Dinuba Unified School District I Instructional Action Plan

2012-2013

INCREASE STUDENT ACHIEVEMENT IN OUR SCHOOLS

CLOSE THE ACHIEVEMENT GAP

Empowering Each Student to Succeed in Life

The District Instructional Action Plan is the guiding document that ensures alignment of the District LEA Plan and the school sites’ Single Plan for Student Achievement Board Approved September 27, 2012

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INCREASE STUDENT ACHIEVEMENT IN OUR SCHOOLS We will create a shared culture within the district regarding the value of improving student achievement and a sense of shared responsibility for student achievement.

DISTRICT GOAL # 1 Improve the quality of academic instruction to increase the level of student achievement in our schools.

○ Grade level standards based instruction for all students using effective strategies There will be adherence to state academic content standards and recommended instructional minutes across the district. There will be district-wide instructional consistency using high quality instruction to deliver curriculum.

○ Monitor student performance toward proficiency Data for all students will be reported in a variety of formats and will be used to inform district-wide instructional practices.

○ Full implementation of nine essential program components for increasing academic achievement ○ All district policies are coherent and fully support an aligned curriculum, instruction and assessment system.

LEA Plan Performance Goal 1 – All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. Corrective Action 6 - “Institute and fully implement a new curriculum that is based on state academic content and achievement standards, including providing appropriate professional development based on scientifically based research for all relevant staff that offers substantial promise for improving educational achievement for high priority students.”

Student groups and grade levels to participate in this goal: All students in grades K-12 will participate with a specific focus and accountability for English Language Learners, students receiving special education services and economically disadvantaged students.

Anticipated annual performance growth for all students: All schools in DUSD will meet or exceed their annual API and AYP goals.

2012-2013 ○ Currently, 47.9% of students in Grades 2-11 scored proficient or advanced on the English Language Arts AYP

indicators. By August 2013, 89% of all district students and all significant subgroup populations will score proficient or advanced on the English Language Arts AYP indicators.

○ Currently, 57.2% of students in grades 2-11 scored proficient or advanced on the mathematics AYP indicators. By August 2013, 89.1% of all district students and all subgroup populations will score proficient and above on the mathematics AYP indicators.

Additional Indicators: ○ District 2012-2013 API will increase from 754 to 770. Federal target is 770 or +1 point growth. ○ District graduation rate will improve from 92.2% to 95%.

o District participation rate will be 99% with the participation rate for all subgroups to be 98% or above.

Means of evaluating progress toward this goal:

State of the School Reports - Sept. 21 & 28, 2012 Oct. 5, 2012 Winter Summit - January 23, 2013

Group data to be collected to measure academic gains: Formative data, including Math PMA’s, ELA PMA’s, AIMS web information, Math Benchmarks and English DPA will be collected by district and site administration and reviewed during weekly collaboration Summative STAR data will be reported in September 2013. School leadership will participate in collaboration team meetings and monitor collaboration logs. Leadership teams will collect data on observation forms and share monthly.

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Specific Tactic to Reach This Goal Measure Interim Benchmark Outcomes/Actions Time

Focus on instruction Refine the implementation plan of the Common Core State Standards (CCSS) Use the CCSS in ELA and the CCSS Literacy Standards to inform the establishment of an aligned K-12 writing sequence There will be consistent use of effective researched based instructional strategies, such as Explicit Direct Instruction (EDI), and student engagement structures and Thinking Maps.

Subcommittee report to district May 2013 95% of eligible teachers will have attended at least 6 hours of ELA and Math CCSS phase 2 training 10% of site staff will attend technology focused train-the-trainer staff development Collaboration Logs Board Presentation

Site walkthrough forms Graphic representation of data District and Site Walkthrough Logs Walkthrough Result Records Lesson Plans

● The subcommittee will continue the development of an implementation plan for the CCSS

grades K-12 that includes dates activities roles and responsibilities ● Professional Development K-12 in the Common Core State Standards for ELA and Math ● Continue to implement the CCSS in Math for Kindergarten and Grade One. ● implement the CCSS in Math for Grade Two

○ Align curriculum, instruction, assessment and report cards. ● Continue to phase in implementation of CCSS Math and ELA in grades 2-12.

○ Prioritize CCSS to implement ○ Identify strategies and district adopted bridge materials ○ Modify assessments for rigor and open-ended questions

● Professional development in understanding the text types and writing sequence grades K-12 ELA

● Recommendation for 7-12 Math – Integrated or Traditional ● Professional development in the Standards for Literacy History/Social Studies, Science

and Technical Subjects grades 6-12 ● Professional development in teacher and student use of the CCSS technology skills ● Writing Subcommittee will draft an action plan for a CCSS aligned K-12 Writing Sequence

that includes Writing for Literacy which will include identifying a writing curriculum ● Administration will:

○ Schedule weekly visits to each classroom by an administrative team member, record the results, create graphic representation, and use data to set improvement goals

○ Report results to site leadership teams monthly ○ Observe the elements of researched based strategies (EDI and Cognitive Strategies)

in 90% of classroom walkthroughs ○ Engagement Structures ○ Thinking maps

○ Academic coaches will provide feedback, coaching and differentiated professional development

○ All classrooms will have daily schedules posted ○ All daily lesson plans will include the minimum elements.

○ Standards being taught ○ Learning objective ○ Concepts being taught ○ Textbook pages ○ Scheduled time ○ Resources needed ○ Support for individual needs of students ○ Engagement Structures ○ HOT (Higher Order Thinking) Questions ○ Assessments

● Lesson plans will be monitored by Principals, Assistant Principals and Learning Directors during walkthroughs

● Additional assistance in developing lesson plans will be provided by coaches ● Lesson plans used for the scheduled formal observation used for evaluation shall include

all elements of EDI lesson using a site approved EDI lesson plan template

May 2012-

June 2013 August 2012– June 2013 August 2012– June 2013 March 2013 November 2012- May 2013 September 2012– May 2013 August 2012– May 2013

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Specific Tactic to Reach

This Goal Measure Interim Benchmark Outcomes/Actions Time

Focus on student learning results by collaborative teams Establish a Culture of Collaboration which institutionalizes four key questions essential to a Professional Learning Community (PLC)

1. What is it we want each student to learn?

○ Standard ○ SMART Goal ○ Common Assessment 2) How will we know they are learning it? ○ Evidence to be considered ○ Brainstorm instructional

strategies 3) How will we respond when a student experiences difficulty in learning? ○ Student

grouping/deployment for reteaching

○ Instructional strategies 4) How will we enrich and extend the learning for students who are proficient? ○ Brainstorm instructional

strategies ○ Student

grouping/deployment for enrichment

Formative assessment data Published schedule of department or grade level collaboration time Learning Logs

● Site level leadership teams will develop/ refine norms for collaboration ● Site leadership and coaches will regularly participate in grade level/departmental

collaborative team meetings ● Grade level and departmental teams will use Learning Logs/Collaboration to record the

Cycle of Inquiry process during collaboration time ● Weekly collaboration will:

○ be based on the pacing and assessment calendar ○ focus on student formative assessment results including Math PMAs, English

Language Arts PMA’s and AIMSweb data ○ use the Cycle of Inquiry ○ record next step goals to assist struggling students in learning log including those

students receiving intervention services following the RTI2 pyramid ○ examine the effectiveness of the next steps on student learning ○ Make available updated pacing and assessment calendar on District website.

August 2012 August 2012– May 2013 September 2012 – May 2013 Weekly

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CLOSE THE ACHIEVEMENT GAP We will develop a plan for instructional improvement and an expectation that all subgroups will exceed API/AYP targets.

DISTRICT GOAL # 2 Accelerate the achievement in subgroup populations to close the achievement gap.

o Monitor student subgroup population’s performance toward proficiency. o Identify and provide students strategic and intensive interventions during the school day. o Student subgroup populations will have equal access to core curriculum.

Student groups and grade levels to participate in this goal: There will be a specific focus and accountability for English Language Learners, students receiving special education services and economically disadvantaged students.

Anticipated annual performance growth for each group: In addition to the performance targets in District Goal #1 1. English Learners will make steady progress in developing academic English language proficiency

○ Students at Beginning will progress in one year to Early Intermediate ○ Students at Early Intermediate will progress in one year to Intermediate ○ Students at Intermediate will progress in one year to Early Advanced ○ Students at Early Advanced will progress in one year to English Proficient level ○ Students reaching English Proficient level will maintain it until reclassified Fluent English Proficient (RFEP)

2012-2013 There will be 1 % increase in the number of students meeting growth goal #1 from 59.0% to 60.0% (2014 target is 59%. 2. a English Learners who have been in language instruction educational programs for less than 5 years will demonstrate academic English Language proficiency as measured by the CELDT:

○ Early Advanced overall with all sub-skills Intermediate or above (Grades 3-12) ○ Focus will be on Intermediate students and those students Early Advanced or Advanced but not English proficient

2012-13 There will be a 3.1% increase in the number of students meeting growth goal #2 a, an increase from 18.3 to 21.4% 2.b English Learners who have been in language instruction educational programs for more than 5 years will demonstrate academic English Language proficiency as measured by the CELDT:

○ Early Advanced overall with all sub-skills Intermediate or above (Grades 3-12) ○ Focus will be on Intermediate students and those students Early Advanced or Advanced but not English proficient

2012-2013 There will be a 3.0% increase in the number of students meeting growth goal #2 b an increase from 44.0% to 47%

3. English Learners, students receiving special education services and economically disadvantaged students in our district will meet or exceed the LEA subgroup goals as measured by the CST in English Language Arts, Mathematics and the CAHSEE.

89% of English Learners, (32.9%)* students receiving special education services (15.5%)* and economically disadvantaged students (48%)* will score proficient and above on the English Language Arts AYP measure.

89.1% of English Learners, (49%)* students receiving special education services (24.2%)* and economically disadvantaged students (57.3) * will score proficient and above on the Mathematics AYP measure. * (Current value)

Means of evaluating progress toward this goal:

State of the Schools Reports Sept. 21 & 28, 2012, Oct. 5, 21012 Winter Summit - January 23, 2013

Group data to be collected to measure academic gains: Formative Data, including English DPA, ELD Periodic assessments, Math PMA’s, ELA PMA’s, AIMSweb results and Math Benchmarks, will be collected by grade level teams and departments and reviewed during weekly collaboration. Summative data such as CELDT Data, AMAO’s and STAR data will be collected by administration and reviewed at staff and district level meetings during the 2012-2013 school year. School leadership will participate in collaboration team meetings and monitor collaboration logs. Leadership teams will collect data on observation forms and share monthly at staff meetings.

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Specific Tactic to Reach This

Goal Measure Interim Benchmark Outcomes/Actions Time

Focus on English Learners Collaborate with the consultants to implement recommended changes to the ELD instructional component

Clearly define the multiple measures used for placing and monitoring English Learners in ELD:

○ CELDT ○ ELA DPA & Language

Conventions (LC) ○ CSTs ○ Teacher recommendation ○ 6th, 7th, 8th uses Highpoint DPI

to place

Differentiate ELD instruction based on student’s English Language Proficiency levels

Meeting agendas Meeting minutes

Sign-in sheets, Agendas Class rosters Deployment schedules

● All TK-12 teachers and Administration will have an understanding of the

recommended changes to the ELD program ● Professional development for grades TK-12 will be provided by consultants with

ongoing support by coaches ● ELD will be monitored during administrative walkthroughs ● Site administrative teams and site API coaches will support the implementation of

the District ELD Instructional Program through lesson design, team teaching, & modeling

● Coaches and staff will receive ongoing training in the use of the ELD program ● Assessment results will be used for placement & movement throughout the year ● Report Annual performance (progress) to District and Board ● English Learners in grades TK-6 will be deployed for English Language

Development based on a combination their language proficiency, need and grade level.

● All EL students will receive a minimum of 45 minutes of ELD instruction each day ● All TK and K EL students will receive a minimum of 30 minutes of ELD

instruction.

All August 2012- May 2013 August 2011-May 2012 April 2013 September –November 2012 November 2012

August 2012- May 2013

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Specific Tactic to Reach This

Goal Measure Interim Benchmark Outcomes/Actions Time

Focus on Intervention Use of a sequential system of interventions (RTI2) based on student academic needs Use of the research-based intervention component as designed Use a sequential system of interventions based on student behavioral needs (PBIS: Positive Behavioral Interventions and Supports)

Learning logs (RTI2) schedules Deployment Student referrals, identification and number of students served AIMSweb progress monitoring Class rosters Deployment schedules

Triumphs, SIPPS, SRA, Read 180, ALEKS AIMSweb Meeting agendas and sign-in sheets Published Document Goal sheets, for staff, students and parents/community which can include: Newsletters Posters Reports Behavior Matrices Discipline and incident logs Suspension and expulsion reports

● Staff will use multiple measures to identify and place student. Multiple

Measures will include; CST Data, AIMSweb Data, PMA’s, Benchmarks and Staff professional judgment.

● TK-6 Teachers will be trained on the use of AIMSweb and how to interpret the data.

● Interventionists and API Coaches will use and interpret AIMSweb progress monitoring data to evaluate the students’ response to intervention TK-6.

● Results of progress monitoring from intervention groups will be communicated to grade level & department collaborative teams by API Coaches, Instructional Facilitators and Interventionists so they may effectively assist students in intervention

● Establish and refine a coherent and well-defined 7-12 sequential system of interventions (RtI2) that is shared among teachers, administrators and schools in the spring at WIS, DHS, and Sierra Vista.

● Use multiple measures to determine the academic needs of incoming 9th grade students and provide differentiated instruction and interventions that are data driven. Multiple Measures will include; CST Data, PMA’s, Benchmarks, Common Assessments and Staff professional judgment.

● Continue to explore the feasibility of other reading intervention programs. ● Continue Implementation of the intervention material with fidelity. ● Explore a math intervention K-6. ● Use AIMSweb to screen and detect early literacy deficits in Grades K-2.

● Guiding Principles will be shared with the School Board by the PBIS District

Team.. ● Behavioral Intervention Supports (PBIS) School teams will meet monthly to

build capacity and increase communication to school site teams. ● Professional Development for District PBIS Team provided by County

Consortium ● PBIS site teams will meet monthly

○ Develop a statement of behavior purpose. ○ Create 3-5 behavioral expectations. ○ Monitor analyze and report discipline data. ○ Collaboratively set goals and action steps. ○ Report data and goals to school staff and Director of Student

services. ● Discipline and expulsion data will be reported to the Board. ● All sites will be trained and will implement in the use of the School-Wide

information System (SWIS) to monitor behavioral patterns and trends.

Aug 2012 – May 2013

October 2012 August 2013– May 2013 August 2012 – May 2013 June 2013