of 26

The Single Plan for Student Achievement

The Single Plan for Student Achievement School: Sisk Elementary School CDS Code: District: Salida Union Elementary District : Jeri Passalaqua Revision Date: 12/13/2017 The Single Plan
0 views26 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
The Single Plan for Student Achievement School: Sisk Elementary School CDS Code: District: Salida Union Elementary District : Jeri Passalaqua Revision Date: 12/13/2017 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Jeri Passalaqua Phone Number: (209) Address: Address: 5337 Sugar Creek Lane Salida, CA The District Governing Board approved this revision of the SPSA on 02/20/2018. The Single Plan for Student Achievement 1 of 36 3/7/18 Table of Contents School Vision and Mission...3 School Profile...3 Comprehensive Needs Assessment Components...3 Data Analysis...3 Surveys...4 Classroom Observations...4 Analysis of Current Instructional Program...4 Description of Barriers and Related School Goals...9 School and Student Performance Data...11 CAASPP Results (All Students)...11 CELDT (Annual Assessment) Results...15 CELDT (All Assessment) Results Chronic Absenteeism...17 Planned Improvements in Student Performance...18 School Goal # School Goal # School Goal # School Goal # School Goal # Centralized Services for Planned Improvements in Student Performance...32 Centralized Service Goal # Summary of Expenditures in this Plan...33 Total Allocations and Expenditures by Funding Source...33 Total Expenditures by Goal...34 School Site Council Membership...35 Recommendations and Assurances...36 The Single Plan for Student Achievement 2 of 36 3/7/18 School Vision and Mission Sisk Elementary School s Vision and Mission Statements Our vision at Sisk Elementary is that all students can learn at high levels when instruction meets their needs. Sisk Elementary teachers, administrators and staff are committed to the continuous improvement of classroom instruction, organizational practices and site leadership to improve student learning. We are committed to providing students with opportunities that foster academic growth as well as academic tenacity and social emotional development. School Profile Sisk Elementary opened in the fall of 1987; consisting of several portable classrooms. Enrollment in Salida was growing rapidly and Sisk became a permanent school site in summer of 1994; it was surrounded by a newer, middle-class subdivision which housed a large number of commuters. Upon the school s initiation, the staff established our school s mission: To teach each child the skills necessary for life-long learning. Twenty years have passed and we remain steadfastly committed to achieving our mission each new school year; employing a variety of strategies and maximizing existing resources to support student success. One of our key resources is the collective experience and constancy of the teaching staff. Over half of the staff member have taught in Salida for over 20 years. Many teachers have been part of Sisk since its inauguration as a permanent elementary campus in Our academic program maximizes our people and fiscal resources, recognizes and addresses the needs of our diverse population, and focuses consistently on student learning. Parental support is a significant element; we enjoy the full benefits of an active Parent Teacher Group which provides our families opportunities for involvement in school events. We believe in the value of providing children a well-rounded educational experience which includes a music program, physical education program, opportunities for participating in staged performances, exposure to the fine arts, access to technology, assemblies, and field trips. Our goal at Sisk Elementary School is that all students achieve at high levels. Sisk Elementary is an educational community of teachers, parents and community members who collaborate to provide students with a balanced education. Our goal is to ensure that every student reads independently and meets grade level standards by 3rd grade. Professional Learning Communities engage in ongoing evaluation of student progress and achievement to refine the instructional program so that students can achieve academic proficiency. Intervention for students who are performing below grade level is provided during school hours. Students access the core curriculum in English Language Arts, ELD and Mathematics using state adopted curriculum programs. As part of the academic program Sisk Elementary offers an extended day program, All Stars (after school program). Our programs are funded by parent fees and provide students extended day opportunities for homework help and enrichment activities. We serve 35 transitional-kinder through 5th grade students until 6:00 p.m. The staff at Sisk stands proud of our students achievements, and of our academic and extracurricular offerings. The following is our demographic information: Black or African American 1.07% Asian 5.36 % Hispanic or Latino 54.42% White 21.45% Two or more races 7.77% Socioeconomically Disadvantaged 66.76% English Learners 28.69% Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. The Single Plan for Student Achievement 3 of 36 3/7/18 Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). Our most current parent survey was completed in November According to the data over 95% of parents that completed the survey stated that Sisk Elementary School is a welcoming place where opportunities to support their child's learning are provided. According to the responses parents feel that parent and teacher communication is a strength of our school. Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. The teaching staff and principal value feedback about classroom instruction and how to use this information to improve student learning. The principal visits the classrooms on a regular basis, providing feedback or engaging in reflective conversations with teachers about instruction. The principal uses the Progress Adviser tool to give teachers feedback on ELA and Math instruction, with a minimum of one per teacher per month. The principal is able to see trends in instructional practices, to identify areas of strengths and opportunities for growth. This information guides the principal in one-to-one conversations, grade level discussions, and staff meeting topics. The elementary principals and the Stanislaus County Office of Education Math coach conduct Math Walks at each site (4 total in a year), discussing classroom Math instruction and student learning of grade level concepts. The focus of the walkthrough is to improve the principals' observation and feedback skills. The District Professional Development Team is focusing on the Benchmark Advance implementation and are visiting classrooms during ELA to provide feedback to teachers. Analysis of Current Instructional Program The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are: Not meeting performance goals Meeting performance goals Exceeding performance goals Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA) Teachers follow the district's assessment plan to modify classroom instruction and interventions. All state, district and classroom assessments are used by teachers, support staff and the site administrator to develop individual student profiles and evaluate best programs and practices. Local, state and district assessments are given and analyzed to guide general instruction, and identify students for small group instruction and intervention. Monitoring progress allows for maximum use of the Learning Center push-in model. In ELA and Math, each student is grouped based on his or her needs, to provide support or to challenge their learning that is based on his/her assessment scores and classroom performance. The Single Plan for Student Achievement 4 of 36 3/7/18 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Sisk Elementary School teachers will monitor student progress via common assessments to analyze teaching and learning in the following ways: Teachers utilize common-based local and state assessments that have been designed to monitor progress of the California Common Core using standards-based test questions. Teachers have access to quick and reliable feedback on how students are progressing towards California Common Core grade level standards. Furthermore, teachers utilize curriculum-embedded, classroom-based assessment and benchmark assessment results to evaluate effectiveness of instruction and program. Teachers analyze the data and adjust their classroom instruction and intervention groups to meet their students academic needs. The assessment data also drives intervention curriculum. Students are grouped for reading and math intervention based on the results of their individual formative assessments and are shifted to different groups if their individual test results warrant it. In sum, classroom-based and curriculum-embedded assessments are administered and reviewed regularly by Sisk teachers using the Achievement Team Protocol to derive information from their results helps to drive the focus of classroom instruction as well as the need and type of interventions needed at every grade level. Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA) Every classroom at Sisk is staffed by a fully credentialed, highly qualified teacher per the requirements of the ESEA and in compliance with the No Child Left Behind requirements. 4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) Every teacher at Sisk is fully credentialed and is properly authorized and assigned to teach in their content area. Professional Development has been provided to all teachers in the area of Mathematics, ELA and ELD. Our most current RLA adoption is Benchmark Advance, it was adopted in The Single Plan for Student Achievement 5 of 36 3/7/18 5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) Salida Union School District is committed to focused professional development which is aligned to the district s Instructional Focus Plan. The goals are to ensure each student is: proficient in all academic standards and able to participate fully in the 21st Century; to accelerate language proficiency for English learners and to close the achievement gap among student subgroups and maximize learning for all students. To do this, professional development equips administrators, teachers, paraprofessionals, after-school program staff with the necessary skills and knowledge to meet these endeavors. Professional development is based on assessed needs with teacher and staff input. Trainings are selected based on its proven effectiveness, basis in sound research practices, and sustainability over time. Professional development over the next three years will focus on: 1. Implementation of California Common Core State Standards to ensure all students are college- and career-ready. 2. Creating exceptional learning environments that equitably supports and appropriately challenges all students. 3. Ensuring classroom instruction is effective and engaging. 4. Targeted instruction based on data to meet individual student needs to utilize integrated technology within a blended learning environment. 5. Closing the achievement gap among white, Hispanic, African American, Students with Disabilities, English learners and English only students. 6. Providing a collegial environment to learn together, support one another and take joint responsibility for student learning. 7. Integrating social/emotional learning for students through the Capturing Kids Hearts approach. 8. Establishing positive behavioral supports needed to ensure all students social, emotional and academic success. To aide classroom teachers in differentiating instruction for English Learners, each staff member is provided with an academic profile for each EL student assigned to his/her class. During teacher in-service sessions that are designated for analyzing student progress based on local assessments, staff members will specifically examine their EL students academic progress. The Learning Center Teacher and will meet each trimester to analyze EL student progress; results will be shared with the classroom teachers. To aide in addressing the needs of English learners, all Salida School District teachers are responsible for obtaining a CLAD credential or its equivalent. Currently 100% of Sisk teachers hold their CLAD credential or its equivalent. Salida Union School District is presently in Program Improvement and has reserved funds for staff development accordingly, for District and site Staff. Second - fifth grade teachers participate in three i-ready workshops to improve implementation of the program and use to differentiate student learning. Grade level teams use the Achievement Team Protocol to monitor student progress in math using common formative assessments (i.e. embedded Eureka module assessments). 6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) During the school year teachers will analyze student data from benchmark assessments using the Achievement Team Protocol to develop instructional plans each trimester. Teachers who are in their second year of teaching participate in the BTSA program and are assigned a support program provider. The Single Plan for Student Achievement 6 of 36 3/7/18 7. Teacher collaboration by grade level (kindergarten through grade eight [K 8]) and department (grades nine through twelve) (EPC) Teachers meet weekly in their professional learning communities to collaborate develop assessments and analyze results, determine instructional focus, and plan for timely intervention and enrichment. In addition, district grade level collaboration is embedded in Professional Development for Benchmark Advance ELA. Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) Salida Union School District gives high priority to providing current textbooks and materials for our students. We follow the California Department of Education's seven-year adoption for curriculum and supplemental materials. At Sisk Elementary we have implemented the state-approved, district-adopted, standards-aligned English Language Arts Benchmark Advance, Engage New York, Pearson/Scott Foresman Science and Pearson/Scott Foresman Social Science curricula. Every child has access to the core curriculum. All classrooms are equipped with the necessary materials to teach reading, math, science and social studies. All students have one textbook per subject area and include certification of provision of standards-aligned instructional materials. The local governing board of the Salida Union School district certifies that as of November 21, 2006, each pupil in the district, in Kindergarten through fifth grade, has been provided with a standards - aligned textbook or basic instructional materials in each of the following areas: History/Social Science Mathematics Reading/Language Arts Science The instructional materials were purchased from an approved standards-aligned state adoption list as required by CCR, Title 5, Section State Board adoptions are scheduled as follows: Subject/Adoption date: Science - November 2007 Mathematics - May 2014 Reading/Language Arts January 2017 History-Social Science - Spring Adherence to recommended instructional minutes for reading/language arts and mathematics (K 8) (EPC) The school wide schedule meets the required minutes for ELA, Math, PE and ELD. 10. Lesson pacing schedule (K 8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) The district has developed a pacing schedule for our priority standards. Teachers have reviewed the schedule and collaboratively plan in grade-level teams to adhere to the pacing guide. Benchmark assessments are administered each trimester to monitor student progress towards mastery of the priority standards as listed on our pacing schedule. The Single Plan for Student Achievement 7 of 36 3/7/18 11. Availability of standards-based instructional materials appropriate to all student groups (ESEA) Every child has access to the core curriculum. All classrooms are equipped with the necessary materials to teach reading, spelling, math, science and social studies. All students have one textbook per subject area and include certification of provision of standards-aligned instructional materials. The local governing board of the Salida Union School district certifies that as of (date from Kalin), each pupil in the district, in Kindergarten through fifth grade, has been provided with a standards - aligned textbook or basic instructional materials in each of the following areas: History/Social Science Mathematics Reading/Language Arts Science 12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) Reading Language Arts, and Math standards-aligned, SBE-adopted core and intervention materials are used daily for classroom and learning center instruction and delivery of the core curriculum. Our Social Science and Science curriculum is SBE-adopted. Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA) Our grades K-5 supplemental program for students at risk includes a primary emphasis on English Language Arts and mathematics. Students' current levels of achievement in both mathematics and language arts are assessed and the individual needs of each child are addressed through whole group and individualized instruction. The goal is to provide all students with high quality first teaching by qualified staff. Students who are Less than Proficient in kindergarten through 5th grade receive RTI level 2/3 in small group setting, with a credentialed teacher, teaching foundational skills in reading, language arts and math during school hours. Our after school program offers an hour of academic support during which students may complete homework assignments with some assistance from paraprofessionals. 14. Research-based educational practices to raise student achievement Sisk Elementary has five goals outlined in the school plan. Three of the goals are designed to improve student achievement, one foc
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