Miramonte Elementary - Clovis Unified School District

Transcription

Miramonte Elementary
1590 E. Bellaire
Clovis, CA 93611
Plan Period: 12/31/2014 - 1/1/2016
Contact:
Kia Yang
Principal
(559) 327-7400
[email protected]
Generated by School Innovations & Achievement on 1/13/2015 3:03:47 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.
Increase Schoolwide Proficiency in ELA
Increase English Language Arts Proficiency
Increase Schoolwide Proficiency in Mathematics
Math Achievement
Promote Health, Wellness, and Character Education
Improve Health Literacy, Wellness, and Character Education for Students
Plan Budget
Committees
Approvals and Assurances
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Goals for SPSA 14-15
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ABOUT THIS SCHOOL
Miramonte Elementary School opened in 1980 as a K-6 school with the motto, “Pride in yourself, pride in your
school, and pride in everything you do.” At Miramonte, teachers and staff members promote a culture of high
standards, quality instruction, and a sense of family and ownership. Teachers form Professional Learning
Communities where the vision of equitable learning for all students is at the forefront of every decision and
initiative made by the community of stakeholders. As a Title 1 school, Miramonte is focused on school
achievement supported by strong character development. Miramonte’s mission statement is to provide a
distinguished educational environment, promoting high personal and academic standards, enabling all students
to become responsible, contributing members of society.
Miramonte Elementary School is a three-time State Distinguished School and six-time Title I Academic
Achievement Award recipient. Miramonte was named a National Blue Ribbon school in 2011. The Miramonte
foundation for success is built upon the emphasis on character development where everyone practices being
Trustworthy, Respectful, Responsible, Fair, Caring, and a good Citizen. Students and staff believe that Miramonte
is a terrific school that is a great place for children to learn and to be nurtured to success.
The school culture promotes "Sky High" standards where everyone is expected to do nothing less than their
absolute best! There is a focus on developing learning systems where students are involved in planning, and able
to explain the what, why, and how of their learning. Miramonte is a Baldrige in Education school with an
emphasis on Continuous Improvement. Miramonte also hosts thriving Professional Learning Communities in
every staff area. Progress is monitored weekly, monthly, quarterly, and summatively through district
assessments, state assessments, and the Miramonte Assessment System. Each year the school strives to show
academic growth in each curricular area. We believe that the sky is the limit!
Miramonte is a "Loud and Proud" school and is known throughout the district for its school identity where
"Orange is an Attitude." Fridays are “Big O Day” where Miramonte students, teachers, staff, and parents wear
orange and strut their "Mustang Pride in Every Stride!" Every student embraces the Sparthenian concept that
focuses on the involvement of students in co-curricular activities in order to expand their scope of talents.
The Miramonte teaching staff is highly trained and qualified to provide differentiated instruction to our diverse
community of students. Instructional strategies are research based and aligned to the California Common Core
State Standards. Reading specialists and credentialed intervention teachers provide powerful support and
acceleration to targeted students. The staff, students, and parents all embrace the motto, "We believe we can,
and know we WILL be SUCCESSFUL!" Miramonte is a vibrant and exciting place to learn!
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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
Miramonte’s API stayed the same at 861 for the 2013-2014 school year, due to being in a frozen state with the passing
of AB484. Significant subgroups at Miramonte include Hispanic students, White students, and Socio-Economic
Disadvantaged (SED) students. Because Miramonte has a large population of English Learners (ELs) we also closely
monitor that data. Below you will find a breakdown of how each significant subgroup performed and our overall growth
or decline in proficiency.
Miramonte’s Overall Scores:
Overall English Language Arts:
2012-2013: 63.3%
Overall Mathematics:
2012-13: 74.8%
Fifth Grade Science:
2012-13: 87.6% 2013-2014: 67.4% Change: - 20.2%
English Language Arts Significant Subgroups:
White students:
2012-13: 69.4%
Hispanic students:
2012-13: 58.8%
Socio-Economically Disadvantaged (SED) students:
2012-13: 59%
Mathematics Significant Subgroups:
White students:
2012-13: 73.9%
Hispanic students:
2012-13: 72.5%
Socio-Economically Disadvantaged (SED) students:
2012-13: 70.4%
English Language Learners:
EL Performance in English Language Arts:
2012-13: 58.2%
EL Performance in Mathematics:
2012-13: 78.3%
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Grade One End-of-the-Year Assessment:
English Language Arts:
2012-13: 64.9% 2013-14: 67.07%
Change: + 2.08%
Mathematics:
2012-13: 72% 2013-14: 79.27% Change: + 7.27%
Kindergarten End-of-the-Year Assessment:
English Language Arts:
2012-13: 85% 2013-14: 94.83% Change: + 9.83%
Mathematics:
2012-13: 88% 2013-14: 96.41% Change: + 8.41%
The Adequate Yearly Progress (AYP) was not met by all Miramonte Elementary significant subgroups for the 2012-2013
school year. In ELA, AYP was not met school wide or by the Hispanic, EL, and SED subgroups. Miramonte’s White
students meet their AYP target based on Safe Harbor in ELA. In Math, AYP was not met school wide or by the White and
SED subgroups. The only subgroups that met AYP in Math was the Hispanic and EL students (see subsequent reports).
After receiving data correction from California Department of Education (CDE), Miramonte Elementary School was
notified that they entered into Program Improvement Year I for the 2013-2014 school year. Due to the elimination of
the CST by the passing of AB484, Miramonte will remain in Program Improvement Year I. NCLB requires that all
students enrolled in schools identified as Program Improvement are given the opportunity to attend another public
school in the district. This is called Public School Choice. Students who choose to transfer have the right to remain at
that school until the student has completed the highest grade level offered by that school. If your transfer is approved,
your child will have free busing to the Public School Choice site for as long their home school is a Program Improvement
School. The district's obligation to provide transportation ends at the end of the school year once the original school is no
longer identified for Program Improvement.
Signed into law on October 2, 2013, AB 484 (Bonilla), establishes California's new student assessment system, now
known as the California Assessment of Student Performance and Progress (CAASPP). The CAASPP assessment system
replaces the Standardized Testing and Reporting (STAR) Program. The primary purpose of the CAASPP assessment
system is to assist teachers, administrators, and pupils and their parents by promoting high-quality teaching and learning
through the use of a variety of assessment approaches and item types.
Standards-aligned assessments assist in providing information about student progress towards full attainment of the
standards. In a standards-based system, student assessment data is used to inform instructional practice and
professional learning activities at the district, school, and classroom level.
The Smarter Balanced Assessment System has three components: the Summative Assessments, designed for
accountability purposes; Interim Assessments, designed to support teaching and learning throughout the year; and the
Digital Library, designed to support classroom-based formative assessment processes. The Smarter Balanced Assessment
Graphic on the following pages displays the relationship between these components, the Common Core State Standards
(CCSS), and college and career readiness.
The Smarter Balanced Assessment Consortium (SBAC) utilizes computer adaptive tests and performance tasks that allow
students to show what they know and are able to do. This system is based on the Common Core State Standards (CCSS)
for English–language arts (ELA) and mathematics.
Smarter Balanced assessments will go beyond multiple-choice questions to include extended response and technology
enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving
skills.
The new assessments will be computer-based, allowing for a much broader range of test questions than the multiplechoice exams given under STAR. They will emphasize critical thinking, reasoning, and problem-solving, modeling the kind
of teaching and learning needed to prepare all students for the demands of college and the modern workplace.
Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems.
They can best be described as collections of questions and activities that are coherently connected to a single theme or
scenario. These activities are meant to measure capacities such as depth of understanding, writing and research skills,
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and complex analysis, which cannot be adequately assessed with traditional assessment questions. The performance
tasks will be taken on a computer (but will not be computer adaptive) and will take one to two class periods to complete.
Smarter Balanced capitalizes on the precision and efficiency of computer adaptive testing (CAT). This approach
represents a significant improvement over traditional paper-and-pencil assessments used in many states today, providing
more accurate scores for all students across the full range of the achievement continuum.
The Summative Assessments are comprehensive year-end assessments of grade-level learning that measure progress
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(1) a computer adaptive test and (2) a performance task, administered within a 12-week window beginning at 66
percent of the instructional year for grades 3 through 8, or within in a 7-week window beginning at 80 percent of the
instructional year for grade 11.
The Summative Assessments are aligned with the CCSS for ELA and mathematics. The tests capitalize on the strengths
of computer adaptive testing—efficient and precise measurement across the full range of achievement and timely
turnaround of results.
Achievement Levels
Achievement level setting, also known as standard setting, is the process for establishing one or more cut scores on an
assessment, making it possible to create categories of performance. Smarter Balanced Governing States are using a
three-phase design for achievement level setting, which involves an online panel, an in-person panel, and a vertical
articulation committee.
The California English Language Development Test (CELDT), based on the 1999 English language development (ELD)
standards, is currently used to assess the English language proficiency of California’s English learners. In November
2012, the SBE approved new English-language arts CCSS-aligned ELD standards for students in kindergarten through
grade 12, and California is in the process of aligning the state test of English language proficiency to the new ELD
standards. The English Language Proficiency Assessments for California (ELPAC) system will consist of an initial
assessment and a summative assessment. The CDE proposes to replace the CELDT with the ELPAC system by 2016–17,
provided additional funding is secured.
In 2013-2014, Miramonte participated in the pilot test for the SBAC assessments. Through the process, Miramonte staff
will work towards teaching and implementing 21st century skills with our students. The skills include collaboration,
speaking and presentation skills, critical thinking skills, creativity, cross-cultural understanding, computing, and selfreliance.
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Assessment Data
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Conclusions from Parent, Teacher and Student Input
Parents and teachers contribute to the membership of the Miramonte School Site Council (SSC) and School Advisory
Committee (SAC). These members review the Single Plan for Student Achievement (SPSA) each year by asking questions
and providing guidance and direction for the next year’s plan. Members of the Principal’s Advisory Committee and English
Learner Advisory Committee (ELAC) also review and provide input to the plan each year. Members of each committee
and council discuss approaches to maximize student achievement at Miramonte. Both summative and formative
assessment data are reviewed to determine if present programs and staff placements are making the needed impact of
growth in achievement. Every council or committee member has a part in helping Miramonte to achieve its goal of having
every student perform at the proficient or advanced level on mandated summative assessments. Through a variety of
meetings, parents and teachers have identified our significant subgroups as: Socio-Economically Disadvantaged (SED)
students, Hispanic students, and White students. All stakeholders recognize the importance of meeting the specific needs
of all students; this includes the groups of students who are not significant subgroups for our site, yet are significant
groups for the district. Interventions and specific targeted instructional practices to meet the needs of our English
Learners (EL) and Students with Disabilities (SWD) are in place to ensure that all students are successful. Therefore,
specific considerations are made for White, Hispanic, SED, EL, SWD, and Triple Threat Students (students that fall into
more than one of the listed categories), and any other groups as determined by our PLC teams.
It is agreed that all students who are not yet proficient are targets of Tier 1 and Tier 2 interventions, and that Tier 3
interventions are deployed if/when other interventions are not shown to be impacting student achievement. New
students to Miramonte often come to school with weak foundational skills in ELA and Math. These students’ needs are
identified through our “intake process” which utilizes a system of baseline assessments to determine immediate needs
for targeted intervention and remediation. Parents requested additional means of support for their struggling students
and for EL students. The implementation of additional interventions during the day has been instated for students who
are not yet proficient. Miramonte staff also tracks attendance and provides support and interventions to students who
have chronic attendance issues.
Due to the passing of AB484, California students will not be taking the ELA and Math California State Test (CST) during
the 2014-2015 school year. Therefore AYP and API scores will not be given this year. This will also keep Miramonte’s
Program Improvement status at Year I.
Local Control Funding Formula (LCFF)
The 2013–14 California Department of Education (CDE) budget package replaces the previous K–12 finance system with
a new Local Control Funding Formula (LCFF). For school districts and charter schools, 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. For county offices of education (COEs), the LCFF creates separate funding
streams for oversight activities and instructional 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. The LCFF creates funding targets based on these student characteristics.
As part of the LCFF, school districts, COEs, and charter schools are required to develop, adopt, and annually update a
three-year Local Control and Accountability Plan (LCAP), beginning on July 1, 2014, using a template adopted by the
California State Board of Education (SBE) on or before March 31, 2014. In addition, the SBE is required to adopt
evaluation rubrics to assist LEAs and oversight entities in evaluating strengths, weaknesses, areas that require
improvement, technical assistance needs, and where interventions are warranted on or before October 1, 2015.
The Local Control Accountability Plan (LCAP)
The LCAP is an important component of the LCFF. Under the LCFF all districts are required to prepare an LCAP, which
describes how they intend to meet annual goals for all pupils, with specific activities to address state and local priorities
identified pursuant to EC Section 52060(d). Each school district must engage parents, educators, employees and the
community to establish these plans. Parental and community engagement of all stakeholders is critical to the
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development of the district LCAP. CUSD continues to work with all stakeholder groups in holding various district and
school committee meeting and forums designed to gather information on various specific areas of importance.
The plans will describe the school district’s overall vision for students, annual goals and specific actions the district will
take to achieve the vision and goals.
The LCAPs must focus on eight areas identified as state priorities. District plans will also demonstrate how the district’s
budget will help achieve the goals, and assess each year how well the strategies in the plan were able to improve
outcomes.
A District’s LCAP outlines a new set of rules relating to school district transparency and accountability in relation to how
funds will be spent to provide high-quality educational programs. The LCAP planning process should allow each district to
tell their story of: Where you currently are (Needs Assessments), our vision for the future (Goals) and our CUSD
Strategic Plan. Articulate how we plan to take steps each year to achieve these goals (Progress toward Goals). It
includes CUSD to outline the actions and associated budget needed for the first year’s steps (Actions).We have been
given local Control and flexibility to deliver an equitable education to all students. In determining our story, CUSD held
many meetings with all stakeholders, including school SART meetings, District SART meetings, staff meetings, PAC
meetings with students, Student Council meetings with students, classified employee meetings, and district wide parent
involvement meetings. This allowed for the compilation of information regarding the eight priorities that the state
requires to be addressed in a Districts LCAP. Those priorities are: Student Engagement, Student Achievement, School
Climate, Basic Services, Implementation of Common Core State Standards, course access, parental involvement, and
other student outcomes.
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Analyze Educational Practices
Educational Practices
Alignment of curriculum, instruction and materials to content and performance standards
Miramonte’s basic instructional program utilizes standards-aligned state adopted textbooks and/or instructional materials
in grades K-6 in the four core content areas: English Language Arts (ELA), mathematics, history/social science, and
science. In Kindergarten through sixth grade, instruction is centered on the newly adopted California Common Core
Standards (CCCS).
CUSD has adopted the MacMillan/McGraw-Hill Treasures reading series at the 1st through 5th grade levels for ELA
instruction. Sixth grade ELA instruction is provided through the McDougal Littell literature series. Miramonte uses the
Houghton Mifflin mathematics series My Math in grades K-6. Grades K-6 utilize the McGraw-Hill or Harcourt series for
History/Social Science instruction. Science instruction is provided using the Harcourt, Houghton Mifflin, Pearson Scott
Foresman, or McDougal Littell text series in grades K-6.
All teachers have access to supplementary materials in each of their adopted textbooks for differentiation of instruction
based upon student needs. Additionally, Miramonte provides academic support for at-risk students before school, during
school, and after school.
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 indicated 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 through twelfth grade. Student placement into EL
Program: If 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. The state standard for "proficiency" is a student scoring at
the Advanced or Early Advanced level. A student scoring below Early Advanced (Beginning, Early Intermediate, and
Intermediate) is considered an EL 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/Sheltered English Immersion
Process/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. 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 instruction
program based on their English Language proficiency level. Instruction for EL students is prescribed by the classroom
teacher and implemented jointly by the teacher, bilingual instructional assistant (BIA), push-in teachers who help with
language intervention. EL students receive English Language Development (ELD) through the Treasures curriculum in
grades 1st-5th, and Avenues in grades K and 6th to 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 of 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.
Avenues and Treasures are the instructional materials utilized to deliver ELD instruction. The goal is to attain language
proficiency in English as efficiently and effectively as possible and to meet the criteria for reclassification. Progress is
monitored and assessed following the CUSD ELD Assessment Calendar.
The language proficiency and academic performance of each student is reviewed yearly and those that meet fluency
requirements are submitted for Reclassification. Reclassification is the process through which 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(b) 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
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student's academic progress and achievement on summative tests should be monitored and reviewed on a periodic basis
to be certain the student is continuing to progress. If the student fails to make progress, it is necessary to intervene and
not allow him/her to fall behind. In the 2013-2014 school year, Miramonte reclassified three students who will be
monitored for two years.
All core curriculum materials and instruction are aligned to the California Common Core Standards. CUSD has created
Content Standards Guides for teachers and parents describing what “students should know and be able to do” to achieve
mastery at each grade level. Within each content area all students are provided a standards-based text and/or materials
as a primary resource. CUSD has also developed ELA and math units aligned to the California Common Core Standards.
Teachers have the ability and autonomy to use adopted textbooks and additional standards-aligned materials to ensure
the standards and skills focused on in each unit are being met. Teachers utilize supplemental materials to target and
differentiate instruction meeting each student’s individual needs.
With the adoption and initial implementation of the CCCS and new English Language Development Standards, Miramonte
teachers are utilizing an aligned curriculum written by CUSD to teach lessons and are assessing students mastery of the
standards, Common Core Mathematical Practices and Writing Standards through performance tasks and unit-culminating
standard aligned assessments.
Assessments aligned to the CCCS standards exist for English Language Arts (ELA) and mathematics in grades K-6 and
are administered uniformly across all CUSD schools. These assessments utilize selected response, constructed response,
and performance tasks. The results of cumulative, summative, formative, benchmark, and standardized tests are
maintained in the Illuminate database which all teachers can access. District, school area, site, and grade level common
assessments, such as quick checks and chapter tests, are utilized to assess standard specific proficiency and determine
intervention needs for students in ELA and mathematics. The results from these multiple measures are designed to
inform instruction and guide the re-teaching, re-testing, and intervention processes for students who have not yet
attained proficiency levels as well as extension activities for those who have attained proficiency. Site-developed
benchmark assessments are currently utilized and housed in the Illuminate database in the areas of History and Science.
CUSD is working with all schools to create a resource of assessments aligned to the Common Core in all subject areas.
All sites have the ability to create teacher-made assessments that are standards-aligned via Illuminate. Teachers may
prescribe reteaching materials for students with identified weaknesses on a specific standard as identified through weekly
Illuminate data reports. All base instructional programs offer teacher support materials for differentiation of instruction
for all student groups including Special Education, Gifted and Talented Education (GATE), Socio-economically
Disadvantaged (SED), and English Learners. All schools use additional resources for students who have not yet reached
the proficient level. Specific resources may include state adopted EL materials (Avenues or Treasures ELD), Accelerated
Reader, Standards Plus, DRA kits, Writing for Excellence, Measuring Up, Common Core Smarter Balanced Sample
questions, etc.
The needs of our GATE students are met through an after school extension program and through in-class enrichment.
Our GATE students in grades 4-6 and Exceptional Capable Learners (ECL) in grade 3 are challenged through varied
learning opportunities and environments based on student needs that extend their abilities, sensitivities, judgment,
thinking and problem solving skills, and self-concept. Both programs emphasize accelerated instruction through special
study units, classroom enrichment, independent study, extended field trips, and community service. Academic content in
Miramonte's GATE and ECL Programs are geared towards depth, complexity, and acceleration in the core subject areas
of reading, language, mathematics, history/social science, and science and are tied to the California Common Core
Standards. GATE and ECL students are instructed by credentialed teachers at Miramonte School. Information, screening,
and certification criteria and procedures regarding the GATE and ECL Programs are provided to staff and parents by the
Miramonte GATE/ECL Coordinators. GATE and ECL parents receive regular communication from the staff
advisors/instructors and are included in the planning and evaluation of the Miramonte program through a yearly survey
and school-to-home communication.
All Special Education students are part of the total school community with equal access to educational, co-curricular, and
social activities. The IEP team determines appropriate special education services for each student and our special
education staff (Resource Specialist teacher, Speech Language Specialists, School Psychologist, and Instructional
Assistants) work collaboratively with other members of our staff, including categorical programs, to provide an array of
educational options to meet the varied needs of all our students. The service delivery options for our special education
staff may include district services, consultation and collaboration, alternative materials and/or curriculum, physical
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accommodations, modified teaching and testing, curriculum and material adoption, 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. Our staff will participate in staff development and planning to promote the effective use of available resources to
meet the educational needs of all our students.
Availability of standards-based instructional materials appropriate to all student groups
Miramonte 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. As a Title I School,
all students receive the standards-based instructional materials that are available to all student groups, including English
learners, migrant students, and Students with Disabilities.
Miramonte Elementary School follows the clearly defined California Common Core Standards in all curriculum instruction.
Rigorous academic standards begin in Kindergarten and follow our students through sixth grade. Miramonte Elementary
School utilizes textbook materials which specifically identify standards as they pertain to each individual content lesson.
Academic time is supported by the maximum number of instructional minutes allowed by the state of California.
English Language Arts
In the area of English Language Arts (ELA), Miramonte Elementary School utilizes both the Treasures and McDougallLittell state adopted reading series. Teachers use Treasures and McDougall-Littell supplemental materials, which include
levels for English Learners (EL) remediation and extension assignments for gifted students. In addition, supplemental
Spelling curriculum, DRA/SRA kits, specific writing curriculum through Write Traits, Writing for Excellence, and
Handwriting Without Tears, help to provide a strong comprehensive ELA curriculum. Accelerated Reader is utilized as an
additional support for strengthening reading comprehension. The Miramonte Elementary School language arts
intervention program is a researched-based, state approved, supplemental program with leveled readers, realia, visual
aids, manipulatives, and various assessments such as DRA2 and QRA (Quantitative Reading Assessment) to ensure
students receive the academic support they require. We implement an intervention program called Universal Access (UA)
at Miramonte. Classroom and intervention teachers are utilized to teach students in smaller group setting based on their
reading and language levels. This ensures all students receive instruction and intervention at their correct instructional
level. We also provide Imagine Learning Labs for our English Learners and primary grade students. Marzano-endorsed
dictionaries were purchased as supplemental resources in upper our grades. Rigorous academic standards begin very
early on the Miramonte Elementary School campus.
Standards and proficiencies have been established at each grade level in the areas of: (1) oral language; (2) reading and
literature; (3) and writing. 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, fluency, and vocabulary development. Students move through four levels of proficiency as they master
decoding skills, identify word families, patterns, and structures, and learn phonetic rules. Also, core literature books and
specific areas of literature focus have been identified for each grade level to expand students' knowledge and
appreciation in a variety of literary genres.
Miramonte’s writing program focuses on the development of the writing process which includes composing and the
conventions of writing (grammar, spelling and penmanship). Miramonte has also implemented a Language Acceleration
Block. This is mandated time which places an emphasis on grammar and syntax. Students also learn explicitly how to
extract information from written sources to use in informational and argumentative writing. Proficiencies at the fourth
grade level include using webbing, clustering, and graphic organizers which incorporate relevant facts and details, and
using appropriate sentence structure and punctuation. Student authors write, edit, and illustrate their own stories which
sometimes become permanently bound books. Students then read their books to classmates, family members, and other
adults bringing a sense of accomplishment and pride. Integration of the language arts curriculum occurs in many ways.
Core literature books tie into the social science curriculum and help to bring history to life. Writing occurs on a regular
basis through math journals and science logs. Spelling is integrated with the instruction of computer keyboarding skills.
Language arts skills are integrated into every unit developed and taught in the library media center. For example, a unit
on Community for first graders gave students the opportunity to listen to guest speakers, ask appropriate questions, read
relevant and engaging text, and then write about what they learned. Each year we work to strengthen the content of our
early literacy program which focuses on the development of oral and written language, along with listening and speaking
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skills. Furthermore, funding priorities are targeting the acquisition of additional instructional materials for our early
literacy program focusing on our ELs. Treasures materials for grades 1-5, Avenues materials for grades K and 6, and
CELDT materials supplement and support our ELD program.
Mathematics
Miramonte Elementary School 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. The unifying strands of mathematics taught at
grades K-5 are numbers, operations, geometry, measurement and graphing, technology, estimation, statistics, and
probability. The unifying strands in grade 6, which are consistent with those in grades 7-8, are numbers, operations,
geometry, measurement and graphing, statistics, probability, algebra, and patterns and functions. In addition, two
experiential units have been designated for each grade level which promote analyzing, comparing, designing, inferring,
and deductive reasoning. These units are very effective features of our mathematics program. The Houghton Mifflin and
Holt math series along with other supplementary materials such as FASST Math, Project AIMS curriculum, and districtprovided math fact sheets provide support for differentiated math instruction.
Mathematics is integrated into the content areas of language arts, science, social studies, physical education, music, and
art. For example, a third grade activity called "Multiplication Sundaes" incorporates multiplication facts, speaking skills,
reading, writing, and art into a highly motivational tool to encourage math fact automaticity. Students use math to
analyze their progress in achieving physical performance testing goals, identify line and shape in analyzing works of
famous artists, and create graphs and charts to display data for their science and history projects. As a result of data
analysis, we have significantly strengthened our math program by increasing the use of manipulatives, hands-on lessons,
math journals, and problem solving strategies. Teachers have also been trained in Balanced Math this year.
Science
All students at Miramonte Elementary School participate in a comprehensive and creative science program which
emphasizes and develops several major themes: energy, patterns of change, scale and structure, stability, and systems
and interactions. These themes integrate concepts and facts at all levels of the curriculum and unify topics in physical,
life, and earth science. Miramonte 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 and
have incorporated the hands-on learning kits from our text. Students use a variety of instructional materials, including lab
equipment, reference books, and relevant technology, to facilitate active learning and construction of new knowledge.
Teachers have been trained to teach experiential units and Project AIMS. Miramonte Elementary School focuses on
teaching the scientific method, and students have the opportunity to develop class, group, or individual Science Fair
projects at all levels.
Social Science
Miramonte Elementary School'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. The students’
study of social science is embedded in grade level themes. Miramonte Elementary School places an 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. Teachers integrate the social
science curriculum in many ways. Students read literature-based novels, biographies, and plays that relate to their
course of study. 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. At Miramonte Elementary 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
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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 health information and service in health-enhancing ways
• Effective communicators who organize and convey beliefs, ideas, and information about health issues
• 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
and are a priority at Miramonte.
Physical Education
Physical education is an integral part of the education program for students at Miramonte Elementary. PE 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. Our
teachers use Game Day curriculum, walkie-talkie radio games, Clovis East High School PE Tutors, and other teacherdeveloped, standards-aligned games and activities to support physical fitness and education. 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. Fun runs, monitored by radio during laps help create stamina needed to accomplish goals
not just in fitness, but in academics. Teachers monitor the physical fitness progress of their students quarterly and
administer the state Physical Fitness Test in the spring. These data are used to adjust program and curricular needs.
Alignment of staff development to standards, assessed student performance and professional needs
One of Miramonte Elementary’s founding principles is a focus on student achievement. We believe that student
achievement stems from strong teaching practices and quality educators. Miramonte takes staff development very
seriously and uses information from our Title I Parent Survey, SART survey, and teacher needs survey to help design our
professional development plan each year. Miramonte is responsible for ensuring that professional development
opportunities for teachers are aligned with the state standards and are designed to enhance standards-based instruction
and improve student achievement on state tests. Areas of staff development include the California Common Core
Standards, curriculum design and implementation, student achievement strategies, English Language Development, the
use of technology in instruction and assessment, the Professional Learning Community (PLC) process, and the Data
Teams process.
Administrators and teachers attend curriculum training and standards alignment sessions in preparation for the
implementation of the California Common Core Standards (CCCS). In order to be prepared for the change from California
State Standards to the CCCS teachers and administrators are in the process of looking at the vertical alignment between
grade levels and using research-based strategies in the lesson design process. By looking at the new standards and
finding correlations or gaps with the old, teachers are developing an awareness of where assessment and instruction is
headed in the future. 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 PLCs are focused not only on
current student needs, but also on learning how to work in a manner that will prepare teachers to support student
learning.
Through PLCs, Miramonte teachers, staff, and administrators work together to identify the needs of all students;
strengths and areas of need are documented and a prescription written to ensure that all students learn. Our
conversations about student learning stem from four essential question: (1) What is it we want our students to learn?
(2) How do we know if they have mastered this learning? (3) What do we do for our students who did not master the
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learning? (4) What do we do for our students who did master the learning? These questions help us target our
instruction in a way that reaches every student’s individual needs (see PLC flow chart). The inclusion of Data Teams into
the PLC process has provided a vehicle to further analyze student achievement results, make assumptions regarding
causation factors, and identifying high-leverage strategies to maximize student learning. Continual staff training in the
PLC process as offered through the district, area initiatives, site personnel, and through outside conferences, help us to
become more proficient at this process and in turn increase student learning and achievement.
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.
With the Common Core State Standards comes a shift from right or wrong answers and self-expression writing to
persuasive, expository, and analytic written responses and writing products. In order to develop these academic writing
pieces, students must be competent in understanding how language is structured in such school-based tasks and be
competent in making different grammatical decisions than those that come naturally in their everyday interactions.
Miramonte Elementary School has established a Language Acceleration Block (L.A.B.) for three primary purposes:
1. To explicitly teach the Common Core Language and Speaking and Listening Standards;
2. To provide students with language-focused writing structures that align with the Common Core Writing Standards;
3. To establish a cross-grade level approach to writing instruction that leads students to independently produce writing at
progressive levels of length and rigor.
At the core of the focus on student achievement is the Teacher Grade Level Estimation (TGLE) process. This process has
a reflective component, where teachers disaggregate the previous year’s data and analyze practices, programs, and
interventions that yielded positive or insignificant growth and results. Miramonte Elementary School administration
prepares charts and tables clearly depicting the performance of students on the high-stakes tests from the previous
spring. Teachers drill down to analyze the sub-skill performance of students specifically looking at the 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 TGLE reflective piece. Teachers pay attention to the performance of EL, SED, White, Hispanic, and
Special Education students, who are the primary focus groups of the School Plan for Student Achievement (SPSA) at
Miramonte Elementary School. The identification of trends enable 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. This opens up PLC
discussion of possible grade level changes where specific teacher talents can be utilized more productively.
The core of the TGLE process is with the action component where teachers study their current class and plan according
to the specific needs of all students. Teachers assess students on common grade level initial assessments, based on the
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. Teachers identify students in the Miramonte focus
groups so they can incorporate the specific needs of students in planning intervention and specialized academic support.
The integration of this diagnostic piece with the prescriptive intervention, whether benchmark, strategic, or intensive, is
critical in planning for individual student success. Miramonte Elementary School faculty believes that an effective 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
administration, parent-teacher conferences, reporting mechanisms for parents and administration, and documentation
protocols such as retention forms and assessment reports. Teachers also meet with their individual students to discuss
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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 during the first semester as a grade level group or individually to discuss and share
every student’s progress. 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,
following each quarterly formative assessment, 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 and 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 collaborative PLC 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. Miramonte Elementary
School has a coordinated system for SST referrals, RTI, scheduling, and meetings with all stakeholders.
With such complex systems, professional development is crucial to ensure that every member of the team is in
alignment. At Miramonte, professional development takes a variety of forms throughout the school year. Teachers are
provided opportunities through district trainings, monthly working staff meetings, and various conferences. Staff
Development topics include:
--August-October: Language Acceleration Block (L.A.B.), Balanced Math, Time to Teach Refresher, CUSD ELA and
Mathematics Curricular Units, RTI, SST and 504 Process, PLC Initiative, Data Teams, Common Core, TGLE Process,
Curriculum Calendar Alignment, CELDT Testing, Creating Common Assessments, Lesson Design, Internal Coherence
Project with Harvard University, Technology (GOOGLE classroom and GOOGLE Docs)
--November-December: Social Emotional Learning (Student Behavior Support Workshop) Continued PLC Initiative, RTI
Evaluation, ELE lesson planning with Heidi Rochin, Problem Solving with Balanced Math, Data Teams, Kevin Clark
Strategies (In-class Coaching), Internal Coherence Project with Harvard University, Academic Conversations, Number
Talks
--January-March: Mid-Year TGLE Evaluation, PLC Initiative, Mastery Learning, Data Teams, Grade 3 and 5 Technology
Training with teacher on special assignment, Physical Fitness Assessment In-Service, Doug Fisher reading
comprehension training, Kevin Clark Strategies (In-class Coaching), SBAC In-Service, District On-Line Assessment InService, Internal Coherence Project with Harvard University, CABE conference
--April-May: PLC Initiative, Grade level and Area 2015-2016 Curriculum Calendar Alignment, Evaluation of Area Common
Assessments, Common Core Next Steps, District Wide Curriculum Training, Internal Coherence Project with Harvard
University
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Services provided by the regular program to enable under-performing students to meet standard
On August 3, 2014, notices were sent to parents informing them of NCLB requirements as it pertains to Parent Choice.
Various notices were sent to the community.
1. SES Parent Choice Applications were due: September 26, 2014
2. Planning Committee: Clovis Unified Created a District/School Liaison Team (DSLT) to monitor the needs assessment
and implementation of Pinedale's Instructional Program
3. Plan Covers PI Year I: SPSA is revised and approved annually by staff, parents and Governing Board.
4. Parents were notified in both Spanish and English of the PI I Status with a school choice letter. Parents have until
September 26, 2014 to respond to choice school letter.
5. CUSD ensures that technical assistance is provided to Miramonte Elementary School to help improve academic
achievement as the school develops and implements its improvement plan.
6. Technical assistance includes:
a. CUSD will analyze assessment data and student work
b. CUSD continues to assist in identifying and addressing problems related to instructional strategies, parental
involvement, professional development, and responsibilities of the school
c. CUSD will assist in identifying and implementing professional development instructional strategies and methods of
instruction that are based on scientific research proven effective in addressing specific instruction that caused PI status
d. CUSD will assist in analyzing and revising school budget
Clovis Unified School District (CUSD) is committed to providing ongoing technical support, professional development,
additional funding and supporting any needed additional personnel to assist Miramonte Elementary in reaching the NCLB
Goals to close the achievement gap and exit their Program Improvement (PI) status.
CUSD’s Department of Special Projects will work in collaboration with Miramonte Elementary to assist and support the
site’s need as it relates to their Program Improvement status. Ultimately the goal is to exit PI as soon as possible upon
implementing a program designed and tailored to the needs of the Miramonte Elementary Learning Community.
1. The Department of Special Projects conducted an inservice with Miramonte Elementary on October 2, 2013. The
inservice provided an extensive presentation on NCLB and the steps of Program Improvement. The inservice clearly
mapped out the process of PI year I, what needs to occur, funding, staffing, choice issues, funding and other general
information.
2. Additionally CUSD offers a comprehensive summer school or extended year program designed to meet the specific
needs of students K-12. A variety of extended year programs are offered for students at risk of retention, performing
below proficiency and in need of credit for graduation.
Working in Professional Learning Communities (PLCs), teachers meet weekly in teams to identify specific needs of all
students in each grade level. Mastery of all essential standards by all students is the goal in every classroom on the
Miramonte Elementary School campus. Teachers prepare an individualized in-depth educational plan called a Teacher
Grade Level Expectation (TGLE) for all students achieving below the grade level expectations. Teachers discuss each
student TGLE and Classroom Improvement Plan (CIP) with administration and parent(s) at which time strategies,
resources, and supports are determined. Through this written plan, all students have access to the core curriculum.
Students receive supplementary instruction appropriate for their needs through a collaborative, coordinated effort
between the classroom teacher and other appropriate support staff. Students receive additional academic support
through core curriculum labs, academic seminars, and our three tiered intervention program.
To engage students more effectively, teachers utilize technology and project based units of instruction that incorporate
student interaction and presentations. Through multiple measures of assessment student achievement is monitored and
measured regularly and shared with parents and students through progress reports and online communication. The
creation of new units of study in alignment to CCSS gives students access to a broad curriculum that includes engaging
learning experiences that integrates multiple subject areas.
At Miramonte we offer a variety of interventions to aid in narrowing the achievement gap. We utilize a three tiered
intervention approach. One of our guiding principles is that the most effective intervention is timely and occurs in the
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classroom as Tier I intervention. Teachers model for students, provide guided practice, check for understanding
throughout their lessons, and quickly determine which students need additional support. At the end of the lesson, while
the majority of the class moves on to independent practice, some students receive immediate additional time and
repeated practice to cement their new learning. This is a fluid process based on student need and performance. Teachers
also use a variety of instructional strategies such as Specially Designed Academic Instruction in English (SDAIE), Kevin
Clark, and Kate Kinsella strategies to engage students.
Miramonte’s Tier II intervention is strategic intervention that occurs after teachers have re-taught and re-assessed their
students. Each grade level PLC determines a deployment plan for those students who have not mastered the set
standard. Tier II interventions also encompass any re-teaching opportunities that extend beyond the classroom. For
instance, our first through sixth grade students receive Tier II intervention for both ELA and math via a credentialed
push-in or pull-out teacher. These intervention teachers provide guided reading or hands on math lessons in a small
group of three to five students. Tier II intervention provides specific and targeted instruction to fill in gaps in learning.
Students in need of additional intervention resulting from academic, emotional, or behavioral difficulties move into our
Tier III interventions and are referred to the Student Study Team (SST) where their needs are assessed. Students may
be referred to SARB, one-to-one counseling, or student support groups based on specific needs with the school
psychologist. When necessary, students may be referred to Fresno County Mental Health Services. The Student Study
Team designs a personal plan for intervention and new instructional strategies based on feedback from the classroom
teacher, parents, psychologist, and members of the SST. In cases where there are continued educational concerns, a
student may be referred for further testing through the Special Education team.
Additionally, CUSD offers a comprehensive summer school or extended year program designed to meet the specific
needs of students in K-12. A variety of extended year programs are offered for students at risk of retention, performing
below proficiency, and in need of credit for graduation. The programs are designed to support the academic achievement
of students who did not make grade level proficiency level during the regular school year.
All Special Education students are part of the total school community with equal access to educational, co-curricular, and
social activities in our school. The Special Education team determines appropriate Special Education services for each
student by creating an Individualized Education Plan (IEP). They work collaboratively with other members of our staff to
provide an array of educational options to meet the varied needs of all students at our school.
Miramonte’s tiered intervention system also addresses behavioral concerns. All students are provided with the structure
of Tier I behavioral interventions through the implementation of the Time to Teach program, the Personal Responsibility
program, Perfect Attendance incentives, and various classroom structures. Some students require additional behavior
support and receive Tier II interventions. Administration and teachers will meet with parents to articulate concerns and
gather ideas. Students at Tier II may also be referred to the Clovis Support Intervention (CSI) or have individual
Behavioral Contracts. Students that move into Tier III behavior interventions will check in regularly with administration
and may have an individualize Behavior Support Plan (BSP) or be referred to the SST team for further ideas and parent
input. See Pyramid of Interventions chart for further information.
Instructional strategies and programs, such as Character Counts, Anti-Bullying curriculum, Dairy Council curriculum are
used by classroom teachers to promote good character and self-esteem, the importance of living a drug-free life, and
significance of making healthy life choices. Furthermore, programs such as Personal Responsibility Awards, School Block
Awards, and Outstanding Character Awards have helped to establish a positive, purposeful environment where
expectations are clear and all students can be recognized as important, contributing members of our school family.
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RtI
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Services provided by categorical funds to enable under-performing students to meet standards
Programs to supplement our regular program are in place to improve student learning and increase student
achievement. When classroom teachers write their TGLE, target students are also referred and reviewed for additional
support services. Categorical funds enable Miramonte to provide assistance from reading specialists to target students.
The reading specialists deliver reading intervention services to students in first through sixth grades. An Intervention
Teacher offers intervention and support services to students in Kindergarten. Intervention teachers provide additional
supplemental instruction to students who are not yet proficient in both ELA and Mathematics across grade levels.
Categorical funds also provide CSI – Clovis Support Intervention for our students in K-6 via our school psychologist and
several trained teachers. Data is tracked for each student in our CSI and intervention services. Our school psychologist
has also maintained "Attendance Support Groups" for students who have been through the SARB (School Attendance
Review Board) process. Our GATE and ECL programs provide additional opportunities for success for our gifted students.
Continuous improvement in academic achievement has been maintained through these additional support services.
Bilingual Instructional Aides (BIAs) and an Instructional Aide (IAs) for math tutoring provide supplemental services.
Supplemental instructional and formative assessment supplies, Kindergarten readiness materials, English Language
Development materials, Imagine Learning online programs, Accelerated Reading, graphic arts services, district
assessment resources, scanback and copies, new technology equipment across grade levels, and professional
development have also contributed to the high academic achievement of our target students. See below for detailed lists
of services and materials.
Each year, over 90 students are serviced in our after-school Success Club (ASES) program funded by Proposition 49.
Each day from 3:00-6:00 p.m. students in Success Club receive the following: a nutritious snack, homework support,
enrichment opportunities, and recreation time. This program provides a place for students to go after school as well as
the social, emotional, and physical support they may not be receiving at home.
Services and materials provided by categorical funds:
• Reading Specialist (Teacher on Special Assignment) to provide intensive reading instruction to struggling first and
second grade students.
• Three part-time, credentialed intervention teachers to provide remedial instruction in ELA.
• Bilingual Instructional Assistants (BIAs) to support EL students and provide oral and written translation for school-tohome communication.
• Kindergarten Intervention Teacher to provide classroom support and intervention.
• Kindergarten Instructional Assistants (IA) for Extended Day Kindergarten
• Software Licenses
• Credentialed extended day teachers and classified IAs to support students in the regular classroom to supplement the
core curriculum delivery in ELA, math, and science.
• Credentialed teachers who also provide supplemental instruction before and/or after school.
• Credentialed GATE and ECL teachers who provide enrichment for our gifted students.
• Release time and/or substitute teachers provided for staff to collaborate, attend in-services, workshops, or conferences,
to participate in school-site meetings, and/or to observe other teachers.
• Parent Education Nights as determined by our ELAC.
• Staff attendance of conferences consisting of topics such as Writing, Balanced Math, Common Core Standards
implementation, early literacy, technology, area initiatives, and the PLC process.
• Part-time clerical assistant to maintain categorical records.
• Part-time home-liaison to assist attendance, participate in the SARB process, and translate when needed.
• Supplementary instructional materials and supplies available in the areas of reading, language arts, math, social
studies, and science. Such materials include leveled readers, literature books, Treasures and Avenues ELD materials, SRA
kits, math manipulatives, spelling games, EL materials, core curriculum support materials for remediation, and a variety
of other reading and math materials designed for various modalities.
• Other materials available to all Miramonte students: Dry erase boards, data portfolios for goal setting, interactive
writing, cross age tutors, peer tutors, various manipulatives, flash cards, the Accelerated Reading (AR) program, and
recreational, textual, and functional leveled readers.
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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
Common assessment data from state, district, and site assessments are used to increase student learning and improve
academic achievement at Miramonte. Teachers diligently and continuously use assessment results to guide their
instruction. Test results are shared at weekly PLC team meetings in order to formulate data driven intervention plans,
guide teachers toward the next step of their instruction, and hold all teachers accountable for every student in the grade
level. Assessment results from site monthly assessments, district quarterly assessments, and district/state year-end
assessments are charted and/or graphed to compare student progress in all curricular areas. Curriculum and teaching
strategies are adjusted based on assessment results. Teaching strategies and curriculum materials are shared and team
teaching strategies are used to group students at appropriate levels or plan for deployment and/or flexible grouping.
Through this process, teachers are targeting the specific needs of each student by identifying and addressing strengths
and areas of need efficiently and effectively. Students not meeting the mastery level through targeted standards based
instruction receive intervention until mastery is achieved.
CUSD Academic Benchmarks command the skills of the major content areas and incorporate the values of the district and
our school community:
• ELA, Mathematics, Science, Social Studies
• Fine Arts
• Vocational Skills
• Health and Wellness
• Technology
• Foreign Language
• Transferring learning to new situations and solving problems
• Focusing and completing projects
• Character Counts
• Value the rights of others
• Value an education
• Value the family
• Become a productive adult in society
• Have a competitive spirit
• Deal with success and failure in a positive way
• Prepare for the future and set goals
Miramonte Elementary School utilizes an annual Assessment Plan that follows both summative and formative assessment
data on each student throughout the year. This data is also used to analyze classroom achievement trends, grade level
trends, and longitudinal data for students, classrooms, and grade levels. The following Academic Benchmarks are
utilized:
• Annual CELDT (EL students only)
• Midyear District ICAM (Mathematics Formative Assessment)
• Midyear District ICAL (Language Arts Formative Assessment)
• District Curriculum Unit Assessments (Math and ELA)
•
Timed Math Facts (charted per student)
• Quarterly Accelerated Reader STAR Test
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Kindergarten Common Core Assessments
First and Second Grade Common Core Math and ELA Assessments
DRA2 Assessments
Basic Phonics Skills Test (BPST)
Quantitative Reading Assessment (QRA)
San Diego Quick
Six Minute Solution Fluency Test
Running Records
ELD Assessments (Avenues/Treasures)
District Writing Prompts
District Common Core Performance Tasks
Weekly Vocabulary and Spelling Tests
Smarter Balanced Sample Common Core Assessments
Writing Portfolios
Area and Teacher Created Assessments
Physical Fitness Assessments (PFA)
CLASSI I, II, and III
Reclassification Rates
Attendance and Suspension Reports
Behavior Logs and Time To Teach Data
After administering any of the above assessments, teachers use Illuminate or Zangle data reports and grouping sheets to
monitor individual and group progress on grade level standards. Each assessment and accountability measure provides
formative data which help teachers modify instruction to meet the needs of all students. Students track their own
progress through Baldrige Classroom Meetings and through their own personal data binders. As stated above, grade
levels meet in PLCs to analyze data, learn from each other, and enhance their instructional practices. Cross-grade level
meetings add to the data stream providing plus/delta areas for targeting improvement in specific ELA and math strands.
Staff development targets areas for growth utilizing data from both summative and formative assessments. Data is also
shared with Miramonte parents and committees. Fall parent/teacher conferences are held where compacts are reviewed
and explained so that every stakeholder knows his/her task in ensure the success of each student. All stakeholders assist
the school community in planning for continued growth in student achievement.
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Number and percentage of teachers in academic areas experiencing low student performance
At Miramonte Elementary School we strive to improve the achievement of all students. Core academic areas include
English Language Arts, 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, meaningcentered curriculum. 100 percent of all staff members work with students who are less than proficient in core academic
areas. Multiple assessment data from state, local, and site assessments are used to design and frame effective learning
programs for all students. All teachers analyze CST data, district benchmarks, and current classroom assessments to plan
and modify instruction for all students. Teachers recognize that working cooperatively in collaborative PLCs provides the
best instructional opportunities for students. Initially, students are placed in leveled instructional groups, universal access
groups, and a variety of targeted intervention and remediation groups provided during the school day. Student groups
are determined through careful analysis of end-of-the-year assessment data from the previous year, as well as early
diagnostic assessments administered 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 before or after school interventions as needed. EL
students are strategically placed in ELD 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 Miramonte Elementary School take 100 percent responsibility for the learning of all student groups.
Each teacher interacts with students below the proficiency level, English learners, Special Education students who are
mainstreamed into the classroom, migrant students, SED students, and high achievers. Progress monitoring information
is shared with parents within the first four weeks of school, and following the first nine weeks of school each student’s
information is personally shared with parents through individually scheduled conferences. In collaboration with parents
the teacher reviews the student Teacher Grade Level Expectation (TGLE), which identifies strengths and area of concern
for 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
Miramonte Elementary School offers a variety of school and community resources to assist and support our students and
their families:
• Hold parent meetings at both the site and district level which include Miramonte Parent Teacher Club (MPTC), School
Assessment and Review Team (SART), School Site Council (SSC), School Advisory Council (SAC), District Advisory Council
(DAC), English Language Advisory Council (ELAC), District English Language Advisory Council (DELAC), and the
Intercultural and Diversity Advisory Council (IDAC).
• An extensive before and after school co-curricular program which includes Success Club (ASES), athletics, academic
fairs, fine arts, and interventions for all students.
• Parent Events: Parent/Teacher Conference Day, Back To School Night, Parent Education Nights, Annual Title I Night,
Family Science Night, School Carnival, School Cultural Arts Programs, and Performing Arts Programs.
• Parent Communication: Parent Handbook, School Accountability Report Card, a call out system to remind parents of
events and meetings, a continually updated website, and weekly and monthly school and classroom newsletters
(translated as needed).
• District offered Health Clinics available to all families for needed health care.
• Each site operates with a Nurse to Health Services Assistant to assist students and the community.
• Volunteers: Parents, grandparents, Clovis East High School PE tutors and cross-age tutors, ROP students, Fresno State
University (FSU) student teachers, FSU ED50 students, and FSU Peer Mediators.
• 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 lead to more productive learning in the classroom. Our
Special Education team offering assessment and services.
• ASES program provides free additional after-school academic, social, and emotional support to over 90 Miramonte
students every school day from 3:00-6:00 p.m. This program allows students to be in a safe, supportive environment.
In collaboration with parents, annually, the teacher reviews the student Teacher Grade Level Expectation (TGLE), which
identifies strengths and weaknesses of that student. The signed Parent/School Compact underscores the importance of
the educational experience for each student and outlines the roles and responsibilities of the teachers, students, and
parents.
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School, district and community barriers to improvements in student achievement
Miramonte Elementary School staff recognizes the barriers which limit student performance. Some of these barriers
include: poor attendance, student behavior, suspensions, family mobility, and lack of school readiness. Staff development
and training is planned in the areas of improving instructional strategies to address poor student readiness, performance,
behavior, and absenteeism. These strategies include, but are not limited to, improving student attendance and behavior,
making curriculum more rigorous and engaging while supporting the needs of struggling students, and employing
classroom management techniques to minimize distractions and wasted class time. Improving parent involvement and
engagement as well as further development of community resources are also essential components in overcoming these
limitations. Parent nights and community events are planned to include all stakeholders.
Miramonte has adopted a school-wide discipline management system called Time to Teach to address the growing
discipline problems which remove students from the classroom and negatively impact student achievement. This
program focuses on unconditional positive regard and accountability for choices. Through a “refocus” process, students
are given the opportunity to think through and alter their behavior without interrupting the classroom instruction. Parents
also feel a part of the process because communication of student behavior is much more defined.
Clovis Unified has implemented a Transition Program with a goal of connecting students and their families back into their
school, community, and to life. The Clovis East Area Transition Program provides our students and families with
instrumental supports and valuable resources while facilitating their successful navigation through the struggles of the
educational system and in overcoming life’s roadblocks. The Transition Program allows us the opportunity to focus on
students who may not seek out support, yet would benefit from mentoring and increased connections to school and
community resources.
Additionally, 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, and it is a
difficult task to find the time to teach all that is expected. There are also high academic and social expectations within
our school district and when this is combined with the unique individual needs each student brings to school, a wellrounded and quality education is no easy goal to achieve.
Page 42-89
Limitations of the current program to enable under performing student to meet standards
We believe one of the greatest challenges to improving student achievement is identifying and providing the specific
instruction needed to meet the individual needs of every student. We do not see this as an excuse, however, and the
staff at Miramonte is dedicated to utilizing all means necessary to overcome this barrier. Staff development, specifically in
the area of PLC training, is employed so we can continue to learn and apply instructional strategies to address poor
student readiness and performance. We are constantly working to bring a true alignment of 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 four distinct sub-groups which include; English learners, Hispanic students,
Students with Disabilities (SWD), and Socio-Economically Disadvantaged (SED) students continues to be a major
challenge. These subgroups still show a gap in achievement when compared to other significant subgroups. We are
faced with tailoring specific interventions that address and reflect the specific needs of a diverse group of students.
Intervention and remediation but be targeted, focused, and delivered in a timely fashion. We continue to bring a strong
alignment between the taught and tested curriculum.
We believe parent involvement and engagement is crucial to student achievement and instrumental in school readiness.
The lack of full educational support of families becomes a very real obstacle to learning for some students. There is a
considerable variance among students in the depth to which schoolwork 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.
Page 43-89
Analyze Instructional Programs
Instructional Programs
Conclusions from Analysis of Instructional Programs
Looking at Miramonte Elementary Schools Instructional Programs and the data that is used to support them it is clear
that there is still a performance gap in our significant sub groups of SED, EL students, SPED and Hispanic students.
When evaluating our prior educational programs used to support all these learners and the data that supports the
success of the program, Miramonte Elementary has made significant changes to our educational programs. All EL
students are receiving 30 minutes of EL instruction daily that is based on the state approved EL program and the
instructional strategies from Kevin Clark.
Core instructional time is based on standards, state blue prints and drive by common, formative, and summative
assessments. Core instruction is based on the following instructional minutes daily 2.5 hours of ELA with 1 hour school
wide focus on Language, Grammar, and Writing, 1.5 hours of Math, 1 hour or EL.
The assessments that will be given on a yearly basis consist of the following:
-Common assessments
-District created benchmarks
-ICAL
-ICAM
-Quick Checks from Intel-Assess
-Houghton Mifflin Assessment
-Treasures Assessments
-Avenues Assessments
-Measuring Up
-Standards Plus
All of these assessments that Miramonte Elementary staff will administer to their students will provide them with a broad
view of how the students in their classes are performing and what they need to focus on specifically to increase student
achievement. As data is collected annually the educational programs at Miramonte Elementary will be evaluated annually
to measure their effectiveness.
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Funding Categorical Handbook Overview
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SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT
Increase English Language Arts Proficiency
Miramonte Elementary School will establish a base-line score in all significant subgroups that will meet or exceed the
state average on the upcoming Smarter Balanced Assessment in English Language Arts to be administered in the Spring
2014.
Math Achievement
state average on the upcoming Smarter Balanced Assessment in Math to be administered in the Spring 2014. Scores will
be processed by CDE and released in late spring for school and district review and parent notification.
Improve Health Literacy, Wellness, and Character Education for Students
Miramonte's goal is to increase schoolwide proficiency on the Physical Fitness Assessment. Since 81.4% of our students
schoolwide achieved healthy fitness last year, we would like to increase achievement to 90%. For the 2014-15 school
year there will also be an increased emphasis on wellness and character education. Student activities such as Clovis
Support Intervention (CSI) and Peer Mediation will be available. We must focus on the health and wellness of our
students as this affects all other areas of achievement at school.
Page 48-89
PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
Goal: Increase English Language Arts Proficiency
ISSUE STATEMENT
Miramonte's Proficiency levels have not been obtained by all Title 1 students. Our schoolwide ELA proficiency, as
measured on the 2012-2013 state assessment is at 63.3% proficient and advanced. We must focus on increasing ELA
proficiency, especially across our significant subgroups in order to meet future targets which are increasing each year.
GOAL OBJECTIVE
state average on the upcoming Smarter Balanced Assessment in English Language Arts to be administered in the Spring
2014.
STUDENT GROUPS PARTICIPATING IN THIS GOAL
The goal will be schoolwide, with specific strategies and actions that focus on significant subgroups such as English
Learners, Socioeconomically Disadvantaged students, students with IEP's, and Hispanic students.
PERFORMANCE GAINS EXPECTED FOR THESE STUDENT GROUPS
Miramonte students will meet or exceed overall scores in all significant subgroups in English Language Arts for the 20142015 school year.
MEANS OF EVALUATING PROGRESS TOWARD THIS GOAL
The Principal, Guidance Instructional Specialist (GIS), Intervention Team, and Grade Level Leaders will collect data to
evaluate the impact on student achievement. The Principal, GIS, Classroom teachers, and Intervention Teachers will
evaluate program effectiveness. The Principal will consult with the Area Superintendent and Administrator of Curriculum
and Instruction to determine what action to take if the program is ineffective.
Classroom teachers will collect formative assessment data on the mastery of each standard by all students. Data will be
reviewed by teachers and administrators on a weekly basis during PLC meetings. Quarterly district assessments will
provide additional data for review. Progress monitoring will be conducted on every child to ensure mastery of standards
and skills. The Miramonte Assessment Plan lists many of the means of evaluating progress toward our goals. Teachermade tests, in-house review tests, and ELD tests are also used as formative assessment pieces at Miramonte Elementary.
Other pieces of data that inform our decision-making are reclassification rates, Avenues assessments, attendance rates,
discipline and suspension rates, and CLASSI I, II, and III. Area-wide PLC meetings with teachers and administrators will
provide an opportunity to compare progress at differing school sites. Sharing of information and strategies will contribute
to a combined effort to ensure continuous improvement.
Page 49-89
GROUP DATA NEEDED TO MEASURE ACADEMIC GAINS
The following assessments will be used during the year as formative assessments to measure progress toward the goal:
• Unit Post Assessments
• Quarterly Treasures Unit Tests – EL for grades 1-5
• Quarterly DRA Assessments in grades K-2
• Quarterly Avenues Unit Tests- EL for grades K and 6
• Annual CELDT scores - EL
• Interim Clovis Assessment Language Arts (iCAL)
• DRA2 Assessments
• Basic Phonics Skills Test
• Accelerated Reader System/Testing
• Imagine Learning Assessments
• Treasures - Fluency Assessments
• Quantitative Reading Assessment (QRA)
• Running Records
• Treasures Weekly Unit and Themed Tests
• Attendance Reports/SARB rates
Strategies
Response to Intervention (RTI) & Mastery Learning
Miramonte's SPSA Goal # 1 addresses 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, and Student Achievement.
Classroom and Intervention teachers will attend staff development that will focus on increasing student achievement in
all areas through Mastery Learning and Response to Intervention (RTI). Staff will gather weekly to analyze data and
formulate plans to address student needs through PLCs. ELA instruction consists of core curriculum in the classroom and
supplemental instruction for students who need additional support. California Common Core standards are utilized in
Kindergarten and first grades. Common Core Standards are also being unpacked and rolled out at all other grade levels.
ELD and SDAIE strategies will be delivered during school by the classroom teachers and supported by credentialed
Intervention Teachers, Bilingual Instructional Aides, and Instructional Aides. Teachers and staff will attend professional
development that will promote the use of Explicit Direct Instruction for English Learners.
Targeted intervention has proven to increase ELA proficiency. Instruction designed to address students’ areas of concern
is best accomplished in small group. Students identified with specific sub-skill weaknesses will be provided ongoing
instructional support specific to individual needs to increase student academic progress.
Staff members will attend conferences and workshops that will increase efficiency and effectiveness of Data Teams in
Professional Learning Communities. Staff members will utilize resource and tools that will maximize group talents and
efforts with a focus on student learning.
The goal for all students is to be proficient or advanced on end of the year district assessments in ELA. All groups are
monitored with formative testing throughout the year and interventions are implemented when standards are not met.
Students participate in Universal Access, which is leveled instruction using the Treasures curriculum, curriculum units,
and leveled reading books. This targeted instruction takes place three days a week for forty-five minutes a day.
Page 50-89
Actions
RTI Action
Tasks
Supplemental Instructional Materials, parent involvement materials for parent nights and meetings,
conference costs for staff development supplies, and graphic arts will be purchased to support instruction.
Computers and supplemental technology equipment will be purchased to support instruction in the
classroom. These resources will also be utilized in staff development and in RTI meetings to assist with
strategic planning. Supplemental materials may include: consumable workbooks, printing costs, paper,
pencils, pens, leveled readers, supplemental reading books, promethean boards, games, manipulatives,
assessments, tests, food for meetings and trainings, post-its, charts, chart paper, transparencies. These
materials may also be used for staff development and strategy meetings.
Measures
Employment Requisitions (Quarter 1&2)
Employee attendance (Quarterly)
Annual Evaluations (Semester 1)
Student Achievement and Progress (Semester and Quarterly)
Student Attendance, Suspension and Behavior (Quarterly)
CLASSI I, II, & III (Quarter IV)
API, AYP Sub-groups (Fall & Spring)
AMAOs: I, II, & III (Semester 1 - Fall)
CELDT (Monthly & Semester)
Reclassification Rates (Quarter I and II)
Purchase Orders/requisitions (Monthly)
People Assigned
Kia Yang- Principal
Tammy Williams - GIS
Maria Puopolo - School Psychologist
Marcia Bimat - Intervention Teacher/Teacher on Special Assignment
Dyia Kwalwasser - Intervention Teacher
Rachel Perez - Intervention Teacher
Rita Wakelee - Intervention Teacher
Brittany Salley- 4th grade (34+1) Instructional Assistant
Nyia Lee- Classroom and GATE Teacher
Carrie Mayfield and Ellen Youseff- Classroom and ECL Teachers
Yuechane Lor- Student Activities Specialist
Sue Hamilton - Library Tech
Wendy Ly - Bilingual Instructional Assistant
Susana Santoya - Bilingual Instructional Assistant
Janet Dixon - Lunch Club Intervention/Campus Monitor
Substitutes (who will provide coverage for teachers during staff development)
Start Date - End Date
8/25/2014 - 6/12/2015
Page 51-89
Targeted Interventions
Intervention Teachers will provide targeted interventions based on student assessed needs for Kindergarten through 6th
grade students who are not yet proficient in English Language Arts on the district mandated assessments. Strategic
interventions will be provided in the classroom and as Tier II outside of the classroom. Primary language support and
instructional support will be provided by Bilingual Instructional Aides and Instructional Aide. Emotional support and Clovis
Support Intervention (CSI) will be provided by the School Psychologist, Nurse, Transition Counseling team, and Teachers.
Student Activities and communications will be provided to promote and maintain an active partnership with parents.
Parent support will be provided in the form of Parent Information Nights (Literacy through Science), community
meetings, parent/teacher conferences, and trainings. Translation and interpreters will be provided at these events so that
information is accessible to all parents.
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Goal: Math Achievement
ISSUE STATEMENT
Proficiency levels have not been obtained by all Title 1 students. Our schoolwide Mathematics proficiency, as measured
on 2012-2013 CST assessment is at 74.8% proficient and advanced. Miramonte will meet or exceed overall scores in all
significant subgroups in Math for the 2014-2015 school year on district and state assessments.
GOAL OBJECTIVE
state average on the upcoming Smarter Balanced Assessment in Math to be administered in the Spring 2014. Scores will
be processed by CDE and released in late spring for school and district review and parent notification.
The goal will be schoolwide, with specific strategies and actions that focus on significant subgroups such as English
Learners, Socioeconomically Disadvantaged students, students with IEP's, and Hispanic students.
Miramonte students will meet or exceed overall scores in all significant subgroups in Math for the 2014-2015 school year.
The Principal, Guidance Instructional Specialist (GIS), Intervention Team, and Grade Level Leaders will collect data to
evaluate the impact on student achievement. The Principal, GIS, Classroom teachers, and Intervention Teachers will
evaluate program effectiveness. The Principal will consult with the Area Superintendent and Administrator of Curriculum
and Instruction to determine what action to take if the program is ineffective.
Classroom teachers will collect formative assessment data on the mastery of each standard, benchmark, and skill area by
each student. Data will be reviewed by teachers on a weekly basis during PLC meetings and will be provided to the
Principal and GIS for quarterly evaluation of the impact on student achievement. Conversations will be held at PLC's to
adjust instructional strategies and interventions, and progress monitoring will be conducted on every child to ensure
mastery of standards and skills. The Miramonte Assessment Plan lists many of the means of evaluating progress toward
our goals. Timed math fact assessments will be given in grades 1-6 to ensure automaticity of basic math facts. Progress
on these foundational skills will be tracked. Reward systems are in place to motivate and challenge students in their
individual progress. Data portfolios will be created in every classroom to assist students in tracking their own goal
progress. Area-wide PLC meetings with teachers and administrators will provide an opportunity to compare progress at
differing school sites. Sharing of information and strategies will contribute to a combined effort to ensure continuous
improvement.
Page 53-89
The following tests and assessments will be used during the year as formative assessments to measure progress toward
the goal:
Math Unit Post Assessments
Interim Clovis Assessment Mathematics (iCAM)
District summative tests for first grade and kindergarten in Mathematics
Common Core First and Second Grade and Kindergarten End-of-the Year Assessments
Smarter Balanced Common Core Sample Assessments
Teacher Created Tests
Publisher tests
Timed Math Facts
Balanced Math
Walk through observations
Strategies
Response to Intervention (RTI)
Miramonte Classroom and Intervention teachers will attend staff development meetings that will focus on increasing
student achievement in all areas through Mastery Learning and Response to Intervention (RTI). PLC's will gather weekly
to analyze data and formulate plans to address student needs. Mathematics Instruction consists of core curriculum in
the classroom and supplemental instruction for students who need additional support. Common Core Standards are
utilized in grades K-6th . Specific strategies for instruction will include small group instruction, math intervention, the
utlization of supplemental materials, technology, and staff development.
Targeted intervention and reteaching has proven to increase math proficiency. Instruction designed to address students'
area of concern is best accomplished in small group. Students identified with specific sub-skill weaknesses will be
provided with ongoing instructional support specific to individual needs to increase student academic progress.
The goal for all students is to be proficient or advanced on district mandated Math assessments, and to meet or exceed
state averages on the Smarter Balanced Math Assessment. All groups are monitored with formative testing throughout
the year.
Actions
Increasing Math Proficiency
Tasks
Supplemental Instructional Materials, supplies, and graphic arts will be purchased to support instruction.
Computers and supplemental technology equipment, (i.e. Promethean boards, iPads, iPods, and
accessories) will be purchased to support instruction in the classroom. These resources will also be utilized
in staff development and in RTI meetings to assist with strategic planning. They will also be used to deliver
instruction in the classroom and in intervention after school. Supplemental materials may include:
consumable workbooks, printing costs, binders, folders, paper, pencils, pens, student white boards, games,
manipulatives, assessments, tests, AV equipment, scanners, supplemental instructional materials, food for
meetings and trainings, post-its, charts, chart paper, post-it charts, binder rings, or transparencies. These
materials may also be used for staff development and PLC meetings.
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Measures
Curriculum Post Assessment Data
Interim Clovis Assessment Math (iCAM)
Teacher made assessments
Publisher Tests
Mastery Learning Data
Balanced Math
FASTT Math Assessments
K-6 Common Core Assessments
Illuminate Data
Purchase Orders/requisitions
People Assigned
Kia Yang - Principal
Tammy Williams - Guidance Instructional Specialist
Marcia Bimat - Teacher on Special Assignment
Rachel Simpson - 1st Grade Intervention Teacher
Nyia Lee and Heather Costa - 2nd Grade Intervention Teacher
Melissa Reyes- 3rd Grade Intervention Teacher
Tammy Jones and Brian Contreras - 4th Grade Intervention Teacher
Trisha Sisk - 5th Grade Intervention Teacher
Amber Ford - 6th Grade Intervention Teacher
Yuechane Lor - Student Activities Specialist
Wendy Ly - Bilingual Instructional Assistant
Susana Santoyo - Bilingual Instructional Assistant
Janet Dixon - Lunch Learning Club Supervisor
8/25/2014 - 6/12/2015
Page 55-89
Goal: Improve Health Literacy, Wellness, and Character Education for Students
ISSUE STATEMENT
Miramonte students have struggled to maintain a 90% Healthy Fitness Zone (HFZ) percent on the annual Physical Fitness
Assessment. For the 2013-2014 school year 81.4% of our students fell into the HFZ. This was a decline from the 20122013 school year where 85.5% of our students fell into the HFZ. Miramonte students have also struggled with
attendance and discipline issues. Since good overall health and wellness education helps students achieve their highest
academic and personal potential, more focus will be directed in these areas.
GOAL OBJECTIVE
Miramonte's goal is to increase schoolwide proficiency on the Physical Fitness Assessment. Since 81.4% of our students
schoolwide achieved healthy fitness last year, we would like to increase achievement to 90%. For the 2014-15 school
year there will also be an increased emphasis on wellness and character education. Student activities such as Clovis
Support Intervention (CSI) and Peer Mediation will be available. We must focus on the health and wellness of our
students as this affects all other areas of achievement at school.
The Health and Wellness goal will be schoolwide, with specific strategies and actions that focus on our upper grade
students. Scores for HFZ proficiency tend to decrease with increase in grade level. The Character Education and Wellness
goal will be schoolwide and will include the entire student body.
Last year our schoolwide HFZ proficiency was 81.4%. This year's goal is 90%. Students will become more aware of
personal wellness and will have an increased awareness of the benefits of strong personal character and an inclusion of
others. CSI will assist students in learning how to deal with anger, loss, or other personal struggles. The Peer Mediator
program will give students an outlet to work through disagreements and learn tools to improve interpersonal skills. These
gains will have a positive overall effect on the school culture at Miramonte.
The Principal, Guidance Instructional Specialist, Psychologist, CSI Coordinator, Peer Mediator Coordinator, Transitional
Counselor, and Grade Level Leaders will collect data and evaluate the impact on student achievement. Team members
will evaluate program effectiveness. Pre-assessment, formative assessment data, and summative assessment data will be
used to measure progress and outcomes. Attendance and Discipline reports will also be utilized to measure the
effectiveness of our programs.
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The following assessments will be used during the year as formative assessments to measure progress toward this goal:
PFT Pre-Assessment
On-going measurements of growth on each element of the PFT
Distance Run timed tests
Curlup practice and counts
Back Saver Sit & Reach practice and count
Modified Pullup practice and count
Trunk Lift practice and count
Summative Assessment for PFT
Discipline Reports
Attendance Reports
CSI Attendance and Participation
Peer Mediator Results
Transitional Counselor Reports
Strategies
Physical Fitness and Personal Wellness
Classroom teachers and administration will meet to plan lessons and activities that will promote health and wellness for
Miramonte students. New physical fitness games will be created using technology and measures will taken to ensure
progress monitoring throughout the year. The administration, classroom teachers, CSI Coordinator, Transitional
Counselor, and PE Tutors will teach lessons that focus on increasing harmony, character, and student relations. A Peer
Mediation and Anti-Bully program will be designed that allows students to be part of the solution. Students will learn how
to problem solve and will help to create a positive school culture at Miramonte. The classroom teachers will work with
staff and volunteers to promote Character Education and to help increase the physical fitness and stamina of our
Mustang students.
Actions
Achieving Personal Best
Tasks
Supplemental instructional and resource materials, supplies, graphic arts, binders, radios, clocks, peer
mediation supplies/materials will be purchased to support instruction and student activities. Clovis Support
Intervention group supplies will be purchased as needed. Character Education incentives will be purchased
to help support and encourage student development. These resources will also be utilized in staff
development and student training classes. The materials will be used to deliver PE instruction, provide
Character Education instruction, facilitate Peer Mediation, enhance CSI groups, and monitor progress for all
students.
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Measures
Teacher Created Assessments
PFT Pre-Assessments
Timed Running tests
Attendance Reports
Discipline and Suspension Reports
CSI Enrollment Data
Peer Mediator Data
Transitional Counselor Data
Purchase order/requisitions
PFT scores
People Assigned
Kia Yang - Principal
Tammy Williams - Guidance Instructional Specialist
Marcia Bimat - Teacher on Special Assignment
Joan Matsunaga - Student Activities Specialist I
Karen Wemett - Health Aide
Kathleen Freeman - School Nurse
Maria Puopolo - Psychologist
Jeremiah Ellard- Transitional Counselor
Elizabeth Marquez- CSI Coordinator and Peer Mediator Coordinator
Trisha Sisk - Peer Mediator Coordinator
Classroom Teachers
Kristen Cabezut - Athletic Director
Ricky Olivas - Campus Monitor
Janet Dixon - Campus Monitor
Bertha Loera- Campus Monitor
Joe Thao- Campus Monitor
8/25/2014 - 6/12/2015
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Description of Central Services for SPSA 2014-2015
Page 59-89
Categorical Funding Schools Chart 2014-2015
Page 60-89
SCHOOL SITE COUNCIL MEMBERS
Name
Represents
Contact Info
Reviewed
Plan Date
Sharon MrKaich
Community Member
559-327-7400
12/9/2014
Gurpreet Kaur
Parent
559-327-7400
12/9/2014
Ricci Ourique
Teacher
559-327-7400
12/9/2014
Tammy Williams
GIS
559-327-7400
12/9/2014
Blance Aguirre
Parent
559-327-7400
12/9/2014
Phil Smith
Teacher
559-327-7400
12/9/2014
Kemet Stime
Parent
559-327-7400
12/9/2014
Kristie Metler
Parent
559-327-7400
12/9/2014
Rachel Simpson
Teacher
559-327-7400
12/9/2014
Becky Olmstead
Teacher
559-327-7400
12/9/2014
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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.
12/9/2014
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.
12/9/2014
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.
12/9/2014
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.
12/9/2014
The school site council sought and considered all recommendations from the
following groups or committees before adopting this plan:
English Learner Advisory Committee
12/9/2014
Approval
The school plan was adopted by the council on:
12/9/2014
Public Notice Due Date:
12/2/2014
District Governing Board Review Due Date:
1/28/2015
School Site Plan Approved:
12/9/2014
Attested by School Principal:
12/9/2014
Attested by School Site Council Chairperson:
12/9/2014
Attested:
Kia Yang
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Sharon MrKaich
Typed Name of SSC Chairperson
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Appendix for SPSA 2014-2015
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Miramonte Elementary - Clovis Unified School District

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