Single School Plan: Board of Trustees 1 The Students We Serve! In - - PowerPoint PPT Presentation
Rio School District Single School Plan: Board of Trustees 1 The Students We Serve! In an average classroom in the Rio School District: 13 speak English as their primary language 16 speak Spanish as their primary language 1
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DISTRICT GOALS SCHOOL SITES GOALS FALL FOCUS
BENCHMARK ASSESSMENT MONITORING DATA TEAMS
Purpose
Values Board Goals
and Achievement
at all Schools
and District Resources
Engagement and Communication
Rio del Mar Rio del Norte Rio Plaza Rio Lindo Rio Real Rio Rosales Rio del Valle Rio Vista
Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th grade Teacher 1 Teacher 2 Teacher 3 Teacher 4 Teacher 5 Teacher 6
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API Point s Performance Level 200 9 ELA 201 ELA + – Chang e 200 9 Mat h 201 Mat h + – Chang e 2009 History 2010 History + – Change 200 9 Sci 2010 Sci
+ –
Change
1000 5 Advanced 332 423 + 91 463 512 +49 38 48 +10 108 176 +68 875 4 Proficient 812 813 +1 751 795 +44 75 79 +4 246 240
700 3 Basic 104 1 107 5 +34 778 847 +69 126 155 +29 258 245
500 2 Below Basic 575 571
801 777
85 70
139 142 +3 200 1 Far Below Basic 313 368 +55 277 311 +34 99 99 111 106
200 1 Untested N/A N/A N/A 2 3 +1 N/A N/A N/A N/A N/A N/A Number of Students 307 3 325 307 324 2 423 451 862 909
Academic Performance Index Rio Elementary 2009 and 2010 Growth API
5 Academic Performance Index “So Close Kids” Star Language Arts 2009-2010
Basic Students Closest to Proficient Chosen Scale Score Range 340-349
Counts are 2010-2011 Students Grade
RDM RDN RDV RL RP RRE RRO RV Grand Total
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4 9 6 10 8 3
40 4
7 8 4 8 7 11
45 5
8 7 5 3 5 5
33 6
14 10
24 7
14 17
31 8
11 17
28 Grand Total 19 24 39 15 21 20 19 44 201
Star Math 2009-2010
Basic Students Closest to Proficient Chosen Scale Score Range 340-349
Counts are 2010-2011 Students Grade
RDM RDN RDV RL RP RRE RRO RV Grand Total
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3 2 3 8 6 5
27 4
3 6 4 5 8 12
38 5
8 6 5 6 4 2
31 6
12 13
25 7
8 11
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English Language Learners (ELL)
2009 & 2010 CST Data Analysis
Rio School
ELA MATH
Student Count 2009 2010 + – Change Student Count 2009 2010 + – Change
District 1665 25.1 25.4 + .3 1665 32.9 35.2 + 2.3 Rio Del Mar 137 25.1 26.7 + 1.6 137 48.9 44.2 + 4.7 Rio Del Norte 130 18.2 27.1 + 8.9 (130) 41.3 47.0 + 5.7 Rio Lindo 138 23.6 29.3 + 5.7 (138) 30.9 41.3 + 10.4 Rio Rosales 129 48.6 50.0 + 1.4 (129) 62.6 61.0 + 1.6 Rio Plaza 236 24.0 22
(236) 44.1 38.7
Rio Real 287 24.0 16
287 33.6 36.5
Rio Vista 282 25.1 26.3 + 1.2 282 13.7 25.1 + 11.3 Rio Del Valle 321 21.2 19.4
321 21.9 22.9 + 1
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600 620 640 660 680 700 720 740 2004 2006 2008 2010 District
Rio School District Academic Performance Index Growth
8 Patterns Plans
proficient students in reading needs to increase. Provide professional development and continuous follow up in Reading Results training for K-3 teachers. Provide an hourly Literacy Teacher for support to K-2 students. Implement Extended Day K Programs district-wide. Provide Judy Bower’s Writing Strategies professional development for K-3 teachers in support of building proficient readers/ writers. Increase academic alignment of after school programs. (Kinder Kamp) Increase academic alignment of Pre-school programs.
This Year is Ours….. District Wide Data Analysis Outcomes Patterns and Plans….
9 Patterns Plans
needed in English Language Development K-8. Provide professional development for all K-8 Rio teachers in GLAD strategies that includes regularly scheduled GLAD Grad follow-up workshops and Principal Walk- throughs for site level support. Provide the following teachers training: Judy Bowers (K-5) and Dr. Mary Adler Writing Projects (CSUCI) (6-8), to emphasize the power of writing as an essential component in language development.
writing strategies and reading comprehension 2-8 and increase higher level thinking skill
Provide K-8 teachers professional development in the teaching of writing/
speaking, reading, writing connection for students.
Envision Math (K-5) to ensure effectiveness of “first time teaching” as a next step. Analyze program effectiveness by collaborating with Rio Grade Level Team Leaders and Rio Tri County Math Members and determine next steps to continuous improvement.
10 Patterns Plans
improvement. Provide regularly scheduled 6-8 grade level meetings facilitated by Vicki Vierra, VCOE Math Specialist, to determine what’s working, what’s not, and immediate intervention to ensure program quality and effectiveness.
district-wide data monitoring of benchmark assessments. Assign data facilitators to schools to facilitate and monitor the effectiveness of student learning. Monitor benchmark assessments to ensure, “no surprises” in end of year summative assessments (STAR, CSTs).
has three 600 schools. Work with site principals to determine program effectiveness (i.e. frequent monitoring of student learning).
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(Education Code Section 64001)
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School Site Council Develops and monitors the plan Our school board Approves the plan School and district staff Implement the plan School Advisory Groups Advise the Site Council
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14 Rio School District Review of Site Single Plan for Improving Student Achievement February 24, 2011
Purpose: Principals will share an overview of their individual site Single Plan for Improving Student
(1) How does the Single Plan for Student Achievement (SPSA) focus on specifics for improving student achievement? (2) What collaborative process was used to develop the plan? Who was involved? (3) How are Rigor, Relevance and Relationships integrated through out the SPSA? What’s your vision? Process: Principals will discuss their plan with individual board members in a small group setting. A Team will assist in monitoring the schedule and summarizing the discussion for reporting out at the end
Areas to be discussed: Evaluation of Targeted Goals: Guiding Questions….
Data Analysis: Guiding Questions….
Goals: Guiding Questions….
Learners.
15 Rio School District Review of Site Single Plan for Improving Student Achievement February 24, 2011
Barriers and Limitations: Guiding Questions….
Relationship Goals:
Parental Involvement:
Professional Development: Guiding Questions….
*PLCs Data *Guided Language Acquisition Design (GLAD) Strategies *Writing Workshops *Math Reorganization Project (Middle Schools) *Principal Walkthroughs *Extended Day Kindergarten
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Language Arts (ELA) with at least 10% growth in all major subgroups.
growth in all major subgroups.
Development Test (CELDT)
* Increase communication with parents
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Arts and Math
including indicator sheets to provide teacher feedback
SMART goals every 6-8 weeks. Include Math in after school
to get involved in Math in a fun, challenging setting
to plan and create rubrics and anchor papers. Follow-up with walk- throughs (both teacher and principals) and provide teacher feedback through indicator sheets
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English Language Arts.
*55% of kindergartners and first graders will achieve proficient or above on the
District English Language Arts Benchmark test.
the end of the year Math Benchmark Assessment
activities by 5%.
(Increase students’ feeling of safety on being in an orderly learning environment by
0.5% based on Healthy Kids Survey.)
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systematically build strong reading skills
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scoring Proficient or Advanced on CST 2011.
Proficient or Advanced on CST 2011.
California English Language Development Test (CELDT) 2011.
school activities.
2011 school year.
relationships with students: Peer Mediation Training, AVID School wide, Capturing Kids Hearts, and Celebration of Excellence.
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& Girls Club
wide focus on instruction
Grade 6 LA/SS Teachers
common assessments
Critical Reading, Critical Writing and Socratic Seminars
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the proficient level in Language Arts as measured by the 2010-2011 California Standards Test (CST). Overall from 156 students to 192 with a percent change from 43.5% (2010) to 53.5% (2011)
By June 2011, there will be a ten percent increase in the number of student at/or above the proficient level in Mathematics as measured by the 2010-2011 California Standards Test (CST). Overall from 184 students to 201 with a percent change from 51% (2010) to 61% (2011)
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As reported on the 2010 (AYP) School Report English Language Learners made significant gains in the number of students who scored proficient in English Language Arts (i.e. 12.5%) and Mathematics (i.e. 8.5%) meeting the schools AYP target through the Safe Harbor Provision. However, the percent proficient of the school’s English Language Learners subgroup as compared to school wide and other subgroup test results is significantly less (i.e. 10%). Implementation of school wide Guided Language Acquisition Development Strategies to include staff development, demo-lessons, opportunities for collaboration, development of effective indicators and completion of walkthroughs As reported on the 2010 (AYP) School Report school wide and subgroup AYP targets in English Language Arts were met per the Safe Harbor provision as a direct result of Rio Lindo’s Response To Intervention Tier-II model Maintain Tier-II Intervention model by utilizing categorical carry over monies (i.e. Economic Impact Aide) to secure two hourly intervention teachers to support classroom teachers in delivering daily intervention (i.e. 30 min.) and ELD (i.e. 45 min.) instruction. As indicated on the Adequate Yearly Progress School Report Rio Lindo Elementary School made gains school wide and in all
its AYP school wide and Socio-economically Disadvantaged Targets in Mathematics resulting in the school being identified as program improvement year-2. Work with identified intervention providers as well as the school’s after-school program to develop strategic interventions to support students in English Language Arts and Mathematics.
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model from last years 21.7%. This is below the federal AYP goal of 67.6% proficient, but will enter us into Safe Harbor if met. 45.7% of students proficient on the CST in Math – a 10% growth model from last years 39.7%. This is below the federal AYP goal of 68.5% proficient, but will enter us into Safe Harbor if met.
from last years 22%. This is below the federal AYP goal of 67.6% proficient, but will enter us into Safe Harbor if met.
Goals & Progress
0% 20% 40% 60% 80% 100% 120% Goal 09/10 Goal Progress 10/11 Goal 09/10 Goal 34% 51% 32% 96% Progress 22% 40% 22% 96% 10/11 Goal 30% 46% 30% 97% ELA Math ELD Attenda nce
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Rio Plaza Focus Areas 2010-2011
behavior support strategies to promote student learning and emotional growth
assemblies and praise notes
negative
curricula through explicit direct instruction
modeling/providing explicit examples, and guiding students through their practice of the objective
model
*It is estimated that about 80% of students respond to Tier One interventions. *The 15-20% of students in T2 are considered at –risk for more severe behavioral problems and/or academic deficits. *Generally, about 5% of the school population needs these individualized intensive services
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growth from last years 23.4 %. This is below the federal AYP goal of 67.6% proficient, but if met, will allow us to enter into Safe Harbor.
from last years 38.8%. This is below the federal AYP goal of 68.5% proficient, but if met, will allow us to enter into Safe Harbor.
– a 10% growth model from last years 24.1%. This is below the federal AYP goal of 67.6% proficient, but will enter us to enter into Safe Harbor.
measured by the number of activities offered to families as a result of referrals to the Office of Student and Family Services, Healthy Start Center calendar and school activities. Baseline needs to be established, but some comparative data available from last year.
environment.
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regrouping and adjusting instruction, monitoring results
specific instruction across grade level teams
scaffolding for English Learners
leading to reading and writing
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English Language Arts CSTs, showing a 10% growth model from last year’s 53.6%.
Mathematics – a 10% growth model from last year’s 61.2%.
Language Arts CSTs – a 10% growth model from last year’s 50%.
activities by 5% - measured by sign-in sheets and number of activities.
site is to increase attendance by 0.5%.
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A research and brain based model of strategies for English language acquisition and content for ALL students (ELL, Special Education, G.A.T.E, General Education)
Oral language scope and sequence assessment of language forms and functions across five levels of English proficiency
School-wide consistency and focus on proactive, positive and safe behavior expectations in order to maximize learning during the school day
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Advanced on CST 2011.
CST 2011.
CELDT 2010.
involvement to ensure an increase of 10% parents participation in activities in 2010-2011.
the 2010-2011 school year.
Mass Index (BMI) for the California Physical Fitness Test by spring 2011 and student suspensions will decrease by 30% at Rio Vista Middle School.
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trained teacher.
accelerate the learning of the EL students
Club Program
followed by discussion meeting and next steps
level thinking skills questioning
(GLAD) strategies in 6th grade classrooms.
Reading and Writing Workshops by Dr. Mary Adler
for collaboration and data analysis
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