walnut valley unified school district

Transcription

WALNUT VALLEY UNIFIED SCHOOL DISTRICT
“Leading Change”
Location:
District
School:____________
State Priority 1: Credentials/Materials/Facilities
Goal: All facilities, materials and teachers credentials, will be monitor, maintained and provided, so all students will learn in a safe,
clean environment, with the appropriate materials and highly qualified teachers.
Objectives
Actions/Steps
Credentials
WVUSD will ensure all teachers are fully
WVUSD Human Resources Department
credentialed meeting state requirements
will continue to recruit and hire highly
and highly qualified per Federal guidelines. qualified educators with appropriate
credentials.
WVUSD will identify needs and align
credential holders to support the
classroom subject matter and student
will continue to conduct annual monitoring
achievement.
to verify credential alignment. To include
annual trainings for staff responsible for
monitoring credentials.
WVUSD will continue to provide effective
support for teachers in General and
Special Education during first and second
year.
WVUSD will ensure that a trained support
provider will provide intensive
individualized support and assistance for
each new teacher as they complete
induction to earn their clear credential
Metric
Verification of fully credentialed new hires
is required within WVUSD.
Screening of credential to class schedules
to attain 100% compliance. HR staff to
attend annual trainings to keep up to date
on State and Federal guidelines.
Success and completion rate of our newly
hired certified staff will indicate progress.
WVUSD will continue to encourage and/or
recommend an Induction Program that is in
alignment with all accreditation standards
Success of the Induction Program will
and guidelines to all new teachers.
show the positive outcome of WVUSD
efforts to support new certificated staff.
WVUSD will provide information, training,
materials, and professional development to
new teachers and mentors to support
successful completion of all clear
The additional added authorizations and/or
credentialing requirements.
advanced degrees attained by certificated
staff.
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WVUSD will support and encourage
continuing education to obtain additional
authorizations to broaden teaching
opportunities and staffing flexibility for
district.
will build relationships with local higher
education institutions to foster
opportunities in continuing education for
teachers by 2015.
will inform and encourage teachers in
special education and special settings to
pursue the Verification Process for Special
Settings certification (VPSS) and or other
opportunities as they are provided to the
district by 2015.
Materials
WVUSD will convert from the California
State Standards to the Common Core
State Standards.
WVUSD will complete the conversion from
CST to CCSS in the areas of Language
Arts and Math by 2015, and Social Studies
and Science by 2016.
Student outcome.
WVUSD will continue to integrate
technology to support student learning
including alignment with CCSS.
WVUSD Technology and Educational
Calendars, Agendas, Sign-In Sheets,
Services Departments will continue to work Flyers/Survey Monkey.
together to provide professional
development for certificated and classified
staff in the area of technology
integration/CCSS alignment within the
classroom.
WVUSD will provide the ability for all
students to have equal access to state
aligned textbooks, instructional materials,
and technology.
Teachers, administrators and parents, with
the Common Core State Standards
Materials’ work team, will evaluate grade
level/CCSS specific textbooks,
instructional materials, and technology to
ensure alignment by 2015.
Review Adoption Cycle Process.
Presentation to WVUSD Cabinet.
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WVUSD will keep a district wide inventory
system and maintenance program of
technology devices and equipment.
Facilities
WVUSD will continue to modernize and
maintain the infrastructure of district wide
technology.
WVUSD will implement more green
facilities throughout the district.
WVUSD will continue to maintain safe and
functional facilities.
WVUSD Technology Department will
present an annual report on technology
inventory and a plan to refresh technology
with an emphasis on equal access to
students.
WVUSD Business, Technology and
Educational Services Departments
develop a District wide technology plan to
determine the technological needs of
school sites and departments with the
implementation of the plan to begin in
2015.
WVUSD Business Division will develop a
“Go Green” plan to possibly include; Nonflush urinals, solar tubes/sky lights, solar
panel, CA native plants, etc.
Implementation of the plan to begin in
2015.
WVUSD Business Division will conduct an
annual needs assessment and a safety
inspection to be implemented by 2015.
Cabinet Review.
Board Quarterly Report
Cabinet Review.
Cabinet Review.
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Location:
District
School:____________
State Priority 2: Adopt Standards
General Goal: All students will attain proficiency in the core content areas.
Objectives
Actions/Steps
Metric
CCSS
•
•
All teachers, instructional support
staff, and administrators will receive
in-depth professional development
training on Common Core State
Standards implementation strategies
All students (including, but not
limited to English Language
Development, special education,
etc.) will receive Common Core
State Standards education.
By June 2015, all teachers, instructional
support staff and administrators will have
received in-depth training on Common
Core overview, standards, and
instructional shifts, Depth of Knowledge,
Mathematical Practices,
English/Language Arts Capacities and
21st Century Skills. Professional
development will continue on text-based
evidence, close reading, instructional
strategies and assessments. District and
sites will continue to develop
implementation plans regarding
technology as an instructional tool
including purchases and training of staff
and students with the support of District
Technology Coaches. District and site
time will be provided for collaboration,
unit and lesson preparation, deepening
understanding of implementation process
of Common Core State Standards.
•
•
•
•
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District and site sign-in sheets at all
district and site meetings
Review of all material handouts related
to CCSS education
Calendars of trainings/meetings and
related events
Teacher, administrator, instructional
support surveys
Formative, summative and state
assessments
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By June 2016, a year-long curriculum
map and the corresponding units of study
will be written and implemented in both
English/Language Arts and math;
professional development will continue
based on teacher input via survey.
District and sites will continue to develop
and students. District and site time will
be provided for collaboration, unit and
lesson preparation, deepening
By June 2017, professional development
will continue based on teacher input via
survey and state implementation of new
content standards.
Training on newly adopted instructional
materials will be provided as materials
are implemented in classrooms.
and students. District and site time will
be provided for collaboration, unit and
lesson preparation, deepening
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ELD Standards
•
WVUSD will adopt the English
Language Development (ELD)
Common Core Standards with full
implementation by developing the
California English Language
Development Implementation Plan.
•
The ELD committee will finalize the In alignment with Title III, Improvement
Plan:
ELD Implementation Plan by
providing recommendations to the
three phases of the
• By December 2014, the district will
Implementation Plan:
develop a working draft of the
1) The Awareness Phase
2) The Transition Phase
Development Implementation Plan.
3) The Implementation Phase
•
During the Awareness Phase of
the Implementation Plan, the
district will introduce the California
English Language Development
Standards to stakeholders, plan
systems of implementation, and
establish collaborations among
stakeholders.
•
By June 2014, teachers will take an
online survey to determine additional
professional learning opportunities.
•
By June 2014, the District will create
a professional development calendar
for administrators, teachers, and
classified staff on the Common Core
Standards in English Language Arts,
English Language Development,
and Math.
•
By June 2015, 100% of teachers,
instructional support staff and
administrators will have received indepth training on the overview of the
Development standards and
instructional shifts as evidence by
sign-in sheets.
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•
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During the Transition Phase of the
Development Implementation Plan,
the district will concentrate on
building foundational resources,
implement needs assessments,
establish new professional learning
opportunities, and expand
collaborations between all
stakeholders.
During the Implementation Phase
of the California English Language
Development Implementation Plan,
the district will expand new
professional learning support
systems, full alignment of
curriculum, instruction, and
assessments, and effective
•
By June 2016, English Learner
parents will have received an indepth overview of the California
Standards as evidenced by sign-in
sheets.
•
By September 2014, a district
committee of teachers will develop
new English Language Arts/English
Language Development benchmarks
aligned to the California English
Language Development standards
for grades K-12.
•
By June 2015, supplemental
materials for English Language
Development will be purchased as
needed to support students with the
CCSS curriculum based on their
instructional language level.
•
By June 2015, curriculum planning
days will be provided to teachers for
collaboration, unit and lesson
preparation, and deepening
understanding of implementation
process of Common Core State
Standards as evidenced by sign-in
sheets.
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integration of these elements
across the field.
•
By June 2015, teachers will take an
online survey to determine additional
professional learning opportunities.
•
By June 2015, English Language
Development strategies will be
infused into the curriculum maps and
the corresponding units of study.
•
By June 2015, the district will
purchase new English Language
Arts/English Language Development
instructional materials if the state
has an approved list for the Local
Educational Agencies.
•
By June 2016, teachers,
administrators, and instructional staff
will be trained on newly adopted
instructional materials will be
provided as materials are
implemented in classrooms as
evidenced by sign-in sheets.
•
By 2016, a district committee will
refine the English Language
Arts/English Language Development
summative and formative
assessments.
•
By June 2016, the district and sites
will continue to develop
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•
for English Learners including
purchases and training of staffs.
By June 2017, professional
development will continue based on
teacher input via survey and state
implementation of new content
standards.
Special Education
To support the curricular needs of special
education students within the Common
Core State Standards.
By June 2015, Special Ed teachers will
be given common time for collaboration
with their peers regarding
accommodations and modifications that
will be necessary in order for students to
access Common Core State Standards.
Professional development will continue
based on teacher input via survey and
feedback from general education
teachers.
Supplemental materials will be purchased
as needed to help students implement the
Common Core State Standards.
curriculum at their instructional level.
District and site time will be provided for
collaboration, unit and lesson preparation,
deepening understanding of
implementation process of Common Core
State Standards.
•
All special education staff will
receive training on Common Core
State Standards, as pertaining to the
special needs population. Signatures
from participants will be collected.
•
Signatures of participant will be
collected.
•
Specifically designed materials for
Common Core State Standards. ,
as pertaining to special populations
will be purchased and distributed.
Receipts will be collected and kept
on file.
By June 2016, strategies that support the
special education population will be
infused into the curriculum maps and the
corresponding units of study. Professional
development will continue based on
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teacher input via survey. District and
sites will continue to develop
including purchases and training of staffs.
CCSS curriculum at their instructional
level. Full alignment of special education
goals with Common Core State
Standards.
State Standards.
By June 2017, professional development
will continue based on teacher input via
survey and state implementation of new
content standards.
Training on newly adopted instructional
materials will be provided as materials
are implemented in classrooms.
Common Core State Standards
curriculum at their instructional level.
and students.
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State Standards.
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Location:
District
School:____________
State Priority 3: Parental Involvement
General Goal: Provide information and opportunities for parents of all students to have a voice and advocate for their child’s
education.
Objectives
Actions/Steps
Metric
Seeking Input
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Educate and communicate with
parents effectively in all major
WVUSD languages
Clearly define an avenue of
communication for all parents to
express concerns, seek information,
and receive responses.
Record and make accessible for
later viewing all major parent
presentations for parents unable to
attend.
Provide facilities and staff to
encourage active parent
participation.
•
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Determine key languages by
district and school
Provide written and Connect Ed
communications in English and
primary languages.
Update AERIES (Student
Information System), with
correspondence language.
Investigate text messaging as a
tool for communication
Investigate and purchases
hardware necessary for recording
of informational presentations.
Upload and maintains
informational presentations on
district website.
Develop a parent
brochure/pamphlet (available in
both print and on the website) that
gives information on whom to call.
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A list of languages used by
stakeholders, will be compiled by the
Educational Services Division. The
list will be available in the
Assessment Center.
A list of Parent Liaisons will be
compiled and available in the
Assessment Center.
A parent information brochure will be
developed by the Educational
Services Division, and will be made
available to all parents prior to
enrolling in the school district. When
available, translations will be
provided.
Parents will be actively recruited by
school Principals and District
Administrators, to join the different
committees and parent advisory
groups in the district.
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•
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•
Recruit and train a network of
parent liaisons.
Develop a dedicated staff to
respond to parent concerns and
inquiries.
Establish district sponsored parent
events (i.e., ice cream social, hot
dog BBQ, etc.) to provide a social
connection between administration
and parents, and disseminate
information.
Provide child care during parent
meetings.
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Location:
District
School:____________
State Priority 4: Pupil Achievement
General Goal: All students will have access to high quality core curriculum, enrichment, and intervention in preparation for college
and career
Objectives
State Wide Assessment
Objective 1: The Walnut Valley Unified
School District will close achievement gaps
for all students, specifically in English
Language Arts and Mathematics.
Objective 2: All K-12 students will
participate in ELA and Math formative and
summative assessments aligned to
California Assessment of Student
Performance and Progress (CAASPP).
Objective 3: All instructional staff will
receive professional development in
scientifically-based instructional pedagogy
and assessment.
3a. All instructional staff will participate in
rigorous, ongoing professional development
for successful implementation of the
Common Core State Standards.
Actions/Steps
Metric
1. English Learners, Students with
1a. Programs of intervention and
enrichment will be developed and offered Disabilities, Hispanic, White, and AfricanAmerican subgroups will increase
to all students.
proficiency levels in the California
1b. All K-12 students will have access to Assessment of Student Performance and
Progress (CAASPP) by 10% in English
counselors by May 2014.
Language Arts and 7% in Mathematics by
2016-2017 school year.
1c. All K-12 School Sites will receive
support to continue existing and
successful interventions and enrichment. 2.100% of K-12 students will participate in
ELA and Math formative and summative
2a. Provide funding and align formative
assessments aligned to California
Assessment of Student Performance and
and summative assessments to the
Progress (CAASPP) by May 2015.
Performance and Progress (CAASPP)
across all grade levels.
3.100% of instructional staff will implement
the California Assessment of Student
2b. Sites will use this summative data to Performance and Progress (CAASPP)
aligned instruction, intervention,
measure intervention and enrichment
program quality to support student
acceleration, and assessments by May
2015.
access to curriculum by May 2015.
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3b. All instructional staff will be trained on
developing and administering California
Progress (CAASPP) aligned assessments.
3a. Provide ongoing funding for District
Technology Coaches and professional
development on the implementation of
the Common Core Standards.
3c. All instructional staff will participate in
professional
development on and successful
implementation of
intervention and acceleration of CCSS core
curriculum.
3b. Provide assistance and training on
developing and administering CAASPP
(Assessment of Student Performance
and Progress) (California aligned
assessments
3c. Provide ongoing funding for
professional development for successful
implementation of intervention and
acceleration of CCSS core curriculum.
A – G Completion Rate
School District will communicate to students,
parents, and the community about A-G
requirements.
Objective 2: Counselors, Grade Level
Coordinators and lead teachers will
participate in professional development
about the A-G requirements.
School District will build consistency
between middle and high school sites.
College and Financial Aid Fairs and Career
Centers will be available for all high school
students.
1a. Beginning in 4th grade parents will
1a. Increase percentage yearly of parental
be informed of A-G requirements through involvement in educational opportunities.
yearly parent education nights.
1b. By May 2015, all upper elementary
1b. Upper elementary instructional staff
instructional staff will participate in A-G
will participate in A-G requirement inrequirement in-service.
service.
2a. Counselors and GLCs will identify
and support all new and current
students.
2a. 100% of 7th-12th grade students will
have developed with their counselors, Six
Year Plans by May 2016.
2b. Site Teams, including counselors,
GLCs, and teachers, will identify and
provide additional interventions and
supports for at-risk students.
2b. 100% of identified at-risk students will
participate in additional intervention and
support.
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Objective 4: Track, monitor, and improve A- 3a. High schools will provide Career
G completion rate.
Centers and College/Financial Aid Fairs.
3b. High school Four Year Plans will be
continued and updated annually.
3a. 100% of all high school students will
participate in Career Center by May 2015.
3b. 100% of all high school students and
their parents/guardians will participate in a
Four Year Plans by May 2014.
3c. Beginning in August 2015, middle
school students will transition to use of
3c. 100% of all middle students will begin
Six Year Plan and will share annually
to develop a Six Year Plan by May 2015.
with high school to track and monitor A-G
completion rate.
4a. The A-G completion rate will be at 82%
by May 2016.
CELDT (California English Language
Development Test) Proficiency Rates
•
English Learners (EL) will continue to
meet Annual Measurable
Achievement Objectives 1 (AMAO) on
the state English proficiency
assessment.
•
The district will properly place EL
students in the appropriate
instructional settings.
•
The district will monitor student
progress using district monitoring
tools. Students in elementary will
be monitored every trimester.
Students at the secondary level
will be monitored every semester.
Any necessary adjustments will be
made at the end of the monitoring
period.
In alignment with Title III, Improvement
Plan:
•
By June 2015, the percentage of
English Learners meeting Annual
Measurable Achievement Objective
1 on the Title III Accountability
report will increase from 71.8% to
77% on the California English
Language Development Test
(CELDT).
•
By the end of each school year,
teachers will use the current
monitoring tools (Student Oral
Language Observation Matrix), and
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year end reports to measure
student progress.
•
•
•
By the end of each school year,
teachers will have administered
ELA/ELD benchmarks.
•
analyze the results of the English
Language Proficiency Assessments
of California (ELPAC) and the
English Language Arts/English
Language Development
benchmarks and then determine the
district goal.
The district will align the ELD
programs at the High School and
Middle Schools in order to provide
the necessary support for English
Learners to meet the CCSS ELA
and ELD standards.
•
determine the new Title III
Accountability goal based on the
English Language Proficiency
Assessments of California.
Teachers will provide consistent
and daily English Language
Development instruction that is
aligned to the Common Core
State Standards.
•
By June 2015, additional English
Language Development Instruction
and/or Sheltered classes will be
offered at the middle schools with
the necessary instructional
materials.
By June 2015, curriculum planning
days will be provided to teachers to
develop English Language
Development lesson plans and
•
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benchmarks.
•
By June 2016, the district will meet
with the English Language
Development liaisons to revisit the
program to better support English
Learners as evidenced by sign-in
sheets.
•
By June 2014, the district and
school sites will identify students
who have not reclassified but have
met proficiency on the California
Test and provide the list to
teachers.
•
recommend English Language
Development intervention for EL
students who did not reclassify and
for Long Term English Learners.
•
By June 2014, the district will offer
an English Language Development
Summer School program for
English Learners students for
targeted intervention with pre and
post assessments.
EL Reclassification Rate
•
English Learners (EL) will continue to
meet Annual Measurable
Achievement Objectives 2 (AMAO) on
the state English proficiency
assessment.
•
The district will focus on
increasing the English language
proficiency of EL students who did
not meet AMAO 2, while
decreasing the number of Long
Term English Learners (LTELs).
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•
English Learners who have been in
schools for 5 years or less meeting
AMAO 2 on the Title III
Accountability report will increase
from 33.5% to 38%.
•
English Learners who have been in
schools for 5 years or more meeting
AMAO 2 on the Title III
Accountability report will increase
from 58% to 63%.
•
analyze the results of the past two
years and make any necessary
adjustments to further support Long
Term English Learners students.
Advanced Placement Passing Rate (AP)
Objective 1: The AP participation and pass
rate will increase yearly.
1a. Provide tutoring support before
assessment
1b. Provide funding for teacher training
through AP workshops.
1c. Provide funding for teacher
compensation for before/after school or
weekend tutoring.
•
Participation rate will increase by
2% each year for the next three
years.
•
Passing rate will increase a
minimum of 0.5 % each year for the
next three years.
1d. Create a forum for student feedback
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College Early Assessment
Objective: Increase Early Assessment
Program (EAP) pass rates each year in ELA
(all) and Math, if the Early Assessment
Program still is available through the
Performance and Progress.
1a. Teachers will administer practice
assessments.
1b. Provide funding for teacher
compensation for before/after school or
weekend tutoring.
1. The number of students reaching a
score of 5 or 6 in the English Language
Arts test, will increase by 5% each year for
the next three years.
2. The number of students “ready for
college math”, will increase 2% each year
for the next three years.
Technology
School District will provide sufficient
numbers of current devices for the dual
goals of assessment and instruction.
School District will provide ongoing
professional development for teachers and
staff for 21st century instruction.
1. Fund sufficient numbers of current
devices for students and staff.
1. 100% of all K-12 students have
classroom access to current devices.
2. 100% of instructional staff participate in
21st century professional development.
School District will provide students the
ability to prepare for online assessments
with online test preparation.
2. Professional development will be
funded and available 12 times per year,
including during and after school. CCSS
professional development sessions will
include 21st century instructional skills.
3a. Students in K-2 will develop basic
keyboarding skills and knowledge of
computer parts (i.e. monitor, keyboard,
etc.)
School District will identify explicit goals for
all K-12 students in digital citizenship.
3b. Students in 3-5 will develop
intermediate skills (i.e. use of cloud,
PowerPoint, manipulation of a document,
etc.)
4. K-12 Digital Literacy Plan will be
developed by the end of the first trimester
of the 2014-2015 school year, and
revisited annually by the WVUSD
technology coaches.
3. 80% of all students will obtain mastery
of skills at their appropriate grade level on
summative assessments measuring
technology skills.
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School District will implement online
formative and summative assessments to
simulate the California Assessment of
Student Performance and Progress
(CAASPP)
3c. Students in middle and high school
will understand the components and
workings of computers and develop
advanced computer skills (i.e. write a
blog, manipulate pictures, create a
website, record audio tracks, make
video, etc.)
5a. 100% of K-12 students will participate
in ELA and Math formative and summative
assessments that will prepare them to
appropriately perform on the California
Progress (CAASPP) by May 2015.
3d. Create formative and summative
assessment for K-2, 3-5, 6-12.
5b.100% of instructional staff will
implement the California Assessment of
Student Performance and Progress
(CAASPP) aligned assessments by May
2015.
4. Provide funding for the development
of a technology curriculum for K-12
students.
5. Provide funding and instructional staff
(including Technology Coaches)
professional development for
development of online formative and
summative assessments to simulate the
Performance and Progress (CAASPP).
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Location:
District
School:____________
State Priority 5: Pupil Engagement
General Goal: Create a learning environment that encourages student attendance and engagement.
Objectives
Attendance Rates
The District will increase its attendance rate
by:
• 0.5% over the 2014/15 school year
Actions/Steps
Each school site will provide attendance
incentive program.
Walnut Valley will create three Public
Service Announcements, uniquely
targeted toward elementary, middle, and
high school students, to promote
improved attendance. In addition a fourth
Public Service Announcement, will be
produced in English, Korean, Mandarin,
and Spanish for parents/guardians.
WVUSD will continue to participate in
LACOE’s “I’m In Attendance” program.
Metric
At the end of every school year, the Pupil
Personnel Services Director will analyze
the data produced by Data Works and
share with all the Principals and District
Administrators.
Meeting agendas for the beginning of the
year, will be reviewed by the Pupil
Personnel Services Director.
All the District Policies and Administrative
Regulations will be consistent with
California Education Code.
At the beginning of each school year, the
District will provide professional
development to educate all school site
staff responsible for accurate attendance
reporting.
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School sites will be consistent in applying
California Ed. Code and District policies
regarding attendance.
Chronic Absenteeism Rates
The District will reduce the Chronic
Absenteeism rate by:
Note: Highlighted areas to be modified
once data is obtained from District.
A nurse will serve in the SART/SARB
process.
The District will monitor elementary
absenteeism in order to identify
potentially chronic absent students and
provide early intervention for those at risk.
SARB attendance records will be verified.
the data produced by Data Quest and
Administrators.
The District will provide/post full-text
information on California Ed. Code
regarding the definition of truancy.
PSAs will include legal definition of
truancy.
The District will explore funding options to
restore one full-time Health Clerk position
at all sites.
(SIS 2012-13 over 27,000 health office
visits recorded District wide)
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WVUSD will explore options to reduce the
school nurse-student ratio in order to
provide services to students with more
complex health needs.
The District will increase parent
awareness and education regarding
communicable disease control.
WVUSD will continue to fund one Child
Welfare and Attendance worker, to
support attendance, homeless students,
and Foster youth.
Middle School Drop Out Rate
The District will maintain a 0% drop out rate The District will continue to monitor
at all middle schools.
student attendance and drop-out rates.
Administrators.
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High School Drop Out Rates
The District will decrease its dropout rate
As part of the attendance Public Service
Announcements for parents, a segment
will address how to notify the
district/school of a student’s departure
from WVUSD.
Administrators.
The District will provide documents online
and at school sites for parents to
complete at the time of a student’s
transfer out of WVUSD.
The District will track Statewide Student
Identifier numbers by working with the
Technology Department to create a data
tool.
Extra/Co-Curricular Activities
To educate the “whole child”, which
includes not only a strong academic
foundation, but support for the
development of a multi-dimensional
student. (Socio-emotional, Arts, Activities,
and Athletics)
To provide financial support to all three
levels (elementary, middle and high
school), for the enhancement of extra and
co-curricular activities, such as Athletics,
Arts, and Activities.
At the end of every year, Principals will
gather information regarding all the
extra/co-curricular activities provided to
students.
Upon request, Principals will share this
information with Cabinet.
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Location:
District
School:____________
State Priority 6: School Climate
General Goal: Create a learning environment that promotes safety and respect for all as measured by a decrease in discipline
referral, suspension, and expulsion rates over three years.
Objectives
Pupil Suspension Rates
Clearly communicate behavioral
expectations and consequences with
everyone involved (students, parents,
teachers, counselors) including resolution
piece
Pupil Expulsion Rates
Consistent and clear practices that warrant
expulsion across grade levels
communicated to all
Actions/Steps
Communication
• Establish and publish guidelines
and expectations and
consequences for student behavior:
to and from school and while on
campus.
• Educate 100% of parents and
students regarding expectations
and consequences of violating
campus rules and California
Education Code
• Clear definition of suspension
criteria posted (website in full text),
distributed upon registration, and
through parent nights.
Communication
• Establish and publish guidelines
and expectations and
consequences for student behavior:
to and from school and while on
campus.
• Educate 100% of parents and
students regarding expectations
Metric
Suspension rate (California Department of
Education)
Referral data from school sites will be
collected by the Pupil Personnel Services
Director.
Expulsion rate (California Department of
Education)
Director.
26
•
Maintain “ZERO” percentage of expulsions
through continued student support and
parent involvement
and consequences of violating
campus rules and California Ed.
Code
Clear definition of expulsion criteria
posted (website in full text),
distributed upon registration, and
through parent nights.
Student support
• Provide in-district alternative
placements for students at risk for
expulsion: independent study,
virtual high school, online
programs, alternative education,
and home study.
• Explore the possibility to provide
additional staffing to expand
opportunities for alternative
placements for students
• Research devices and
subscriptions to provide online
alternatives for all students
• Communicate alternative
placements to students and parents
in need
• Build and advertise virtual high
school with A-G and full diploma
options.
Expulsion rate (California Department of
Education)
Director.
27
Other Local Measures
Increase responsiveness to community
needs through School Climate surveys of
students, parents, and staff
Provide student education on safety and
safe reporting procedures
Provide mental/emotional/social health
support for all students ensuring
appropriate staffing and training for early
recognition and intervention.
School climate survey:
• Gather timely data: annually
approximately between first and
second semester
• Use the same verbiage on survey
for the staff, parents, and students:
written at the students' level
• Review survey data and set goals
by school site
• Survey data shared with all
stakeholders
• Survey data analyzed at a district
level
Safe Reporting
• Anonymous tip line through
text/email to administration and law
enforcement
• Ensure adequate investigation of
reporting
• Teach students responsible
reporting and provide a safe
environment for reporting.
Student Support
• Implement early mental health
interventions at the Elementary
level
• Place students in classes that are
academically appropriate to avoid
stress
• Establish criteria and train staff to
provide early intervention of all
Survey results.
Every two years, a school climate survey
to parents. Staff and students will be
administered and shared with the
community.
Monitoring of tip line data and usage
Decrease in number of mental health
referrals including hospitalization and
mental health emergencies.
Number of students receiving services by
school Psychologists/Counselors
28
•
•
•
•
•
•
•
•
•
students and those at risk for a
referral to mental health services,
including hospitalization and mental
health emergencies
Training staff and students to
recognize stress triggers
“Back on track” plan by providing
connections and supports within
school community
Site principals and support staff
implement appropriate interventions
based on analysis of discipline data
Provide staffing to provide student
support at all levels: school
psychologist, nurses, counselors,
Speech Pathologists, Early
Learning Specialists, etc.
Explore the possibility to increase
the number of Counselors serving
the elementary and middle school
program, aiming to reduce the
counselor-student ratio at each site.
Consider aligning nurses’
caseloads, with suggested national
standards.
Provide school nurse training inside
and outside of district
Ensure that student support
personnel maintain current with
ongoing training
Discipline referral data will be analyzed by
Illegal substances use and abuse
school sites and District personnel, at the
prevention activities, will be
end of every school year.
implemented at all sites.
Survey data
29
•
•
•
•
Create a Bully-free learning environment in
all of our schools
Create a campus culture of safety and
mutual respect where students and staff
trust one another
Provide training to ensure discipline
is carried out equitably to all
subgroups
Provide parent outreach to support
positive student behaviors; parent
nights and workshops
Provide mental health support at all
levels to alleviate academic and
social stress
Consider restoring the Early
Learning Specialist at all nine
elementary schools.
Campus Culture
• All elementary and middle schools
implement the Positive Behavior
Intervention and Support program.
o Yr. 1: PBIS training K-12
o Yr. 2: Beginning
implementation
o Yr. 3: SWIS implementation
o High schools will explore the
feasibility of plan
implementation.
• Provide stronger character
education and bullying prevention
programs at all levels
• Shorten window of ineligibility and
recognize “progress” of lowerperforming students
• Provide positive reinforcement for
students on track and improving
with behavior.
30
•
•
•
•
•
•
•
Ensure disaster preparedness at all sites
through proper training and maintenance of
supplies
Staff training in appropriate positive
intervention and support in dealing
with student behavioral issues.
Staff to maintain a professional
demeanor at all times.
Analyze data to ensure discipline is
carried out equitably to all
subgroups
Provide community services
opportunities
Ensure ongoing, explicit instruction
in behavior expectations for all
students
For the 2014-2015 school year, reinstitute the Diversity Committee
with representation from all
stakeholders.
During the year 2014-2015 and
thereafter, diversity and equity
training will be provided by sites
and/or district.
Disaster Preparedness
• Provide annual training for all roles
in the disaster team
• Ensure current safety plans with
annual approval from local
emergency response departments
• Maintain disaster supplies
• Ensure practice opportunities in
accordance with CA Ed Code.
• Provide active shooter training
• Ensure current first aid and CPR
certification on all required staff
Every school site and District-wide
Emergency and Disaster Plan will be
reviewed and shared with staff, in
accordance with California S.E.M.S and
national N.I.M.S. requirements.
31
•
Provide incentives for non-required
staff to obtain first aid and CPR
certification
32
Location:
District
School:____________
State Priority 7: Course of Study
General Goal: Students will have access to a broad curriculum to meet college and career readiness
Objectives
Access and Enrollment
All students will have awareness to course
pathways
Actions/Steps
Metric
Parent information nights for students in
grade 5, 7 & 9 introducing and explaining
A-G requirements and additional potential
pathways
Six year plan for students to prepare for
college and career readiness beginning in
grade 7
Provide Professional Development
opportunities
Sign in sheets at parent nights
Parent surveys/feedback
Student 6 Year Plans
Student Exit Survey
All students will have access to appropriate
course pathways
Provide opportunities for world languages
course pathway in K-8
Added elective courses in curricular areas
to align with Common Core State
Standards
Recommended appropriate prerequisites
for course of study pathways
Student Exit Survey
Use multiple measures of data to properly
place pupils in course pathways including
standardized formative assessments
Expand opportunities in Career Technical
Education courses in K-12
Partner with local colleges/Regional
Occupational Program to provide
additional Career Technical Education
courses
School reporting
Newsletters/Websites/Outlook
ROP course offerings
Master schedule
33
Expand opportunities in STEAM (Science,
Technology, Engineering, Art, and Math)
Education courses in K-12
Utilize community resources for Career
Technical Education
Master schedule
Provide courses with access to all
students in the areas of Science,
Technology, Engineering, Art, and Math
Unduplicated Pupils
Identified students will receive support and
accommodations to participate in
appropriate course pathways.
Emphasis on access to all career
pathways will be placed when developing
the students’ 6 year Plan
•
•
•
•
•
•
•
Exceptional Individuals
Identified students will receive support and
accommodations to participate in
appropriate course pathways
•
•
•
•
Provide parent information
regarding course pathways in
home languages
Decrease student-adult ratio of
qualified support staff
Provide professional development
opportunities for staff training
Provide collaboration time among
staff and support personnel
Mentoring program
Programs conducive to increase
college admission for the identified
students
Create sustainable interventions
Exit Survey
SARC
Individualized Education Plans
Provide parent information
regarding course pathways in
home languages
Decrease student: adult ratio of
qualified support staff
Provide professional development
opportunities for staff training
Provide collaboration time among
staff and support personnel
SARC
Exit Survey
Individualized Education Plans
Students’ 6 Year Plan
34
•
Mentoring program
•
Programs conducive to increase
college admission for the identified
students
Create sustainable interventions
•
Individual Student Schedule
Individualized Education Plan (Transition
Plan)
35
Location:
District
School:____________
State Priority 8: Pupil Outcomes
General Goal: Provide college and career readiness for all WVUSD students to ensure they can compete in our global society.
Objectives
All Subject Areas as defined by Ed.Code
51210
1–6
Grades 1-6 English Language
Development Support
• To create a more personalized
experience for English Learners
students in WVUSD
Technology Literacy
• To ensure all students have the
skills necessary to navigate and
operate increasingly complex
technology and apply it to learning
Visual and Performing Arts
• To provide extraordinary
experiences in the arts for all
students.
Civic Education
• To create positive, contributing,
informed citizens
Actions/Steps
Grades 1-6 English Language
Development Support
• English Learners teachers and
instructional aides – proper training
and continuous professional
development
• Increase the number of hours and
or personnel to support the needs
of Bilingual/Bicultural students
• Provide after-school English
Learners tutoring to support Core
classes in grade 6 (i.e., science,
social studies, etc.)
• Expand New Comer Magnet Center
Metric
•
•
•
•
•
•
Share district technology plan
with all stakeholders
Board Policy addressing the
technology grade requirement
Contract a Tech Grant writer
Human Resources will provide a
list of all staff, to demonstrate
adequate staffing in all areas of
study as required by the
Education Code.
Schools’ schedule and individual
student’s schedule, will be
examined to make sure all
students have access to all
courses of study, including but
not limited to advanced classes.
Continued financial support will
be provided for the
implementation of the Primary
Years Program (PYP) and
36
Health Education
• To help students develop healthy
lifestyles at an early age
Science
• To expand students’ understanding
of science beyond the traditional
disciplines to include 21st century
perspective
International Baccalaureate / Primary
Years Program
• to provide a premiere, globally
recognized, educational experience
Foreign Language
• to provide opportunities for all
students to communicate in more
than one language
Academic Intervention
New Comers
Clubs
College and Career Readiness
Technology Literacy
• Develop a district-wide plan to
increase
o student to device ratio to
achieve a 1 to 1 experience
for all students by 2017
• Fund innovative programs at all
levels such as: Legos Robotics and
Project Lead the Way (PLTW)
Launch
• Development of technological skills
foundations benchmarks
• Build partnerships with local
industries and colleges that will
provide work-based and learning
opportunities for students.
• Provide introduction to “Coding”
across grade levels
Visual and Performing Arts (VAPA)
• Provide highly qualified staff for
district funded music/arts programs
grades 1-6
• Articulate VAPA with middle and
high school to strengthen pathways
• Consider integrating arts into STEM
(Science, Technology, Engineering
and Math) to create STEAM
(Science, Technology, Engineering,
Art, and Math) opportunities
Civic Education
• Implement the PBIS program in all
elementary and middle schools
International Baccalaureate (IB)
programs.
•
A – G and Graduation rates will
be reviewed in Data Works, by
school Principals and District
personnel.
•
Continued partnership and
funding to the Regional
Occupational Program.
•
The comprehensive high schools
will re-design their offering
catalogs to make sure that
students and parents understand
the availability of CTE offerings
and the Pathways that are
available.
•
AP participation and passing rate
will be examined at the end of
each school year by school and
district’s administrators.
•
Full implementation of the
Positive Behavior Intervention
and Supports program, will be
completed in all nine elementary
schools and middle schools High
schools will initiate a process of
exploration to decide if this
program is appropriate for their
campuses, upon discussion with
37
•
their community and District’s
personnel.
Integrate civic education into all
curricular areas including social
studies
Health Education
• Provide Health Education during
the school day- integrating into the
appropriate curriculum (science and
P.E.)
• Continue to fund grades 1-6 P.E.
Experts
• Continue to expand and enhance
Adaptive P.E. as needed.
• Explore the feasibility to develop
Athletic Programs at all schools,
including but not limited to physical
education.
Science
• Expand the definition of science to
include: Science, Technology,
Engineering, the Arts and Math
(STEAM)
• Provide funding for classroom labs
and experiments
• Provide deliberate, high quality,
professional development that
trains teachers to deliver STEM
education
• Integrate engineering & robotics
experiences into the science and
math 1-6 curriculum including
innovative programs such as:
PLTW, robotics, coding academies
•
Master Schedule
•
Co-curricular activities
•
Programs Offerings
•
Time sheets
•
Master Schedule
•
Public Announcement
38
IB – grades 1-6
• Explore IB/PYP expansion at other
elementary schools
• Fund time for articulation between
IB/PYP teachers k-12
Foreign Language
• Provide foreign language
experiences for all elementary
schools; allow schools to choose
models such as Dual Language
Immersion.
• To continue to expand the existing
Mandarin DLI program from
Kindergarten to grade 8.
• Collaborate between elementary
and Middle School Foreign
Language teachers to create a
foreign language pathway grades
1-6
• Explore the possibility to expand
the Dual Immersion to include
other Global languages including
Spanish, Korean, and Arabic
•
School Flyers
•
Master Schedule
Clubs
• Provide more outside school day
activities (Climate Survey) at all
levels.
39
•
Expand the Club offerings at middle
and elementary schools.
• Explore and provide exposure to
both College and Career
opportunities, in middle and high
school.
All Subject Areas as defined by Ed.Code
51220
7 – 12
K-12 ELD Aide Support
Technology Literacy
VAPA
Civic Education
Health Education
Sports/Athletics
STEM/K-12
Health Services
Special Education
IB – K-12
AP College Courses
Foreign Language
Academic Intervention
New Comers
Clubs
Foreign Language
• Collaborate between High School
and Middle School Foreign
Language teachers to discuss the
creation of a 5th year language
program
•
Master Schedule
•
Course Offerings K-12
•
School Climate Survey Results
Support schools by helping funding
transportation for regional performing arts
competitions
Character Counts
• The School Climate survey needs
to be re-evaluated in the area of
student behavior. Language and
directions are unclear.
• Better consistency
• Student/Staff perspective
• Climate survey – Improve safety at
school from students perspective (I
40
•
•
feel safe at my school) 21% don’t
know
Leadership programs for students.
(Associated Student Body).
Align student/teacher program ratio
to classified/student ratio
AP College Courses
• A-G College Prep
• Scholastic Aptitude Test
preparation
• Provide sheltered instruction (core
classes) at an appropriate teacher
ratio (24:1)
• Increase opportunities for teacher
professional development in
Advanced Placement and
International Baccalaureate.
• College Night for both middle
school and high school students
• Targeted Scholastic Aptitude Test
and preparation for English
Learners and Low Socio Economic.
• Develop A-G program document for
parents – with course records
guidelines starting 6th and 9th
grades
• Scholastic Aptitude Test prep for all
students thru education system, so
students don’t have to spend extra
money to go to private SAT prep
courses
•
•
•
•
•
Master Schedule
Graduation Rate
AP Testing results
College Admission data
Completion rate of Certificate
Programs
41
Scholastic Aptitude Test prep
assistance in regular school
classroom English – vocabulary
• Regional Occupational
Program/Career Technical
Education offerings in high school
will be expanded
• Partnership Academy
• Career Pathways
• More offerings within Project Lead
The Way
• Continue implementing Design
Based Learning/Project Based
Learning in our schools
• Continue to add “13th” year classes
• Career Technical Education
expansion and completion for low
income and foster youth will be
offered
• Support WVUSD teachers to obtain
Career Technical Education
• Academic Design Program at
Walnut High School will be offered
next year for seniors. (10th-11th
currently)
• Offer different paths after High
School and show they are equally
valued Regional Occupational
Program/Vocational Education./
Community College, Military and
incorporate parent education
• Need California Technical
Education, State course listing and
our course listings
•
42
•
•
•
•
•
Work Collaboratively with both high
schools to create the 16 identified
Career Technical Education
pathways within our district
Graduation requirements should
include 1 Career Technical
Education course
Academic Foundation (AF) (9th)
Career Vocational Education
prepare our students for the job
market R.O.P job ready on
graduation
Align student/teacher program ratio
to classified support staff
43
Location:
District
School: ____________
Foster Youth
General Goal: The educational outcomes of foster youth will mirror that of the general student population.
Objectives
Close foster youth achievement gap;
decrease foster youth school mobility;
decrease adverse effects of school
mobility on foster youth
Actions/Steps
Metric
For foster youth: Establish policy and data
infrastructure necessary to support and
monitor the educational success of foster
youth.
Achieve and document significant
progress on District-determined
achievement data, until CAASPP provides
reliable scores... (2015) A minimum of 5%
growth from the previous year, is expected
in English Language Arts and Math.
achievement data and CAASPP scores...
(2016). A minimum of 5% growth from the
previous year, is expected in English
Language Arts and Math.
achievement data and CAASP scores...
(2017). A minimum of 5% growth from the
44
previous year, is expected in English
Language Arts and Math.
For foster youth: Ensure LEA foster youth
liaison (Ed Code 48853.5) has adequate
time, knowledge, and resources (including
additional staff if needed) to fully execute
his-her responsibilities.
LEA will hire or assign, train and supervise
sufficient foster youth liaison staff to
achieve and document significant progress
in the prescribed goal.
For foster youth: Ensure LEA foster youth
liaison (Ed Code 48853.5) has adequate
time, knowledge, and resources (including
additional staff if needed) to fully execute
his-her responsibilities.
LEA will allocate funds sufficient to meet
the needs of all foster youth served by
foster youth education counselors.
45
LCFF, every foster youth receives
educational counseling from a foster youth
counselor with the skills, time and training
necessary to carry out responsibilities.
Foster youth counselors’ caseloads shall
be limited to a number consistent with
these responsibilities and not to exceed
50.
LEA will allocate funds sufficient to meet
the needs of all foster youth served by
foster youth education counselors.
Location:
District
School: ____________
English Learners
General Goal: The educational outcomes of English learners will mirror that of the general student population.
Objectives
By June 2015 the percentage If English
Learners meeting ELA proficiency will
increase from 69.9% to 75% as measured
by the District Common Core State
Standards English Language Arts
Benchmark Assessments and the ELA
State assessment.
Actions/Steps
WVUSD will implement the Common Core
State Standards in English Language Arts,
while providing full access and support for
English Learners.
Metric
District ELA Benchmark assessments
ELA State assessment
46
By June 2015, the percentage of English
Learners meeting AMAO 1 will increase
from 71.8% to 77% on the CELDT.
Students will be properly placed in ELD
CELDT Data
classes in all sites and teachers will
ELD Program Specialist supervision
provide consistent and daily ELD
Site principal observations
instruction that is aligned with the Common
Core State Standards.
By June 2015, the percentage of English
Learners who have been in schools for 5
years or less meeting AMAO 2 will
increase from 33.5% to 38%.
The district will continue to focus
increasing English Language proficiency
for English Learners who did not meet
AMAO 2, while decreasing the number of
Long term English Learners (LTELs).
CELDT Data
ELD Program Specialist supervision
Site principal observations
By June 2015 the percentage of English
Learners demonstrating proficiency on the
California High School Exit Exam English
Language Arts, will increase 2%.
WVUSD will implement the Common Core
State Standards in English Language Arts,
while providing full access and support for
English Learners.
CAHSEE Test Results
Additional CAHSEE support and
interventions will be provided to English
Learners.
47
By the end of June 2015, 100% of
teachers, administrators, and support staff
will participate in professional development
on the Common Core State Standards,
ELD Standards, CCSS ELA Standards,
and CCSS Math Standards.
The district will offer workshops to
teachers, administrators, and support staff
on CCSS for implementation. Topics will
emphasize an overview and specific
instructional strategies to ensure equal
access for EL students.
Sign-in Sheets
Agendas
Professional Development Calendar.
By June 2015 WVUSD will increase the
graduation rate of EL students from 90.4%
rate to 93%, and the dropout rate will
decrease from 6.6% to 5%.
Sites will monitor EL students who
transition from 8 to 9 grade.
Sites will closely monitor EL students in
danger of not meeting graduation
requirements.
Intensive interventions will be provided to
identified students.
Data Works data will be closely examined
by the Site Principal, the EL Program
Specialist and the Director of Special
Projects.
Location:
District
School: ____________
Socioeconomically Disadvantaged Pupils
General Goal: The educational outcomes of socioeconomically disadvantaged pupils will mirror that of the general student
population.
Objectives
Actions/Steps
Metric
48
Parents, guardians and caregivers, will be
actively recruited by school Principals and
District Administrators, to join the different
committees and parent advisory groups in
the district.
•
•
•
•
•
Students will have access to quality tutoring
and interventions, to support the acquisition of
proficiency in English Language Arts and
Math.
Determine key languages by district
and school
Provide written and Connect Ed
communications in English and
primary languages
Develop a parent
brochure/pamphlet (available in
both print and on the website) that
gives information on whom to call.
Recruit and train a network of
parent liaisons.
Develop a dedicated staff to
respond to parent concerns and
inquiries.
Programs of intervention and enrichment
will be developed and offered to all
identified students in need of additional
instructional support.
Site Teams, including counselors, GLCs,
and teachers, will identify and provide
additional interventions and supports for
at-risk students.
Instructional staff will participate in
professional development on and
successful implementation of intervention
of CCSS core curriculum.
Provide ongoing funding for professional
development for successful
implementation of intervention of CCSS
core curriculum.
•
•
•
A list of languages used by
stakeholders, will be compiled by
the Educational Services Division.
The list will be available in the
Assessment Center.
A list of Parent Liaisons will be
compiled and available in the
Assessment Center.
A parent information brochure will
be developed by the Educational
Services Division, and will be made
available to all parents prior to
enrolling in the school district.
When available, translations will be
provided.
English Learners, Students with
Disabilities, Hispanic, White, and AfricanAmerican subgroups will increase
proficiency levels in the California
Progress (CAASPP) by 10% in English
Language Arts and 7% in Mathematics by
2016-2017 school year.
Agendas
Support Systems in place at each school
49
Close Socioeconomically Disadvantaged
Pupils achievement gap.
For Socioeconomically Disadvantaged
Pupils, establish policy and data
infrastructure necessary to support and
monitor the educational success of the
identified students.
Data and follow-up systems in place at the
District and Site level.
To actively search and serve Homeless
Youth in our attendance area.
For Socioeconomically Disadvantaged
Pupils, the Child Welfare and Attendance
staff, will proactively search for homeless
children in need of service.
Logs
Contacts
To provide basic services, or the
information in how to attain them, to all
Socioeconomically Disadvantaged Pupils.
A parent information brochure will be
developed by the Educational Services
Division, and will be made available to
parents prior to enrolling in the school
district. When available, translations will be
provided.
Brochure
50

walnut valley unified school district

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