2014-15 school development and improvement plan · 6/25/2014 · realizing the vision page 2...

The Single Plan for Student AchievementRealizing the Vision

6/25/2014

Rosa Parks K-8 SchoolSchool Name

2014-15 School Development andImprovement Plan


6/25/2014

Rosa Parks K-8 School Vision and Mission

Sacramento City Unified School DistrictStrategic Plan Framework

Pillar I: Career- and College-Ready StudentsPillar II: Family and Community Engagement

Pillar III: Organizational Transformation

Vision:At Rosa Parks K-8 School, our vision is to build a safe and collaborative learning community. We strive to help students become independent problem solver that respect themselves and the community around them.

Mission:In order to bring our vision into reality we will…

• Provide a high level of academic rigor in a 21st century classroom to prepare students for the conceptual/digital age through standard-based lessons, pacing, and assessments

• Engage students through projects, problems, solution-based curriculum delivery and task implementation• Early Implementation of Common Core in English Language Arts and Mathematics as a model for other departments• Increase teacher and staff instructional proficiency through the data inquiry process and consistent modeling and assessment of needs• Provide leadership classes and/or student government for high potential students and a variety of clubs for diverse learning modalities• Create community partnerships through increasing the involvement and resources of our Parent Resource Center, Youth and Family Resource Center and

Counseling/Mentoring organizations


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Profile of School (DATA)

Guide To Success: Site Level Metrics

GUIDE TO SUCCESS FRAMEWORK OVERVIEW

Area of Interest Indicator Metric Measurement

CAREER AND COLLEGE READINESS

1. State Academic Performance CST “proficiency” in ELA

2012-13 2013-14 2014-15 Target

Schoolwide 32%

Black or African American 22%

American Indian or Alaska Native 17%

Asian 38%

Filipino 43%

Hispanic or Latino 28%

Native Hawaiian or Pacific Islander 45%

White 39%

Two or More Races 56%

Socioeconomically Disadvantaged 32%

English Learners 9%

Students with Disabilities 12%


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CST “proficiency” in Math

2012-13 2013-14 2014-15 Target

Schoolwide 28%



Asian 38%

Filipino 57%



White 26%



English Learners 22%


“Proficiency” in Science

2012-13 2013-14 2014-15 Target

Schoolwide 38%



Asian 57%

Filipino 60%



White 25%



English Learners 19%



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“Proficiency” in History-Social Sciences (pending)

2012-13 2013-14 2014-15 Target

Schoolwide 25%



Asian 42%

Filipino 40%



White 25%



English Learners 0%


8th grade cohort who graduate 79.4%

Enrollment and passing rates in AP/IB/dual-credit/college prep

courses*On-track to meeting

UC/CSU requirements (a-g)*

N/A

2. Post High School Preparation

K-2 Literacy Assessment (Team desires to move to

PK-12)N/A

3. 21st Century Skills

Student Guide to Success (pending) N/A


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Chronic absenteeism 16.67%

4. AttendanceStaff attendance

Certificated 90.74%

Non-Certificated 92.29%

School Environment (staff, students, families) N/A

School Communication (staff, students, families) N/A5. School

ConnectednessSchool Achievement (staff,

students, families) N/A

Information on the five indicators

ENGAGEMENT

6. Social-Emotional Learning

Suspension Ratesuspension rate per 100 students 17.0

Percent of school year missed (in days) from suspensions 0.48%

CST "catch-up/keep-up" in ELA

Grd. 7 35.62%

Grd. 8 43.96%

CST "catch-up/keep-up" in Math

Grd. 7 37.84%

Grd. 8 29.32%

CST "catch-up/keep-up" in Science

CST Cohort Performance in ELA (2+ consecutive years

at site)

Grd. 8 45.45%

CST Cohort Performance in Math (2+ consecutive years

at site)

Grd. 8 28.74%

TRANSFORMATION

7. State Academic Performance of

Target Demographics

CST Cohort Performance in Science (2+ consecutive

years at site)


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Achievement Gap Performance CST ELA

Number Taken Percent Passed Gap

White--- 18 38.89% N/A

African-American 94 22.34% 16.55%

Asian--- 107 38.32% 0.57%

Hispanic/Latino 178 28.09% 10.80%

American Indian 6 16.67% 22.22%

Filipino 7 42.86% -3.97%

Pacific Islander 22 45.45% -6.57%

Two or more ethnicities 18 55.56% -16.67%

Non-Special Ed 373 35.92% N/A

Special Ed 77 11.69% 24.24%

Non-ELL 193 31.09% N/A

ELL----- 133 9.02% 22.07%

Non-Foster Youth 487 32.10% N/A

Foster Youth 9 0.00% 32.10%

Non-FRPL

FRPL---- 450 31.78% N/A


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Achievement Gap Performance CST Math


White--- 19 26.32% N/A

African-American 94 12.77% 13.55%

Asian--- 107 38.32% -12.00%

Hispanic/Latino 178 25.28% 1.03%

American Indian 6 33.33% -7.02%

Filipino 7 57.14% -30.83%

Pacific Islander 22 31.82% -5.50%

Two or more ethnicities 18 44.44% -18.13%

Non-Special Ed 374 30.48% N/A

Special Ed 77 12.99% 17.49%

Non-ELL 193 24.35% N/A

ELL----- 134 22.39% 1.96%

Non-Foster Youth 487 27.52% N/A

Foster Youth 9 0.00% 27.52%

Non-FRPL

FRPL---- 451 27.49% N/A

8. Post High School Performance of

Target Demographics

8th Grade Graduation "Cohort Performance"


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Achievement Gap 8th Grade Graduation


White---

African-American

Asian---

Hispanic/Latino

American Indian

Filipino

Pacific Islander

Two or more ethnicities

Non-Special Ed

Special Ed

ELL-----

Non-Foster Youth

Foster Youth

Non-FRPL

FRPL----

AP/IB Courses "Cohort Performance"


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Achievement Gap AP/IB Enrollment


White---

African-American

Asian---

Hispanic/Latino

American Indian

Filipino

Pacific Islander


Non-Special Ed

Special Ed

ELL-----

Non-Foster Youth

Foster Youth

Non-FRPL

FRPL----


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Achievement Gap AP/IB Passing


White---

African-American

Asian---

Hispanic/Latino

American Indian

Filipino

Pacific Islander


Non-Special Ed

Special Ed

ELL-----

Non-Foster Youth

Foster Youth

Non-FRPL

FRPL----

UC/CSU On-Track Catch-up and Keep-Up N/A------

UC/CSU On-Track "Cohort Performance" N/A------

Achievement GapUC/CSU On Track N/A------

Literacy "Catch-up and Keep Up" N/A------


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Literacy Cohort Performance (2+

consecutive years at site)N/A------

Achievement Gap Performance Literacy N/A------


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Academic Performance Index – A.P.I.

Groups 2011Base

2012Growth

2011-12GrowthTarget

2011-12Growth

MetTarget

2012Base

2013Growth

2012-13GrowthTarget

2012-13Growth

MetTarget

2013Base

2014Growth

2013-14GrowthTarget

2013-14Growth

MetTarget

Schoolwide 616 668 9 52 Yes 679 692 6 13 Yes

Black or African American 541 590 13 49 Yes 603 648 10 45 Yes

American Indian or Alaska Native

Asian 680 746 6 66 Yes 753 748 5 -5 No

Filipino

Hispanic or Latino 602 654 10 52 Yes 666 661 7 -5 No

Native Hawaiian or Pacific Islander 552 657 670 739

White 649 658 677 688

Two or More Races 788 817 790

Socioeconomically Disadvantaged 616 668 9 52 Yes 680 692 6 12 Yes

English Learners 638 694 8 56 Yes 704 653 5 -51 No

Students with Disabilities 538 546 13 8 No 566 572 12 6 No


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Adequate Yearly Progress (AYP) Components – Rosa Parks K-8 School (PI Status: )

Component 1: Participation Rate

English Language Arts Mathematics

2012 2013 2014 2012 2013 2014Category

RateMetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method

AYP Target 95.0 95.0 95.0 95.0 95.0 95.0

Schoolwide 100 Yes SH 100 Yes 99 Yes 100 Yes

Black or African American 98 Yes 100 Yes ER 99 Yes 100 Yes ER

American Indian orAlaska Native 100 -- 100 -- 100 -- 100 --

Asian 100 Yes 100 Yes 100 Yes 100 Yes

Filipino 100 -- 100 -- 100 -- 100 --

Hispanic or Latino 100 Yes 100 Yes 99 Yes 100 Yes

Native Hawaiian orPacific Islander 100 -- 100 -- 100 -- 100 --

White 100 -- 95 -- 96 -- 100 --

Two orMore Races 100 -- N/A 100 -- 100 -- N/A 100 --

Socioeconomically Disadvantaged 100 Yes 100 Yes 99 Yes 100 Yes

English Learners 100 Yes 100 Yes 100 Yes 100 Yes

Students with Disabilities 98 Yes ER 100 Yes ER 98 Yes ER 100 Yes ER


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Component 2: Percent Proficient – Annual Measurable Objectives (AMOs)

English Language Arts Mathematics

2012 2013 2014 2012 2013 2014CategoryPercent

ProficientMet AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

AYP Target (ES/MS) 78.4 100 79.0 100

AYP Target (HS) 77.8 100 77.4 100

Schoolwide 40.5 Yes SH 34.5 No 30.1 No 30.1 No

Black or African American 25.6 Yes SH 29.3 Yes SH 19.8 No 18.3 No

American Indian or Alaska Native -- -- -- -- -- -- -- --

Asian 53.4 Yes SH 39.4 No 41.7 No 38.5 No

Filipino -- -- -- -- -- -- -- --

Hispanic or Latino 36.5 Yes SH 29.9 No 27.1 No 27.4 No

Native Hawaiian or Pacific Islander 50.0 -- 47.4 -- 33.3 -- 31.6 --

White 45.5 -- 43.8 -- 33.3 -- 35.3 --

Two orMore Races 54.5 -- N/A 50.0 -- 45.5 -- N/A 43.8 --

Socioeconomically Disadvantaged 40.5 Yes SH 34.5 No 30.1 No 30.1 No

English Learners 44.0 Yes SH 21.6 No 34.0 No 27.5 No

Students with Disabilities 36.9 Yes SH 23.5 No 25.3 No 23.5 No


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Component 3: Academic Performance Index (API)Additional Indicator for AYP

Component 4: Graduation Rate

2012 2013 2014 2012 2013 2014

Category 2011Growth

API

MetAYP

Criteria

Alt.Method

2012 Growth

API

MetAYP

Criteria

Alt.Method

2013 Growth

API

MetAYP

Criteria

Alt.Method

2011 Grad. Rate

(Class of 2009-10)

MetGrad. Rate

Criteria

Alt.Method

2012 Grad. Rate

(Class of 2010–11)

MetGrad. Rate

Criteria

Alt.Method

2013 Grad. Rate

(Class of2011-12)

MetGrad. Rate

Criteria

Alt.Method

AYP Target 710 740 770

Schoolwide 616 Yes 679 Yes N/A N/A


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Adequate Yearly Progress (AYP) Safe Harbor Targets for Rosa Parks K-8 School

Using 2014 Percent Proficient to Determine Minimum Safe Harbor Percent

English-Language Arts Mathematics

GROUPS Valid Scores

Number At or

Above Proficient

Percent At or Above Proficient

Met 2014 AYP

Criteria

Alt. Method

Percent Not

Proficient

Safe Harbor Percent Growth

Goal

Safe Harbor Percent Target

Valid Scores

Number At or

Above Proficient

Percent At or Above Proficient

Met 2014 AYP

Criteria

Alt. Method

Percent Not

Proficient

Safe Harbor Percent Growth

Goal

Safe Harbor Percent Target

Schoolwide

Black or African American

American Indian or Alaska Native

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

Two or More RacesSocioeconomically Disadvantaged

English Learners

Students with Disabilities

2014 AYP Percent Proficient TargetsES: ELA: 100% / Math: 100%MS: ELA: 100% / Math: 100%HS: ELA: 100% / Math: 100%


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The SDIP Process

Describe the process that the school has gone through in compiling the SDIP – this page is included so that all stakeholders are reminded of the collaborative process and in order that anyone reading the document is aware that school development and improvement is through a collaborative approach.

[X] Gather data[X] Analyze, reflect upon & discuss data[X] Find Big Messages from Data[X] Organize Big Messages by Common themes[X] Identify 2-3 priorities from Big Messages[X] Plan actions to support prioritiesf[X] Merge actions, create time line and identify funding[X] Design evaluation process and structures[X] Inclusive list and dates of collaborative stakeholder meetings

The STAR results for Rosa Parks Middle School were shared and discussed with staff members at a staff meeting in September 2013. Staff members reviewed, discussed, and shared thoughts regarding the results for CST scores for the school year of 2012-2013. Trends and patterns were identified.In October and November of 2013 teachers analyze the CST results of 2012-2013 during common planning time in language Arts, mathmatics and special education. Trends, patterns and strategic interventions were discussed and identified. Data inquiry, using student work samples, is taking place during coaching PD days with SIC.


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Big Messages

From our analysis of current school context, the following BIG messages were identified:

Need to improve student achievement in all subjects/departments

Need for student learning to encompass real life application and project-based lessons with a focus on the Common Core and Balanced Literacy.

Support services and community outreach needed for diverse needs, student academic and emotional intervention, parent communication, and campus climate.

Student safety concerns and environmental issues on campusBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROW


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Priority 1: To improve student achievement in all subjects by integrating technology and utilizing data inquiry to create a curriculum that implements the common core ensuring real life application in a 21st century classroom.To advance student proficiency in English Language Arts and Mathematics by participating in the early implementation of common core standards to facilitate the organizational transition to the common core standards and create leaders to model this transformation in the future.

Priority 2: To change the climate and environment on campus to safeguard students and staff as well as provide support services and community outreach through the use of Social/Emotional Learning (SEL) to create a culture of respect, cooperative learning, and active participation that meets the diverse needs of students, staff, and families.

Priority 3: To ameliorate the quality of teaching and instruction and create a positive impact on student learning through offering professional development, modeling/coplan/coteach opportunities, and consistent monitoring and evaluation.

2014-15 Allocations of Categorical Funds

Title I LCFF – F/R LCFF - EL QEIA Other: Title I (Assistance to Priority School) Other:

$145,240 $211,048 $62,032 $643,568


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Parent Engagement and Partnership ActivitiesTo Reach School Priority Goal

To directly support school priority goals (academic, non-academic, climate) in the School Development and Improvement Plan (SDIP), the plan should include a Parent Engagement and Partnership component. The component develops programs, training, and activities in the six Epstein areas below to support the school improvement goal.

Parenting

To reach school priority goal, strategies should be developed to help parents understand how they can assist their children. If the priority goal is to increase reading scores, the school should offer parenting workshops to help instill in children a love of reading, or workshops to help parents understand the content standards in the area of reading and how they can help.

Communication

To reach school priority goal, strategies should be developed to help parents with the information and the vision of the benefits of the improvement goal. If the improvement goal is to increase math scores, a communication strategy may include stories about the importance of learning math in the school’s newsletter or an awareness campaign that culminates in recognition awards.

Home Learning

To reach school priority goal, strategies should be developed that improve the teacher-parent relationship, and that helps the parent to know how to more effectively collaborate and support classroom learning.

Volunteering

To reach school priority goal, strategies should be developed that solicit the assistance of parents in areas that will help the school reach their priority goal. If the school improvement goal is to improve safety in the campus, parent volunteers could be solicited to be hall monitors.

Decision Making

To reach school priority goal, strategies should be developed to strengthen and involve parent and community leaders to partner with the school to achieve all goal. Parent leaders should assist the school in encouraging other parents to provide needed support

Community

To reach school priority goal, strategies should be developed to solicit support from community organizations, local businesses, etc. Partnering with a local business, for example, could provide the school with needed money for projects, resources or volunteers with special kinds of expertise.


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LCAP Goals and Sub Goals

Goal 1: Increase percent of students who are on track ot graduate college and career ready.

Sub Goal 1:1 Provide standards-aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.

Sub Goal 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Sub Goal 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.

Sub Goal 2.1: Students will be provided cleaner, better maintained learning environments.

Sub Goal 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

Sub Goal 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD

Sub Goal 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Sub Goal 3.2 Stakeholders will receive improved district and site communications, including translation/interpretation services.


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Whole School Priority #1

Priority Goal 1 To improve student achievement in all subjects by integrating technology and utilizing data inquiry to create a curriculum that implements the common core ensuring real life application in a 21st century classroom.To advance student proficiency in English Language Arts and Mathematics by participating in the early implementation of common core standards to facilitate the organizational transition to the common core standards and create leaders to model this transformation in the future.

Action Personnel Budget LCAP Goal Success Criteria Parent Engagement and Partnership Activities Ongoing Monitoring

Two (2) Site Instruction Coordinators

Title 1 - Priority School$208,474

LCFF-F/R$45,516

Int 1By January:Identify the English Language Arts and Math Learner Center Problems and Problems of PracticeData inquiry process will be used to analyze these results in Science and History.CC Tasks

Student work will be displayed to the community at the Community Showcases which will be held three times during the 2014-2015 school year

Academic ConferencesCoaching DaysCPT

History and Science Teachers and SICs

Title 1 - Priority School$17,905

LCFF-F/R$78,334

Int 2By March:Math and English Language Arts will create an action plan after discussing the Learner Center Problem and Problems of Practice.Data inquiry

Progress notes will be sent home and benchmark results communicated to parents.

Substitute Days for Task creation and data analysis

Two (2) Site Instructional Coordinators (SIC)

Implement Data Inquiry Cycle

History/Science CC task creation

Two (2) Assistant PrincipalsOther: Prin & AP Differential

Assistant Principals

Differential

Title I - Priority School$206,288

$26,947

2.1 EndBy June:Instructional priorities will be identified for 2015-2016 and the SDIP will be modified accordingly.

Common Planning Time

Task and Assessment pre and post collection bindersCST results


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ELA Team and Math, Science, History

Int 1By January:District created curriculum maps.Tasks will be created for Unit projects. Focus walls will be created.

Rosa Parks will continue Family Nights - Math, Reading, Game, Art in 2014-2015 School Year.

Pre and Post assessments givenData Inquiry Process

College Readiness Program teachers and Administrator

Title 1$72,098

Int 2By March:Four ELA projects will be completed.Teachers will have created focus walls.CC Tasks

Project RubricsTask Rubics

College Readiness Program meetings and teacher CPT

Implementation of common core standards (ELA, Math, Science, and History)

College Readiness Program

Continue funding the bilingual teacher and assistant(bilingual tutoring)

EL Supplies and in class materials

LCFF-EL$32,973

LCFF-F/R$49,834

Bilingual AssistantLCFF-EL13,211

1.2 EndBy June:Five projects in ELA will have been completed.Common Core Tasks and all benchmarks/post assessments will be completed and analyzed for 2014-2015

Common Core Tasks created and completed

Students work analysis by Common Core Team

CPT

Small group intervention for project completion

Creation of project based curriculum

Common task/project creation for individual departmentsProject based materials

All departments and administration

Title 1$2,710

Int 1By JanuaryMini projects will be completed in History and Science by the end of January. Two math projects will be completed by January.

Data Inquiry process at CPT and academic conferences


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Int 2By March:For History and Science two mini projects will be completed. Three projects will be completed by math.

Benchmarks and data analysis

EndBy June:Establish a plan for ELA and History project integration.For the school year of 2014-2015 there will be a blueprint for all projects and tasks for all departments for the 2014-2015 school year.

Continue getting feedback from community and incoming students for project ideas and interest.

Blueprint and rubrics for pacing and projects

21st Century Classroom

Professional development

Computer Technician and Apple affiliate

SIC

District tech. support

Common Core Coach

Parent Resource Center

Int 1By January:Rosa Parks will pilot Apple Ipads and selected pilot teachers will be trained. Smart board lesson professional development and implementation will be given.Apple technology integrated in projects (ELA)

Possible parent classes with Apple technology through the parent resource center.

Classroom observations


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Author study kits purchased for ELA projects.

New Staff PDInclusive TrainingApple TrainingData InqiryProject Based LearningReading/Writing Content areasClassroom managementCooperative learningEngagement StrategiesCommon CoreCulural and Linguistically Response Training

Title 1$14,524

EndBy June:Eleven pilot teachers will report back to district and decide future tech. plan. The district will provide training. The author study kits will be used for an ELA project.

Recruit authors within the community to share their work with the school community.

Summer training TBA

SIC LCFF-EL$3,826

1.1 Int 1By January:One series of professional development will be offered.

Classsroom observationsData analysis of English learner proficiencies

Professional Development focusing on supporting English Learners in the classroom.Supplies needed for this PD.

AdditionalBilingual Assistant time

City Year Intensive Tutoring

1.1 Int 2By March:Tutoring continues and students assessed for language needs and CELDT scores will be analysized..

Parent Advisors will contact famlies for English Learner tutoring opportunities. Parents will be invited to particpate in the reclassification process after Celdt scores are released.

Share reclassification data


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.1 School Nurse School Nurse

Title 1$9,982

EndBy June:English Language Learner tutoring blueprint created for next year 2015-2016Teacher observations in classrooms implementing the EL strategies from the professional development.

Multicultural Activities will be created for community outreach.• Hmong New Year• Black History Celebration• Cesar Chavez celebration• Multicultural celebration

Int 1 Review CST results when released

Music and Literacy Integration at the Middle Level:

• Integrate the Common Core State Standards for Literacy in Technical Subjects (Music)

• Engage students with reading a variety of complex texts related to music.

• Respond to music orally and in writing

• Develop integrated lessons and units of study with ELA colleagues

Music Teacher

Int 1Benchmark Assessment Data

Review of Student Work

Classroom Observation Data

Inform parents of student achievement progress, program direction, and strategies to reach the school vision:

• Student performances

• Parent conferences

Infinite Campus Parent Portal

Benchmark and data analysis

Examination of student work

Teacher feedback


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Int 2Benchmark Assessment Data

Review of Student Work

Classroom Observation Data

CAASPP Data

Inform parents of student achievement progress, program direction, and strategies to reach the school vision:

• Student performances

• Parent conferences

• Infinite Campus Parent Portal

• Open House, Family Nights

Benchmark and data analysis

Examination of student work

Teacher feedback


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All staff involved in Intervention Program:

Principal, Teachers, Instructional Support Staff, Expanded Learning Program Staff

Title I-Priority SchoolInstructional Materials, supplies$19,557

LCFF-F/R$37,364

Int 1Goals to meet each students' academic need will be set:

• Goal must indicate that student will increase by at lease one achievement level.

• Goal should be specific to the student outcome.

•

By February,

• Teachers will contact parents of Far Below and Below Basic students to offer the intervention program.

• Other students in need of support will be added to the groups as indicated by their progress reports.

• Teachers will communicate the Intervention goals to address the students' academic need to the parent.

• School intervention Plan will be shared with parents for at-home practice and support.

Teachers will monitor student achievement through examination of students' work, benchmark and attendance.

Implement expanded learning intervention program for students for students scoring Far Below and Below Basic as indicated on their progress and/or report cards.

• Determine the number and length of intervention sessions based on number of students, available staff and funding.

• Determine supervision, staffing, schedule, and location of intervention sessions.

• Determine intervention instructional materials and assessment tool based on student academic needs.

• Determine if additional students identified through local assessment can be placed in the intervention program.

Int 2At the midpoint, progress monitoring will be administered.

• Students will be expected to reach a midway point toward their goal.

• Instruction will be adjusted according to the progress of the student.

Teachers will give parents a progress report at midpoint of the intervention.

• Progress report will address the progress toward pre-set goals.

Teachers will meet to review the midpoint progress through an examination of the assessment results, student work, benchmark and attendance.


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Priority Goal 2 To change the climate and environment on campus to safeguard students and staff as well as provide support services and community outreach through the use of Social/Emotional Learning (SEL) to create a culture of respect, cooperative learning, and active participation that meets the diverse needs of students, staff, and families.


Administrator

Int 1By January:Student government created first dance and assemblies.Cost meetings done weekly

Home visits Summer 2014 for high potential students

Contiunual home visit PD at staff meetings and home visit goals

Lessen referrals, suspensions, and discipline issues

ELA teacher Int 2By March:Continue holding assemblies, rallies, and student events throughout the year.

Utilize Wednesday folders and create posters and home flyers for community outreach.

Student activities calendar

Leadership first period for high potential students

Home visit Review

Students Government for school leaders

Student Support Center (SSC) formerly known as Youth and Family Resource Center (YFRC), a Student Outreach Center

Parent Involvement Committee needs and activities

Parent Advisors and SSC TeamSix member administratorteam

Title 1 - Priority School164,397

LCFF-EL$12,022

Title 1Food Supplies (for Parent Meetings)$4,493

2.2 EndBy June:SSC (formerly YFRC) throughout the year has given appropriate services to students and families in need.

Communication with parents through the use of connect ed., Wednesday folders, the marqee, and monthly newletters in the three primary languages used on campus (Hmong, Spanish, English)

Cost referrals, SSTs, IEPs, and meeting with teams


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Office Manager,City Year

Int 1By January:Student helpers work in the store from Special Education and those who volunteer. Basic items have been bought for the store.

Weekly campus monitor meetings with administration

Student use of the store

Administrators and monitors consistent meetings to debrief

Int 2By March:More athletic materials sold in the store for athletes.Possible training for campus monitors and other classified staff.

Parent calls for those who are tardy and in dentention.

Documentation of detentions and referrals

Positive incentive program established so students can buy supplies and prizes at the student store with pride bucks.

Increased Supervision before and after school

Schoolwide tardy procedure and detention/and reflection policy created and implemented

Establish common mission, vision, and expectations

Administrators and staff

End Parent Survey about campus culture for 2014-2015.Revisit mission, vision, and expectations at the ELAC meetings and SSC.

Student/Staff/ Parent Survey

Classroom Management Professional Development

Youth and Family Resource Center Lead

.4 Counselor

Response to Intervention adoption and modification for Rosa Parks

SIC

Title I:41,433

1.2 Int 1By January:First series completed of classroom management professional development.Staff feedback given on the Rosa Parks Response to Intervention model.

Walk thoughs and Observations


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Int 2By March:Second series for classroom management completed. Counselors leading the "Why, Try" Girls Group, Wii club, drug/alcohol awareness club, and counsel for individuals.

Continual implementation and adaptation for RTI model

EndBy June:Response to Intervention model completed.Assemblies through counseling services throughout the year.• Boys and Girls Empowerment• Enough is Enough anti-bullying

Parent input needed at ELAC meeting and disbursed to students, parents, staff

Int 1By January:Rush Day for sign ups for clubs at lunch.

Hmong New Year celebration, for parents, showcase for clubs and after school activities

Clubs established:ArtYearbookGay Straight Alliance ClubHmongCircle of FriendsBoxing

Target Excellence after school program:TutoringRoboticsCheerleadingDJ apprenticeshipBreak dancing

Marquee for current events at Rosa Parks

Int 2By March:Evaluate needs and success of clubs.

Target Excellence Famly nights


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Fundraisers for student needsEndBy June:Plan creation for 2015-2016 club needs.

Marquee activities in three languagesEconnection for club activites

Int 1By January:CLR trainings completed. Two teachers giving their own personal narrative at staff meetings.

Model Cooperative learning structure and station/workshop activities

Int 2By March:Completed first series of CLR training.

Student task creation through implementation of cooperative learning

Promotional i MoviesRosa Parks Student Goverment

Teachers and administration

EndBy June:CLR trained teachers train others and plan for CLR professional development next year. Half the staff present their personal narratives.

More differentiated training for CLR and cooperative learning

Int 1By January:Dental and hearing screenings doneHelp students with special needs throughout the year.

Rosa Parks sponsored TDAP clinics

TDAP vaccinations completed by August 2014. (100%)

Int 2By March:

SSC (formerly known as YFRC)

EndBy June:Have a wellness fair for Rosa Park and feeder school families.

Wellness Fair


6/25/2014


Int 1By January:Winter Concerts will take place in December for bands and choral classes.

Invitations sent out for community events.

Parent Sign-in sheets

Int 2By March:Additional musical events will take place in Spring.

The Arts

EndBy June:Spring Concerts


6/25/2014


Priority Goal 3 To ameliorate the quality of teaching and instruction and create a positive impact on student learning through offering professional development, modeling/coplan/coteach opportunities, and consistent monitoring and evaluation.


Principal and Assistant Principals

Int 1By January:Administration will conduct a pre-observation and first observation for all teachers.

All district and site administrators

Int 2By March:Administrative walk throughs and evaluations continue.

Walk through notes and debrief

Evaluations of all teachers and staff with odd SS#'s

Consistent Walk-throughs to assess PD needs

EndBy April:Evaluations completed and plan for professional development for 2014-2015.

Debrief at final observation conference

Professional Development opportunities from district and site

District Math Training Specialist and Language Arts Training Specialist

District Personal

Int 1By January:• Classroom Management• Apple Training• Common Core• Writing/Reading Strategies• Data Inquiry Training• Engagement

Refer to updated district catalog


6/25/2014


Int 2By March:Develop tasks and project based learning series while also training on the Data Inquiry Process.

Parent survey given about the academic environment

Instructional and content support for math department

Modeling and coplan/coteach opportunities

SICs EndBy June:Plan needs assessment and plan series for 2014-2015 from CAASPP and other data.

Debrief opportunitiesIndividual goal settingModeling coplan/coteaching by individual needs assessment


6/25/2014

School Site Council Membership: Rosa Parks K-8 School

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed 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:

Name of Members Principal ClassroomTeacher

OtherSchoolStaff

Parent orCommunity

Member

SecondaryStudents

Robert Sullivan [X] [ ] [ ] [ ] [ ]

October Reyes [ ] [X] [ ] [ ] [ ]

George (Scott) Finney [ ] [X] [ ] [ ] [ ]

Donja Hardin [ ] [X] [ ] [ ] [ ]

Laura Shirley [ ] [X] [ ] [ ] [ ]

Ly Moua [ ] [ ] [X] [ ] [ ]

Axel Flores [ ] [ ] [ ] [ ] [X]

Glenda Couvson [ ] [ ] [ ] [X] [ ]

Nikesha Hills [ ] [ ] [ ] [X] [ ]

Carolyn Noble [ ] [ ] [ ] [X] [ ]

Judith Rosas [ ] [ ] [ ] [X] [ ]

Crystal Escobar [ ] [ ] [ ] [X] [ ]

Numbers of members of each category 1 4 1 5 1

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

2014-15 school development and improvement plan · 6/25/2014 · realizing the vision page 2...

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