positive school culture by using restorative practices and providing targeted interventions for our at-risk students.

2. Our suspension rates declined significantly for our Hispanic, SED, and English Learner subgroup populations, however the rate increase significantly for our students with disabilities. We are collaborating closely with our behavior support providers to provide additional targeted support to our students with disabilities. We are providing training to our Special Education teachers and instructional assistants in order to be proactive and restorative in our approach to challenging and unsafe behavior.



Status and Change Report English Learner Progress

This report shows the performance levels for a single state indicator, English Learner Progress Indicator, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Status and Change Report



English Learner

This report shows the performance levels for English Learners on all state indicators. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Learner Progress Report

State Indicators Students Performance Status Change

Chronic Absenteeism N/A N/A N/A

College/Career (9-12) N/A N/A

An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The performance of English Language Learners on the ELA assessment is high (status) improved significantly in

2017-18 +42.2% (change). 2. The performance of English Language Learners on the Math assessment is high (status) and improved significantly

in 2017-18 +32% (change).



Status and Change Report English Language Arts (ELA)


Fall 2017 English Language Arts Status and Change Report



English Language Arts (3-8)

This report shows the performance levels for a single state indicator, English Language Arts Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 English Language Arts Report



Additional ELA Assessment Data for English Learners (EL) The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 EL Additional Assessment Data

State Indicators Number of Students Status Change

EL - Reclassified Only

EL - English Learner Only

English Only

ELA California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 ELA California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

English Language Arts (3-8) An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The performance of All Students on the ELA assessment is very high (status) and improved in 2017-18 by +14%

(change).


2. SED +35 points (change), Hispanic +43.5 points (change), Asian +29 points (change) and English Learner +42 points (change) subgroups showed significant increases in students performing at grade level in ELA.

3. The majority of students with disabilities performing at grade level declined in 2017-18 by -3.9 points. Overall, this subgroup status is low for the 2017-18 school year.



Status and Change Report Mathematics (Math)


Fall 2017 Mathematics Status and Change Report



Mathematics (3-8)

This report shows the performance levels for a single state indicator, Math Assessment, for all student groups. It also shows how the current year (status) compares to prior years (change) for each state indicator. Status and change each have five possible levels, which are displayed with the data for each indicator.

Fall 2017 Mathematics Report



Additional Math Assessment Data for English Learners The English learner student group definition for this indicator includes students who are currently English learners and students who were reclassified within the past four years. Data for both the English Learners and reclassified students are provided below for informational purposes. In addition, data for English Only students are provided for easy comparison.

Fall 2017 Math Additional Assessment Data for English Learners

State Indicators Number of Students Status Change

EL - Reclassified Only

EL - English Learner Only

English Only

Math California Alternate Assessment (CAA) Data The California Alternate Assessments (CAAs) are administered to eligible students with the most significant cognitive disabilities. The 2017 CAA results for English language arts (ELA) [OR mathematics] are displayed below for informational purposes only. These results will be included in future calculations for the Academic Indicator. The graphs below display the percent of students who achieved Levels 1, 2, and 3.

Fall 2017 Math California Alternate Assessment (CAA) Assessment Data

State Indicators Number of Students Level 1 Level 2 Level 3

Mathematics (3-8) An asterisk (*) shows that the student group has fewer than 11 students and is not reported for privacy reasons. The performance level (color) is not included when there are fewer than 30 students in any year used to calculate status and change. An N/A means that data is not currently available. Performance Levels: Red (Lowest Performance) Orange Yellow Green Blue (Highest Performance) Conclusions based on this data: 1. The performance of All Students on the ELA assessment is high (status) and improved in 2017-18 by +13%

(change).


2. SED +35 points (change), White +13 points (change), Asian +35.5 points (change) and English Learner +32 points (change) subgroups showed significant increases in students performing at grade level in ELA. Hispanic students and students with disabilities did not change significantly (maintained).



Detailed Report School Conditions and Climate

Suspension

Indicator 2016 2017

Suspension () () Conclusions based on this data: 1. Suspension data for all students in 2017-18 is medium and suspensions increased by 0.5% (change). This change

was in part due to a single cyberbullying incident that involved a large number of students. 2. Suspension rates for SED, EL, Asian, Hispanic declined significantly in 2017-18.

3. Suspension rates for White students increased and for students with disabilities suspension rates increased significantly. We are working closely with our behavior support providers to ensure that we have adequate behavior and social emotional supports in place for students with disabilities.


Goals, Strategies, & Proposed Expenditures

Goal 1 Statement LCAP Goal 1

Goal Description At Natoma Station Elementary all students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness.

LCAP Goal All students will receive instruction from a highly-qualified teacher and have access to curriculum which promotes college and career readiness. (State Priority 1) 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.2 Maintain schools in good repair. 1.3 All students, including English Learners, must have access to curriculum that is aligned to the state standards.

Basis for this Goal Credential audit, Williams Act facilities audit, and Williams Act instructional materials audit

Expected Annual Measurable Outcomes

Metric/Indicator Baseline Expected Outcome

Credential audit 100% maintain 100%

Williams Act facilities audit 100% maintain 100%

Williams Act instructional materials audit

100% maintain 100%

Planned Strategies/Activities startcollapse

Strategy/Activity 1 Academic Coach

Students to be Served by this Strategy/Activity All students

Timeline August 2018- May 2019

Person(s) Responsible Site administrator, HR, Office of Curriculum and Instruction


Proposed Expenditures for this Strategy/Activity Source Title I

Budget Reference 1000-1999: Certificated Personnel Salaries

Source Title I




Goal 2 Statement LCAP Goal 2: Family and Student Engagement

Goal Description At Natoma Station Elementary we will continue to increase parent and student engagement and provide a safe, healthy, and positive learning environment.

LCAP Goal Increase parent and student engagement and provide a safe, healthy, and positive learning environment. (State Priority 3, 5 and 6) 2.1 Increase student attendance rates and reduce chronic absences. 2.2 Increase the high school graduation rate and decrease the dropout rate for all students including historically under-performing sub groups. 2.3 Decrease 8th grade dropout rates. 2.4 Reduce student suspension, expulsion rates, and reduce bullying incidents. Increase school connectedness. 2.5 Increase family engagement and parent input and the utilization of volunteers. 2.6 Increase community partnerships that support student learning. 2.7 Increase the efficiency, timeliness and accessibility of district communications.

Basis for this Goal Attendance rates, suspension rates, parent surveys, student surveys and staff surveys about school climate and culture, rate of parent volunteers, attendance rates at events



Daily Attendance Rates 2017-18 Attendance = 95.7% Ramain at 96% or higher

Annual Suspensions 2017-18 Suspension Rate = 1.7% Decrease in suspension rate for all students and Special Education subgroup

Parent Surveys 2017-18 Responses to May 2017 survey = 85

Increased parent input by increasing response to parent survey by 15%.

Parent Volunteers 2017-18 Parent volunteers = Increase in number of parent volunteers by 20 or ?%.

Parent Surveys 0 Increase attendance rates at school events including BTSN, one parent engagement workshop, coffee with the principal, and one community building event.

Student Surveys 0 Increased school connectedness, increase in feeling safe and valued at school

Staff Surveys 0 Increased connectedness and work satisfaction, increase in staff feeling valued at school



Strategy/Activity 1 Focus on attendance: Monitor PowerSchool Dashboard for At Risk Students and reach out to families by truancy letters, SART meetings, phone calls. Share research with them about the positive impact of attendance on student learning outcomes and offer to support families. Communicate with families at back to school night and in bi-monthly online newsletter about the importance of attendance.

Students to be Served by this Strategy/Activity All students with a targeted focus on "at risk" as identified by the PS Dashboard

Timeline 2018-2019

Person(s) Responsible Principal, Attendance Clerk, Parent Coordinator

Proposed Expenditures for this Strategy/Activity

Strategy/Activity 2 Focus on reducing suspensions: Front Load Second Step lessons in the first 4 weeks of school. Use MTSS time in the first four weeks to teach 2 lessons each week. Use a progressive discipline approach and be transparent and explicit with students and families about the process. Increase teacher participation in responding and tracking discipline referrals. Ensure that all discipline referrals are communicated to parents. Increase restorative practices: implement counselling,reflection sheets, and student service contracts. Provide interventions such as check in-check-out and (EIP - Small Group Targeted Second Step and Special Friends) to students who need additional support Provide mindfulness training to teachers and parents and implement mindfulness activities as part of the school day. Support collaboration between Behavior Support Providers and special education teachers to provide support and training for "at risk" students with disabilities.

Students to be Served by this Strategy/Activity All with special focus on Students with Disabilities subgroup

Timeline 2018-19

Person(s) Responsible Principal, PBIS Leadership Team, Social Worker, Behavior Support Provider, Teachers


Strategy/Activity 3


Family Engagement: Increase level of parent input. Communicate more often and use a variety of communication methods including Blackboard Connect, School Website, and paper flyer in the Friday folders informing parents about the survey and being transparent about how the results will be used. Increase the time allocated to complete the survey.

Students to be Served by this Strategy/Activity ALL

Timeline 2018-19

Person(s) Responsible Principal, Parent Coordinator


Strategy/Activity 4 Family Engagement: Increase level of volunteering with an emphasis on engaging parents of English Learner students. Reach out to room parent coordinator and room parents to communicate specific needs to all parents of students in their classrooms. Plan family engagement events where diverse ethnic cultures are valued and highlighted (eg. Literacy Around the World).


Timeline 2018-19

Person(s) Responsible Principal, Parent Coordinator, Teachers, PTO - Room Parent Coordinator


Strategy/Activity 5 Family Engagement: Maintain and increase level of family engagement at a variety of events including parent engagement workshops and community building events. We currently offer a variety of family engagement nights including Family Math Night, Internet Safety Night and we partner with our PTO to offer community building events such as Trunk or Treat and Pancake Breakfast. This year we are expanding our outreach to include a less formal format such as Coffee and Conversation with the principal.


Timeline 2018-19

Person(s) Responsible Principal, Parent Coordinator, PTO Leadership, Teachers



Amount 500

Source General Fund

Budget Reference 4000-4999: Books And Supplies

Description Site Carryover: Refreshments, childcare

Strategy/Activity 6 School Culture/Climate: Second Step EIP Program - Second Step small group lessons and Special Friends supporting "at risk" students. Weekly Character Traits and Trimester Character Assemblies - Teachers choose two students to recognize once per trimester for exemplifying character traits. Cheetah Champs positive recognition weekly announcements. Teachers select two students to recognize each week for exemplifying a character trait. Celebrations: iReady lesson completion and growth on diagnostic assessments, Principal's Prize Lunch for students who are recognized at Trimester Character Counts Assemblies Green Team activities and partnership with Soil Born Farms. Students learn about being responsible environmental citizens and help to take care of our school garden. Recess equipment: Balls, chalk, jump ropes Lunchtime activities: Thankful Thursdays, Library Helpers Program Social worker intern: Lunch Bunch, Girls Circle, Recess Support, Mindfulness Activities Ball monitors: 4th and 5th grade students help with wheeling ball carts out and collecting balls at the end of recess. Buddy Bench in all 3 playgrounds: Students who need a friend to play with sit at the buddy bench. PBIS Conferences (CA and FCUSD) funding additional member of PBIS Leadership Team to attend Positive Postcards Home: Teachers send positive postcards to students' homes


Timeline 2018-19

Person(s) Responsible Admin/District


Amount 4500

Source General Fund

Budget Reference None Specified

Description Site Carryover: substitutes for classified and certificated staff, prizes, funding two days of the EIP program, certificates, stamps, Soil Born Farms transportation costs,

Strategy/Activity 7 Staff Culture/Climate: Theme: Team Building - Creation of heterogeneous "Houses" - Twice a month start staff meetings with a team building activity with "Houses" Sharing Board in Staff Lounge Staff Shout Outs: Two staff members are recognized every week by other staff and students (announcement and prize basket)


Staff Lounge and Staff bathroom Improvements: Newly upholstered chairs and cabinet remodel, new paint, new and updated decor Kudos/affirmations/gratitudes in meetings, on weekly bulletin, and handwritten thank you notes in boxes, treat days Team building activities off campus (3-4 per year). Survey staff for ideas such as a group hike, a night of painting, escape room. Creation of Guiding Coalitions - PBIS, RTI, and Instructional Focus - Building capacity and shared leadership with staff.

Students to be Served by this Strategy/Activity Staff

Timeline 2018-19

Person(s) Responsible Principal,staff, PTO, PBIS Leadership Team, Social Committee




Goal 3 Statement LCAP Goal 3: Professional Learning and Support High Quality Instruction

Goal Description Natoma Station Elementary provides staff with opportunities for professional learning to optimize classroom instruction and practice.

LCAP Goal Provide students with high quality classroom instruction and access to a broad course of study. (State Priority 2, 4 and 7) 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement. 3.3 Provide access to A-G, CTE, IB, AP and STEM courses.

Basis for this Goal For our students to continue to make progress and achieve academic proficiency on grade level standards, teachers need to be trained in our adopted curriculum and effective instructional practices.



Provide Professional Development 0 Dedicate 2 staff meetings per month (2 hours/month) to professional development to implement state standards including math, ELA, ELD & science

Provide guided collaboration time 0 Dedicate 2 staff meetings per month (2 hours/month) to collaboration time in grade level Professional Learning Communities (PLC) for curriculum implementation and data analytics

Provide training for TCI 0 All teachers - 100%

Provide SIPPS training 0 All K-2 and Intervention teacher

Provide training to New Teachers (Benchmark Advance and EnVision)

0 All New teachers

Provide RTI training 0 Intervention teacher trained - TOT to train the rest of the staff

Provide training in using Google Drive, Google Forms

0 Tech lead teachers trained - TOT to train the rest of the staff



Strategy/Activity 1 Provide ongoing professional development to teachers to implement the CCSS curriculum, develop instructional strategies to support struggling students, develop instructional strategies to support students who have already met the proficiency standards, and develop instructional strategies for support staff. Continue use of formative and summative assessments tools to monitor student progress.


Timeline 2018-19

Person(s) Responsible Principal, intervention teacher, district lead teachers, site implementation coaches, classroom teachers


Amount 1500

Source Title II Part A: Improving Teacher Quality

Budget Reference 2000-2999: Classified Personnel Salaries

Description Cathy Dean, Mary Sechser, Lisa McClure, Kristina Cameron, Cara DeMarse




Budget Reference 3000-3999: Employee Benefits

Strategy/Activity 2 All teachers, including the intervention teacher will collaborate regularly in PLCs to analyze student assessments, and plan instruction to improve all learner outcomes. Two times per month (staff meetings - 1 hour each) teachers will be expected to collaborate with their grade level teams. With the support of lead teachers, they will prioritize essential standards and learning targets and design effective lessons based on best practices that have a large effect size (John Hattie). Teachers will meet for Every Child by Name meetings (2 times per year for 2.5 days total) with support staff to analyze student assessments and plan instruction to improve all learner outcomes.


Timeline 2018-19

Person(s) Responsible Principal, Intervention teacher, site implementation coaches, district lead teachers, classroom teachers, RSP teacher (mild/moderate)


Source General Fund



Description PLC meetings

Strategy/Activity 3 Provide training for TCI curriculum


Timeline 2018-19

Person(s) Responsible District social studies lead teacher


Strategy/Activity 4 SIPPS Training provided for all K-2 and intervention teacher.


Timeline 2018-19

Person(s) Responsible ELA district lead teacher, Elena Cabrera


Description Categorical Programs funds support Training

Strategy/Activity 5 Provide training to new teachers for ELA and Math curriculum (Benchmark Advance and EnVision)


Timeline 2018-19

Person(s) Responsible District lead teachers for ELA, Math, (Julie Blake, Cathy Dean), Jim Huber



Source Lottery: Instructional Materials


Strategy/Activity 6 Provide RTI Training. Intervention teacher to attend RTI at Work Institute (in-depth training on MTSS and RTI. This will be treated as a TOT. Intervention teacher will bring ideas back and share with RTI Leadership Team (Principal, Intervention Teacher, RSP Teacher, SLP, School Psychologist and two classroom teachers (Amy Porter, Michelle Tucker). RTI Leadership team will then share with the entire staff.


Timeline 2018-19

Person(s) Responsible Principal, RTI Leadership Team including the Intervention Teacher



Description Provide direct support to students at risk

Budget Reference 3000-3999: Employee Benefits

Description Collaborate closely with teachers

Description Closely monitor student progress and share results with classroom teachers

Description Narrow achievement gaps



Goal 4 Statement LCAP Goal 4: Student progress in ELA and math

Goal Description At Natoma Station Elementary we ensure high levels of learning for all students and we monitor progress with formative and summative assessments.

LCAP Goal Student progress and educational outcomes will be monitored for success using assessment results. (State Priority 4 and 8) 4.1 Ensure students are reading at grade level (1st, 3rd, 5th, 8th, and 11th grades). 4.2 Ensure students are meeting grade level standards in math (1st, 3rd, 5th, 8th, and 11th grades). 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress. 4.5 Improve kindergarten readiness as measured by curriculum embedded assessment. 4.6 Increase the percentage of 9th grade students completing 60 units by using interventions and credit recovery.

Basis for this Goal CAASPP, iReady math & ELA diagnostic assessments, SIPPS placement tests, enVision Quick Checks and Topic Tests, various Benchmark assessments including weekly and end-of-unit assessments



CAASPP ELA 76% met or exceeded grade level standards

+ 7 or more points

CAASPP Math 73% met or exceeded grade level standards

+ 5 or more points

iReady Reading Diagnostic 86% of students performed on or above grade level

88% of students will perform on or above grade level

iReady Math Diagnostic 84% of students performed on or above grade level

86% of students will perform on or above grade level

SIPPS progress and increased RFEPs

ELPAC All students achieve master of phonemic awareness, phonics, and sight words on Sipps Challenge Mastery Tests by the end of second grade


Strategy/Activity 1


All teachers, including the intervention teacher will collaborate regularly in PLCs to analyze student assessments, and plan instruction to improve all learner outcomes. Two times per month (staff meetings - 1 hour each) teachers will be expected to collaborate with their grade level teams. With the support of lead teachers, they will prioritize essential standards and learning targets and design effective lessons based on best practices that have a large effect size (John Hattie).


Timeline 2018-19

Person(s) Responsible Principal, Intervention Teacher, Instructional Leadership Team, classroom teachers, RSP teacher


Strategy/Activity 2 Teachers will meet for Every Child by Name meetings (2 times per year ) with support staff to analyze student assessments and plan instruction to improve all learner outcomes.


Timeline 2018-19

Person(s) Responsible Principal, Intervention Teacher, Instructional Leadership Team, classroom teachers, RSP teacher, Psychologist,


Strategy/Activity 3 RTI - Grade level teams of classroom teachers meet once every six weeks to discuss at-risk students. Multiple performance student measures are examined and the team of educators comes up with ideas of strategies and interventions to put in place to improve outcomes. The team meets in six week cycles where student progress is monitored. Students who do not show improvement after two 6-week cycles are moved forward to an SST Team meeting which includes the parents.


Timeline 2018-19

Person(s) Responsible Principal, Intervention Teacher, Instructional Leadership Team, classroom teachers, RSP teacher, Psychologist, Speech and Language Pathologist



Strategy/Activity 4 MTSS/RTI - multi-tiered systems of support or response to instruction and intervention for students. Students work on essential ELA or math standards with instruction targeted at their level of need to make academic progress. Their progress is monitored in 4 week cycles.


Timeline 2018-18

Person(s) Responsible Principal and Staff


Strategy/Activity 5 Ongoing Professional Development for staff with a focus on how to effectively use formative assessment by doing a book study using "Mastering Formative Assessment Moves".


Timeline 2018-19

Person(s) Responsible Principal, district lead teachers (Math and ELA), classroom teachers, intervention teacher, Instructional Leadership Team


Amount 800

Source Site Based Gifts and Donations

Budget Reference 4000-4999: Books And Supplies

Description Professional Development

Strategy/Activity 6 Ensure ongoing collaboration between special education and general education staff in order to better serve the needs of our students with IEPs (twice a month during grade level PLCs and release time 3 times per year).

Students to be Served by this Strategy/Activity Students with Special Needs

Timeline 2018-19


Person(s) Responsible District inclusion coordinator, mild/mod teacher, classroom teachers, special education teachers, program specialist


Source Special Education


Description Professional Development

Description Program monitoring and collaboration between general education and special education teachers.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 1 School Goals: All students will make at least one full year of academic growth in Reading and Math. 1.1 Maintain the appropriate assignment of fully credentialed teachers and provide new teacher support. 1.3 All students, including English Learners (EL), must have access to curriculum that is aligned to the state standards and access to related field trips and/or experiential learning. 3.1 Provide professional development in new adoptions and local curriculum. 4.1 Ensure students are making at least one year of growth in reading and are reading at grade level (K-5th grade). 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress.

Annual Measurable Outcomes

Metric/Indicator Expected Outcomes Actual Outcomes

CAASPP and i-Ready +14.2 point increase in ELA for students meeting and exceeding grade level standards (CAASPP) Students who met or exceeded grade level standards in Reading remained the same using iReady diagnostic assessment +13.6 point increase in Math for students meeting and exceeding grade level standards (CAASPP) Students who met or exceeded grade level standards in Math dropped by 3% using the iReady diagnostic assessment

Strategies/Activities for Goal 1

Planned Actions/Services

Actual Actions/Services

Proposed Expenditures

Estimated Actual Expenditures

Scheduled PLC/Staff meetings Provide collaboration time to analyze performance data to identify and meet the needs of all learners. Two staff meeting/month will be dedicated to grade level PLCs. In addition, teachers will be released six times per year to prioritize essential standards and learning targets, analyze data, develop and analyze common formative

Collaboration time for teachers to meet and analyze performance data was provided twice per month. Substitute teachers were provided for teachers to meet with ELA and ELD lead teachers to prioritize essential standards and plan instruction to meet the needs of all learners.

Collaboration and Professional Development 1000-1999: Certificated Personnel Salaries Donations

Implement PLC's

Implement the use of common formative assessments

ELA & ELD Lead Teacher support 1000-1999: Certificated






assessments, discuss best practices, and plan instruction to meet the needs of all learners. The ELA and ELD lead teachers will support teachers during all six release days. (LCAP 3.1 B, 3.2 B)

Personnel Salaries Foundation

Scheduled ECBN conferences (LCAP 4.1). Teacher release time will be provided for teachers to meet with the principal, intervention teacher, school psychologist, and RSP teacher to address look at multiple assessment measures and plan for how we will work as a team to improve learning outcomes of all students. (LCAP 4.1, 3.1 C)

Substitute teachers were provided for teachers to be released for ECBN conferences (2 times/year) to analyze data and respond to learning needs of all students.

Progress monitoring student performance 1000-1999: Certificated Personnel Salaries Donations

Use assessment data from multiple measures to address student needs General Fund

Ongoing professional development to ensure teachers are using research-based ELD strategies in order to make the curriculum accessible to all learners, including English Learners. (LCAP 3.2 B, 3.2 C)

Benchmark training provided by district (4 release days).

Collaboration and Professional Development 1000-1999: Certificated Personnel Salaries EIA Funds

Summer School for students who are not meeting grade level standards in reading. (LCAP4.6)

Boost summer school was offered to students at risk and English Learners.

Summer School for students who are at risk of retention. 2000-2999: Classified Personnel Salaries LCFF - Supplemental

None Specified LCFF - Supplemental

None Specified

Intervention teacher (LCAP 1.3, 3.1, 4.1, 4.6)

Intervention teacher provided assistance to students through the implementation of district approved curriculum; addressed the specific

Provide direct support to students at risk 1000-1999: Certificated Personnel Salaries






learning needs of students; provided regular feedback to teachers and students regarding student progress.

LCFF - Supplemental 21338

Narrow Achievement gaps 3000-3999: Employee Benefits LCFF - Supplemental 5277

Collaborate regularly with classroom teachers

Closely monitor results of at-risk students and share results with classroom teachers

Bilingual Instructional Aide support for EL, LTEL, and RFEP students (LCAP 1.3, 3.2)

BIA provided additional designated ELD support for English Learners in addition to providing interpretation for parent meetings and conferences.

Assist teachers in providing access to core curriculum 2000-2999: Classified Personnel Salaries LCFF - Supplemental

Provide supplementary materials and/or equipment to enrich core curriculum. These materials and equipment may include, but shall not be limited to computer programs, document cameras, projectors, ITV, iPads, trade books, leveled books, non-fiction magazine subscriptions, science programs, STEM programs. Ensure teachers are trained to effectively use all supplementary materials.(LCAP 1.3, 3.3)

Supplemental materials were purchased to support reading instruction including chart paper for the creation of anchor charts and additional materials for the implementation of GLAD strategies.

Professional Development 5800: Professional/Consulting Services And Operating Expenditures None Specified

Equipment 4000-4999: Books And Supplies None Specified

Supplies 4000-4999: Books And Supplies None Specified

Provide opportunities for enrichment for our students who are exceeding grade level standards on standardized assessments or are identified as GATE (Gifted and Talented Education) (LCAP 3.1 D)

Teachers provided opportunities for enrichment for our students who are exceeding grade level standards or are identified as GATE.

Professional Development 1000-1999: Certificated Personnel Salaries Title II Part A: Improving Teacher Quality

Provide direct support for high achieving students during MTSS (Multi Tier Support Systems) - targeted,






differentiated instructional time (30-50 mins/day; 4 days/week)

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Overall, the strategies supporting this goal were implemented.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Our professional development through district lead teacher trainings and our grade level structured collaboration (PLCs) contributed to gains in our ELA and Math scores as measured by CAASPP.

Explain any material differences between the Proposed Expenditures and Estimated Actual Expenditures. None noted.

Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. ELA and Math focus are now in Goal 4.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 2 School Goals: High quality first instruction in ELD and SDAIE School Goals: Focus on high quality standards-based instruction. 1.3 All students, including English Learners (EL), must have access to curriculum that is aligned to the state standards and access to related field trips and/or experiential learning. 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all teachers/students have access to research-based EL instructional strategies to improve achievement. 4.1 Ensure student are making at least one year of growth and are reading at grade level. 4.3 Ensure English Learners make yearly progress.



ELPAC Strategies/Activities for Goal 2





BIA to support student needs in the classroom and support parent engagement, translations, and parent conferences. (LCAP 3.2) Monthly program evaluation and collaboration. (LCAP 3.2, LCAP 4.4)


Instructional Aides for direct student support and intervention 2000-2999: Classified Personnel Salaries LCFF - Supplemental

Program monitoring & collaboration 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

3000-3999: Employee Benefits LCFF - Supplemental

Parent outreach and school communication. (LCAP 2.5, 2.7)

Parent coordinator acted as liaison between families and school by using SchoolWires to update school website. Principal used Blackboard Connect and informational flyers for parent outreach and communication.

Parent Coordinator 2000-2999: Classified Personnel Salaries LCFF - Supplemental







Instructional Materials (LCAP 1.3)

Supplemental materials were purchased to support English Language Learners access to content and to provide additional support for language development.

LEXIA, SIPPS, iReady 4000-4999: Books And Supplies Title III

Extended Day Interventions(LCAP 3.2, 4.4)

Boost summer school was offered to English Language Learners.

Summer School 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

Translation/Testing/Lead Teachers 2000-2999: Classified Personnel Salaries LCFF - Supplemental


Provide training to aides (LCAP 3.1)

The district lead ELD teacher provided training for BIAs.

Provide ongoing training in data analysis and program implimentation 2000-2999: Classified Personnel Salaries Title II Part A: Improving Teacher Quality

With coordination from teachers, identify successful EL strategies and supplemental curriculum. (LCAP 1.3, LCAP 3.2)

Classroom teachers and intervention teacher monitored academic progress of English Language Learners and shared best practices during grade level structured collaboration (PLCs).

Through PLC's, data will be regularly be reviewed with the support of the intervention teacher. 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 21338

3000-3999: Employee Benefits LCFF - Supplemental 5277

Offer more intervention programs that specifically support LTELS and high needs students. (LCAP 1.1, LCAP 3.2)

Targeted instruction and support was provided during RTI/MTSS for English Language Learners.

Provide additional interventions and services during the school year to meet student academic needs. 1000-1999: Certificated Personnel Salaries LCFF - Supplemental






2000-2999: Classified Personnel Salaries LCFF - Supplemental

Release time for staff development, and collaboration. Grade levels teams will meet with lead teachers six times per year to analyze data, prioritize essential standards and learning targets, develop lessons, and develop common formative assessments to support English Learners. (LCAP 3.1, LCAP 3.2, LCAP 4.3)

Substitute teachers were provided for ECBN meetings and district lead teacher facilitated trainings to identify essential standards and plan instruction to meet the diverse needs of English Language Learners.

ECBN and PLC meetings 1000-1999: Certificated Personnel Salaries Donations

Increase student involvement in STEM activities to promote language development. (LCAP 1.3, LCAP 3.2)

Our STEM lead teacher facilitated the use of the (Engineering is Elementary - EIE) curriculum by ensuring that all materials were accessible and available for teachers to use in our STEM lab.

Work with STEM lead teacher to set up STEM lab programs 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

4000-4999: Books And Supplies Donations

4000-4999: Books And Supplies Parent Teacher Association/Parent Faculty Club (PTA/PFC/PTSO, PTO, etc.)

Analysis


Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Our professional development through the district trainings facilitated by district lead teachers as well as our own site-based professional development and use of the PLC structure to analyze data and plan instruction contributed to gains of our English Language Learners in both ELA and Math. Our BIA was instrumental in communicating with and responding to the needs of the families of our English Learner students.



Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. English Learners are now a focus in Goal 3 and 4.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 3 District Goal 1: Student Achievement and Success School Goal (s): Focus on high quality standards-based instruction. 1.3 All students, including English Learners must have access to the curriculum that is aligned to the state standards. 3.1 Provide professional development in new adoptions and local curriculum. School Goals: Monitor student progress and educational achievement 4.2 Ensure all students are making yearly progress and are meeting grade level standards in math. 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress.



CAASPP and iReady +13.6 point increase in Math for students meeting and exceeding grade level standards (CAASPP) Students who met or exceeded grade level standards in Math dropped by 3% using the iReady diagnostic assessment English Learner Progress increased significantly in Math +32 points.






District lead teacher and site implementation coach provide ongoing professional development. (LCAP 3.1)

District lead teachers and site implementation coaches provided professional development for ELA/ELD and math to all classroom teachers as well as the intervention teacher.

Mary Beth Harness, Mary Sechser, Cathy Dean 2000-2999: Classified Personnel Salaries Title II Part A: Improving Teacher Quality

1000-1999: Certificated Personnel Salaries Title II Part A: Improving Teacher Quality

3000-3999: Employee Benefits Title II Part A: Improving Teacher Quality






Teachers, including the intervention teacher will collaborate regularly in PLCs, and during ECBN meetings to analyze student assessments, plan instruction, and develop interventions to improve learner outcomes. Six times per year teachers will be released with their grade level teams. With the support of lead teachers, they will prioritize essential standards and learning targets and design effective lessons based on best practices that have a large effect size (John Hattie). (LCAP 4.2, LCAP 4.4)

Teachers collaborated twice monthly during PLC meetings, twice a year during ECBN meetings to analyze data and plan for targeted instruction to meet the needs of all learners. In addition, lead teachers supported grade level teams to prioritize the essential standards using our Benchmark and EnVision curriculum.

ECBN meetings, PLC meetings iReady Standards Mastery Assessments 1000-1999: Certificated Personnel Salaries General Fund

Donations

Extended Day Interventions (LCAP 4.2)

Boost summer school was offered to support at-risk students and English Language Learners.

Summer School 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

Translation/Testing/Lead Teachers 2000-2999: Classified Personnel Salaries LCFF - Supplemental


Offer more intervention programs Provide additional programs and support to LTELS and high need students. (LCAP 4.3, LCAP 3.2)

Targeted instruction was provided throughout the day and during MTSS/RTI to support all students including Long Term English Learners.

Provide additional interventions and services during the school year as student academic needs are determined. 1000-1999: Certificated Personnel Salaries LCFF - Supplemental 21338

3000-3999: Employee Benefits LCFF - Supplemental 5277






Provide opportunities for enrichment for our students who are exceeding grade level standards on standardized assessments or are identified as GATE (Gifted and Talented Education) (LCAP 3.1)

Targeted instruction was provided throughout the day and during MTSS/RTI to support all students including students who are exceeding grade level standards or are identified as GATE.


Provide direct support for high achieving students during MTSS (Multi Tier Support Systems) - targeted, differentiated instructional time (30 mins/day)

Intervention teacher (LCAP 1.3, 3.1, 4.1, 4.6)

Intervention teacher provided assistance to students through the implementation of district approved curriculum; addressed the specific learning needs of students; provided regular feedback to teachers and students regarding student progress.

Provide direct support to students at risk 1000-1999: Certificated Personnel Salaries

Collaborate closely with teachers 3000-3999: Employee Benefits

Closely monitor student progress and share results with classroom teachers

Narrow achievement gaps

Analysis


Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Overall, both ELA and math scores increased as evidenced on the CAASPP assessments by approximately proportionate amounts. A greater amount of professional development and support targeted ELA rather than math. We saw variation in student growth depending on grade level. We saw large gains in ELA and especially in writing for 5th grade students and there were stronger math gains for students in grades 3 and 4. Even though we made very large gains in math in the 16-17 year - 9% growth rate schoolwide, we not only maintained those gains but increased them by 2% or +13 points (CAASPP).



Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. Math focus is now in Goal 4.


Annual Review and Update SPSA Year Reviewed: 2017-18 Goal 4 School Goals: All students will receive high quality classroom instruction and have access to curriculum. 1.3 All students, including English Learners, must have access to curriculum that is aligned to the state standards. 3.1 Provide professional development in new adoptions and local curriculum. 3.2 Ensure all students have access to research-based EL instructional strategies to improve achievement. School Goals: Monitor student progress and educational outcomes. 4.1 Ensure all students are making yearly progress and are reading at grade level. 4.2 Ensure all students are making yearly progress and are meeting grade level standards in math. 4.3 Ensure English Learners make yearly progress. 4.4 Ensure Special Education students make yearly progress.



CAASPP and i-Ready +14.2 point increase in ELA for students meeting and exceeding grade level standards (CAASPP) Students who met or exceeded grade level standards in Reading remained the same using i-Ready diagnostic assessment English Learner Progress increased significantly in Math +42 points.






BIA to support student needs in the classroom and support parent engagement, translations, and parent conferences. (LCAP 3.2, LCAP 2.6, LCAP 2.5) Monthly program evaluation and collaboration (LCAP 4.3)


Instructional Aides for direct student support and intervention 2000-2999: Classified Personnel Salaries LCFF - Supplemental

Program monitoring & collaboration 1000-1999: Certificated Personnel Salaries LCFF - Supplemental


Provide students in low income subgroup equal access to experiential learning opportunities with

Students were provided with scholarships to attend field trips.

Student scholarships for instructional activities 5700-5799: Transfers Of






extra curricular activities. (LCAP 1.3)

Direct Costs LCFF - Supplemental

Parent outreach and school communication. (LCAP 2.7)

Parent coordinator acted as liaison between families and school by using SchoolWires to update school website. Principal used Blackboard Connect and informational flyers for parent outreach and communication. The school coordinated parent engagement nights including a Family Math Night, a Math Curriculum Night, and an Internet Safety Night.

Principal, Parent Coordinator, teachers 2000-2999: Classified Personnel Salaries LCFF - Supplemental

2.5 Increase family engagement and parent input and the utilization of volunteers. 1000-1999: Certificated Personnel Salaries LCFF - Supplemental

2.6 Increase community partnerships that support student learning.

2.7 Increase the efficiency, timeliness, and accessibility of district communications.

Offer more intervention programs Provide additional programs and support to LTELS and high need students. (LCAP 1.3, LCAP 4.3)

Targeted instruction was provided throughout the day and during MTSS/RTI to support all students including Long Term English Learners.

Provide additional interventions and services during the school year as student academic needs are determined 1000-1999: Certificated Personnel Salaries LCFF - Supplemental


On-going Professional Development for staff with a focus on how to use data analysis programs (Illuminate and iReady) to disaggregate data. (LCAP 4.1)

Professional Development for staff with a focus on how to use data analysis programs to disaggregate data was provided by the intervention teacher and the principal during staff meetings and teacher PLC release days.


Ensure ongoing collaboration between special education and general education staff in order to better serve the

Release time was provided for both general education teachers and special education teachers to collaborate to

Professional Development 1000-1999: Certificated






needs of our students with IEPs (twice a month during grade level PLCs and release time 3 times per year). (LCAP 4.4)

meet the needs of students with IEPs (twice a month during grade level PLCs and release time was provided 2 times).

Personnel Salaries Special Education

Program monitoring and collaboration between general education and special education teachers.

Analysis

Describe the overall implementation of the strategies/activities to achieve the articulated goal. Overall, the strategies supporting this oal were implemented.

Describe the overall effectiveness of the strategies/activities to achieve the articulated goal as measured by the school. Our students made growth in both ELA and Math.


Describe any changes that will be made to this goal, the annual outcomes, metrics, or strategies/activities to achieve this goal as a result of this analysis. Identify where those changes can be found in the SPSA. The focus of this goal in now found in Goal 4.


Budget Summary and Consolidation

The Budget Summary is required for schools funded through the ConApp. The Consolidation of Funds is required for a school receiving funds allocated through the ConApp and consolidating those funds as part of a schoolwide program. Budget Summary

Description Amount

Total Funds Provided to the School Through the Consolidated Application

Total Funds Budgeted for Strategies to Meet the Goals in the SPSA

Allocations by Funding Source startcollapse

Funding Source Amount Balance

LCFF - Supplemental 118,774 118,774.00


Expenditures by Funding Source startcollapse

Funding Source Amount

General Fund 5,000.00

Site Based Gifts and Donations 800.00

Title II Part A: Improving Teacher Quality 1,500.00


Expenditures by Budget Reference startcollapse

Budget Reference Amount

2000-2999: Classified Personnel Salaries 1,500.00

4000-4999: Books And Supplies 1,300.00

None Specified 4,500.00


Expenditures by Budget Reference and Funding Source startcollapse

Budget Reference Funding Source Amount

4000-4999: Books And Supplies General Fund 500.00

None Specified General Fund 4,500.00

4000-4999: Books And Supplies Site Based Gifts and Donations 800.00

2000-2999: Classified Personnel Salaries

Title II Part A: Improving Teacher Quality

1,500.00


Expenditures by Goal startcollapse

Goal Number Amount

Goal 2 5,000.00

Goal 3 1,500.00

Goal 4 800.00


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. The current make-up of the SSC is as follows: 1 School Principal 3 Classroom Teachers

1 Other School Staff

5 Parent or Community Members startcollapse

Name of Members Role

Vickie Boudouris X Principal

Cathy Dean X Classroom Teacher

Brittany Carper X Classroom Teacher

Hayley Doe X Classroom Teacher

Maryann Hewitt X Other School Staff

Brett Kelley X Parent or Community Member

Holly Lamb X Parent or Community Member

Jessica Panning X Parent or Community Member

Banu Dheepan X Parent or Community Member

Cindy Callado X Parent or Community Member At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


English Learner Advisory Committee (ELAC) A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services. Education Code Section 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a). The current make-up of the ELAC is as follows: startcollapse

Name of ELACMembers Role

Vickie Boudouris X Principal

Maryann Hewitt X Other School Staff

Banu Dheepan X Parent or Community Member Parents of English learners must comprise the same percentage of the ELAC membership as English learners constitute of the school’s total student population. Example, if 25% of the students in a school are English learners, then parent/guardians of English learners must comprise 25% of the ELAC membership. Other members can be parent/guardians, school staff, and/or community members as long as the minimum percentage requirement for EL parents is maintained. Each California public school, grades kindergarten through 12, with 21 or more English learners must form an ELAC. 1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and

the School Site Council on the development of the School Plan for Student Achievement (SPSA) 2. The ELAC shall assist the school in the development of:

a. The school’s needs assessment. b. The school’s annual language census. c. Ways to make parents aware of the importance of regular school attendance.


Recommendations and Assurances The School Site Council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

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

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

Signature Committee or Advisory Group Name

X English Learner Advisory Committee

The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

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

This SPSA was adopted by the SSC at a public meeting on 09/25/2018.

Attested:

Principal, Vickie Boudouris on

ElementaryPlan for Student Achievement (SPSA) Template · 2018-11-05 · BTSN 8/22/18 Open House...

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Transcript of ElementaryPlan for Student Achievement (SPSA) Template · 2018-11-05 · BTSN 8/22/18 Open House...