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The School Plan for Student Achievement 1 of 42 11/25/18

The School Plan for Student Achievement

Olympic View Elementary School School Name

37-68023-6113021

CDS Code

Date of this revision: September 2018 The School Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students.. California Education Code and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs into the School Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Lisa Lines Position: Principal Telephone Number: 619-656-2030 Address: 1220 South Greensview Drive

Chula Vista, CA 91915 E-mail address: [email protected]

Chula Vista Elementary School District School District

Superintendent: Francisco Escobedo, Ed.D. Telephone Number: (619) 425-9600 Address: 84 East J Street

Chula Vista, CA 91910-6100 E-Mail Address: [email protected]

The District Governing Board approved this revision of the School Plan on .


II. School Mission, Vision and Values Mission: At Olympic View Elementary School, student excellence is the primary focus and dictates the entire school program. Olympic View staff, parents, and community are dedicated to meeting the needs of each individual student. Vision: The Olympic View Community believes that we are...” Inspired by the Relentless Pursuit of EXCELLENCE for ALL!" Our children are at the center of all our decisions. Olympic View Elementary School provides a rigorous, well-balanced education, preparing students for the 21st century. We value the development of the whole child. At Olympic View, students reach their highest potential intellectually, physically, emotionally and socially. Building on a strong foundation of academics, students acquire the skills necessary to be literate, creative, constructive and contributing citizens. Olympic View students are prepared to compete in a technologically advanced world. They value tolerance, respect, and diversity. Upon leaving Olympic View, students are responsible, resilient, life-long learners. Families and students appreciate Olympic View as an essential building block in personal and academic growth. Our entire community embodies the “Olympic Spirit” by modeling positive human relations. Families, students, staff, community, and local businesses work together to make decisions while accepting the responsibility for the success of our children. We ensure a safe environment in which all individuals have a sense of belonging and everyone is treated with dignity and respect. Olympic View serves as a center where activities and programs enrich the entire community in the areas of fine arts, academics, technology, and physical well-being. Our Olympic View community is dedicated to preparing our students for the ever-changing future.


III. School Profile Olympic View Elementary School is one of 46 schools in the Chula Vista Elementary School District. It opened in 1995 and is located in the suburban community of Eastlake Greens in Chula Vista, which is part of San Diego County. The school operates on the district-wide year-round common calendar. Facilities There are 20 regular classrooms and 13 portable classrooms. Each classroom has a teacher computer together with a document camera and a projector or TV. Olympic View has a library and two computer labs for primary students with 24 computers each. In addition, we have one ASUS laptop cart with a class set of computers for use with students during VAPA (Visual and Performing Arts). Third, fourth, fifth, and sixth grade classrooms each have their own computer cart with Lenovo or Dell laptops. There are 16 desktop computers available for student use in kindergarten. Additionally, we have 77 Ipads on campus in various grades. The multipurpose auditorium, equipped with a projection unit and a new sound system, serves as a place to hold student assemblies, meetings, and other community activities, as well as a cafeteria for students to eat breakfast and lunch in inclement weather. Meals are prepared in the school’s own kitchen and staffed with one cafeteria manager and two part-time CNS employees. A double oven was added in summer of 2011. The spacious campus has a quarter-mile running track, wall ball courts, volleyball courts, basketball hoops, tether ball poles, a softball diamond with chain link backstop and dugouts, two soccer goals and playground equipment for use by students in grades K through six. The kindergarten area of the campus has its own restrooms, playground equipment, sandbox, and picnic tables. Student-maintained garden boxes are located throughout the campus. Student Population Olympic View serves a racially and ethnically diverse population of 733 students, 376 girls and 357 boys with 54.6% Hispanic, 11.2% White/Anglo, 16.4% Filipino, 4.6% Asian, 4.6% African American, 0.3% American Indian or Alaskan Native, 0.3% Pacific Islander and 7.9% Multiple or No Response. One-fourth or 23.9% of our students are designated as English Language Learners (173 students). In addition, the student population consists of 8.9% GATE students (65 students), 6.2% Resource Specialist (RSP) students (67 students), and 7% Language, Speech and Hearing (LSH) (52 students). The student mobility rate is 11.8%, and 31.5% of the students receive free or reduced lunches (231 students). Students with disabilities are at 9.1% (67 students). One student is a foster youth. We have 165 students from military families (22.4%). Students with critical attendance and their families meet with our Student Attendance Review Team (SART) as a means for interventions in order to improve student daily attendance. Staff Currently, Olympic View has 34 teachers, one principal, and one resource teacher. Twenty-nine of the teachers are regular education teachers, two are Visual and Performing Arts teachers, and two are RSP teachers. Thirty teachers are CLAD certified, four are BCLAD certified, speaking both Spanish and English. Certificated support staff consists of a psychologist (4 days/week), a shared nurse position (5days/2 weeks), and a Language/Speech/Hearing Specialist (5 days/week). The classified classroom support staff consists of three part-time library clerks (30 hours/week shared total), one student attendant, five instructional aides: one Special Education (RSP) full-time, 2 Special Education (RSP) part-time, one Limited English Proficient (LEP), and a computer lab instructional assistant. A full-time secretary and a full-time School Attendance Secretary/Health Specialist, plus one additional 10 hours/week Attendance Secretary/Health Specialist staff in the school office. One part time and two full-time custodians maintain the campus. Two breakfast supervisors monitor students who eat breakfast before school, a supervisor monitors students at mid-morning snack time, and five Noon Duty Supervisors monitor students during the lunch period. Community Olympic View is one of four elementary schools in the Eastlake community. Eastlake has been voted Outstanding New Community ten times, due in part to the high level of educational excellence. Parents are involved in all aspects of creating a positive learning environment for our students by volunteering and taking an active role in the education process. Parent involvement is an important component of our school program and is an integral part of the decision making process at Olympic View. School Site Council (SSC) members are elected and meet monthly to address school matters related to quality programs and student achievement. The Council consists of four teachers, one other staff, six parents and the Principal. Each represented group (staff and parents) also has an alternate. The School Site Council is responsible for developing, monitoring, and approving a School Plan for Student Achievement (SPSA) that supports academic goals designed to close the achievement gap. The SSC ensures that all school resources are aligned to


support SPSA goals by monitoring and adjusting the budget periodically. In addition to the SPSA, the SSC also develops and approves a School Safety Plan each year. Another parent engagement platform is the English Language Acquisition Committee (ELAC) that meets monthly to provide input concerning services for our English Language Learners (ELL). A Japanese and a Spanish interpreter attend to assist parents requesting translation during meetings. This forum serves as the educational venue to discuss issues pertaining to the importance of daily attendance and English Language Development (ELD) program quality review. The ELAC plans activities where parents learn new ways to support their children in school and also support the school in general. Our ELAC also sponsors a highly successful Homework Club that serves over 40 students, two days a week. It has also expanded its role to also be known as the Multi-Cultural Family Association in order to be more inclusive, affirming, and broaden continued parent involvement. Goals include Multi-Cultural books for our library, Multi-cultural celebrations at our school, and exploration of English classes for parents. The Parent Teacher Club (OPTC) is a vital partner with the school to bring parents together to support student achievement as is the District GATE (Gifted and Talented Education), District Budget Advisory Committee (DBAC), and CNS (Child Nutrition Services) committees. Programs To address the needs of students with special needs, two RSP teachers, one full-time and two part-time RSP Instructional Aides, three instructional assistants, and one student attendant provide a program that supplements the academic curriculum in the areas of reading, written language, mathematics and social skills, including strategies to improve organizational skills. District Occupational Therapists (OT) provide therapy in support of the student's Individualized Education Plan (IEP) goals, as well as an LSH specialist. The school psychologist works along with student attendants to comply with IEP goals for special needs students. There are 67 students enrolled in our Students with Disabilities Program. For our GATE population, the district has formed an advisory committee composed of GATE parents, teachers, site administrators, and a district director. The district GATE Advisory Committee reviews and recommends revisions to the District GATE plan and GATE identification criteria, plans quarterly District GATE Parent meetings, and shares exemplary GATE programs and best practices among school sites. At this time, Olympic View offers after-school enrichment classes in art, robotics, and Junior Achievement/BizTown. All GATE students are invited to register for after-school enrichment classes. Another unique feature about Olympic View is the Olympic View Parent Teacher Club (OPTC) that supports the school through fundraising and hosting family events. All OPTC funds come directly back to the school and support a variety of programs in the area of visual and performing arts and technology. Examples of the programs funded include assemblies, funding for the purchase of library books, teacher grants, and technology support. Approximately 125 parent volunteers work throughout the school in classrooms, our school library, and volunteer center. Formal and informal partnerships throughout the community with many businesses and organizations support Olympic View. These include: The Eastlake and Bonita Optimist Clubs, Navy Environmental and Preventive Medicine Unit Five, Lifetouch, Technology Training Foundation of America (TTFA), Office Depot, Kohls, Target, Wal-Mart, Vons – Eastlake Village Center, Subway, Baskin Robbins, Rubio’s, Chula Vista Police Department, and Eastlake High School. In addition, the Eastlake Education Foundation donated $20,000.00 in grants for 2017-2018. The money is designated to support our technology program designed to build and expand technological skills in our students. The Olympic View school site serves as a center for community activities. After school student activities include DASH, YMCA, Scouts, robotics, Fit Kids America, Mad Science, CYT Drama. Weeknight activities include adult Jazzercise and ZUMBA classes. Community schools come to Olympic View to participate in soccer sporting events. Olympic View hosts the Spelling Bee and Optimist Student Appreciation event. Olympic View staff uses the services provided by the Chula Vista Elementary School District Educational Services and Support Center. These include: translation services from the Language Acquisition department; second language testing and training for our LEP aide and designated teachers, Beginning Teacher Support and Assessment (BTSA), Induction Program for first and second year teachers, Resource Teacher training, Conceptual Math training, and Common Core State Standards (CCSS) training, especially in Math. Our staff and administration participate in District professional development focused on best practices. Staff members share their learning with each other during professional development training days and collaboration time at the school site.


IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A)

Oympic View Elementary teachers utilize multiple forms of assessments to monitor the academic needs of all students across all content areas. Teachers adjust instruction, pacing, and content rigor by analyzing data and looking at student work. Using the results of assessments, multiple opportunities for additional practice are included, and integrated where possible, throughout all content areas in order to increase student achievement towards meeting grade level standards. Differentiated, as well as small group instruction plans are adjusted as the academic needs of students change throughout the school year. We focus on multiple measures to evaluate student achievement. In the District Local Measures 60% of our students in grades 3 – 6 met or exceeded the grade level reading lexile. Eighty-two percent of Kindergarten and first grade students met or exceeded grade level reading goals. 81.5% of all students met or exceeded grade level writing. 91% of K - 2 grade students met grade level math assessments. In the California Assessment of Student Performance and Progress (CAASPP) administered to students in third - sixth grades, 68% scored proficient or above in Language Arts, and 59% scored proficient or above in math. We continue to strengthen our school-wide systematic English Language Development program to support language acquisition growth and monitor yearly progress on the California English Language Development Test (CELDT). Before and after school Imagine Learning English (ILE) classes are offered for our targeted English Language Learners as a means to provide multiple opportunities for language acquisition growth. ILE is also used daily in the classroom. To facilitate the use of the ILE program, our Resource Teacher presented how to use ILE at home to our ELAC parents. The Moby Max technology program is used as an intervention as well as an enrichment program for all students as differentiated instruction. Moby Max is utilized during the school day in classrooms and in daily computer lab rotations. In addition, we also engage the program in after school sessions. Moby Max reports are routinely analyzed to closely monitor progress. Achieve 3000 is used for second through sixth grade students to extend their knowledge of nonfiction text and critical thinking skills. We utilize, Benchmark Curriculum in K-6, Wilda Storm, and the Six Traits of Writing programs for all students to improve student-writing skills. To Address our math scores, we are piloting iReady math program for both the diagnostic and instructional components. This pilot includes two trainings to support teachers in reading the reports to form small groups to differentiate instruction.

B. Surveys On the 2017 Hanover Survey: • 93% of parents exchanged emails, talked on the phone, or talked in person with their child's teacher. 92% of teachers/staff feel that they contribute to making grade level decisions. On a scale of 1 to 5 (5= Strong Agreement), the mean response for "reason for feeling unsafe - bullied" was

2.56. The District mean was 2.99.

C. Classroom Observations Classroom observations and walkthroughs are routinely conducted to keep a pulse on classroom practices and to provide teachers with feedback in order to monitor program quality and student progress. Teachers receive feedback on lessons, especially those addressing our school wide focus of Reading Comprehension, English Language Development (ELD), the eight mathematical practices, and conceptual math. All instruction is delivered using the Gradual Release of Responsibility process. To monitor student progress throughout the year, intervention plans, differentiation schedule, curriculum pacing, and assessment results are continuously reviewed. Together with school administrators and the Resource Teacher, short and long term plans are developed with the intent to monitor progress of at-risk students, socioeconomically disadvantaged (SED), English Learners, Special Education students, foster students, and Gifted and Talented Education students. Teachers plan CCSS lessons. Close reading strategies are seen throughout the school with annotation, student discourse, text-dependent questions, and finding evidence from the text to justify claims. Students use critical thinking skills to access, interpret, integrate complex information and use evidence to support their claims.


In math, students use numeracy and critical thinking skills to access, interpret, solve real-world problems, and justify their answers. An emphasis will be placed in teacher modeling and thinking outloud, as well as, student discourse using content vocabulary and the use of manipulatives to buiid students' perceptual and conceptual knowledge. Writing occurs across the curriculum. The 2018-19 school year will include 3 Professional Learning Cycles to support both our district and school instructional focus.

D. Student Work and School Documents Teachers receive collaboration time two hours per week and an additional 3 hours once or twice per quarter. Additionally, during minimum days, two to three quarterly grade level collaboration meetings per month are set aside for the purpose of analyzing student work, monitoring student progress towards standards, and refining the quality of our instructional program. These collaboration sessions allow teachers to dialog with one another to establish a professional learning community and to share knowledge and expertise with one another in targeted curricular areas. These data-rich conversations about student learning and achievement strengthen differentiation and curriculum pacing for all students at our site. Teachers share and refine successful instructional strategies and techniques as a means of supporting each other in an effort to close the student achievement gap. Reading Comprehension and conceptual understanding of math are our school-wide focus as we continue to expand our expertise and knowledge through collaboration and professional development. Each teacher receives copies of data reports such as CAASPP and Local Measures grade level reports for test location and current year and also Language Profile reports to assist in the refinement of grade level plans. Teachers also review CAASPP Practice and Interim test questions in ELA, Math & Science, results from Achieve 3000, ILE, Moby Max, Smarty Ants, and classroom quizzes and tests to assess overall achievement in specific strands for both Language Arts and Math. This allows teachers to target and refine instructional plans to meet grade level standards as well as to address individual learning needs. Data reports on Illuminate are reviewed on a regular basis, discussed by grade level teams, and instructional plans are modified to meet the needs of all students. CELDT data reports are distributed to keep teachers aware of student language profiles and language acquisition needs for growth.

E. Analysis of Current Instructional Program (See Appendix B) Data analysis is a routine practice at Olympic View. Data is used to further our understanding about each individual learner, learning style, and educational history. Teachers utilize CAASPP and Local Measures results, Illuminate data, Chapter/Unit assessments, quizzes and formative assessments to monitor student progress and adjust teaching practices. We work collaboratively to refine instructional delivery and increase the quality of our instructional program. Data analysis and collaboration generate interventions that include differentiated instruction, small groups, and teacher groups. This requires us to continue an inquiry-based approach to researching best practices that yield superior results. Our findings and discussions allow us to support our mission of teaching children to meet grade level Common Core State Standards and Annual Measurable Achievement Objectives targets.


V. Description of Barriers and Related School Goals Our mobility rate was 10.4% during the last school year. We monitor daily attendance closely and conduct home visits as we follow up on returned mail or are informed that students have moved out of our school boundaries. We are noticing a pattern that a majority of new students enrolling at our school belong to our target group populations: English Language Learners, participants in the National School Lunch Program, have a "critical attendance" history, or already have an active Individualized Education Program that affects Special Education Program schedules. We have students on overflow who attend Eastlake Elementary. As space becomes available, we call back our students and fill any and all openings. Teachers need additional classroom support as the academic and social needs of our student population increases and it becomes more challenging to meet the diverse needs of all learners. The difficulty of obtaining substitute teachers to allow time for the regular classroom teacher to administer individual assessments or for administration to meet with individual teachers to monitor student achievement is a challenge. Technology programs such as Accelerated Reader (AR), Moby Max, Imagine Learning English (ILE), Achieve 3000, Brain Pop, and Smarty Ants are used for building background knowledge, individual review, reinforcement, and acceleration. The assessment and reporting functions of those programs are indispensable tools for teacher planning and interventions. Additionally, having students engaged in these programs allows teachers time to work with small groups while other students continue learning. Illuminate data provides teachers with reports to determine specific gaps in learning and thereby determine targeted instruction for Tier II and Tier III students. Attendance is closely monitored for all students, especially for students with a "critical attendance" record and for students performing below grade level. Letters for students on our critical attendance list are mailed on a monthly basis and Student Attendance Review Team (SART) meetings are scheduled to work through issues affecting daily attendance. Our SART team consists of school administration, our Attendance Secretary/Health Clerk Specialist, parents, and when available, our assigned School Resource Officer (SRO). Education Code is explained and attendance reports are provided as evidence of our concerns. Teacher input provides context when describing how late arrivals, early dismissals, and absences affect the educational experience of the student. Structures are discussed for on time regular attendance, and expectations are reaffirmed. Contracts are signed at the conclusion of meetings, and monitoring throughout the year is maintained. The effective and efficient use of time is addressed when grade level teams work together to pace out instruction in all subject areas and implement Common Core State Standards, aligning grade-level plans, while also being cognizant of diverse student needs. Collaboration meetings are scheduled to allow time to plan and develop lessons supporting our school-wide focus on Reading Comprehension, and math, and developing as a professional learning community to attain higher levels of student performance. This platform promotes our effort to enhance our instruction as we all work towards achieving Common Core grade level standards. We continue to refine the quality of our ELD program and instructional practices for Language Development. Our adopted systematic ELA Benchmark program in K-6 includes a designated ELD component that is used to expand language acquisition opportunities using a linguistics approach. Academic discourse and oral language development through inquiry are practiced across the curriculum. Imagine Learning English supports CELDT 1 and 2 students to learn English in grades K-2. The ability to access the ILE program at home enhances student use of ILE. All grade levels continue to implement effective uses of instructional minutes to teach our ELD block. Oral language development, discrete vocabulary instruction, and sentence frames are used to support language acquisition and contextual use for the students. GLAD strategies are shared and put into practice through collaboration. Grouping, teaming, and rotations are incorporated in classroom daily schedules. For added support, we offer before and after school ELD practice in ILE for targeted EL students at ELPAC levels 1 and 2. For our students with a ELPAC level of 3, 4, we invite them to participate in our computer based intervention program Achieve 3000, Smarty Ants, and Moby Max and iReady as a reinforcement of essential reading and math skills in English.


VI. Planned Improvements in Student Performance The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards: Goal 1: English Language Arts

By June 2019, the percentage of grades K-1 students scoring at grade level or above on the Local Measures

Reading Assessment will increase from:

Student Groups From To

All 85% 87%

English Learners 72% 78%

Students with Disabilities 55% 77%

By June 2019, the percentage of grades 2-6 students scoring at grade level or above on the Local Measures

Lexile Assessment will increase from:


All 65% 68%



By June 2019, the percentage of grades K-2 students scoring at grade level or above on the Local Measures

Writing Assessment will increase from:


All 77% 82%



Smarter Balanced/CAASPP - ELA

By June 2019, the percentage of grades 3 -6 students scoring met or proficient on the Smarter Balanced/CAASPP Assessment will increase from:


All 67% 75%




By June 2019, the percentage of 3rd grade students scoring at grade level or above on the Smarter Balanced/CAASPP will increase from:


All 66% 70%



By June 2019, our average distance from 3 for all students in ELA will increase from:

All Students From To Average DF3 31.4 45.4 Status High Very High Change +0.7

Maintained +14 Increased

Performance Rating Color Green Blue

By June 2019, the average distance from 3 in ELA for English Learners will increase from:

English Learners From To Average DF3 -23.4 -8.6 Status Medium Medium Change +23.6

Increased Sign

+15 Increased Sign

Performance Rating Color Green Green

By June 2019, our average Distance from 3 in ELA for Students with Disabilities will increase from:

Students with Disabilities From To Average DF3 -83.3 55.1 Status Very Low Low Change -28.2

Declined Sign

+28.2 Increased Sign

Performance Rating Color Red Orange

Student groups and/or grade levels to participate in this goal Identify real numbers of students from data Low income 232


Student groups and/or grade levels to participate in this goal Identify real numbers of students from data English Learners 174 Students with Disabilities 70 Foster Youth 1 1. 3-5 Actions to be taken to reach this goal

Tier I

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Teachers will use the Gradual Release of

Responsibility process for lesson delivery and plan lessons that are aligned to CCSS/ELD grade level standards, using GLAD,SDAIE and research-based best strategies.

July 2018 - June 2019 No additional cost.

b. Teachers will explicitly teach students to use annotation and evidence from text to support their answers. This will include short constructed responses along with multiple paragraph essays..


c. Teachers will focus on increasing text complexity while providing scaffolding through read-alouds, building background knowledge, and providing foundational skill review using our newly adopted Benchmark curriculum. They will also match Achieve 3000 articles with classroom interdisciplinary units. Teachers will use the Achieve reports to target standards that may need more practice and guided focus. Teachers will also use the ELD designated instruction, along with GLAD strategies to tie designated instruction with integrated..


d. Teachers will focus on teaching students academic vocabulary (both explicit and incidental) and language in context so students can access grade level complex text. During guided instruction, teachers will use stretch article in Achieve to expose and support students in higher level vocabulary..


e. Reading fluency practice with established grade level WPM targets will be a priority and should be included in report card comments..


f. Staff will target grade level comprehension strategies (i.e. story/text structure, prediction, summarizing, and questioning) using Bloom's taxonomy and Depth of Knowledge questioning..


g. Teachers will explicitly teach text structure, author's purpose, accompanied by evidence-based writing strategies..


Tier II

Actions To Be Taken Start Date/Completion Date Proposed Expenditures


Tier II

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Teachers will provide Tier II and Tier III

students with targeted small group instruction during the Guided Reading Block. Pre-teaching, reteaching, and scaffolding will be utilized to ensure content mastery..


b. Students in K-2, whose CELDT level is 1 or 2, or Long Term English Learners will work on Imagine Learning English a minimum of 20 minutes daily four times per week. Additional ILE licenses will be purchased for upper-grade CELDT students on an as needed basis. In addition, CELDT level 3, 4, and 5 students will work at their specific functional Smarty Ants or Achieve 3000 level 30 minutes per day, four times per week. Teachers and administrators will monitor student progress daily and make necessary level adjustments.

July 2018- June 2019 LCAP - $7,533, Smarty Ants

c. Extended School Program courses will be offered to struggling students throughout the school year. These students will be identified using formative and summative assessments and will be recommended by their classroom teacher..

August 2018 - June 2019 After school intervention: LCAP: $9,000

d. Teachers should take the opportunity to work with Tier II and Tier III students for targeted small group instruction while Tier I students are using ELA computer programs, centers, or during silent reading time..

July 2018 - June 2019 IA Computer Lab LCAP: Salary: $14,500 Computer Tech Site: Salary: $8,000

e. Data from assessments and reports including Illuminate, Renaissance STAR reading tests, teacher created formative assessments, and reports from Accelerated Reader (AR), Imagine Learning English (ILE), Smarty Ants, and Achieve 3000 will be analyzed and used to plan on-going instruction throughout the school year during daily lesson planning and collaboration sessions.

July 2018 - June 2019 Illuminate Site: $4438.50 STAR Site: $6,171 Collaboration teachers: LCAP: $5,000

f. Student Monitoring will occur 4 times per year. During the first monitoring period in quarter 1, all students are discussed and using benchmarks, students are added to the at-risk list and goals are set for these students. During subsequent monitoring sessions, students' progress on the at-risk list on the at-risk list is discussed. They are either taken off the at risk list or recommended for the SRTI(Student Response to Intervention) process..

July 2018 - June 2019 $ 760.00 LCAP - Roving sub cost

g. A SIPPS instructional Aide to support reading intervention to 2nd grade students according to a placement and mastery tests..

July 2018 - June 2019 LCAP - $10,000

Tier III


Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Classroom teachers will meet with Tier III

students at least 2 times during the week for a total of 60 minutes per week. Examples: Independent reading time, library time, whole class technology time, RSP push-in time, etc.

July 2018 - June 2019 Library clerks Site: $22,000

b. Principal, Associate Principal, Resource Teacher, RSP teacher, school psychologist, and speech therapist provide support for school's Response to Intervention (RtI) process throughout the school year.


c. Volunteer adult tutors will be trained to work with those students needing a boost in reading fluency. Students will be determined through student monitoring and recommending by the teacher. Students will meet with tutor 2 times per week. Students in grade 3 will have top priority..

October 2018 - June 2019 No Additional Cost

2. Teacher Collaboration

a. Horizontal: During collaboration meetings the Resource Teacher guides grade level discussions on the implementation of our new Benchmark curriculum aligned to Common Core State Standards (CCSS), student progress monitoring, and looking at student work. A planning template or agenda is provided. Teachers schedule assessments and discuss data results to inform their instruction. Data and grade level minutes are posted for administrators the following day. Bi-weekly common assessments will be developed and implemented for Tier II and Tier III students. The Resource Teacher will assist in finding creative ways to release teachers for colleague observations and create shadow and co-teaching opportunities.

b. Vertical: Staff will meet in vertical teams to share successful CCSS reading comprehension and math strategies. An emphasis will be placed on developing a systematic and sequential learning continuum. Discussions will focus on the implementation of best practices and sharing resources to assure growth in reading comprehension, academic discourse, as well as all other academic areas. Teachers will participate in whole school vertical learning walks and will facilitate next steps in their professional learning. Reading Comprehension strategies will also be addressed during staff development.

3. Professional Development Plan (including training & follow up coaching)

Teachers will attend District and school training and implement strategies into the curriculum. District resource teachers will come on-site to continue District professional development. The Principal, Associate Principal, and Resource Teacher will share information, observe instruction, provide feedback, and

make resources available on best practices. Staff will receive additional training on the expanded use of Achieve 3000, Smarty Ants, Benchmark Universe, and other

support tech programs. Professional Development trainings will be offered on social, emotional learning, visible learning, Three Reads math

strategy,vocabulary development, academic discourse, and questioning.

4. Funding Source (i.e., Site, LEP, Title I, etc.) Site and LCAP.

5. Engagement of Parents and community in supporting goals


Through Back to School Nights, Parent Teacher Conferences, student progress reports, School Site Council (SSC), English Language Advisory Committee (ELAC), Parent Teacher Club (OPTC), and the weekly school blog and weekly call, parents are informed about our school-wide focus on deepening thinking around math problem solving through the use of collaborative conversations and discussions, our school-wide goals, and the Common Core State Standards. Parents and the community are also engaged through Read Across Olympic View, Read-A-Thon, and book fairs. Parents and the community are informed of the need to differentiate instruction for students and how technology can be used as a tool to further help teachers achieve differentiation. We encourage community support in acquiring technology and educational technology programs. To increase attendance at MFA/ELAC meetings, monthly flyers will be sent to all parents of English Learners informing them of the meeting. Parents have been trained in running our Morning Mileage Club. Parents are invited in the mornings to stay for our daily morning message. This allows parents to hear announcements regarding the weekly events at the school, our daily character message, along with being able to see student leadership.

6. Accountability a. Means of evaluating progress towards this goal (i.e., every 6-8 weeks):

Assessment data will be gathered and discussed at grade level meetings, during student monitoring time with the Principal or Associate Principal, and during collaboration time. Assessment data will be collected and reviewed for all students. Starting second quarter, data will also be collected every other week for Tier II students, and every week for Tier III students. Interventions will be developed to assist struggling students. Bi-weekly reports from Smarty Ants, ILE, Achieve 3000, and AR will be monitored by the teachers and administrators to ensure increased student achievement. Targeted small group instruction will be provided by the teacher.

b. Create plans and hold people accountable for follow through: Classroom teachers create a class composite identifying their Tier I, Tier II, and Tier III students.

Intervention plans for Tier II and Tier III students need to be documented and shared with administration.

Students need to be monitored daily by the teacher while in the classroom and while using technology programs to ensure they are increasing their achievement.

Administrators will meet with teachers starting second quarter to review student progress and intervention plans for target students.

Teachers and administrators will recommend students for before and after school intervention programs.

Teachers will provide intervention results, student data, and student work samples when referring student to SRTI III.

Teachers will have on-going communication with all parents, especially those of Tier II and Tier III students, keeping the parents informed of their child's progress and offering strategies on how best to support their child's learning at home.

* Quarterly student monitoring *Verbal and written feedback from administration before, during after both formal and informal observations.


VI. Planned Improvements in Student Performance (continued) Goal 2: Mathematics

By June 2019, the percentage of grades K-2 students meeting or exceeding the Local Measures Math Assessment will increase from:


All 92% 95%



By June 2019, the percentage of grades 3 -6 students scoring met or proficient on the Smarter Balanced/CAASPP Assessment will increase from:


All 57% 64%



By June 2019, our average Distance from 3 in math for all students will increase from:

All Students From To

Average DF3 7.6 22.6

Status High High

Change -4.1 declined

+15 Increased Sign

Performance Rating Color Green Blue

By June 2019, our average Distance from 3 in math for English Learners will increase from:


Average DF3 -29 -14

Status Low Medium

Change +3.6 Increased +15

Performance Rating Color Orange Yellow

By June 2019, our average Distance from 3 in math for Students with Disabilities will increase from:


Average DF3 -102.3 -78.5


Status Very Low Low

Change

-24.3 Declined Sign.

+24.3 Increased Sign

Performance Rating Color Red Yellow

Student groups and/or grade levels to participate in this goal Identify real numbers of students from data Low Income 232 English Learners 174 Students with Disabilities 70 Foster Youth 1 1. 3-5 Actions to be taken to reach this goal

Tier I

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Staff will use the Gradual Release of

Responsibility (GRR) process for lesson planning that is aligned to grade level CCSS and ELD standards. Staff will also use GLAD, SDAIE, and research-based best strategies to increase math academic vocabulary and concept development. Evidence will include instructional routines, process charts, chants, academic discourse frames, manipulatives, models, and common grade level formative assessments.


b. Staff will follow guidelines and implement strategies from a blend of the Go Math and Eureka curricula and district pacing guide.


c. Our focus in math will be on the 8 Mathematical Practices, along with vocabulary development, weekly problem-solving activities, math academic discourse, modeling, and conceptual understanding strategies..


d. Through weekly collaboration session, facilitated by the resource teacher, teachers will continue to build knowledge in the areas of class number talks, math academic discourse, and problem of the week ..


e. Students will be given opportunities to apply math in context, learn through discourse and writing, and practice problem solving skills to develop stamina, speed, and accuracy in calculations..


Tier II

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Classroom teachers will use flexible

groupings to differentiate math instruction, deconstruct word problems, model, and develop student conceptual understanding according to students' needs.



Tier II

Actions To Be Taken Start Date/Completion Date Proposed Expenditures b. Data from math pre and post assessments

and performance assessments, cumulative tests, and teacher-generated tests will be used to guide instruction to teach identified skills in small groups.


c. Students will use Moby Max, BrainPop, and Go Math Personal Math Trainer to develop their math skills while teacher addresses students' needs in small groups.

July 2018 - June 2019 Moby Max - no cost BrainPop contract: OPTC Donation Go Math Personal Math Trainer - included with program

d. One part-time math intervention aide will be hired to support small group Tier II and Tier III students.

July 2018 - June 2018 LCAP - $10,000

e. K-6 Teachers will pilot the iReady Program for both diagnostic and instructional support.

Oct. 2018 - June 2019 LCAP- $3.200 for two trainings

Tier III

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Classroom teachers will work with at-risk

students one-on-one or in a group of no more than three students with similar specific needs during the day based on assessment data.


b. Teachers will recommend students for after school math review, monitor student progress, keep parents informed of child's needs and progress, offer ideas for parents to reinforce strategies at home, and work with student one-on-one or in a small group of no more than three.

July 2018 - June 2019 After school program salary: referenced in Goal 1.

c. The RSP teacher, administration, and Resource Teacher will conduct monthly meetings to support classroom teachers with specific academic and behavioral interventions for students at risk.


2. Teacher Collaboration

a. Horizontal: Teachers participate in collaboration meetings. Discussions are focused on the selection of the best strategies from the Go Math and Eureka math programs. Teachers administer pre- and post- end of unit/chapter assessments, discuss data results, analyze student progress, and share ideas to improve instruction. The Resource Teacher will lead discussions using Illuminate data and formative assessments, and look at student work during collaboration with the grade level.

b. Vertical: Teachers meet in vertical teams and participate in discussions to plan and organize a systematic and sequential program. Math discourse, academic vocabulary, and conceptual understanding strategies will also be addressed during staff development. Discussions are focused on sharing best practices, resources and refinement of strategies.


Staff receive CCSS math training from the District math RT and also at the school site from the site Resource Teacher and implement concepts learned.

Administrators and teachers receive professional development at the District on the CCSS. They share resources and best practices for the implementation of CCSS Math.

Administrators and Resource Teacher conduct walkthroughs to observe conceptual math lessons, strategies being implemented, and provide feedback to the staff.

All teachers will continue to share "Algebraic Reasoning Through Inquiry" strategies.


Staff will share ideas on using Moby Max, the Go Math Personal Math Trainer , and BrainPop to help students advance in their math achievement.

The Resource Teacher will provide resources and lesson development support for tiered differentiated instruction.

4. Funding Source (i.e., Site, LEP, Title I, etc.) Site, LCAP, and OPTC donations.

5. Engagement of Parents and community in supporting goals Through Back to School Nights, Parent Teacher Conferences, student progress reports, notes home, School Site Council (SSC), English Language Advisory Committee (ELAC), Parent Teacher Club (OPTC), and the weekly Principal's newsletter, parents will be informed about their child's progress. Parents and the community will also be engaged through Family Math Nights on site. Parents are informed about the need to differentiate instruction for students and how technology can be used as a tool to further help teachers achieve differentiation. We encourage community support in acquiring technology and educational technology programs.


Assessment data will be gathered and discussed at grade level meetings, during student monitoring time with the Principal or Associate Principal, and during collaboration time. Assessment data will be collected and reviewed every quarter for all students. In addition, starting second quarter, data will be collected every 2 weeks for Tier II students, and every week for Tier III students. Interventions will be developed to assist struggling students. Weekly reports from Moby Max, BrainPop, math pre and post chapter tests, performance assessments, and teacher-generated assessments will be monitored to ensure increased student achievement.

b. Create plans and hold people accountable for follow through: Classroom teachers create a classroom composite identifying their Tier I, Tier II, and Tier III students.

Intervention plans for Tier II and Tier III students need to be documented and shared with administrators, the Resource Teacher, and Intervention Aides.

Students need to be monitored while in the classroom and while using technology programs to ensure they are increasing their math achievement and fluency.

Administrators will meet with teachers on a quarterly basis, starting second quarter, to review student progress and intervention plans.

Teachers will recommend students for after school intervention programs and identify groups to work with the Intervention Aides.

Teachers will provide intervention results, student data, and student work samples when referring a student to SST III.

Teachers will have on-going communication with all parents, especially those of Tier II and Tier III students keeping the parents informed of their child's progress and offering strategies on how best to support their child's learning at home.


VI. Planned Improvements in Student Performance (continued) Goal 3: English Language Development

By June, 2019, the percentage of English Learners at an overall ELPAC score of 4 will increase from:



Reclassification: By June 2019, the percentage of English Learners in grades K-6 reclassified to Fluent English Proficient will increase from:



Student groups and/or grade levels to participate in this goal Identify real numbers of students from data English Language Learners 174 1. 3-5 Actions to be taken to reach this goal

Tier I

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. All teachers will provide 30 minutes of

English Language Development rotations or guided small group instruction focusing on every child's needs to develop their English Language skills. Benchmark curriculum and ELD supports will be used to facilitate small group instruction..


b. Teachers will use the Gradual Release of Responsibility when teaching lessons to EL's ensuring their success through the use of appropriate scaffolds. i.e. previewing, predicting, chunking, vocabulary development, use of sentence frames and language frames, realia, multimedia, and GLAD charts in all content areas.


c. A variety of GLAD strategies will be utilized to provide explicit vocabulary instruction and support students with the read-write connection in all subject areas..


d. Strong emphasis on providing listening and speaking opportunities through academic discourse and inquiry, as well as reading, and writing opportunities during the day. .


e. Deliberate planning and observing of Benchmark Designated ELD instruction that support Integrated instruction..

Oct. 2018 - June 2019 No additional cost.


Tier I

Actions To Be Taken Start Date/Completion Date Proposed Expenditures f. Intentional collaborative planning

incorporating designated ELA/ELD standards.


Tier II

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. All English Language Learners in K-2 with a

ELPAC level of 1 or 2 will be using the Imagine Learning English Program for a minimum 20 minutes per day, 4 days per week. Additional ILE licenses will be purchased for Upper grade ELPAC students on an as needed basis..


b. All English Language Learners in K-2nd grade with a ELPAC level of 1 or 2 will be encouraged to use the Imagine Learning English Home Program.


c. Designated ELD Small group instruction will be provided to all ELPAC students through the use of Benchmark curriculum to support and scaffold grade level skills..


d. Use of Smarty Ants for K-2 and Achieve 3000 for grades 2-6 students to differentiate instruction with informational text.

July 2018 - June 2019 Referenced in Goal 1

e. After school Homework Club. August 2018 - June 2019 Sponsored by OPTC.

Tier III

Actions To Be Taken Start Date/Completion Date Proposed Expenditures a. Extended School Program before and after

school will be offered to English Language Learners throughout the school year starting in quarter two.

July 2018 - June 2019 Referenced in Goal 1

b. The RSP teacher, Resource Teacher, and administration will conduct monthly meetings to support classroom teachers with specific academic and behavioral interventions for students at risk.


c. After school Homework Club. August 2018 - June 2019 Sponsored by OPTC.

2. Teacher Collaboration a. Horizontal: During collaboration meetings, discussions will relate to students' progress monitoring, evaluating

success of lesson plans, and looking at student work to plan lessons. A planning template or agenda is provided. The Resource Teacher meets with a grade level during collaboration time. The Resource Teacher and district GLAD trainers will support staff by providing resources and modeling best practices to address the needs of ELs. Teachers will schedule assessments and discuss data results to inform their instruction. Data and grade level minutes will be emailed to both administrators. Bi-weekly common assessments will be developed and implemented for Tier II and Tier III students.


b. Vertical: Staff will meet in vertical teams to share successful CCSS/ELD strategies, especially reading comprehension and math academic vocabulary, modeling and conceptual understanding strategies. An emphasis will be placed on developing a systematic and sequential learning continuum. Discussions will focus on the implementation of best practices and the sharing of resources to assure growth in reading comprehension and math, as well as other academic areas. Reading Comprehension and math strategies will be addressed and shared during staff development.


Teachers will attend District sponsored training for English Language Development District GLAD trainers will model designated math strategies to grade level teams on site. Resource Teacher will provide staff training on ELD strategies at school.

4. Funding Source (i.e., Site, LEP, Title I, etc.) Site and LCAP

5. Engagement of Parents and community in supporting goals ELAC Committtee ( Multicultural Family Association, MFA) meetings are held on a monthly basis to inform parents about the progress of our English Language Learners, explain assessments, and the American educational system. Input from parents is an integral part of our planning. Spanish and Japanese translation is provided at every meeting. Parent representatives attend DAC/DELAC meetings and report to ELAC and SSC members.


Assessment data is gathered and discussed at grade level meetings and during student monitoring time with the Principal and Associate Principal. Assessment data is collected and reviewed every quarter for English Language Learners. Starting second quarter, data is reviewed bi-weekly for Tier II students, and every week for Tier III students. Interventions are developed to assist struggling students. Weekly reports from ILE, Achieve 3000, Smarty Ants, Moby Max, and AR are monitored by teachers and administrators to ensure engagement and monitor increased student achievement. Targeted instruction is provided by the teacher.

b. Create plans and hold people accountable for follow through: Grade levels adhere to District pacing guides and assess accordingly. Action plans for targeted students are reviewed every quarter. Continuous collection of student data including preliminary CELDT data and student work informs instruction and planning during grade level collaboration meetings.


VI. Planned Improvements in Student Performance (continued) SMARTeGoal #4 (Based on conclusions from Analysis of Program Components and Student Data pages)

Student groups and/or grade levels to participate in this goal Identify real numbers of students from data

1. 3-5 Actions to be taken to reach this goal

Tier I


Tier II


Tier III


2. Teacher Collaboration a. Horizontal: b. Vertical:


4. Funding Source (i.e., Site, LEP, Title I, etc.)



b. Create plans and hold people accountable for follow through:





Tier I


Tier II


Tier III









Appendix A - School and Student Performance Data Forms (continued)

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 110 110 117 106 107 111 106 107 111 95.5 97.3 94.9

Grade 4 131 124 118 123 122 113 123 122 113 93.9 98.4 95.8

Grade 5 143 129 123 138 126 120 138 124 120 95.8 97.7 97.6

Grade 6 125 141 131 116 141 129 116 141 129 92.1 100 98.5

All Grades 509 504 489 483 496 473 483 494 473 94.3 98.4 96.7

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2450.3 2433.3 2456.3 34 28.97 39.64 24 27.10 26.13 27 19.63 15.32 15 24.30 18.92

Grade 4 2502.2 2503.8 2507.5 40 34.43 43.36 28 31.97 23.89 15 23.77 19.47 18 9.84 13.27

Grade 5 2556.1 2535.8 2531.4 46 31.45 26.67 30 41.13 38.33 9 14.52 20.83 15 12.90 14.17

Grade 6 2556.1 2580.8 2570.8 22 34.75 35.66 44 40.43 34.88 23 16.31 17.05 11 8.51 12.40

All Grades N/A N/A N/A 36 32.59 36.15 31 35.63 31.08 18 18.42 18.18 15 13.36 14.59

Reading Demonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below Standard Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 26 36.45 41.44 55 31.78 45.05 19 31.78 13.51

Grade 4 35 35.25 40.71 46 56.56 46.02 19 8.20 13.27

Grade 5 46 36.29 39.17 35 51.61 41.67 20 12.10 19.17

Grade 6 29 35.46 39.53 54 51.77 46.51 16 12.77 13.95

All Grades 35 35.83 40.17 47 48.58 44.82 18 15.59 15.01


Writing Producing clear and purposeful writing


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 32 28.04 28.83 47 45.79 46.85 21 26.17 24.32

Grade 4 40 27.05 30.09 39 57.38 52.21 21 15.57 17.70

Grade 5 48 44.35 37.50 36 40.32 47.50 17 15.32 15.00

Grade 6 26 43.26 41.86 55 45.39 42.64 19 11.35 15.50

All Grades 37 36.23 34.88 44 47.17 47.15 19 16.60 17.97

Listening Demonstrating effective communication skills


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 28 19.63 45.95 61 65.42 45.95 10 14.95 8.11

Grade 4 26 24.59 34.51 65 68.03 57.52 9 7.38 7.96

Grade 5 33 32.26 25.00 56 58.87 67.50 11 8.87 7.50

Grade 6 25 29.08 28.68 64 65.96 60.47 11 4.96 10.85

All Grades 28 26.72 33.19 61 64.57 58.14 10 8.70 8.67

Research/Inquiry Investigating, analyzing, and presenting information


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 33 22.43 31.53 49 54.21 49.55 18 23.36 18.92

Grade 4 43 33.61 38.94 40 60.66 51.33 17 5.74 9.73

Grade 5 65 41.94 32.50 27 44.35 53.33 8 13.71 14.17

Grade 6 39 55.32 50.39 53 38.30 39.53 9 6.38 10.08

All Grades 46 39.47 38.69 41 48.79 48.20 13 11.74 13.11


CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students Tested Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 110 110 117 106 108 114 106 108 114 95.5 98.2 97.4

Grade 4 131 124 118 126 122 114 126 122 114 96.2 98.4 96.6

Grade 5 143 129 123 140 127 120 140 127 120 97.2 98.4 97.6

Grade 6 125 141 131 119 141 130 119 141 130 94.4 100 99.2

All Grades 509 504 489 491 498 478 491 498 478 95.9 98.8 97.8

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not Met Grade Level

15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 2433.2 2437.5 2446.3 11 14.81 25.44 38 38.89 29.82 30 27.78 26.32 21 18.52 18.42

Grade 4 2478.6 2493.2 2494.2 16 17.21 22.81 34 36.07 34.21 33 40.16 29.82 17 6.56 13.16

Grade 5 2541.2 2525.5 2519.9 41 25.98 20.00 22 27.56 26.67 21 29.13 35.83 16 17.32 17.50

Grade 6 2560.6 2587.4 2571.0 31 50.35 40.77 27 21.99 26.15 28 13.48 15.38 14 14.18 17.69

All Grades N/A N/A N/A 26 28.31 27.62 30 30.52 29.08 28 27.11 26.57 17 14.06 16.74

Concepts & Procedures Applying mathematical concepts and procedures


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 31 25.93 37.72 38 49.07 35.96 31 25.00 26.32

Grade 4 26 36.07 38.60 40 39.34 36.84 34 24.59 24.56

Grade 5 46 33.86 29.17 30 37.80 43.33 24 28.35 27.50

Grade 6 39 58.87 52.31 34 23.40 27.69 26 17.73 20.00

All Grades 36 39.76 39.75 35 36.55 35.77 29 23.69 24.48

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 20 23.15 33.33 55 60.19 42.11 25 16.67 24.56

Grade 4 19 22.13 25.44 56 59.02 53.51 25 18.85 21.05

Grade 5 43 21.26 20.00 36 56.69 60.00 21 22.05 20.00

Grade 6 26 41.13 40.00 56 45.39 41.54 18 13.48 18.46

All Grades 28 27.51 29.92 50 54.82 49.16 22 17.67 20.92


Communicating Reasoning Demonstrating ability to support mathematical conclusions


15-16 16-17 17-18 15-16 16-17 17-18 15-16 16-17 17-18

Grade 3 20 29.63 34.21 68 55.56 46.49 12 14.81 19.30

Grade 4 26 26.23 30.70 51 59.02 57.02 23 14.75 12.28

Grade 5 34 28.35 16.67 45 49.61 66.67 21 22.05 16.67

Grade 6 29 41.84 35.38 50 38.30 40.77 21 19.86 23.85

All Grades 28 31.93 29.29 53 50.00 52.51 20 18.07 18.20


Appendix A - School and Student Performance Data Forms (continued)

ELPAC Results

2017-18 Summative Assessment Data Number of Students and Mean Scale Scores for All Students

Grade Level Overall Oral Language Written Language Number of

Students Tested

Overall Language Number and Percentage of Students at Each Performance Level for All Students

Level 4 Level 3 Level 2 Level 1 Grade Level # % # % # % # %

Total Number of Students

Oral Language Number and Percentage of Students at Each Performance Level for All Students



Written Language Number and Percentage of Students at Each Performance Level for All Students



Listening Domain Number and Percentage of Students by Domain Performance Level for All Students

Grade Level Well Developed Somewhat/Moderately Beginning Total Number of

Students

Speaking Domain Number and Percentage of Students by Domain Performance Level for All Students


Students

Reading Domain Number and Percentage of Students by Domain Performance Level for All Students


Students

Writing Domain Number and Percentage of Students by Domain Performance Level for All Students


Students

Conclusions based on this data:

1.


Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:

Not meeting performance goals Meeting performance goals Exceeding performance goals

Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB) 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

At the beginning of each year, the staff and administrators meet to analyze the results of the California English Language Development Test (CELDT), District local measures in math, language arts, and writing, and CAASPP ELA and Math. Data is disaggregated by subgroups and analyzed for trends. Formative assessments used during the year to guide instruction include: District and school developed writing prompts, grade level developed assessments, pre and post math assessments and teacher-made tests. Daily teacher observation is key to guiding instruction. Technology is used to further assess student progress using programs such as Accelerated Reader (AR), Star Computer Reading test, Imagine Learning English (ILE), Achieve 3000, Smarty Ants, Think Central, Benchmark Advance, and Moby Max. A set of 90 tablets, 148 Asus, and 268 Lenovo, 120 Dells laptop computers are also used to support students. Data derived from shared assessments is used throughout the year to identify students' strengths and needs in learning and to modify instruction. Using data, students are grouped according to need in each classroom, and interventions are developed and implemented. Groups are fluid and routinely adjusted as students demonstrate progress.

Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) 4. Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC) 5. Sufficiency of credentialed teachers and teacher professional development (e.g., access to AB 466 training on SBE-

adopted instructional materials) (EPC) 6. Alignment of staff development to content standards, assessed student performance, and professional needs (NCLB) 7. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches)

(EPC) 8. Teacher collaboration by grade level (EPC)

All our teachers are NCLB qualified. The administrators are AB 75 trained and teachers are AB 466 trained. Teachers and school administrators participate in District training to promote precision teaching and higher levels of student achievement using the Common Core State Standards (CCSS) and English Language Development (ELD) standards. Using the results of summative assessments and feedback from teachers as they analyze on-going formative assessments, our schoolwide focus in Language Arts is reading comprehension by integrating reading and writing, listening, and speaking. In math, we are committed to implementing the Eight Mathematical Practices and develping our students' academic vocabulary, discourse, and conceptual understanding. Through collaboration, our teachers share their expertise to support each other as we continue to have high expectations for our students and work together with families to support our schoolwide program. The Common Core State Standards are the foundation which guide all grade level planning and professional development, along with the infusion of the ELD standards. The use of state-adopted curriculum that are in alignment with the California standards are used in combination with CCSS curriculum for language arts, math, science and


history-social science. Supplemental materials are used such as Eureka math and Language Arts units, RazKids, a balance of non-fiction and fiction text, SRA Reading Lab, Accelerated Reader (AR), Classical Roots, and Worldly Wise. Step Up to Writing (SUTW), the Six Traits of Writing, and Wilda Storm strategies are implemented to have a common systematic base for our writing program. Mentor text, text structure, supporting evidence from sources, and explicit vocabulary instruction round out our reading and writing program. Achievement is measured through a variety of assessment tools that are aligned to the CCSS. All field trips are required to be related to CCSS and serve as either background knowledge or a culminating unit activity. Articulation sessions between and among grade levels occur weekly to strengthen our support system. As a result of a focus on CCSS, high expectations are held for all students.

Teaching and Learning 9. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) 10. Adherence to recommended instructional minutes for reading/language arts and mathematics (EPC) 11. Lesson pacing schedule (EPC) 12. Availability of standards-based instructional materials appropriate to all student groups (NCLB) 13. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials (EPC)

Our curriculum is aligned to the Common Core State Standards and the ELD standards. Teachers and support staff use District approved textbooks and supplementary materials aligned to the CCSS. We keep all District adopted textbooks on site, but supplement with CCSS materials. We have the District adopted Benchmark Advance series in language arts. Additional supplementary resources were purchased such as: trade books, leveled readers and vocabulary readers in order to enrich the experience during guided reading. Classroom libraries are an essential feature of each classroom and support independent reading skills. Books are leveled using the Fountas-Pinnell leveling system and Accelerated Reader system (AR). These are converted to the CCSS lexile reading levels. The SRA Language Development for English Learners is our core ELD (English Language Development) program, and GLAD (Guided Language Acquisition Design) and SDAIE (Specifically Designed Academic Instruction in English) strategies are used throughout the day to make instruction comprehensible. Our library clerks make a conscientious effort to purchase books that support the different grade level CCSS and color code each book for AR use, which is also converted to CCSS lexile reading levels. We have the newly adopted Houghton Mifflin Go Math, math series. We use supplemental materials to enrich math instruction such as Eureka Math. In social studies, the text adopted is in alignment with the CA standards. We have begun implementing the New Generation Science Standards to enrich and redirect our curriculum. Teachers differentiate instruction to make learning accessible for all students. Instruction is tightly aligned to CCSS/ELD grade level standards. In addition, we supplement the curriculum with technology intervention programs such as: Imagine Learning English, Achieve 3000, Smarty Ants, Moby Max, BrainPop, Personal Math Trainer, and Accelerated Reader.

Opportunity and Equal Educational Access 14. Services provided by the regular program that enable underperforming students to meet standards (NCLB) 15. Research-based educational practices to raise student achievement at this school (NCLB) 16. Opportunities for increased learning time (Title I SWP and PI requirement) 17. Transition from preschool to kindergarten (Title I SWP)

Staff provides differentiated instruction that addresses the needs of all students. Classrooms use flexible groupings for individualized skill instruction based on the results of assessments. Students work within the classroom in whole group, small group, and collaborative productive groups to have multiple opportunities in which to experience success. In several grade levels, students move among teachers to receive expert instruction at their academic level and to support skill development in core subjects. Teachers collaborate to provide a seamless cross curricular writing program. We use Wilda Storm writing strategies, Step Up to Writing combined with the Six Traits in Writing programs to provide a systematic writing continuum from grade K to 6. Teachers use the District math pacing guide, end of


chapter/units math assessments, manipulatives, supplementary materials, and computer based programs to ensure that students learn CCSS grade level standards. All teachers have received CCSS math professional development at their grade level at the District. The district math Resource Teacher trained all grade levels on the implementation of math resources. Before school, during lunch time, and after school use of Achieve 3000, Smarty Ants, ILE, and Moby Max extends opportunities for students to receive additional skill practice in language arts and math. Teachers also voluntarily use this time to work with Tier II and Tier III students. On site resources are utilized to assist Tier II and Tier III students. Lessons incorporate contextual vocabulary opportunities through inquiry/discourse and encourage students to express ideas and thoughts orally and in writing. Homework and home/family practice ideas provide ways for students to refine and extend their learning. Homework is a combination of review of skills taught in class and additional practice, project-based work started in the classroom, and reading logs. Collaboration time is built into our modified day schedule twice a month, as well as weekly and twice per quarter time to analyze student assessment data, discuss modifications and interventions for Tier II and Tier III students, curriculum planning, and plan the implementation of best practices. The Resource Teacher works with each grade level during the collaboration block and provides resources and ideas to the team. Staff meetings are a venue for whole staff affirmation, communication and reflection. Planning schoolwide walkthroughs, discussion of community service learning projects, looking at student work, and tailoring lessons specific to each student's needs, are some of the agenda topics to increase student achievement. The Student Study Team (SST) is a regular education function. The team, composed of the general education teacher, Resource Teacher, parent(s), administrators, Resource Specialist, Language/Speech/Hearing (LSH) specialist, and the nurse, address the needs of at risk students. The team meets weekly to develop strategies that enable students to be successful in the classroom. Instructional services are provided in the general ed classroom or in the resource specialist's classroom. GATE (Gifted and Talented Education) students receive extended learning opportunities daily through differentiation in language arts, math, social studies, and science. GATE students also participate in after school enrichment classes starting the second quarter. Parents and teachers volunteer to provide instructional support of enrichment programs. Olympic View has full-day kindergarten classes. Kindergarten teachers schedule conferences with each prospective family prior to entering school. Pre-K readiness issues are addressed during these planning sessions. Parents are given pre-production and early production standards for incoming kindergarten students to prepare their child to be successful in school.

Involvement 18. Resources available from family, school, district, and community to assist under-achieving students (NCLB) 19. Strategies to increase parental involvement (Title I SWP) 20. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning,

implementation, and evaluation of consolidated application programs (5 CCR 3932) There is a strong base of support between Olympic View and the community. Parents, family members, and community members attend the monthly Kindergarten and primary grade assemblies and monthly upper grade assemblies which recognize student achievement. Parents and community members are visible on campus and involved in school functions. Over 125 volunteers sign in and receive a volunteer badge from our Raptor visitor management sign-in system every year. They work with Tier II and Tier III students in the classroom by providing additional reading and math skill review throughout the school day. Volunteers also assist teachers by preparing materials for instruction, assisting in the office, and in the library. Cross-age tutors pair volunteer upper graders with low performing primary age students for extra reading help and Accelerated Reader support. Agendas for our English Language Advisory Committee (ELAC) are focused on information to help parents be better informed on the ways they can support their children at home. The Six-to-Six YMCA program allows time for students to do their homework at school with adult supervision and support. Teachers offer extra help to students before and after school. Imagine Learning English, Achieve 3000, Smarty Ants, and Moby Max before school and after school technology programs


address the language needs of EL students and provide additional academic support to under-achieving students. These web-based programs allow second language learners and all students to continue learning at home. A parent GATE meeting is held second quarter to inform parents of the program and recruit parents who want to share their talents with our students. Besides differentiating instruction in the classroom, after school enrichment opportunities are offered to GATE students. We take advantage of technology donation programs such as the Technology Training Foundation of America (TTFA), the San Diego Futures Foundation, and Armed Forces Communication and Electronics Association (AFCEA) to obtain refurbished computers and improve our information technology infrastructure for the use of our students. We have a ratio of 5 students to 1 desktop computer in every K-3 classroom. Third through sixth grade has 1 to 1 devices for students. Students use the computers for technology programs such as: Accelerated Reader, Imagine Learning English, Achieve 3000, Smarty Ants, and Moby Max, as well as to learn keyboarding skills, do research, word processing, and PowerPoint presentations. A set of 90 tablets, 148 Asus, and 268 Lenovo, 120 Dells laptop are used to support students. The Eastlake Educational Foundation awarded a $20,000 technology grant to purchase laptops for upper grade classrooms, pay for the partial salary of a technology Instructional Assistant, and purchase a new robot for the Robotics team as well as pay for the entry fee for a Robotics competition. Parents, community representatives, classroom teachers, and other school personnel are invited to give input in revising and adding their ideas to the Single Plan for Student Achievement (SPSA). A School Site Council (SSC) subcommittee composed of parents, teachers, and administrators consolidate ideas brought forth by different school stakeholders and present the final draft to SSC members for approval. The approved document is sent to the District for final Board approval. The SPSA is a "living document" which guides the school in the implementation of its goals to increase student achievement and reduce the achievement gap. The SPSA can be revised at any time by the consensus of SSC members.

Funding 21. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) 22. Fiscal support (EPC)

Categorical funds are used to hire personnel to work with our targeted groups: English Learners (EL), Socioeconomically Disadvantaged (SED), Students with Disabilities (SWD), foster youth, and GATE students. These personnel members extend classroom instruction, reinforce skills, and give primary language support to EL students. They build background knowledge, front-load content vocabulary, and provide opportunities for oral fluency for students. The GATE after school program provides multiple enrichment opportunities for GATE identified students. Categorical funds are also used to purchase supplemental instructional materials, technology programs, and provide collaboration time to allow teachers to meet together to look at student work and design lessons to meet the needs of underperforming students and differentiation strategies for all students. Funds are further used to employ a five hour LEP Aide to meet District and State EL monitoring mandates as well as work with small groups of EL students. Two Tech Assistants, two Library Clerks, and two math instructional aides are also funded through categorical funds to support student achievement.


Appendix C - Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.) State Programs Allocation

X Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the regular program. GATE Teachers - $3,500 IA-Computer Lab - $7,250 After school lab - $4,500 Benefits - $6,210 Collaboration teachers - $2,500 Instructional Supplies - $99,606 Intervention Aides - $10,000

$133,566

X Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners. GATE Teachers - $3,500 IA-Computer Lab - $7,250 After school lab - $4,500 Benefits - $12,091 Collaboration teachers - $2,500 Instructional Supplies - $83,590 Intervention Aides - $10,000 IA - LEP - $24,500 Refreshments - $500

$148,431

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.

$

School and Library Improvement Program Block Grant Purpose: Improve library and other school programs.

$

School Allocation Unit

$

Visual & Performing Arts Grant

$

English Learner Acquisition Program (ELAP)

$


X List Other State or Local funds (list and describe): Site Control Instructional Assistant, RSP - $2,000 Library Clerks - $22,000 Computer Tech- $8,000 Noon Duty Supervisors - $10,100 Benefits - $8,455 Instructional Supplies- $40,153 Custodial and Health Room Supplies- $9,700 Rents/Leases/Maintenance- $19,000 District Publications - $2,000

$121,408

Total amount of state categorical funds allocated to this school $403,405


Federal Programs under No Child Left Behind (NCLB) Allocation Title I, Part A: Schoolwide Program

Purpose: Upgrade the entire educational program of eligible schools in high poverty areas

$

Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

$

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 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 A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic achievement

$

Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk students

$0.00

Total amount of federal categorical funds allocated to this school $0

Total amount of state and federal categorical funds allocated to this school $403,405


Appendix D - Recommendations and Assurances (Olympic View Elementary School) The school site council recommends this school plan and proposed expenditures to the district governing board for 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 X English Learner Advisory Committee Community Advisory Committee for Special Education Programs X 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 School 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 on 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: September 12, 2018 Attested:

Lisa Lines Typed name of school principal Signature of school principal Date

Mark Sheffield Typed name of SSC chairperson Signature of SSC chairperson Date


Appendix E - California Reading First Plan: Assurance Statements

This section applies only to Title I schools and, if applicable can be found in the Title I addendum to the SPSA


Appendix F - Home/School Compact It is important that families and schools work together to help students achieve high academic standards. Through a process that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out to support student success in school and life. Student Pledge: THE STUDENT AGREEMENT:

I will attend school daily, on time, be prepared and ready to learn and work. I will understand what I am expected to learn, complete all assignments to the best of my ability, and get help when I need it. I will follow school rules and cooperate with adults and other students. I will follow teacher directions and not be disruptive in class or anywhere on school grounds. I will respect the property of the school, community, and others.

Parents Pledge: THE PARENT AGREEMENT:

I will send my child to school daily, on time, prepared and ready to learn. I will hold high expectations for my child and monitor my child's progress. I will support school/classroom rules and the site discipline and attendance plan. I will contact teachers/counselors about concerns or problems in a timely manner. I will attend all parent/teacher conferences. I will participate and/or volunteer in school activities, I will provide a regular, daily time for my child/children to complete homework assignments. I will read with my child on a daily basis for a minimum of twenty (20) minutes or enforce 30 minutes of reading for students

in grades 3-6. I will limit my child's television viewing to less than thirty (30) minutes a day and encourage physical activities outside of the

school day. Staff Pledge: THE SCHOOL AGREEMENT:

We will set high expectations for student learning and use a variety of teaching strategies to motivate and encourage all children.

We will provide a safe and secure learning environment for students. We will maintain a welcoming environment for students, families, and community members. We will provide opportunities for parents and community members to volunteer, observe,

and participate in classroom activities. We will communicate with parents frequently about their child’s academic and social

progress and communicate concerns in a timely manner.


Appendix G - School Site Council Membership (Olympic View Elementary 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 Classroom Teacher

Other School Staff

Parent or Community

Member Secondary Students

Lisa Lines X

Elizabeth Gil X

Victoria Wiseman X

Noemi Hanono X

Pamela Landy X

Stephanie Dahlstrom, Teacher Alternate

Mark Sheffield X

Veronica Garcia Impagliazzo X X

Maria Ortiz X

Christina Marquez X

LeKeisha Lopez-Lary X

Angel Belmes X

Rosanna Di Tucci, Parent Alternate X

X

Numbers of members of each category 1 4 1 6 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.