Maple Creek Elementary - Clovis - Clovis Unified School District

Transcription

Maple Creek Elementary
2025 E. Teague Ave.
Fresno, CA 93720
Plan Period: 12/31/2014 - 1/1/2016
Contact:
Gina Kismet
Principal
559-327-7300
[email protected]
Generated by School Innovations & Achievement on 1/15/2015 1:00:56 PM
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EXECUTIVE SUMMARY
About This School
An Executive Summary of the school containing the Mission Statement, summary of school site demographics and unique
characteristics as well as highlights of the school site’s unique academic characteristics and accomplishments.
Areas of Analysis
This section provides a summary of key indicators of student achievement including an analysis of student performance
data, instructional programs, curriculum, and staff development.
Analyze Student Performance
Analyze Educational Practices
Analyze Instructional Programs
Education Improvement Goals
School goals are based upon an analysis and synthesis of verifiable state data, local measures of student achievement,
and the effectiveness of current instructional programs, curriculum, and staff development.
Mathematics
Increase Mathematics Proficiency of Maple Creek Students
English Language Arts
Increase ELA Proficiency of Maple Creek Students
Plan Budget
Committees
Approvals and Assurances
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Goals for SPSA 14-15
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ABOUT THIS SCHOOL
We are the home of the Maple Creek Huskies, the proud recipient of the California Distinguished School award in
2010. We are a unique K-6 learning community of 62 staff members, approx. 705 students, their families, and
the surrounding community. The mission of Maple Creek Elementary School is to maintain an effective and
efficient educational team of students, parents, educators, and community members to direct and facilitate the
delivery of exemplary curricular and co-curricular services that prepare individuals to deal successfully with the
changing world and to become contributing members of society.
Maple Creek is unique because of its diversity that is celebrated throughout the year. Our school community is
composed of many ethnicities and cultural backgrounds. 49.2% of our enrollment is White (non-Hispanic),
19.6% Asian, 22.2% Hispanic, 4.3% African American, 0.9% American Indian, other nationalities represented
are Filipino, Russian, and others.
Maple Creek is a high-performing school with 84.6% percent of our students performing at the proficient or
advanced levels in ELA and 86.3% percent of our students performing at the proficient or advanced levels in
Math on the California State Standards test during the 2012-2013 school year. The 2013-2014 school year
marked the first year in which students took the new state assessment, Smarter Balanced, completely online.
Scores were not reported to the school site for the pilot year of the assessment but expect to be reported for the
2014-2015 school year. We believe it is essential that we work on the 10% to 15% of our students who are not
yet proficient. We constantly monitor student achievement during the year through the use of district generated
unit assessments, online iCAL and iCAM assessments, along with other multiple measures used in the classroom
by teachers. We will also provide a higher challenge for those high performing students where standards are a
"floor, not a ceiling."
Maple Creek's academic success is attributed to strong professional learning teams who choose to work together
to increase student achievement. Our focus is on continuous improvement for all students. This year's specific
goals are in the areas of English Language Arts (ELA), Math and technology integration into the curriculum.
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School Enrollment Data, LCAP Flow Chart, LCFF and Graduation & Reclassification Rates 14-15
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AREAS OF ANALYSIS
Analyze Student Performance
Student Performance
Conclusions from Student Performance Data Analysis
The significant subgroups at Maple Creek Elementary School include White, Hispanic, Asian and Socioeconomically
Disadvantaged. Based on the 2012-2013 Academic Yearly Progress of the California Standards Test in English language
arts and mathematics, one of the four AYP targets in ELA and one of the four AYP targets in mathematics were met.
The AYP targets that were made in both ELA and mathematics were made by the Asian subgroup, demonstrating
continual progress moving students from scoring at the below proficient level to the proficient level.
The 2013-2014 AYP targets for ELA and math were 100% proficiency. Attached is a summary of the percent proficient
or advanced in each subgroup monitored at Maple Creek Elementary School during the 2012-2013 school year.
The Socioeconomically Disadvantaged (SED) subgroup showed a slight decrease in ELA proficiency, declining from 74%
to 72.5%. There was also a decrease in mathematics proficiency, dropping from 77.9% to 72.5%. Both ELA and
mathematics targets for SED students are now set at 100%. Such an increase in proficiency will represent a challenge to
all of Maple Creek subgroups, but clearly it will be a greater challenge for our SED population.
The Hispanic subgroup did not show improvement in either ELA or mathematics proficiency, decreasing from 83.0% to
76.9 % in ELA and 84.0% to 81.7% in mathematics. Hispanic students did not meet the general AYP targets for ELA or
math. With the increase of proficiency levels to 100% on grade level, a more strategic approach will be necessary to
reach new targets.
The Asian subgroup, even though they are our highest achieving subgroup, still showed a slight dip which is
representative of our overall school wide dip in scores. The Asian subgroup saw a drop in ELA going from 90.6% to
89.2% and another drop in math going from 94.7% to 93.5%. Even though we saw a drop in both areas, the Asian
subgroup was still the only group to meet our AMO targets during the 2012-2013 school year.
Though not a numerically significant subgroup, English Learners (EL) are monitored closely in ELA and math. EL
students showed a drop in overall proficiency for ELA, decreasing from 75.5% to 69.4%. In math, proficient EL students
decreased from 85.7% to 77.6%. Both scores are below the overall school wide proficiency percentages and below the
target proficiency levels and show need for improvement in order to reach the new AYP goal of 100% proficiency.
In analyzing the data it is important to notice cohort trends, both matched and unmatched. The cohort matched data
indicates that 3rd grade showed growth as a group in mathematics, whereas the 4th, 5th and 6th grade data indicates a
decrease in proficiency. In ELA, 4th grade increased as a group, but 3rd, 4th and 6th decreased. The cohort unmatched
data demonstrates the trend that proficiency levels in ELA have a tendency to decrease from 2nd to 3rd grade, and then
rise from 3rd to 4th grade. Such data also aligns with performance band movement between grade levels, with
significant performance band growth historically occurring between 3rd and 4th grade.
Overall as a school there was a drop in the proficiency level of students in ELA going from 85.9% to 84.6% and math
going from 89.1% to 86.3% during the 2012-2013 school year. These scores correlated to a 10 point decrease in the
school wide Academic Performance Index to 930. One significant subgroup met API targets in both ELA and math while
the other 3 dropped in both categories. Over the past five years Maple Creek has dropped 15 API points from 945 in
2009 to 930 in 2013.
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Conclusions from Parent, Teacher and Student Input
Parents, teachers, and students of Maple Creek desire to be successful. Although it is the ultimate goal for all students
to be on grade level (proficient or advanced), our staff and community are focused for the 2013-2014 school year to
promote individual growth for each and every student, no matter the prior year's proficiency level. At Maple Creek, each
student is significant and promoting learning and seeing growth for every student is a deep value in our community. As
part of the PLC process all student scores and progress are regularly monitored through PLC collaboration and
articulation. Student deficiencies and strengths are monitored closely through multiple data collection processes in order
to form strategic interventions, purposeful re-teaching and deployment opportunities to support all students.
Additionally, the 2013-14 California Department of Education (CDE) budget package replaces the previous K-12 finance
system with new Local Control Funding Formula (LCFF). For school districts such as Clovis Unified, the LCFF creates base,
supplemental, and concentration grants in place of most previously existing K-12 funding streams, including revenue
limits and most state categorical programs. The goal of the LCFF is to significantly simplify how state funding is provided
to local educational agencies (LEAs). Under the new funding system, revenue limits and most state categorical programs
are eliminated. LEAs will receive funding based on the demographic profile of the students they serve and gain greater
flexibility to use these funds to improve outcomes of students.
As a community, school and district, a three-year Local Control and Accountability Plan (LCAP) was developed and
adopted beginning on July 1, 2014. The LCAP describes how Clovis Unified and each LEA intend to meet annual goals
for all pupils, with specific activities to address state and local priorities identified pursuant to EC Section 52060(d). The
LCAPs focus is on eight areas identified as state priorities: school climate, student achievement, student engagement,
other student outcomes, parental involvement, access to broad curriculum, common core state standards, and basic
services (Williams).
The School Site Council (SSC), English Learners Advisory Committee (ELAC), and PLC teams (Professional Learning
Community), recognize the importance of the eight state priority areas and additionally recognize the importance of
supporting our EL and SED students in particular. Even though the EL subgroup is not a numerically significant subgroup
for Maple Creek, it is a significant subgroup for Clovis Unified, and as such, requires careful monitoring. The widening
gap between these two subgroups and their white peers is an issue that needs to be addressed to meet our AYP targets,
but more importantly, to ensure student success.
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Analyze Educational Practices
Educational Practices
Alignment of curriculum, instruction and materials to content and performance standards
Core curriculum materials and instruction are in the process of being aligned to the California Common Core Standards
(CCSS). Kindergarten and 1st grade have been utilizing the CCSS in the delivery of instruction in previous years, but
beginning with the 2013-2014 school year California schools were making a transition from California State Standards to
the CCSS.
All core curriculum materials and instruction previously aligned to state standards are being reevaluated and assessed
based on the new CCSS. Clovis Unified School District (CUSD) has begun the process of defining mastery standards and
aligning existing curriculum to the CCSS. The basic instructional program utilizes standards-aligned state adopted
textbooks and/or instructional materials in grade K-8 and board approved textbooks in grades 9-12 in the four content
areas: English Language Arts (ELA), mathematics, history/social science, and science. CUSD has adopted the Houghton
Mifflin reading series for Kindergarten, the MacMillan/McGraw Hill Treasures series for grades 1, 2, 3, 4, and 5, and the
McDougal Littell reading series for grade 6 for ELA instruction. Elementary schools use the My Math series in grades 1
through 5 and McGraw Hill California Math series is being used in 6th grade. Grades K-5 utilize the Harcourt Reflection
series for History/Social Science instruction. Glencoe is utilized in grade 6. Science instruction is provided using the
Harcourt series for Kindergarten, Houghton Mifflin for grades 1 and 2, Scott Foresman for grades 3, 4, and 5, and
McDougal Littell text series for grade 6. Teachers have the ability and autonomy to provide additional standards-aligned
materials to augment the basal text. Ultimately, all core curriculum materials will be aligned to CCSS, and all students
will be provided with basic services and have access to a broad curriculum in accordance to LCAP goals. Parents and
community members have been included in presentations related to the implementation of new CCSS and how Clovis
Unified will utilize curriculum and assessment to ensure student engagement and achievement.
Students who speak another language other than English are identified through the completion of the Home Language
Survey (HLS) provided in the school registration documents. Students whose HLS indicate a language other than English
are assessed for English and primary language proficiency through the California English Language Development Test
(CELDT). Education Code 313 establishes the CELDT as the initial and annual test for English learners. CELDT is to be
administered for initial identification purposes within 30 calendar days of first enrollment to a pupil whose primary
language is other than English, as determined by the HLS, and who has not previously been assessed for English
language proficiency in a California public school in kindergarten – grade 12. Student placement into an EL program
occurs when a student scores “Below Proficiency” on the CELDT. The student must be appropriately placed in an EL
program that reflects his/her needs and level of proficiency. There are five (5) proficiency levels with CELDT: Beginning,
Early Intermediate, Intermediate, Early Advanced, or Advanced level. A student scoring below Early Advanced
(Beginning, Early Intermediate, and Intermediate) is considered an EL student and must be placed in an appropriate EL
program. All English Learners scoring at the Beginning, Early Intermediate, and Intermediate levels shall be enrolled in a
Structured English Immersion (SEI) program. All English Learners initially scoring at Early Advanced or Advanced levels
are considered Fluent English Proficient (FEP) and are not placed in an EL program. However, as students progress
through the EL program and score Early Advanced or Advanced on the CELDT, they are placed in the English Language
Mainstream (ELM) program. An English learner shall remain in English Learner services until he/she becomes fully fluent
in English. A CUSD EL Student Folder and Identification and Placement Chart are developed for each child in the
program. Students are placed with an authorized teacher in the appropriate instructional program based on their English
Language proficiency level. Instruction for EL students is prescribed by the classroom teacher and implemented jointly
by the teacher and bilingual instructional assistant. EL students receive English Language Development (ELD) and gain
access to the core curriculum through primary language assistance and/or Specially Designed Academic Instruction in
English (SDAIE). All EL students in grades K-12 from Beginning to Advanced levels shall receive daily explicit ELD
instruction targeting the ELD standards in listening, speaking, reading, and writing. While there is no maximum number
of minutes required, it is recommended that students receive a minimum of 30 minutes daily, targeted ELD instruction.
ELD is a specific program of instruction that addresses the teaching of the English language according to the level of
language proficiency of the English Learner. The goal is to attain language proficiency in English as efficiently and
effectively as possible and meet the criteria for reclassification. Progress is monitored and assessed following the CUSD
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ELD Assessment Calendar.
The language proficiency and academic performance of each student is reviewed yearly and those who meet fluency
requirements are submitted for Reclassification. Reclassification is the process where students who have been identified
as English Learners are reclassified to Fluent English Proficient (RFEP) when they have demonstrated that they are able
to compete effectively with English-speaking peers in mainstream classroom. Ultimately, the students must pass the
CAHSEE. California Education Code 313(d) requires that all English Learners who have been reclassified be monitored
for a two-year period. In CUSD, monitoring does not mean the CELDT should be administered again, rather, the
student’s academic progress and achievement should be monitored and reviewed on a periodic basis to be certain the
student is continuing to progress. If the student fails to progress, it is necessary to intervene and not allow him/her to
fall behind. Last year Maple Creek reclassified fourteen students, and this year it has reclassified three at the beginning
of the school year.
Unit assessments aligned to Common Core and district content standards are being developed and modified for English
language arts (ELA) and mathematics in grades K-10 and are administered uniformly across all CUSD schools. The
results of the Unit assessments and standardized tests are maintained in the Illuminate database which all teachers can
access. Additionally, many subject specific secondary teachers use standards-based common finals at the end of each
semester. The results from these multiple measures are designed to inform instruction and guide the re-teaching, retesting and intervention processes for students who have not yet attained proficient or advanced proficiency levels. Site
developed assessments are currently utilized and housed within Illuminate in the areas of history and science. CUSD is
working with all schools to consolidate benchmarks for history/social studies and science into a district wide process
similar to that of ELA and mathematics.
All sites have the ability to create teacher-made assessments that are standards-aligned through Illuminate. Teachers
may prescribe re-teaching materials for students with identified weaknesses in a specific standard. All base instructional
programs offer teacher support materials for differentiation of instruction for all student groups including Special
Education, Gifted and Talented Education (GATE), and English Learners (EL). All schools use additional resources for
students who have not yet reached the proficient level. Specific resources may include state adopted EL materials
(Avenues, High Point), Accelerated Reader, Accelerated Math, Standards Plus, Measuring Up, Sharpen Up, Buckle Down,
Cambridge Press, Curriculum Associates, Soar to Success, etc.
The needs of the Gifted and Talented (GATE) students are met through a combination pullout and extension program.
GATE students in grades 4-6 and Exceptional Capable Learners (ECL) in grades 3 are challenged through varied learning
opportunities and environments based on student needs that extend their abilities, sensitivities, judgment, thinking skills
and self-concepts. Both programs emphasize accelerated instruction through special study units, classroom enrichment,
independent study, extended field trips, and GATE finishes with a whole wide student newspaper. Academic content in
Maple Creek’s GATE program is geared towards depth, complexity, and acceleration in the core subject areas of reading,
language, mathematics, history/social science, and science tied to the Common Core Standards. ECL focuses specifically
on enriching students through science exploration. GATE and ECL students are instructed by credentialed teachers at
Maple Creek. Information, screening, and certification criteria and procedures regarding the GATE and ECL programs are
provided to staff and parents by the GATE and ECL coordinators.
All Special Education students are part of the total school community with equal access to educational, co-curricular, and
special activities in the school. The IEP team determines appropriate special education services for each student. The
special education staff (Special Day Class teachers, Resource Specialist teacher, Language Speech Specialist, School
Psychologists, Instructional Assistants, and Administrators) works collaboratively with other members of the staff,
including categorical programs, to provide an array of educational options to meet the varied needs of all students. The
service delivery options for the special education staff may include district services, consultation and collaboration,
alternative materials and/or curriculum, physical accommodations, modified teaching and testing strategies, curriculum
and material adaption, and in-service training for staff members. The Special Education staff may work with students
and/or staff in the regular classrooms or in a small group setting. The staff will participate in staff development,
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planning, and other activities, which promote the effective use of available resources to meet the educational needs of all
students in the school.
Availability of standards-based instructional materials appropriate to all student groups
Maple Creek Elementary School is a Professional Learning Community, where the vision of equitable learning for all
students is at the forefront of every decision and initiative made by the community of stakeholders. Through unpacking
the CCSS for ELA and math and aligning curriculum instruction, teachers utilize current textbook materials and identify
standards within each textbook as they pertain to individual content lesson. All textbooks are selected through a
textbook adoption committee which pilots State approved textbooks to make recommendations for purchasing to the
CUSD curriculum department. All State approved and District purchased textbooks are provided to every student
enrolled in accordance with board policy. The school participates in the maximum number of instructional minutes
allowed by the State of California. In the area of ELA, Maple Creek utilizes the Houghton Mifflin, MacMillan/McGraw Hill,
and McDougall Littell state adopted reading series. Houghton Mifflin, MacMillan/McGraw Hill, and McDougal Littell
include resources for EL students, students below grade level, as well enrichment extension for advancing students at
each grade level. Additional instructional materials include, but are not limited to, Mountain Language, DRA kits, SRA
kits, and Writing For Excellence. The Maple Creek Elementary School language arts intervention programs are a
researched-based, state approved supplemental program. Intervention instructional materials include, but are not
limited to leveled readers, realia, visual aids, manipulatives, Soar to Success, and Curriculum Associates. The Houghton
Mifflin (K), My Math (1-5), and McGraw-Hill (6th) math series, along with other supplemental materials such as Mountain
Math, Moby Max On-line and district-provided math fact sheets provide support for differentiated math instruction.
ENGLISH LANGUAGE ARTS
Kindergarten through 6th grade at Maple Creek base their instruction on the California Common Core Standards for ELA
and mathematics. The CCSS define what a student should be able to do by the end of each grade. They correspond to
the College and Career Readiness standards that together define the skills and understandings a student must
demonstrate. There are four areas of focus with the CCSS: Reading, Writing, Speaking and Listening, and Language. In
Reading there are four main areas of focus: Key Ideas and Details, Craft and Structure, Integration of Knowledge and
Ideas, and Range of Reading and Level of Text Complexity. In Writing there are four focus areas: Text Types and
Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing. In
Speaking and Listening there are two focus areas: Comprehension and Collaboration, and Presentation of Knowledge and
Ideas. And finally Language, with three areas of focus: Conventions of Standard English, Knowledge of Language, and
Vocabulary Acquisition and Use. It is the goal of our oral language program to develop competent, confident and
expressive communicators. For example, proficient second graders should be able to ask questions to gain information
or clarify understanding. Fifth graders should be able to listen and distinguish fact from opinion. Our reading program
focuses on word awareness and vocabulary development. Students master decoding skills, identify word families,
patterns and structures, and phonetic rules. Our writing program focuses on the development of the writing process
which includes composing and the conventions of writing (grammar, spelling, penmanship and keyboarding skills).
MATHEMATICS
Maple Creek has established grade level standards that define a common sense, balanced mathematics curriculum which
emphasizes foundational skills and processes, builds deep mathematical understandings, and helps students to apply
mathematics in powerful problem-solving experiences. Kindergarten through 6th grade, instruction is centered on the
California Common Core Standards. In Kindergarten students begin by developing the CCSS of Counting and Cardinality
concepts. The unifying strands of mathematics taught in grades K-5 are Operations and Algebraic Thinking, Numbers
and Operations in Base 10, Measurement and Data, and Geometry. Numbers and Operations with Fractions is taught in
grades 3-5. The CCSS in grade 6 are clustered around Geometry, Ratios and Proportional Relationships, the Number
System, Expressions and Equations, and Statistics and Probability. With the implementation of CCSS the focus of
mathematics has challenged teachers to develop greater depth in instruction so that students can demonstrate
understanding of mathematical concepts through reasoning and logic. Students are challenged to explain and apply
mathematical concepts and interpret and carry out mathematical procedures with efficiency and accuracy. Mathematics
is integrated into the content areas of language arts, science, social studies, physical education, music and art. As a
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result of data analysis, we will continue to strengthen our math program by increasing the use of manipulatives, handson lessons, math journals and problem solving strategies.
SCIENCE
Maple Creek students receive a comprehensive and creative science program that integrates concepts and facts at all
levels of the curriculum and unify topics in physical, life, and earth science. The students learn and develop the thinking
processes of observing, categorizing, relating, inferring, ordering, comparing, communicating, and applying. We
emphasize active learning and student involvement through process-oriented activities and hands-on lessons. We
integrate science into other areas of our instruction. We have incorporated the hands-on learning kits from our
publishers. Students use a variety of instructional materials, including lab equipment, reference books, and relevant
technology, to facilitate active learning and construction of new knowledge.
SOCIAL SCIENCE
Maple Creek’s social science curriculum is centered in a core of historical and geographical knowledge aligned with the
California State History-Social Science Framework and District Grade Level Standards. We place emphasis on ethics and
democratic values which help students to better understand themselves and others, and to develop their full potential for
personal, civic, and professional life as they move towards the world of work. Integration also occurs through music,
drama, guest speakers, and field trips. An effective feature of the social science curriculum is the integration of
technology and information skills.
HEALTH & WELLNESS
Good health and academic success go hand in hand. We believe healthy children make better students, and better
students become healthy, successful adults who are productive members of their communities. Comprehensive health
education that addresses the physical, mental, emotional, and social aspects of health teaches students how to maintain
and improve their health; prevent disease; reduce health-related risk behaviors; and develop health knowledge,
attitudes, and skills that foster academic achievement, increase attendance rates, and improve behavior at school.
Quality health education programs help students achieve their highest academic potential. The Health Education Content
Standards for California Public Schools, Kindergarten through grade twelve, provides guidance for our teachers on the
essential skills and knowledge that students should have at each grade level. Local educators are encouraged to apply
these standards when developing curricular and instructional strategies for health education and other interdisciplinary
subjects.
Recognizing the significant impact of health on academic achievement, we work diligently to improve the quality of
health education for our students. The health education content standards represent our commitment to promoting
excellence in health education for all students. A primary goal of the health education standards is to improve academic
achievement and health literacy for all students in California. Four characteristics are identified as essential to health
literacy. Health-literate individuals are: critical thinkers and problem solvers when confronting health problems and
issues; self-directed learners who have the competence to use basic health information and services in health-enhancing
ways; effective communicators who organize and convey beliefs, ideas, and information about health issues; and
responsible and productive citizens who help ensure that their community is kept healthy, safe, and secure. These four
essential characteristics of health-literate individuals are woven throughout the health education standards.
PHYSICAL EDUCATION
Physical education is an integral part of the education program for students at Maple Creek. It teaches students how
their bodies move and how to perform a variety of physical activities. Students learn the health-related benefits of
regular physical activity and the skills to adopt a physically active, healthy lifestyle and overall wellness. We focus on the
mind, body and spirit of each student that attends our school. The discipline also provides learning experiences that
meet the developmental needs of students. With high-quality physical education instruction, students become confident,
independent, self-controlled, and resilient; develop positive social skills; set and strive for personal, achievable goals;
learn to assume leadership; cooperate with others; accept responsibility for their own behavior; and, ultimately, improve
their academic performance.
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Alignment of staff development to standards, assessed student performance and professional needs
FOUNDATIONAL PRINCIPLES: A Focus on Student Learning
Administrators and teachers attend curriculum training and standards alignment sessions in support for the
implementation of the Common Core State Standards (CCCS). In order to be prepared for the change from California
State Standards to the CCCS, teachers, administrators and curriculum teams progressively meet to unpacking the
standards and look at the vertical alignment between grade levels. By looking at the new standards and finding
correlations with the old or gaps between the two, teachers are developing a greater awareness of where assessment
and instruction is headed. Curriculum teams of teachers are creating units and designing lessons of study aligned to the
CCCS and engaging in PLC dialog to develop shared understanding and a system of support. Staff meetings and PLC
meetings are focused on not only the current needs of students, but also working in a manner that will support teachers
with the full adoption of Common Core State Standards.
The principal and GIS use the walk-through process to conduct and record classroom observations and determine the
impact of instruction on all students. This creates reflective dialogue between teacher and administration on the delivery
and learning outcomes of the California State Standards, the California Common Core Standards, curriculum, and
supplemental materials. Specific outcomes for students performing below grade level are monitored through this
process.
The Teacher Grade Level Estimation (TGLE) process provides a clear focus to ensure that learning is taking place for all
students. The TGLE process consists of two main steps beginning with (1), the reflective component, where teachers
disaggregate the previous year’s data and analyze practices, programs, and interventions that yielded positive or
insignificant growth and results; and (2) the action component, where teachers write a specific action plan on how to
best support the student in his/her learning. Maple Creek's administration and teachers prepare charts and tables clearly
depicting the performance of students on the high-stakes tests from the previous spring. Teachers analyze sub-skill
performance of students with a view to looking at correlations between instructional practices, new or modified
programs, curriculum texts, supplemental instructional resources, and assessment tools to determine their impact on
student learning. The analysis of subgroup performance is a key component of the Teacher Grade Level Expectancy
(TGLE) reflective tool. Teachers pay attention to the performance of EL, SED, & Special Education students, who are the
primary focus groups of the School Plan for Student Achievement (SPSA) at Maple Creek. The identification of trends
enables teachers to diagnose areas of specific concern for these focus groups and drives instructional decisions that
focus on improved learning of these and all students.
Teachers study longitudinal data to monitor movement of students within performance bands. This informs teachers
about trends pertaining to their own instructional practices and forms the basis of professional improvement. The
principal utilizes opportunities to make grade level changes where specific teacher talents can be utilized more
productively.
One of the key components of the TGLE process is the action component in which teachers study their current class and
plan for specific needs of all students. Teachers assess students on common grade level initial assessments, based on
mastery of standards from both the previous and current grades, and identify specific sub-skill emphasis for each
individual student. These are documented on specialized TGLE forms. During their PLC collaboration time, teachers
analyze data to identify students in Maple Creek’s focus groups so they can incorporate the specific needs of students in
planning intervention and specialized academic support. The integration of this diagnostic piece of the action component
with the prescriptive intervention, whether benchmark, strategic, or intensive, is critical in planning for individual student
success. Maple Creek’s faculty believes that an effective Professional Learning Community (PLC) responds in a strategic
manner to students who experience difficulty with the learning process, as well as providing opportunities for those
exceeding grade level standards. This is a structured site Response to Intervention (RTI) model which layers the
intervention and enrichment opportunities to address specific needs of all students.
Teachers are provided with a TGLE timeline and adhere to a schedule of formative assessments, TGLE meetings with
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administration, parent-teacher conferences, reporting mechanisms for parents and administration, and documentation
protocols e.g. retention forms and assessment reports. Teachers also meet with their individual students to discuss their
progress, thus involving them in their own learning. This level of accountability enables teachers to monitor their
intervention programs in a systematic manner and allows them to communicate student progress to all stakeholders.
Teachers meet with the principal in September to discuss and share every student’s progress together. This sets the
stage for grade level decision-making about collective planning for success. Teachers also meet with the principal and
support staff, such as the speech & language specialist, as necessary, to monitor progress and adjust the education plan
as indicated, and in January for mid-year TGLE updates. This aspect of the PLC system provides teachers with a basis of
comparison. It gives them the ability to monitor growth opportunities for their students compared to students of similar
proficiency bands or subgroups in other classrooms. This opens the door for discussions on best practices and gives each
individual teacher access to the talents of a collective group, enhancing the opportunity for increased student
performance. Arriving at a place where such discussions can freely take place in a productive manner is the result of the
collaboration process.
When intervention strategies and modification procedures are not successful in promoting a student’s learning, the
Student Study Team (SST) is convened to conduct purposeful dialog and to make recommendations for increasing a
student’s potential for learning. This is the first step towards more intensive academic support. Maple Creek has a
coordinated system for SST referrals, RTI, scheduling, and meetings with all stakeholders.
In addition, Maple Creek is responsible for ensuring that professional development opportunities for teachers are aligned
with the States challenging standards and are designed to enhance standards based instruction and improve student
achievement on State tests. The site utilizes professional development needs assessment information based on needs
assessments (annual spring staff development survey), from a variety of stakeholder groups as well as ongoing Ed. Tech,
training designed to help teachers track and assess individual student progress, particularly in the areas of English
Language Arts and Math using Illuminate. The content of the Staff Development program is determined in strategic
planning sessions conducted at the beginning (review), and a Needs Survey at the end of every school year and by the
results of a Needs Assessment given to teachers, SART surveys, and climate assessments that are distributed at the end
of the year. Areas of staff development can include curriculum, student achievement, English Language Development,
and technology. The elementary school sites utilize one designated Early Release Day per quarter for staff development
purposes. The focus of this year’s staff development is to further the staff's knowledge in developing a “Professional
Learning Community" at Maple Creek with emphasis being put on SMART goals and collaborative planning. Additionally,
all K-6 Maple Creek teachers will participate in quarterly Clovis West Area Writing Task Force in-service meetings.
Page 30-78
Services provided by the regular program to enable under-performing students to meet standard
Teachers prepare an individualized in-depth educational plan called a TGLE for all students achieving below grade level
expectations. Teachers discuss each student TGLE with the principal and GIS, and parent at which time strategies,
resources, and support are determined.
Students in need of additional intervention resulting from academic, emotional or behavioral difficulties are referred to
the SST where their needs are assessed, and they are linked with necessary intervention. Students may be referred to
Clovis Support and Intervention (CSI), School Attendance Review Board (SARB), and the school psychologist. When
necessary, students may be referred to Fresno County Mental Health Services.
Additionally CUSD offers a comprehensive summer school or extended year program designed to meet the specific needs
of students K-12. Each year our students who are performing below proficient are encouraged to attend one of the
intervention summer school programs. A variety of extended year programs are offered for students at risk of retention
and/or performing below proficiency, and/or students who are identified as EL learners. Instructional strategies and
programs, such as Refusal Skills instruction, Physical Fitness, Health and Wellness programs, and bully prevention
curriculum are used by classroom teachers to promote self-esteem and personal safety. Furthermore, such programs as
the Husky Peer Mediator program, Husky of Character Award, Personal Accountability Award, Character Counts, and the
Block H Award have established a positive, purposeful environment where expectations are clear and all students can be
recognized as important, contributing members of the school family.
Services provided by categorical funds to enable under-performing students to meet standards
Categorical funds enable Maple Creek to provide supplemental services to enable under-performing students to meet
grade level standards. Maple Creek supplies the following categorical services, but not limited to: categorically funded
push-in teachers, extended day teachers, supplemental instructional supplies, copies and equipment, technology
equipment and supplies, and professional development for classroom teachers.
Federal and state laws require the CDE to monitor implementation of categorical programs operated by local educational
agencies (LEAs) or district. Districts are responsible for creating and maintaining programs which meet requirements.
Districts are monitored to ensure that they meet fiscal and program requirements of federal categorical programs and
mandated areas of state responsibility and funding.
Several factors, including compliance history, academic achievement, program size, and fiscal analysis are considered in
identifying LEAs for reviews. Approximately 60 school districts and sites are selected for on-site or online monitoring.
Several LEAs are also randomly selected each year for monitoring.
In addition to categorical funds, schools have the ability to utilize funds available through the LCFF with greater flexibility
to address the eight priority areas addressed in LCAP: school climate, student achievement, student engagement, other
student outcomes, parental involvement, access to a broad curriculum, Common Core State Standards, and basic
services. LCAP funds will be used to help achieve the goals of the LEA and district while maintaining transparency and
accountability in relation to how funds will be spent to provide high-quality and equitable educational programs for all
students.
Use of the state and local assessments to modify instruction and improve student achievement
Maple Creek’s assessment program is designed to provide staff with data to modify instruction in meeting individual
student needs, recognize student and teacher achievement and assess the school’s overall success. The process of
establishing goals for the school, each grade level, and each classroom normally begins analyzing the previous year’s
testing results. Without such data this year, teachers have relied on common formative assessment data from ELA and
Math Unit pre and post assessments which are aligned to the CCSS. The data from these assessments is carefully
analyzed throughout the year at faculty meetings, staff development days, grade level articulation meetings and
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individual teacher planning times. These results have been extremely helpful in developing and sequencing instruction.
Maple Creek maintains an assessment program designed to motivate students and provide a clear picture of progress.
The school examines student assessment results from Interim Clovis Assessment Language (iCAL), Interim Clovis
Assessment Mathematics (iCAM), Engaging Learning Experiences (ELE’s), district Unit Pre and Post Assessments
consistently during the school year through Illuminate, SART, SSC, ELAC, and staff meetings. For grades K-1, district
assessments, Developmental Reading Assessment (DRA2), and running records are administered consistently to monitor
student progress. EL students receive English Language Development (ELD) through the core curriculum (Houghton
Mifflin, MacMillan/McGrawHill, and McDougal Littell) and assessed quarterly through MacMillan/McGrawHill’s Treasures
series and Hampton Brown’s Avenues program. ELD progress profiles are completed quarterly and monitor each
student's special needs. Teachers monitor progress on standards through daily short-term goals and accommodations,
which include alternative assessments given to support different learning styles. During fall conferences, teachers
communicate student progress for each of the curricular areas to students and their families. Various assessment results
include but are not limited to K-1 Assessment results, ELD progress profiles, CELDT assessment results, API/AYP growth,
Title III AMAO progress, CLASSI I, II, and III progress, and overall reclassification rates of EL students at the school site
and within the district. This alignment process of instruction with assessment supports student achievement.
Administrators and teachers use student achievement results from state and local assessments to plan lessons, adjust
instructional strategies, staff development, curriculum choices and personnel. Annually school officials review and
analyze all student achievement results where data is reviewed down to the student level to drive revisions and program
adjustments. Review of ongoing formative data assists in the adjustment of instruction as well as enables administrators
and teachers to identify, track, group, and adjust as needed. The core program, as well as intervention and
supplemental programs, are designed and implemented to address closing the achievement gap and increasing student
achievement for each student.
State and local assessments are utilized to diagnose and monitor all students’ progress and program improvement and/or
needs:
Annual/State: CAASPP grades 3-6, API & AYP data, Title III AMAO's, Reclassification Fluent English Proficient (RFEP)
rates, Performance levels on CAASP, CST (5th Grade Science), CMA, CAPA, and California English Language Development
Test (CELDT).
District/Site: K-1 Assessments, Interim Clovis Assessment Language (iCAL), Interim Clovis Assessment Mathematics
(iCAM), Treasures and Avenues Unit tests for ELD, writing, grades K-2 DRA2, STAR AR Reading assessment, etc.
End of the Year: DRA and Math grades K-1, Physical Fitness Assessment (PFA) grades 1-6, CLASSI I, II, III,
Attendance/Suspension Rates, etc.
On-going: CUSD Unit Pre/Post Assessments for ELA and Math, Accelerated Reading (AR), Standards Plus, SRA, student's
daily work, anecdotal records, common formative assessments, and classroom assessments.
To ensure the above goals are met, grade levels meet formally twice monthly and informally weekly to analyze student
work and progress. As a team, teachers are able to address areas of concern, articulate between grade levels and
instructional levels, determine staff development needs, and plan and share instructional strategies. During grade level
meetings, teachers analyze student assessments and student work to ensure that the expectations and criteria for all
student work is engaging, challenging, consistent, and is aligned with the state standards.
Teacher observations are set up for demonstrating “best practices.” Teachers are provided with opportunities to meet
with their PLC team and collaborate with their peers at grade levels above and below them. Data is utilized to identify
strengths and areas of need for students and teachers. Curriculum and teaching strategies are articulated within grade
levels and across the grade levels. Each grade level meets with their PLC team to analyze and plan according to
assessment data. Furthermore, each grade level PLC team meets with the Principal and Guidance Instructional Specialist
(GIS) to pinpoint curricular areas of need and to make decisions on how to improve instructional strategies and student
Page 32-78
performance. Instructional supplies and curriculum materials are purchased based on the recommendations of the
leadership team.
The Principal and GIS use the walk-through process to conduct and record classroom observations and determine the
impact of instruction on all students. This creates reflective dialogue between teacher and administration on the delivery
and learning outcomes of the California Common Core Standards, curriculum, and supplemental materials. Specific
outcomes for students performing below grade level are monitored through this process.
Number and percentage of teachers in academic areas experiencing low student performance
At Maple Creek Elementary School we strive to improve the achievement of all students. Core academic areas include
English, Mathematics, Science, Social Science and Physical Education. Teachers are constantly analyzing how curriculum
and instruction can be improved so that all students can be fully engaged in a high-quality, thinking, and meaningcentered curriculum. 100% of our staff members work with students who are less than proficient in core academic
areas. Data from state, local and site assessments are used to design and frame effective learning programs for all
students. All teachers analyze STAR, district benchmarks and current classroom assessment to plan and modify for all
students. Initial student placement in leveled instructional groups, universal access groups, and a variety of targeted
intervention and remediation groups determined through careful analysis of end of year assessment data from previous
year as well as early diagnostic assessments used in the beginning of the year. Far Below Basic and Below Basic
students are placed in extra support groups for specialized instruction and invited to attend after school interventions as
needed. EL students are strategically placed in EL instructional groups with bilingual support as needed. Students
performing at grade level are placed in classroom management groups depending on specific needs. Lastly, those
students who scored at the advanced level are placed in challenge instructional groups for enrichment and advanced
curriculum coursework.
All of the teachers at Maple Creek School take 100% responsibility for the learning of all student groups. Each teacher
interacts with Below Basic students, English learners, Special Education students who are mainstreamed into the
classroom, migrant students and high achievers. At the end of the first quarter (nine weeks) of school each student’s
information is shared with parents through an individually scheduled conference. In collaboration with parents the
teacher reviews the student Teacher Grade Level Expectation (TGLE), which identifies strengths and weaknesses of that
student. All teachers and support staff work to facilitate a learning community that provides direction, encouragement,
purpose and learning opportunities for all students while working to engage all parents in their child’s education.
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Family, school, district and community resources available to assist these students
Maple Creek School offers a variety of school and community resources to assist and support students and their families.
* Schedule parent meetings at the both the site and district level which include Parent Teacher Club, School Assessment
and Review Team (SART), Maple Creek’s MAC and KIDS, School Site Council (SSC), English Language Advisory Council
(ELAC), and the Intercultural and Diversity Advisory Council (IDAC)
* An extensive before and after school co-curricular program which includes athletics, academic fairs and fine arts, and
interventions for all students
* Parent Conference, Back To School Night, New Parent Orientation, New Student Orientation, Open House, Parent
Informational Nights
* Parent communication: Parent Handbook, Maple Creek Chronicle (weekly newsletter) – translated as needed and an
extensive web page at our site that includes important dates and information
* District offers three Health Clinics available to all families for needed health care
* Maple Creek operates with a nurse to assist students and community
* On-site counseling and psychology services assist and support students in a variety of ways. One on one and small
group support services assist students with social skills that are hindering their academic progress. It is believed that the
development of higher functioning social and inter-personal skills leads to more productive learning in the classroom.
* Clovis Support and Intervention(CSI) conducted by trained credentialed teachers.
* The Student Study Team (SST) conducts regular meetings to support classroom teachers and parents of students who
are struggling academically, socially, behaviorally, etc.
* The School Attendance and Review Board (SARB) process is in place to support students who have excessive tardies
and absences. During this process, the school acts as an advocate for the students and parents to assist them in
maintaining regular attendance.
* The Student Assessment Team (SAT) composed of site administrators, special education staff, classroom teacher, and
school nurse conduct regular meetings to support and review students with IEPs or who have been recommended for
special education assessment.
* The Section 504 Team also meets on a regular basis to provide support students who qualify for services under Section
504. This team is made up of an administrator, 504 coordinator, school psychologist, classroom teacher and the parents
of the student.
In collaboration with parents annually, the teacher reviews the student Teacher Grade Level Expectation (TGLE), which
identifies strengths and weaknesses of that student. The process underscores the importance of educational experience
to each student and outlines the roles and responsibilities of the teachers, student and parent.
School, district and community barriers to improvements in student achievement
The Maple Creek staff recognizes the barriers which limit student academic achievement. Staff development and training
is planned in the areas of instructional strategies to address poor student readiness, performance, behavior, and
absenteeism. These strategies include, but are not limited to improving student attendance and behavior, and making
curriculum more engaging while supporting the needs of struggling students. Improving parent involvement and
engagement as well as further development of community resources are also essential components in overcoming these
limitations.
Our district has adopted and trained teachers in the alignment and mastery of standards. Instructional minutes are
always a challenge with the current academic requirements and standards within California. There are also high
academic and social expectations within our school district. When this is combined with the unique individual needs each
student brings to school, a well rounded and quality education is a challenging goal to achieve.
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Limitations of the current program to enable under performing student to meet standards
Maple Creek's professional learning team believes one of the greatest barriers which limit student performance is poor
student readiness. Staff development is planned to address the instructional needs of the staff as indicated by a Needs
Assessment conducted each spring. Staff development sessions include but are not limited to: instructional strategies to
address poor student readiness and performance for all students and their needs which are research based practices that
will be implemented into instruction that will directly enhance student learning and mastery of state standards. We are
constantly working to bring a true alignment of the incoming California Common Core Standards, instruction, benchmark
assessments and the mastery of standards for all students. Teachers are often faced with the challenge of creating or
locating additional resources to use as part of their program to truly address the specific needs of their students.
Additionally, addressing the needs of our subgroups which include English Learners, Students with Disabilities, Hispanic,
and Socioeconomically Disadvantaged students, continues to be a major challenge. These subgroups continue to show a
gap in achievement when compared to school-wide overall achievement. We are faced with tailoring specific
interventions that address and reflect the specific needs of a diverse group of students. We will continue to provide
direct and explicit instruction that includes a wide range of formative assessment tools to effectively produce students
that have mastered the standards. When students do not demonstrate mastery, intervention and remediation practices
will be implemented to provide targeted, timely, and focused support. We will continue to monitor student progress and
bring a strong alignment between the taught and the tested curriculum.
We believe parent involvement and engagement is crucial to student achievement and instrumental in school readiness.
The lack of full educational support in some families becomes a very real obstacle to learning for some students. There
is a considerable variance among students in the depth to which school work is reinforced at home. In addition, a lack of
parental support for Far Below and Below Basic students’ attendance in after-school and summer school intervention
programs does limit those students’ opportunity for academic growth.
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Analyze Instructional Programs
Instructional Programs
Conclusions from Analysis of Instructional Programs
Maple Creek reviewed data from both ELA and Math CST, CELDT, district benchmarks, and school and area assessments.
The data was shared by administration, teachers, parents, and community through groups such as SSC, ELAC, SART,
MAC & KIDS, and Parent Club. The data indicated that some of our students are performing below grade level. Based
on this review, it was determined that interventions need to be implemented to be overseen by administration. These
interventions include:
*Grades 1, 2 & 3 Extended Day Intervention Programs
*Grades 1, 2, 3 Push-In Teachers
*Grades 4, 5 & 6 34+1 Instructional Aides to support teachers by pulling small groups of students.
*Weekly Husky Success Conferences for underachieving students in grade 1-6
*Weekly Husky Success Labs for underachieving students in grade 6
*CUSD Intervention Summer School
*CUSD Summer School English Learner program
Extended Day interventions will be taught by fully credentialed teachers. Teacher will recommend students from their
classrooms that would benefit from intervention services. Grade level teams will work collaboratively with the
intervention teacher to give input on curriculum and instructional practices to be used during intervention. Due to
minimal categorical funds, teachers are working within their grade levels to service students at all levels. As funds
become available, more interventions will be implemented on an as needed basis and students will be chosen based on
data on specific sub skill weaknesses. Specific student groups, such as Title III Migrant Education and Title VII Indian
Education, receive support services through funds specific to these programs. Students with Disabilities receive services
according to their IEPs and 504s.
Maple Creek will use Soar to Success, DRA 2, Released Test Questions, Practice and Mastery workbooks, Measuring Up,
and other supplemental resources for the reading intervention labs. The 34+1 IA will provide support in the classroom,
utilizing the same curricular resources as the classroom teacher.
Students who are identified as being "at risk" of retention or have been previously retained will be recommended for
Intervention Summer School. EL students who achieve at or below the intermediate level or English proficiency will be
encouraged to participate in the EL Summer School or Intervention Summer School depending on availability.
The assessments used to monitor the progress of intervention students will include, but are not limited to Unit pre and
post assessments, Avenues assessments, iCAL, iCAM, DRA2, grade level common formative assessments based on the
CCCS and teacher created tests.
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Funding Categorical Handbook Overview
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SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT
Mathematics
Increase Mathematics Proficiency of Maple Creek Students
To increase on grade level percentages schoolwide from 89.5% to 100% by the end of the 2014-2015 school year.
*This Goal is supported by the Clovis Unified School District Local Accountability Plan (LCAP) Eight State Priorities:
Credentials/Materials/Facilities, Student Engagement Student Outcomes, School Climate, Adopt Standards, Course of
Study, Parent Involvement, Student Achievement.
Increase ELA Proficiency of Maple Creek Students
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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
Mathematics
Goal: Increase Mathematics Proficiency of Maple Creek Students
ISSUE STATEMENT
89.5% of Maple Creek's students are performing at proficient or above in mathematics as indicated by the 2013
California STAR test (CST). Our goal is to have 100% of our students at mastery in mathematics as measured by the
SBAC. This will ensure that we meet our AYP target that has been established by No Child Left Behind.
GOAL OBJECTIVE
STUDENT GROUPS PARTICIPATING IN THIS GOAL
All Maple Creek students who are identified as below grade level on state, district, or classroom assessments in
Mathematics.
PERFORMANCE GAINS EXPECTED FOR THESE STUDENT GROUPS
*100% of our students, including all subgroups, are expected to achieve mastery in mathematics.
MEANS OF EVALUATING PROGRESS TOWARD THIS GOAL
As California, along with several of states, makes the transition of implementing Common Core State Standards, we
understand that state assessments are in transition. Currently, we will use all mandated state assessments as data
points to monitor student achievement of our students. Educational standards describe what students should know and
be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all
students, from kindergarten through high school.
Since 2010, 45 states have adopted the same standards for English and math. These standards are called the Common
Core State Standards (CCSS). Having the same standards helps all students get a quality education, even if they change
schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare
students for success in college and the workplace.
The Smarter Balanced Assessment Consortium is a multi-state consortium working collaboratively to develop a student
assessment system aligned with a common core of academic content standards for English language arts/literacy and
mathematics. As a Smarter Balanced governing state, California is a decision-making member. Smarter Balanced
assessments are designed to measure student progress toward college and career readiness.
In 2014, schools participated in Field Testing in order to develop test items and evaluate the test delivery system.
Student’s received valuable exposure to and experience with the California’s current assessment system. Students
gained hands-on experience with the functionality of innovative technology-enhanced items and newly designed
performance tasks with related classroom activities. Teachers and administrators gained valuable experience with
administration logistics, which will help them better prepare for a smooth and successful participation in the operational
assessments, which will begin in the 2014–15 school year. LEAs benefitted from learning where their technology gaps
were, enabling them to fully prepare for the operational assessments. This year, student results from the CAASP will be
available for analysis to monitor student progress and achievement.
Page 41-78
In addition, CUSD has historically used the “Clovis Assessment System for Sustained Improvement” (CLASSI); it is
designed to maintain focus on that basic purpose. It is a comprehensive approach to the assessment of educational
quality required in the context of emerging demands as reflected in standards and the California State Public Schools
Accountability Act. The components of CLASSI include many of the dimensions that impact the efficacy of the total
school coupled with the flexibility to be responsive to current and future district needs. The assessment elements and
criteria reflect the overarching goals of preparing all students to succeed on the California High School Exit Exam
(CAHSEE) and to pursue post-secondary education based on meeting, at least, the entrance requirements to the
California State University system.
CLASSI is intended to serve both evaluative and diagnostic functions. Component I identifies and monitors annually
critical student achievement indicators for grades K through 12. These indicators are aligned with the California State
curricular standards and bear directly on the district goal of preparing graduates to continue their post-secondary
education. Component II establishes standards and ratings for evaluating certain school management, community
involvement, and co-curricular priorities which are indicative of comprehensive, well-managed school programs.
Component III is an assessment of the efficacy of the school as an institution. Whereas CLASSI Components I and II
have to do with outcomes (products), the intent of Component III is to establish a means for schools to reflect on and
self-evaluate the practices and processes within the school as they relate to the IDAC Cultural Competency Goals. A key
aspect of this self-examination is the interaction among and involvement of the stakeholders of the school in the selfreview process. In addition, the district conducts site reviews to validate the progress of sites as well as offer
recommendations for continuous improvement.
Together the three components provide a basis for evaluating the quality and success of the Clovis Unified School District
and provide essential information to area and site leadership to facilitate efforts for growth and continued improvement.
In addition, the principal, GIS, and other appropriate staff will evaluate program effectiveness of the following:
*CST(2012-2013)/CMA/CAPA/STS ELA results
*Bi-annual CUSD iCAM assessments
*CUSD Kindergarten and First Grade Assessments
*Classroom assessments
*CUSD unit assessments
*Walk Through Observations
GROUP DATA NEEDED TO MEASURE ACADEMIC GAINS
Ongoing progress toward goal objective will be measured by:
* Math unit pre and post assessments
* Bi-annual iCAM assessments - EL, SED, Asian, & Hispanic
* State assessments - EL, SED, Asian, & Hispanic
* Teacher made tests - EL, SED, Asian, & Hispanic
* K-1 Assessments - EL, SED, Asian, & Hispanic
Strategies
Intervention
Maple Creek Elementary strives to have all students achieve mastery at their specific grade levels. We will monitor all
groups, specifically the subgroups, to ensure all students make adequate growth. Specific strategies will include small
group differentiated instruction, after school interventions, push-in classroom teachers, summer school intervention, and
the utilization of supplementary materials within the textbook adoptions all with technology integration.
Page 42-78
Actions
Intervention
Tasks
Task 1- Staff Development – Teachers are given substitutes to allow for collaborative planning time and
review student achievement. They attend in-services, workshops or conferences, school-site meetings, and
observe other classrooms. They also participate in training workshops related to the implementation of the
CCSS.
Task 2- Technology Equipment - software, licenses, computers, LCD Projectors, document cameras, i-Pads,
printers, switches, cables, access points, and monitors.
Task 3- Classroom Teachers identify students and analyze data for differentiated instruction and
intervention purposes through the TGLE and PLC process.
Task 4- Purchase addition supplemental instructional materials to support CCCS transition and intervention
instruction.
Measures
*Student attendance
*Unit assessments and bi-annual iCAM assessments
*Teacher made assessments
*CLASSI I,II,& III
*Academic Performance Index (API) if applicable
*Adequate Yearly Progress (AYP) if applicable
*AMAOs: I, II, & III
*Student achievement and progress
*CST - Mathematics
*CUSD Kindergarten and Grade 1 Math Assessment
People Assigned
1.
2.
3.
4.
5.
6.
Principal
GIS
Classroom teachers
Intervention Teachers
Lab Tech
Substitutes
Start Date - End Date
8/18/2014 - 6/12/2015
Additional Credentialed Teacher
Maple Creek has hired an additional part-time credentialed teacher to work with students within a technology setting.
With the integration of technology into the CCCS, Mrs. Otta role is vital in student preparation and readiness. Mrs. Otta
also supports student achievement through multiple projects using a variety of teaching strategies. She is also available
when needed in a variety of other capacities such as supporting teachers, running History Day, helping with fundraisers,
carnival planning, and yearbook.
Page 43-78
Goal: Increase ELA Proficiency of Maple Creek Students
ISSUE STATEMENT
89.2% of Maple Creek's students are performing at proficient or above in ELA as indicated by the 2013 California STAR
test (CST). Our goal is to have 100% of our students at mastery in ELA as measured by the SBAC. This will ensure that
we meet our AYP target that has been established by No Child Left Behind.
GOAL OBJECTIVE
STUDENT GROUPS PARTICIPATING IN THIS GOAL
All Maple Creek students who are identified as below grade level on state, district, or classroom assessments in ELA.
PERFORMANCE GAINS EXPECTED FOR THESE STUDENT GROUPS
100% of our students, including all subgroups, are expected to achieve mastery in English Language Arts.
MEANS OF EVALUATING PROGRESS TOWARD THIS GOAL
As California, along with several of states, makes the transition of implementing Common Core State Standards, we
understand that state assessments are in transition. Currently, we will use all mandated state assessments as data
points to monitor student achievement of our students. Educational standards describe what students should know and
be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all
students, from kindergarten through high school.
Since 2010, 45 states have adopted the same standards for English and math. These standards are called the Common
Core State Standards (CCSS). Having the same standards helps all students get a quality education, even if they change
schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare
students for success in college and the workplace.
The Smarter Balanced Assessment Consortium is a multi-state consortium working collaboratively to develop a student
assessment system aligned with a common core of academic content standards for English language arts/literacy and
mathematics. As a Smarter Balanced governing state, California is a decision-making member. Smarter Balanced
assessments are designed to measure student progress toward college and career readiness.
In 2014, schools participated in Field Testing in order to develop test items and evaluate the test delivery system.
Student’s received valuable exposure to and experience with the California’s current assessment system. Students
gained hands-on experience with the functionality of innovative technology-enhanced items and newly designed
performance tasks with related classroom activities. Teachers and administrators gained valuable experience with
administration logistics, which will help them better prepare for a smooth and successful participation in the operational
assessments, which will begin in the 2014–15 school year. LEAs benefitted from learning where their technology gaps
were, enabling them to fully prepare for the operational assessments. This year, student results from the CAASP will be
available for analysis to monitor student progress and achievement.
In addition, CUSD has historically used the “Clovis Assessment System for Sustained Improvement” (CLASSI); it is
designed to maintain focus on that basic purpose. It is a comprehensive approach to the assessment of educational
Page 44-78
quality required in the context of emerging demands as reflected in standards and the California State Public Schools
Accountability Act. The components of CLASSI include many of the dimensions that impact the efficacy of the total
school coupled with the flexibility to be responsive to current and future district needs. The assessment elements and
criteria reflect the overarching goals of preparing all students to succeed on the California High School Exit Exam
(CAHSEE) and to pursue post-secondary education based on meeting, at least, the entrance requirements to the
California State University system.
CLASSI is intended to serve both evaluative and diagnostic functions. Component I identifies and monitors annually
critical student achievement indicators for grades K through 12. These indicators are aligned with the California State
curricular standards and bear directly on the district goal of preparing graduates to continue their post-secondary
education. Component II establishes standards and ratings for evaluating certain school management, community
involvement, and co-curricular priorities which are indicative of comprehensive, well-managed school programs.
Component III is an assessment of the efficacy of the school as an institution. Whereas CLASSI Components I and II
have to do with outcomes (products), the intent of Component III is to establish a means for schools to reflect on and
self-evaluate the practices and processes within the school as they relate to the IDAC Cultural Competency Goals. A key
aspect of this self-examination is the interaction among and involvement of the stakeholders of the school in the selfreview process. In addition, the district conducts site reviews to validate the progress of sites as well as offer
recommendations for continuous improvement.
Together the three components provide a basis for evaluating the quality and success of the Clovis Unified School District
and provide essential information to area and site leadership to facilitate efforts for growth and continued improvement.
In addition, the principal, GIS, and other appropriate staff will evaluate program effectiveness of the following:
*CST(2012-2013)/CMA/CAPA/STS ELA results
*Bi-annual iCAL assessments - EL, SED, Asian, & Hispanic
*CUSD Kindergarten and First Grade Assessments
*CUSD Quarterly Writing prompts
*Quarterly Treasures, Avenues and High Point assessments
*Annual CELDT
*CUSD unit assessments
*Accelerated Reader (APD and points progress)
*Classroom assessments
*Walk Through Observations
GROUP DATA NEEDED TO MEASURE ACADEMIC GAINS
Ongoing progress toward goal objective will be measured by:
* ELA unit pre and post assessments
* Bi-annual iCAL assessments - EL, SED, SWD, & Hispanic
* Monthly Accelerated Reader/STAR - EL, SED, SWD, & Hispanic
* Quarterly ELD Progress Profile - EL
* Annual CELDT scores - EL
* Yearly K-1 Assessments/DRA2 - EL, SED, SWD, & Hispanic
Page 45-78
Strategies
Interventions
Maple Creek Elementary strives to have all students achieve mastery at their specific grade levels. We will monitor all
groups, specifically the subgroups, to ensure all students make adequate growth. Specific ELA strategies will include
curriculum in the classroom, small group differentiated instruction, after school interventions, push-in classroom
interventions, summer school intervention, ELD/SDAIE designed for EL students, and the utilization of supplementary
materials within the textbook adoptions all with technology integration.
Actions
Intervention
Tasks
Task 1- Staff Development – Teachers are given substitutes to allow for collaborative planning time and
review student achievement. They attend in-services, workshops or conferences, school-site meetings, and
observe other classrooms. They also participate in training workshops related to the implementation of the
CCSS.
Task 2- Push-In and Extended Day teachers provide instructional services to students below grade level,
Title VII Indian Education students, Immigrant students, and students who are socio-economically
disadvantaged.
Task 3- Technology Equipment - software, licenses, computers, LCD Projectors, document cameras, i-Pads,
printers, switches, cables, access points, and monitors.
Task 4- Classroom Teachers identify students and analyze data for differentiated instruction and
intervention purposes through the TGLE and PLC process.
Task 5- Purchase addition supplemental instructional materials to support CCCS and after school
intervention instruction.
Measures
*Students attendance at after school intervention programs
*Intervention programs pre and post assessments
*Avenues Unit tests, unit assessments, iCAL, iCAM, DRA 2, K-1 district assessments
*Employee requisitions
*Employee attendance
*Annual employee evaluations
*Student achievement and progress
*CLASSI I, II, & III
*Academic Performance Index (API) if applicable
*Adequate Yearly Progress (AYP) if applicable
*AMAOs: I, II, & III
*CELDT
*Reclassification rates
Page 46-78
People Assigned
1.
2.
3.
4.
5.
6.
7.
Principal
GIS
Classroom teachers
Intervention Teachers
Push-in Teachers
Lab Tech
Substitutes
Start Date - End Date
8/18/2014 - 6/12/2015
Additional Credentialed Teacher
Maple Creek has hired an additional part-time credentialed teacher to work with students within a technology setting.
With the integration of technology into the CCCS, Mrs. Otta role is vital in student preparation and readiness. Mrs. Otta
also supports student achievement through multiple projects using a variety of teaching strategies. She is also available
when needed in a variety of other capacities such as supporting teachers, running History Day, helping with fundraisers,
carnival planning, and yearbook.
Page 47-78
Description of Central Services for SPSA 2014-2015
Page 48-78
Categorical Funding Schools Chart 2014-2015
Page 49-78
SCHOOL SITE COUNCIL MEMBERS
Name
Represents
Contact Info
Reviewed
Plan Date
Greg Standing
Parent
559-327-7300
12/18/2014
Thomas Brocklebank
GIS
559-327-7300
12/18/2014
David Marinovich
Teacher
559-327-7300
12/18/2014
Chad Hurst
Parent
559-327-7300
12/18/2014
Amanda Sanders
Teacher/Chairperson
559-327-7300
12/18/2014
Heather Gomez
Parent
559-327-7300
12/18/2014
Sandi Alcala
Parent
559-327-7300
12/18/2014
Mitch Herr
Parent
559-327-7300
12/18/2014
Fadwa Amireh
Parent
559 327-7300
12/18/2014
Holly Cline
Teacher
559-327-7300
12/18/2014
Gina Kismet
Principal
559-327-7300
12/18/2014
Page 50-78
ASSURANCES
The school site council recommends this school plan and its related expenditures to the district governing
board for approval, and assures the board of the following:
Approval
Date
Assurances
The school site council is correctly constituted, and was formed in accordance with
district governing board policy and state law.
9/12/2014
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.
10/28/2014
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.
12/18/2014
This school plan is based upon 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.
12/18/2014
The school site council sought and considered all recommendations from the
following groups or committees before adopting this plan:
English Language Advisory Committee
12/18/2014
Approval
The school plan was adopted by the council on:
12/18/2014
Public Notice Due Date:
12/18/2014
District Governing Board Review Due Date:
1/28/2015
School Site Plan Approved:
12/18/2014
Attested by School Principal:
12/18/2014
Attested by School Site Council Chairperson:
12/18/2014
Attested:
Gina Kismet
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Sandy Alcala
Typed Name of SSC Chairperson
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Appendix for SPSA 2014-2015
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Maple Creek Elementary - Clovis - Clovis Unified School District

Transcription

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