Single Plan for Student Achievement Thelma B. Bedell Elementary

Transcription

Single Plan for
Student Achievement
Thelma B. Bedell
Elementary School
56768286055610
Contact Information:
Jeff Robinson, Principal
[email protected]
1305 Laurel Road
Santa Paula, CA 93060-0710
(805) 933-8951
(This page intentionally left blank)
Thelma B. Bedell Elementary School
Single Plan for Student Achievement
October 2013
Table of Contents
The Single Plan for Student Achievement ..................................................................................................................1
School Site Council Membership................................................................................................................................1
English Language Advisory Council (ELAC) Membership .........................................................................................2
Recommendations and Assurances ...........................................................................................................................3
District information ......................................................................................................................................................4
District Profile ..........................................................................................................................................................4
District Beliefs: ........................................................................................................................................................4
District Vision: .........................................................................................................................................................4
District Mission: .......................................................................................................................................................4
District Goals 2013-18 ............................................................................................................................................5
School Information ......................................................................................................................................................6
School Profile ..........................................................................................................................................................6
School Mission ........................................................................................................................................................6
Student Enrollment by Grade .................................................................................................................................7
Student Enrollment by Ethnicity..............................................................................................................................7
Student Enrollment by Subgroup ............................................................................................................................8
Highly Qualified Teachers ......................................................................................................................................8
Program Improvement School ................................................................................................................................9
Comprehensive Needs Assessment ......................................................................................................................9
Violence Prevention, Bully Prevention, and Student Safety ................................................................................ 10
Nutrition Programs & Fitness Programs .............................................................................................................. 11
Extended Learning Programs .............................................................................................................................. 11
Programs Included in This Plan................................................................................................................................12
Planned Improvements in Student Performance......................................................................................................13
School Goals for Improving Student Achievement .............................................................................................. 13
School Goals for Improving Student Achievement ...................................................................................................14
References ...............................................................................................................................................................28
AYP Summary ..................................................................................................................................................... 28
AYP – English-Language Arts (by Subgroups) ................................................................................................... 29
AYP Mathematics (by Subgroups) ...................................................................................................................... 30
AYP English-Language Arts (Achievement Gap Analysis by Subgroup) ............................................................ 31
AYP Mathematics (Achievement Gap Analysis by Subgroup) ............................................................................ 32
API Summary (by Subgroup) ............................................................................................................................... 33
API Achievement Gap Analysis (by Subgroup) ................................................................................................... 34
API Achievement Gap Analysis (by English Learner) ......................................................................................... 35
CST – English-Language Arts (Grade 02) .......................................................................................................... 36
CST – Mathematics (Grade 02) ........................................................................................................................... 37
October 2013
CST – Science (Grade 05) .................................................................................................................................. 44
School-Parent/Home Compact ............................................................................................................................ 45
Parent Involvement Policy ................................................................................................................................... 46
Parent Involvement Calendar .............................................................................................................................. 50
Teacher Mentoring Programs .............................................................................................................................. 51
Professional Development Plan .......................................................................................................................... 52
Principal’s Training Aimed at Improving Student Achievement ........................................................................... 53
School Accountability Report Card ...................................................................................................................... 54
School Site Council Bylaws ................................................................................................................................. 62
Title I – School Plan Reference of Required Components (PI schools only) ...................................................... 65
Title I – School Plan Reference of Required Components (SW schools only) .................................................... 66
Chart of Requirements......................................................................................................................................... 67
October 2013
The Single Plan for Student Achievement
The Single Plan for Student Achievement (SPSA) for Thelma B. Bedell Elementary School is a plan of actions to
raise the academic performance of all students to the level of performance goals established under the California
Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary
and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded
through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student
Achievement.
For additional information on school programs and how you may become involved locally, please contact:
1305 Laurel Rd.
Santa Paula, CA 93060-0710
(805) 933-8951
[email protected]
The district’s Governing Board approved this revision of the school plan on ________________, 2013.
School Site Council Membership
California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed
and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the
School Site Council (SSC). The current make-up of the 2013-14 SSC is as follows:
Name of Members
Jeff Robinson
Principal
Certificated
Staff
Classified
Staff
Parent or
Community
Member
X
Yudic Mendoza
X
Kathy Hatfield
X
Katie Miller
X
Gabriel Barretto
X
Christina Mount
X
Karina Alaniz
X
Irma Hernandez
X
Pauline Lovato
X
Kristin Majada
X
Charo Magana (Parent - Alternate)
Munirih Soria (Parent – Alternate)
Number of members in each category
1
3
1
1
5
Student
October 2013
English Language Advisory Council (ELAC) Membership
Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a
school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district
shall constitute a majority of the committee.
Name of Members
Jeff Robinson
Principal
Certificated
Staff
Classified
Staff
Parents/Guardians
of English
Learners
X
Irma Hernandez
X
Number of members in each
category
(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over
their governance to the School Site Council (SSC), please list the names of those people who voted.
Giving over governance needs to be re-voted every 2 years.)
 The ELAC has voted to give governance to the SSC on this date: November 7, 2013.
 The name of the parent ELAC representative to SSC is: ________________________
2
Other
October 2013
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:
1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state
law.
2) The SSC reviewed its responsibilities under state law and district governing board policies, including those
board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring
board approval.
3) The SSC sought and considered all recommendations from the following groups or committees before
adopting this plan:
Signature of Authorized
Representative
English Learner Advisory Council
Leadership Team
4) 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.
5) 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.
6) This SPSA was adopted by the SSC at a public meeting on: ________________________
Attested:
Date
_________________, SSC Chairperson
Date
3
October 2013
District information
District Profile
Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving
approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves.
Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula
is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged
mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the
“Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is
today Santa Paula was inhabited by the Chumash, a Native American people.
Santa Paula Unified operates six elementary schools, one middle school, one comprehensive high school, and
one continuation high school. Santa Paula Unified School District has a large Latino and English Learner
population that has made tremendous improvements in student achievement in the past few years. We are proud
of the accomplishments of our students, teachers, staff, parents and the community that has made that
achievement possible.
In November of 2012, the community of Santa Paula voted to unify Santa Paula Union High School District
(SPUHSD) and Santa Paula Elementary School District (SPESD). This unification became effective July 1, 2013.
The Santa Paula Unified School District is the first district to unify in Ventura County since 1980. The unification
of SPUHSD and SPESD will allow for coherent professional learning opportunities and collaboration for all staff K12. The unified school district and community stakeholders are working together to ensure that all students in the
Santa Paula Unified School District are prepared to succeed in college and career.
District Beliefs:

All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and
determination to meet and overcome challenges. Each day our students share their diverse interests and
abilities, and their cultural, linguistic, and socio-economic perspectives. Together they develop a strong
sense of community as each develops his or her unique potential and talents.

The pursuit of education is a shared responsibility that begins at home and continues with the guidance
st
and support of parent, school, and community mentors. It takes the whole “village” to raise a 21 Century
child.

Our common vision comes from diverse perspectives. By working together for the future of our children,
the district and the community of Santa Paula can enable our young people to reach their greatest
st
potential as individuals and as citizens of a 21 Century world.
District Vision:
The Santa Paula Unified School District will provide a learning environment that includes high expectations,
accountability, exemplary programs, innovative teaching, stimulating ideas, and safe, well equipped schools to
inspire and empower our students to discover their interests, achieve at their greatest potential, contribute to civic
progress, and become life-long learners.
District Mission:
The Santa Paula Unified School District will prepare each student academically and socially for college, career,
and global citizenship by providing rich, diverse experiences and differentiated learning opportunities , a highly
skilled and dedicated educational team, and safe, attractive schools.
The Santa Paula Unified School District, in collaboration with educators, parents, businesses, and other partners,
will ensure that our graduates are responsible community members who are prepared for college and career and
have the skills to become lifelong learners and productive citizens in a global world.
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October 2013
District Goals 2013-18
Performance Goal 1
All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics,
by 2013-14.
Performance Goal 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.
Performance Goal 3
By 2013-2014, all students will be taught by highly qualified teachers.
Performance Goal 4
All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
Performance Goal 5
All students will graduate from high school.
5
October 2013
School Information
School Profile
Thelma B. Bedell Elementary School is located in the city of Santa Paula and serves students in transitional
kindergarten through grade five, and is one of six elementary schools in the district. In the 2012-13 school year,
361 students were enrolled, including 48.5% qualifying for English Language Learner support, 12% with
disabilities, 95.9% qualifying for free or reduced price lunch, and 14.6% migrant education.
Textbooks
Thelma B. Bedell uses state/district adopted curriculum in all areas of instruction which are aligned to State
Content Standards. These strategies include the following:

Language Arts: Treasures ELA is used daily for the 2.5 hour Language Arts period. This program is
aligned with the California State Content Standards and is being used in every classroom during the
literacy block. Assessments are aligned to California State Content Standards. The assessment data is
monitored and analyzed through the OARS (online Assessment Reporting System) data management
system. Tier II students receive intervention instruction from classroom teachers in small groups
before/after school. Treasures Intervention materials are utilized with students participating in reading
intervention programs, as well as in the Resource Specialist Program (RSP). Each of these was selected
from the State adopted list of supplementary instructional materials.

English Language Development: Thelma B. Bedell utilizes the ELD Treasures Program which is the
District-adopted curriculum used to provide our English Language Learners (ELL) with explicit, direct
instruction of English Language Development (ELD) This program is aligned with the California State
ELD Standards and is being used in every classroom during the 45 minute LED block. Students are
grouped by CELDT levels and language skills, and receive instruction at their appropriate level of
language development. Teachers are also utilizing the Matrix of Grammatical Function in order to create
CLEDT level appropriate sentence frames with their ELD groups.

Mathematics: Thelma B. Bedell uses Harcourt Brace K-6 daily in every classroom during the math block.
This program is aligned with the California State Content Standards. Targeted students receive small
group intervention instruction from classroom teachers in before or after school intervention programs.
Intervention groups receive instruction from a variety of supplemental materials. The ST Math Lab is also
utilized in grades 2-5 to reinforce math standards.

History/Social Studies: Thelma B. Bedell uses the Pearson-Scott Foresman History/Social Studies
program which is the District-adopted core curriculum for K-5 schools. This program is aligned with the
California State Content Standards.

Science: Thelma B. Bedell uses the Delta FOSS Science Program, the District-adopted core curriculum
for K-5 schools. This program is aligned with the California State Content Standards.
School Mission
Every student at Bedell can achieve academic success and become life-long learners and productive citizens. To
ensure this goal, every child will be provided with quality instructional experiences which recognize, support and
maintain high expecations.
6
October 2013
Student Enrollment by Grade
Source: CALPADS 2012-13
2012-13 Total Enrollment by Grade Level: 361
74
68
80
70
60
50
40
30
20
10
0
58
55
Kinder
Grade 1
58
48
Grade 2
Grade 3
Grade 4
Grade 5
Student Enrollment by Ethnicity
Source: CALPADS 2012-13
2012-13 Total Enrollment by Ethnic Group: 361
Hispanic or Latino
Asian
Hawaiian or Pacific Islander
86.7%
Filipino
11.6%
0.3%
0.3%
0.3%
0.3% 0.6%
7
Two or More Races
African American
White (not Hispanic)
October 2013
Student Enrollment by Subgroup
Data Source: 2012-13 STAR Student Demographic Profiles
Highly Qualified Teachers
During the 2012-13 school year, 100% of Thelma B. Bedell Elementary School’s classes were taught by highly
qualified teachers.
The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and
appropriate person available for each open position in order to improve student achievement and efficiency in
district operations. The Superintendent or designee shall recruit candidates for open positions based on an
assessment of the district's needs for specific skills, knowledge and abilities.
Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality,
highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local
educational agency” is defined (NCLB, Public Law 107–110) as:


that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii)
for which not less than 20 percent of the children served by the agency are from families with
incomes below the poverty line;
and
for which there is a high percentage of teachers not teaching in the academic subjects or grade levels
that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with
emergency, provisional, or temporary certification or licensing.
Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of
student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers
working out of field, on an emergency provision, or temporary certification or licensing.
The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with Thelma
B. Bedell Elementary School’s administrative team, for recruiting and placing qualified teachers in the classroom.
To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy
exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:





Valid California Credential (with authorization to teach in applicable area)
Resume
Two Letters of Recommendation
English Learner Authorization/CLAD Certificate
NCLB compliant
8
October 2013
The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in
Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources
Division.
Program Improvement School
Thelma B. Bedell Elementary School is currently in Year 1 of Title I Program Improvement. At the beginning of
each school year, parents are notified in writing and in an understandable language of the school’s identification
as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to
transfer their child to another school within the district that is not a PI school.
Comprehensive Needs Assessment
Thelma B. Bedell Elementary School completed a comprehensive needs assessment survey of all students
enrolled, including migratory students, which included the analysis of student performance in relation to the state
academic content standards. During staff development activities and staff meetings, school administrators and
the leadership team considered the results of the following to identify areas of strength and weakness:


Academic Program Survey
Analysis of Student Performance Data:
o AYP reports
o API Reports
o STAR Reports
o LEA Accountability Reports of AMAOs
o OARS reports
o CELDT Reports
o Teacher Feedback
Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.
9
October 2013
Violence Prevention, Bully Prevention, and Student Safety
Thelma B. Bedell Elementary School supports efforts to maintain a safe and healthy environment by accessing
professional resources through local law enforcement and public health agencies. The District works with school
administrators to provide resources and support for both students and parents. During the 2013-14 school year,
Thelma B. Bedell Elementary School will provide the following programs for its students (and parents as
applicable):
I am obtaining this data from the District Office, but you are welcome to provide whatever you would like to be
listed here, if anything.


Anti-bullying Presentations
Safe Neighborhood Prevention Program Presentations
Blanchard Elementary School supplements district-sponsored programs with site-based curriculum aimed at
developing positive behaviors through character education, substance abuse prevention education, and healthy
life styles education. These programs include:


Anti-bullying programs
Character education programs
10
October 2013
Nutrition Programs & Fitness Programs
Santa Paula Unified School District’s Wellness Program is currently under review and revision. The current
curriculum was adopted by the Santa Paula Elementary School District in June 2006 and contains four
components: nutrition education, physical activity, health services, and other school-based activities that are
designed to promote student wellness. The original policy was developed to provide school environments that
enhance learning and encourage the development of lifelong wellness practices. The district anticipates the
adoption of the updated policy in December 2013. The Wellness Policy is available on the district’s website at
http://www.schoolnutritionandfitness.com/schools/spesd_0802121854479169/WellnessPolicy.pdf.
The district offers a variety of free and reduce-meal programs through the National School Lunch Program
(NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement
Program (Snacks), and the Child Care Program (CCAFP). Thelma B. Bedell Elementary School follows the
nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education
components into daily curricula. Nutritional programs sponsored at the school include:




National School Lunch Program - a federally assisted meal program which provides nutritionally
balanced, low-cost or free lunches to children each school day.
School Breakfast Program - a federally funded program which provides nutritious breakfasts to children
at reasonable prices.
At-Risk After-school Meals Program - students participating in after school programs receive nutritious
snacks and dinner meal as a regular part of their afterschool activities. Meals are provided in accordance
with the Childcare Food Program guidelines and reimbursement rates.
Physical Education - Classroom teachers and the PE Specialist provide physical education instruction
for our students for a minimum of 200 minutes every ten days as mandated. The SPARKS physical
education curriculum is currently being followed.
Extended Learning Programs
Thelma B. Bedell Elementary offers the following extended learning programs:





Before/After school intervention programs
A Resource Teacher in reading to provide additional learning opportunities for at-risk students
Instructional assistants in kindergarten to provide one-to-one and small group instruction to support
students in their efforts to attain academic proficiency in all areas
The Boys and Girls Club after school tutoring
ASPIRE (After School Program for Instruction, Recreation & Enrichment) held daily from 2:45 to 6:00 p.m.
which includes activities such as reading, computers, creative writing, math, homework tutorial help,
sports, arts and crafts, self-esteem building activities, drug abuse awareness activities, games and
recreation.
11
October 2013
Programs Included in This Plan
The School Site Council intends for Thelma B. Bedell Elementary School to participate in the following programs:
State Programs
Allocation
Economic Impact Aide/State Compensatory Education
$
44,891.00
$
29,033.00
$
0
$
73,924.00
Purpose: Help educationally disadvantaged students succeed in the regular program.
Economic Impact Aide/English Learner Program
Purpose: Develop fluency in English and academic proficiency of English learners.
English Learner Acquisition Program, Teacher Training & Student Assistance
Purpose: support English acquisition for English learners in grades 4-8. Program has been
discontinued.
Total amount of state categorical funds allocated to this school:
Federal Programs Under the Elementary Secondary Education Act
Title I, Part A: Basic Grant
Allocation
$
28,286.00
Total amount of federal categorical funds allocated to this school:
$
28,286.00
Total amount of state and federal categorical funds allocated to this school:
$
102,210.00
Purpose: support effective, research-based educational strategies that close the achievement gap
between high-and low-performing students and enable the students to meet the state's academic
standards
12
October 2013
Planned Improvements in Student Performance
The School Site Council has analyzed the academic performance of all student groups and has considered the
effectiveness of key elements of the instructional program for students failing to meet API and AYP growth
targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the
academic performance of student groups not meeting state standards.
School Goals for Improving Student Achievement
Goal #1: Proficiency in Reading/Language Arts – All students scoring below advanced on the CST in language
arts will move up at least one performance band. Students scoring advanced will remain advanced as measured
by the 2013 CST.
Goal #2: Proficiency in Mathematics – All students scoring elow advanced on the CST in methematics will move
up at least one performance band and students scoring advanced will remain advanced as measured by the 2012
CST.
Goal #3: English Language Development – All English Learners will gain proficiency towards English acquisition
by advancing a minimum of one California English Development Test (CELDT) level as measured by the 2013
CELDT.
Goal #4: Develop a Positive School Climate – Together the Bedell staff, parents, students, and community will
work to create an environment where all students have an equal opportunity to reach their highest potential. The
Bedell staff will create a Professional learning Community that uses the most current materials and practices and
assessments to provide the most effective learning program. All school staff members will use school-wide and
classroom positive behavioral support (PBS) to help students achieve important social and learning outcomes.
13
October 2013
School Goals for Improving Student Achievement
Goal #1: Proficiency in Reading/Language Arts - All students scoring below grade level on the Beginning of the
year Benchmark assessments in language arts will move up at least one performance band. Students scoring
advanced will remain advanced as measured by benchmark assessments.
Describe how this goal aligns to the district’s LEA Plan goals:
Our goal is closely aligned to our district Local Educational Agency Plan (LEAP) by moving students up a
minimum of one performance band each year and to meet the CDE/NCLB proficient percentages for all
subgroups as measured on the CSTs in Reading/Language Arts in 2012-2013 school year.
What data was used to form this goal:



Fall baseline assessments
End of year assessments
Spring 2012 CSTs
Individuals Involved in analyzing data and formulating goal:



Teaching staff
Site Leadership Team
School Site Council
What did the analysis of the data reveal that led to this goal:
Bedell did not meet the AYP targets in language arts in all categories for the 2012-13 school year. Bedell was
also unable to meet the AYP using the Safe Harbor criteria.
Identify targeted student groups and expected growth:
Our focus is all student groups (subgroups) and grades second through fifth. The goal for anticipated annual
nd th
growth among 2 -5 grade students scoring at a level of proficient or above is 15%. The percentage goal for
ELL students in grades 2-5 scoring proficient or above in ELA will increase by 10%.
What data will be collected to measure student achievement?
Student data will be disaggregated by grade level, Economically Disadvantaged, English Language Learners,
and Special Education students.
Identify the process for monitoring and evaluating collected data:




Treasures Unit Assessments
Treasures Diagnostic Assessments
CSTs
Trimester Assessments
Describe the actions to improve achievement to exit program improvement (if applicable):
Bedell will makes a focused effort to improve educational practices in English Language Arts while implementing
the current Common Core Standards. Additional tier two strategies will be implemented to increase the level of
support for all students that are not making progress toward proficiency. Tier 3 support will be offered for
identified students initially through RSP with additional services pending budget update. The Bedell staff will
continue to improve ELD strategies for English Language Learners during a dedicated ELD period.
14
Strategies/Action Plans
Alignment of Instruction with Content
Standards:
Start &
Completion
Dates
August 2013 June 2014
Effective instruction using adopted
curriculum
October 2013
Personnel
Responsible
Classroom
Teachers
Principal
District Curriculum
Staff
Explicitly teach content standards
Use of effective questioning strategies for
optimal student engagement
Funding
Source &
Amount
$1,000 NCLB:
Title I, Part A,
Basic Grants
Low-Income and
Neglected
Substitutes for
teacher release
time
Process for Evaluation
of Implementation
Baseline assessments
Trimester assessments
End of year assessments
Treasures Unit assessments
Principal walk-throughs
$2,540 NCLB:
Title I, Part A,
Basic Grants
Low-Income and
Neglected
Purchase
materials and
supplies
Use of differentiated instruction to reach all
students
Provide assistance for lesson panning
Administer assessments and analyze
results
Principal informal and formal
observations
$3,000 EIA
Copier/Risograph
service
agreements
English Language Arts – Response to
Instruction and Intervention:
August 2013 –
June 2014
Classroom
Teachers
Analyze data to identify students who are
performing below or above benchmarks
expectations
After School
Intervention
Teachers
Utilize a problem solving systems
approach to develop interventions or
enrichment opportunities
Principal
Create tier one and tier two plans for
identified students in need of intervention
or enrichment
Site Library
Assistant
ASPIRE Personnel
Use research based in-class and afterschool interventions for identified students
$3,000 NCLB:
Title I, Part A,
Basic Grants
Low-Income and
Neglected Subs
for Tier II
Intervention
$4,400 EIA
Intervention
teachers
$1,000 NCLB:
Title I, Part A,
Basic Grants
Low-Income and
Neglected
Purchase books
Utilize supplemental computer programs
(SuccessMaker, Accelerated Reader, Star
Reading)
Use supplement materials from core
curriculum or district adopted
supplemental materials
$1,000 NCLB:
Title I, Part A,
Basic Grants
Low-Income and
Neglected
Purchase
computers
Provide opportunities to support and
enhance reading through the use of our
site library and book clubs
release time
$1,000 LEP
Substitutes for
Teacher release
time
15
Roster for tier two reading
teacher and after school
intervention/enrichment teacher
Roster of ASPIRE attendance
sheet
Book club roster
CST scores
$1,000 EIA Subs
for Tier II
Intervention
$1,250 LEP
Intervention
teachers
Homework assistance for students
attending ASPIRE
Student action plans
Baseline, trimester and end of
year assessments
Start &
Completion
Dates
October 2013
Personnel
Responsible
Funding
Source &
Amount
of Implementation
$2,125 EIA
Service
Agreement for
Accelerated
Reader
Assessment and Monitoring:
August 2013 –
June 2014
Bi-monthly grade level meetings
Teachers
Principal
Review curriculum embedded
assessments to guide instruction
$1,500 EIA
Instructional
materials
$500 LEP
Teacher release
time for
collaboration
Grade level collaboration meetings for
lesson planning
Data reports disaggregated by
students who are below,
meeting, approaching, or above
benchmark targets
Agendas and minutes of grade
level collaboration meetings
Student action plans for
interventions/logs
Grade level collaboration to share effective
instructional strategies
Principal student conference
logs
Use data to identify strategic and intensive
students
Design and implement intervention action
plans for identified students
Analyze benchmark, trimester, theme
assessments
Analyze CST scores
Principal conference with individual
students to set personal goals in ELA
On-going Professional Development:
Survey teachers needs/wants for site
professional development
August 2013 –
June 2014
Classroom
Teachers
Principal
Provide dates for site Language Arts
training
$4,797 NCLB:
Title I, Part A,
Basic Grants
Low-Income and
Neglected
Substitute
teachers
Survey results
Site Language Arts training
calendar/agendas
Peer observations
Grade level collaboration
minutes
Peer observations during Language Arts
block
PD registration form
Peer mentor/trainings of computer
programs to assist learning
Grade level collaboration/exchange of
effective strategies
Provide teachers opportunities to attend
professional development off site
16
Increase Parent Involvement:
Provide parent in-services focusing on the
English Language Arts curriculum and
expectations
August 2013 –
June 2014
October 2013
Classroom
Teachers
Support Staff
Principal
Articulate instructional focus to parents
through phone calls, classroom
newsletters, and student progress reports
Classroom
Volunteers
Provide opportunities for classroom
volunteers during English Language Arts
block
$1,000 LEP
Teacher extra
duty/parent inservices
$500 NCLB: Title
I, Part A, Basic
Grants LowIncome and
Neglected
Purchase
materials and
supplies for inservices
Trimester award assemblies
$500 EIA
Translator for
office and
teachers
School-Parent Compact Form
Increase parent and staff participation in
Parent-Teacher Group
17
In-service information flyer
Parent sign-in sheets
Copies of classroom
newsletters
Copies’ of students’ progress
reports
Signed School-Parent Compact
Form
October 2013
Goal #2: Proficiency in Mathematics – All students scoring below grade level on the Beginning of the year
Benchmark assessments in math will move up at least one performance band. Students scoring advanced will
remain advanced as measured by benchmark assessments.
subgroups as measured on the CSTs in Math in 2012-2013 school year.
 Fall baseline assessments
 Trimester assessments
 End of year assessments
 Spring 2012 CSTs



Teaching staff
School Site Council
All students in grades 2-5, with emphasis on English Language Learners, Socioeconomically Disadvantaged
nd
students, and Special Education students. 2 Grade: All students, not currently proficient, will increase at 15%
rd
th
per year. 3 Grade: All students, not currently proficient, will increase at least 15% per year. 4 Grade: All
th
students, not currently proficient, will increase 15% per year. 5 Grade: 88% of students will maintain their
proficient level. The percentage of EL students scoring proficient or above in mathematics will increase by 15%.
Student data will be disaggregated by:
 Grade level
 Socioeconomically Disadvantaged
 English Language Learners
 Special Education students



California HSP Math Chapter/Unit Tests at every grade level
District’s Math Benchmark Assessments at every grade level
Mathematics CST scores for grade 2-5
Bedell will makes a focused effort to improve educational practices in Math while implementing the current
Common Core Standards. Additional tier two strategies will be implemented to increase the level of support for
all students that are not making progress toward proficiency. Tier 3 support will be offered for identified students
initially through RSP with additional services pending budget update. The Bedell staff will continue to improve
strategies for English Language Learners and those students that are economically disadvantaged.
18
Standards:
Start &
Completion
Dates
August 2013 June 2014
Effective instruction using adopted
curriculum
October 2013
Personnel
Responsible
Classroom
Teachers
Principal
Funding
Source &
Amount
$3,000 EIA
Copier/Risograph
service
agreements
of Implementation
Baseline assessments
Math Chapter assessments
District Curriculum
Staff
Explicitly teach content standards
Principal walk-throughs
Use of effective questioning strategies for
optimal student engagement
Principal informal and formal
observations
Use of differentiated instruction to reach
all students
Provide assistance for lesson panning
Administer assessments and analyze
results
Math – Response to Instruction and
Intervention:
Analyze data to identify students who are
performing below or above benchmarks
expectations
August 2013 –
June 2014
Classroom
Teachers
Principal
ASPIRE Personnel
Utilize a problem solving systems
approach to develop interventions or
enrichment opportunities
$3,000 NCLB: Title
I, Part A, Basic
Neglected
Intervention
teachers
$853 LEP
Intervention
teachers
Create tier two and tier three plans for
identified students in need of intervention
or enrichment
Roster for tier two and after
school intervention/enrichment
teacher
sheet
Math club roster
CST scores
$2,125 EIA Service
agreement for
STAR Math,
SuccessMaker
software
Use research based in-class and afterschool interventions for identified
students
$2,000 NCLB: Title
I, Part A, Basic
Neglected
Purchase
supplemental
materials
attending ASPIRE
(SuccessMaker, Accelerated Reader,
Star Reading)
Use supplement materials from core
curriculum or district adopted
supplemental materials
$1,000 NCLB: Title
I, Part A, Basic
Neglected
Purchase
supplemental
books
site library and book clubs
$3,096 EIA
$2,000 LEP
Teacher extra
duty-intervention
19
year assessments
Start &
Completion
Dates
August 2013 –
June 2014
October 2013
Personnel
Responsible
Teachers
Principal
Funding
Source &
Amount
of Implementation
$600 EIA
Supplemental math
materials and
supplies
meeting, approaching, or
above benchmark targets
Agendas and minutes of grade
level collaboration meetings
lesson planning
interventions/logs
Grade level collaboration to share
effective instructional strategies
Principal/student conference
logs
Use data to identify strategic and
intensive students
Design and implement intervention action
plans for identified students
Analyze benchmark and chapter
assessments
Analyze CST scores
students to set personal goals in Math
August 2013 –
June 2014
Survey teachers needs/wants for site
Classroom
Teachers
Principal
Provide dates for site math training
Peer observations during math block
$2,000 EIA
Substitutes for
teacher release
time
Survey results
$2,077 EIA
Supplies and
instructional
materials
Peer observations
Peer mentor/trainings of computer
programs to assist learning
Site math training
calendar/agendas
Grade level collaboration
minutes
PD registration form
Grade level collaboration/exchange of
effective strategies
Provide teachers opportunities to attend
professional development off site
Provide parent in-services focusing on
the math curriculum and expectations
newsletters, and student progress reports
August 2013 –
June 2014
Classroom
Teachers
Support Staff
Principal
Classroom
Volunteers
volunteers during math block
20
$1,000 NCLB: Title
I, Part A, Basic
Neglected Teacher
extra duty
$1,000 NCLB: Title
I, Part A, Basic
Neglected
Translator for
parents
reports
Copies of classroom
newsletters
Signed School-Parent
Compact Form
October 2013
Goal #3: English Language Acquisition – All English Learners will gain proficiency towards English acquisition by
advancing a minimum of one California English Development Test (CELDT) level as measured by the 2013
CELDT.
subgroups as measured on the CELDT in 2012-2013 school year.



CELDT scores
CSTs



Teaching staff
School Site Council
Our EL students population did not meet the CDE/NCLB criteria of moving a minimum of one performance band
per year in English/Language Arts and Math.
All English Language Learners (EL) in grade Kindergarten through fifth grade. The percent of EL students
gaining proficiency towards English acquisition will increase by 15% as measured by the 2013 CELDT scores.
All English Learners will move up a minimum of one California English Language Development Test (CELDT)
level each year.
Student data will be disaggregated by:
 Grade level
 Economically Disadvantaged Designation
 Special Education students
 Instructional setting: English mainstream, English structured immersion
 CELDT scores
 CST’s
 Data from the previous year’s assessments will be used to compare and access growth





California English Language Development Test (CELDT)
California Standardized Test (CST) in English Language Arts and Mathematics
California Modified Assessment (CMA)
McGraw/Hill Unit Assessments
SPESD Trimester Assessments
The staff at Bedell will continue to provide additional support to EL students that fail to meet sufficient progress.
Targeted activities during ELD time as well as tier 2 interventions will be used to support their progress toward
making the necessary growth toward English acquisition. Continued analysis of the English Language Learner
subgroup in math will inform instruction.
21
ELD Targeted Instruction:
Explicit and systematic ELD instruction
– kindergarten – 30 minutes; 1st-5th – 45
minutes
Start &
Completion
Dates
August 2013 –
June 2014
October 2013
Personnel
Responsible
Classroom
Teachers
of Implementation
$1,000 LEP Clerical
extra duty/support to
staff
Evidence of teachers’ daily
schedules
Principal
School Counselor
Focus on ELD standard based lessons
as presented by the district’s
core/supplemental ELD curriculum
Funding Source
& Amount
$2,000 LEP Before
and after-school
intervention teachers
Principal observations and
walk-throughs
Assessment reports
ASPIRE Personnel
$3,000 LEP
Supplemental
materials and
language masters
Students will be leveled by proficiency
Will center on explicit instruction in
English with engagement routines
focused on learning forms and functions
$4,000 LEP Teacher
extra duty for
professional
development
Students will participate in listening and
speaking activities a minimum of 50% of
the time
$1,321 EIA Library
Assistant
Provide staff development in the area of
effective instructional strategies in ELD
$1,331 LEP Library
Assistant
Provide parent workshops focusing on
homework strategies
Grade level teams will meet to
disaggregate data and collaborate
Grade levels will design lesson plans
appropriate to the proficiency level
Principal will provide instructional
support to classroom teachers
Build academic language vocabulary
Teachers in grades K-5 will provide
students with supplementary reading
comprehension activities through
computer based and hands on activities
Provide an after-school intervention
program focusing on English Language
Acquisition
Provide homework assistance after
school
22
Scheduled ELD time as
evidenced on daily schedule
Grade level teams’ agendas
and minutes
ELD – Response to Instruction and
Intervention:
August 2013 –
June 2014
October 2013
Classroom
Teachers
Analyze data to identify at risk ELL
students who are performing below
benchmarks
Reading Teacher
Create tier one and tier two plans for
identified students
ASPIRE Personnel
$3,397 LEP Purchase
supplemental
instructional materials
Principal
Roster for tier two reading
teacher and after school
intervention/enrichment
teacher
sheet
Site Library
Assistant
Provide universal access and afterschool interventions for identified
students
Book club roster
CST scores
attending ASPIRE
year assessments
Analyze data to identify ELL students
performing above benchmarks
CELDT scores
Provide after-school enrichment for
identified students
Provide book clubs for ELL students in
grade 3-5
(SuccessMaker, Accelerated Reader,
Star Reading)
site library
August 2013 –
June 2014
Teachers
Principal
$3,000 LEP Purchase
supplemental books
and materials
meeting, approaching, or
above benchmark targets
Agendas and minutes of
grade level collaboration
meetings
lesson planning
interventions/logs
Grade level collaboration to share
Principal/student conference
logs
Use data to identify strategic and
intensive students
Design and implement intervention
action plans for identified students
Analyze benchmark, trimester, theme
assessments
Analyze CST scores
Analyze CELDT scores
students to set personal goals in ELD
23
August 2013 –
June 2014
October 2013
Classroom
Teachers
$3,000 EIA Teacher
release time
Calendar of district and site
Provide release time for teachers for
peer observations
Principal
Peer observations schedule
Provide site professional development
on vocabulary building
District ELD
Specialist
Agendas of training sessions
District EL Specialists log
to support core curriculum and enhance
to instructional assistants to support
student achievement
Provide site an district grade level
collaboration meeting for ELD data
analysis and planning
Provide support for enhancement of
instructional design and delivery
Provide parent in-services focusing on
the English Language Arts and math
curriculum and expectations
newsletters, and student progress
reports
August 2013 –
June 2014
Classroom
Teachers
$812 LEP Translating
materials for parents
Support Staff
$1,000 LEP Service
agreements - Copier
Principal
Copies of classroom
newsletters
Classroom
Volunteers
reports
Signed School-Parent
Compact Form
volunteers during English Language
Arts and math block
Classroom/school newsletters sent
home in English and Spanish
24
October 2013
Goal #4: Develop a Positive School Climate – Together the Bedell staff, parents, students, and community will
work to create an environment where all students have an equal opportunity to reach their highest potential. The
Bedell staff will create a Professional learning Community that uses the most current materials and practices and
assessments to provide the most effective learning program. All school staff members will use school-wide and
classroom positive behavioral support (PBS) to help students achieve important social and learning outcomes.
SPESD’s plan states that it will develop or adopt a district-wide positive behavior plan that includes a
consistently enforced dress code and anti-bullying program.
 CST results for Language Arts, Math, and Science
 Formative assessment results from 2012-13 school year
 Summative – Trimester benchmark assessments
 Office referrals for student and parent behavior concerns
 Parent Permission Slips for Counseling Services
 Parent Volunteer Questionnaire
 Students
 Teachers and Support Staff
 Parents
 Site Leadership Team
 School Site Council Members
 School Counselor
Changes in the process for suspensions for disruption in the classroom make it difficult to compare data from
one year to the next. Neither the Health Kids Survey nor parent surveys were administered during the 2012-13
school year however antidotal information from parent comments, School Site Council and Parent Group
meetings would suggest that even though some positive progress has been made in the learning environment
additional activities and opportunities need to be implemented to improve participation by parents and family in
the education process.
All Bedell students will be included. We should see a decrease number of office referrals for incidents of
classroom disruption and bullying. Additionally, would expect an increase in the perception of safety in the
school environment as reported by parent and student surveys. Students that received counseling services
showed improvement in performance and a decrease in disruptive behavior that required a referral to the office.
 CST scores
 Trimester data
 Behavior referral data
 Healthy Kids Survey
 Report data from school psychologist, counselor, and staff





Annual student and parent surveys
Suspension data
Healthy Kids Survey Report
On-going feedback from students and parents
Observations by staff, counselor, school psychologist
25
October 2013
Bedell School staff will continue to implement strategies and activities that promote a positive school climate.
Additional professional development sessions will be scheduled to support the implementation of Positive
Behavior and Intervention methods both in and out of the classroom. Additional meetings will be scheduled
throughout the year to increase parent participation in the educational process. A base line survey will be
administered during the 2013-14 school year. Regular and consistent use of the behavior module in the district
data base will allow for more accurate analysis behavior concerns. This data can then be used to direct the
funding for support programs.
Staff Development and Professional
Collaboration:
Start &
Completion
Dates
Personnel
Responsible
Funding Source
& Amount
August 2013 –
June 2014
Updated Safe Schools and
Crisis management reports
Principal
Update School Safety Plan annually
Principal will visit classrooms
discussing behavior expectations both
in and out of the classroom
Principal
Establish a positive and proactive
behavior management system schoolwide
School Staff
Implement district/site policy towards
bullying behaviors
School Staff
Continue implementation of school-wide
Olweus Anti-Bullying Program
School Staff
$540 NCLB: Title I,
Part A, Basic Grants
Low-Income and
Neglected Teacher
conference
Calendar professional
development and conference
opportunities
Calendar PFC meetings and
Parent Night Workshops
Schedule of classroom
visitations
Counselor/School
Psychologist
Hold school-wide citizenship assemblies
each trimester
$4,409 Title l
$4,409 EIA
$4,409 SIP
School Counselor
$1,000 EIA Supplies
and student
incentives
Provide professional development
opportunities to develop a Professional
Learning Community (PLC)
School Staff
Continue to build to build home/school
relationships through the Parent-Faculty
Club (PFC) and Grade Level Parent
Nights
Staff/Parents
$500 NCLB: Title I,
Low-Income and
Neglected Supplies
for parent
involvement
Principal
$680 EIA Supplies
and student
incentives
August 2013 –
June 2014
Counselor
Principal assisted by the office manager
will monitor student attendance
Decrease in office discipline
referrals
School Staff
Involvement of Staff, Parents, and
Community:
Importance of school attendance will be
emphasized and reinforced to the
students and their parents by principal,
classroom teachers, and counselor
Calendar presentation by
principal and counselor on
bullying to students
Calendar trimester awards
assemblies
Provide counselling services for
individual students and small groups to
deal with emotional and behavioral
issues
Standards:
of Implementation
Teacher
Bedell’s PFC will
help fund the
incentives
Class discussions by principal,
counselor, and teachers
Monthly and trimester
citizenship/awards assemblies
Copies of school/home
communication
Written notification to parents
26
Start &
Completion
Dates
October 2013
Personnel
Responsible
Funding Source
& Amount
of Implementation
regarding problematic
attendance
Provide incentives for perfect/excellent
attendance
SST meetings
Meet with parent whose children’s
attendance does not improve and if
needed refer to district’s SARB per
Board Policy
Referral to SARB
Refer students with poor attendance to
the Student Success Team
Provide assemblies for perfect/excellent
attendance
Provide incentives to best classroom
attendance per month
Provide certificates monthly to students
for perfect/excellent attendance
Auxiliary Services for Students and
Parents:
August 2013 –
June 2014
The after-school program, ASPIRE, will
be made available for 60 students
whose parents are working outside the
home. As a result, the student will
remain in a safe environment at the
school site until 6:00 p.m. The students
will receive a snack then have one hour
of academic enrichment, one hour of
completing homework, ending the day
with recreational activities.
Involvement of Staff, Parents, and
Community:
ASPIRE Personnel
at site
$500 EIA Service
agreement – copier
Boys and Girls
Club employees
$2,000 EIA Teacher
extra duty intervention
Regular communication
between principal and
ASPIRE staff
ASPIRE Program
Coordinator
Principal
August 2013 –
June 2014
Principal
$3,000 EIA Teacher
extra duty
Teachers
Provide professional development
opportunities to develop a Professional
Learning Community (PLC)
ASPIRE attendance reports
Establish a leadership team with a goal
to create an environment of learning
$500 NCLB: Title I,
Low-Income and
Neglected Supplies
for parent
involvement
Provide grade level meeting
opportunities to discussion actions to
create a PLC
$1,000 EIA Purchase
materials and
supplies
Parents
Provide teacher release time to do peer
classroom visits
Involve parent group in activities that
support student learning
27
Agenda and minutes of
meetings
Agenda and sign-in sheet for
parent in-service
Needs assessment and
surveys
Improvement in test scores
Decrease in student referrals
to office
October 2013
References
AYP Summary
28
October 2013
AYP – English-Language Arts (by Subgroups)
29
October 2013
AYP Mathematics (by Subgroups)
30
October 2013
AYP English-Language Arts (Achievement Gap Analysis by Subgroup)
31
October 2013
AYP Mathematics (Achievement Gap Analysis by Subgroup)
32
October 2013
API Summary (by Subgroup)
33
October 2013
API Achievement Gap Analysis (by Subgroup)
34
October 2013
API Achievement Gap Analysis (by English Learner)
35
October 2013
CST – English-Language Arts (Grade 02)
36
October 2013
CST – Mathematics (Grade 02)
37
October 2013
38
October 2013
39
October 2013
40
October 2013
41
October 2013
42
October 2013
43
October 2013
CST – Science (Grade 05)
44
October 2013
School-Parent/Home Compact
45
October 2013
Parent Involvement Policy
46
October 2013
47
October 2013
48
October 2013
49
October 2013
Parent Involvement Calendar
July
January
Bedell Parent Group
16 – School Site Council Meeting
16 – Family Science Night
24 – Local Control Funding Formula Info Night
August
February
Bedell Parent Group
Common Core Parent Info Night
ELL Parent Support Night – Language Arts
September
March
Bedell Parent Group
24 – Back to School Night
Bedell Parent Group
ELL Parent Support Night - Math
October
April
Bedell Parent Group
Bedell Parent Group
November
May
Bedell Parent Group
Bedell Parent Group
Student Showcase
December
June
Bedell Parent Group
Bedell Parent Group
50
October 2013
Teacher Mentoring Programs
The district offers two distinct programs to support professional growth and improve instruction in the classroom.
The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly
credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer
Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills,
classroom management strategies, subject knowledge, and/or related aspects of their teaching performance.
Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to
the PAR program to provide individualized guidance, support, and training.
Site-based Mentoring Programs:
Thelma B. Bedell Elementary School supports teacher mentoring through classroom observation and modeling.
Teachers are provided opportunities to visit other classrooms on and off campus to observe effective teaching
strategies. Substitute services are provided during instructional time.
Teachers will attend District provided professional developments in Common Core Language Arts and Math
strategies and present to the Bedell teaching staff. Peer teaching and demonstrations will be presented to
support technology use of computers, Promethean interactive boards.
51
October 2013
Professional Development Plan
All teachers at Thelma B. Bedell have been afforded the opportunity to attend the AB466 Teacher Training in
Reading/Language Arts and Math. Teachers are also receiving ELD training on a regular basis as provided by
the site and district. The site provides staff development opportunities for all teachers during the school year.
Analysis of state and local assessment data provides information for ongoing professional development to meet
identified gaps in student achievement. All teachers have attended content training aligned to adopted textbooks
in both Language Arts and Math and have developed unit and lesson plans implementing appropriate strategies.
Site principal provides teachers with onsite support with data analysis, intervention planning and instructional
strategies. Principal Robinson uses frequent walk-throughs to monitor the instructional program and provide
feedback on adherence to grade level implementation of paced standards and high impact instructional
strategies.
During the 2013-14 school year, Thelma B. Bedell’s teachers will focus on the following staff development topics:






Crises Preparedness
Common Core Language Arts – District Office
Common Core Math – District Office
Peer Presented Common Core Professional Developments
Student Cooperative Intervention Planning
Promethean Interactive Board Training
52
October 2013
Principal’s Training Aimed at Improving Student Achievement
In 2012-13, Principal Jeff Robinson attended the AB75 Principal’s Training for Reading Language Arts. Principal
Robinson has also attended the Teacher’s AB466 Training for Math.
During the 2013-14 school year, Mr. Robinson will attend the following workshops:






State Mandated Sexual Harassment Training
Nonviolent Crises Prevention Intervention Training
Active Shooter Crises Preparation Training
Common Core Language Arts – District Office
Common Core Math – District Office
Peer Presented Common Core Professional Development
53
October 2013
School Accountability Report Card
(enVision will insert SARC upon completion)
54
October 2013
55
October 2013
56
October 2013
57
October 2013
58
October 2013
59
October 2013
60
October 2013
61
October 2013
School Site Council Bylaws
62
October 2013
63
October 2013
64
October 2013
Title I – School Plan Reference of Required Components (PI schools only)
The following components of this plan comply with ESEA Title I, Part A Section 1116 for
schools identified for Program Improvement
Addressed in SPSA?
Policies and Practices
Identify the adoption of policies and practices concerning the school’s core academic
subjects that have the greatest likelihood of ensuring that all students (and student
subgroups) enrolled in the school become proficient.
Included in school goals and
action plans.
Improvement of Instructional Strategies
Identify strategies based on scientifically-based research that will strengthen the core
academic subjects in a school and address the specific academic issue that caused a
school to be identified for PI.
action plans.
Specific Annual Measurable Objectives
Describe specific AMOs developed for each of the student subgroups and in accordance
with state’s measure of adequate yearly progress.
action plans as well as AMAO
Summary data located in the
Reference Section of this plan.
Extended Learning
Identify, where appropriate, activities before school, after school, during the summer, and
during any extension of the school year.
action plans.
See the Extended Learning
section of this plan for
ASES/ASSETS program
participation and information.
Professional Development

A minimum of ten percent of Title I funds will be used each year that the school is
in PI for the purpose of providing high-quality professional development of
teachers and principal.

PD meets requirements of ESEA Section 1119 (qualifications for teachers and
paraprofessionals)

PD affords increased opportunity for participation

PD directly addresses the academic achievement problem that caused a school
to be identified for PI

How funds (10%) reserved for PD will be used to remove the school from PI
status
Parent Notification
Description of how the school will provide written notice about the identification of the
school for PI in understandable language and format.
action plan. Additional
information available in the
Section and SARC located in
the Reference Section of this
plan.
See School Information
Section of this plan.
Parent Involvement
Strategies to promote effective parental involvement.
Parent Involvement Policy &
Calendar located in the
Shared Responsibility for Improvement
Specify the responsibilities of the school, the district, the CDE, and a description of the
technical assistance and fiscal responsibilities to be provided by the district.
located in the Reference
Incorporation of a Teacher Mentoring Program
Description provided in the
1
65
October 2013
Title I – School Plan Reference of Required Components (SW schools only)
The following components of this plan comply with ESEA Title I, Part A Section 1114 for
Title I Schoolwide Schools
Comprehensive Needs Assessment
Preparation of a comprehensive needs assessment of all children enrolled in the school,
including migratory children, which includes the analysis of student performance data in
relation to the state academic content standards.
Addressed in SPSA?
Described in the School
Information Section of this
plan.
Schoolwide Reform Strategies
Provide opportunities for all students to meet the academic standards at the proficient and
advanced levels:

Use instructional strategies that are based on scientifically-based research that
strengthen the core academic program that:
o Increase the amount and quality of learning time such as through an
extended school year, before- and after-school, and summer school
programs and help provide an enriched and accelerated curriculum
o Include strategies for meeting the educational needs of historically
underserved populations.
Include strategies to address the needs of all children in the school, and in particular, the
needs of low-achieving students and those at-risk of not meeting the state content
standards:

Description of a process of revaluating whether the needs of students have been
met and are consistent with the LEA plan
action plans.
Student Support Strategies
Strategies for timely and effective assistance to students that need additional help.
action plans.
Teacher Involvement in Planning Academic Assessments
Measures to include teachers in the decisions regarding the use of academic assessments
in order to provide information on and to improve student achievement and the overall
instructional program.
action plans.
Transition from Preschool to Kindergarten
Plans for assisting preschool children in the transition from early childhood programs, such
as Head start, Even Start, Early Reading First, or a state-run preschool program to local
elementary school programs.
Identified in the School
plan.
Highly Qualified Teachers
Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified
teachers to high-need schools.
Identified in the School
plan.
Provisions for high quality and ongoing professional development for teachers, principals,
and paraprofessional and other staff to enable all children to meet the state’s academic
achievement standards.
action plans. Additional
information available in the
Plan located in the Reference
Coordination of Programs
Coordination and integration of federal, state, and local services and program.
o Violence prevention programs
o Nutrition Programs
o Housing Programs
o Head Start
o Adult Education
o Vocation and Technical Education
o Job Training
action plans. Additional details
available in the School
plan. Vocational and Technical
Education programs and job
training programs are
identified in the SARC located
in the Reference Section of
this plan.
Parent Involvement
Strategies to increase parental involvement in accordance with Section 1118, such as
parents training parents, in-home conferences, parent centers, collaboration with
government-sponsored preschool programs, literacy services.
66
included in the Reference
October 2013
Chart of Requirements
Pupil Retention
Block Grant
School & Library
Improvement BG
School Safety
Block Grant
Title III, English
Learners
Title II, Improving
Teacher Quality
Quality Education
Investment Act
X
X
X
X
X
X
X
X
X
20 USC 6315(c)(1)(G)
Single, comprehensive
plan
X
X
20 USC 7115(a)(1)(E)
20 USC 6314(b)(1), (2)(A)
Advisory committee review EC 64001(a)
and recommendations
EC 52055.755
Written notice of program
20 USC 6316(b)(3)
improvement status
II. Governance and Administration
Title I, Program
Improvement
I. Involvement
Involve parents and
EC 52055.750(b)
community in planning and
EC 35294.1(b)(2)(C)
implementing the school
plan
5CCR 3932
Title I, Schoolwide
LEGAL CITATION
Title I, Targeted
Assistance
EIA, State
Compensatory
Education
EIA, English
Learners
REQUIREMENTS
X
X
X
X
X
X
X
X
X
X
EC 64001(a), (d)
X
X
X
X
X
EC 52853
X
X
X
X
X
X
X
EC 41572
X
EC 41507
X
EC 35294.1(a)
X
20 USC 6315(c)(1)(B)
20 USC 6314(b)(2)(A)
School Site Council (SSC) EC 64001(g)
constituted per former EC
52012
SSC developed SPSA and EC 64001(a)
expenditures
EC 41572
EC 41507
EC 35294.1(b)(1)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SSC annually updates the
SPSA
EC 64001(g)
EC 35294.2(e)
Governing board approves
EC 64001(h)
SPSA
EC 52055.750(a)(5)
Policies to ensure all
groups succeed (specify
role of school, LEA, and
20 USC 6316(b)(3)
SEA; and coordination
with other organizations)
20 USC 6316(b)(3)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
III. Funding
Plan includes proposed
expenditures to improve
academic performance
X
EC 64001(g)
X
X
X
X
X
EC 52853
X
X
X
X
X
67
X
October 2013
20 USC 6316(b)(3)
X
20 USC 6315(c)
X
20 USC 6314(b)(2)(A)
Describe centralized
services expenditures
IV. Standards,
Assessment, and
Accountability
Comprehensive
assessment and analysis
of data
X
5 CCR 3947(b)
X
X
EC 64001(f)
X
X
X
X
X
EC 52055.740(a)(1)(D)(5)
Assessment results
available to
parents
X
X
X
X
X
X
X
X
X
X
X
X
X
EC 35294.2(e)
X
EC 32228.5(b)
X
EC 35294.2(e)
X
20 USC 6314(b)(2)(A)
V. Staffing and
Professional
Development
Provide staff development
X
X
20 USC 6314(b)(1), (2)(A)
Evaluation of improvement
EC 64001(f)
strategies
EC 52853
X
EC 52853
X
X
X
X
X
X
EC 52055.750I
X
EC 32228(b)(2)
X
20 USC 6316(b)(3)
X
20 USC 6315I(1)(F)
X
20 USC 6314(b)(1), (2)(A)
Budget 10 percent of Title
I for staff
development
Provide highly qualified
staff
X
20 USC 6316(b)(3)
X
EC 52055.740(a)(1)(D)(3)
X
20 USC 6315I(1)(E)
X
20 USC 6314(b)(1), (2)(A)
Distribute experienced
EC 52055.750(a)(10)
teachers
VI. Opportunity and
Learning
Describe instruction for atEC 52853
risk students
Describe the help for
students to meet state
EC 64001(f)
standards
20 USC 6314(b)(1), (2)(A)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
20 USC 6314(b)(1), (2)(A)
Avoid isolation or
segregation
VII. Teaching and
Learning
Goals based on
performance
X
X
20 USC 6315(c)
Describe auxiliary services
EC 52853
for at-risk students
20 USC 6315(c)
X
X
5CCR 3934
X
X
X
X
X
EC 64001(f)
X
X
X
X
X
68
October 2013
Define objectives
20 USC 6316(b)(3)
Steps to intended
outcomes
5CCR 3930
X
X
X
X
X
5CCR 3930
X
X
X
X
X
X
X
X
X
X
Account for all services
Provide strategies
responsive to student
needs
5CCR 3931
X
X
20 USC 6315(c)
X
20 USC 6314(b)(2)(A)
X
Describe reform strategies
20 USC 6314(b)(1), (2)(A)
that:
-Allow all to
20 USC 6315(c)
meet/exceed standards
-Are effective, research20 USC 6316(b)(3)
based
20 USC 6315(c)(1)(c)
-Strengthen core
academics
-Address under-served
populations
-Provide effective,
timely assistance
-Increase learning time
-Meet needs of lowperforming students
-Involve teachers in
academic
Assessments
-Coordinate state and
federal programs
-Transition from
preschool
X
X
X
X
EC 52054
X
EC 52054
X
20 USC 6314(b)(1)(I), (2)(A)
X
20 USC 6316(b)(3);
X
20 USC 6314(b)(1)(B),(2)
20 USC 6315(c)(A);
X
X
20 USC 6314(b)(1)(B),(2)
X
20 USC 6314(b)(1)(H), (2)
X
20 USC 6315(c)(1)(H)
X
20 USC 6314(b)(1)(J), (2)(A)
X
X
20 USC 6314(b)(1)(G), (2)(A)
Align curriculum,
strategies, and
materials with state
standards or law
X
X
20 USC 6314(b)(1)(B)
20 USC 6315(c)(1)(D)
Enable continuous
progress
Acquire basic skills,
literacy
X
X
5CCR 3931
X
X
X
X
X
5CCR 3937
X
X
X
X
X
EC 52853
X
X
X
X
X
Provide high school career
5CCR 4403
preparation
X
69
X

Single Plan for Student Achievement Thelma B. Bedell Elementary

Transcription

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