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Single Plan for Student Achievement

Grace Thille Elementary School 56768286055586

Contact Information:

Mary Doane, Principal [email protected] 1144 E. Ventura Street Santa Paula, CA 93060-0710 (805) 933-8920

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Grace S. Thille Elementary School Single Plan for Student Achievement October 2015

Table of Contents

The Single Plan for Student Achievement .................................................................................................................. 1

School Site Council Membership................................................................................................................................ 1

English Language Advisory Council (ELAC) Membership ......................................................................................... 2

Recommendations and Assurances ........................................................................................................................... 3

District information ...................................................................................................................................................... 4

District Profile ..........................................................................................................................................................4

District Beliefs: ........................................................................................................................................................4

District Vision: .........................................................................................................................................................4

District Mission: .......................................................................................................................................................4

District LEA Plan Goals ..........................................................................................................................................5

District LCAP Goals ................................................................................................................................................5

School Information ...................................................................................................................................................... 6

School Profile ..........................................................................................................................................................6

School Mission ........................................................................................................................................................6

Student Enrollment by Grade .................................................................................................................................7

Student Enrollment by Ethnicity ..............................................................................................................................7

Student Enrollment by Subgroup ............................................................................................................................8

Highly Qualified Teachers ......................................................................................................................................8

Program Improvement School ................................................................................................................................9

Comprehensive Needs Assessment ......................................................................................................................9

Violence Prevention, Bully Prevention, and Student Safety ...................................................................................9

Nutrition Programs & Fitness Programs .............................................................................................................. 10

Extended Learning Programs .............................................................................................................................. 10

Programs Included in This Plan................................................................................................................................ 11

Planned Improvements in Student Performance...................................................................................................... 12

School Goals for Improving Student Achievement .............................................................................................. 12

School Goals for Improving Student Achievement ................................................................................................... 13

References ............................................................................................................................................................... 37

CAASPP – Grade 3 English Language Arts/Literacy 2014-15 ............................................................................ 37

CAASPP – Grade 3 Mathematics 2014-15 ......................................................................................................... 38





CST Science – Grade 5 2014-15 ........................................................................................................................ 43

CST Science – Grade 5 – 3 Year Comparison ................................................................................................... 43

CELDT 2014-15 ................................................................................................................................................... 44

CELDT 3 Year Comparison ................................................................................................................................. 44


School-Parent/Home Compact ............................................................................................................................ 46

Parent Involvement Policy ................................................................................................................................... 48

Parent Involvement Calendar .............................................................................................................................. 51

Teacher Mentoring Programs .............................................................................................................................. 52

Professional Development Plan .......................................................................................................................... 53

Principal’s Training Aimed at Improving Student Achievement ........................................................................... 54

School Accountability Report Card ...................................................................................................................... 55

School Site Council Bylaws ................................................................................................................................. 63

Title I – School Plan Reference of Required Components (PI schools only) ...................................................... 68

Title I – School Plan Reference of Required Components (SW schools only) .................................................... 69

Chart of Requirements......................................................................................................................................... 70


1

The Single Plan for Student Achievement

The Single Plan for Student Achievement (SPSA) for Grace S. Thille Elementary School is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Mary Doane, Principal Grace S. Thille Elementary School 1144 E. Ventura Street Santa Paula, CA 93060-0710 (805) 933-8920 [email protected] The district’s Governing Board approved this revision of the school plan on January 13, 2016.

School Site Council Membership

California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2015-16 SSC is as follows:

Name of Members Principal Certificated

Staff Other Staff

Member

Parent or Community

Member Student

Mary Doane X

Gerry Saucedo X

Inez Blanco X

Susan Turner X

Jennifer Bates X

Miriam Reyes X

Ulalia Martinez X

Maria Isabel Hernandez X

Jaime Anguiano Ruiz X

Maribel Rodriguez X

Number of members in each category 1 3 1 5


2

English Language Advisory Council (ELAC) Membership

Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members

Principal

Certificated Staff

Classified Staff

Parents/Guardians of English Learners Other

Mary Doane X

Victor Gonzalez X

Number of members in each category

1 1

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

The ELAC has voted to give governance to the SSC on this date: September 18, 2015.

The name of the parent ELAC representative to SSC is: Victor Gonzalez


3

Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures 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: Signature of Authorized

Representative

English Learner Advisory Council

Leadership Team

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: September 30, 2016. Attested:

Mary Doane, Principal Date

Ulalia Martinez, SSC Chairperson Date


4

District information

District Profile

Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people. Santa Paula Unified operates six elementary schools, one middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible. In November of 2012, the community of Santa Paula voted to unify Santa Paula Union High School District (SPUHSD) and Santa Paula Elementary School District (SPESD). This unification became effective July 1, 2013. The Santa Paula Unified School District is the first district to unify in Ventura County since 1980. The unification of SPUHSD and SPESD will allow for coherent professional learning opportunities and collaboration for all staff K-12. The unified school district and community stakeholders are working together to ensure that all students in the Santa Paula Unified School District are prepared to succeed in college and career.

District Beliefs:

All of our students can succeed. They are optimistic, enthusiastic learners with great resiliency and determination to meet and overcome challenges. Each day our students share their diverse interests and abilities, and their cultural, linguistic, and socio-economic perspectives. Together they develop a strong sense of community as each develops his or her unique potential and talents.

The pursuit of education is a shared responsibility that begins at home and continues with the guidance and support of parent, school, and community mentors. It takes the whole “village” to raise a 21

st Century

child.

Our common vision comes from diverse perspectives. By working together for the future of our children, the district and the community of Santa Paula can enable our young people to reach their greatest potential as individuals and as citizens of a 21

st Century world.

District Vision:

The Santa Paula Unified School District will provide a learning environment that includes high expectations, accountability, exemplary programs, innovative teaching, stimulating ideas, and safe, well equipped schools to inspire and empower our students to discover their interests, achieve at their greatest potential, contribute to civic progress, and become life-long learners.

District Mission:

The Santa Paula Unified School District will prepare each student academically and socially for college, career, and global citizenship by providing rich, diverse experiences and differentiated learning opportunities , a highly skilled and dedicated educational team, and safe, attractive schools. The Santa Paula Unified School District, in collaboration with educators, parents, businesses, and other partners, will ensure that our graduates are responsible community members who are prepared for college and career and have the skills to become lifelong learners and productive citizens in a global world.


5

District LEA Plan Goals

Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014. Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal #3 By 2013-2014, all students will be taught by highly qualified teachers. Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Goal #5 All students will graduate from high school.

District LCAP Goals

Goal #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support. Goal #2 Provide enrichment opportunities and course access. Goal #3 Increase parent involvement/student engagement. Goal #4 Implement Common Core, Next Generation Science Standards (NGSS), ELD. Goal #5 Increase graduation rates and reduce suspensions and expulsions. Goal #6 Create a welcoming and efficient school climate for staff, students, parents, and public.


6

School Information

School Profile

Grace S. Thille Elementary School is located in the city of Santa Paula and serves students in kindergarten through grade five, and is one of six elementary schools in the district. In the 2014-15 school year, 402 students were enrolled, including 67.2% qualifying for English Language Learner support, 10.1% students with disabilities, and 92% qualifying for free or reduced price lunch. Textbooks Grace S. Thille uses state/district adopted curriculum in all areas of instruction which are aligned to State Content Standards. The District/School are in the process of adopting curriculum that is in alignment with Common Core State Standards. These strategies include the following:

Language Arts: Treasures ELA is used daily during the Language Arts period. This program is aligned with the California State Content Standards and is being used in every classroom during the literacy block. McMillan McGraw Hill supplemental alignment materials are being utilized to align with Common Core State Standards. The District/School are in the process of adopting curriculum that is in alignment with Common Core State Standards. Teachers have identified key standards in Language Arts texts to maximize instructional planning for all students. Students are instructed in flexible reading groups, literacy groups and Universal Access time in reading and writing. Performance assessments are aligned to state and district standards. Additional support for the reading, language and writing program is provided by classroom and intervention teachers. State adopted supplemental materials and intervention materials are used both in small groups within the classroom as well as in beyond the classroom settings.

English Language Development: Grace S. Thille staff provides our English Language Learners (ELL) with explicit, direct instruction of English Language Development (ELD). This program is aligned with the California State ELD Standards and is being used in every classroom during the 30-45 minute ELD block. Progress is measured by the CELDT each year. Teachers focus on speaking and listening, vocabulary, and basic skills. Targeted students receive small group intervention instruction from classroom teachers within or beyond the classroom.

Mathematics: Grace S. Thille uses Math Expressions by Houghton Mifflin Harcourt daily in every classroom during the math block. This program is aligned with the Common Core State Standards. Targeted students receive small group intervention instruction from classroom teachers in before or after school intervention programs. Intervention groups receive instruction from a variety of supplemental materials.

History/Social Studies: Grace S. Thille uses the Pearson-Scott Foresman History/Social Studies program which is the District-adopted core curriculum for K-5 schools. This program is aligned with the California State Content Standards.

Science: Grace S. Thille uses the Delta FOSS Science Program, the District-adopted core curriculum for K-5 schools. This program is aligned with the California State Content Standards.

School Mission

The mission of Grace S. Thille School is to empower students with skills that will support them as they make choices directly affecting their lives: through high expectations, a strong integrated standards-based curriculum, and implementation of programs that address the needs of the whole child assuring student success now and in the future. We encourage students to value and pursue their current and future educational goals.


7

Student Enrollment by Grade Source: CALPADS 2014-15

Student Enrollment by Ethnicity Source: CALPADS 2014-15

55

60

65

70

75

Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

61

64

69

72

70

66

0.2%

99.0%

0.7%

Black or AfricanAmerican

Hispanic or Latino


8

Student Enrollment by Subgroup Data Source: CALPADS 2014-15

Highly Qualified Teachers

During the 2014-15 school year, 100% of Grace S. Thille Elementary School’s classes were taught by highly qualified teachers. The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations. The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities. Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing. The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with Grace S. Thille Elementary School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:

Valid California Credential (with authorization to teach in applicable area)

Resume

Two Letters of Recommendation

English Learner Authorization/CLAD Certificate

NCLB compliant

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

92.0

67.2

10.1

Perc

enta

ge


9

The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division.

Program Improvement School

Grace S. Thille Elementary School is currently in Year 1 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.

Comprehensive Needs Assessment

Grace S. Thille Elementary School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:

Parent Survey Analysis of Student Performance Data:

Datawise reports

CELDT Reports

District Assessments

Staff Survey Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Violence Prevention, Bully Prevention, and Student Safety

Grace S. Thille Elementary School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2015-16 school year, Grace S. Thille Elementary School will provide the following programs for its students (and parents as applicable):

Anti-bullying Presentations

Safe Neighborhood Prevention Program Presentations

Internet Safety & Gang Prevention - Collaborate with the Santa Paula Police Department to provide presentations/programs to students

Grace S. Thille Elementary School supplements district-sponsored programs with site-based curriculum aimed at developing positive behaviors through character education, substance abuse prevention education, and healthy life styles education. These programs include:

Small group conflict resolution and friendship group led by the site counselor works to mediate conflicts that arise at the school site.

Class lessons about bullying prevention presented by the school counselor.


10

Nutrition Programs & Fitness Programs

The Santa Paula Unified School District Nutrition Services department is made up of a team of food and nutrition professionals that are dedicated to students' health, wellbeing and their ability to learn. We support learning by promoting healthy habits for lifelong nutrition and fitness practices. Meals, foods and beverages sold or served at schools meet state and federal requirements which are based on the USDA Dietary Guidelines. We provide students with access to a variety of affordable and appealing foods that meet the health and nutrition needs of students. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement Program (Snacks), Child Care Program (CCAFP), and the Seamless Summer Feeding Option Program (SSFOP). Grace S. Thille Elementary School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:

National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.

School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices.

At-Risk After-school Meals Program - students participating in after school programs receive nutritious snacks and dinner meal as a regular part of their afterschool activities. Meals are provided in accordance with the Childcare Food Program guidelines and reimbursement rates.

Physical Education - Classroom teachers and the PE Specialist provide physical education instruction for our students for a minimum of 200 minutes every ten days as mandated. The SPARKS physical education curriculum is currently being followed.

Extended Learning Programs

Grace S. Thille Elementary offers the following extended learning programs:

Research-based accelerated intervention programs

ASPIRE (After School Program for Instruction, Recreation & Enrichment) held daily from 2:16 to 6:00 p.m. which includes activities such as reading, computers, creative writing, math, homework tutorial help, sports, arts and crafts, self-esteem building activities, drug abuse awareness activities, games and recreation.

Tier 1, 2 & 3 Intervention for ELA.

Tier 1 Intervention for Math.

After School Sports Club.

STAR-Nova Program - STAR Education offers a wide breadth of exciting and original STAR NOVA enrichment classes in the areas of Academics, STEAM Education (science, technology, engineering, art and math), Language, Performing Arts, Sports & P.E., Recreation, Visual and Media Arts and so much more! STAR NOVA enrichment classes take place once or twice a week, allowing for a university quality class with a more individualized approach tailored to the specific needs and interests of each student. STAR collaborates with artists in residence, universities, and professionals in each field to create stimulating classes that give each student invigorating insight into the real world.

Yearbook Club

Academic Ambassador’s Club

Accelerated Reader

Migrant Saturday School (District program)

http://www.fns.usda.gov/cnd/lunch/

http://www.fns.usda.gov/cnd/lunch/

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.fns.usda.gov/cnd/care/

http://www.fns.usda.gov/cnd/seamless_summer.htm


11

Programs Included in This Plan

The School Site Council intends for Grace S. Thille Elementary School to participate in the following programs: State Programs Allocation Economic Impact Aide/State Compensatory Education

Purpose: Help educationally disadvantaged students succeed in the regular program.

$ 0.00

Economic Impact Aide/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners.

$ 0.00

English Learner Acquisition Program, Teacher Training & Student Assistance

Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.

$ 0.00

Quality Education Investment Act

2014-15 Carryover Funds = $23,401 Purpose: Funds are available for us in performing various specified measures to improve academic instruction and pupil academic achievement.

$ 23,401.00

Total amount of state categorical funds allocated to this school:

$

23,401.00

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I, Part A: Basic Grant 2015-16 $41,112 (includes parent involvement) + 2014-15 Carryover $4,648.02 Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards

$

45,760.02

Total amount of federal categorical funds allocated to this school: $ 45,760.02

Total amount of state and federal categorical funds allocated to this school: $ 69,161.02


12

Planned Improvements in Student Performance

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards.

School Goals for Improving Student Achievement

Goal #1: English Language Development – One hundred percent of English Language Learners will improve their proficiency in English by advancing a minimum of one proficiency level on the California English Language Development Test (CELDT) as measured by the 2016 CELDT which will contribute to Grace Thille School meeting the AMAO goals. Goals #2 & 3: English Language Arts / Mathematics – By June, 2016, the number of students meeting or exceeding standards in ELA will increase by 10% and the number of students meeting or exceeding standards in Math will increase by 5% as measured by CAASPP data. Goal #4: Develop a Safe and Positive School Climate – Grace S. Thille Elementary School will provide all students a school community environment that is safe, drug free, and conducive to learning. The school climate will positively affect the way students, parents, and staff feel about Grace S. Thille. All stakeholders will consider themselves part of the school community. Goal #5: Response to Instruction and Intervention (RtI²) –The RtI²model will be the structure by which student academic, social, emotional and behavioral needs are addressed, thus resulting in an increase of students meeting grade level standards, scoring early advanced or advanced on the CELDT, and a decrease in the number of office referrals.


13

School Goals for Improving Student Achievement

Goal #1: English Language Development – One hundred percent of English Language Learners will improve their proficiency in English by advancing a minimum of one proficiency level on the California English Language Development Test (CELDT) as measured by the 2016 CELDT which will contribute to Grace Thille School meeting the AMAO goals.

Describe how this goal aligns to the district’s LEA Plan goals:

This goal aligns with LCAP Goal #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support.

What data was used to form this goal:

An analysis of 2014 CDE CELDT data revealed the following: of the 241 students assessed using the CELDT instrument, Grace Thille School had 45 students at Level 1, 39 students at Level 2, 88 students at Level 3, 86 students at Level 4 and 26 students at Level 5. Forty-four students met reclassification criteria and were reclassified as Redesignated - Fluent English Proficient (R-FEP) students based on this data. This is 11 more students than the prior year. This data reflects the need to continue providing systematic ELD daily, and consistently use SDAIE strategies in classroom instruction.

Individuals Involved in analyzing data and formulating goal:

Teachers

Parents

SSC

Principal

What did the analysis of the data reveal that led to this goal:

The analysis of CELDT data revealed that Grace Thille School has English Language Learners who need specifically designed instruction to develop their language skills and academic skills in English Language Arts and Math.

Identify targeted student groups and expected growth:

All ELL students in kindergarten through 5th grade. In grades kindergarten through 5

th grade, students will

progress a minimum of one English acquisition level as measured by 2015 CELDT and district ELD assessments.

What data will be collected to measure student achievement?

CELDT data

Reclassification figures

Identify the process for monitoring and evaluating collected data:

Analysis of CELDT data by student.

Describe the actions to improve achievement to exit program improvement (if applicable):

Professional Development in ELD, CCSS and Smarter Balanced Assessments.

Implementation of the RtI² process.

Tier 1 and 2 Intervention for students.

ELD Coaching support.


14

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

Involvement of staff, parents, and the community: Involve parents and community in planning and implementing SPSA through annual needs assessment surveys (parents and staff). Improve communication and collaboration between school and home. Provide parent training, events, and volunteer opportunities. Establish advisory committees (SSC, ELAC, etc.) to review and recommend programs for students. . All information is provided in home language and will be parent friendly. Parents and staff will meet and collaborate on interventions as required in the Response to Instruction and Intervention model to meet the development needs of all students. Staff will conduct parent trainings to support student learning.

August 2015-June 2016

Principal K-5 Teachers RSP Teacher Speech Teacher Parents Bilingual Instructional Assistants to provide translation for parents.

The principal will conduct annual needs assessments surveys in the spring to involve parents in planning and implementing SPSA. The principal will schedule Coffee with the Principal meetings to discuss school topics that parents select, send school newsletters in home language, and have an open door policy to improve communication and collaboration between school and home. Translators will be provided for meetings, conferences, etc. Conference schedules serve as records. By October, the principal will establish advisory committees to review and recommend programs for students. During grade level, SCIP and RtI² meetings, teachers and support staff will meet to collaborate on interventions that are identified within the RtI² Pyramid of Support to meet the needs of all students.

Monitoring program implementation and results: School Site Council constituted per EC 52012. Develop a single, comprehensive SPSA approved by SPUSD Board. Meet all federal and state requirements/guidelines for all funding resources in support of Grace Thille SPSA (i.e. QEIA reviews). SSC develops plan and updates expenditures with input from ELAC, etc. All plans, reports, etc. will be in home language and parent friendly. Meet Williams vs. CA requirements.

August 2015 – June 2016

Principal School Site Council Members English Language Advisory Committee Representative K-5 Site Leadership Team Office Administrative Assistant Office Assistant

Principal will conduct a School Site Council election in October. Develop a SPSA in spring for approval by SPUSD Board. Principal will meet with the Director of Finance to ensure that Grace Thille’s SPSA and consolidated budget meets all federal and state requirements. During the scheduled SSC meetings the members will assist in the development of the plan and also update the expenditures. The ELAC representative will also be included to provide input. Translations of plans, reports, etc. will be in home language of the families.

Improvement of instruction strategies and materials: In collaboration, Grace Thille and SPUSD LEA stakeholders will allocate both general and categorical funds to be used appropriately, in accordance with state and federal guidelines, policies, and requirements in support of the goal #1 in the Grace Thille SPSA. Expenditures are in support of SPSA goals and actions. Allocations will be based on analysis of verifiable state assessment data and parent and staff needs assessments.


Principal School Site Council Members English Language Advisory Committee Members K-5 Teachers District Personnel

The principal will conduct a needs assessment survey along with a categorical budget priority assessment with the teachers to indicate grade level and instructional priorities for Grace Thille. In collaboration with the SPUSD LEA, both general and categorical funds will be used appropriately. Any decisions made by the SSC and/or ELAC committee members are made in accordance with agendas and minutes from committee meetings.


15


Start & Completion

Dates Personnel

Responsible



Alignment of instruction with content standards: SPSA is based upon comprehensive needs assessments and analysis of data. Adhere to the use of ongoing data analysis district and (curriculum embedded assessments) to determine student progress and to inform instruction. Assessment results available to parents in home language and parent friendly format. Data analysis and structured teacher planning time is allocated to teachers to guide instructional planning collaboration with grade level colleagues, support staff, and principal. Students will be monitored to identify those students who have met the criteria for reclassification. Once reclassified, R-FEP students will be monitored to ensure they continue to meet grade level expectations and state standards.


Principal K-5 Teachers RSP Teacher Speech Teacher SSC/ELAC Members Site Leadership Team ELD Coordinator

The principal, SSC, ELAC members, and site leadership team will use the needs assessments collected from teachers to develop the SPSA. Grade level teams along with the principal will analyze data from State and District assessments during grade level data collaboration meeting Assessment results will be available in the parents’ home language during parent-teacher conferences, Coffee with the Principal meetings, and also on an as needed basis. Designated days will be used for data analysis and structured teacher planning time. Reclassification meetings will be held annually for those students that qualify. Monitoring of reclassified students will be recorded to ensure R-FEP students continue to be supported.

Staff development and professional collaboration: Provide professional development and coaching to support curriculum and enhance instructional strategies to support ELL students. Ensure all staff is highly qualified. Ensure appropriate staffing as budget allows for Response to Instruction and Intervention (RtI²) to meet students’ needs. Professional development focused on instructional strategies that support ELL students will be provided through site professional development Wednesdays. An ELD Coach provided by the district will support teachers through modeling lessons, assistance with lesson planning, assisting with implementation of Systematic ELD model and Treasures ELD programs.


Principal K-5 Teachers Certificated Human Resources Assistant Superintendent. Educational Services ELD Curriculum Specialist Reading Specialists funded by LCAP District funds ELD TOSA provided by District

Principal will ensure that teachers are provided district and site professional development that will enhance ELL instructional strategies and support the curriculum. The principal will collaborate with Certificated Human Resources to ensure all staff are highly qualified. The RtI² Pyramid of Support guide the principal and teachers in staffing to meet student needs. Teachers will group students according to their ELD acquisition level and provide 45 minutes of ELD instruction, 30 minutes for kindergarten through second grade, for all ELL students.


16


Start & Completion

Dates Personnel

Responsible



Increased educational opportunity: Use the State Board of Education (SBE) adopted (K-5th) or standards aligned Reading/Language Arts, Mathematics, and ELD instructional programs and materials, including supplemental materials. Instructional time (adherence to instructional and Tier 2 intervention minutes) for Reading/Language Arts, Mathematics, and ELD (K-5). Student achievement monitoring systems will be utilized to monitor student progress and modify instruction (SCIP, RtI², EADMS). Ongoing instructional assistance, support, and professional development for teachers. Minimum monthly collaboration by grade level (K-5) with classroom teachers and support staff facilitated by administration and/or ELD curriculum specialist. Researched-based educational practices will be used to raise students’ achievement at Grace Thille. Reading specialists will provide additional services to newcomer students who need additional support.


Principal K-5 Teachers Assistant Superintendent. Educational Services RSP Teacher Speech Teacher Reading Specialists funded by district through LCAP funds

Principal will conduct walk-throughs, classroom visitations, attend teacher collaboration and planning meetings, and data analysis meeting to ensure that teachers use the district K-5 adopted materials in Language Arts, Mathematics, and ELD. Teachers’ instructional schedule and intervention teachers’ instructional schedule will indicate instructional blocks for Reading/Language Arts, Mathematics, and ELD. Through grade level data collaboration, grade level teacher planning, and SCIP meetings, schedules will be used as evidence to demonstrate that teachers and/or committee members are using data to monitor student progress and/or modify instruction. The data information will be generated from EADMS monitoring system. The principal will provide ongoing instructional support and professional development to teachers. Agendas and handouts will be available as evidence. The principal will plan grade level professional development that is focused on school-wide goals. K-2 teachers have developed lesson pacing aligned with ELA, Math, and ELD to ensure consistency and grade level alignment. Grades 3-5 have aligned grade level activities to be consistent from classroom to classroom. Teachers will follow curriculum pacing schedules in Language Arts, Mathematics, and ELD. The principal will provide teachers with resource materials that contain research-based instructional strategies that are aligned with school-wide goals. K-5 teachers, along with the principal and support staff, will have opportunities to discuss these practices and how they are being used to raise student achievement. The principal will monitor delivery of these instructional strategies by walk-throughs, class visitations, teacher collaboration, and planning meetings. Data on Newcomer progress in reading will be kept.


17


Start & Completion

Dates Personnel

Responsible



Teaching and Learning: Alignment of classroom and intervention curriculum, instruction and materials to content and performance standards. SDAIE strategies will be utilized in CORE instruction. Adherence to recommended instructional minutes for Reading/Language Arts, ELD and Math. ELD lessons will focus on listening and speaking, with students engaging in speaking 50% of class period. Some reading and writing will be embedded in lessons, as appropriate. Required instructional minutes for Tier 2, core interventions, other student programs, and curricular activities to meet the needs of individual students. Use SBE and LEA adopted standards aligned instructional materials, including intervention programs, materials, and software. Conduct surveys in revising SPSA as needed. Provide time for collaboration on lesson planning, instructional pacing, reviewing data, determining grade level expectations, and grade level commitments. The ASPIRE after school program will provide homework assistance as a support for students.


Principal K-5 Teachers Assistant Superintendent. Educational Services RSP Teacher Speech Teacher School Site Council (SSC) Members English Language Advisory Committee (ELAC) Members ASPIRE Program Staff ELD Curriculum Specialist

Teachers and support staff will collaborate, plan, and receive professional development to align curriculum, instruction, and materials to content standards. Student data of student exiting intervention programs will be monitored for the purpose of adjusting instruction to continue to meet student needs. Teachers will submit instructional schedules along with principal walk-throughs will verify instructional minutes for Reading/Language Arts, ELD, and Math. Intervention teachers will provide the principal with an instructional schedule along with a student list and curriculum materials that will meet individual student needs. Through principal walk-throughs, grade level planning, and data collaboration the use of SBE and LEA adopted instructional materials will be observed, verified, and supported. The principal will conduct the Budget Priority Survey, and Needs Assessments to revise the SPSA. Teachers along with support staff will be provided time for collaboration on lesson planning, instructional pacing, review data, determining grade level expectations, and grade level commitments as noted on agendas, submission of grade level commitments, and grade level goals. During the 2015-2016 school year, the ASPIRE program will offer homework assistance to enrolled students. Evidence of this action will be the daily ASPIRE schedule and principal observation.


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Goals #2 & 3: English Language Arts / Mathematics – By June, 2016, the number of students meeting or exceeding standards in ELA will increase by 10% and the number of students meeting or exceeding standards in Math will increase by 5% as measured by CAASPP data.


This goal aligns with LCAP Year 1: 2015-2016 GOAL: #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support.


The 2014-2015 CAASP data was used. QRI data from August/September 2015 was also utilized.


Teachers

Parents

SSC

Principal

District staff

VCOE support staff


According to 2015 CAASPP data, 29% of third graders, 14% of fourth graders and 27% of fifth graders met or exceeded the ELA CCSS. In Mathematics, 23% of third graders, 16% of fourth graders and 14% of fifth graders met or exceeded the CCSS. According to the 2015 QRI baseline data, 43 of 69 Kindergarten students, 45 of 67 first grade students, 40 of 70 second grade students and 72 of 204 third through fifth graders were not reading at grade level.


All students in all subgroups kindergarten to fifth grade. All students will advance a minimum of one grade level as measured by district and curricular assessments.


District assessments

CAASP data will be used as a baseline

QRI data will be sued as a baseline


Analysis of data by student and standards on local district assessments and curricular assessments.


Professional Development in CCSS, ELA/ELD Frameworks and Smarter Balanced Assessments.

Implementation of the RtI² process utilizing classroom teachers and Reading Specialists.



19


Start & Completion

Dates Personnel

Responsible



Involvement of staff, parents, and the community: Involve parents and community in planning and implementing SPSA through annual needs assessment surveys (parents and staff). Improve communication and collaboration between school and home. Provide parent training, events, and volunteer opportunities. Establish advisory committees (SSC, ELAC, etc.) to review and recommend programs for the school. All information is provided in home language and will be parent friendly. Parents and staff will meet and collaborate on interventions to meet the academic needs of all students. Staff will conduct parent trainings to support student learning. Parents will have translators available to provide translation at meetings and trainings.

August 2015 -June 2016

Principal Office Administrative Assistant Office Assistant Leadership Team Teachers and Staff

Title I $3,300 Translators for Conferences, Back to School Night and IEPs.

By May 2016, staff and parents will complete annual needs assessment survey to evaluate the current year and also to plan for the following school year. Ongoing communication through principal newsletters, informational and event flyers, Coffee with the Principal, conferences, school meetings and Friends of Thille PTA meetings will be done bilingually to ensure collaboration between teachers, staff, and parents. The Friends of Thille PTA will organize all school events pertaining to fundraising to support enrichment opportunities for students. During September and October, advisory committees are established. Sign-in sheets and parent flyers will be maintained as meeting records. The principal will conduct a parent meeting to explain CCSS and SBAC.

Monitoring program implementation and results: School Site Council constituted per EC 52012. Develop a single, comprehensive SPSA approved by SPUSD Board. Meet all federal and state requirements/guidelines/assurances for all funding resources in support of Grace Thille SPSA (i.e. QEIA reviews). SSC develops plan and updates expenditures with input from ELAC, etc. Coordinate with SPUSD LEA Plan and staff. Submit all state and federal required annual reports under programs for which Grace Thille receives allocations. All plans, reports, etc. will be in home language and parent friendly. Meet Williams vs. CA requirements. Principal will conduct bi-weekly to monthly walk-throughs for the purpose of program monitoring.


Principal School Site Council Members Assistant Superintendent, Educational Services Office Administrative Assistant Office Assistant Teachers and Staff

During the month of October, SSC elections will be completed to replace any vacant positions on the SSC. Each representative group will nominate and vote for their representative(s). With the parent and staff needs assessments, the SPSA will be developed along with the SSC. Once developed, the SSC and staff will review the SPSA and will have an opportunity to make recommendations and/or revise any portion of the plan. Once approved by the SSC the plan will be presented to the SPUSD Board for approval. At each SSC meeting, if applicable, updates on expenditures will be made. All required state and federal reports will be submitted. All reports, plans, etc. will be available in the parents’ home language. Grace Thille will collaborate with SPUSD to ensure that we


20


Start & Completion

Dates Personnel

Responsible



are in compliance with Williams requirements. Walk through logs are evidence of program monitoring.

Improvement of instructional strategies and materials: In collaboration Grace Thille and SPUSD LEA stakeholders will allocate both general and categorical funds to be used appropriately, in accordance with state and federal guidelines, policies, and requirements in support of the CORE and intervention program goals in the Grace Thille SPSA and SPUSD LEA Plan. Allocations will be based on analysis of verifiable state assessment data and parent and staff input, and needs assessments, all of which will be used by the SSC to prioritize funding. Funding expenditures will meet all program requirements for which Grace Thille receives allocations. Classroom Library collection will be updated with new non-fiction books. Technology will be updated to provide optimal learning environments for students.


Principal School Site Council Members English Language Advisory Committee Members Office Administrative Assistant Office Assistant Teachers and Staff Assistant Superintendent, Educational Services District Business Department Library Assistant Technology Department

Title I - $12,000 Non-fiction books to supplement classroom libraries Title I - $2,288 (Currently in reserve) Technology/TV monitors for classrooms (if approved by SSC) QEIA - $22,228 New Technology/TV monitors for classrooms

Principal will develop a budget in accordance with general and categorical guidelines. Once approved by SSC, funds will be used to support core and intervention programs as described in the Grace Thille SPSA and SPUSD LEA Plan. A staff budget priority survey will be used to allocate funding. SSC members will review parent and staff needs assessments and budget priority survey to determine funding priorities. Principal will develop Grace Thille’s budget ensuring that all program requirements are met. SSC and ELAC agendas along with committee minutes will reflect any plan or budget changes the committees recommend and vote upon. List of non-fiction titles will be provided. Teacher technology survey will be conducted to evaluate impact of new technology.


21


Start & Completion

Dates Personnel

Responsible



Alignment of instruction with content standards: SPSA is based upon comprehensive needs assessments and analysis of data. Adhere to the use of ongoing data analysis (LEA and curriculum embedded assessments) to determine student placement and progress and to inform classroom instruction and/or interventions. Assessment results will be available to parents in home language and parent friendly format. Structured teacher grade level planning/collaboration time will be utilized for data analysis to guide instructional planning. Utilize EADMS data base to provide explicit data to teachers, parents, and administrators on a timely basis. Monitored students attending intervention programs (Tier 2) to ensure exit out as needed. Conduct surveys to revise SPSA as needed. Utilize technology components of the core curriculum to enhance instruction.


Principal Office Administrative Assistant Office Assistant K-5 Teachers and Staff

In the Spring, a comprehensive needs assessment will be developed and given to staff and parents for their input to generate 2016-2017 goals and actions. In developing academic goals and actions, the teachers and principal will analyze data from ongoing assessments in English Language Arts and Mathematics to determine student placement, academic progress, interventions, and classroom instruction. Assessment data will be provided to parents in their home language. District assessment will be provided to the parents during parent conferences and the information will be translated in the home language in a format that the parents will understand. Teachers will be provided time for structured teacher grade level planning time, and grade level collaboration will be scheduled to ensure instructional needs of students are being addressed. Teachers will input data in EADMS and run data along reports after each benchmark and district trimester assessment (Language Arts and Mathematics) so teachers, parents, and administrators can utilize EADMS data on a timely matter to meet the academic needs of the students on an ongoing basis. Students that are identified to attend intervention programs will be assessed in Language Arts every 6-8 weeks to ensure exit out as needed, as evidenced by student rosters and data.


22

Staff development and professional collaboration: Provide professional development to support core curriculum and develop instructional strategies. Ensure all staff is highly qualified. Ensure appropriate staffing for RtI² to meet students’ needs, as budget allows.


Principal K-5 Teachers Certificated Human Resources Library Assistant Reading Specialists provided through LCAP funds

Title I - $375 VCOE Professional Development for teachers and library assistant Title I - $236 VCOE Professional Development for Principal

Teachers, intervention teachers, and principal will be provided professional development through district, site, and VCOE trainings in CCSS Language Arts, ELA/ELD Framework, Mathematics, SBAC, CCSS and EADMS. Sign-in sheets and collaboration notes will be maintained. Collaborate with certificated human resources to ensure that current and new teachers are highly qualified. The principal will ensure that appropriate staffing for the RtI² Pyramid of Support are hired as the budget allows to meet student needs.


23

Increased educational opportunity: Use the State Board of Education (SBE) adopted English Language Arts, Mathematics, and ELD instructional programs and materials, including supplemental CCSS and intervention materials. Instructional time (adherence to instructional minutes) for Reading/Language Arts, Mathematics, and ELD (K-5). Utilize student achievement monitoring systems which utilize data to monitor student progress and modify instruction (COST, SCIP, EADMS). Ongoing instructional assistance, support, and professional development for teachers. Monthly collaboration by grade level (K-5) facilitated by administration. Research-based educational practices will be used to raise students’ achievement at Grace Thille. Provide library assistant to enable students, teachers, and parents access to the Grace Thille library per SPUSD adopted library plan and support the Accelerated Reader Program. After school intervention provided to students needing additional assistance. The Star Nova Program will provide enrichment opportunities to students in grades 1 – 5. Kinder students will be supported by classroom Instructional Assistants through mid-February. Reading specialists will support students K-5 that need additional support in ELA.


Principal K-5 Teachers and Intervention Teachers Assistant Superintendent. Educational Services RSP Teacher Speech Teacher Library Assistant Star Nova Program provided through District LCAP funds. Bilingual Instructional Assistants. Reading specialists provided by LACP funds.

Title I - $4,660 Library Assistant

Principal will conduct walk-throughs, classroom visitations, attend teacher collaboration and planning meetings, and data analysis meetings to ensure fidelity to the district K-5 adopted materials in Language Arts, Mathematics, and ELD. Teachers’ instructional schedule will indicate instructional blocks for Reading/Language Arts, Mathematics, and ELD. Through COST/SCIP, meeting schedules will be used as evidence to demonstrate that teachers and/or committee members are using data to monitor student progress and/or modify instruction. The data information will be generated from EADMS monitoring system. The principal will provide ongoing instructional support and professional development to teachers and support staff. Agendas and handouts will be available as evidence. Designated site collaboration days will be used for grade level collaboration and data analysis. Principal will plan grade level professional development that is focused on school-wide goals. K-5 teachers have developed lesson pacing aligned with units to ensure consistency and grade level alignment. Grades K-5 have aligned grade level activities to be consistent from classroom to classroom. Teachers will follow district pacing schedules. The principal will provide teachers with resource books that contain research-based instructional strategies that are aligned with school-wide goals. Teachers, along with the principal and support staff, will have opportunities to discuss these practices and how they are being used to raise student achievement. The principal will monitor delivery of these instructional strategies by walk-throughs, class visitations, teacher collaboration, and planning meetings. The library will open until 3:15 daily to provide students, teachers, and parents with access to the Grace Thille Library. The library assistant will provide teachers and principal with a library schedule. After school intervention attendance records and student data.


24

Star Nova attendance logs serve to verify participation. Kinder assessment data will be maintained to track progress of students working with IAs for additional support. Data analysis of pre- and post-intervention reading levels scores using QRI or other district measures.

Teaching and Learning: Alignment of classroom and intervention curriculum, instruction and materials to content and performance standards. Adherence to recommended instructional minutes for Reading/Language Arts, ELD and Math. Required instructional minutes for Tier 2, core interventions, other student programs, and curricular activities to meet the needs of individual students. Use SBE and LEA adopted standards aligned instructional materials, including intervention programs, materials, and software. Conduct surveys in revising SPSA as needed. Provide time for collaboration on lesson planning, instructional pacing, reviewing data, determining grade level expectations, and grade level commitments. The ASPIRE after school program will provide homework assistance and enrichment as a support for students. Opportunities for students to apply their learning and work with teachers to develop a yearbook will be provided. The Accelerated Reader Program will be purchased and utilized as a reading motivation program for students. An Author’s Fair will be held to showcase student publications.


Principal K-5 Teachers Assistant Superintendent. Educational Services RSP Teacher Speech Teacher School Site Council (SSC) Members English Language Advisory Committee (ELAC) Members ASPIRE Program Staff

Title I - $5,085 Student yearbook of accomplishments Title I - $415 Movie Licensing for video instructional materials. Title I - $6,500 Service agreements for copiers

Teachers and support staff will collaborate, plan, and receive professional development to align curriculum, instruction, and materials to content standards. Data of students exiting intervention programs and improving in core curriculum chapter and unit tests will be monitored. Teachers will submit instructional schedules along with principal walk-throughs to ensure instructional minutes for English Language Arts, ELD, and Math. K-5 teachers will provide after school intervention in Language Arts and/or Mathematics 2 or 3 days a week to support students’ academic achievement. Through principal walk-throughs, grade level planning, and data collaboration the use of SBE and LEA adopted instructional materials will be observed. The principal will conduct the Budget Priority Survey and Needs Assessments to revise the SPSA. Teachers along with support staff will be provided time for collaboration on lesson planning, instructional pacing, review data, determining grade level expectations, and grade level commitments as noted on agendas, submission of grade level commitments, and grade level goals. During the 2015-2016 school year, ASPIRE program will offer homework assistance to enrolled students. Evidence of this action will be the daily ASPIRE schedule and principal observation. The Author’s Fair is a venue where the students display their stories which are written in different genres. Students will have the opportunity to write a book to publication for an audience and display their work at the Author’s Fair. An author is invited to present his/her books


25

and give students strategies on how to write in different genres. Students will work with teachers to develop a yearbook reflecting student growth and accomplishments for the current year. All students in grades 1-5 will participate in the Accelerated Reader Program and will have the opportunity to earn points and prizes as a result to reading. All Grace Thille students will have the opportunity to write and publish books for the Author’s Fair. A published author will come to the school to share information about writing and publishing with the students.


26

Goal #4: Develop a Safe and Positive School Climate – Grace S. Thille Elementary School will provide all students a school community environment that is safe, drug free, and conducive to learning. The school climate will positively affect the way students, parents, and staff feel about Grace S. Thille. All stakeholders will consider themselves part of the school community.


This goal supports LCAP GOAL: #6 Create a Welcoming & Efficient School Climate for Staff, Students, Parents and Public


The School Safety Plan indicates that safety regulations, procedures, and requirements must be met to ensure the safety of students and staff at school. Education code section 234 (a)(b) defines the LEA’s responsibility to work to reduce discrimination, harassment, violence, intimidation, and bullying. In addition, the policy states that the schools must improve safety and the connections between pupils and supportive adults, schools, and communities. Assembly Bill 9, Seth’s Law, amends this Safe Place to Learn Act to indicate intimidation and bullying. Data gathered last year from the California Healthy Kids Survey, the Parent Survey and records of office referrals and suspensions at Grace Thille indicate that ongoing steps need to be taken to reduce bullying at the school.


The school principal and staff, as well as district personnel, were involved in developing this goal.


Analysis of the California Healthy Kids Survey, as well as office referrals and suspensions revealed that a comprehensive bullying prevention plan is needed and ongoing monitoring and implementation of safety procedures and routines must be maintained.


Educating all students and staff about bullying and equipping them with strategies and skills to maintain a safe and peaceful campus is the focus of the Anti-Bullying Program. Fewer office referrals and suspensions are expected after implementing this program. In addition, maintaining student and staff safety in emergency and non-emergency settings is expected from implementation of the Site Safety Plan.


Emergency drill logs will be maintained as evidence of compliance of safety procedures. Office referrals will be evaluated to determine whether the frequency of behavior incidents and bullying decreases.


Annual review.



27


Start & Completion

Dates Personnel

Responsible Funding Source

& Amount Process for Evaluation

of Implementation

Involvement of staff, parents, and the community: Involve parents and community in providing input to be used in completing the SPSA through annual needs assessment surveys (parents and staff). Improve communication and collaboration between school and home regarding safety, and provide parent training, events, and volunteer opportunities Parents and staff will have the opportunity to review and provide input on school climate and safety programs. All information is provided in home language and will be parent friendly. A counselor will provide counseling to students identified for social/emotional/behavioral support and intervention. PIQE Parent Education Program will provide parent education to parents. Parents will be notified of school policies and procedures.

August 2015 -June 2016

Principal K-5 Teachers Office Administrative Assistant Office Assistant Parents PIQE Program funded by LCAP funds. Counselor funded by LCAP funds.

Title I $977 Parent Involvement Funds

The principal will conduct an annual needs survey which includes survey questions on school climate and safety. This information will be considered when writing the SPSA and Safety Plan. The principal will schedule Coffee with the Principal meetings to discuss school topics, such as safety, and parent friendly information will be sent home in the form of newsletters and school memos informing parents of components of the school safety plan and other school programs. All school correspondence will be sent home in the home language. Staff will be provided with information regarding safety programs and procedures and will partake in developing the safety teams and procedures at the school site. The principal will meet with the counselor to coordinate services and carry out plans for assisting students with social/emotional/behavioral needs. Confidential counseling records will be maintained. PIQE attendance rosters will be maintained as evidence of participation. Families will receive a Family Handbook at registration time.

Monitoring program implementation and results: School Site Council constituted per EC 52012. SSC will develop a single, comprehensive SPSA approved by SPUSD Board. Meet all federal, state, and local requirements/guidelines for funding resources and safety requirements in support of Grace Thille’s SPSA and Safety Plans. All plans and reports will be in home language and parent friendly. Grace Thille School will meet Williams Act requirements.


Principal School Site Council Members K-5 Leadership Team and Staff Office Administrative Assistant Office Assistant Director of Finance Other agencies as required

Principal will conduct a SSC election in October. The SPSA will be developed with input from SSC, Leadership Team, and staff will be approved by the SPESD Board. The principal will meet with the Director of Finance to ensure Grace Thille’s SPSA and budget meet all federal and state requirements. The site safety plan will meet requirements and be reviewed by required local agencies to comply with safety plan development requirements. Plans, reports, and communications will be in home language and parent friendly. VCOE will conduct a Williams inspection at the school plant


28


Start & Completion

Dates Personnel



of Implementation

and will provide a report to the school.

Monitoring program implementation and results (funding): In collaboration, Grace Thille School and the SPUSD LEA stakeholders will allocate both general and categorical funds to be used appropriately and in accordance with state and federal guidelines, policies, and requirements in support of this goal. Expenditures will be in support of the SPSA goal and actions.


Principal School Site Council Members K-5 Teachers and Staff District Personnel

The principal will conduct a needs assessment survey, a budget priority survey, and an analysis of data to identify priorities for the Safety Plan and Bullying Prevention Program. In alignment with the SPUSD LEA plan, both general and categorical funds will be used appropriately.

Alignment of instruction with content standards: Analysis of office referral data and teacher/parent input will be used to determine effectiveness of Bullying Prevention Program. Site Safety Plan will be written with input from stakeholders and LEA. Counselor will provide anti-bullying lessons to students in grades 2-5.


Principal K-5 Teachers and Staff District Staff Counselor funded through LCAP funds

Bullying Prevention Program will meet requirements of Education Code 234 (a)(b). Site Safety Plan will meet all necessary requirements and will be evaluated and revised on an annual basis. We will examine the number and type of office referrals for bullying-type incidents.

Staff development and professional collaboration: Provide professional development for the Bullying Prevention Program and site Safety Plan. Identify staff responsible for various responsibilities within the Safety Plan and train them accordingly. Staff will receive professional development in the RtI²/SCIP process. Principal, Counselor and School Psychologist will attend professional development on bullying prevention, parent engagement, restorative justice, etc.


Principal K-5 Teachers and Staff Director of Maintenance and Operations Santa Paula Fire Department or other agencies to provide training for emergency teams Director of Special Education and Student Support Services Counselor funded by LCAP funds School Psychologist funded by district

Teachers and other selected staff will complete the Bullying Prevention training and will implement the program within the school. The principal will review the Safety Plan with emergency teams and provide training accordingly. RtI²/SCIP monitoring logs and intervention logs will be maintained for students identified through the RtI² process.

Increased educational opportunity: All students will participate in the Bullying Prevention activities. All students will be afforded the opportunity to earn positive rewards for adhering to school rules and practices. A counselor will provide counseling to students identified for social/emotional/behavioral support and intervention. By addressing these


Principal K-5 Teachers and Staff District Personnel for training Counselor provided through site unrestricted and LCAP funds.

The principal and staff will positively reinforce students following rules and guidelines outlined in the school rules. Students identified through the SCIP process will be monitored and records will be kept to document steps for intervention. Confidential counseling records will be maintained on counseling students.


29


Start & Completion

Dates Personnel



of Implementation

needs of students, students will be able to focus on academics more fully. Students in grades K-3 will participate in Music in the Classroom. Third graders will learn the recorder with Music Specialist. Fourth Grade students will participate in the SPFD Smoke House program to learn fire safety. A SPPD Bike Rodeo will be offered for students who ride bikes and can benefit from learning about bike safety.

Spring 2016 December 2015 January 2016

Music teacher provided through District funds. Santa Paula Fire Department Santa Paula Police Department

Students will write summaries of what they learn from the Smoke House Program and Bike Rodeo.

Teaching and learning: Use Bullying Prevention Materials to fulfill requirements of 234 (a)(b) and Seth’s Law to educate students and reduce incidences of misbehavior and bullying on campus. Utilize practice drills to teach students safety procedures and practices outlined in safety plan.


Principal K-5 Students and Staff District Staff as needed

Time will be provided at staff meetings to discuss student behavior and bullying prevention strategies. Principal will conduct required emergency drills and will ensure procedures for such drills are explicitly taught and practiced by students and staff.


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Goal #5: Response to Instruction and Intervention (RtI²) –The RtI²model will be the structure by which student academic, social, emotional and behavioral needs are addressed, thus resulting in an increase of students meeting grade level standards, scoring early advanced or advanced on the CELDT, and a decrease in the number of office referrals.


This goal aligns with LCAP Year 1: 2015-2016 GOAL: #1 All students read at grade level, focusing first on K-5 and then any other students needing additional support and GOAL: #3 Increase Parent Involvement/Student Engagement.


2015 CAASPP and QRI baseline data was utilized.


Principal

Staff

District staff

Parents

Counselor


According to 2015 CAASPP data, 29% of third graders, 14% of fourth graders and 27% of fifth graders met or exceeded the ELA CCSS. In Mathematics, 23% of third graders, 16% of fourth graders and 14% of fifth graders met or exceeded the CCSS. According to the 2015 QRI baseline data, 43 of 69 Kindergarten students, 45 of 67 first grade students, 40 of 70 second grade students and 72 of 204 third through fifth graders were not reading at grade level.


Students in need of social/emotional/behavioral/academic support are the focus of this goal. The expected outcomes of this goal are a decrease in behavior issues, an increase in the number of students achieving proficiency in ELA and Math, and an increase in the number of students advancing at least one level on the CELDT. Should these outcomes be realized, it is expected that Grace Thille School will meet its AMAO1 and AMAO2 objectives and CAASPP targets for the 2015-2016 school year.


CELDT

SCIP data

Office referral data


Frequent, ongoing data analysis by staff will provide feedback for monitoring and evaluating progress toward reaching this goal.


Professional Development in CCSS and Smarter Balanced Assessments.

Implementation of the RtI² process.



31


Start & Completion

Dates Personnel



of Implementation

Involvement of staff, parents, and community: Conduct data chats in September, December and March to identify students needing intensive and strategic intervention. Conduct SCIP meetings to address specific student concerns. The SARB process will be utilized to address attendance concerns.


Principal District Personnel Office Administrative Assistant Office Assistant Reading Specialists funded by LCAP K-5 Teachers Parents Counselor funded by LCAP

The principal and grade level teachers will meet in September, December and March to discuss students of concern and identify actions to address students’ needs. Data will be maintained and analyzed for RtI students. SCIP meetings will be held to discuss students of concern and monitor progress of previous actions. Parents, teachers, and the principal are all members of the SCIP team. SCIP meeting forms will be maintained. The clerical staff and principal will work together to identify students with truancy patterns. These students will be referred to SARB. The school and LEA will work together with community agencies to support families and monitor student attendance.

Monitoring program implementation and results: Meet all federal and state requirements/guidelines/assurances, for all funding resources in support of the Grace Thille School SPSA. RtI² Plan is coordinated with SPUSD LEA Plan and LEA staff. School Site council constituted per EC 52012 and consulted in all plans and expenditures identified in the SPSA.


Principal SSC Members School Staff District Staff Clerical Staff

The principal will develop a comprehensive SPSA, which indicates a budget developed with the Director of Finance that will be reviewed by the Assistant Superintendent in charge of categorical programs and approved by the SPUSD Board. The principal will ensure that the RtI² Plan is inclusive of all essential elements as required by the LEA. SSC meetings will be conducted to review and approve the budget and SPSA regularly. All plans and documents will be in home language and parent friendly. Agendas and Minutes will be maintained.

Increased educational opportunity: In collaboration, Grace Thille School and the SPUSD LEA stakeholders will allocate both general and categorical funds to be used appropriately, in accordance with state and federal guidelines, policies, and requirements in support of the CORE and intervention program goals in the Grace Thille SPSA and SPUSD LEA Plan. Allocations will be based on analysis of verifiable state and local assessment data, parent and staff input, and needs assessments, all of which will be used by SSC to prioritize funding. Funding expenditures will meet all program requirements for which Grace Thille School receives allocations.


Principal School Site Council Members Office Administrative Assistant Office Assistant K-5 Staff Assistant Superintendent, Curriculum and Instruction Director of Budget and Finance

Title I - $5,344 After School Intervention Title I - $80 Books for Counselor to use with students

The principal will develop a budget in accordance with general and categorical guidelines. Once approved by SSC, funds will be used to support CORE and intervention programs as described in the SPSA and LEA Plan. Results of a staff Budget Priority Survey will be used to allocate categorical funds. SSC members will review needs assessments and Budget Priority Survey to determine funding priorities. Budget allocations will be approved by the SSC and expenditures will be approved by the Assistant Superintendent


32


Start & Completion

Dates Personnel



of Implementation

Teachers will provide after school intervention to identified students in need of Tier 2 support to assist them in meeting grade level standards. Counselor will provide counseling to identified students. Books for counselor to use with students in session. Reading specialist will work with identified students and will work with teachers to target instruction during UA time.

Counselor Teachers for after school intervention. Reading specialists funded by LCAP.

of Curriculum and Instruction to ensure they meet guidelines as prescribed in categorical program requirements. Student progress in intervention will be monitored using monitoring logs and informal assessment. Improvement in academics and decreases in office referrals would indicate effectiveness of counseling services.

Alignment of instruction with content standards: SPSA is based upon comprehensive needs assessments and analysis of data. Adhere to the use of ongoing data analysis (state, LEA, and curriculum embedded assessments) to determine student placement and progress and to inform classroom instruction and/or interventions. Assessment results will be available to parents in home language and in a parent friendly format. Weekly or bi-weekly structured teacher grade level planning/collaboration time will be utilized for data analysis to guide instructional planning. Utilize EADMS data base to provide explicit data to teachers, parents, and administrators on a timely basis. Monitor students attending intervention programs (Tier 2) to ensure flexible groupings and the opportunity to exit out as needed. Conduct surveys to revise SPSA as needed.

August 2015 - June 2016

Principal Office Manager Clerical II K-5 Teachers and Staff

In the Spring, a comprehensive needs assessment will be developed and given to staff and parents for their input to generate 2015-2016 goals and actions. In developing academic goals and actions, the teachers and principal will analyze data from ongoing assessments in English Language Arts, Mathematics, and ELD to determine student placement. Academic progress, interventions, and classroom instructions. CELDT information will be provided to parents in their home language. District assessment will be provided to the parents during parent conferences and the information will be translated in the home language in a format that the parents will understand. Teachers will be provided time for structured teacher grade level planning time. Designated teacher planning will be scheduled on Wednesdays, and grade level data collaboration will be scheduled to ensure instructional needs of students are being addressed. Teachers will use EADMS and run data reports after each benchmark and district trimester assessment (Language Arts and Mathematics) so teachers, parents, and administrators can utilize EADMS data on a timely matter to meet the academic needs of the students on an ongoing basis. Students that are identified to attend intervention programs will be assessed in Language Arts, ELD and/or Mathematics every 6-8 weeks to ensure exit out as needed, based on data.


33


Start & Completion

Dates Personnel



of Implementation

Staff development and professional collaboration: Provide professional development to support core curriculum, and develop instructional strategies. Ensure all staff are highly qualified. Ensure appropriate staffing for RtI², as funding permits, to meet student needs. Data chat meetings will be held three times per year to identify students for RtI.


Principal K-5 Teachers Counselor funded by LCAP District Personnel Certificated HR Staff Reading Specialists funded by District LCAP funds.

Title I - $4,500 for substitutes for teacher release for testing, collaboration, etc.

Teachers, the principal, and the intervention teacher will be provided with professional development through district, site, and VCOE training in ELA, Mathematics, ELD, RtI² and strategies for managing behavior. Collaborate with certificated HR to ensure that current and new teachers are highly qualified. The principal will ensure that appropriate staffing for the RtI² Pyramid of Support are hired, as budget permits, to meet student needs. A counselor will maintain records on students who receive services. Data Chat meetings will be conducted three times during the year for teachers to identify students for RtI and to collaborate around data. Data charts will be kept.


34


Start & Completion

Dates Personnel



of Implementation

Alignment of instruction with content standards: Use the State Board of Education (SBE) adopted English Language Arts, Mathematics, and ELD instructional programs and materials, including supplemental intervention materials. Instructional time (adherence to instructional minutes) for Reading/Language Arts, Mathematics, and ELD (K-5). Utilize student achievement monitoring systems which utilize data to monitor student progress and modify instruction (COST, SCIP,EADMS). Ongoing instructional assistance, support, and professional development for teachers Minimum monthly collaboration by grade level (K-5) facilitated by administration. Research-based educational practices will be used to raise students’ achievement at Grace Thille in accordance with EPC(s). Opportunities for students to receive in school counseling or counseling through a coordination of outside services.


Principal K-5 Teachers and Intervention Teachers Assistant Superintendent. Educational Services RSP Teacher Speech Teacher Counselors

Principal will conduct walk-throughs, classroom visitations, attend teacher collaboration and planning meetings, and data analysis meetings to ensure fidelity to the district K-5 adopted materials in Language Arts, Mathematics, and ELD. Teachers’ instructional schedule will indicate instructional blocks for Reading/Language Arts, Mathematics, and ELD, which includes opportunities for UA time to allow students extra instructional time. Through COST/SST, meeting schedules will be used as evidence to demonstrate that teachers and/or committee members are using data to monitor student progress and/or modify instruction. The data information will be generated by EADMS monitoring system. The principal will provide ongoing instructional support and professional development to teachers and support staff. Agendas and handouts will be available as evidence. Designated site collaboration days will be used for grade level collaboration and data analysis. Principal will plan grade level professional development that is focused on school-wide goals. Agendas and sign-in sheets will be maintained. K-5 teachers have developed lesson pacing aligned with units to ensure consistency and grade level alignment. Grades K-5 have aligned grade level activities to be consistent from classroom to classroom. The principal will provide teachers with resource books that contain research-based instructional strategies that are aligned with school-wide goals. Teachers, along with the principal and support staff, will have opportunities to discuss these practices and how they are being used to raise student achievement. The principal will monitor delivery of these instructional strategies by walk-throughs, class visitations, teacher collaboration, and planning meetings. Students will be referred for counseling though SCIP or IEP processes.


35


Start & Completion

Dates Personnel



of Implementation

Teaching and Learning: Alignment of classroom and intervention curriculum, instruction and materials to content and performance standards. Adherence to recommended instructional minutes for English Language Arts, ELD and Math, which includes UA and additional classroom support. Lesson pacing schedule requires instructional minutes for Tier 2, core interventions, other student programs, and curricular activities to meet the needs of individual students. Use SBE and LEA adopted standards aligned instructional materials, including intervention programs, materials, and software. Conduct surveys in revising SPSA as needed. Provide time for collaboration among and between regular education and special education teachers on lesson planning, instructional pacing, reviewing data, determining grade level expectations, and grade level commitments. The ASPIRE after school program will provide homework assistance and enrichment as a support for students. Opportunities for students to apply their learning and work with teachers to develop a yearbook will be provided. Reading Specialists and classroom teachers will provided intervention to students identified through data chats.


Principal K-5 Teachers Assistant Superintendent. Educational Services RSP Teacher Speech Teacher School Site Council (SSC) Members English Language Advisory Committee (ELAC) Members ASPIRE Program Staff Reading Specialists funded by LCAP Intervention Teachers

Teachers and support staff will collaborate, plan, and receive professional development to align curriculum, instruction, and materials to content standards. Data of students exiting intervention programs and improving in core curriculum chapter and unit tests will be monitored. Teachers will submit instructional schedules along with principal walk-throughs to ensure instructional minutes for English Language Arts, ELD, P.E. and Math. K-5 teachers will provide after school intervention in Language Arts and/or Mathematics 2 or 3 days a week to support students’ academic achievement. Through principal walk-throughs, grade level planning, and data collaboration the use of SBE and LEA adopted instructional materials will be observed. The principal will conduct a Budget Priority Survey, and Needs Assessments to revise the SPSA. Teachers along with support staff will be provided time for collaboration on lesson planning, instructional pacing, review data, determining grade level expectations, and grade level commitments as noted on agendas, submission of grade level commitments, and grade level goals. During the 2015-2016 school year, ASPIRE program will offer homework assistance to enrolled students. Evidence of this action will be the daily ASPIRE schedule and principal observation. The Author’s Fair is a venue where the students display their stories which are written in different genres. Students will have the opportunity to write a book to publication for an audience and display their work at the Author’s Fair. An author is invited to present his/her books and give students strategies on how to write in different genres. Students will work with teachers to develop a yearbook reflecting student growth and


36


Start & Completion

Dates Personnel



of Implementation

accomplishments for the current year. Student pre- and post-intervention data will be collected and reviewed.


37

References

CAASPP – Grade 3 English Language Arts/Literacy 2014-15

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All Students Tested 72 72 100.0% 72 2388.8 7% 22% 39% 32%

Male 72 42 58.3% 42 2367.4 2% 14% 36% 48%

Female 72 30 41.7% 30 2418.9 13% 33% 43% 10%

African American

American Indian or Alaskan Native

Asian

Filipino 72 1 1.4% 1 * * * * *

Hispanic or Latino 72 69 95.8% 69 2387.2 7% 22% 38% 33%

Hawaiian or Pacific Islander

White (not Hispanic) 72 2 2.8% 2 * * * * *

Two or More Races

Socioeconomically Disadvantaged 72 70 97.2% 70 2388.8 6% 23% 40% 31%

English Learners 72 45 62.5% 45 2371.5 4% 16% 36% 44%

Students with Disabilities 72 8 11.1% 8 * * * * *

Migrant Education 72 4 5.6% 4 * * * * *

Foster Youth

English Language Arts/Literacy

14-15

Grade 3


38

CAASPP – Grade 3 Mathematics 2014-15

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Male 72 42 58.3% 42 2378.9 0% 17% 31% 52%

Female 72 30 41.7% 30 2405.4 3% 30% 37% 30%

African American


Asian

Filipino 72 1 1.4% 1 * * * * *




Two or More Races





Foster Youth

14-15

Grade 3

Mathematics


39


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Male 69 37 53.6% 37 2400.1 11% 5% 24% 59%

Female 69 32 46.4% 32 2408.0 3% 9% 38% 50%

African American


Asian

Filipino N/A N/A N/A N/A N/A N/A N/A N/A N/A




Two or More Races



Students with Disabilities 69 17 24.6% 17 2330.5 0% 0% 6% 94%


Foster Youth


14-15

Grade 4


40


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Male 69 37 53.6% 37 2413.9 0% 16% 43% 41%

Female 69 32 46.4% 32 2397.4 0% 16% 28% 56%

African American


Asian

Filipino N/A N/A N/A N/A N/A N/A N/A N/A N/A




Two or More Races



Students with Disabilities 69 17 24.6% 17 2327.3 0% 0% 6% 94%


Foster Youth

Mathematics

14-15

Grade 4


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Male 66 39 59.1% 39 2453.2 3% 31% 18% 49%

Female 66 27 40.9% 27 2456.6 4% 15% 44% 37%

African American


Asian

Filipino 66 1 1.5% 1 * * * * *



White (not Hispanic) N/A N/A N/A N/A N/A N/A N/A N/A N/A

Two or More Races





Foster Youth


14-15

Grade 5


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Male 66 39 59.1% 39 2454.8 5% 15% 28% 51%

Female 66 27 40.9% 27 2439.7 4% 0% 22% 74%

African American


Asian

Filipino 66 1 1.5% 1 * * * * *



White (not Hispanic) N/A N/A N/A N/A N/A N/A N/A N/A N/A

Two or More Races





Foster Youth

Grade 5

Mathematics

14-15


43

CST Science – Grade 5 2014-15

CST Science – Grade 5 – 3 Year Comparison

0%

5%

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15%

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35%

40%

45%

Grade 5 14-15

11%

42% 40%

7%

0%

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

12-13 13-14 14-15

Students Tested 58 61 57

% of Enrollment 89.2% 91.0% 86.4%

Students with Scores 58 61 57

Mean Scale Score 354 360.2 355.3

% Advanced 14% 18% 11%

% Proficient 40% 39% 42%

% Basic 34% 26% 40%

% Below Basic 7% 13% 7%

% Far Below Basic 5% 3% 0%

Grade 5

CST Science


44

CELDT 2014-15

CELDT 3 Year Comparison

2014-15

Students

Tested Beginning

Early

Intermediate Intermediate

Early

Advanced Advanced

Kinder. 49 35% 33% 27% 4% 2%

Grade 1 48 10% 17% 27% 35% 10%

Grade 2 48 8% 6% 38% 35% 13%

Grade 3 55 15% 16% 33% 27% 9%

Grade 4 46 17% 4% 35% 30% 13%

Grade 5 38 8% 3% 26% 55% 8%

Results Shown as Percentage

0%

10%

20%

30%

40%

50%

60%

70%

Kinder. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

56%

4% 2% 0%

10% 8%

64%

0%

6% 8% 5% 3%

35%

10% 8%

15% 17%

8%

2012-13 Beginning 2013-14 Beginning 2014-15 Beginning

0%

10%

20%

30%

40%


23%

16%

21%

27%

10%

4%

14%

2%

26%

20%

3% 6%

33%

17%

6%

16%

4% 3%

2012-13 EarlyIntermediate




45

Summary data is not provided when there are a total of three or fewer students tested in a particular subgroup (indicated by three asterisks ***).

0%

10%

20%

30%

40%

50%

60%


17%

48% 48%

43%

36% 35%

18%

42%

34%

47%

53%

18%

27% 27%

38%

33% 35%

26%

2012-13 Intermediate 2013-14 Intermediate 2014-15 Intermediate

0%

20%

40%

60%

80%


4%

24% 19%

27%

40%

50%

5%

35% 28%

22%

35%

61%

4%

35% 35% 27% 30%

55%

2012-13 EarlyAdvanced



0%

5%

10%

15%

20%

25%


0%

8% 10%

4% 5%

4%

0%

21%

6%

2%

5%

12%

2%

10%

13%

9%

13%

8%

2012-13 Advanced 2013-14 Advanced 2014-15 Advanced


46

School-Parent/Home Compact

Grace Thille School School Parent Compact

It is important that families and schools work together to help students achieve high academic standards. Through a process that includes teachers, families, students and community representatives, the following are agreed upon roles that we, as partners, can carry out to support student success in school and in life.

Staff Pledge: I agree to carry out the following responsibilities to the best of my ability: • Provide high quality curriculum and instruction. • Endeavor to motivate my students to learn. • Have high expectations and help every child to develop a love of learning. • Communicate regularly with families about student progress. • Provide a warm, safe and caring learning environment. • Provide meaningful, daily homework assignments to reinforce and extend learning (30 minutes for grades

1-2 and 60 minutes for grades 3-5). • Participate in professional development opportunities that improve teaching and learning and support the

formation of partnerships with families and the community. • Respect the school, students, staff and families. • Actively participate in collaborative decision making and consistently work with families and my school

colleagues to make schools accessible and welcoming places for families and help each student achieve the goals within our Single Plan for Student Achievement (SPSA).

Staff signature: ____________________________


47

Student Pledge: I agree to carry out the following responsibilities to the best of my ability: • Come to school on time, ready to learn and work hard. • Bring necessary materials, completed assignments and homework. • Know and follow school and class rules. • Ask for help when I need it. • Communicate regularly with my parents and teachers about school experiences so that they can help me

be successful in school. • Limit activities that interfere with studying and/or reading every day after school. • Respect the school, classmates, staff and families. Student signature: ______________________________ Family/Parent Pledge: I/We agree to carry out the following responsibilities to the best of my/our ability: • Provide a quiet time and place for homework, monitoring activities that might interfere. • Read to my child or encourage my child to read every day. • Communicate with the teacher or the school when I have a concern. • Ensure that my child attends school on time every day, gets adequate sleep, regular medical attention

and proper nutrition. • Regularly monitor my child’s progress in school. • Participate in school activities, such as school volunteering, attending parent/teacher conferences, and

attending performances. • Communicate the importance of education and learning to my child. • Respect the school, staff, parents, students and families. Parent/Guardian signature: ___________________________ Parent/Guardian signature: ___________________________


48

Parent Involvement Policy

Grace Thille School School Parental Involvement Policy

2015 – 2016 Grace Thille School's parent involvement policy, programs, and activities are consistent with the following statutory definition: Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring:

that parents play an integral role in assisting their child's learning;

that parents are encouraged to be actively involved in their child's education at school;

that parents are full partners in their child's education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

the carrying out of other activities, such as those described in section 1118 of the ESEA. To promote parent involvement and implement the statutory requirements of Section 1118 of the ESEA, School will:

Create a parent involvement policy in collaboration with parents, make that policy available to all stakeholders, and notify parents about the policy in an understandable format and, to the extent practicable, in a language that parents can understand.

Update the policy periodically to meet changing needs.

Work with parents to create a school-parent compact.

Provide opportunities for the full participation of parents of English learners, special education, and migrant students.

Involve the parents of students served in Title I in decisions about how funds reserved for parental involvement is spent.

Build site capacity for parent leadership, collaboration, and communication.

Provide other reasonable support for parental involvement activities as requested by parents. Grace Thille School will involve parents in the joint development, review and update of its school parental involvement policy and plan. Parents will have the opportunity to learn about, discuss, and have input into the plan at School Site Council meetings, Friends of Thille PTA meetings, the annual Title I meeting, and English Learner Advisory Committee meetings. Annual Title I Meeting Grace Thille School holds an annual meeting to inform parents of the school's participation in Title I programs, and to explain the Title I requirements and the right of parents to be involved in Title I programs. The school convenes the meeting at a time convenient for parents and offers a flexible number of additional parental involvement meetings, as requested by parents. All parents of students participating in Title I programs are invited to this meeting, and will be encouraged to attend by:

Making individual phone calls to reach all parents

Sending home letters and reminders to inform parents about time and place (all information sent home and given out at the meeting is in Spanish and English)

Providing translation at the meeting, so that all parents can access the information

Providing follow up information to parents who were unable to attend Title I Program and Services Grace Thille School will provide parents of participating student's information about the Title I program, including a description and explanation of the school's curriculum, assessments used to measure students' progress, and the proficiency levels students are expected to meet. This information will be provided to parents through:

Annual Title I Parent meeting


49

Formal/informal/conference with teachers

Phone and E-mail contacts

Report cards

Back- to-School Night Grace Thille School makes every attempt to coordinate Title I parent involvement activities with similar activities that are done through ELAC, SSC, and Friends of Thille PTA. School Review and Improvement/Information about Student Achievement and Progress Friends of Thille will involve parents in the process of school review and improvement, giving parents the opportunity to review school wide and program achievement data and make suggestions for school improvement at School Site Council, Title I, English Learner Advisory Committee, and Friends of Thille PTA meetings. Grace Thille School will provide each parent with information about the individual performance of their child on both classroom and State assessments through:

Providing parents with individualized information about students during parent/teacher conferences

Providing parents a copy of the student's individual Smarter Balanced Assessment data

Providing parents a copy of the student's CELDT results (English Learners only)

Giving parents report cards every trimester Parent Feedback and Input Grace Thille School will provide opportunities for parents to formulate suggestions and to participate in decisions about the education of their students. The school will respond to any such suggestions through:

Incorporating suggestions into the school evaluation and/or the school plan, goals, and activities designed to achieve those goals

Developing differentiated instruction for students as needed

Tailoring intervention services to meet student needs

Development of IEP (special education students) Training for Parents and Staff Grace Thille School will provide materials and training to help parents work with their students to improve their student's academic achievement through activities such as:

School Site Council and ELAC training for parents

Friends of Thille PTA sponsored parent training/education activities

Ventura County Office of Education parent training

Training provided to parents at Annual Title I parent meeting Grace Thille School will also assist parents in understanding California Content Standards, state and local assessments, how to monitor their child's progress and how to work collaboratively with the school through:

Parent/teacher conferences

Newsletters

Presentations at ELAC and SSC

Annual Title I Meeting

Parent coffees with the Principal Grace Thille School will, with the assistance of its parents, educate its teachers, principal, coordinator, paraprofessionals, library clerk, and office staff in how to reach out to, communicate with, and work with parents as equal partners in the value and utility of contributions of parents through:

Presentations and discussion at staff meetings, inservices, and/or staff development days planned by the Grace Thille School staff

BTSA and new teacher support meetings provided by the District

Written information presented by the administration in staff newsletters or distributed to teachers' mailboxes


50

Communication from parents to staff during the year informally and formally at Site Council, ELAC, and Title I parent meetings

Translation and Understandable Format Grace Thille School provides all information related to the school and parent programs, meetings, and other activities in an understandable format, translated into Spanish, and provided verbally as needed.


51

Parent Involvement Calendar

July

January 15 – Coffee with the Principal SSC Meeting 26 -Nutrition Classes for Parents begin 27 – K-2 Parent Training

August 21 – PTA General Meeting and Anti-Bullying Presentation 28 – Proposition 227 Meeting

February 2, 9 , 16, 23 – Nutrition Class for Parents 9, 16, 23 PIQE Classes for Parents 12 – Coffee with the Principal SSC Meeting

September 3 – Back to School Night 18 – ELAC Meeting 21 – SSC Meeting 28 – Family Science Night

March 1 – Nutrition Class for Parents 1, 8, 15 PIQE Classes for Parents 8 - 10 – Parent Conferences 11 – Coffee with the Principal SSC Meeting

October 2 – Coffee with the Principal – SBAC Assessments Presentation 6, 13, 20 & 27 – Triple P Parent Classes 9 – PTA General Meeting 19 – SSC Meeting 23 – Fall Festival 30 – Title I Meeting

April 5, 12, 19 PIQE Classes for Parents 18 - Coffee with the Principal Spring Festival

November 3 & 10 – Triple P Parent Classes 16 – CPR for parents offered by PTA 17 - 19 – Parent Teacher Conferences 20 – Coffee with the Principal 30 - SSC Meeting

May 13– Coffee with the Principal Parent Preview of 5

th Grade Growth & Development

Materials Band Concert 26 – Author’s Fair and Dinner SSC Meeting Spring Music Program

December 11 – Awards assembly Honor Roll Assembly 16 – Awards Assembly

June 3 – Volunteer Appreciation Tea


52

Teacher Mentoring Programs

The district offers two distinct programs to support professional growth and improve instruction in the classroom. The Beginning Teacher Support and Assessment (BTSA) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. Site-based Mentoring Programs: Grace S. Thille Elementary School supports teacher mentoring through classroom observation and modeling. Teachers are provided opportunities to visit other classrooms on and off campus to observe effective teaching strategies. Substitute services are provided during instructional time.


53

Professional Development Plan

All teachers at Grace S. Thille have been afforded the opportunity to attend the AB466 Teacher Training in Reading/Language Arts and Math. Grace Thille K-5 teachers, principal and certificated support staff also received professional development from the Ventura County Office of Education in ELD, ELA and Math Common Core State Standards. Site professional development is provided by the site principal, ELD coaches are provided by the District, and possibly outside consultants for specific programs. All past professional development training focused on research-based instructional strategies that promote student achievement. Program monitoring and implementation of strategies is ongoing. During the 2015-16 school year, Grace S. Thille’s teachers will focus on the following staff development topics:

Common Core State Standards Training

Smarter Balanced Assessment Training

RtI² Training

Technology Training


54

Principal’s Training Aimed at Improving Student Achievement

Principal Mary Doane has attended training opportunities sponsored by the Ventura County Office of Education; training activities were aimed to support schools in Program Improvement and providing effective strategies to exit PI status. During the 2015-16 school year, Ms. Doane will attend the following workshops sponsored by the Santa Paula Unified School District or Ventura County Office of Education:

Next Generation Science Standards (NGSS) New Math Adoption English Language Arts/English Language Development Framework Training English Language Arts Common Core State Standards Unit Training Email Trainings (by VCOE) Restorative Justice Family Engagement Strategies Opening Doors to Equity Leading Change GATE Conference Trauma Awareness NCPI Training


55

School Accountability Report Card


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School Site Council Bylaws


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Title I – School Plan Reference of Required Components (PI schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1116 for schools identified for Program Improvement

Addressed in SPSA?

Policies and Practices

Identify the adoption of policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in the school become proficient.

Included in school goals and action plans.

Improvement of Instructional Strategies

Identify strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issue that caused a school to be identified for PI.


Specific Annual Measurable Objectives

Describe specific AMOs developed for each of the student subgroups and in accordance with state’s measure of adequate yearly progress.

Included in school goals and action plans as well as AMAO Summary data located in the

Reference Section of this plan.

Extended Learning

Identify, where appropriate, activities before school, after school, during the summer, and during any extension of the school year.


See the Extended Learning section of this plan for

ASES/ASSETS program participation and information.

Professional Development

A minimum of ten percent of Title I funds will be used each year that the school is in PI for the purpose of providing high-quality professional development of teachers and principal.

PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals)

PD affords increased opportunity for participation

PD directly addresses the academic achievement problem that caused a school to be identified for PI

How funds (10%) reserved for PD will be used to remove the school from PI status

Included in school goals and action plan. Additional

information available in the Professional Development

Section and SARC located in the Reference Section of this

plan.

Parent Notification

Description of how the school will provide written notice about the identification of the school for PI in understandable language and format.

See School Information Section of this plan.

Parent Involvement

Strategies to promote effective parental involvement. Parent Involvement Policy &

Calendar located in the Reference Section of this plan.

Shared Responsibility for Improvement

Specify the responsibilities of the school, the district, the CDE, and a description of the technical assistance and fiscal responsibilities to be provided by the district.

School-Parent/Home Compact located in the Reference

Section of this plan.

Incorporation of a Teacher Mentoring Program Description provided in the

Reference Section of this plan.


69

Title I – School Plan Reference of Required Components (SW schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment

Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in the School Information Section of this

plan.

Schoolwide Reform Strategies

Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an

extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan


Student Support Strategies

Strategies for timely and effective assistance to students that need additional help. Included in school goals and

action plans.

Teacher Involvement in Planning Academic Assessments

Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transition from Preschool to Kindergarten

Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in the School Information Section of this

plan.

Highly Qualified Teachers

Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in the School Information Section of this

plan.

Professional Development

Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Included in school goals and action plans. Additional

information available in the Professional Development

Plan located in the Reference Section of this plan.

Coordination of Programs

Coordination and integration of federal, state, and local services and program. o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in school goals and action plans. Additional details

available in the School Information Section of this

plan. Vocational and Technical Education programs and job

training programs are identified in the SARC located

in the Reference Section of this plan.

Parent Involvement

Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.

School-Parent/Home Compact included in the Reference

Section of this plan.


70

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA

, Englis

h

Learn

ers

EIA

, Sta

te

Com

pensato

ry

Educatio

n

Title

I, Ta

rgete

d

Assis

tance

Title

I, Schoolw

ide

Title

I, Pro

gra

m

Imp

rovem

ent

Quality

Educatio

n

Investm

ent A

ct

Title

II, Imp

rovin

g

Te

acher Q

uality

Title

III, Englis

h

Learn

ers

School S

afe

ty

Blo

ck G

rant

Pupil R

ete

ntio

n

Blo

ck G

rant

School &

Lib

rary

Imp

rovem

ent B

G

I. Involvement

Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status

20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan

EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)

X X X X X X X X X

X

X

X

SSC annually updates the SPSA

EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA

EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X


71

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures

5 CCR 3947(b) X X

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development

20 USC 6316(b)(3) X

Provide highly qualified staff

EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers

EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students

EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation

5CCR 3934 X X X X X

VII. Teaching and Learning

Goals based on performance



72

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes

5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that:

20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards

20 USC 6315(c) X X

-Are effective, research-based

20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics

EC 52054 X

-Address under-served populations

EC 52054 X

-Provide effective, timely assistance

20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic Assessments

20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool

20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law

EC 52853 X X X X X

Provide high school career preparation

5CCR 4403 X

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