The Single Plan for Student Achievement...

The Single Plan for Student Achievement 1 of 27 7/28/17

The Single Plan for Student Achievement

2017-18

School: Sutter Middle School

CDS Code: 34-67439-6066690

District: Sacramento City Unified School District

Principal: Cristin Tahara-Martin

Revision Date:

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: Cristin Tahara-Martin

Position: Principal

Phone Number: (916) 395-5370

Address: 3150 I Street Sacramento, CA 95816

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on August 3, 2017.


Sacramento City Unified School District

School Description and Mission Statement (most recent year) The Sutter Middle School staff has established high academic and behavior standards for all students. Our vision is to challenge students with a rigorous academic program and provide ample opportunities for them to flourish in the classroom, on the field, and in the community. Our mission is to create an academic environment where every classroom is focused on learning so that every Sutter Miner has the opportunity to be successful in high school, in college, and in their career. Students will be able to critically think, problem solve, work collaboratively, write proficiently, and possess skills necessary for success in the 21st Century. We have created the school motto, Miners C.A.R.E. around our vision and mission to focus our efforts around our core values of collaboration, achievement, relationships, and environment. Sutter students are expected to complete all assigned work, participate in class discussions, read material outside of the classroom, write on several different genres, and give oral presentations on various subject matter throughout the year. The Sutter Middle School administration and faculty are committed to providing a learning environment that is safe, clean, and nurturing. The Sutter faculty is recognized as being among the finest in Sacramento, having several Teachers of the Year and numerous mentor teachers on staff. The faculty at Sutter Middle School provides all students with a challenging and rigorous curriculum that has resulted in Sutter students being among the highest achieving students in Sacramento. All classrooms are networked for technology to increase school to home communication. Sutter’s curriculum consists of Language Arts, History, Math, Science, Physical Education, and an electives program that includes Art, Drama, Industrial Education, Photography, Spanish, Computer Technology, Publications, Speech & Debate, Creative Writing, Band, and Leadership. Extra-curricular activities include: Volleyball, Basketball, Soccer, Track & Field, Cheer, Softball, Golf, Cross Country, Mathletes, MESA, Art into Action Club, Anime Club, Knitting Club, Skate Club, Speech and Debate, Sutter Strings, tutoring, dances, and various field trips.


School and Student Performance Data CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

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

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 597 592 587 586 587 586 98.3 99

Grade 8 550 587 539 573 538 573 98.0 97.6

All Grades 1147 1179 1126 1159 1125 1159 98.2 98.3

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Grade Level Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 2571.8 2592.3 21 32 40 37 23 17 17 15

Grade 8 2579.0 2597.3 20 24 38 42 24 20 18 15

All Grades N/A N/A 20 28 39 39 23 18 17 15

Reading Demonstrating understanding of literary and non-fictional texts

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

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 29 37 50 44 21 19

Grade 8 29 39 45 40 26 21

All Grades 29 38 47 42 23 20


Writing Producing clear and purposeful writing


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 39 49 44 38 17 13

Grade 8 35 39 44 46 21 15

All Grades 37 44 44 42 19 14

Listening Demonstrating effective communication skills


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 20 27 67 63 13 10

Grade 8 21 23 65 65 14 12

All Grades 20 25 66 64 14 11

Research/Inquiry Investigating, analyzing, and presenting information


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 32 42 52 44 16 15

Grade 8 25 36 56 48 18 16

All Grades 29 39 54 46 17 15

Conclusions based on this data:

1. Although the majority of our students in ELA demonstrated that they met or exceeded standards, we need to raise the 40% who are not meeting standards.

2. Writing is the category that we have been focused on for the past couple years and is the category that we have the most students above standard. However, we still need to improve as this is close to all other ELA subcategories for those that are below standard.

3. Sutter staff must continue to improve in all subcategories in ELA for the CCSS.


School and Student Performance Data

CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

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

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 597 592 588 586 588 586 98.5 99

Grade 8 550 588 539 574 539 573 98.0 97.6

All Grades 1147 1180 1127 1160 1127 1159 98.3 98.3

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Grade Level Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 2566.1 2584.2 26 32 24 25 32 27 18 16

Grade 8 2573.6 2569.7 24 28 24 17 29 21 24 33

All Grades N/A N/A 25 30 24 21 31 24 21 25

Concepts & Procedures Applying mathematical concepts and procedures


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 37 44 37 34 26 23

Grade 8 31 35 38 27 31 38

All Grades 34 39 37 30 29 30


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


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 29 34 47 45 23 21

Grade 8 28 28 52 47 20 25

All Grades 28 31 50 46 22 23

Communicating Reasoning Demonstrating ability to support mathematical conclusions


2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

Grade 7 27 32 62 52 11 16

Grade 8 23 28 56 47 21 25

All Grades 25 30 59 49 16 21

Conclusions based on this data:

1. Overall we have more students not meeting standards than those meeting or exceeding standards and need to further analyze the data and collaborate to find ways to improve student learning.

2. All Math subcategories need to improve and the continued work with CCSS strategies must continue.

3. The majority of students in every subcategory are at or near meeting standards, but having almost 1/3 of all students below standards in applying mathematical concepts and procedures in particular is an area in need of focus. Although students are able to use appropriate tools and strategies to solve real world problems, they must improve on their ability to apply specific concepts and procedures.


School and Student Performance Data CELDT (All Assessment) Results

Grade

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate Beginning

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

4 ***

7 49 39 23 36 5 11 5 6 19 8

8 33 43 26 18 26 11 15 29

Total 43 40 24 28 13 11 3 3 17 18


School and Student Performance Data Title III accountability is a series of Annual Measureable Achievement Objectives (AMAO) that LEAs in receipt of Title III funds must meet each year for their EL populations. AMAO 1 measures the percentage of ELs making annual progress on CELDT, based on their previous CELDT performance level. AMAO 2 measures the percentage of ELs who have attained the English proficient level on the CELDT. Targets must be met for two EL cohorts: students in English language instruction educational programs for less than five years (Cohort 1); and students in English language instruction educational programs for five years or more (Cohort 2). AMAO 3 is based on ELA and Math AYP Participation and Performance targets for the EL subgroup. Title III

AMAO 1 Annual Growth

2013-14 2014-15 2015-16

Number of Annual Testers 62 65 61

Percent with Prior Year Data 100.0% 100% 100.0%

Number in Cohort 62 65 61

Number Met 55 48 48

Percent Met 88.7% 73.8% 78.7%

NCLB Target 59.0 60.5 62.0%

Met Target Yes Yes Yes

AMAO 2

Attaining English Proficiency

2013-14 2014-15 2015-16

Years of EL instruction Years of EL instruction Years of EL instruction

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 18 48 11 56 9 54

Number Met -- 37 6 38 -- 41

Percent Met -- 77.1% 54.5% 67.9% -- 75.9%

NCLB Target 22.8 49.0 24.2 50.9 25.4% 52.8%

Met Target -- Yes Yes Yes -- Yes


AMAO 3 Adequate Yearly Progress for English Learner Subgroup

2013-14 2014-15 2015-16

English-Language Arts

Met Participation Rate Yes

Met Percent Proficient or Above --

Mathematics

Met Participation Rate Yes

Met Percent Proficient or Above --


School and Student Performance Data

LCFF State Priorities Snapshot


District LCAP Goals and Actions

Goal 1: Increase percent of students who are on track to graduate college and career ready.

Action 1.1: Provide standards aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready. Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed. Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time. Action 1.4: Provide effective core instruction, as well as appropriate learning supports and interventions, to ensure that English learners make expected progress in attaining English and in academic achievement.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.

Action 2.1: Students will be provided cleaner, better maintained learning environments. Action 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning. Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology-based activities, project-based learning, extended extracurricular, and expanded learning program involvement, including any other costs associated with other enrichment opportunities (arts programs, field trips, assemblies, band, athletics, etc.)

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.

Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education. Action 3.2: Stakeholders will receive improved district and site communications, including translation/interpretation services.


LEA Plan Performance Goals

1. All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics.

2. All limited-English –proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading /language arts and mathematics.

3. All students will be taught by highly qualified teachers.

4. All students will be educated in learning environments that are safe, drug free, and conducive to learning.

5. All students will graduate from high school.


2017-18 Allocations of Funds

Allocations of Funds

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCFF S/C $141,636 0.00


Planned Improvements in Student Performance School Goal #1

SCHOOL GOAL #1:

Further develop intervention programs for Math, ELA, and EL that support increased academic performance for students who are not meeting standards.--------

District/LCAP GOAL:

Action 1.1: Provide standards aligned curriculum assessments and high quality instruction to prepare students to graduate college and career ready. Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed. Action 2.2: All schools will become safer more culturally competent environments where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

LEA Plan Goal Alignment

1. All students will reach high standards, at a minimum attaining proficient or better in reading and mathematics.--------

Data Used to Form this Goal:

Looking at student achievement through the examination of student work and formative assessments.--------

Findings from the Analysis of this Data:

Overall we need to identify students who are in need of support and work on creative and effective ways to address the needs of our students who are not meeting standards.--------

How the School will Evaluate the Progress of this Goal:

The school will monitor students in our co-taught support classes and all of our grade level classes by looking at student work, formative assessment data, and projects. Teachers meet consistently to collaborate with each other to discuss topics including intervention supports, monitoring student progress, and implementing various support strategies to increase student achievement.--------

Parent Engagement Activities Related to this Goal:

Parents will be made aware of all class offerings including intervention classes. Parents will receive this information via our school website, Infinite Campus Messenger, Course Selection Sheet, and our PTSO.

For Schools in Program Improvement, please indicate year 1 2 3 4 5 For years 3, 4, or 5, describe the action(s) that most impact your Corrective Action (year 3) or Restructuring Plan (Years 4 or 5).


Actions to be Taken to Reach This Goal

Person(s) Responsible

Proposed Expenditure(s)

Item or Action Funded

Funding Source Amount Target Student

Group

Success Criteria/Monitoring

Create a Master Schedule that supports below grade level students in Math, English Language Arts, and EL. (Intensive Support Program).

Administration N/A X All

Monitor student achievement using formative assessments, classroom observations, student work, and student feedback.

Identify At-Risk students to ensure appropriate supports are in class.

Administration and appropriate staff

Staffing and Tutoring LCFF S/C 85,700 X All

Team will monitor student achievement, formative assessments, classroom observations and attendance.

Review current schedule and progam and modify and assess each quarter.

Counselors and Administrators

N/A X All

Review overall academics school-wide via Infinite Campus at the end of each quarter and throughout during times such as progress reports. Staff will monitor student achievement through examination of formative assessments and grades, attendance and behavior.







Group


Provide support materials and supplies for our EL student population, low income, and intervention support to enhance instruction. This may include technology, programs, resources, software, supplemental materials or curriculum, and library resources.

Administration & Staff

Supplies, resource and support materials or curriculum, technology and supplemental programs or software, library resources

LCFF S/C 9,000 X All

X Low Income

X English Learner

Team will monitor student achievement, formative assessments such as CAASPP and CELDT, student work, classroom observations and attendance.

Work closely with counselors to identify and support targeted groups outside of classroom instructional time.

Administration & Counselors

N/A X All

Counselors will work with students not meeting standards academically as well as attendance concerns. Administration will monitor success of counseling sessions and outcomes.

Data will be used to form targeted skill groups for instruction for the following: * Students who are not meeting standards. * Hispanic and African American students to decrease the Achievement Gap Additional teachers in core and math will allow for decreased class sizes and decreased student to teacher ration in co-taught classes to support student learning. Teachers and support staff can help to provide additional support through tutoring.

Administration & Staff

Staffing and tutoring LCFF S/C 21,000 X All

Team will monitor student achievement using formative assessments, classroom observations and attendance.







Group


Work with the district curriculum and SEL specialists to focus on instructional strategies to build knowledge and implementation of CCSS as well as build on the social and emotional awareness and supports needed. Professional learning and collaboration time.

Administration, ELA and Math department, and entire staff

Substitutes and per diem for professional learning and collaboration.


Team will monitor student achievement and student data.

Conferencing with parents, including interpreters when needed to increase communication home to families about student achievement and engage parents in the learning process with their child. Meetings and other outreach opportunities for parents to become engaged in the educational process with the school including ELAC, CCGI, etc.

Administration, teachers, counselors, MOC center

Interpreters, any cost directly associated with conferencing with parents to increase communication home

LCFF S/C 500 X

English Learner

Monitor student progress as a result of increased parent engagement.


Planned Improvements in Student Performance

School Goal #2

SCHOOL GOAL #2:

All teachers will engage in collaboration and training with the Common Core Standards and continue to work on support strategies for students not meeting standards.--------

District/LCAP GOAL:

Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed. Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.


3. All students will be taught by highly qualified teachers.--------


Looking at school-wide data, observations, and staff collaboration meetings.--------


There is continuing need for school-wide and departmental training to increase our focus and ability to analyze data and collaborate effectively on recognizing where our specific gaps lie and the support strategies and systems that we need to work to implement in order to address these gaps. --------


Administration will attend staff development and department collaboration meetings to be a part of the learning. Teachers will look at student achievement through the examination of student work and formative assessments. Teachers will create common assessments. Teachers will collaborate with their colleagues to inform decision making with regards to curriculum being presented in the classroom and the instructional strategies used.--------


Parents will be informed of achievement progress, program direction, and strategies to be used by the staff.








Group


Certificated staff to attend professional learning opportunities during the school day and after school related to (but not limited to) such topics as Common Core Standards, NGSS, SEL, student engagement and instructional strategies such as strategies of Academic Discourse/High Quality Texts/Tasks/Questions or student mindset.

Administration & Certificated Staff

Release time, professional learning fees and per diem


Number of staff that are trained in various strategies that they can share with colleagues to improve our capacity to support students. Administration/Staff meetings, observations, collaboration meetings, lesson/unit planning.

Provide resources, structures, and time for teacher collaboration and professional development.

Administration & Certificated Staff

N/A X All

Teachers having meaningful collaboration time meetings. This will be monitored by teacher feedback, student performance data to monitor progress, classroom and meeting observations by administration. Administration/Staff

Collaborate with ELA/MATH training specialist to provide support and professional learning in the transition to Common Core

Administration & ELA/MATH Training Specialist

N/A X All

Feedback from teachers Administration/ Staff







Group


Encourage staff to have student teachers through a partnership with CSUS, UCD,and other universities to help recruit high quality teachers and with an additional adult in the classroom in a co-taught setting, this can help to decrease the adult to student ratio in the classroom.

Administration N/A X All

Monitor student progress in co-taught classes. Teachers in co-taught classes/Administration


Planned Improvements in Student Performance

School Goal #3

SCHOOL GOAL #3:

Provide technology or alternative means for EL and Social Economic Disadvantaged students who do not have access to technology at home. Provide additional social and emotional supports for students. Provide access and supports both in and out of the classroom for students.--------

District/LCAP GOAL:

Action 2.2: All schools will become safer more culturally competent environments where students learn social and emotional skills and receive additional supports to increase their engagement in learning. Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities project based learning extended extracurricular and expanded learning program involvement.


4. All students will be educated in learning environments that are safe, drug free, and conducive to learning.--------


Survey of current technology at Sutter Middle School and use of technology in the classroom. Behavior/discipline data, Healthy Kids Survey.--------


Continue to build our technology in the classroom for both students and teachers. Increase the access of technology to all of our students. Increase additional supports for students and families.--------


Classroom observations, presentations, tasks, and projects using technology. Analyze behavior data and the correlation with academic achievement. --------


Inform parents the library and some classrooms and offices will be open before school and after school via Infinite Campus Messenger, school website, school planner and conferences. Teachers will communicate with parents the use of technology in the classroom. Counselors communicating with families and meeting with them regarding student progress and available support services.








Group


Students will have access to the office(s) and the library before school and after school and support will be provided for all students, including EL students. Parents will also have access to the offices throughout the day for access to technology and the internet for use of CCGI, Infinite Campus, and other tools to help support their students' learning.

Staff Tutoring and monitoring of technology rooms


X Low Income

X English Learner

Review sign in sheets on a regular basis and regular visits to the library, offices, and classrooms.

Students will be provided alternative means for classroom assignments.

Staff N/A X All

Administration/Staff discussion, Departmental and Whole Staff Meetings.

Students will have access to the school library and library will provide instructional support for all content areas and updated library resources and other library and materials needed.

Staff Updating library resources and materials available for students

LCFF S/C 800 X All

Review sign in sheets on a regular basis and regular visits to the library

Teachers and students will have access to mobile computer labs

Staff N/A X All

Review check out sheets for the mobile computer labs, classroom observations of students use of mobile computer labs.

Provide support services to students and families through our school counselors reaching out to meet with families as well as provide training to our staff regarding social emotional needs of students to better support them in the classroom.

Administration, SEL training specialist, counselors

N/A X All

Monitor behavior, academic, and attendance data.


Summary of Expenditures in this Plan Total Expenditures by Funding Source

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCFF S/C 141,636.00


Summary of Expenditures in this Plan Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1 118,200.00

Goal 2 3,000.00

Goal 3 20,436.00


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:

Name of Members

Pri

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Cla

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Teac

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Oth

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Sch

oo

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ff

Par

en

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r

Co

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Me

mb

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Seco

nd

ary

Stu

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Cristin Tahara-Martin X

Shannon Huddy X

Maria Haro-Sullivan X

Merle Bisler X

Gabriela Arguello X

Natalie Wilson X

Layla Schultz X

Peggyann Foreman X

Loni Martin X

AJ Fajardo X

James Eder X

Maureen Barnett X

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.


Annual Evaluation – REQUIRED Spring 2018 Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans. Strategies and Activities Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement? Identify those strategies or activities that were ineffective or minimally effective in improving student achievement. Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?

Lack of timely implementation

Limited or ineffective professional development to support implementation

Lack of effective follow-up or coaching to support implementation

Not implemented with fidelity

Not appropriately matched to student needs/student population

Other:

Based on the analysis of this practice, would you recommend:

Eliminating it from next year’s plan

Continuing it with the following modifications:

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