• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Single plan for_student_achievement
 

Single plan for_student_achievement

on

  • 620 views

 

Statistics

Views

Total Views
620
Views on SlideShare
620
Embed Views
0

Actions

Likes
0
Downloads
1
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Single plan for_student_achievement Single plan for_student_achievement Document Transcript

    • SINGLE PLAN FOR STUDENT ACHIEVEMENT AT CLARA BARTON ELEMENTARY SCHOOL 33670330100974 CDS Code Date of this revision: June 2007This is a plan of actions to be taken to raise the academic performance of students andimprove the schools educational program. For additional information on school programsand how you may become involved, please contact the following person: Name: Dr. Felicia Delgado Position: Principal Telephone Number: (951) 736-4545 Address: 7437 Corona Valley Ave., Corona CA 92880 E-mail address: fcruz@cnusd.k12.ca.us Corona-Norco Unified School District The District Governing Board approved this revision of the School Plan on ___________ i
    • Clara Barton Elementary School Single School Plan For Student Achievement TABLE OF CONTENTSTOPIC PAGESection One: District 3 District Vision, Mission, and Goals 3 District Profile 3 District Student Achievement Data 4 District LEAP Goals 11Section Two: School 12 School Vision and Mission 12 School Profile 12 School Accountability Report Card 13Section Three: Student Academic Achievement 14 Academic Performance Index 14 Adequate Yearly Progress Report 14a California English Language Development Test Results (CELDT) 15 California High School Exit Exam Test ResultsSection Four: Analysis of Current Instructional Practice 17 Statements That Characterize Educational Practice 17Section Five: Parent, Teacher, Student input 19 Conclusions reached from input from Parent, Teacher, Student Input 19Section Six: School Library Plan 21Section Seven: School Site Goals 22Section Eight: Action Steps 23 Action Steps to Improve Literacy 23 Action Steps to Improve Mathematics 26 Action Steps to Improve Achievement of English Learners 29 Action Steps to Improve Achievement of Special Education Students 32Section Nine: Additional Compliance Items 36 School Parental Involvement Policy 36 Centralized Services Expenditures 41 Categorical Funding Allocated to This Site 42 School Site Council 48 Recommendations and Assurances 49 ii
    • Section One: DistrictCorona-Norco Unified School District Mission Statement • PROVIDE a quality education for all students within a secure and supportive environment. • PROMOTE in all students academic excellence, social growth, and responsible decision making. • PREPARE all students to lead productive lives in a diverse, global community.Our mission will be accomplished by a well trained professional staff, utilizing shared decision making,and parent and community involvement.Our CommitmentClear VisionCommitment to ConnectHigh ExpectationsResponsibility for SuccessContinuous ImprovementIntegrity of CharacterQuantifiable ResultsFocus on the “Whole Child”Corona-Norco Unified School District provides an opportunity for all children to learn.Our Guiding Principles • Student needs are priority one, creating an environment for life-long learning. • All students can learn and be successful. • High expectations generate high success. • Diversity is recognized as a strength and a valuable resource that is accepted and respected by the organization. • Learning is enhanced by caring and trusting relationships. • Celebrations of effort encourage risk-taking and growth. • Personal relationships are the strength and foundation of the organization. • All individuals within our community are treated with dignity and respect.District ProfileCorona-Norco Unified School District continues to grow faster than any other large district in SouthernCalifornia. We are currently the twelfth largest school district in the state of California. We have 28elementary schools, 7 intermediate schools, 5 comprehensive high schools, 3 alternative high schools,1 special needs school, and 3 vista programs. Corona-Norco Unified School District is an ethnicallydiverse district with without a majority ethnicity. Our demands and expectations are high. We holdourselves accountable to provide a strong, quality, educational programs for all students. We not onlyfocus on academic excellence but on balance. Many opportunities are available that provide avenuesfor exploration of talents in the arts and life-long skills areas. We pledge to provide safe and nurturingeducational settings. Our vision, our goal, and our focus are our students. iii
    • Corona-Norco Unified School District – Academic Performance Index(API) Subgroup Report Number of Students API Included in the 2006 API 2006 2005 2005-06 Growth Growth Base Growth 37,162 754 746 8API growth target information is not applicable to LEAs or to schools in the Alternative Schools Accountability Model (ASAM).Subgroups2006 STAR Number Numerically Subgroup API of Pupils Significant Included in in Both 2006 2005 2005-06Ethnic/Racial 2006 API Years Growth Base GrowthAfrican American (not of Hispanic origin) 2,053 Yes 733 720 13American Indian or Alaska Native 115 Yes 715 706 9Asian 1,853 Yes 868 860 8Filipino 729 Yes 853 848 5Hispanic or Latino 16,499 Yes 696 688 8Pacific Islander 157 Yes 774 790 -16White (not of Hispanic origin) 13,356 Yes 807 796 11Socioeconomically Disadvantaged 13,722 Yes 678 668 10English Learners 7,753 Yes 657 647 10Students with Disabilities 3,418 Yes 517 509 8Subgroups Number Numerically Subgroup API2005 STAR of Pupils Significant Included in in Both 2005 2004 2004-05Ethnic/Racial 2005 API Years Growth Base Growth African American (not of Hispanic origin) 2,017 Yes 720 695 25 American Indian or Alaska Native 118 Yes 706 661 45 Asian 1,618 Yes 860 841 19 Filipino 636 Yes 848 829 19 Hispanic or Latino 15,141 Yes 688 666 22 Pacific Islander 150 Yes 790 749 41 White (not of Hispanic origin) 13,305 Yes 796 778 18Socioeconomically Disadvantaged 12,753 Yes 668 648 20 iv
    • • 2005-06 Accountability Progress Reporting (APR) Local Educational Agency (LEA) Overview California Department of Education 2006 Adequate Yearly Progress (AYP) Report Policy and Evaluation Division August 31, 2006 2006 AYP and PI Links:LEA: Corona-Norco UnifiedLEA Type: UnifiedCounty: Riverside (An LEA is a school district or county office ofCD Code: 33-67033 education.) Federal Accountability: Adequate Yearly Progress (AYP)Made AYP: YesMet 42 of 42 AYP CriteriaMet AYP Criteria: English-Language Arts MathematicsParticipation Rate Yes YesPercent Proficient Yes YesAPI - Additional Indicator for AYP YesGraduation Rate Yes Met 2006 AYP Criteria Participation Rate Percent ProficientGROUPS English-Language Arts Mathematics English-Language Arts MathematicsLEA-wide Yes Yes Yes Yes African American or Black (not of Hispanic origin) Yes Yes Yes Yes American Indian or Alaska Native -- -- -- -- Asian Yes Yes Yes Yes Filipino Yes Yes Yes Yes Hispanic or Latino Yes Yes Yes Yes Pacific Islander Yes Yes Yes Yes White (not of Hispanic origin) Yes Yes Yes Yes Socioeconomically Disadvantaged Yes Yes Yes Yes English Learners Yes Yes Yes Yes Students with Disabilities Yes Yes Yes Yes v
    • 2005 AYP Subgroup Report English-Language ArtsPercent Proficient Target 23.0Corona-Norco Unified School District Met all percent proficient rate criteria? Yes Number At or Percent At or Met 2005 Valid Above Above AYPGROUPS Scores Proficient Proficient CriteriaLEA-wide 26026 12660 48.6 Yes African American or Black (not of Hispanic origin) 1594 717 45.0 Yes American Indian or Alaska Native 90 43 47.8 -- Asian 1254 897 71.5 Yes Filipino 503 351 69.8 Yes Hispanic or Latino 11895 4137 34.8 Yes Pacific Islander 125 67 53.6 Yes White (not of Hispanic origin) 10543 6436 61.0 Yes Socioeconomically Disadvantaged 10039 3090 30.8 Yes English Learners 5333 1243 23.3 Yes Students with Disabilities 2450 368 15.0 Yes AJ Adjusted Percent 35.0 Mathematics2005 AYP Subgroup Report – Target 23.7Percent Proficient Met all percent proficient rate criteria?Corona-Norco Unified School District Yes Number Percent Met At or At or 2005 Valid Above Above AYPGROUPS Scores Proficient Proficient CriteriaLEA-wide 25990 13349 51.4 Yes African American or Black (not of Hispanic origin) 1596 678 42.5 Yes American Indian or Alaska Native 90 37 41.1 -- Asian 1255 967 77.1 Yes Filipino 503 356 70.8 Yes Hispanic or Latino 11875 4828 40.7 Yes Pacific Islander 125 70 56.0 Yes White (not of Hispanic origin) 10525 6400 60.8 Yes Socioeconomically Disadvantaged 10012 3722 37.2 Yes English Learners 5322 1848 34.7 Yes Students with Disabilities 2441 484 19.8 Yes AJ Adjusted Percent 39.8 vi
    • California High School Exit Exam (CAHSEE) Results for Mathematics and English Language Arts (ELA) by Program (Combined 2006) for (All Grades) Corona-Norco Unifie 33-67033 Click on "COUNTYWIDE" to generate a report at that level. To protect privacy, asterisks appear in place of test scores wherever those scores are based on 10 or fewer students. Redesignated Special Fluent-English Socio- Not socio- Education English Learner Proficient economically economically Subject All Students Students (EL) Students (RFEP) Students Disadvantaged DisadvantagedDISTRICTWIDE: # Tested Math 6,237 1,018 1,054 541 2,606 3,006 Passing 3,775 (61%) 210 (21%) 278 (26%) 390 (72%) 1,268 (49%) 2,196 (73%) # Tested ELA 6,117 1,136 1,243 442 2,637 2,918 Passing 3,718 (61%) 208 (18%) 234 (19%) 365 (83%) 1,218 (46%) 2,199 (75%)COUNTYWIDE: # Tested Math 53,267 8,206 11,820 4,634 26,486 21,314 Passing 29,137 (55%) 1,491 (18%) 3,706 (31%) 3,337 (72%) 11,868 (45%) 14,510 (68%) # Tested ELA 51,207 8,418 13,062 4,179 26,094 20,069 Passing 29,556 (58%) 1,589 (19%) 3,383 (26%) 3,353 (80%) 11,843 (45%) 14,835 (74%)STATEWIDE: # Tested Math 795,182 101,389 176,649 92,656 374,443 300,726 Passing 467,143 (59%) 21,711 (21%) 62,571 (35%) 69,728 (75%) 179,895 (48%) 220,246 (73%) # Tested ELA 777,599 107,660 199,728 85,723 374,263 288,865 Passing 473,880 (61%) 25,178 (23%) 56,905 (28%) 70,547 (82%) 181,145 (48%) 224,120 (78%) California High School Exit Exam – Combined Results 2005 Mathematics and English-Language Arts Redesignated Special Fluent-English Socio- Not socio- Education English Learner Proficient economically economically  Subject All Students Students (EL) Students (RFEP) Students Disadvantaged DisadvantagedDISTRICTWIDE: # Tested Math 4,562 677 678 314 1,771 2,231CNUSD Passing 3,041 (67%) 157 (23%) 203 (30%) 256 (82%) 906 (51%) 1,769 (79%) # Tested ELA 4,541 680 738 307 1,796 2,203 Passing 3,135 (69%) 165 (24%) 186 (25%) 277 (90%) 969 (54%) 1,810 (82%)COUNTYWIDE: # Tested Math 39,484 5,406 7,852 2,957 18,192 17,095 Passing 23,907 (61%) 1,141 (21%) 2,803 (36%) 2,253 (76%) 8,794 (48%) 12,588 (74%) # Tested ELA 39,371 5,689 8,435 2,882 18,406 16,794 Passing 24,988 (63%) 1,292 (23%) 2,534 (30%) 2,402 (83%) 9,289 (50%) 13,106 (78%)STATEWIDE: # Tested Math 639,860 73,534 142,251 66,326 290,550 259,173 Passing 402,151 (63%) 16,799 (23%) 56,601 (40%) 50,788 (77%) 146,546 (50%) 199,891 (77%) # Tested ELA 639,329 79,049 155,537 63,571 294,943 255,574 Passing 415,856 (65%) 20,059 (25%) 51,839 (33%) 52,875 (83%) 151,330 (51%) 206,472 (81%) vii
    • California Department of Education 2005-06 Title III Accountability Report Language Policy and Leadership Office Release Date: September 15, 2006LEA: Corona-Norco UnifiedCounty: RiversideCD Code: 3367033 Click here for school informationThe Title III Accountability Report indicates the status of each local educational agency (LEA) inmeeting the three Annual Measurable Achievement Objectives (AMAOs).AMAO 1 - Percent of Students Making Annual Progress in Learning English Number of 2005 Annual CELDT Takers 7,084 Number / Percent with Required Prior CELDT Scores 7,074 / 99.9% Number in Cohort Meeting Annual Growth Target 4,563 Percent Meeting AMAO 1 in LEA 64.5% 2005-2006 Target 52.0% Met Target for AMAO 1 YesAMAO 2 - Percent of Students Attaining English Proficiency on CELDT Number of 2005 Annual CELDT Takers in Cohort 3,196 Number in Cohort Attaining English Proficient Level 1,431 Percent Meeting AMAO 2 in LEA 44.8% 2005-2006 Target 31.4% Yes Met Target for AMAO 2AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA LevelEnglish-Language ArtsMet Participation Rate for English Learner Subgroup YesMet Percent Proficient or Above for English Learner Subgroup YesMathematicsMet Participation Rate for English Learner Subgroup YesMet Percent Proficient or Above for English Learner Subgroup YesMet Target for AMAO 3 Yes viii
    • Title III – District Report2004-05 Title III Accountability Report – Corona-Norco USDAMAO 1 – Percent of Students Making Annual Progress in LearningEnglish Number of 2004 Annual CELDT Takers 7,103 Number / Percent with Required Prior CELDT 7,101 / 100% Scores Number in Cohort Meeting Annual Growth Target 4,894 Percent Meeting AMAO 1 in LEA 68.9% 2004-2005 Target 51.5% Met Target for AMAO 1 YesAMAO 2 - Percent of Students Attaining English Proficiency on CELDT Number of 2004 Annual CELDT Takers in Cohort 3,524 Number in Cohort Attaining English Proficient Level 1,693 Percent Meeting AMAO 2 in LEA 48% 2004-2005 Target 30.7% Yes Met Target for AMAO 2AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEAEnglish-Language Arts Met Participation Rate for English Learner Subgroup Yes Met Percent Proficient or Above for English Learner Subgroup YesMath Met Participation Rate for English Learner Subgroup Yes Met Percent Proficient or Above for English Learner Subgroup YesMet Target for AMAO 3 Yes ix
    • Year: State: CaliforniaCounty: Riverside County Code: 33District: Corona-Norco Unified District Code: 67033 AssessmeSchools: nt: SubGroup : Note: Subgroups vary by year.Reports: English Proficiency Report - All Students Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested Students Meeting State Board of Education Criterion for English Proficiency # Students 5 542 432 277 230 275 188 251 244 182 230 204 134 3,194 % Students 15% 48% 38% 28% 33% 53% 40% 56% 62% 52% 66% 64% 61% 45% Number tested 34 1,135 1,152 1,004 695 518 467 451 395 348 348 319 218 7,084 *** Summary data are not provided for groups of three or less. x
    • District Local Education Agency Plan (LEAP) Goals • Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading-language arts and mathematics by 2013-2014. • Performance Goal 2: All limited-English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading- language arts and mathematics. • Performance Goal 3: By 2007-2008, all students will be taught by highly qualified teachers. • Performance Goal 4: All students will be educated in learning environments that are safe, drug- free, and conducive to learning. • Performance Goal 5: All students will graduate from high school. xi
    • Section Two: School School Vision and Mission Our Motto “I Believe in myself, I believe in my future. My future begins today.” Mission Statement At Clara Barton Elementary, we believe that each student is unique and has the ability andright to find success at school. We seek to develop the total child; socially, physically andacademically. Clara Barton Elementary will promote self-esteem in an environment whereby eachchild has the opportunity to excel and is eager to learn. Barton students will develop their maximum potential in a partnership with their parents, the Barton educational staff, and members of the community Assessment will be ongoing; staff and parents will communicate student progress on a regular basis Relationships in a nurturing environment are an important factor in the success of our school Together as a community we will seek to continuously improve our children’s educational experience On-going high expectations for student achievement within a friendly, caring learning community No child will be left behind as we strive for excellence by utilizing a variety of strategies, materials and educational techniques, maximizing each student’s learning potential Barton Elementary School Pledge The goal of Barton Elementary School is to provide academic instruction and learning activities which empower each student to reach his/her personal best and full potential. Barton Elementary will strive to provide a nurturing, challenging, and disciplined environment in which all students, staff and parents experience the joy of learning. At Barton, each student is prepared for a productive work life in a culturally diverse society, and is empowered to make sound moral and ethical decisions. xii
    • School Profile Barton is a multi-track year-round standards-based K-6 elementary school located in the Corona Valley,approximately sixty miles southeast of Los Angeles. Currently, it has an enrollment of over 1,300 students.This is Clara Barton’s fourth year of operation having been completed in July 2003. We are very fortunate tohave a beautiful new facility with a computer lab of thirty-six state-of-the-art computers, a library that wouldrival the size of many high school libraries and thirty-nine beautifully equipped regular classrooms. We havefifty-four general education teachers, a full time reading specialist, 2 full time resource specialists, one specialday class teacher of non-severely handicapped students and two special education preschool/Kindergartenteachers. A school-site counselor, school psychologist and speech language pathologist are assigned to ourschool on a weekly basis and a Bilingual Assistant is assigned on a daily basis part-time. Class sized reductionhas been fully implemented in kindergarten through third grade. Clara Barton is an Accelerated Reader schoolin all grades K-6 and this, along with our strong focus on literacy, helps us to build strong readers by the age ofnine. Students are encouraged to continue their progress in reading even when they are off-track and aregiven the opportunity to come to school to take AR quizzes and check out books. Inter-sessions are alsoprovided during off-track time for students requiring additional academic support. The ethnic make-up of ourstudent population is: approximately 32% white; 48% Hispanic; 10% African-American and 10% otherethnicities. Less than 25% of our students qualify for free/reduced lunch. Our yearly mobility rate is difficult todetermine due to the rapid growth in our district and the yearly boundary changes affecting our area ofattendance.Barton is part of the Corona-Norco Unified School District, which has an enrollment of over 50,000 students.There are thirty K-6 elementary schools in the district. The surrounding area is a largely suburban, greatlydiverse community with working and middle class families.Because we are still new with this being our fourth year, we continue to have many needs such as acquiringbooks for our school library, increasing our number of AR quizzes, providing software for students to use in thecomputer lab as well as trying to obtain other instructional materials such as dictionaries and supplementalaids to assist with challenging our brighter students and the remediation skills for our low performing students.Our parents, PTA members, and other community members have been very involved in volunteering in andmaking donations to classrooms to ensure student success by helping to promote the acquisition of neededmaterials and providing for field trips. Each general education teacher provides instruction in a self-containedclassroom. Teachers use a variety of instructional techniques such as directed whole group instruction,cooperative learning, inquiry, Kagen strategies, and guided reading as well as individual and small groupinstruction as they cover the State Standards and meet the unique individual needs of each student. Ourstudents with special needs (Special Education, GATE and ELL students) are supported and challenged todevelop to their fullest potential through assistance from any and/or all of the following school-site staff;Resource, Reading, and Speech specialists, a GATE coordinator, SDC teachers, a bilingual paraprofessional,and teachers on special assignment from the district office. Specialists and consultants confer regularly withgeneral education teachers regarding the instructional programs of our students. Our program coordination isalso enhanced through the Student Study Team process. This process gives parents, teachers, students andsupport staff an opportunity to collaborate and provide the necessary resources for the success of each child.We adhere to the state requirements of 208 instructional minutes per regular day for kindergarten; 303 minutesfor grades 1-3; and 323 minutes for grades 4-6. All grades have 185 instructional minutes for minimum days.We have 11 scheduled minimum days for the year with additional minimum days on the last day beforetracking off.At Clara Barton recognizing students’ efforts and accomplishments are very important. We have severalopportunities to recognize students; Principal’s Proud Board, Accelerated Reader (AR) announcements,Barton Bear Paw drawings, monthly attendance awards, Friday Spirit days, as well as, individual classroomincentives. xiii
    • School Accountability Report CardOur School Accountability Report Card (SARC) is available on our school’s website address atcnusd.k12.ca.us/bartones and is a valuable source of information on student performance andconditions effecting the learning environment including: • Pupil achievement, and progress toward meeting academic goals • Progress in reducing dropout rates • Expenditures per pupil and types of services funded • Progress toward reducing class sizes and teaching loads • The total number of credentialed teachers, the number relying upon emergency credentials, and the number of teachers working outside their subject areas of competence • The quality and currency of textbooks and other instructional materials • The availability of qualified personnel to provide counseling and other pupil support services • The availability of qualified substitute teachers • The safety, cleanliness, and adequacy of school facilities • The adequacy of teacher evaluations and opportunities for professional improvement • Classroom discipline and climate for learning, including suspension and expulsion rates • Staff training and curriculum improvement • The quality of instruction and school leadership • The degree to which pupils are prepared to enter the work force • The number of instructional minutes provided • The number of minimum days scheduledSection Three: Student Academic Achievement STUDENT PERFORMANCE DATA SUMMARY Academic Performance Index (API) School ReportThe API is a system for ranking schools statewide according to results of student performance based on theStudent Testing and Reporting System (STAR). The ranking includes ten deciles, decile one being the lowest. Number 2006 Star 2006 Included 2006 2006 Similar 2006-07 2007 Percent in the API Statewide Schools Growth API Tested 2006 API (Base) Rank Rank Target Target 99% 885 805 7 6 A A Number of Pupils 2006 2006-2007 2007 Included in Numerically Subgroup Growth API Student Groups 2006 API Significant API Base Target TargetAfrican American, not Hispanic 78 NoAmerican Indian or Alaska Native 1 NoAsian 87 NoFilipino 20 NoHispanic or Latino 405 Yes 771 5 776 xiv
    • Pacific Islander 0 NoWhite not Hispanic 282 Yes 838 A AEconomically Disadvantaged 236 Yes 723 5 728At the time this Single Plan for Student Achievement was presented to theSchool Site Council, the CELDT data for our school site was not available fromthe California Department of Education. This data will be added to our 2007-2008Single Plan for Student Achievement during our Fall 2007 Data Meeting. California English Language Development TestYear 2006-2007Clara Barton Elementary School English Proficiency Report - All Students Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested Students Meeting State Board of Education Criterion for English Proficiency # Students % Students Number tested California English Language Development TestYear 2005-2006__________________________ School xv
    • English Proficiency Report - All Students Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested Students Meeting State Board of Education Criterion for English Proficiency # Students % Students Number testedConclusions from Student Performance Data:At this time this Single Plan for Student Achievement was presented to the School Site Council, theCELDT data for our school site was not available from the California Department of Education. Thisdata will be added to our 2007-2008 Single Plan for Student Achievement during our Fall 2007 DataMeeting.In the areas of English Language Arts and Mathematics, we have grown significantly in the number ofstudents who are at or above proficient in our significant sub-groups. In addition, we have showncontinued growth in both our API (Academic Performance Targets) and AYP (Adequate YearlyProgress) scores and have met our growth targets.Our emphasis will remain on providing our most at-risk populations, socio-economicallydisadvantaged, Gate, and English learners with support aimed at increasing academic achievement.This support would include after school intersession programs, targeted explicit standards-basedinstruction, and professional development for the staff in the areas of best practice in addition to theprograms and support we already provide. xvi
    • Section Four: Analysis of Current Education PracticeThe following statements characterize educational practice at this school:1. Alignment of curriculum, instruction and materials to content and performance standards:The district adopted core curriculum is aligned to the standards. District adopted textbooks and supplementalmaterials are also aligned to the standards. District and school-wide grade level assessments provideinformation and feedback on student performance standards.2. Availability of standards-based instructional materials appropriate to all student groups:District has adopted and schools are using standards-based instructional materials in all core academic areasincluding English Language Development materials. Teachers are expected to use the District adoptedmaterials in their courses. Additionally, Barton utilizes other supplemental materials that support standardsbased instruction such as Mountain Math, Mountain Language, United Streaming, and Spalding phonics on adaily basis.The district has adopted standards-based instructional materials in all core academic areas including EnglishLanguage Development materials. Teachers are expected to use the District adopted materials in theircourses.3. Alignment of staff development to standards, assessed student performance and professional needs:District staff development is based on standards and/or intervention strategies or other instructional strategies.Teachers at Barton have participated in Step Up To Writing, Kagan Cooperative Learning, CELDT testing,Running Record training, language arts series trainings, and workshops on working with GATE students. Allteachers have their CLAD and received in depth training on our ELL program and working with ELD students.Teachers are provided opportunities to work with grade level teams to review and discuss districtassessments, the use of district pacing guides to ensure that standards are taught in a timely mannerthroughout the year, and to develop lessons and curriculum to meet the individual needs through differentiatedinstruction for our GATE learners. xvii
    • On an ongoing basis, our resource specialist and special day class teachers provide assistance to grade levelteams and individual teachers that deal with the specific learning needs of our special education students.Teachers are provided with opportunities for professional development opportunities outside the school asbudget permits.4. Services provided by the regular program to enable under-performing students to meet standards:Services provided to under-performing students at Barton include: standards based instruction, services of thereading specialist, intersession/intervention classes, parent classes, after school programs, small group andone to one instruction through the use of parent volunteers, community helpers, teachers, and encouragingstudent participation in the Accelerated Reading Program while off track by providing access to the library andcomputer lab. Additional service/access is provided on the school-site web page with information to parentsregarding upcoming events, AR quizzes and teacher’s e-mail addresses.5. Services provided by categorical funds to enable under-performing students to meet standards:Services provided to under-performing students that are supported by categorical funding include: a full timeresource specialist, three special day classes, two of which are preschool / Kindergarten, seven specialeducation instructional assistants, a bilingual instructional assistant who works with our Option 1 students inStructured English Immersion classes, teacher on special assignment who assists staff with our EnglishLanguage Learners, after school programs and support materials funded through EIA, ELAP, GATE and SIP, alibrary clerk who assists students on track as well as students that come in while off track to take AR quizzesand choose books within their reading range, and a part-time computer resource instructional assistant.Teachers are also sent to in-services on research based, best practice strategies to assist our ELL, GATE, andat-risk students. In addition to these services, teachers and administrators meet to discuss plans forachievement and assessment results both individually and in groups for students at risk.6. Use of state and local assessments to modify instruction and improve student achievement:Instruction is based on the assessed needs of students using district, criterion, and norm referenced tests, andteacher developed tests. Assessments are used to recommend students for intervention programs. Teachersmeet monthly to identify areas of need, plan remediation and focus strategies, and prioritize resources to bestfulfill meeting the needs of identified students. Techniques, lessons, and a variety of approaches to assiststruggling students trying to meet grade level standards are regularly discussed at grade level team meetingsand monthly staff meetings. In addition, district personnel are used to conduct staff training to help with theinterpretation of district and state test results and how this information can be best used to affect studentachievement.7. Number and percentage of teachers in academic areas experiencing low student performance:All of our classes have students that are under performing with divergent needs to be addressed bothacademically and emotionally. Though the numbers vary for every classroom, assisting these students in theirareas of need remains a classroom and school-wide focus.8. Family, school, district and community resources available to assist these students: • District Healthy Start Grant • FACT/Mental Health Services for Special Education Students and students “at risk” xviii
    • • Weekly school-site counseling • English Language Development (ELD) • School Psychologist • Bilingual instructional assistant • Access to Health, Dental, and Mental Health Medical providersAfter conducting an inventory of classroom/school furniture/equipment that needs to be replaced atBarton ES, the following items need to be purchased: copiers for office/staff, computer tables for eachclassroom, new laptops for staff use to allow interface with audio/visual equipment, additional classroomcomputers, classroom materials, reading materials to supplement school-wide reading focus. Theseitems are needed to ensure safety for the students and/or to enhance the learning environment. Items such asthese as well as technology will continue to be evaluated and addressed as needs arise.9. School, district and community barriers to improvements in student achievement: • Increasing enrollment, changing enrollment • Diverse economic base of parents, thus diverse educational expectations of students by parents • Language barriers close to 30% of our students and their parents • Newer school (and population), working to establish effective traditions, procedures and expectations for student achievement • High number of homes with working parents • High number of children living/being raised by guardians • High number of multi family homes • Changing populations due to boundary changes10. Limitations of the current program to enable Under performing students to meet standards: • Training for teachers to meet the divergent needs of EL, GATE, and special education students • Training for teachers to broaden the repertoire of strategies to assist low performing students • Teachers and administrators need to become more familiar with our new community of learners and their needs • Develop and maintain effective intervention programs, including attracting and retaining effective teachers to assist struggling and “at risk” studentsSection Five: Parent, Teacher, Student InputConclusions from Parent, Teacher and Student Input:Parent Survey Conclusions Each year Barton Elementary School surveys are parents for input regarding several areas. Theseareas include student achievement, learning environment, parent involvement, Community support andparticipation, and school climate. We are proud to say that are overall combined approval rating is 3.84 on a 4point scale. Some of the specific outstanding strengths include: - high expectations for student achievement - high regard for the teaching staff - appreciation for our Accelerated Reader program xix
    • - an overall feeling of child safetyTeacher Survey Conclusions Teachers were also surveyed in regards to school climate, school focus, and overall effectiveness ofadministration. The survey results are as follows: - Overwhelmingly, the staff feels the schools climate is very positive and that the administrators are both supportive and approachable. - the majority of teachers agree with the directional focus of increasing teacher collaboration toincrease student achievement.Student Survey Conclusions Student surveys indicated that they feel safe at school, are academically challenged, and comfortablewith their teachers.Collective Areas of Improvement Areas needing improvement were indicated to be: - improved communication between home and school - the need for more inter-sessions - increased collaboration among the staffOverall, our focus as indicated by these results will be on providing more effective communication betweenhome and school. We will begin by involving parents early in the process in PTA, SSC, ELAC, and otherparent participation groups/activities. As part of Barton’s ongoing effort to increase the number of students inthe proficient and advanced levels in each grade level, and understanding the role of communication in thisprocess, teachers confer with parents in a variety of ways: parent conferences, Back-to-School nights, OpenHouse, and Family Literacy nights. Teachers further their communication with parents via email, phone, noteshome, in person visits, the SST process, and positive notes home. Many school and PTA events are offeredthroughout the year to enhance communication as well as strengthen students’ connection to school. At ClaraBarton we recognize the importance of effective communication to complete the cycle of education.In addition to the above, we will focus on increasing collaboration among the staff by providing opportunitiesfor grade level and across grade level articulation. Finally, we will investigate options for inter-sessions in anattempt to provide assistance and enrichment opportunities to promote student learning. xx
    • Section Six: School Library Plan Library Plan for Clara Barton Elementary SchoolMission Statement:It is the goal of Clara Barton Elementary to provide students and faculty with a well-stocked, well-staffed library that provides a current, relevant, print-rich environment as well as current technology tosupport the curricular and recreational needs of all stakeholders.Collection DevelopmentThe goal is to increase the number of books per student to reach the American Library Associationacceptable level of twenty books per student.The current number of books in our library collection is six per student.SelectionThe goal is to select current and relevant print, audiovisual, and electronic resources that meetcurricular as well as recreational reading needs. Book selection is done primarily by the Clara BartonLibrary Committee with input from site administration, faculty, student, and parent requests.TechnologyThe use of on-line catalog and automated circulation needs to be available daily.FundingFunds available through the School and Library Improvement Block Grant and other sources such asparent donations, PTA, etc. will be used to purchase library books, materials, and technology support.Library Leadership TeamThe library leadership team is made up of a librarian/library clerk, teachers, parents, students, andadministrator(s) and will provide guidance in developing use policies and selection policies. xxi
    • Section Seven: School Site Goals for Improving Student AchievementGoal #1 for Improving Student Achievement in Reading-Language Arts:All students will become proficient or better in reading-language arts by 2013-2014 as measured by the CSTreading-language arts test. Currently at Clara Barton School 51.4 percent of students are scoring proficient or better on the CST’s.Goal for 2007-2008: A minimum of 57% of the students will score at proficient or better on the 2008 CSTreading-language arts tests.Student groups participating in this goal: Schoolwide: 51.4% are currently scoring proficient or above. Hispanic Students: 43.2% are currently scoring proficient or above. English Learners: 33.2% are currently scoring proficient or above. Special Education Students: 19.4% are currently scoring proficient or above. Socio-Economically Disadvantaged Students: 30.9% are currently scoring proficient or above.Goal #2 for Improving Student Achievement in Mathematics:All students will become proficient or better in mathematics by 2013-2014 as measured by the CSTmathematics test. Currently at Clara Barton Elementary School 62.7 percent of students are scoring proficient or better on the CST’s.Goal for 2007-2008: A minimum of 68% of the students will score at proficient or better on the 2008 CSTmathematics tests.Student groups participating in this goal: Schoolwide: 62.7% are currently scoring proficient or above. Hispanic Students: 52.8% are currently scoring proficient or above. English Learners: 48.1% are currently scoring proficient or above. Special Education Students: 24.2% are currently scoring proficient or above. Socio-Economically Disadvantaged Students: 47% are currently scoring proficient or above.Goal #3 for Improving Student Achievement in English Language Development: AMAO #1 The percent of English Learner students gaining one CELDT level per year will increase by at least .5% annually. xxii
    • AMAO #2 The percent of English Learner students attaining proficiency in English will increase by at least .7% annually. AMAO #3 ELA The percent of English Learners making proficiency or better in reading-language arts on the annual CST test will reach a minimum of 35.2% in 2008. Math The percentage of English Learners making proficiency or better in mathematics on the annual CST test will reach a minimum of 50% in 2008.Goal #4 for Improving Student Achievement for all Special Education Students in Reading and Math:All Special Education Students will become proficient or better in reading-language arts and mathematics by2014 as measured by the CST or a state-approved alternative assessment. Currently 19.4% of Special Education Students are scoring proficient or better on the CST in reading- language arts. Currently 24.2% of Special Education Students are scoring proficient or better on the CST in mathematics.Goal for 2007-2008: A minimum of 35.2% of the students will score at proficient or better on the 2008 CSTtests in reading-language arts.Goal for 2007-2008: A minimum of 37.0% of the students will score at proficient or better on the 2008 CSTtests in mathematics. xxiii
    • Section Eight: Action Steps for Improving Student Achievement PLANNED IMPROVEMENTS IN STUDENT PERFORMANCEThe content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis ofverifiable state data, including the Academic Performance Index and the English Language Development Test, and include local measures ofpupil achievement. The school site council analyzed available data on the academic performance of all students, including English learners,educationally disadvantaged students, gifted and talented students, and students with exceptional needs. The council also obtained andconsidered the input of the school community. Based upon this analysis, the council has established the following performance improvementgoals, actions and expenditures.GOAL # 1 Improving Student Achievement in Reading-Language Arts:All students will become proficient or better in reading-language arts by 2013-2014 as measured by the CST reading-language arts test.Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitorreading-language arts progress for all students.Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by gradelevel for academic gains in reading-language arts. Description of Specific Actions to Improve Educational Implementers/ Estimated Funding Related Expenditures Practice Timeline Cost SourceAlignment of instruction with content standards: Administration Possible Release time for $ 3,000 SIP, EIA, • Continue to provide full implementation of state-standards / Teachers teachers, presenters, supplies, GATE, through the district-adopted core curriculum and through materials, and conferences ELAP staff development on content strategies. • Provide uninterrupted ELA time. (K – 60 min.; 1-3 2.5 hours; 4-6 2 hours; 7-12 45-60 min. daily).Improvement of instructional strategies and materials: Administration Conferences / in- $ 2,000 SIP, EIA, • Continue staff development for administrators to increase / Teachers services/trainings, materials, ELAP their knowledge and skills in reading instruction to ensure supplies full-implementation of the core language arts program and instruction of grade level content standards through classroom walk-throughs, observations, and analysis of curriculum embedded and district assessment results. • Provide grade/course level meeting time for teachers Release time for teachers, subs $ 3,000 facilitated by administrators tied to reading assessments, SIP, EIA, issues, lesson planning and delivery. • Monitor district wide pacing guide schedules for reading so GATE, that there is grade level and school coherence and ELAP consistency.
    • Extended learning time: Admin/ Pay teachers and instructional $ 3,000 Extra duty(Before or after school, at lunch, Saturdays, Teachers assistants for time beyond school pay, inter-intersessions, summer) day or yearly contract, materials session for program funds, EIA, • Design the before and after school tutoring program to SIP, ELAP meet the needs of students who require additional Summer instruction to meet grade level standards. School • Provide an intersession/summer school program of Pay teachers to teach $ 3,000 Funds additional instructional support to students not working at intersession, materials, copying grade level. The instruction will be aligned to the grade level core program in reading/language arts. Description of Specific Improvements to be Made in Implementers/ Estimated Funding Related Expenditures Educational Practice Timeline Cost SourceIncreased educational opportunity: Admin/ Pay teachers and instructional $ 3,000 Extra duty • Provide daily additional instructional time of Universal Teachers assistants for time beyond school pay, inter- Access instruction for all students with scaffolding of day or yearly contract, materials session instruction based on the student’s instructional needs. for program funds, EIA, • Continue to leverage all funding to target an increase in Admin/Teachers Materials, supplies, copying, $15,000 GATE, SIP, reading-language arts based on the students’ printing ELAP instructional needs as measured by the CA Standards test.Staff development and professional collaboration: Admin/D.O./ Possible teacher release time, $ 1,000 SIP, EIA, • Provide training for administrators and teachers in Teachers materials, conferences, in- ELAP Universal Access. services GATE, C&I • Provide training for administrators and teachers in how Admin/D.O./ Possible teacher release time, $ 1,000 to analyze and use assessment data during Teachers copying of materials, in-services SIP, EIA, grade/course meetings in order to facilitate discussions ELAP about reading assessments, lesson pacing, and GATE, C&I delivery.
    • Involvement of staff, parents and community: • Continue to provide parents with information on grade Teachers/Staff Pay for time beyond work day to $ 500 SIP, EIA, level standards and expectations for learning in parent’s assist in translating of materials ELAP language, where applicable. to send home, copying, printing • Continue to involve parents in the education of their Admin/Teachers/ Teacher release time, materials, $ 1,500 SIP, EIA, child(ren) with parent training events designed to help Staff Supplies, Pay beyond work day ELAP parents support their child’s learning. for parent classes • Send home student assessment results in a timely District/Teachers N/A manner including CST test results, report cards, and on- going assessment results in parents’ language(when applicable) and in a format that is easily understood by parents.Auxiliary services for students and parents: (includingtransition from preschool, elementary and middleschool) SIP, EIA, • Continue to provide a transition program for students Teachers Copying of materials $ 500 ELAP matriculating to the next school setting through kindergarten orientation and sixth grade bridging. Teachers Bussing to middle schools $ 500 SIP, EIA, ELAPMonitoring program implementation and results: • Continue to use curriculum embedded and/or district Admin/Teachers Provide release time, subs, or $ 900 SIP, EIA, assessment results to monitor student progress in pay beyond work day ELAP reading-language arts every 6-8 weeks. • Continue to use the CST and CEDLT assessment “ “ $ 900 results to make instructional decisions for each student SIP, EIA, in reading-language arts. ELAP • Continue to monitor students who are in reading “ “ intervention programs to ensure their progress and to identify when it is appropriate to cease the intervention program.
    • Improving Student Achievement in Mathematics:GOAL # 2 All students will become proficient or better in mathematics by 2013-2014 as measured by the CST mathematics test.Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitormathematics progress for all students.Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by gradelevel for academic gains in mathematics. Description of Specific Actions to Improve Educational Implementers/ Estimated Funding Related Expenditures Practice Timeline Cost SourceAlignment of instruction with content standards: Admin/ Possible release time for $ 3,000 SIP, EIA, • Continue to provide full implementation of state-standards Teachers teachers, presenters, supplies, GATE, through the district-adopted core curriculum and through materials, conferences ELAP staff development on content strategies. Admin/ • Provide uninterrupted mathematics time. TeachersImprovement of instructional strategies and materials: Admin/ Conferences/inservices/trainings, $ 2,000 SIP, EIA, • Continue staff development for administrators to increase Teachers materials, supplies ELAP their knowledge and skills in mathematics instruction to ensure full-implementation of the core language arts program and instruction of grade level content standards through classroom walk-throughs, observations, and analysis of curriculum embedded and district assessment results. “ Release time for teachers, subs $ 3,000 • Provide grade/course level meeting time for teachers SIP, EIA, facilitated by administrators tied to mathematics assessments, issues, lesson planning and delivery. GATE, • Monitor district wide pacing guide schedules for “ ELAP mathematics so that there is grade level and school coherence and consistency.
    • Extended learning time: Admin/ Pay teachers and instructional $ 3,000 Extra duty(Before or after school, at lunch, Saturdays, Teachers assistants for time beyond school pay, inter-intersessions, summer) day or yearly contract, materials session for program funds, EIA, • Design the before and after school tutoring program to SIP, meet the needs of students who require additional Summer instruction to meet grade level standards. School • Provide an intersession/summer school program of Pay teachers to teach $ 3,000 Funds additional instructional support to students not working at intersession, materials, copying grade level. The instruction will be aligned to the grade level core program in mathematics. Description of Specific Improvements to be Made in Implementers/ Estimated Funding Related Expenditures Educational Practice Timeline Cost SourceIncreased educational opportunity: Admin/ Pay teachers and instructional $ 3,000 Extra duty • Provide daily additional instructional time of Universal Teachers assistants for time beyond school pay, inter- Access instruction for all students with scaffolding of day or yearly contract, materials session instruction based on the student’s instructional needs. for program funds, EIA, • Continue to leverage all funding to target an increase in Admin/Teachers Materials, supplies, copying, $15,000 ELAP, mathematics based on the students’ instructional needs printing GATE, SIP as measured by the CA Standards test.Staff development and professional collaboration: Admin/D.O./ Possible teacher release time, $ 500 SIP, EIA, • Provide training for administrators and teachers in Teachers materials, conferences, ELAP Universal Access. inservices GATE, C&I • Provide training for administrators and teachers in how Admin/D.O./ Possible teacher release time, $ 500 to analyze and use assessment data during Teachers copying of materials, inservices SIP, EIA, grade/course meetings in order to facilitate discussions ELAP about reading assessments, lesson pacing, and GATE, C&I delivery.
    • Involvement of staff, parents and community: • Continue to provide parents with information on grade Teachers/Staff Pay for time beyond work day to $ 500 SIP, EIA, level standards and expectations for learning in parent’s assist in translating of materials ELAP language, where applicable. to send home, copying, printing • Continue to involve parents in the education of their Admin/Teachers/ Teacher release time, materials, $ 1,500 child(ren) with parent training events designed to help Staff Supplies, Pay beyond work day SIP, EIA, parents support their child’s learning. for parent classes ELAP • Send home student assessment results in a timely District/Teachers N/A manner including CST test results, report cards, and on- going assessment results in parents’ language (when applicable) and in a format that is easily understood by parents.Auxiliary services for students and parents: (includingtransition from preschool, elementary and middleschool) SIP, EIA, • Continue to provide a transition program for students Teachers Copying of materials $ 500 ELAP matriculating to the next school setting through kindergarten orientation and sixth grade bridging. Teachers Bussing to middle schools $ 500 SIP, EIA, ELAPMonitoring program implementation and results: • Continue to use curriculum embedded and/or district Admin/Teachers Provide release time, subs, or $ 900 SIP, EIA, assessment results to monitor student progress in pay beyond work day ELAP mathematics every 6-8 weeks. • Continue to use the CST and CEDLT assessment “ “ $ 900 results to make instructional decisions for each student SIP, EIA, in mathematics. ELAP • Continue to monitor students who are in mathematics “ “ intervention programs to ensure their progress and to identify when it is appropriate to cease the intervention program.
    • Goal #3 Improving Student Achievement in English Language Development: AMAO #1 The percent of English Learner students gaining one CELDT level per year will increase by at least .5% annually. AMAO #2 The percent of English Learner students attaining proficiency in English will increase by at least .7% annually. AMAO #3 ELA The percent of English Learners making proficiency or better in reading-language arts on the annual CST test will reach a minimum of 35.2% in 2008. Math The percentage of English Learners making proficiency or better in mathematics on the annual CST test will reach a minimum of 50% in 2008.Student groups participating in this goal: All English LearnersPerformance gains expected for these students: See AMAO aboveMeans of evaluating progress toward this goal: Annual CST results, annual CELDT results, and the district “Catch Up Plan” will be used tomonitor reading program and English Language Proficiency for all English Learners. Curriculum-embedded and district assessments inreading-language arts and mathematics will be used to monitor progress throughout the school year.Group data needed to measure academic gains: CELDT assessments and annual AMAO data will be analyzed for grade level, subgroup,and individual academic gains. Description of Specific Actions to Improve Educational Implementers/ Estimated Funding Related Expenditures Practice Timeline Cost SourceAlignment of instruction with content standards: Admin/ Provide release time for teachers $ 3,000 EIA, ELAP, • Provide English Learners full access to grade level content Teachers/Staff for planning, pay beyond regular SIP Instruction in reading-language arts and English Language work day for teachers and Development instruction based on the students’ language classified proficiency level daily. Teacher/Staff Provide after school tutoring, $ 2,000 EIA, ELAP, • Develop students’ academic English language proficiency in intersessions, and assistance SIP alignment with state ELD standards. from teachers/classified beyond • Provide full implementation of state-standards through the regular work day core adoption for all EL students. • Provide uninterrupted ELA time (60 min. grade K; 2.5 hrs. Grades 1-3; 2 hrs. grades 4-6; 45-60 min. grades 7-12)Improvement of instructional strategies and materials: Admin/ Materials, copying, printing $ 500 EIA, ELAP, • Ensure full support for English Learner students with the Teachers SIP use of the reading-language arts program supplementary
    • materials observed in use in all classes by administration. Admin/D.O./ Inservices, conferences, release • Provide all administrators and teachers with additional staff Teachers/ time, materials, district experts $ 4,000 EIA, ELAP development in how to design and deliver the most Staff SIP effective instruction for English Learners including direct, systematic, explicit development of vocabulary, grammar, Admin/ Provide release time for planning $ 500 EIA, ELAP comprehension, and expression in both oral and written Teachers of ELD time, materials, copying English. Admin/D.O. Provide classified staff member $10,000 EIA, ELAP • Provide ELD instruction daily for a minimum of 30 minutes to assist with option 1 students using the district-adopted curriculum program for all English Learner students. Students will be provided instruction and to provide after school based on their language proficiency level. support • Follow the district redesignation plan and procedures to Adm/Teachers/ support English Learners as they redesignate. Site ELL rep Pay beyond work day, copying $ 500 EIA, ELAP • Continue to support our English Learners by providing a teacher on special assignment to assist with English Learner lesson design, model SDAIE strategies, and Admin / D.O./ Certificated Staff, Materials, $45,000 EIA, ELAP support the redesignation process. Teachers Copying, printingExtended learning time:(Before or after school, at lunch, Saturdays,intersessions, summer) • Continue Before and After School tutoring programs Teachers/Staff Pay beyond regular day, $ 5,000 designed to meet the needs of students who require materials, supplies, copying, additional instruction to meet grade level standards printing including additional time for English Learners to gain skills EIA, ELAP, in academic language and increased vocabulary. SIP, • Continue the development of the district “Catch Up Plan” to Admin/ Release time $ 300 summer identify students that are not meeting grade level and Teachers school language acquisition expectancies. funds • Refer students not meeting expectancies to extended Teachers N/A EIA, ELAP learning time programs. • Provide state-adopted supplemental ELD materials for use in extended learning time programs. Teachers Materials, Supplies $ 500 • Provide intersession/summer school to support students not working at grade level. Adm/Teachers Pay beyond workday/intersession Materials, supplies
    • Description of Specific Improvements to be Made in Implementers/ Estimated Funding Related Expenditures Educational Practice Timeline Cost SourceIncreased educational opportunity: • Provide daily additional instructional time of Universal Teachers/Staff Materials, Supplies $ 500 EIA, ELAP Access instruction for all students with scaffolding of instruction based on the student’s instructional needs. • Continue to leverage all funding to target an increase in Admin/Teachers/ Materials, Supplies, Release $10,000 EIA, ELAP reading-language arts and English Language Staff time, conferences, extended pay proficiency based on the students’ instructional needs as measured by the CA Standards test and annual CELDT test.Staff development and professional collaboration: • Provide training for administrators and teachers in Admin/Teachers Release time, inservices, $ 1,500 EIA, ELAP Universal Access instructional strategies and materials conferences located in the core adoptions. • Ensure that all administrators and teachers have Admin/Teachers Release time, inservices, $ 1,000 EIA, ELAP training in ELD and SDAIE strategies and how to build conferences academic language for English Learners through the acquisition of the CLAD or comparable CTC credential/training and on-going professional development. Admin/D.O./ Inservices, trainings $ 1,000 EIA, ELAP • Use district Teachers on Assignment to support the implementation of the ELD and SDAIE instruction. Admin/D.O./ Release time, inservices, $ 500 EIA, ELAP • Provide training for teachers in how to analyze and use Teachers conferences assessment data during the grade level/course meeting in order to facilitate discussions about English Learners academic progress, lesson planning, and lesson delivery.Involvement of staff, parents and community: • Continue to provide parents with information on English Teachers/Staff/ Pay for time beyond work day to $ 1,000 ELAP, EIA language development standards and expectations in ELAC/ELL rep assist in translating of materials the parent’s language (where applicable). to send home, copying, printing • Continue to involve parents in the education of their Admin/Teachers/ Teacher release time, materials, $ 1,500 ELAP, EIA children with parent trainings designed to help parent Staff/ELAC/ELL Supplies, Pay beyond work day
    • support their child’s learning. Rep. for parent classes • Send home student assessment results in a timely N/A manner including annual CELDT test results, report District/Teachers cards, and on-going assessment results. • Provide English Language Acquisition classes for Teachers / Staff Pay for time beyond work day to $ 5,000 ELAP, EIA parents and students teach / support parent / student classesAuxiliary services for students and parents: (includingtransition from preschool, elementary and middleschool) • Continue to provide the following transition program for Teachers Provide extra duty pay for $ 2,000 ELAP, EIA student matriculating to the next school setting: teacher/staff to provide training for new/incoming kindergartenersMonitoring program implementation and results: • Monitor English learner student progress in listening, Admin/Teachers Release time for teachers, $ 500 ELAP, EIA speaking, reading, and writing using curriculum embedded ELD assessments every 6-8 weeks. • Continue to use the CELDT assessment results to make Admin/Teachers Release time for teachers $ 500 ELAP, EIA instructional decisions for each English learner in reading-language arts and to monitor each student’s progress in acquiring English proficiency. • Evaluate the effectiveness of the English learner Admin/Teachers/ Release time for teachers $ 500 ELAP, EIA program annually and make adjustments according to DO/ELLrep/ELAC annual AMAO assessment results. • Use the district “Catch Up Plan” to evaluate English learner programs, to modify lesson delivery, and to Admin/Teachers Release time for teachers $ 500 ELAP, EIA develop interventions based on the data contained in the “Catch Up Plan.”Goal #4 for Improving Student Achievement for all Special Education Students in Reading and Math:All Special Education Students will become proficient or better in reading-language arts and mathematics by 2014 as measured by the CST ora state-approved alternative assessment.Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitorreading-language arts and mathematics progress for all students.Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by gradelevel for academic gains in reading-language arts and mathematics.
    • Description of Specific Actions to Improve Educational Implementers/ Estimated Funding Related Expenditures Practice Timeline Cost SourceAlignment of instruction with content standards: • Provide Special Education students with full access to grade Admin/ N/A N/A level content Instruction in reading-language arts and Teachers Mathematics. • Provide uninterrupted ELA time (60 min. grade K; 2.5 hrs. Grades 1-3; 2 hrs. grades 4-6; 45-60 min. grades 7-12)Improvement of instructional strategies and materials: • Ensure full support Special Education students with the use Admin/ Materials, Supplies $ 500 EIA, ELAP, of the reading-language arts program supplementary Teachers SIP, Sp.Ed. materials observed in use in all classes by administration through classroom walk-throughs and observations. EIA, ELAP, • Provide all administrators and teachers with additional staff Admin/ Inservices, Conferences, $ 1,500 SIP, D.O., development related to supplemental materials including Teachers/ Trainings, Release time SpEd how to design and deliver the most effective instruction for Staff/D.O. Special Education students based on their identified area(s) of disability.Extended learning time:(Before or after school, at lunch, Saturdays,intersessions, summer) • Continue Before and After School tutoring programs Teachers Provide extra pay for $ 1,000 EIA, ELAP, designed to meet the needs of students who require teachers/staff, materials, SIP, SpEd. additional instruction to meet grade level standards supplies, printing including additional time for Special Education students. • Refer students not meeting expectancies to extended Adm/Teachers/ N/A N/A learning time programs. IEP team • Provide state-adopted supplemental reading-language arts Admin/ Materials $ 500 EIA, ELAP, and mathemactics materials for use in extended learning Teachers SIP, SpEd time programs. • Provide intersession/summer school to support students Teachers Extra pay $ 1,000 Summer not working at grade level. school, SIP, EIA, ELAP, SpEd
    • Description of Specific Improvements to be Made in Implementers/ Estimated Funding Related Expenditures Educational Practice Timeline Cost SourceIncreased educational opportunity: • Provide daily additional instructional time of Universal Teachers N/A N/A Access instruction for all students with scaffolding of instruction based on the student’s instructional needs. • Continue to leverage all funding to target an increase in Admin/Teachers Materials, Supplies, Extra duty $ 2,000 SIP, EIA, reading-language arts and mathematics proficiency pay, printing, copying ELAP, based on the students’ instructional needs as measured SpEd by the CA Standards test and the student’s IEP.Staff development and professional collaboration: • Provide training for administrators and teachers in Admin/Teachers Release time, inservices, $ 500 SIP, EIA, Universal Access instructional strategies and materials conferences ELAP located in the core adoptions. SpEd • Provide training for teachers in how to analyze and use Admin/Teachers Release time, inservices, $ 500 SIP, EIA, assessment data during the grade level/course meeting conferences ELAP in order to facilitate discussions about Special Education SpEd student’s academic progress, lesson planning, and lesson delivery.Involvement of staff, parents and community: • Continue to provide parents with information on grade Teachers/Staff Materials, Supplies, extended $ 200 SIP, EIA, level standards and expectations in the parent’s day pay, printing, copying ELAP language (where applicable). SpEd • Continue to involve parents in the education of their Teachers/Staff/ Trainings, parent classes, $ 1,000 SIP, EIA, children with parent trainings designed to help parent D.O. materials, copying, supplies ELAP support their child’s learning. SpEd • Send home student assessment results in a timely N/A N/A manner including annual CST test results, report cards, and on-going assessment results.
    • Auxiliary services for students and parents: (includingtransition from preschool, elementary and middleschool) • Continue to provide the following transition program for Admin/Teachers Extended day pay for meetings $ 300 SIP, EIA, student matriculating to the next school setting: with parents for transition ELAP meetings SpEdMonitoring program implementation and results: • Monitor students’ progress toward attainment of IEP Teachers/Admin N/A N/A goals and benchmarks to ensure the Special Education students are making adequate progress toward achieving the goals on their IEP’s.
    • Section Nine: Additional Compliance ItemsSchool Parental Involvement PolicyPART I. GENERAL EXPECTATIONS [NOTE: Each school in its School Parental Involvement Policy must establish the school’s expectations for parental involvement.] [Section 1118(b), ESEA] Clara Barton Elementary School agrees to implement the following statutory requirements: • The school will jointly develop with parents and distribute to parents of participating children, a School Parental Involvement Policy that the school and parents of participating children agree upon. • The school will notify parents about the School Parental Involvement Policy in an understandable and uniform format and, to the extent practicable, will distribute this policy to parents in a language the parents can understand. • The School will provide accessibility and opportunities for parents with limited English proficiency, parents with disabilities, and parents of migrant students. • The school will make the School Parental Involvement Policy available to the local community. • The school will periodically update the School Parental Involvement Policy to meet the changing needs of parents and the school. • The school will adopt a School-Parent-Student compact as a component of its School Parental Involvement Policy. • The school agrees to be governed by the following statutory definition of parental involvement, and will carry out programs, activities and procedures in accordance with this definition: At Clara Barton Elementary School, parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities which ensure:  parents play an integral role in assisting their child’s learning,  parents are encouraged to be actively involved in their child’s education at school,  parents are full partners in their child’s education,  parents are involved in decision making and advisory committees.
    • PART II.DESCRIPTION OF HOW THE SCHOOL WILL IMPLEMENT REQUIRED SCHOOL PARENTALINVOLVEMENT POLICY COMPONENTS1. Clara Barton Elementary will take the following actions to involve parents in the joint development and agreement of its School Parental Involvement Policy and its school-wide plan, if applicable, in an organized, ongoing, and timely way under section 1118(b) of the ESEA: Through our SSC we will develop a parent advisory council that will meet and formulate a plan to conduct our school survey, review our school compact, and review our parent involvement policy. We will encourage other parent advisory organizations such as PTA and ELAC to be part of this process. We will solicit input via parent surveys, e-mail access, as well as our School Site Council.2. Clara Barton Elementary will take the following actions to distribute to parents of participating children and the local community, the School Parental Involvement Policy: At the beginning of the year Barton will distribute the school compact to all parents, as well as, notification of the dates of SSC and ELAC meetings for the year in order to encourage parent participation. Each year everyone in school will receive a copy of the school parental policy at the beginning of the year. Any students who start at Clara Barton after the beginning of the school year will also be notified of the school parental policy.3. Clara Barton Elementary will update periodically its School Parental Involvement Policy to meet the changing needs of parents and the school: The SSC and it’s parent advisory component will meet discuss reviewing and updating the provisions to the Parent Compact and Parent Policy once every three years.4. Clara Barton Elementary will convene an annual meeting to inform parents of the parent involvement activities/trainings that are planned for the 2007-2008 school year.5. Clara Barton Elementary will hold a flexible number of meetings at varying times throughout the school year. In order to reach hard to reach parents, i.e. - babysitting, transportation, Saturday meetings, the planning of special events that parents find particularly useful and or of interest to them, etc., Barton will vary meeting times in an attempt to enable participation by most parents. In addition, we will notify parents via our web-site, school marquee, and through our new phone automated service.
    • 6. Clara Barton Elementary will provide to parents of participating children a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. Through Back-To-School nights, parent conferences, and general communication, teachers will explain to parents curriculum, standards, and assessment expectation methods.7. Clara Barton Elementary will provide parents of participating children if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to the education of their children, and to respond to any such suggestions as soon as practicably possible. Through the following processes/organizations: Student Success Team SST meetings, ELAC, PTA, SSC, GATE parent meetings, Barton will provide parents with ideas for participation in activities/trainings that will help with the education of their children.8. Clara Barton Elementary will take the following actions to provide access and opportunity for parents with limited English proficiency, parents with disabilities, and parents of migrant students. Clara Barton will help provide translation support for parents who are limited English proficient, ensure that are buildings are ADA approved to address any needs of parents with disabilities, and help provide transportation when available. PART III. SHARED RESPONSBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT 1. Clara Barton Elementary will build the school’s and parent’s capacity for strong parental involvement in order to ensure effective involvement of parents to ensure gains in student academic achievement through the following activities: Barton will encourage and invite parents to be involved in site organizations (PTA, SSC, ELAC) and parent trainings conducted by site and/or district personnel as a result of teacher and parent suggestions. 2. Clara Barton Elementary will incorporate the School-Parent-Student compact as a component of its School Parental Involvement Policy by involving parents, teachers and administrators in the creation of the compact and the revision of the compact.3. Clara Barton Elementary will, with the assistance of the district, provide assistance to parents of children served by the school in understanding topics such as the following: • the State’s academic content standards • the State’s student academic achievement standards • the State and local academic assessments including alternate assessments • how to monitor their child’s progress
    • • how to work with educators. Workshops, trainings, materials, and in-services will be provided as needed.4. Clara Barton Elementary will, with the assistance of the district, provide materials and training to help parents work with their children to improve their children’s academic achievement . Such trainings could include: District School Site Council training, DELAC meetings, GATE Advisory Committee, Special Education Advisory Committee, literacy training, use of technology.5. Clara Barton Elementary will, with the assistance of the district and parents, educate its teachers, pupil services personnel, administrators and other staff in how to: • reach out to, communicate with, and work with parents as equal partners • value and utilize the contributions of parents • implement and coordinate parent programs and build ties between parents and schools by: Barton conducts parent information nights, parent socials, and events such as coffee at Clara’s in an attempt to better disseminate information, increase communication between parents and the school, as well as strengthen the bond between home and school. In addition, Clara Barton provides English acquisition classes for parents and we also help educate parents about the school and its procedures through the School Site Council (SSC) and the English Language Advisory Council (ELAC).6. Clara Barton Elementary will coordinate and integrate parental involvement programs and activities with other parent programs such as: PTA, Head Start, Home Instruction Programs for Preschool Youngsters, Parents as Teachers Program, to conduct activities that encourage and support parents in their full participation in the education of their children by:7. Clara Barton Elementary will take the following actions to ensure that information related to the school, parent programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand. Barton will send information home to parents informing them of meetings and events scheduled throughout the year starting with the beginning of the year folder. In addition, flyers will be sent home regarding these events as well as they will be posted on our school’s website and marquee. Information will be translated into their language when possible. Finally, we would like to begin emailing notifications of events when practical/possible.
    • PART IV. ADOPTIONThis School Parental Involvement Policy has been developed jointly with, and agreed upon by, parents, teachers,administrators and if appropriate students of Clara Barton Elementary.This policy was adopted by the SSC at Clara Barton Elementary on 06/12/06 and will be in effect for the period of3 years. The School Parental Involvement Policy will be available in the school office and on the school’s website.Upon request, a copy of the policy will be provided to parents.The School-Parent-Student Compact will be distributed annually to parents during Student Registration orParent Information Nights (no later than the second month of the school year).
    • Barton Elementary SchoolProposed Centralized Services Expenditures 2007-2008 School YearThe following services in support of this plan are to be provided by district staff from categorical fundsallocated to the school through the Consolidated Application. At least 85 percent of expenditures fromConsolidated Application programs must be spend for direct services to student at school sites. (List hereproposed expenditures for administration, assessment, training, instruction, or support activities to bemanaged by district staff from funds allocated to the school through the Consolidated Application.)Proposed Expenditures Funding Estimated CostLanguage Assessment Center EIA $ 10,602(Centralized enrollment, identification ofEnglish learners, reclassification of Englishlearners )CELDT Administration EIA $ 1,474(Test administration, scoring, distribution ofresults)Barton Elementary School2007-2008 PROJECTED Funding Allocations
    • Check the box for each state and federal categorical program in which the school participates and, ifapplicable, enter amounts allocated. (The plan must describe the activities to be conducted at theschool for each of the state and federal categorical program in which the school participates. If theschool receives funding, then the plan must include the proposed expenditures.) State Programs Allocation California School Age Families Education $ Purpose: Assist expectant and parenting students succeed in school. After School Education and Safety Program $0 Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic $ 83,717 proficiency of English learners High Priority Schools Grant Program $ Purpose: Assist schools in meeting academic growth targets. Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student $ performance in core curriculum areas. Peer Assistance and Review $ Purpose: Assist teachers through coaching and mentoring. Pupil Retention Block Grant $ Purpose: Prevent students from dropping out of school. School and Library Improvement Program Block Grant $ 74,413 Purpose: Improve library and other school programs. School Safety and Violence Prevention Act $ Purpose: Increase school safety. English Language Acquisition Program $ 6,787 Gifted and Talented Education $ 3,100 Total amount of state categorical funds allocated to this school $168,017 Federal Programs under No Child Left Behind (NCLB) Allocation Title I, Neglected Purpose: Supplement instruction for children abandoned, $ abused, or neglected who have been placed in an institution
    • Title I, Part D: Delinquent $ Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program $0 Purpose: Upgrade the entire educational program of eligible schools in high poverty areas Title I, Part A: Parent Involvement $0 Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB $ adequate yearly progress (AYP) targets for one or more identified student groups Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified $ teachers and principals Title II, Part D: Enhancing Education Through Technology Purpose: Support professional development and the use of $ technology Title III, Part A: Language Instruction for Limited-English- Proficient (LEP) Students Purpose: Supplement language instruction to help limited- $ English-proficient (LEP) students attain English proficiency and meet academic performance standards Title IV, Part B: 21st Century Community Learning Center $ Title V: Innovative Programs Purpose: Support educational improvement, library, media, $ and at-risk students Title VI, Part B: Rural Education Achievement Purpose: Provide flexibility in the use of NCLB funds to eligible $ LEAs Other Federal Funds (list and describe1) $ Total amount of federal categorical funds allocated to this school $ Total amount of state and federal categorical funds allocated to $168,017 this school Barton Elementary School Single Plan for Student Achievement PROJECTED 2007-20081
    • Economic Impact Aid/English Learners (EIA) Resource code - 7091Item CostCertificated Staff……………………………………………………………………………… $45,000 - Percent of Teacher on Special Assignment for 1 year at 2 times per week - Additional teacher hours for our after school parent classes for 45 weeks at 1 time per weekSubstitute Teachers ………………………………………………………………….. $1,000Instructional Assistants…………………………………………………………………… $20,000 - For 2 Instructional Assistants at 3.5 hours per day - For .5 hours of daycare once a week for 45 weeksClerical Staff…………………………………………………………………………………..…_________Other Classified Staff……………………………………………………………………..…_________Benefits (Certificated)……………………………………………………………………... _________Benefits (Classified)……………………………………………………………….………… _________Instructional Materials and Supplies……………………………………………..…$13,117 _Consultants………………………………………………………………………………….…...._________Transportation……………………………………………………………………………….….$ 600 _Conferences………………………………………………………………………………………_$4,000 _Evaluation………………………………………………………………………………….…….…_________Other (specify)……………………………………………………………………………..…… _________Total………………………………………………………………………………………………….. $83,717___
    • Barton Elementary School Single Plan for Student Achievement PROJECTED 2007-2008 School and Library Improvement Block Grant resource code - 7260Item CostCertificated Staff…………………………………………………………………..…………._______Substitute Teachers ……………………………………………………….……..…. $2,000_Instructional Assistants……………………………………………………….……..….._______Clerical Staff………………………………………………………………………….…..……. $21,000Other Classified Staff…………………………………………………………….……..…. $3,000_Benefits (Certificated)…………………………………………………….………...……._______Benefits (Classified)………………………………………………………………..….…… $9,765__Instructional Materials and Supplies……………………………...…….…..…… $19,548Consultants…………………………………………………………………….…..…..……...._______Transportation………………………………………………………………………..………. $600___Conferences…………………………………………………………………………….….…… $3,000__Evaluation…………………………………………………………………………………………_________Other (specify) Contracted Sources……………………………………..…..…… $4,000__ Printing …………………………………………………………………. $7,500__ Equipment ……………………………………………………………. $4,000__Total……………………………………………………………………………………………….... $74,413_
    • Barton Elementary School Single Plan for Student Achievement PROJECTED 2007-2008 English Language Acquisition Program (ELAP) resource code - 6286Item CostCertificated Staff………………………………………………………………………… $2,000_Substitute Teachers …………………………………………………………….. $500___Instructional Assistants……………………………………………………………... $500___Clerical Staff……………………………………………………………………………….…_______Other Classified Staff……………………………………………………………………._______Benefits (Certificated)…………………………………………………………….……._______Benefits (Classified)………………………………………………………………….……_______Instructional Materials and Supplies……………………………………………. $3,787_Consultants…………………………………………………………………………..……….._______Transportation………………………………………………………………………….……._______Conferences………………………………………………………………………………….…_______Evaluation………………………………………………………………………………….……_______Other (specify)……………………………………………………………………..…………_______Total………………………………………………………………………………….…………... $6,787_
    • Barton Elementary School Single Plan for Student Achievement PROJECTED 2007-2008 Gifted and Talented resource code - 7140Item CostCertificated Staff………………………………………………………………….…..… $1,000_Substitute Teachers ………………………………………………………….…. $300___Instructional Assistants……………………………………………………………...________Clerical Staff……………………………………………………………………………..…________Other Classified Staff…………………………………………………………….…….________Benefits (Certificated)……………………………………………………………..….________Benefits (Classified)……………………………………………………………..………________Instructional Materials and Supplies………………………………………..… $800___Consultants………………………………………………………………………………....________Transportation……………………………………………………………………………….________Conferences……………………………………………………………………………….… $1,000__Evaluation……………………………………………………………………………………..________Other (specify)………………………………………………………………………….…..________Total……………………………………………………………………………………….…….. $3,100__School Site Council
    • Education Code Section 64001 requires that this plan be reviewed and updated at least annually, includingproposed expenditures of funds allocated to the through the Consolidated Application, by the school site council.The current make-up of the council is as follows: Other School Staff MemberCommunityParent or StudentSecondary TeacherClassroom Principal Names of Members Dr. Felicia Delgado X David Cammarato Angela Butvich X Karen Fairfax X Julia Miller X Diane Lee X Coral Halterman X Alex Burton X Maria Guerra X Numbers of members of each category 1 2 1 4At elementary schools, the council must be constituted to ensure parity between (a) the principal,classroom teachers and other school personnel and (b) parents of pupils attending the school or othercommunity members. Classroom teachers must comprise a majority of persons represented undersection (a). At secondary schools there must, in addition, be equal numbers of parents or othercommunity members selected by parents, and students. Teachers, other school personnel, parents and(at secondary schools) students select representatives to the council (Education Code 52012).For schools participating in the Immediate Intervention/Under-performing Schools Program, the localgoverning board must appoint a "broad-based schoolsite and community team" (Education Code52054(a)). The board may meet this requirement in either of the following ways:• Add one or more "non-schoolsite personnel" to an existing school site council to form the "school site and community team"; or
    • • Appoint a "school site and community team" unrelated to the membership of the school site council It is important to accurately determine the boards policy before proceeding with the school planning process.
    • Recommendations and AssurancesThe school site council recommends this school plan and its related expenditures to the district governing boardfor approval, and assures the board of the following:1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law.2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):• ___ School Advisory Committee for State Compensatory Education Programs• ___ English Learner Advisory Committee• ___ Community Advisory Committee for Special Education Programs• ___ Gifted and Talented Education Program Advisory Committee• ___ Other (list)4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.5. This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.6. This school plan was adopted by the school site council on: ______________________.Attested: Dr. Felicia Delgado__________ _________________________ ________ Typed name of school principal Signature of school principal Date Coral Halterman __________________________ ________ Typed name of SSC chairperson Signature of SSC chairperson Date