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The Single Plan for Student Achievement 1 of 24 8/25/15
The Single Plan for Student Achievement
School: O. W. Erlewine Elementary School
CDS Code: 34-67439-6034177
District: Sacramento City Unified School District
Principal: Terry Smith
Revision Date:
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.
For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Terry Smith
Position: Principal
Phone Number: (916) 228-5870
Address: 2441 Stansberry WaySacramento, CA 95826
E-mail Address: [email protected]
The District Governing Board approved this revision of the SPSA on .
The Single Plan for Student Achievement 2 of 24 8/25/15
Sacramento City Unified School District
School Description and Mission Statement (most recent year) School Description:
O.W. Erlewine Elementary School is a small neighborhood school located near the American River Parkway. It is located in a quiet residential neighborhood. O. W. Erlewine School provides a safe, orderly and nurturing environment for students, faculty and parents. It features designed to ensure a secure environment include a completely fenced campus, as well as close and caring supervision of students at all times. School behavior and safety procedures are frequently monitored to ensure effectiveness. O.W. Erlewine’s campus has an outdoor learning center on its campus that includes a Nature Area, which expands the width of the school site (a half of an acre) and 4,000 square foot garden with a fully automated drip irrigation system.
O. W. Erlewine is a 2002 California Distinguished School and a 2006 Exemplary School. We also recognized as a National Excellence in Urban School Winner in 2007.
Erlewine is Thematic Instruction School. It offers a well-balanced, thematic standards-based instructional program, which is closely focused on meeting the individual learning, emotional, social, and physical needs of each student. Students learn through different modes, styles and multiple intelligences. Themes are used as a way of understanding and organizing new concepts.
In addition Erlewine promotes the use of technology in the classroom. We have one computer for every three students on our site. We also have Smart Boards in every classroom.
Mission Statement: The students, staff, parents and the larger community of O. W. Erlewine School are committed to working harmoniously, in a spirit of mutual trust, close cooperation, and shared decision-making to pro-actively pursue excellence in education. Each of our students will succeed, as shown by continually rising test scores and other measures, through a positive learning environment. To support our learning environment we will:Provide a safe and secure environment; Provide continuous improvement of our building and equipment, particularly in technology; Involve all families in our school operation; Involve staff in an ongoing process of self-growth and training to sharpen and enhance teaching skills; Recognize the importance of our school library to learning; and direct our primary focus and emphasis on resources for classroom learning.
Through our efforts we are committed to creating a school, which is widely recognized and sought after because of its pursuit and achievement of excellence.
Erlewine provides a wealth of extended day enrichment activities for 4th-6th graders. We offer, Newspaper Club, Yearbook, Movie Making, Basketball, Tennis, Art, Gardening Club, Reading Tutoring and Math Tutoring. We also offer Readers Club, Math Club (tutoring), and tennis for our primary (k-3) students.
The Single Plan for Student Achievement 3 of 24 8/25/15
School and Student Performance Data
Academic Performance Index (API) 3-Year Average
2013 Growth Non Weighted Weighted
Schoolwide 810 836 836
African American 727
American Indian
Filipino
Hispanic 797
Pacific Islander
White 826
Socioecon Disadvantaged 769
English Learners 792
Students w/ Disabilities 752
*Produced in absence of a 2014 API Growth Report during California’s Assessment Transition
2014 Adequate Yearly Progress Report (AYP) PI Year: Year 3
Percent Proficient ELA Math PI
Schoolwide
African American
PIAmerican Indian
Filipino
Hispanic
Pacific Islander
Socioecon Disadvantaged
English Learners
Students w/ DisabilitiesNotes: AYP only reported for high schools based on 2014 CAHSEE, CAPA, and cohort graduation rate.
The Single Plan for Student Achievement 4 of 24 8/25/15
School and Student Performance Data
CELDT (All Assessment) Results
2013-14 CELDT (All Assessment) Results
Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade
# % # % # % # % # % #
K ******** *** ********
1 2 40 2 40 1 20 5
2 2 33 3 50 1 17 6
3 1 17 3 50 2 33 6
4 ******** *** ********
5 ******** *** ******** *** ******** *** ********
6 ******** *** ********
Total 6 24 12 48 1 4 6 24 25
The Single Plan for Student Achievement 5 of 24 8/25/15
School and Student Performance Data
Title III accountability is a series of Annual Measureable Achievement Objectives (AMAO) that LEAs in receipt of Title III funds must meet each year for their EL populations. AMAO 1 measures the percentage of ELs making annual progress on CELDT, based on their previous CELDT performance level. AMAO 2 measures the percentage of ELs who have attained the English proficient level on the CELDT. Targets must be met for two EL cohorts: students in English language instruction educational programs for less than five years (Cohort 1); and students in English language instruction educational programs for five years or more (Cohort 2). AMAO 3 is based on ELA and Math AYP Participation and Performance targets for the EL subgroup.
Title III
2011 - 2012
AMAO 2 – Attaining English Proficiency AMAO 3 – Proficient or Advanced on STAR/CAHSEETitle III AMAO 1 – Annual
GrowthLess than 5 years 5 Years or More ELA Math
Targets 56% 20.1% 45.1% 78.0% 78.2%
# Annual Testers 27 27 27 27 27
% w/ Prior-Year Data 100.0% 100.0% 100.0%
# in Cohort 27 23 9
# Met AMAO -- -- --
% Met AMAO -- -- --
2012 - 2013
AMAO 2 – Attaining English Proficiency AMAO 3 – Proficient or Advanced on STAR/CAHSEETitle III AMAO 1 – Annual
GrowthLess than 5 years 5 Years or More ELA Math
Targets 57.5% 21.4% 47.0% 89.0% 89.1%
# Annual Testers 15 15 15 15 15
% w/ Prior-Year Data 100.0% 100.0% 100.0%
# in Cohort 15 18 7
# Met AMAO -- -- --
% Met AMAO -- -- --
Title III 2013 - 2014
The Single Plan for Student Achievement 6 of 24 8/25/15
AMAO 2 – Attaining English Proficiency AMAO 3 – Proficient or Advanced on STAR/CAHSEEAMAO 1 – Annual
GrowthLess than 5 years 5 Years or More ELA Math
Targets 59.0% 22.8% 49.0% 100% 100%
# Annual Testers 14 14 14 14 14
% w/ Prior-Year Data 100.0% 100.0% 100.0%
# in Cohort 14 19 2
# Met AMAO -- -- --
% Met AMAO -- -- --*In 2014, AYP was only reported for high schools based on 2014 CAHSEE, CAPA, and cohort graduation rate.
The Single Plan for Student Achievement 7 of 24 8/25/15
School and Student Performance Data
Guide to Success 13-14Base 14-15 13-14
Base 14-15 13-14Base 14-15 13-14
Base 14-15
Metric Distracted Targets (14-15, 15-16, 16-17) Schoolwide EL SES Foster
API Maintain: ALL, EL, SES until API is revised
810 792 769
Common Core Implementation (E/M/ELD/Sci)
# increase: staff trained
*12th grade cohort who graduate
% increase: Schwide to 90% and maintain, EL 3%, SES 2%, 1%% increase students enrolled in AP/IB, schwideAP (or IB) Course
Taking % increase scores 3+ (AP) 1%; % increase IB Diplomas% increase: A-G completion 5% each year% increase in exemptions: ELA (3%, 2%)
*On-track to be career and college ready (A-G completion, EAP exemption) % increase in exemptions: Math (2%,
3%)% increase in SAT college ready benchmarks
*ACT/SAT % increase in ACT college ready benchmarks
GATE % increase in participation: 3% each year
Colle
ge a
nd C
aree
r Rea
dine
ss
Linked Learning Pathways
# increase students participating (1038, 916)
Chronic Absenteeism % decrease: .05% each year (Schwide, EL, SES, Foster) 6.60%
*Staff attendance % of instructional school days present
Enga
gem
ent
Student attendance % increase: Schwide, EL, SES .05% each year, Foster 1% each year 96.07%
The Single Plan for Student Achievement 8 of 24 8/25/15
Guide to Success 13-14Base 14-15 13-14
Base 14-15 13-14Base 14-15 13-14
Base 14-15
Metric Distracted Targets (14-15, 15-16, 16-17) Schoolwide EL SES Foster
High School Cohort & Middle School Drop Out
% decrease: Cohort, EL, SES by .05%; MS maintain <1%
Parent Resource Centers/Information Areas
# increase from 47 to 56, 62, 71 schools
Parent/Teacher Home Visits # increase by 200, 100, 100
Academic Parent Teacher Teams
# increase from 13 to 15, 16, 17 schools
Active school PTA/PTOs
% increase in schools with active groups from 75% to 77, 78, and 79%
California Healthy Kids Survey
% increase in students reporting positive school climate factors ES and MS 1%, 2%, 3%.
Expulsions % maintenance: MS and HS <0.1%
*Suspension rate per 100 students 0.7
*Suspension Rate # decrease (in & out of school): variable # of days by Elem, K-8, middle, HS
Title III AMAOs % Meeting or exceeding AMAOs 1-3
EL Reclassification % increase in RFEP rate (1% each year) 17.9%
Tran
sfor
mat
ion
API Maintain: ALL, EL, SES until API is revised
810 792 769
Sufficiency of Textbooks Maintain sufficiency
Teacher Misalignment % decrease (.25% each year)
% meeting FIT inspection (100% each year)Ba
sic
Serv
ices
Facilities Maintenance FTE increase: Custodians (by 21.5,
maintain at 86.5)
The Single Plan for Student Achievement 9 of 24 8/25/15
Guide to Success 13-14Base 14-15 13-14
Base 14-15 13-14Base 14-15 13-14
Base 14-15
Metric Distracted Targets (14-15, 15-16, 16-17) Schoolwide EL SES Foster
FTE increase: Plant Manager (by 11, maintain at 71)
Notes: CAASPP ELA and Math Performance Data not available until 2015; GTS measures to be finalized for inclusion: SEL Student Guide to Success (Graduation Profile), Student Portfolios, and Transformation “growth” calculations. Please check back for data updates. Also, please check the appendices, as some schools provide additional information.
For Schools in Program Improvement:
What are the specific issues that caused the school to be identified in Program Improvement?
The Single Plan for Student Achievement 10 of 24 8/25/15
District LCAP Goals and Actions
Goal 1: Increase percent of students who are on track to graduate college and career ready.
Action 1.1: Provide standards aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.
Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.
Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.
Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.
Action 2.1: Students will be provided cleaner, better maintained learning environments.
Action 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.
Action 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.
Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.
Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.
Action 3.2: Stakeholders will receive improved district and site communications, including translation/interpretation services.
The Single Plan for Student Achievement 11 of 24 8/25/15
2015-16 Allocations of Funds
Allocations of FundsTotal Allocations by Funding Source
Funding Source Allocation Balance (Allocations-Expenditures)
Title I Part A: Allocation 45,745 0.00
LCFF LEP 5,005 0.00
LCFF F/R 58,638 0.00
The Single Plan for Student Achievement 12 of 24 8/25/15
Planned Improvements in Student Performance
School Goal #1
District/LCAP GOAL:
Action 1.1 : Provide standards aligned curriculum
Action 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.
Action 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.
SCHOOL GOAL #1:
To improve student achievement across all subjects, particularly in English Language Arts and Math, through implementation of Common Core Standards, differentiation, integrated thematic instruction and culturally-responsive strategies. In addition, we will analyze student performance outcomes and use the information as a diagnostic tool to drive instruction and target specific individual needs.--------
Data Used to Form this Goal:
Open Court Assessments, Fluency Assessments, Envision Math Common Core Assessments, I-Ready Assessments, CELDT Scores, Integrated Thematic Assessments. For Special Education students we will use the date from the CAPA test and IEP goals.--------
Findings from the Analysis of this Data:
We are need to improve in the following areas: reading comprehension, fluency, written conventions, writing strategy, math fluency, measuring/geometry, algebra, writing fluency and technology ability. --------
How the School will Evaluate the Progress of this Goal:
Teachers will do ongoing assessments to make sure students are making progress.--------
Parent Engagement Activities Related to this Goal:
Parents will attend back to school night to hear about the Common Core Standards, parents will attend parent conferences in the fall and if needed in the spring. Parents will encourage students to use I-Ready and Sokikom computer programs at home. Parents are encouraged to attend Family Nights with their children, which are held 3 times a year. Teachers will do monthly parent newsletters to keep parents informed of concepts being taught that month. Parents are encouraged to volunteer in their child's classroom.
For Schools in Program Improvement: How does this goal address the school’s program improvement issues?
We were put into Program Improvement because of our Special Education student's test scores. We plan to purchase technology that will meet the individual needs of each student.
The Single Plan for Student Achievement 13 of 24 8/25/15
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s)Item or Action
Funded Funding Source Amount Target Student Sub Group
Success Criteria/Monitoring
Establish consistency with which teachers implement differentiated instruction, integrated thematic instruction, Common Core Standards and culturally responsive strategies
Differentiated instruction will be implemented to support English Language Learners in all curricular areas.
Technology will be used as a strategy to increase student achievement.
Learner Center Problem: Teachers will focus on writing across the curriculum.
Implement Board Math in every classroom.
Bilingual Aide for 2-3 hours per day, total for 10 - 15 hours per week.
PrincipalTeachersBilingual Tutor
I-Ready Computer Software
Title I Part A: Allocation
7716 All
I-Ready Computer Software
LCFF F/R 1284. All
Sokikom Computer Software
LCFF F/R 11000. All
Replacement Technology
LCFF F/R 3126 All
Bilingual Aide Salary LCFF LEP 5005. All
Teacher lesson pland and walk throughs
Teacher lessonplans and walk throughs
IReady documentations
Lesson plans
Observations, beginning of the year check off list, class assignment sheet
Grade level plans for articulation, embedding standards, emphasizing student learning opportunities, and keeping instruction focused.
Integrated Thematic Instruction and Common Core Plans will be written at each grade level across the curriculum.
Vertical articulation will also occur annually
PrincipalTeachersAidesTrainerBilingual Aide
Lesson plans
The Single Plan for Student Achievement 14 of 24 8/25/15
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s)Item or Action
Funded Funding Source Amount Target Student Sub Group
Success Criteria/Monitoring
to ensure that adjacent grade level instructors know the essential standards for success in the previous and next grade.
Continue after school enrichment classes to improve student achievement in ELA and Math.
Continue to provide enrichment classes after school for GATE and high achieving students.
Continue I-Ready computer software license-1 year
Purchase SOKIKOM site license for 1 year
TeachersTutors
Enrichment Class Salary
Title I Part A: Allocation
1000. All Classroom/content teachers monitor student achievement through the examination of student work, benchmark, and other formative assessment data attendance & anecdotal data.
Analyze data from the following assessments:• Formal Assessments• Informal Assessments• Project Based Learning• Common Core Standards Tasks
Test ELL students to establish ELD levels using the CELDT test.
Recognize growth in statewide tests with award certificates.
PrincipalTeacher K-6Special Education Teachers
Substitutes for One on Ones/Academic conferencing
LCFF F/R 2000. All
Substitutes for One on Ones/Academic conferencing
Title I Part A: Allocation
2000. All
Evaluate student achievement in relation to the progress made toward their individual targets and use the information to make necessary modification.
The Single Plan for Student Achievement 15 of 24 8/25/15
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s)Item or Action
Funded Funding Source Amount Target Student Sub Group
Success Criteria/Monitoring
Evaluate student achievement in relation to the progress made toward their individual targets and use the information to make necessary modification.
TeachersPrincipalTrainers
Professional Development and Common Planning Time will take place.
In order to improve student achievement, we will collaborate as a committed team of professionals, supporting efficient and effective work centered on reviewing student work and assessment data using the Data Inquiry Process. Our findings will drive our instruction to increase achievement for all students.
TeachersPrincipalTrainers
Teacher Professional Development
Title I Part A: Allocation
4574. All
The Single Plan for Student Achievement 16 of 24 8/25/15
Planned Improvements in Student Performance
School Goal #2
District/LCAP GOAL:
Action 2.1: Students will be provided cleaner
Action 2.2: All schools will become safer
SCHOOL GOAL #2:
To improve the safety of our site and welfare of our students, while building parent/community relationships.--------
Data Used to Form this Goal:
Sign In Sheets from all activities, Parent communication with school staff. --------
Findings from the Analysis of this Data:
Currently we use monthly classroom and school newsletters, flyers, the marquee, and Infinite Campus Message Builder to communicate with our parents. 6th grade parents will access Infinite Campus Portal. These methods are working to engage our parents. Parents have encouraged us to continue using these methods of communication. --------
How the School will Evaluate the Progress of this Goal:
The school will continue to have families sign in at activities, to include: Ice Cream Social (before school begins), Back to School Night, Open House, and 3 Family Nights.--------
Parent Engagement Activities Related to this Goal:
The school holds the following parent/student activities: Ice Cream Social, Back to School Night, Parent/Teacher Conferences, Winter Read, Family Nights, Open House, Monthly PTA/Site Council Meetings, Science Fair, Jog-A-Thon, Field Trips, Kindergarten Barbeque, Fall Festival, Garden Work Day and Parent Informational Meetings on Angel Island and Sly Park.
For Schools in Program Improvement: How does this goal address the school’s program improvement issues?
With parent support we work as a community to make sure our students achieve.
The Single Plan for Student Achievement 17 of 24 8/25/15
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s)Item or Action
Funded Funding Source Amount Target Student Sub Group
Success Criteria/Monitoring
To increase a positive and safe environment for students and parents
Community Liaison, Noon Duty/Breakfast Duty,Campus Monitors, Principal, Teachers
Fund Community Liaison
LCFF F/R 4000. All
Continue to engage parent support throughout the school year
Parent input for the school plan
Strategies should be developed that solicit the assistance of parents in areas that will help the school reach their goal.
Technology Safety will be taught in all classrooms. Materials will be purchased where needed.
Principal, Office Staff, Teachers
1% purchase allocation set aside for Parent Involvement. Parent training, translating, food supplies and communication with parents, duplication and postage ($1403.00 is the total)
Title I Part A: Allocation
1403.00 All Sign in sheets will be done at parent/ family events
Technology safety will be monitored in Mrs. Nelson's plans.
To increase a positive and safe environment and safe environment for students and parents phycially, socially, and emotionally.
Teachers will be trained in the Second Step Program to address Social Emotional Learning.
To promote healthy decision making; nutrition and exercise
Principal, Office Staff, Teachers
Sign in sheets
PE Teachers Plans
The Single Plan for Student Achievement 18 of 24 8/25/15
Planned Improvements in Student Performance
School Goal #3
District/LCAP GOAL:
Action 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.
Action 3.2: Stakeholders will receive improved district and site communications
SCHOOL GOAL #3:
To improve the quality of teaching and its impact on student learning in order to improve performance and enable students to meet their personal, academic, and career goals.--------
Data Used to Form this Goal:
Open Court Assessments, Fluency Assessments, Envision Math Common Core Assessments, I-Ready Assessments, CELDT Scores, Integrated Thematic Assessments, and Standards Based Assessments.--------
Findings from the Analysis of this Data:
Some students are working below grade level and others are working above grade level. In order to meet the needs of all students, teachers will continue to attend staff development in areas that will support student learning.--------
How the School will Evaluate the Progress of this Goal:
Teachers will use ongoing assessments and the results will be reflected in their lesson planning.--------
Parent Engagement Activities Related to this Goal:
Parents will attend back to school night to hear about the Common Core Standards, parents will attend parent conferences in the fall and if needed in the spring. Parents will encourage students to use I-Ready and Sokikom computer programs at home. Parents are encouraged to attend Family Nights with their children, which are held 3 times a year. Teachers will do monthly parent newsletters to keep parents informed of concepts being taught that month. Parents are encouraged to participate in their child's classroom.
For Schools in Program Improvement: How does this goal address the school’s program improvement issues?
Teachers will attend staff development trainings to improve their knowledge of the Common Core; differentiated instruction, student collaboration, technology and student engagement, and Social Emotional Learning.
The Single Plan for Student Achievement 19 of 24 8/25/15
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s)Item or Action
Funded Funding Source Amount Target Student Sub Group
Success Criteria/Monitoring
Utilize Common Core standards when addressing a new lesson.
Teachers will focus on:• Collaboration/Groups/Partners• Deeper Oral Response• Student Teaching Opportunities• Higher Level Order Thinking• Opportunites for Class Discussion• Student Centered Discussions
Maintain library hours to provide time for students to meet their goals.
Implement Thematic Instruction
Utilize student planners in grade 5 and 6 to help students with their organizational abilities. Teachers will teach organization skills and monitor use.
Implement Highly Effective Teaching Module
Teachers will use printed materials to support Thematic Instruction and The Common Core Standards.
Teachers will use Smart Boards to increase student interaction and engagement with learning.
Teachers
Teachers
Librarian
Principal/Teachers
Teachers
Teachers
Teachers
Teachers
Supplemental Instructional Materials
Title I Part A: Allocation
1145.00 All
Supplemental Instructional Materials
LCFF F/R 6291.00 All
Communication with parents
LCFF F/R 580.00 All
Salary for Librarian Title I Part A: Allocation
27907.00 All
Salary for Librarian LCFF F/R 27907.00 All
Purchase Student Planners
LCFF F/R 500.00 All
RISO supplies for Supplemental materials
LCFF F/R 450.00 All
Copier Rental for Supplemental Materials
LCFF F/R 1500.00 All
Grade level meetings & vertical acticulation will take place to share information.
Teachers lesson plan books and Principal observations
The Single Plan for Student Achievement 20 of 24 8/25/15
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s)Item or Action
Funded Funding Source Amount Target Student Sub Group
Success Criteria/Monitoring
The Single Plan for Student Achievement 21 of 24 8/25/15
Summary of Expenditures in this Plan
Total Expenditures by Funding Source
Total Expenditures by Funding Source
Funding Source Total ExpendituresLCFF F/R 58,638.00
LCFF LEP 5,005.00
Title I Part A: Allocation 45,745.00
The Single Plan for Student Achievement 22 of 24 8/25/15
Summary of Expenditures in this Plan
Total Expenditures by Goal
Goal Number Total ExpendituresGoal 1 37,705.00
Goal 2 5,403.00
Goal 3 66,280.00
The Single Plan for Student Achievement 23 of 24 8/25/15
School Site Council Membership
California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:
Name of Members
Prin
cipa
l
Clas
sroo
mTe
ache
r
Oth
erSc
hool
Sta
ff
Pare
nt o
rCo
mm
unity
Mem
ber
Seco
ndar
ySt
uden
ts
Terry Smith X
Stephanie Ehrk X
Terri Webb X
Lisa Alexander X
Martine Lozano X
Julie Aebersold X
Rita Baker X
Tobi Doyle X
Tiffany Gentry X
Melissa Fletcher X
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.
The Single Plan for Student Achievement 24 of 24 8/25/15
Annual Evaluation – REQUIRED Spring 2016
Pursuant to California Education Code Section 64001(g), the School Site Council (SSC) must evaluate at least annually the effectiveness of planned activities. In the cycle of continuous improvement of student performance, evaluation of the results of goals will provide data to inform and guide subsequent plans.
Strategies and Activities
Identify those strategies or activities that were particularly effective in improving student achievement. What evidence do you have of the direct or indirect impact of the strategies or activities on student achievement?
Identify those strategies or activities that were ineffective or minimally effective in improving student achievement.
Based on an analysis of the impact of the strategies/activities, what appears to be the reason they were ineffective in improving student achievement?
Lack of timely implementation
Limited or ineffective professional development to support implementation
Lack of effective follow-up or coaching to support implementation
Not implemented with fidelity
Not appropriately matched to student needs/student population
Other:
Based on the analysis of this practice, would you recommend:
Eliminating it from next year’s plan
Continuing it with the following modifications: