of 92

MT. DIABLO UNIFIED SCHOOL DISTRICT Single Plan for Student Achievement

MT. DIABLO UNIFIED SCHOOL DISTRICT Single Plan for Student Achievement Sun Terrace Elementary School School Name CDS Code 2010/2011 Contact Person: Position: Gretchen Jacobs Principal
0 views92 pages
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Documenttranscript
MT. DIABLO UNIFIED SCHOOL DISTRICT Single Plan for Student Achievement Sun Terrace Elementary School School Name CDS Code 2010/2011 Contact Person: Position: Gretchen Jacobs Principal Telephone Number: (925) Address: [X] The school certifies completion of updates to this plan. Approved by MDUSD Program Administrator Jennifer Sachs on December 6, Academic Performance Survey 1 of 128 3/14/11 Mount Diablo Unified School District Single Plan for Student Achievement Sun Terrace Elementary School Check Line When Included in Plan Requirements Index Page No. ACCOUNTABILITY PROGRESS REPORT [X] Included MDUSD PERFORMANCE TARGETS [X] Included SCHOOL-WIDE Planned Improvements In Student Performance (a-f) [X] Planned Improvement 1-3 SCHOOL-WIDE PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (g l) [X] Planned Improvement GRADE LEVEL/DEPARTMENT PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE K-5th Grade [X] Grade Level/Subject/Department Planned Improvement SUPPLEMENTAL SUPPORT ACTIVITIES (S.S.A.) [X] Technology [X] Career Integrated Academics [X] GATE [X] Other PROGRAM ALLOCATIONS PAGE [X] Budget Allocation [X] Description of Centralized Services [X] Site to Centralized EIA Budget and Services COMMON PAGES [X] School Site Council Membership [X] English Language Advisory Committee Membership [X] Assurances (signature page) ACADEMIC PROGRAM SURVEY (APS) [ ] Academic Performance Survey 2 of 128 3/14/11 2010 Academic Performance Survey 3 of 128 3/14/11 2010 Academic Performance Survey 4 of 128 3/14/11 2010 Academic Performance Survey 5 of 128 3/14/11 MDUSD PERFORMANCE TARGETS MDUSD Performance Targets Adopted by MDUSD School Board September 28, 2010 All district students will master the California standards for their grade level by the end of each school year. Elementary Schools - these measurements are school-wide and for all significant subgroups: Target 1: Academic Performance Index (API) - All schools will meet their annual school and significant subgroup State API targets. Target 2: K-3 Reading - Over the next two years, increase the percentage of K-3 students scoring at rubric 3 (at grade level) and 4 on the district Reading Assessment Program (RAP). Currently if less than 40% of students are reading at or above grade level, increase by 10 Currently if between 40-70% are reading at or above grade level, increase by 6 If over 70% are reading at or above grade level, increase by 4 Target 3: K-5 Mathematics - Over the next two years, increase the percentage of students scoring at the proficient level on the district benchmark or approved common assessments. If currently below 40% are proficient, increase by 10 If currently between 40-70% are proficient, increase by 6 If over 70% are proficient, increase by 4 Target 4: All Elementary Schools under 800 API - Implement district benchmark assessments in language arts and math, and develop intervention plans based on the quarterly common assessment results. Middle Schools - these measurements are school-wide and for all significant subgroups: Target 1: Academic Performance Index (API) - All schools will meet their annual school and significant subgroup State API targets. Target 2: Mathematics Over the next two years: Increase the percentage of 8th graders ready to move on to Geometry in 9th grade. This will be measured by the percent of 8 th graders receiving a B or better in Algebra 1 and passing the district-wide Algebra 1 final with a 70% or better: If currently below 40% are ready, increase by 10 If currently between 40-70% are ready, increase by 6 If over 70% are ready, increase by 4 Decrease by 10% the number of 8 th graders who move on to high school needing to take pre-algebra in their freshmen year Academic Performance Survey 6 of 128 3/14/11 Target 3: All Middle Schools under 800 API - Implement district benchmark assessments in each core subject area and develop intervention plans based on the common assessment results. High Schools- these measurements are school-wide and for all significant subgroups: Target 1: Academic Performance Index (API)- All schools will meet their annual school and significant subgroup State API targets. Target 2: California High School Exit Exam (CAHSEE)- Over the next two years, all high schools will improve their school-wide and significant subgroup CAHSEE pass rates for 10 th graders in ELA and math by 6%, or they will achieve a 90% pass rate. Target 3: Graduation Rates- Based on the State graduation rate data, all high schools will increase their graduation rate over the next two years by: If currently below 80%, increase by 8 If above 80%, increase by 5 If above 90, increase by 2 Target 4: All High Schools under 800 API - Implement district benchmark assessments in each core subject area and develop intervention plans based on the common assessment results. Target 5: Other Critical Measures - All comprehensive high schools will increase the following measures by 8% over the next two years: Increase the percentage of graduating seniors who complete the UC a-g requirements, 2x2 articulated course work with local community colleges, or a career pathway program. Increase the percentage of students who take the PSAT and SAT. Increase the percentage of graduates who take an AP class and achieved a 3 or better on the AP test; pass a UC-CSU approved Community College (CC) course; or pass a CC course that leads to a specific AA degree. Increase the number of AP classes or sections, or career pathway classes. All K-12 Schools: Target 1: English Proficiency All English learners will gain one level on the CELDT each year, but will be allowed two years to move through the Intermediate level. All English learners will be reclassified as fluent English proficient within six years of enrolling in our district. Target 2: Attendance All schools will improve average daily attendance (ADA) by 1% or maintain attendance of at least 97% Academic Performance Survey 7 of 128 3/14/11 SCHOOL-WIDE PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (a - f) School: Sun Terrace Elementary School Year: 2010/2011 District Goal: All students will master the California standards for their grade level by attaining proficiency or better in reading and mathematics by the end of each year. All sites in MDUSD will reach an API score of between by Planned Improvement I [X] English/Language Arts or [ ] Mathematics Content Standard: Reading (e.g. Reading, Reading Comprehension, Writing, Number Sense, Mathematical Reasoning, etc.) Student groups participating in this goal: [X] All Students [X] EL [X] Economically Disadvantaged [ ] GATE [X] Special Ed. [X] Other Subgroup(s): White NCLB School s SMART Goal: From 2010 to 2011, the percent of English learners at or above proficient in Reading as measured by the STAR, will increase from 34.6% to 42.6%. Overall SMART Goal: 3-year cycle ( , , ) By 2012, 55.7% of all students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, % of all ELL students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 46.7% of all Hispanic students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 49.8% of all SED students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 49.2% of all SWD students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 62.5% of all White students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. This is equivalent to 133 students Academic Performance Survey 8 of 128 3/14/11 a. Assessments and data utilized to measure progress toward school-wide goal and short-term academic objective(s) b. Alignment of school-wide goal and short-term objective(s) with essential learnings/content standards Specific Actions/Strategies/Steps Budget Code(s)/Funding Source Evidence of Success Multiple assessment data is collected, EIA/Title I ESGI assements for kinder reviewed and analyzed by all staff CA Benchmark tests throughout the school year. The following RAP- students perform at grade level or assessments were used to determine above school-wide goals and short term academic Multiple assessments- EL students are objectives: designated as RFEP Annual Measurable Objectives (AYP) Analysis of RAP scores at grade level meetings CELDT Listening speaking, CST ( grades 2-5) word analysis, vocabulary and written and oral language conventions, Houghton Mifflin Theme Skills tests Teacher observations, anecdotal records The Content Standards: ELD Listening and Speaking Beginner: L.1.1 Nonverbally responds to simple questions K-5 L.1.3 Speaks with a few words or sentences Early Intermediate: K-5 L.2.4 Engages in short conversations and retells familiar stories using appropriate gestures, expressions, and objects Intermediate: K-5 L.3.2 Retells stories and talks about school related activities using expanded vocabulary, descriptive words and paraphrasing EIA/Title I EIA/Title I EIA/Title I Use of data and researched-based SMART Goals for L1 learners with a focus on vocabulary development. Essential Learning Standards for every grade level. Students will increase at least one CELDT level per year. Use of data and researched-based SMART Goals for L2 learners with a focus on vocabulary development and reading comprehension. Essential Learning Standards for every grade level. Students will increase at least one CELDT level per year. Use of data and researched-based SMART Goals for L3 learners with a focus on continued vocabulary development, continued reading comprehension, and writing strategies. Ongoing monitoring of students who are stuck at the L3 level to push them to L4 level. Essential Learning Standards for every grade level. Students will increase at least one CELDT level per year Academic Performance Survey 9 of 128 3/14/11 c. Use of instructional strategies and materials to teach the content standards d. Professional development and professional collaboration to support the use of instructional strategies and materials Specific Actions/Strategies/Steps Budget Code(s)/Funding Source Evidence of Success Early Advanced K-5 L.4.2 Asks and answers instructional questions with more extensive supporting elements (detail) EIA/Title I Use of data and researched-based SMART Goals for L4 learners with a focus on continuing reading comprehension and writing strategies to prepare them for reclassification. Essential Learning Standards for every grade level. Students will increase at least one CELDT level per year. Advanced K-2 L.5.3 Narrates and paraphrases events in greater detail using more extended vocabulary 3-5 L.5.2 Listens attentively to stories and subject area topics and identifies the main points and supporting details Instructional strategies used by staff to teach the content areas are: Continue full implementation of boardadopted Houghton Mifflin Language Arts, Social Studies and Science support materials, Extra Support Language and the English Language Learner Handbook Implementation of EDI-Explicit Direct Instruction. Implementation of Math Boards.(1) Use supplemental programs such as: ELD, Language!, Houghton Mifflin Reading Intervention, Susana Dutro frontloading for a systematic ELD program, Carousel for IDEAS, and GLAD (1) The staff will engage in professional development opportunities with specific emphasis on improving student learning. Such trainings include but not limited to: Staff collaboration, peer coaching Professional Learning Communities Cycle of Inquiry using the PDSA-Plan- Do-Study-Act ELD trainings Vocabulary development strategies through coaching Ongoing use of research-based best practices. (1,2,3,7) Staff professional development through horizontal collaboration.(1,2,3,7) EIA/Title I EIA/Title I EIA/Titile I EIA/SLBIG/Title I EIA/Title I/SLBIG Use of data and researched-based SMART Goals for L5 learners with a focus on writing strategies and reclassification to English only. Essential Learning Standards for every grade level. Students will increase at least one CELDT level per year. Observed by the principal in every classroom. Observed by site Title I coach. Observed by the principal in every classroom. Observed by site Title I coach. Agendas, minutes and sign in sheets for professional learning communities, workshops, inservices Monthly grade level leadership meetings focused on student learning Academic Performance Survey 10 of 128 3/14/11 e. Increased educational opportunity (within the instructional day) f. Extended learning time (beyond the instructional day/year) Specific Actions/Strategies/Steps Budget Code(s)/Funding Source Evidence of Success Staff professional development through vertical collaboration- the Teaming model.(1,2,3,7) EIA/ Title I/SLBIG Vertical teaming using data to identify SMART goals for four areas of need: Math; English Language Arts; English Learners: Climate. Coaching and small learning communities provided by the Title I teacher for K-3 and 4-5 and SPED.(1,2,3,7,8) Increased educational opportunities within the instructional day will include: ELD Systematic lesson plans Flexible groupings for ELD time GLAD strategies HM Universal Handbook for English Language Learners Social Studies and Science ELD support (8,9) Explicit direct instruction (EDI) release time for training and coaching and observation by the Title I teacher and principal.(1,2,3,8,9) Extended learning time beyond the instructional day or school year will include: Buena Vista Tutorial-tutoring(8) Home visits made by staff (5) After School & Summer Interventions (8) Homework Club during the ASP (7) Parent Education (Adult Literacy) (5) Parent Education classes & workshops sponsored by the PTA (5) The CARES Teacher Leader collaborates with principal and school day staff to identify students who would benefit from individualized targeted instruction using the following curriculums: 1)My Skills Tutor-English/Language Arts, Math and Math Fact Fluency, 2)Read Naturally, 3). National Geographic Summer Success and 4) Read 180 Title I EIA/ Title I EIA/Title! EIA/ TItle I/ SLBIG EIA/ Title I/SLBIG Professional development in small learning communities provided by the Title I teachers to all staff based on data. Determine next steps and SMART goals for long and short term cycle of inquiry. ELD teachers meet monthly SMART Goals Observed by principal in all ELD classes EDI is ongoing in all classrooms. Observed by principal. Coaching and demo lessons provided by Title I support teachers. Student participation in ASP, BV tutorial Parent participation in adult literacy classes and parent classes Use of the small learning community to disaggregate data to determine prescriptive measures for individual students with a goal of increased learning. Students in the CARES Program receive daily homework support for a minimum of one hour per day four days per week. (7,8) 2010 Academic Performance Survey 11 of 128 3/14/11 SCHOOL-WIDE PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE (a - f) School: Sun Terrace Elementary School Year: 2010/2011 District Goal: All students will master the California standards for their grade level by attaining proficiency or better in reading and mathematics by the end of each year. All sites in MDUSD will reach an API score of between by Planned Improvement II [X] English/Language Arts or [ ] Mathematics Content Standard: Reading (e.g. Reading, Reading Comprehension, Writing, Number Sense, Mathematical Reasoning, etc.) Student groups participating in this goal: [X] All Students [X] EL [X] Economically Disadvantaged [ ] GATE [X] Special Ed. [X] Other Subgroup(s): White NCLB School s SMART Goal: From 2010 to 2011, the percent of All students at or above proficient in Reading as measured by the STAR, will increase from 42.7% to 55.7%. Overall SMART Goal: 3-year cycle ( , , ) By 2012, 55.7% of all students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, % of all ELL students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 46.7% of all Hispanic students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 49.8% of all SED students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 49.2% of all SWD students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. By 2012, 62.5% of all White students will score Proficient or Advanced on the English Language Arts California Standards Test showing an improvement of 8% percentage points each year. This is equivalent to 374 students Academic Performance Survey 12 of 128 3/14/11 a. Assessments and data utilized to measure progress toward school-wide goal and short-term academic objective(s) b. Alignment of school-wide goal and short-term objective(s) with essential learnings/content standards c. Use of instructional strategies and materials to teach the content standards Specific Actions/Strategies/Steps Budget Code(s)/Funding Source Evidence of Success Multiple assessment data is collected, EIA/TItle I/SLBIG CA benchmark tests reviewed and analyzed by staff throughout the school year. The RAP - students perform at grade level or following assessments were used to above determine school-wide goals and short term academic objectives: CELDT - students improve by at least one Annual Measurable Objectives (AYP) performance level Analysis of RAP scores at grade level meetings HM Assessments - students score mastery CST (grades 2-5) word analysis, vocabulary and written and oral 55.7% of all students score proficient or language conventions, advanced on the CST in Language Arts, an Houghton Mifflin Theme Skills tests increase of 8 percentage points. Teacher observations, anecdotal records(1,2,3,7) Reading Comprehension 2.0 EIA/ TItle I/SLBIG SMART Goals Essential Learning Standards for every grade level Monitoring the progress toward SMART goal for all students and the 5 significant subgroups(3,7) Instructional strategies used by staff to teach the content standards are: Continue full implementation of boardadopted Houghton Mifflin Language Arts materials and Extra Language, and intervention programs- Language! and Reading Support Intervention Program (1,2,7,8) Structured Linguistic Engagement strategies (Feldman and Kinsella) implementation in every classroom ((1,8) Implementation of Explicit Direct Instruction (EDI) in every classroom.(1,2,3,8) EIA/Title I/SLBIG EIA/Title I/SLBIG EIA/Title I/SLBIG EIA/Title I/SLBIG Observations during informal walk throughs by the principal. Ongoing coaching by the Title I teachers. Observed by the principal in every classroom Monitoring by principal through ongoing walk throughs. Coaching provided by Title I teachers. Evidence of EDI strategies through ongoing informal walk throughs, formal observations, and lesson plans Academic Performance Survey 13 of 128 3/14/11 d. Professional development and professional collaboration to support the use of instructional strategies and materials e. Increased educational opportunity (within the instructional day) Specific Actions/Strategies/Steps Budget Code(s)/Funding Source Evidence of Success The staff will engage in pro
Advertisement
MostRelated
View more
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks
SAVE OUR EARTH

We need your sign to support Project to invent "SMART AND CONTROLLABLE REFLECTIVE BALLOONS" to cover the Sun and Save Our Earth.

More details...

Sign Now!

We are very appreciated for your Prompt Action!

x