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J.O. Ford Elementary SchoolJ.O. Ford Elementary SchoolJ.O. Ford Elementary School 2014 Single Plan for Student Achievement

West Contra Costa Unified School District

J.O. Ford Elementary School

Title I - Program Improvement

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2015 - 2016

Board Approval Date: March 16, 2016

Contact Person: Teresa Barrera

Principal: Teresa Barrera

Telephone Number: 510-231-1421 ext. 11540

Address: 2711 Maricopa Avenue

Richmond, CA 94804-1099

E-mail address:

[email protected]


BOARD OF EDUCATION 2015 - 2016

BOARD PRESIDENT : RANDY ENOS

BOARD CLERK : ELIZABETH BLOCK

VALERIE CUEVAS

TODD GROVES

MADELINE KRONENBERG

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]


Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Executive Summary

Stakeholder Involvement

System-wide Barriers

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Student Achievement Strategies

ELA

Math

ELD

Science

History/Social Studies

Attendance

School Climate

Parent Involvement

Other 1

Other 2

Other 3

Overall Budget Summary

Agreements


School Site Council (SSC) Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and

assures the board of the following:

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

law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those

board policies relating to material changes in the school plan requiring board approval.

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

this plan.

X English Learner Advisory Committee

Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for

Student Achievement and believes all such content requirements have been met, including those found in district governing

board policies and in the Local Improvement Plan.

5. This school plan 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.

6. This school plan was adopted by the school site council on: February 24, 2016.

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2015 - 2016 school year, using the WCCUSD monitoring process.

Attested:

Teresa Barrera

Typed name of school principal Signature of school principal Date

Alex Beltran

Typed name of SSC chairperson Signature of SSC chairperson Date


West Contra Costa Unified School District

J.O. Ford Elementary School

2015 - 2016

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on:

Identify

Chair

Person:

Parent/Community Members

#1 Maria de los Angeles Duarte [email protected] 510-260-1324

#2 Carlos Rodriguez Moreno [email protected] 510-230-8350

#3 Maria Garcia 2365 Rheem Ave., Richmond, CA 415-724-8921

#4 Jessica Peregrina [email protected] 510-815-1103 X

#5 Alex Beltran [email protected] 412-515-3297 X

School/Other Members

Tchr #1 Doris Garry [email protected] 510-231-1421 ext.

26928

Tchr #2 Abigail Prather [email protected] 510-231-1421 ext.

26936

Tchr #3 Elizabeth Pinedo [email protected] 510-231-1421 ext.

26965

Other Maria Gomez [email protected] 510-231-1421 ext.

26910

Principal Teresa Barrera [email protected] 510-231-1421 ext.

11540 n/a

Membership Composition:

Elementary (10 total)

1 Principal

3 classroom teachers

1 other school staff

5 parents/community members


Executive Summary

The Single Plan for Student Achievement (SPSA) has traditionally served as a vehicle for communicating information about the

school’s vision, initiatives to improve academic achievement, as well as describe how supplemental categorical funds are used to

support these efforts.

WCCUSD’s new district Local Control Accountability Plan (LCAP) is designed to improve student achievement, support the whole

child socially and emotionally, and involve stakeholders to ensure all WCCUSD students are college and career-ready, able to make

life choices that have successful, productive outcomes.

Improve Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full

range of student needs and results in all students being prepared for a successful life.

Support the Whole Child Socially and Emotionally: For students to achieve at high academic levels, schools, families, and

communities must focus on the child’s social, emotional, physical and behavioral health, as well as the acquisition of academic skills.

Involve All Stakeholders: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning.

Ensure All WCCUSD Students Are College and Career-Ready: Students can demonstrate independence, build strong content

knowledge, respond to the varying demands of audience, task, purpose, and discipline, comprehend as well as critique, value

evidence, use technology and digital media strategically and capably, and understand other perspectives and cultures.

Through data metrics and analysis, the LCAP also addresses the State’s 8 Priority Areas: Student Achievement, Student Engagement,

Other Critical Student Outcomes, School Climate, Parental Involvement, Basic Services, Implementation of Common Core State

Standards, and Course Access (see glossary for details on the 8 priority areas).

During the 2015-16 school year, we are transitioning our school’s SPSA to becoming a true companion document to the district LCAP

so that it focuses on programs, activities and actions which are designed to continually address and support the same goals and 8

priority areas articulated in the LCAP.

As we go deeper into this work, we will continue to connect these two critical plans, driving the academic needle forward for

WCCUSD students.

Please read on to learn about J.O. Ford Elementary School’s specific SPSA plan of action for the 2015-16 school year.


SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze local assessment data Process: Presented at SSC meetings for

review and input after teacher analysis.

or Process: Teaching staff, Instructional

Leadership Team

Step 2 Gather input from

(check all that apply)

X ELAC

Others

Process: Presented at Faculty, ELAC

and SSC meetings

or Process: SSC Chairperson, Principal

Step 3 SPSA strategies development Process: Strategy decisions are made at

faculty Meeting, Instructional

Leadership Team Meetings, SSC

Meetings and Parent Surveys.

or Process: Instructional Leadership Team,

SSC, Faculty Meetings, Data Analysis at

Data Team Meetings

Step 4 Budget development Process: Parents and Faculty

participate in the budget development

during SSC meetings.

or Process: Reading Teacher and Principal

work with State and Federal Program

Department

Step 5 Finalize and submit SPSA for

School Board Approval

Date: March 2015

Step 6 SPSA monitoring Process: Principal, SSC members and

Instructional Staff provide input to the

monitoring process

or Process: ILT and Grade Level Data

Teams assist and provide input.


System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

X Staffing:

One teacher retired within the first week of school,

resulting in the class being managed by a pair of long-

term substitute teachers until the position was filled by

a new teacher- who then resigned in November.

Another teacher moved to another school mid-year,

resulting in the class being managed by a long term

substitute teacher and graduate tutor until the position

was filled by a new teacher.

The School Community Outreach Worker was out for

medical leave for multiple weeks and we were unable

to find a substitute.

* Timecard existing staff to manage the responsibilities

of those who are absent.

Facilities maintenance: *

Facility capacity (space for classrooms/programs): *

Safety: *

X Materials availability: Math curriculum is not well-

aligned to the CCSS. Teachers had to make copies of

supplemental materials.

X* New math adoption is scheduled for Fall 2016.

Technology: *

Fiscal Support: *

X Compliance Support: Due to concerns regarding the

composition of the SSC as well as transition in

administration, the SSC's development and action

were delayed.

* SSC has revised by-laws to prevent future delays.

X Curriculum and Instruction Support: Without a Literacy

Coach to support, the principal was overwhelmed with

inventorying, ordering, and distributing materials,

scheduling/planning parent and staff workshops,

scheduling/planning Student Success Team meetings,

monitoring instruction and providing meaningful

feedback to teachers, analyzing data, attempting to

develop incentive systems to motivate students to read,

etc.

X* Other personnel will need to be trained early in the

school year to support with these duties.

Other: *

* A check in the box indicates that completion of this section requires additional central administrative department support.


Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Ch

oo

se 3

Accelerated Reader/Star

Reading:

The Instructional Team

reviewed the Accelerated

reader Growth Report for

grades 3-6. The Growth

Report provides the

average (grade equivalent)

growth per grade level, and

also lists each student with

their growth individually.

The ILT calculated the

percentage of students who

have made appropriate

growth for the time of year.

XArea of concern

Area of strength At this point in the year, students should have made 0.4

growth. Most grade levels met, and in some cases exceeded

expectations, in terms of average growth (0.3, 0.6, 0.8, and

0.5). However, there is still a significant percentage of

students who are not progressing at an appropriate rate

(45%, 37%, 35%, and 42% have not made 0.4 growth yet).

The data demonstrated that despite high averages, outliers

may skew the data. Teachers, the ILT, and the SSC will

continue to analyze data from both perspectives in order to

maintain understanding of the "big picture" while also

identifying individual students who are struggling and

providing the differentiated support needed to succeed.

Benchmarks:

Grade Level Teams and the

Instructional Leadership

Team reviewed various

pieces of data related the

school-wide writing goal.

Data included: writing

benchmarks, ELD

benchmarks, unit

assessments, and teacher

created assessments.

XArea of concern

Area of strength Most grade levels have made significant progress in writing,

as measured by grade-specific assessments. Much of this

success has been due to designating teacher collaboration

time for work on school-wide writing goal. The ILT seeks to

continue to improve students' writing outcomes by further

enhancing the ILT's practice by developing better-aligned

SMART goals across grade levels, integrating technology

(especially googledocs) into our professional learning

community, and better structuring collaboration time.

Benchmarks:

Area of concern

Area of strength

Benchmarks:

Area of concern

Area of strength

CAHSEE:

Area of concern

Area of strength

AMAO Data:

Area of concern

Area of strength

CELDT:

Area of concern

Area of strength

Grade Count: (Secondary

Only)

Area of concern

Area of strength

GPA: (Secondary Only)

Area of concern

Area of strength

Credits Earned: (Secondary

Only)

Area of concern

Area of strength

Other:

The SSC reviewed SBAC

data from the 2014-2015

school year.

XArea of concern

Area of strength SBAC scores demonstrated the need for improvement across

grade levels. Teachers will continue to deepen their

implementation of the CCSS and also provide necessary test

preparation for all students.


Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Other:

The SSC reviewed SBAC

data from the 2014-2015

school year.

XArea of concern

Area of strength SBAC scores demonstrated the need for improvement across

grade levels. Teachers will continue to deepen their

implementation of the CCSS and also provide necessary test

preparation for all students.

Student Support Data

Ch

oo

se 2

Attendance:

Attendance data was

reviewed.

Area of concern

XArea of strength Attendance rate has remained above 90%. Parents need

frequent reminders however to plan travel time during

vacations, avoid picking up students early, and be punctual.

Suspension

Suspension data from 2015-

2016 school year was

reviewed.

Area of concern

XArea of strength Very few students are suspended. Restorative justice, class

meetings/circle times, life skills instruction, and Playworks

are very effective programs and strategies.

Parent/Community Survey:

Area of concern

Area of strength

Keys Survey:

Area of concern

Area of strength

Healthy Kids Survey:

Area of concern

Area of strength

Other:

Area of concern

Area of strength

Other:

Area of concern

Area of strength


ACTION PLAN

REQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT


Student Achievement

English Language Arts (ELA)

2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP Alignment

1. Content Area

2. What student needs have been

identified and what metrics were

used to measure/identify progress?

3. Description of 2015-16 School

SMART Goal

4. Targeted Pupil

Subgroup(s)

5. What Local Assessment/Metric

will be used to measure School

SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Arts

During the 2014-2015 school

year, 1st graders made an

average of .53 year's growth as

measured by the STAR Early

Literacy Assessment.


year, 2nd-6th graders made an


measured by the STAR

Reading Assessment.

During the 2015-2016, 1st

graders will make an average

of 0.7 year's growth as



During the 2015-2016, 2nd-

6th graders will make an

average of 1 year's growth as


Reading Assessment.

1st through 6th

grade

STAR Early Literacy (Grade

1)

STAR Reading (Grades 2-6)

--------

Student

Achievement,

Implementation

of CCCSS

1.1 Improve

student

achievement for

all students

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source

1 Hire three tutors to provide individual and small group intervention strategies

to accelerate the achievement of low performing students Ongoing through May 2016 26147 Title I

2 Purchase leveled readers, theme text sets and other supplementary reading and

CCSS materials for a wide-range of reading levels at every grade (including

leveled Spanish books)

February 2016 703 LCAP

3 Provide sub release days/teacher collaboration time (including time with

Learning Center staff) Ongoing through May 2016 5410 Title I

4 Organize study trips to provide depth and hands-on real-world experiences to

enhance skills, knowledge, and vocabulary in content areas Ongoing through May 2016 13417 LCAP

5 Purchase materials and supplies to support reading and writing skills (i.e.

writing workshop supplies) across content areas February 2016 4907 LCAP

6 Provide professional development opportunities for teachers both onsite and

offsite (i.e. Lucy Calkins, Lesson Study, Differentiated Instruction, Rime

Magic, Close Reading, Informational Text, Inquiry, Project Based Learning,

CABE conference, Micro Society)

Ongoing through May 2016 5817 Title I

7 Purchase additional assessment materials (i.e. Fountas and Pinnell) February 2016 5000 Title I

8 Provide teacher collaboration time for "data chats" focused on monitoring the

progress of students needing intervention and identifying strategies (including

parent contact)

Ongoing through May 2016


9 Timecard teachers to tutor after school Ongoing through May 2016

10 Purchase materials for AR Incentive Program Ongoing through May 2016


Student Achievement

Mathematics


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Mathematics At the end of the 2014-2015

school year, 30% of 3rd

graders, 11% of 4th graders, 9%

of 5th graders, and 18% of 6th

grade students "met or

exceeded" grade level

expectations as measured by the

Mathematics portion of the

SBAC. --------

At the end of the 2015-2016

school year, each cohort of

students will improve

proficiency levels by 20%.

50% of 4th graders, 31% of

5th graders, and 29% of 6th

graders will score "meet or

exceed" grade level

expectations as measured by

the Mathematics portion of the

SBAC. --------

4th-6th graders SBAC-------- Student

Achievement,

Implementation

of CCCSS

1.1 Improve

student

achievement for

all students


1 Schedule three tutors to provide individual and small group intervention

strategies to accelerate the achievement of low performing students Ongoing through May 2016 26147 Title I

2 Additional copy paper for supplemental curricula/materials Ongoing through May 2016 2000 Title I

3 Provide sub release days/teacher collaboration time Ongoing through May 2016 5410 Title I


Student Achievement

History/Social Studies


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

History/Social

Studies -------- -------- --------



Student Achievement

Attendance


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Attendance In the 2014-2015 school year,

Ford's attendance rate was

94.3%.--------

In the 2015-2016 school year,

Ford's attendance rate will be

94.8%.--------

All students Attendance Rate-------- Goal 4:


1 Incentive program materials (twice a month, trimesterly, annually) Ongoing through May 2016 1403 LCAP

2 Timecard staff to organize incentive program (parent volunteers) Ongoing through May 2016

3 Micro Society program materials Ongoing through May 2016

4 Timecard staff to organize Micro Society program (parent volunteers) Ongoing through May 2016

5 Investigate the possibility of a "case worker" to meet with and support families

struggling with attendance Ongoing through May 2016

6 Regularly provide parents with information regarding attendance/truancy

(workshops regarding intricacies of California Educational Code and promoting

good attendance habits at each parent meeting)

Ongoing through May 2016


Student Achievement

School Climate


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

School Climate In May 2015, 59% of 5th

graders reported feeling

connected to Ford, and 72% of

5th graders reported feeling

safe at Ford as measured by the

California Healthy Kids

Survey. --------

In May 2016, 80% of 6th

graders will report feeling

"connected" and "safe" at Ford

as measured by the California

Healthy Kids Survey. --------

6th grade students

California Healthy Kids

Survey--------

Student

engagement

Improve student

engagement and

climate

outcomes,


1 Parent Workshops regarding how to address bullying Ongoing through May 2016

2 Facilitate Mindfulness Program Ongoing through May 2016 4000 LCAP

3 Purchase Materials and Supplies As needed 1403 LCAP

4 Implement Play Works program and develop Junior Coaches program Ongoing through May 2016

5 Implement Saturday program with social skills focus April-June 2016

6 Organize social events to build community Ongoing through May 2016


Student Achievement

Parent Involvement


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Parent Involvement During the 2014-2015 school

year, 1st graders made an





year, 2nd-6th graders made an



Reading Assessment.

--------

By May 2016, 40% of parents

will report that they are

knowledgable in how to help

their student at school

(familiar with volunteer

process and able to

communicate with classroom

teacher) and how to support

their student at home to

improve their literacy skills

(phonics, fluency, and

comprehension) as measured

by site-created parent survey.

--------

All grades TK

through 6th

Site-created Parent Survey

focused on parent knowledge

of school processes (volunteer

process and parent-teacher

communication process) and

parent knowledge of how to

support student literacy

development at home (i.e.

improvements related to

phonics, fluency, and

comprehension) --------

Promotion of

Parental

Participation

Increase parent

engagement,

involvement and

satisfaction.


1 Schedule family events (i.e.Family Literacy Night, Family Math and Science

Nights, Family Fun and Activity Event, Family MicroSociety Night, Parent

Appreciation Night and Talent Show, Latino Parent Presentation) provided by

teachers and other community members

November 2015 through June

2016 727 Title I

2 Purchase food for parent meetings September 2015 through June

2016 1000 Title I

3 Provide English/Spanish translation for parent events, including literacy

workshops Ongoing through June 2016

4 Purchase materials and supplies including duplication costs for parent

workshops and a parent lending library (materials to be used at home to

improve literacy and mathematics skills)

Ongoing through June 2016

5 Provide child care services for parent workshops, including literacy workshops Ongoing through June 2016 514 Title I

6 Provide health and human services to families by the School Community

Outreach Worker, who will oversee the activities in the Family Resource

Center

Ongoing through June 2016

7 Parent communication via robocalls, newsletters, calendars, and bulletin board. Ongoing through June 2016


8 Extra hours for School Community Outreach Worker As needed 1959 Title I

9 CABE for parents March 2016

10 Provide weekly workshops for parents (and invite local organizations to come

speak), including literacy workshops Ongoing through June 2016


Overall Budget Summary

Summary of Costs

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCAP 68498 0.00

Title I 90841 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCAP 68,498.00

Title I 90,841.00


Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Pre School Transition – Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

- This transitional program

- Promote continuity from preschool to kindergarten

- Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

Restructuring Plan – Elementary

Program Improvement

Schools at year 5 and above of PI are mandated to implement a Board adopted plan for

alternative management. All schools in program improvement year 4 and 5 will be

expected to fully implement a Multi-Tiered System of Supports (MTSS) which

includes:

universal screening to determine student needs,

in-class effective first instruction which includes Universal Access strategies

such as pre-teaching and/or re-teaching,

strategically-designed support to meet students’ targeted needs,

regular progress monitoring of student growth to determine best instructional practices,

intensive support for students working two or more levels below their assigned grade

level.

F:SPSA Docs WCCUSD/Ed Services 12-2-11

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