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SPSA Year 2017–18

Single Plan for Student Achievement (SPSA) Template

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

School Name Charles G. Emery Elementary School

CDS Code 30-66456-6027150

Revision Date October 24, 2017

----------Superintendent Mr. Greg Magnuson

Contact Name andTitle

Julie LinneckePrincipal

Email and Phone

[email protected](714) 521-5134

The District Governing Board approved this revision of the SPSA on

November 13, 2017

The School’s Mission & Vision Statements

The members of the Charles G. Emery staff, parents and community strive to inspire students to be intrinsically motivated to read, write, problem solve, communicate effectively, think critically and creatively, be proficient technologically and become caring, compassionate, productive citizens. We share a common vision where we challenge all students in a standards-based, academically rigorous program that balances with enriched learning opportunities and quality intervention programs. We work collaboratively to provide a comprehensive and integrated educational experience for all students. We continue to create a positive, welcoming, safe school environment that promotes and enhances our school motto, “Extra Effort Every Day Equals Excellence.”

We, the members of Charles G. Emery School community along with the Buena Park School District community, are dedicated to providing all students with the educational, social and technological skills needed to successfully experience and contribute to the world around them. We will engage parents and community members as full partners to help our children develop the abilities to work with others to make responsible decisions, and continue to learn and grow throughout their lives. Building on our children’s talents, our small, diverse community will celebrate each child’s growth in a safe, healthy, and information rich environment.

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SCHOOL PROFILE Charles G. Emery School is located in the central region of Buena Park and serves students from transitional kindergarten through sixth grade, following a traditional calendar. It was founded in September of 1961 and was built on the land where Charles Emery owned his ranch.

As of September 2017, 658 students were enrolled, including 10% in special education, 26% qualifying for English Language Learner support, and 48% qualifying for free or reduced price lunch. The ethnic distribution includes 38% Hispanic, 9% White, 38% Asian, 6% Filipino, 2% African American, and 6% Multi-ethnic. Charles G. Emery School is both a California Distinguished School (2010) and a National Blue Ribbon School (2011).

The staff and community of Charles G. Emery School are committed to the district's mission of "Improving the Lives of Students and Families." Our school has very active parent groups including School Site Council, ELAC (English Learner Advisory Council) and EAGLES (HSO). We encourage and support parent involvement in the classroom, at school activities, on school committees, etc.

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2017-2018 Plan Summary

REVIEW OF SCHOOL PERFORMANCE The following sections meet the intent of the Elementary and Secondary Education Act (ESEA) of 1965 and the Essential Program Components (EPCs). The CA School Dashboard, which provides information on the state and local indicators of student performance, will be used in the Plan Summary.

GREATEST PROGRESS

In this section, respond to each question based on a review of the performance data from the state indicators and local performance indicators included in the CA School Dashboard, progress toward district and school goals, local self-assessment tools, stakeholder input, and other information.

1. What progress is the school most proud of and how does the school plan to maintain or build upon that success?

2. How have the actions/services for pupils who are low income, English learners, foster youth, and numerically significant student groups (EL & low income 30 or more; Foster 15 or more) led to improved student performance?

3. Title I Schools: Specify which Title I funded actions and services have increased performance for students (e.g. Title I funds were used for Thinking Maps Training which contributed to a 5% increase in the percentage of students who scored a 4 on the district writing exam). When responding, think in general categories: instructional materials, additional staff, professional development, parent engagement, etc. Actions/Services that required a significant expenditure should be addressed separately. Stipulate the area of improvement the funds addressed that led to increased student success.

Charles G. Emery School is proud of the fact that our assessment results continue to be well above the state average in grades 3-6. We have also made good progress with literacy in grades K-2. Based on information gathered from the California School Dashboard, the "All Students" and "English Learner" groups have increased in English Language Arts and Math. We plan to maintain these scores and make continued growth by planning strong first instruction and monitoring student progress daily. Teachers work collaboratively on a regular basis to assess student learning and plan interventions or reteach opportunities. We will build upon this success by also planning projects for GATE students.

Some of the actions/services that have led to improved student performance include providing a Literacy TOSA to implement intensive interventions, supporting technology-based interventions, providing professional development for teachers, implementing writing workshop, and providing standards-based instruction. In addition, regular monitoring of student learning during collaboration time, and collectively working with struggling students in CAST has focused the staff on the appropriate methods of intervention.

The Title I funded actions and services that increased student performance include professional development for teachers, supplemental materials and supplies to support classroom interventions, implementation of Writing Workshop, and progress monitoring of programs. Teachers have participated in the on-going training and coaching for Reading and Writing Workshop, along with ELD training during staff meetings. Our supplemental math program though Mind Institute has supported growth in student achievement and is a Title I funded program. To support parent engagement, we will offer workshops in Common Core, literacy and language development.

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GREATEST NEEDS

In this section, respond to each question based on any state indicator or local performance indicator for which overall performance was in the “Red” or “Orange” performance category (or) the school’s review of local performance indicators have demonstrated a need.

1. What are the areas of greatest need that have demonstrated through local assessments, needs to be addressed?

During the 2016-2017 school year, 37 students were reclassified as fluent English proficient. The CA Dashboard indicates that our English Learners have made growth, however, there are also some English learners that are not making significant progress. Only 17% of the English learners scored standards exceeded or standards met on the Smarter Balanced Assessment. Therefore, there is a need to improve language acquisition for our English learners and Hispanic students.

2. What steps is the school planning to take to address these areas of greatest need for improvement?

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In order to address the need to improve language acquisition for our Hispanic English learners, we will strategically plan opportunities for integrated and designated English language development. In addition, the teachers are participating in professional development in ELD and the new standards. They will work collaboratively to plan lessons that foster language use where students are interacting in meaningful ways and learning how English works.

PERFORMANCE GAPS

In this section, respond to each question based on any state indicator or local indicator for any LCFF designated student group, and numerically significant student groups (EL & low income 30 or more; Foster 15 or more) who were two or more performance levels below the “all student” performance on California School Dashboard or are experiencing an opportunity gap as evidenced by local assessments.

1. What are the areas in which performance for any student group was two or more performance levels below the “all student” performance? If not any, please describe any specific sub groups

Based on information in the California School Dashboard in English Language Arts, the student group that is performing below the "All student" performance is our Hispanic group.

2. What steps is the school planning to take to address these areas with the greatest need for improvement?

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As we continue to address the achievement gaps for specific student groups, we regularly monitor student progress and apply interventions. Our CAST meets regularly to collaboratively consider the necessary interventions to meet individual student needs. We also include our school counselor to assist with any behavioral or social emotional concerns. In order to address the need to improve language acquisition for our English learners, we will strategically plan opportunities for integrated and designated English language development. In addition, the teachers are participating in professional development in ELD and the new standards. They will work collaboratively to plan lessons that foster language use where students are interacting in meaningful ways and learning how English works.

INCREASED OR IMPROVED SERVICES

If not previously addressed, identify the two to three most significant ways that the school will increase or improve services for low-income students, English learners, and foster youth. If previously addressed, indicate section.

Title I Schools must specify Title I funded actions and services that were used to address these increased or improved services.Emery School will continue to provide counseling services to support low-income students, English learners and foster youth as needed. We also have a community partnership with Giving Children Hope to support homeless students and families. In addition, we will hold Parent Workshops to support learning at home. Teachers are participating in professional development including Reading/Writing Workshop, early literacy skills, and ELD Standards and strategies to improve language skills.

The following actions are Title I funded to help increase and improve services:*Professional Development for teachers*Purchase supplemental Reading/Writing workshop books*Computer Lab Instructional Assistant to support Tier II interventions*Supplemental supplies for MTSS/PBIS*Supplemental technology for Tier II interventions*ST Math, a supplemental program*Other supplemental materials including math manipulatives*Materials for parent engagement workshops*TK/Kindergarten Orientation

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OVERALL EFFECTIVENESS OF ACTIONS/SERVICES

In this section, respond to each question based on any state indicator or local indicator for which performance for students who are low income, English learners, or Foster youth was two or more performance levels below the “all student” performance.

1. What barriers or challenges minimized the effectiveness of actions and services intended to increase or improve student success?

2. What corrective measures will you take to address these challenges?

Title I Schools: Also answer both questions based specifically on any Title I funded actions and services.

Some of the barriers and challenges that possibly minimized the effectiveness of actions and services intended to increase or improve student success include parent engagement, student attendance, transient families, and limited resources to support individual needs.

The corrective measures we will use in order to address these challenges include the following:• Continue ELA and Math Interventions during the school day through Multi-Tiered System of Supports (MTSS).• Monitor and support Emery 3 Rs – Respectful, Responsible, & Ready to Learn.• Continue & refine Tier III of Positive Behavioral Interventions and Support System (PBIS) focusing on improving behaviors.• Utilize Literacy TOSA to support the literacy initiative in grades K-2.• Consistently use data to monitor student progress.• Plan objectives for ELA and Math lessons that are aligned to the standards and appropriate cognition level.• Focus on the Common Core aligned lessons through best practices with assessments to monitor student progress.• Promptly implement and monitor this SPSA plan.• Use 10% of Title I funds for professional development.• Use a minimum of 1% of Title I school funds for parent involvement.

X 2017-18

I. INVOLVEMENT GOVERNANCE STAKEHOLDER GROUPS – Briefly describe how School Site Council (SSC), English Language Advisory (ELAC), and school community were involved in developing the overall plan, specifically the goals and objectives, as well as those that relate to parent engagement. How did these stakeholders impact the SPSA for the upcoming year.

All stakeholder groups were involved in the developing the overall plan based on the four LCAP goals and school data. Each group reviews the goals and has an opportunity to provide input regarding development of action items to help achieve the goals. The following indicates the dates of these specific meetings:September 7, 2017 - ELAC members met to review the goals and provide input.September 19, 2017 - School Site Council met to review the goals and provide input.September 25, 2017 - Certificated Staff Meeting, the staff discussed the goals and provided input.September 26, 2017 - Leadership Team met to review the staff input and incorporate it into the plan.October 24, 2017 - SSC reviewed and approved the plan.

II. INVOLVEMENT GOVERNANCE – MONITORING SPSA – Briefly describe the process used to monitor the SPSA during the school year and specify stakeholder’s involvement in this process.

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The SPSA is monitored throughout the school year by SSC. The principal provides data and budget expenditures that are included in the plan, along with progress towards the goals. When changes are necessary, the members vote with updates noted in the minutes.

III. PARENT INVOLVEMENT – Briefly describe your parent involvement activities.

Emery School has a large amount of parent involvement. The opportunities are indicated in the Parent Involvement Policy. The involvement of parents and community members is an essential component of nurturing students. Every effort to invite and consider parent and community input is made to ensure the success of our students. The opportunities for parent involvement include volunteering in the classrooms, participating on school committees, assisting with school events, etc. Parents are also encouraged to be involved with parent/teacher conferences, and weekly classroom communication sent home by the teachers. The school also sends emails, voicemails, and/or flyers to keep parents informed of school events.

IV. TRANSITIONSELEMENTARY SCHOOLS – Briefly describe strategies used to assist preschool children and parents in their transition to your elementary school program: State Preschool, Head Start, and Transitional Kindergarten programs, if applicable. In addition, how do you prepare students for middle school transition?SECONDARY SCHOOLS- Briefly describe strategies used to assist incoming students and parents transition into and out of your school program.

TK/Kindergarten and Sixth Grade Transition: Each year Emery School participates in the district's TK/Kindergarten Round Up to begin the process of preparing four and five year olds for school. Prior to the beginning of the school year, these families are invited to our Operation Good Start, which provides an opportunity for them to meet the teachers. In addition, the staff works closely with Buena Park Junior High to help transition the sixth grade students.

TITLE I SCHOOL SECTION ONLY

Place an “X” in the box next to each statement to signify completion. X Parents have received and completed the School/Parent Compact.X Parents have received a copy of the Parent Involvement Activities.

X A copy of the Parent Involvement Policy and School/Parent Compact has been submitted to the BPSD student programs department

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Appendix A - School and Student Performance Data Forms

CAASPP Results for All Students

English Language Arts/Literacy

Overall Participation for All Students

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

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 117 96 97 112 93 92 112 93 91 95.7 96.9 94.8

Grade 4 81 113 82 79 111 81 78 111 81 97.5 98.2 98.8

Grade 5 97 75 102 93 73 101 93 73 101 95.9 97.3 99

Grade 6 70 90 73 69 89 73 69 88 73 98.6 97.8 100

All Grades 372 374 354 353 366 347 352 365 346 94.9 97.6 98

* 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 MetGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 2433.7 2454.2 2455.3 21 40 36.26 30 18 26.37 30 26 20.88 19 16 16.48

Grade 4 2470.8 2463.4 2477.8 33 27 32.10 18 21 20.99 18 19 22.22 30 33 24.69

Grade 5 2527.1 2526.4 2520.9 31 37 31.68 29 26 28.71 17 12 18.81 23 25 20.79

Grade 6 2545.0 2568.0 2551.1 28 32 30.14 33 33 31.51 17 20 17.81 22 15 20.55

All Grades N/A N/A N/A 27 33 32.66 28 24 26.88 22 20 19.94 23 23 20.52

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ReadingDemonstrating understanding of literary and non-fictional texts

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

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 21 34 32.97 53 44 40.66 26 22 26.37

Grade 4 28 23 25.93 38 51 53.09 33 26 20.99

Grade 5 32 36 35.64 37 37 42.57 31 27 21.78

Grade 6 26 30 36.99 46 48 41.10 28 23 21.92

All Grades 27 30 32.95 44 46 44.22 29 24 22.83

WritingProducing clear and purposeful writing


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 22 37 42.86 55 49 40.66 22 14 16.48

Grade 4 28 30 30.86 54 41 49.38 18 29 19.75

Grade 5 38 36 41.58 40 38 41.58 23 26 16.83

Grade 6 39 44 36.99 38 38 39.73 23 18 23.29

All Grades 31 36 38.44 47 42 42.77 22 22 18.79

ListeningDemonstrating effective communication skills


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 16 25 31.87 73 66 57.14 11 10 10.99

Grade 4 18 18 20.99 64 63 54.32 18 19 24.69

Grade 5 30 25 19.80 55 55 62.38 15 21 17.82

Grade 6 17 26 26.03 72 64 54.79 10 10 19.18

All Grades 20 23 24.57 66 62 57.51 13 15 17.92

Research/InquiryInvestigating, analyzing, and presenting information


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 23 37 34.07 52 49 45.05 25 14 20.88

Grade 4 26 25 22.22 50 48 54.32 24 27 23.46

Grade 5 32 40 33.66 55 44 40.59 13 16 25.74

Grade 6 35 43 34.25 46 49 41.10 19 8 24.66

All Grades 28 35 31.21 51 48 45.09 20 17 23.70

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Conclusions based on this data:1. Current Data: Overall, 59% of students met or exceeded the grade level standard. For a more detailed look at the

students' performance, the Claims indicate 82% of students scored Near or Above Standard in Listening, 81% in Writing, 77% in Reading and 76% in Research/Inquiry.

2. Trend: We continue to score above the state average in English Language Arts in all grade levels. The data indicates that grades three and four continued to make steady growth in English Language Arts overall. Fifth and sixth grade dropped in overall scores from 2016 to 2017. However, 61% of 4th, 5th, and 6th grade students that have two years of recorded data made individual growth or maintained a level 3 or 4. Of the remaining students, 22% remained a level 1 or 2, and 16% dropped a level.

3. Next steps: Continue to address grade level standards with ELA curriculum and pacing guides. We will utilize data from district and formative assessments to monitor progress towards mastery. Students will be exposed to the Interim Comprehensive Assessment and Interim Assessment Blocks to better prepare them for the Summative Assessment. Teachers will utilize the grade level collaboration time to monitor student progress and plan interventions or reteach opportunities.

of 35Mathematics

Overall Participation for All Students

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

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 117 96 97 112 93 94 112 93 94 95.7 96.9 96.9

Grade 4 81 113 82 78 111 81 78 111 81 96.3 98.2 98.8

Grade 5 97 75 102 94 74 101 94 73 101 96.9 98.7 99

Grade 6 70 90 73 69 88 73 69 88 73 98.6 96.7 100

All Grades 372 374 354 353 366 349 353 365 349 94.9 97.6 98.6

* 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 MetGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 2452.2 2493.8 2477.9 29 47 40.43 36 33 30.85 16 13 14.89 19 6 13.83

Grade 4 2482.5 2498.8 2515.3 23 30 30.86 33 27 35.80 22 25 27.16 22 18 6.17

Grade 5 2534.3 2539.3 2524.9 40 36 34.65 11 26 16.83 26 18 21.78 23 21 26.73

Grade 6 2542.3 2566.0 2563.8 26 38 38.36 26 15 19.18 23 22 16.44 25 26 26.03

All Grades N/A N/A N/A 30 37 36.10 27 25 25.50 21 20 20.06 22 18 18.34

Concepts & ProceduresApplying mathematical concepts and procedures


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 47 63 54.26 31 29 26.60 21 8 19.15

Grade 4 35 43 46.91 31 30 39.51 35 27 13.58

Grade 5 45 55 39.60 28 21 25.74 28 25 34.65

Grade 6 33 43 42.47 29 19 27.40 38 38 30.14

All Grades 41 51 45.85 30 25 29.51 29 24 24.64

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


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 30 48 47.87 50 47 38.30 20 4 13.83

Grade 4 23 32 38.27 42 43 46.91 35 24 14.81

Grade 5 34 30 27.72 30 38 45.54 36 32 26.73

Grade 6 23 35 36.99 52 36 39.73 25 28 23.29

All Grades 28 37 37.54 43 42 42.69 28 22 19.77

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Communicating ReasoningDemonstrating ability to support mathematical conclusions


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 39 58 47.87 40 40 42.55 21 2 9.57

Grade 4 28 41 38.27 46 38 50.62 26 22 11.11

Grade 5 26 29 30.69 43 52 44.55 32 19 24.75

Grade 6 29 35 39.73 48 41 34.25 23 24 26.03

All Grades 31 41 38.97 44 42 43.27 25 17 17.77

Conclusions based on this data:1. Current Data: Overall, 62% of students met or exceeded the grade level standard. For a more detailed look at the

students' performance, the Claims indicate that students scoring Above or Near Standard in Concepts and Procedures is 75%, Problem Solving and Data Analysis is 80%, and Communicating Reasoning is 82%.

2. Trends: We continue to score above the state average in Mathematics in all grade levels. The data indicates that fourth and sixth grades made steady growth overall. Third and fifth grades declined in overall scores from 2016 to 2017. However, 56% of 4th, 5th and 6th grade students with two years of recorded data made individual growth or maintained a level 3 or 4. Of the remaining students, 23% remained a level 1 or 2, and 20% dropped a level.

3. Next steps: Continue to address grade level standards with the Math curriculum and pacing guides, using Eureka Math (K-5) and Math Links (Gr. 6). We will monitor progress with assessment data and also expose students to the interim assessments. Teachers will utilize the grade level collaboration time to monitor student progress and plan interventions or reteach opportunities.

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The Single Plan for Student Achievement 8 of 35 11/20/17

School and Student Performance Data

CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

K 50 40 *** 57 *** 43 10

1 10 10 13 40 42 34 33 29 29 12 15 16 5 4 8

2 17 24 5 30 28 46 38 39 33 9 9 13 6 3

3 23 28 4 42 16 25 18 40 57 11 6 11 7 10 4

4 23 32 17 32 41 50 26 15 21 6 5 4 13 7 8

5 30 30 20 30 26 45 26 26 25 4 4 9 13 10

6 8 13 14 50 50 43 33 13 29 6 7 8 19 7

7 *** ***

8 *** ***

Total 18 23 11 37 31 38 28 30 34 8 8 11 9 8 6

Conclusions based on this data:

1. Current Data: The single year analysis indicates 49% of students scoring Advanced or Early Advanced, 34% scored Intermediate, and 17% scored Early Intermediate or Beginning.

2. Trend: The trends reflect positive student growth in English Language Development. The multi-year data shows approximately 78% of English learners making annual growth on the CELDT. 17% remained at the same level and 4% decreased.

3. Next steps: In order to address the students that are not making growth in language acquisition, we will continue to provide English Language Development for students needing support. Staff will receive professional development in the new ELD Standards and how to incorporate designated and integrated ELD.

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School and Student Performance Data

CELDT (All Assessment) Results

Percent of Students by Proficiency Level on CELDT All Assessments (Initial and Annual Combined)

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

K 2 11 6 4 33 31 33 27 25 33 27 38 30

1 9 10 13 40 42 33 33 31 30 11 13 18 7 4 8

2 19 25 5 28 27 43 37 38 33 9 10 14 7 5

3 22 30 3 43 15 24 17 39 53 10 6 9 7 11 12

4 22 29 15 31 40 44 25 16 22 6 7 7 16 9 11

5 31 31 18 27 23 45 27 27 23 4 4 12 15 14

6 15 12 17 46 47 33 31 12 22 12 11 8 18 17

7 *** ***

8 *** ***

Total 16 19 8 30 27 29 29 29 32 12 11 16 13 14 14

Conclusions based on this data:

1.

* Data is Currently Unavailable

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Goals, Actions, & Services 2017-18CA Data Dashboard

--------------------

Goal 1(Aligned to State Priority 1, 2, 4)

Goal 1 (Aligned to priorities 1, 2, 4): Increase student achievement through state standards-based instruction and assessment in English Language Arts.

SITE GOAL:By May 2018, a minimum of 65% of students in grades 3-6 will meet or exceed standards on the ELA Smarter Balanced Assessment through CCSS based instruction and assessments. By May of 2018, a minimum of 81% of students in grades K-2 will reach ELA proficiency on the DIBELS Assessment.By May of 2018, a minimum of 80% of English Learners will make growth on the ELA Smarter Balanced Assessment through CCSS based instruction and assessments.

----------Identified Need: Describe the needs that align with this goal. The identified needs are based on state, district and local metrics, and may include quantitative or qualitative information. The identified needs should be consistent with the results from the annual update process and performance data from the CA School Dashboard, as applicable.

SITE:Grade level teams will analyze data from the previous CAASPP assessment for implications to teaching and modifications to district curriculum guides. Teachers will also analyze data and monitor student progress at the completion of unit assessments, progress monitoring intervals, DIBELS and EASY CBM ELA benchmark assessments. The CAST process, structured collaboration and bi-weekly staff meetings will be used for data analysis, including formative assessments and progress monitoring. Students will be grouped based on specific areas of weakness and instructional practices restructured to meet individual student literacy needs.

--------------------SITE EXPECTED ANNUAL MEASURABLE OUTCOMES

Actions to be Taken to Reach This Goal Timeline Person(s)

ResponsibleProposed Expenditure(s)

Description Type Funding Source Amount1. Utilize the instructional model of Plan, Teach, Assess, and Act to provide rigorous lessons and monitor student learning. Modify and improve a tiered structure and implement key operational procedures that support Multi-Tier System of Supports (MTSS) and provide necessary supplemental supplies for instruction to address the achievement gap within subgroups such as English

August 2017-May 2018

Staff Instructional materials and supplies

4000-4999: Books And Supplies

LCFF - Discretionary

3050

Supplemental instructional materials and supplies


Title I 800

https://www.caschooldashboard.org/#/Details/30666210000000/1/EquityReport

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Description Type Funding Source AmountLearners, socio-economically disadvantaged and foster youth. 2. Provide additional professional development for teachers and parents in the areas of literacy and language, as well as social/emotional skills. Implement teacher release time for additional professional development, peer coaching, school planning, and/or program implementation.


Principal Substitutes 1000-1999: Certificated Personnel Salaries

Title I 1400

Cost of professional conferences

5000-5999: Services And Other Operating Expenditures

Title I 1400

3. Integrate innovative teaching practices and Ed Tech in lesson plans to increase engagement and rigor aligned to CCSS. Maintain support for technology needs and instruction. Ensure access for all learners at their instructional, including GATE students.


Principal,Teachers, Tech TOSA.

Technology needs 4000-4999: Books And Supplies


2300

4. Teachers will access individual student data to inform and modify instruction and to systematically align interventions for students not meeting grade-level standards to address the achievement gap within subgroups such as English Learners, socio-economically disadvantaged and foster youth.


Principal None Specified

5. Monitor the district required ELA time allocation and minimize interruptions during academic learning time. Ensure curriculum guides are utilized. Monitor the implementation of the Common Core Standards and instructional teaching shifts.


Staff Instructional Materials 4000-4999: Books And Supplies


4000

Supplemental Materials



5000

6. Implement a strategic literacy support program targeting identified students in grades K-2 to increase reading achievement.


Principal/Teachers/Literacy TOSA

Instructional materials and supplies



1600

Supplemental Materials


Title I 1341

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Description Type Funding Source Amount7. Utilize structured collaboration time and staff meetings for grade level teams to analyze Common Core standards, develop lesson plans, common assessments and analyze student work samples/assessments to support student learning. Using the Smarter Balanced Alignment document, ensure that lessons and assessment address the appropriate levels of rigor.


Team Leaders/Administrators

None Specified

8. Support Reading and Writing Workshop by providing supplemental instructional materials. Conduct formal and informal observations in Language Arts to monitor Common Core Standards program implementation and provide teacher feedback on progress.


Principal/Staff Instructional materials 4000-4999: Books And Supplies


2850

Supplemental Technology


Title I 300

Supplemental books 4000-4999: Books And Supplies

Title I 2709

9. Support Student Study Team and CAST process in monitoring the progress of and interventions for students. Provide instructional materials and supplies for remediation/enrichment Language Arts activities such as reading comprehension and writing strategies.



Title I 2000

10. Continue to provide supplemental services utilizing the current software in both the primary and upper grade labs. Provide the Computer Lab Instructional Assistant to support universal access and intervention.


Principal Computer Instructional Assistant

2000-2999: Classified Personnel Salaries

Title I 8750

Ticket To Read 4000-4999: Books And Supplies


3500

11. Utilize the California ELA/ELD Framework and continue professional development around implementing strategies that support English Leaners focusing


Principal/Teachers None Specified

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Description Type Funding Source Amounton the current ELD Standards.

12. Monitor English learners progress from initial school registration to 6th grade including yearly CELDT over-all, and CELDT subtest scores (LCAP Plan). Work with teachers and Bilingual Support Provider to ensure reclassification of students meeting district criteria.


Principal/Teachers/BSP

Classroom materials and supplies



772

13. Ensure that all English Learners, including Long-Term English Learners (LTELs) are provided with appropriate language and content support in all classes to increase their language acquisition level. Student use of academic language speaking in complete sentences will be a focus in every classroom. Teachers will know student CELDT levels to monitor student responses and to provide appropriate scaffolding of the content to support language acquisition. In addition, they will utilize assessment data to monitor progress and plan daily integrated and designated ELD lessons.


Principal/Teachers Instructional Materials 4000-4999: Books And Supplies


5000

14. Provide bilingual instructional aide to add additional support for English Learners.


Principal Bilingual Instructional Aide



25344

15. Maintain a Bilingual Service Provider for instruction, assessment and parental contact purposes.


Principal Bilingual Service Provider



29326

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Goal 2(Aligned to State Priority 1, 2, 4)

Goal 2 (Aligned to priorities 1, 2, 4): Increase student achievement through state standards-based instruction and assessment in Mathematics.

SITE GOAL:By May 2018, a minimum of 67% of students will meet of exceed standards on the Math Smarter Balanced Assessment through CCSS based instruction and assessments.


SITE:Grade level teams will analyze data from the previous CAASPP assessment for implications to teaching and modifications to district curriculum guides. Teachers will also analyze data and monitor student progress at the completion of unit assessments, progress monitoring intervals and EASY CBM Math benchmark assessments. The CAST process, structured collaboration and bi-weekly staff meetings will be used for data analysis and progress monitoring. Students will be grouped based on areas of weakness and instructional practices restructured to meet individual student math needs.




Description Type Funding Source Amount1. Modify and improve a tiered structure and implement key operational procedures that support Multi-Tier System of Supports (MTSS) and provide necessary supplies for instruction to address the achievement gap within subgroups such as English Learners, socio-economically disadvantaged and foster youth.


Principal/Staff Instructional Materials 4000-4999: Books And Supplies


4000

Technology Supplies 4000-4999: Books And Supplies


3000

2. Provide necessary materials to support the instruction of Common Core Math Standards.


Principal Instructional Materials 4000-4999: Books And Supplies


4000

3. Teachers will access individual student data to Professional Learning Communities (PLC) to inform and modify instruction and to systematically align


Teachers None Specified


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Description Type Funding Source Amountinterventions for students not meeting grade-level standards, specifically English Learners, socioeconomically disadvantaged, and foster youth. 4. Monitor the state required Math time allocation and minimize interruptions during academic learning time. Ensure usage of district math curriculum guides. Monitor the implementation of the Common Core Standards and instructional teaching shifts.


Principal/Leadership Team

None Specified

5. Purchase technology to support student instruction, student engagement, and assessment.


Principal Technology needs 4000-4999: Books And Supplies


5000

6. Support Student Study Team and CAST process in monitoring the progress of and interventions for students.


Principal/CAST/Staff None Specified

7. Continue to provide supplemental services utilizing the current software in both the primary and upper grade labs.


Principal Computer Instructional Assistant


Title I 8750

8. Continue to provide the supplemental Mind Institute ST Math program and monitoring the weekly required class participation time in grades K-6.



ST Math Program, including 6th grade license


Title I 3750

9. Implement teacher release time for additional professional development, school planning, and program implementation.



Title I 1300

10. Provide supplemental instructional materials and supplies for math instruction including manipulatives for conceptual development of Common Core Standards.


Principal Supplemental Materials


Title I 3988

Instructional Materials 4000-4999: Books And Supplies


4000

11. Utilize structured collaboration,


Principal/Grade Level Teams

None Specified

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Description Type Funding Source Amountstaff meeting time and school-wide minimum days to analyze Math Common Core standards and develop lesson plans including assessment at the appropriate level of rigor.

12. Foster vertical grade level teaming collaboration to support staff understanding of the D.O.K. and use the SBA Alignment document in the Common Core math standards learning progression.



None Specified

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Goal 3(Aligned to State Priorities 1, 5, 6)

Goal 3 (Aligned to priorities 1, 5, 6): Create and maintain positive, safe, and productive 21st century learning environments.

SITE GOAL:By the end of the 2016-2017 school year, there were 145 office discipline referrals. By May of 2018, the number of office discipline referrals will decrease by a minimum of 15%.


SITE:Emery School has a Positive Behavior Intervention and Supports program (PBIS) that teaches students appropriate behavior. We will continue to align PBIS and MTSS in order to support student needs. Our district and Outreach counselors work with students and teach positive social skills. All classrooms have technology to enhance instruction and student learning.




Description Type Funding Source Amount1. Maintain an active duty schedule which emphasizes visibility and accessibility to promote student safety and to decrease bullying activities. Provide additional playground supervision and after school release duty.


Principal Playground and after school student supervision coverage



4662

2. Provide demonstration lessons to all students on the 3 Rs at a PBIS Kick-off using best practice instructional strategies with modeling.


PBIS Team Materials and Supplies



300

3. Utilize the 3 Rs, district Core Ethical Values, and Digital Citizenship lessons to teach students appropriate problem solving skills and behavioral expectations. The counselor will


Principal/Teachers /Counselor

Materials and Supplies



300


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Description Type Funding Source Amountteach social skills lessons to all K-2 classes. 4. Maintain 21st Century learning environments. Replace outdated technology and processing repairs in a timely manner. Provide materials and supplies needed for NGSS lessons.


Principal/Technology Department

Technology Expenditures in Goal 1 and 2

None Specified None Specified

Science Materials 4000-4999: Books And Supplies


3672

5. Provide identified students needing behavioral and/or academic supports access to counseling services at the most beneficial time.


Principal/ Counselors None Specified

6. Improve facilities and make aesthetic improvements to create a positive environment.


Principal Campus Beautification



10000

Technology/Audio-visual Materials



450

7. Conduct monthly safety drills to ensure students and staff understand and correctly execute the school safety procedures. Maintain emergency equipment and provide radios for staff.


Principal/Staff Safety supplies 4000-4999: Books And Supplies


500

8. Utilize the parent conferences, CAST, parent meetings/workshops and promotion-retention program to communicate high expectations of Emery students.


Principal None Specified

9. Monitor work orders and communicate with maintenance department when there is a safety concern.


Administrators None Specified

10. In order to maintain a safe learning environment, provide a systematic PBIS program that encourages positive behavior and making good choices. Purchase


Principal Materials and supplies



500

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Description Type Funding Source Amountsupport materials as needed for Red Ribbon Week activities and incentives for PBIS.

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Goal 4(Aligned to State Priorities 1, 2, 7, 8)

Goal 4 (Aligned to priorities 1, 2, 7, 8): Recruit, retain, and support all staff to increase student achievement.

SITE GOAL:By May of 2018, all certificated staff members will receive professional development on CAASPP, technology use in the classroom, and the ELA/ELD Framework and Standards. Every Thursday teachers will be provided time to collaborate on lesson plans and monitoring of student progress in order to increase overall student achievement.


SITE:Emery School has a very positive culture amongst staff. The teachers work collaboratively together in grade level teams on a weekly basis and participate in professional development bi-monthly at staff meetings with a focus on increasing student achievement.

----------\----------SITE EXPECTED ANNUAL MEASURABLE OUTCOMES



Description Type Funding Source Amount1. Utilize staff meetings, collaboration time, and minimum days to provide staff development for certificated and classified staff in the areas of ELA/ELD Framework, PBiS, CAASPP, and district assessments.


Administrators/Teachers

Office supplies andmeeting materials



400

2. Provide necessary supplies to support office staff including technology needs, basic officesupplies and materials necessary for school communication.


Principal Office Supplies 4000-4999: Books And Supplies


2400

3. Provide resources to promote staff morale, team building, and collegiality.



Food 4000-4999: Books And Supplies


400


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Description Type Funding Source Amount4. Provide students exposure to the arts to support teachers' efforts to educate the whole child.


Art supplies 4000-4999: Books And Supplies


1400

5. Maintain Duplo service contract to support classroom instruction and school communication.


Duplo Contract 5000-5999: Services And Other Operating Expenditures


950

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Goal 5(Aligned to State Priorities 3, 8)

Goal 5 (Align to priorities 3, 8):Enhance communication, participation, and outreach for parents and community members.

SITE GOAL:By May of 2018, parents will have multiple opportunities to be engaged in their children's education through workshops, district and school committees, and being a volunteer at the school. We will enhance communication by using the In Touch Notification Service to distribute school information and flyers to families via email.


SITE:Emery School has a large amount of parent involvement. This includes volunteering in the classroom, at special events, participating in fundraisers and student activities. There is also an active EAGLES (HSO), SSC and ELAC. In addition, there is community involvement at our Career Day, assemblies, and with family supports.




Description Type Funding Source Amount1. To ensure that expectations of growth and student progress are transparent for students and their parents (LCAP Plan), report cards will be completed 3 times a year. Parent conferences for all students will be held in September to discuss student progress.


Administrators Translation stipend 2000-2999: Classified Personnel Salaries


400

2. Work with the teachers and school parent organizations (EAGLES) to increase parent involvement.



3. Allow community partners the use of our school site facilities in order to provide additional resources and activities to families.




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Description Type Funding Source Amount4. Provide specific literacy strategies/activities to parents of identified struggling readers via the SST/CAST process and offer parent workshops in these areas.


Administrators/Literacy TOSA/Family Learning Specialist

Misc supplies andbooks



500

Extra hours for aides 2000-2999: Classified Personnel Salaries


400

5. Provide home-school communication in multiple languages, English/Spanish/Korean.


Administrators/BSP BSP cost included in goal #1

6. Provide parent orientation and Summer Operation Good Start for Kindergarten.



Hourly rate of pay for summer orientation

1000-1999: Certificated Personnel Salaries

Title I 1778

Materials and Supplies



500

7. Utilize the In-Touch notification system to foster home–school communication and support from a class to school-wide level via email and voice message. Update the marquee regularly.


Principal/Secretary In Touch System Contract



800

8. Provide a bi-monthly newsletter to keep families informed on school activities and important information.


Administrators/Staff Office Supplies 4000-4999: Books And Supplies


100

9. Utilize the site web page to provide current information regarding the school program.


Administrators/Staff None Specified

10. Maintain active SSC/ELAC and other parent advisory committees. Update the Parent Involvement Policy annually with these committees.


Administrators/Committee Members

Materials and supplies



400

Eight State Priorities 2017-18

I. Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

II. Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners. (Priority 2)

III. Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

IV. Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

V. Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

VI. School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

VII. Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

VIII.Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

2017-18 BUDGET SUMMARYComplete the table below.

DESCRIPTION

Total Funds Budgeted for Planned Actions/Services to Meet the Goals in the 2017-2018 SPSA (e.g. Supp, General Fund, Title I, other grants, etc.)

Total projected school allocations for SPSA Year: 2017-18

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCFF - Discretionary 131776 0.00

Title I 38266 0.00

Summary of ConApp Expenditures in this Plan: (By goal)

Goal 1 $101,442.00

Goal 2 $37,788.00

Goal 3 $20,384.00

Goal 4 $5,550.00

Goal 5 $4,878.00

Goal 6 $

Goal 7 $


Summary of Expenditures in this Plan

Total Expenditures by Object Type

Object Type Total Expenditures1000-1999: Certificated Personnel Salaries 6,478.00

2000-2999: Classified Personnel Salaries 77,632.00

4000-4999: Books And Supplies 69,032.00

5000-5999: Services And Other Operating Expenditures 16,900.00


Summary of Expenditures in this Plan

Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

2000-2999: Classified Personnel Salaries LCFF - Discretionary 60,132.00

4000-4999: Books And Supplies LCFF - Discretionary 59,894.00


LCFF - Discretionary 11,750.00

1000-1999: Certificated Personnel Salaries Title I 6,478.00

2000-2999: Classified Personnel Salaries Title I 17,500.00

4000-4999: Books And Supplies Title I 9,138.00


Title I 5,150.00


Appendix B - School Site Council Membership (Charles G. Emery 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 Role SignatureJulie Linnecke Principal

Darlene Clark Classroom/Teacher

Karen Chalmers Classroom/Teacher

Margaret Garcia Classroom/Teacher

Heather Guay Other School Staff

Angela Holbrook Parent or Community Member

Donna Segovia Parent or Community Member

Julie Northover Parent or Community Member

Karen Silva Parent or Community Member

Marvin Aceves Parent or Community Member

(43) 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.


Appendix C - Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

X English Learner Advisory CommitteeSignature

PTA/Parent OrganizationSignature

Department committee/Student Council/ASBSignature

Departmental Advisory Committee (secondary)Signature

Other committees established by the school or district (list):Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA 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 SPSA was adopted by the SSC at a public meeting on October 24, 2017.

Attested:

Julie LinneckeTyped Name of School Principal Signature of School Principal Date

Marvin AcevesTyped Name of SSC Chairperson Signature of SSC Chairperson Date

(spsa) template page 1 of 35 student achievement single ...€¦in this section, respond to each...

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