single plan for student achievement

Single Plan For Student AchievementStevenson Ranch Elementary School 25820 N. Carroll Lane
Stevenson Ranch, CA 91381
2019-2020
Newhall School District Governing Board Approval: June 11, 2019

Kindergarten: Language Arts, Writing and Mathematics
First Grade: Language Arts, Writing and Mathematics
Second Grade: Language Arts, Writing and Mathematics
Third Grade: Language Arts, Writing and Mathematics
Fourth Grade: Language Arts, Writing and Mathematics
Fifth Grade: Language Arts, Writing, Mathematics, Science, and Physical Ed.
Sixth Grade: Language Arts, Writing and Mathematics
Section III: School Climate and Support
School Climate Analysis
Student Support Analysis
Description of Programs
Instructional Technology
Stevenson Ranch Elementary School Mission and Vision Statements
It is our mission at Stevenson Ranch School for every child to flourish in a learning-centered, child-centered environment charged by rigorous curriculum differentiated to meet the needs of all learning levels, to be surrounded by a caring community, and to learn essential skills for success.
Everyone at Stevenson Ranch is a part of a learning community. We define and measure our expectations according to the following vision for our school:
Staff Reflect individually and collectively about teaching, learning, and their role as educators Teach rigorous California State Standards and District Performance Standards using district provided
curriculum, with fidelity Collaborate in grade level and multi-grade teams to support and build a sense of community and
responsibility Examine assessment data to inform instruction based on outcomes Strive for continuous improvement and creative approaches Establish high standards and take responsibility for results
Students Treat everyone with respect Generate work that shows high quality and a sense of pride Actively participate in their own learning Share knowledge and divergent views in a safe, supportive environment Develop character through school experiences Make meaningful connections between curriculum and their own experience Meet established standards of academic excellence Initiate continuous learning on their own Be respectful to others, self and school property
Community Supports, models, and instills the drive to persevere and the value of continued education Models the love of learning Participates in the teaching and learning process Embraces and includes the school in significant partnerships Participates in goal setting and goal achievement
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School Demographics/Profile Stevenson Ranch Elementary School is located in Stevenson Ranch, California, a suburban area thirty miles
north of Los Angeles. Built in 1995 and designed to accommodate 930 students, the school currently houses 796 students in transitional kindergarten through sixth grade with four special day classes. The school has 759 students in 29 regular education classrooms and 37 students in four special day classrooms. Stevenson Ranch has an average class size of 24 in all Transitional Kindergarten – 3rd grade classrooms, an average class size of 30 in 4th – 6th grade, and serves a population that is 39% White, 19% Hispanic, 24% Asian, 3% African American, 3% Filipino, 2% “other”, and 10% of multiple ethnicities. The staff, combined with the efforts of the parents and countless volunteers, create a culture that is warm, caring, and focused on excellence.
Administration Principal Assistant Principal
Office Staff Office Manager Attendance Clerk Office Assistant-Part Time Community Liaison – Part Time Health Assistant- Part Time
Other Support Staff Support Technician of Technology 8 Safety Supervisors Day Custodian 2 Night Custodians 4 Cafeteria Staff
Classroom Teachers 33 2 - .47 Teachers
Special Education Staff 1 Psychologist 1 Resource Specialist 1 Full Time Speech Pathologist 1 Part Time Speech Pathologist 1 Adaptive Physical Education Teacher – Part
time 1 Occupational Therapist – Part Time 8 Instructional Aides 3 Behavior Support Specialists-Part Time
Other Support Staff 1 Counselor – Part time 1 Library/Media Technician 2 Curriculum Specialists - Intervention 1 Support Specialist – Science
Stevenson Ranch has specialized programs for its students such as intervention, Gifted and Talented Education (GATE), school wide technology, counseling, student council, in-school enrichment and awards for attendance. Stevenson Ranch is a school where a community comes together to achieve the very best for children. It is in this caring environment that a rich, standards-based curriculum is taught daily and children, parents, and teachers learn together.
The community supports the traditional values of honesty, responsibility, patriotism, and pride in work. Stevenson Ranch strives to instill these same values and works closely with the local community in pursuing
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high expectations, academic excellence, and strong community involvement. We are proud to be named a 1998, 2004, 2008, 2012, and 2018 California Distinguished School, and 2001 and 2012 National Blue Ribbon School. Our award-winning school has consistently maintained high academic performance scores. As the California School Dashboard rating of Blue (Highest Rating) indicates, with the implementation of Common Core standards, high student achievement continues to be earned in the areas of Language Arts and Mathematics.
Our school’s orderly, child-centered environment is conducive to learning and is a welcoming learning space for all. The spirit on campus is inclusive and students are eager to share their school life with those important to them. For example, VIP Day brings in over 600 guests to our classrooms to partake in the daily experience of children who attend Stevenson Ranch. Families of children volunteer in our classrooms daily, serve on our Parent Teacher Organization, our English Learner Advisory Board, and our Site Council committees. Volunteers who do not have children attending the school have served in the library, assisted in classrooms, and donated goods and services throughout the years, to support our children’s education.
Stevenson Ranch Elementary operates utilizing Professional Learning Community (PLC) structures. In grade level and cross-grade level meetings, our staff continuously analyzes student performance data. The results of those analyses inform teaching strategies and support programs to close gaps or extend concepts for individual students. Trends dictate the focus of professional development. Our Site Council and parent leaders examine California standards, student work, rubrics, assessment data, and professional development in relationship to instructional improvement. This process allows us to clearly articulate the critical roles staff, students, and community play in a genuine learning environment. Based on this practice, we consistently engage in collective inquiry through data-driven analysis of outcomes. We measure excellence by results and hold ourselves collectively accountable for student achievement.
One of the ways we measure our school’s performance and progress is through The California School Dashboard. The California School Dashboard is an online accountability tool that provides meaningful data on school and district progress based on state and local indicators. The dashboard goes beyond test scores to provide a more comprehensive scope of how schools and districts are meeting the needs of all students.
The data collected for the dashboard aids in the improvement of districts and schools. Performance on state measures is represented by one of the five colors illustrated below, the color coded information from the dashboard helps identify strengths and areas of improvement based on state and local measures.
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Based on the 2018 California Dashboard shown in the charts below, Stevenson Ranch earned the highest performance rating (blue) in English Language Arts being 108.6 points above the standard. In Mathematics, Stevenson Ranch earned the highest rating (blue) being 95 points above the standard. English learners are not color rated, but the data shows that our English Language Learners are developing.
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Additionally, Stevenson Ranch also earned the highest performance rating (blue) in the suspension category with only 0.1% of students being suspended at least one time. Absenteeism ranked in the second highest rating (green) with 3.2% of students being chronically absent.
The data presented on the California Dashboard helps administration, teachers, and district staff determine next steps for improvement or maintaining consistency of academic performance and proficiency.
The 2018-19 academic year brought the implementation of Positive Behavioral Interventions and Support (PBIS) to the campus to increase student engagement, student attendance, and student conduct. Student expectations for conduct are found within the acronym B.O.O.T.S, standing for Being Respectful, Owning Your Actions, Operating Safely, Thinking Kindly, and Striving for Success. With the incorporation of the school-wide PBIS program and support from teachers and parents, students will continue to learn how to be problem solvers and work cooperatively together.
As a school, our ongoing work is to provide a positive learning environment that engages students in the learning process through the integration of a rigorous curriculum that allows for differentiated instruction. As we move forward, parents, community members, and staff will continue to work closely together to exemplify for our children that school is an important place and a learning community for all. It is in this caring environment that a rich, thinking curriculum unfolds each day, and children, parents, and staff learn together.
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Executive Summary
First in Excellence, First in Pride is a motto that continues to reflect the culture that is shared between staff, students, families and the community here at Stevenson Ranch Elementary. The Stevenson Ranch family believes in the achievement of its students and everyone here works together to ensure students’ academic success continues to grow. Students’ accomplishments are not only a reflection of their hard work but also that of the teachers and the strong academic programs that we offer. Our teachers work collaboratively in regular team meetings using Professional Learning Community (PLC) structures to analyze data and decide on best teaching practices to meet student needs.
In 2015, we fully implemented the new Common Core Curriculum and the California Assessment of Student Performance and Progress (CAASPP) testing. As you progress through the plan, you will see that our students have maintained extremely impressive scores.
The staff and administration at Stevenson Ranch are working diligently to put programs in place that lead to success for ALL students. In conjunction with our Parent Teacher Organization (PTO), School Site Council, English Language Advisory Committee (ELAC) and staff, we have made important decisions about programs, instruction and curriculum. Through the continued application of PLC structures and the development of an Instructional Leadership Team (ILT), a school aligned master schedule to fully encompass a strong Response to Intervention (RTI), and English Language Designated Support times, we will continue to offer a high-value education resulting in eliminating the achievement gap. In the 2018-19 academic year we introduced What I Need (WIN) time. This structured time organizes students into instructional settings that reinforce, re-teach, preview and extend learning based on student’s assessed needs. Together, we will meet the needs of the diverse population.
Our child-focused programs are the key to our academic success. There are many programs that systematically work to build on the “whole child”. To develop not only their academic skills but also their social/emotional skills, our students participate in programs such as Student Council, Numeracy & Literacy Leaders, Intervention, Enrichment, GATE, STAR Student Valet Buddies, orchestra, chorus and Friendship League. Our school PBIS programs reinforce expectations for conduct within the acronym BOOTS (Being respectful, Owning actions, Operating safely, Thinking kindly, and Striving for success). In addition, we have a school schedule to ensure that our students are meeting the 200-minute state P.E. requirement.
The Stevenson Ranch Instructional Leadership Team has worked with the Center for Educational Leadership (CEL) to identify “Areas of Focus” based on achievement data. Our ongoing professional growth is focused on the development and use of learning targets. Research shows that the use of learning targets will support our school in maintaining students’ high achievement levels, and continuing to move students into the Meeting Standards category or Exceeding Standards category. Through the use of student-friendly learning targets, teachers are able to provide success criteria to students so both students and teachers can ensure mastery of standards. Due to the generous and supportive community, we have funds in place to hire two part-time credentialed teachers and two curriculum specialists to support classroom intervention. We also have a school Response to Intervention team that will focus our intervention efforts into a school wide program. Furthermore, these teachers are providing 8-week enrichment opportunities for students throughout the year. In addition, we are continuing our strong work in math using our adopted math programs, Bridges and College Preparatory Math. This year will mark the third year of our adopted English Language Arts program, Benchmark Advance. Together we will focus our dedication in eliminating the achievement gap while remaining First in Excellence, First in Pride.
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Reference of Acronyms Within education, there are countless numbers of acronyms to provide a “short hand” for commonly used words and phrases. Listed below are the common acronyms, which will be used throughout this document.
CAASPP California Assessment of Student Performance and Progress
CFA Common Formative Assessment
EO English Only
GLAD Guided Language Acquisition and Development
IAB Interim Assessment Block
ILT Instructional Leadership Team
PLC Professional Learning Community
RACE ELA: Restate the Question, Answer the Question, Cite Evidence, Explain the Answer
Math: Read and Restate, Assemble a Model, Calculate Your Answer, and Elaborate
RFEP Reclassified Fluent English Proficient
RtI Response to Intervention
Tier I Core Instruction
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ELA Plan
GOAL: 75% will meet or exceed standards
96% of the students will be proficient on the Benchmark Trimester 3 Assessment.
79% of the students will be proficient on the Benchmark
Trimester 3 Assessment.
Basis for Goal: Why this one over others?
The Benchmark Interim Trimester 3 Assessment measures students’ mastery of reading comprehension as well as the foundational skills students need to become proficient readers.
2018-2019 DATA: PERCENT PROFICIENT
Tri 2 Interim 3
Tri 3 Interim 4
All 94 73% (69) 93.48% 79% 64.21% 93.62% 80%
White 38 74% (28) 87.18% 69% 55% 92.31% 76.3%
Hispanic 16 50% (8) 92.86% 81% 43.75% 87.5% 68.7%
Asian 33 82% (27) 100% 98% 79% 100% 88%
EL 7 71% (5) 100% 86% 57.14% 100% 100%
EO 86 74% (64) 94% 79% 65.52% 94.19% 80%
RFEP 1 0% (1) 0% 0% 0% 0% 0%
Students with Disabilities 10 60% (6) 50% 25% 37.5% 62.5% 57%
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Tri 1: o Students did well with recall of story events. o Students did well with recall of main idea and details o Overall, students were successful on the benchmark assessment.
Tri 2: o Student proficiency increased by 20% from Trimester 1 to Trimester 2. o Students did well on the phonics portion of the test due to increased phonological awareness. o 100% of our EL students were proficient.
Opinion Writing: o Many students are able to write an opinion piece. They are able to state their opinion and give a
supporting reason.
The following strategies were used to promote student learning and success: Each trimester, teachers strategically planned each unit by identifying the essential standards and developing
engaging learning activities to help introduce, practice, and review key skills with students. Teachers used Benchmark Shared Readings and Mentor Reads to practice and review story elements, main
idea, and key details Teachers used story maps to identify and practice story elements Students used role playing activities to practice retelling story events Teachers practiced phonemic awareness daily with students Teachers utilized the Benchmark curriculum to introduce and teach letters, letter sounds, and sight words. Teachers used supplemental learning activities and games to reinforce student learning Teachers utilized sentence frames, partner talk, and Total Physical Response (TPR) to teach, practice, and
review the Opinion genre
Strategies will continue to be developed to address the following skills per trimester:
Tri 1: o Listening Comprehension: story elements, main idea, and key details
Tri 2: o Listening Comprehension: key details, author’s purpose
Opinion Writing: o Students struggled with phonetic spelling when writing unknown words (words with phonics skills not
taught yet--bossy r, multisyllabic words).
The following strategies will be used to promote student learning and success:
RTI groups will begin earlier in the school year. Focus will be placed on phonemic awareness and writing readiness. RTI will be done by the Resource Specialist and will take place 4 days a week, for 30 minutes a day.
Students will practice letter formation and sound-symbol association in small group and RTI groups.
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Teachers will model comprehension strategies and utilize partner-talk to practice identifying story elements and key details.
Teachers will model how to segment words into syllables and phonemes. Students will eventually begin independently writing words phonetically.
Sixth grade Letter Leaders will review letter names, letter sounds, and sight words with students. Curriculum specialists will meet with students four times a week in small groups or one-on-one, to review
previously taught skills.
2018 - 2019 ELA PLAN
ACTUAL EXPENDITURES
Teachers will unwrap each trimester’s essential standards to target specific learning goals. Targeted RTI 30 mins a day, Mon-Thurs. Target skills will be taught by the curriculum specialist and resource teacher:
Students will work on letter identification, letter sounds, letter formation, phonemic awareness
During whole-group Benchmark read-aloud lessons on stories and informational text will take place. Teachers will model and discuss comprehension strategies.
Students will develop listening comprehension skills by partner-sharing story elements,
Teachers unwrapped each trimester’s essential standards to target specific learning goals. Targeted RTI 30 mins a day, Mon-Thurs. Target skills were taught by the curriculum specialist and resource teacher:
Students worked on letter identification, letter sounds, letter formation, phonemic awareness
During whole-group Benchmark read-aloud lessons on stories and informational text took place. Teachers modeled and discussed comprehension strategies.
Students developed listening comprehension skills by partner-sharing
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds will be utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches. For the 2018-19 academic year expenditures planned included:
2 Intervention/ Enrichment Teachers: $77,000
2 Curriculum Specialists: $27,000
Class Coverage: $3,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds were utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches. For the 2018-19 academic year expenditures included:
Students will continue to learn phonics rules and sight words.
Sixth grade Letter Leaders will review letter names, letter sounds, and sight words Mon-Thurs for 15 minutes a day.
Students will continue to practice sounding out and writing unknown words with teacher and curriculum specialists. Additional resources to support student success will include:
Benchmark Consumable Decodables
Students continued to learn phonics rules and sight words.
Sixth grade Letter Leaders reviewed letter names, letter sounds, and sight words Mon-Thurs for 15 minutes a day.
Students continued to practice sounding out and writing unknown words with teacher and curriculum specialists. Additional resources used to support student success included:
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES The strategies used this year proved to be very RTI group(s) will begin in September/October and
effective for the majority of our students. Every student group increased their level of proficiency
focus on phonemic awareness and writing readiness.
from trimester 1 to trimester 2, with the exception of students with disabilities.
Students will practice letter formation and sound-symbol association with teacher and curriculum specialist in the classroom and in the RTI group.
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2019-2020 ELA Plan
2019-20 2020 - 21 2021 - 22
GOAL: 96% of students will demonstrate mastery on the NSD Kindergarten Fluency Assessment.
98% of students will demonstrate mastery on the NSD Kindergarten Fluency Assessment
100% of students will demonstrate mastery on the NSD Kindergarten Fluency Assessment
It has been shown that a student who fluently reads CVC and sight words demonstrates mastery of kindergarten standards. Mastery of the kindergarten standards prepares students for success in first grade.
STRATEGY (List specific student groups to be
served)
FEDERAL REQUIREMENTS
EXPENDITURES (Site / LCAP)
Students who are identified as English Language Learners will receive 30 minutes of daily designated ELD time.
Students who are not demonstrating proficiency of standards will receive additional support during RTI time (30 minutes a day Mon-Thurs) and push-in intervention.
Targeted RTI 30 mins a day Mon-Thurs
Students will work on letter id, letter sounds, letter formation and, phonemic awareness
Teachers will unwrap each trimester’s essential standards to target specific learning goals.
During whole-group Benchmark read-aloud lessons on stories and informational text will be done. Teachers will model and discuss comprehension strategies.
Designated ELD time allows identified students to attain proficiency in the English language via the CA ELD Standards. The ELD standards correspond with the state common core academic content standards. These standards combined will ensure identified students gain the academic content knowledge and English language skills necessary for success.
RTI is the vehicle used to strengthen the performance of struggling students before academic problems intensify. Overall implementation of research based best teaching practices utilizing the resources and tools of the adopted curriculum, will ensure student success and minimize the achievement gap.
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds were utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches. For the 2019-20 academic year expenditures include:
Students will continue to learn phonics rules and sight words.
Sixth grade Letter Leaders review letter names, letter sounds, and sight words Mon-Thurs for 15 minutes a day.
Students will continue to practice sounding out and writing unknown words with teacher and curriculum specialists.
Additional resources to support student success:
Starfall Raz-Kids Reading A-Z
All students are required to master the Kindergarten California State ELA Standards.
Targeted support will increase student achievement across the board. Small group instruction, one-on-one instruction, and targeted/purposeful intervention, will meet the needs of all students and keep them on track with mastering grade level standards.
Upper-grade mentors inspire students and provide additional opportunities to practice skills.
Additional resources provide students with multiple opportunities to be exposed to academic state standards through more than one medium.
This additional support will provide all students with access to the common core academic content standards. Identified students will also have access to the English language development standards for purposes of gaining academic content knowledge and English language proficiency.
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MATH Plan
2018-19 Expected Outcome
2018-19 Actual Outcome
GOAL 90% of the students will be proficient on Bridges Unit Checkpoints.
95% of the students will be proficient on Bridges Unit Checkpoints.
Bridges Unit Checkpoints assess student understanding of foundational math skills and concepts that sequentially build upon each other.
Student Group # Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Gr 0 Math Fluency
All 93 94.62% (88)
86.32% 86.66% 82.11% 80% 80.85% 95% 94% (Add) 78% (Sub)
White 38 89.47% (34)
81.58% 86.84% 75% 70% 71.8% 95% 97% (Add) 85% (Sub)
Hispanic 15 93.33% (14)
68.75% 71.43% 62.5% 75% 87.5% 88% 88% (Add) 56% (Sub)
Asian 27 100% 100% 96% 96.6% 93% 89.7% 97% 91% (Add) 88% (Sub)
EL 6 100% 100% 100% 85.71% 100% 100% 100% 100% (Add) 71% (Sub)
EO 86 88.17% (82)
86% 86.7% 82.76% 79.31% 80% 95% 93% (Add) 77% (Sub)
Students with Disabilities
10 70% (7)
60% 25% 50% 37.5% 37.5% 75% 100% (Add) 75% (Sub)
Students showed success in the following areas: Students showed a clear understanding of 1:1 correspondence with numbers 0-20. Students showed understanding of cardinality. Students could successfully identify numbers to 10.
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Students could build numbers 0-10 on a number rack. Students were able to write numbers 0-20. Students were able to solve addition problems within 10, using manipulatives. Students could compose and decompose numbers to 19.
The following strategies were used to promote student learning and success: Teachers unwrapped essential standards to target specific learning goals Teachers completed Number Corner activities daily Teachers used Work Places to reinforce skills previously taught. Curriculum Specialists worked in small groups and one-on-one sessions with students RTI groups were held weekly by the Resource Teacher and the Curriculum Specialist. Teachers modeled and practiced composing and decomposing using multiple resources Teachers included number printing practice into the daily curriculum (this concept is not provided in Bridges) Teachers modeled and practiced addition facts with students. Students were assigned skills based DreamBox lessons during class time and for homework. Teachers incorporated songs and movements to reinforce concepts
Strategies will continue to be developed to address the following skills per trimester: Printing numbers 10-20 Counting on from a given number Solving subtraction problems Fluency with addition and subtraction facts within 5
The following strategies will be used to promote student learning and success: Teachers will use release time to analyze and unwrap standards in order to target specific learning goals. Teachers will offer increased opportunities for students to practice writing numbers 1-20 During Number Corner, an emphasis will be placed on counting to the next 10 and how many more are needed
to make 10. Teachers will increase the number of DreamBox lessons students complete each week. RTI groups will occur earlier in the academic school year. Teachers will supplement subtraction story problems in Bridges by providing more varied manipulatives for
students. Teachers will continue to teach math fact fluency after students have a conceptual understanding of addition
and subtraction.
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2018 - 2019 MATH PLAN
(SITE/LCAP)
Complete Number Corner activities daily.
Use Work Places to reinforce previously taught unit skills.
One-on-one or small group instruction with curriculum specialist.
RTI support weekly for 30 minutes with resource teacher and curriculum specialist.
Review composing and decomposing of numbers using ten-frames, number bonds, and number racks.
Practice printing numbers.
Students will complete 3-5 DreamBox
Teachers unwrapped each trimester’s essential standards to target specific learning goals.
Number Corner activities were completed daily.
Work Places was used to reinforce unit skills.
One-on-one and small group instruction with curriculum specialist was held.
RTI support weekly for 30 minutes was provided by the resource teacher and curriculum specialist.
Reviewed composing and decomposing numbers using ten-frames, number bonds, and number racks.
Practiced printing numbers.
Students received daily practice with counting on from a given number.
Students were
Songs and movements were used to reinforce concepts.
2 Intervention/Enrichm ent Teachers: $77,000
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds are utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches. For the 2018-19 academic year expenditures were:
2 Intervention/Enrich ment Teachers: $77,000
OVERALL EFFECTIVENESS OF STRATEGIES
The strategies used this year were effective, as 80% or more of our students demonstrated proficiency on each Checkpoint.
Increase practice of writing numbers 0-20 using a variety of materials
Increased focus will be placed on daily counting to the next 10 and how many more to make 10 during Number Corners
Increase the required number of DreamBox lessons completed each week
Additional practice with curriculum specialists and RTI groups
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2019 - 2020 MATH PLAN
2019-20 2020 - 21 2021 - 22
GOAL: 93% of the students will be proficient on Bridges Unit
Checkpoints.
96% of the students will be proficient on Bridges Unit
Checkpoints.
98% of the students will be proficient on Bridges Unit
Checkpoints.
Bridges Unit Checkpoints assess student’s understanding of foundational math skills and concepts that sequentially build upon each other.
served)
Complete Number Corner activities daily with focus on counting to the next ten and how many to ten.
Students will be assigned and complete 5-7 DreamBox lessons each week.
One-on-one or small group instruction with curriculum specialist 4 days a week for 15 minutes.
Weekly RTI support for 30 minutes with resource teacher and curriculum specialist.
Use Work Places to reinforce unit skills taught.
Review composing and decomposing numbers using ten-frames, number bonds, and number racks
Practice printing numbers
All students are required to master the Kindergarten California State Math Standards. Unwrapping the standards will allow teachers to align teaching methods to meet student needs. Not only will unwrapping the standards allow students to be successful at all levels, it will also allow teachers to target problem areas and plan interventions accordingly.
Researched based best teaching practices ensure content is taught explicitly and to fidelity using various instructional methods.
Dreambox is proven to promote student achievement and increase conceptual understanding of mathematical skills while allowing teachers to make informed decisions about students.
Targeted small group instruction provides students with
Daily practice with counting on from a given number.
Use songs and movements to reinforce previously taught concepts.
Utilize number racks, ten-frames, number lines, and number bonds when building numbers to 20.
opportunities to learn specific skills at their own pace.
RTI groups allow teachers to focus on assessed needs of all students. Within these groups, students are given an opportunity to experience mastery with key grade level skills and standards at their own pace and academic level.
This additional support will provide all students access to the common core academic content standards.
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ELA Plan
GOAL: 90% of students will meet or exceed grade level standards on Gr 1 Fluency test with 65 cwpm by
the end of the year.
76% of students met or exceeded grade level standards on Gr 1 Fluency test with 65
cwpm by the end of the year.
Fluency sets the precedence for success in future grade levels. The foundation skills that are established in reading are necessary for our students so they can use their fluency to build their depth of knowledge and comprehension skills.
1
RFEP 2 - 100% 100% 100% 100% 100% 100%
5 80% 60% 60% 80% 60% 60% 60%
Tri 1: Interim 1: 82% of all students reached proficiency 86% of Hispanic students reached proficiency Students were successfully able to answer comprehension questions for a narrative text involving the following:
o details form a story o defining vocabulary o sequencing events
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o identifying the narrator o identifying the author’s purpose
Tri 2: Interim 2: 89% of all students reached proficiency 79% of Hispanic students reached proficiency 89% of students reached proficiency on writing an opinion piece Students were able to successfully answer comprehension questions from an informational text involving the
following: o identifying a topic o details about a topic o defining vocabulary o making inferences
Overall: For both Interim 1 and Interim 2, our EL students reached proficiency of 86% and then 100%; showing growth
from Tri 1 to Tri 2 Students were able to successfully listen to a text read by the teacher and answer comprehension questions
about the details of the story and story elements. Students were able to successfully communicate their opinion(s) in a topic sentence and support it with 1-2
sentences.
Tools and strategies used to support student success: Front load phonics and grammar skills with VoWAC RAZ Kids for reading and listening comprehension Literacy Leaders to support sight word fluency Scholastic News and Benchmark Shared Reading to support comprehension .47 RTI for Tier 3 leveled intervention Weekly Homework with Enrichment list
Tri 2: Only 60% of EL students were proficient in Opinion Writing Only 60% of students with disabilities reached proficiency on Interim 2
As a team we will develop strategies to support and improve student success in the following areas: Devote more time at the beginning of the year to teaching basic sentence structure (including capitals, periods,
and expressing a complete thought) Differentiate between strong and weak reasons to support their opinion in writing Devote more time to comparing and contrasting two passages from different genres (nonfiction and fiction)
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2018 - 2019 ELA PLAN
PLANNED STRATEGIES
ACTUAL STRATEGIES
PROPOSED EXPENDITURES
(Site / LCAP)
ACTUAL EXPENDITURES
Use formative assessments to support students in building skills in reading, analyzing questions, and identifying appropriate responses
Teach students strategies to site and use evidence in text to support their response
Leveled small group instruction during Daily 5 reading
Students will use appropriately leveled digital libraries in Raz Kids to practice their listening comprehension, reading fluency, and typed constructed response
Develop a proficiency map and aligned formative assessments
Identify students struggling with fluency and provide Tier 3 support
Used formative assessments to support students in building skills in reading, analyzing questions, and identifying appropriate responses
Taught students strategies to site and use evidence in text to support their response
Used leveled small group instruction during Daily 5 reading
Students used appropriately leveled digital libraries in Raz Kids to practice their listening comprehension, reading fluency, and typed constructed response
Developed a proficiency map aligned to formative assessments
Identified students struggling with fluency and provided Tier 3 support
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds are utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches. For the 2018-19 academic year expenditures included:
Track students struggling with fluency to provide Tier 3 support
o Students received 30-60 minutes of Tier 3 intervention support, 4 times a week which greatly improved their phonemic awareness, reading fluency, and sight word recognition
Leveled small group instruction during Daily 5 reading o Daily 5 reading gave students multiple opportunities
to read at their individual levels, both with and without support.
Added strategy: RTI grouping taught by a
member of the first grade team, with support from the resource specialist teacher.
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2019 - 2020 ELA PLAN
GOAL: 93% of students will meet or exceed grade level
standards on Gr 1 Fluency test
95% of students will meet or exceed grade level
97% of students will meet or exceed grade level
Fluency sets the precedence for success in future grade levels. The foundation skills that are established in reading are necessary for our students so they can use their fluency to build their depth of knowledge and comprehension skills.
served)
During intervention, students will be divided into leveled groups based on their reading fluency ability. While some students will focus on decoding and comprehension, others will focus on building their phonemic awareness.
Providing daily ELA lessons that meet the standard expectation.
Use formative assessments to support students in building skills in reading, analyzing questions, and identifying appropriate responses.
Teach students strategies for using evidence in text to support their response.
Leveled small group instruction during Daily 5 reading
Students will use appropriately leveled digital libraries in Raz Kids to practice their listening comprehension, reading fluency, and typed constructed response
This strategy will meet the requirements for students’ reading fluency. Those who are falling behind will be given the support to meet standards by the end of the year.
Standards are required to be met by state requirements.
Researched based best teaching practices to meet the needs of all students.
Level instructional groups allow students to learn at their own pace, utilizing varying levels of academically challenging materials.
Maximum use of programmatic resources to expand student opportunity to acquire and practice new skills.
This additional support will provide all students with access to the common core academic content standards. Identified students will also have access to the English language development standards for
Identify students struggling with fluency to provide Tier 3 support
purposes of gaining academic content knowledge and English language proficiency.
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MATH Plan
GOAL: 96% of students will meet or exceed standards on Gr 1 math fluency
97% of students met or exceeded standards on Gr 1 math fluency
Mathematical fluency sets the precedence for success in future grade levels. In order to compute and solve rigorous math problems, the foundational skills established in math are necessary for students to develop fluency and number sense.
Student Group # Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Gr 1 Math Fluency
All 96 97% 96% 98% 96% 96% 99% 98% 97%
White 53 94% 94% 96% 94% 100% 100% 98% 100%
Hispanic 14 100% 93% 100% 93% 100% 93% 93% 86%
Asian 27 100% 100% 100% 100% 100% 100% 100% 96%
EL 7 86% 100% 100% 100% 100% 100% 100% 100%
EO 89 98% 96% 98% 96% 100% 99% 98% 96%
RFEP 2 - - - - - 100% 100% 100%
Students with Disabilities 5 80% 80% 100% 100% 100% 100% 100% 100%
Unit 1: Standards covered - 1.OA.5; 1.OA.6; 1.NBT.1 97% of students met grade level expectations Areas of success within the unit include the following:
o making combinations of 5 and 10 using a rekenrek o identifying and filling in missing numbers on a number line
Unit 2: Standards covered - 1.OA.1; 1.OA.3; 1.OA.4; 1.OA.6; 1.OA.8 96% of students met grade level expectations Areas of success within the unit include the following:
o writing an equation that correlates to the number of dots shown on a domino o add fluently
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o identify a missing number in an equation
Unit 3: Standards covered - 1.OA.1; 1.OA.4; 1.OA.6; 1.OA.8; 1.NBT.1; 1.NBT.2; 1.NBT.2a; 1.NBT.2b; 1.NBT.4 98% of students met grade level expectations Areas of success within the unit include the following:
o fluently add within 10 o identify a missing number on a rekenrek o identify tens and ones
Unit 4: Standards covered - 1.OA; 1.OA.8; 1.NBT.1; 1.NBT.4; 1.NBT.5; 1.NBT.6 96% of students met grade level expectations Areas of success within the unit include the following:
o skip count by tens on a number line o solve equations by using multiples of 10 and demonstrating how to solve the equation on a number
line
Unit 5: Standards covered - 1.G; 1.G.1; 1.G.2; 1.G.3 100% of students met grade level expectations Areas of success within the unit include the following:
o identify shapes o partition shapes o create a composite shape with smaller shapes
Strategies used to ensure student success: Teachers used student performance data to design instructional groups. Incorporated RTI cycles to support struggling students. Provided hands-on experiences by incorporating manipulatives (rekenreks, unifix cubes, pattern blocks, clocks,
ten frames, white boards) during math instruction. Teachers used songs, chants, and rhymes to introduce and practice academic language and vocabulary. Used the turn and talk method to help develop student understanding and increase peer-to-peer discourse. Incorporated touch math to improve fluency in addition and subtraction.
Unit 1 Number formation (reversals) Quick counting/subitizing
Unit 2 Writing a story problem to match an equation.
Unit 3 Solving comparison word problems (i.e. how many more/less)
Unit 4 Locating a number on the number line that is not explicitly shown (i.e. finding 25 on a number line that counts
by tens) Unit 5
Identifying shapes with more complicated names (hexagon, trapezoid, rhombus) Understanding the difference between 2D and 3D shapes Understanding that ½ is greater than ¼
As a team we will focus on the following: Provide small group or one-on-one tiered instruction to students based on need.
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Incorporate skills practice during Number Corner Use manipulatives, the turn and talk method, and visual aids on a consistent basis Have students practice writing numbers Have students practice quick counting and subitizing numbers Provide strategies to support students’ knowledge of comparison word problems and story problems Students at a lower academic level will attend RTI groups for math 2 times a week for 30 minutes.
Stevenson Ranch Elementary School Grade 1
2018 - 2019 MATH PLAN
Use manipulatives (rekenreks, unifix cubes, pattern blocks, clocks, ten frames, white boards).
Utilize songs, chants, and rhymes to learn academic language and vocabulary.
Turn and talk to desk partner.
Touch math to improve fluency in addition and subtraction.
Used student performance data to design instructional groups.
Continued to use RTI to support struggling students.
Used manipulatives (rekenreks, unifix cubes, pattern blocks, clocks, ten frames, white boards).
Utilized songs, chants, and rhymes to learn academic language and vocabulary.
Used turn and talk method to encourage academic discourse.
Used touch math to improve fluency in addition and subtraction
2 Intervention/Enrichme nt Teachers: $77,000
Student performance data served as the roadmap when designing instructional groups
Teachers will continue to research and develop strategies that meet the academic needs of all
o Teachers were able to change RTI groups each unit based on the performance data
students.
Continued use of RTI has provided much needed support struggling students
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2019 - 2020 MATH PLAN
97% of students meeting/exceeding standard on Gr 1 math fluency
2020 - 21
2021 - 22
Mathematical fluency sets the precedence for success in future grade levels. In order to compute and solve rigorous math problems, the foundational skills established in math are necessary for our students to develop fluency and number sense.
served)
Teachers will provide daily instruction in math lessons to meet standard expectations.
Teachers will use unit assessment data to design instructional groups and provide scaffolded support to students not mastering standards. Supports will be offered during math intervention groups and small group instructional time.
Teachers will continue to use RTI to support struggling students.
Use manipulatives (rekenreks, unifix cubes, pattern blocks, clocks, ten frames, white boards).
Utilize songs, chants, and rhymes to learn academic language and vocabulary.
Teachers will have students turn and talk to promote peer collaboration and discussion.
HOW THIS STRATEGY WILL ADDRESS STATE AND/OR
All CCSS math standards are required to be met through state requirements.
Data drives instruction. Using assessment data to determine if a skill needs to be retaught whole group or in a small group setting is a best teaching practice. This method of data driven instruction allows a teacher the opportunity to tailor support based on student need and aids in student mastery of struggling skills.
RTI instruction provides additional individualized or small group support to students not yet mastering grade level standards.
Researched based best teaching practices include many varied methods and techniques. Incorporating songs, chants, manipulatives, and other differentiated learning techniques allow students to learn and retain pertinent information.
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds were utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches.
For the 2019-20 academic year expenditures include:

to improve fluency in addition and subtraction. Teachers will encourage and support the use of Dreambox at school and at home to
opportunity to formulate ideas, share their thinking, process new learning, and collaborate with peers in a safe setting. Maximum utilization of
reinforce skills.
programmatic elements, manipulatives, and technology. This additional support will provide all students with access to the common core academic content standards.
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GOAL: 93% of students meeting/exceeding standard on Gr 2 fluency test
93% of students meeting/exceeding standard on Gr 2 fluency test

All 116 83% 67% 89% 90% 75% 81% 74% 93%
White 43 86% 55% 87% 89% 75% 84% 66% 91%
Hispanic 23 56% 57% 87% 83% 67% 75% 79% 96%
Asian 50 92% 85% 94% 95% 84% 85% 80% 98%
EL 13 86% 54% 71% 78% 78% 67% 67% 89%
EO 98 82% 69% 90% 90% 73% 81% 73% 93%
RFEP 2 100% 50% 100% 100% 83% 100% 100% 100%
Students with
AREAS of SUCCESS
ELA Plan
Both fluency and comprehension scores improved dramatically throughout the school year Students were able to analyze characters in a narrative writing
Students were able to identify story elements
Students showed success with main idea and details
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Tools and strategies used to support student learning and success: Teachers utilized weekly Benchmark reading tests to teach students test taking skills and concepts. Teachers
used the data from these assessments to determine which skills students mastered and which skills they needed
additional support. Teachers implemented ELD lessons to identified student groups
Teachers utilized reading groups to meet the needs of all student levels
Teachers used Benchmark articles to discuss and analyze the main idea and supporting details
Teachers used Benchmark narrative assessments and character growth maps to teach character analysis skills
Teachers used story maps to teach story elements.
As a team, we will develop strategies to support and improve student success in the following areas: Teacher will use Benchmark lessons to provide strategies to annotate text and support students when finding
the main idea of multi-paragraph texts. Utilize Benchmark to model the structure of a narrative writing
Expose students to text features using Benchmark articles
Consistently use Benchmark leveled readers during reading groups to reinforce unit themes and concepts. Sentence frames will be incorporated to support and increase productive student discourse
Teachers will collaborate with the intervention teachers to provide further academic support to identified
students based on needs determined by analyzing test data. Students will work with sixth grade buddies to practice sight words
Stevenson Ranch Elementary School Grade 2
2018 - 2019 ELA PLAN
Use Benchmark to provide comprehension practice/reading strategies
Used Benchmark reading program components (phonics, spelling, fluency and comprehension)
Sent lowest reading group to resource teacher 4x week
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds will be utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds are utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through
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Utilized leveled reading groups
Practiced phonics and grammar using Benchmark
Used spiral review to practice grammar skills
Incorporated anchor charts for skill reference
Used GLAD strategies to create common background knowledge
Used sentence frames to encourage student discourse
OVERALL EFFECTIVENESS OF STRATEGIES
Based on data from formative and summative assessments students displayed growth.
Reading groups supported leveled students needs All strategies implemented allowed teachers to identify
students not yet mastering skills. Student discourse improved with the use of sentence frames.
through release time to work with instructional coaches. For the 2018-19 academic year expenditures planned included: 2 Intervention/Enrichment Teachers: $77,000 2 Curriculum Specialists: $27,000 Class Coverage: $3,000
release time to work with instructional coaches. For the 2018-19 academic year expenditures included: 2 Intervention/Enrichment Teachers: $77,000 2 Curriculum Specialists: $27,000 Class Coverage: $3,000
CHANGES TO STRATEGIES
Team will continue with programs next year. Will start support as soon as students are identified
The team will continue to utilize Benchmark program and annotate reading strategies.
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GOAL:
Gr 2 fluency test

2019 - 2020 ELA PLAN
be served)
Students identified as English Language Learners will receive additional support during designated ELD time, RtI and small group instruction.
Students having trouble showing reading mastery will receive additional support and small group instruction.
Teachers will continue to utilize the Benchmark Reading Program. Text annotation and leveled readers will be used to increase reading fluency and improve comprehension skills
Teachers will use Benchmark weekly assessments to improve reading stamina and teach test taking skills.
Teachers will utilize Benchmark vocabulary to support student understanding of main concepts in the
HOW THIS STRATEGY WILL ADDRESS STATE AND/OR
These strategies address the academic needs of students who are not meeting standards in phonics and fluency
Designated ELD time helps to target EL students, build comprehension of the English language, and focus in on CCSS state standards.
The small group instruction supports student needs and accountability.
The Benchmark assessments allow teachers to monitor student progress and mastery of grade level skills.
Sentence frames provide a starting guide for students during discourse. These frames help students stay on topic and aid in adding to a conversation.
This additional support will provide all students with access to the common core academic content standards. Identified students will also have access to the English language development
For the 2019-20 academic year expenditures included:
Benchmark reading program
Teachers will use sentence frames throughout the year to increase academic student discourse.
Thinking maps will be created to aid students with understanding a text.
Students will use Benchmark lessons and Scholastic news to practice ELA standards.
Students will use Benchmark decodable packets to improve fluency and practice phonic skills.
GLAD strategies will be utilized to develop vocabulary and language acquisition.
Students will practice reading during small group instruction and at home each week to build fluency and accuracy.
standards for purposes of gaining academic content knowledge and English language proficiency.
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# 17-18 Gr 1 Fluency
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 18-19 Gr 2 Math Fluency
All 116 98% 98% 90% 90% 96% 90% 100% 98% 85%
White 43 100% 98% 84% 95% 100% 91% 100% 98% 91%
Hispanic 23 94% 96% 78% 82% 96% 79% 100% 100% 83%
Asian 50 97% 96% 92% 90% 100% 98% 100% 100% 85%
EL 13 100% 92% 61% 85% 88% 100% 100% 100% 56%
EO 98 98% 98% 82% 91% 96% 88% 100% 98% 87%
RFEP 2 100% 100% 100% 100% 100% 100% 100% 100% 100%
Students with

MATH Plan
GOAL:
98% of students meeting/exceeding grade level standards on Gr 2 End of the Year
Test
85% of students meeting/exceeding grade level standards on Gr 2 End of
the Year Test
Students need to display proficiency on all second grade target areas as they prepare for third grade. The end of the year test will show readiness to perform at a higher level.
Unit 1
Very high results, students were successful adding and subtracting utilizing the number racks
Unit 2
Students were successful totaling units utilizing number blocks (number sense). Unit 3
Adding three two digit numbers on the number line
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Strong awareness of number sense
Unit 6
Unit 7
Students showed strong understanding of simple fractions
Tools and strategies used to support student learning and success: Adding and subtracting to twenty using Bridges computational fluency practice, number lines, the number
rack, Number Corner, and adding numerical strategies. Teachers promoted the use of DreamBox (5 lessons per week) Teachers utilized daily Number Corner lessons to improve critical thinking skills, practice patterning, counting
to one thousand, identifying money, exposure to geometric shapes, time and fractions. Teachers introduced manipulatives like popsicle sticks to illustrate bundling to support addition and
subtraction of two and three digit numbers. Teachers implemented Bridges Work Places in order to enrich or re-teach unit concepts. Teachers made data driven decisions to plan RtI and WIN Cycles to provide re-teaching or extension
opportunities during small group instruction.
AREAS of GROWTH
Awareness/utilizing the number line
Unit 6
Strong understanding of fractions
As a team teachers will develop strategies to support student learning and improve student success by: Teaching addition and subtraction strategies to solve two and three digit computations with and without
regrouping. Teachers will use Bridges curriculum with fidelity
Teachers will utilize the Bridges unit pretests to create WIN and RtI groups
Teachers will use a variety of models and manipulatives to teach and re-teach addition and subtraction with and
without regrouping.
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Teachers will incorporate real-world problems to practice adding money and finding the difference between the
two amounts. Teachers will collaborate with the intervention teacher on a regular basis to provide shared support for students
Planned RtI and WIN groups will be created on a needs basis.
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2018 - 2019 MATH PLAN
to interpret word
problems by using
RACE strategies and
with practice. Teachers will
help students practice
Struggling students
varying levels of student needs
Teachers will
ACTUAL STRATEGIES
For each unit, teachers used the assessment data to pinpoint students struggling with specific skills in the unit. To target the needs, the WIN cycle was utilized and small groups were formed based on student need and skill area.
Teachers introduced the number line earlier in the year and provided multiple opportunities for students to use the number line.
Teachers used project-based learning to practice measurement or real world objects.
Students utilized Dreambox program both at school and at home
Invited students not yet mastering skills to before school
Students not mastering skills received lessons with RTI teacher on a needs basis. This support will help students be more successful with mastering standards
(SITE/LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds will be utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches.
For the 2018-19 academic year expenditures planned included:
2 Intervention/Enri chment Teachers: $77,000
(SITE/LCAP)
At Stevenson Ranch School, Base Grant ($58,650), Supplemental ($58,760), and Title III ($1,806) funds are utilized to provide academic support and enrichment for targeted students across all grade levels, as well as support teachers professionally through release time to work with instructional coaches.
For the 2018-19 academic year expenditures were:
2 Intervention/Enric hment Teachers: $77,000
Teachers will do a
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES Students improved with additional support systems in
place Dreambox supported student’s individual needs RtI teacher greatly supported student needs Number Corner and spiral review offered review and
additional exposure to standards. Manipulatives provided a more hands-on approach to
learning the skills.
Maintain the same support system next year (WIN time, small group lessons for reteaching support, before school math class, Dreambox)
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2019-2020 Plan
2019 - 2020 MATH PLAN
2019-20 2020 - 21 2021 - 22
GOAL: 99% of students meeting/exceeding standard on Gr 2 End of the Year Test
100% of students meeting/exceeding standard on
Gr 2 End of the Year Test
100% of students meeting/exceeding standard on Gr 2 End of the Year Test
Students need to display proficiency on all second grade target areas as they prepare for third grade. The end of the year test will show readiness to perform at a higher level.
served)
Students identified as English Language Learners will receive additional support during designated ELD time, Response to Intervention and small group instruction.
Response to Intervention will be used to support students in need of extra support as well as extension
Teachers will continue to utilize the Bridges math program and analyze data to drive instruction
WIN time will be used to support students in need of reteaching and extension
Teachers will use sentence frames and partner assignments to encourage academic discourse to deepen understanding of mathematical concepts.
Teachers will use Number Corner for each math lesson
Manipulatives will be
Students will continue to be identified by utilizing end of unit Bridges assessments. Students not showing mastery will receive additional support within the classroom and RTI pullout. Also high achieving students will receive challenge activities through RTI.
Dreambox will continue to be implemented to ensure students are receiving leveled lessons based on their online performance.
Sentence frames serve as anchors for students that are unable to begin academic discourse on their own. It can serve as a reminder and help them stay on topic during a discussion.
This additional support will provide the identified student with access to the common core academic content standards.
For the 2019-20 academic year expenditures included:
utilized to support Bridges lessons.
During morning review, teachers will use spiral review to reinforce concepts previously taught.
Students will have DreamBox lessons at school and at home.
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Tri 1 Interim 2
Tri 2 Interim 3
Tri 3 Interim 4
All 96 89% 57% 78% 45% 71% 75% 81% 89%
White 41 84% 60% 76% 57% 64% 71% 83% 87%
Hispanic 20 83% 48% 67% 32% 57% 62% 71% 85%
Asian 25 100% 62% 88% 79% 88% 92% 85% 91%
EL 8 86% 25% 43% 18% 29% 57% 86% 72%
EO 76 88% 60% 81% 54% 73% 74% 78% 89%
RFEP 6 100% 67% 86% 56% 71% 100% 100% 100%
AREAS of SUCCESS
ELA Plan
86% of students will meet or exceed standards on CAASPP.
89% of students will meet or exceed standards on CAASPP.
The CAASPP is a nationally normed standardized assessment aligned to common core standards. CAASPP gives us reliable data as we continue to master the implementation of our new ELA curriculum.
Students made inferences about stories and characters and how their actions helped to understand the sequence of a story.
Students used text features (key words) to locate information on a given topic. Students were able to use the main actions of a story to determine a central message. Students were able to use context clues to figure out domain specific vocabulary words. Students were able to read third grade text fluently Students were able to read grade appropriate high frequency words in a given text.
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Students were able to interpret the mood of a story by using the story illustrations.
Additional areas of student success: White, Hispanic, Asian, EO, RFEP groups improved from 2017-2018. Development of priority standards for the grade level. Implementing with fidelity the Benchmark curriculum. Using data to create Response to Intervention grade level groups. Students are able to read grade level high frequency words in text. Teachers facilitated academic discourse by using sentence frames, sentence starters, and many opportunities for
students to talk. Teachers delivered leveled instruction through Benchmark readers. Students were able to read third grade level text fluently. During Tri 2 Interim 3, all student student groups showed improvement from Tri 1 Interim 2
Teachers used the following strategies to support student learning and success: Teachers used anchor/reference charts to teach character traits. Teacher utilized Benchmark to teach strategic annotating skills. Teachers taught students how to target transition words to help summarize the text within different genres. Teachers used differentiated instructional methods and strategies such as GLAD, Reader’s Theater,
project-based learning, and collaboration.
Identifying author’s purpose Main idea and details
As a team we will do the following to support student learning and success: Teachers will continue to model strategies and practice reading grade level text Teachers will model how to identify author’s purpose Teachers will encourage students to read more in class and at home to build stamina throughout the year. Teachers will use Benchmark weekly assessments, Unit assessments, and IABs as teaching tools Teachers will model summarizing literature or informational text while organizing key details. Target ELD kids with designated ELD time 30 minutes every day in ELA in order to improve number of
proficient kids in those student groups on reading standards. Target students with disabilities by coordinating schedules and goals with support staff.
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2018 - 2019 ELA PLAN
Develop a proficiency map and align formative assessments.
ELD strategies (Benchmark) with designated ELD time
Incorporate writing into each unit.
Use sentence frames for partner talk, question starters, and respectful discourse.
Use Scholastic News to support Benchmark instruction.
Use Benchmark readers to aide in reading and comprehension.
Used trimester data to design differentiated groups.
Developed a proficiency map with the TOSA and aligned formative assessments.
Utilized ELD strategies (Benchmark) with designated ELD time. All teachers worked together to teach ELD lessons.
Identified Benchmark readers that worked best for students at different reading levels.
Incorporated Opinion, Informational, and Narrative writing into daily Benchmark lessons.
Introduced practice opportunities for EL students to preview the ELPAC.
Used Brief Write samples and RACE thinking maps to help students show evidence and elaborate in their writing and constructive response questions.
(Site / LCAP)
ACTUAL EXPENDITURES
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES
The Team felt that proficiency maps allowed instruction to be more focused and drove data analysis during the year.
Fluency focus within reading RTI groups helped to close the gap between fluent and non-fluent readers.
Intervention Staff and Resource Specialist were very beneficial in helping support students with identified needs and goals listed on IEPs.
Small group instruction was a driving force behind student growth.
Students respond well to partner talk and then sharing with the whole group.
Begin exposing students in RTI groups to CAASPP practice questions earlier in the year and have sessions more spread out.
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2019 - 2020 ELA PLAN
GOAL: 86% of students meeting or exceeding standard on CAASPP.
88% of students meeting or exceeding standard on CAASPP.
90% of students meeting or exceeding standard on CAASPP.
CAASPP is a comprehensive nationally normed standardized assessment aligned to common core standards. It will offer reliable data as we continue to master implementation of the ELA curriculum.
STRATEGY (List specific student groups to
be served)
Team will work with SDC, speech, RtI staff, and RSP teachers to better support students with disabilities.
Team will begin the year with a review/focus on the organization of paragraph writing.
Anchor charts that display key or target skills and standards will be created for each unit.
While annotating, students will fill out KWL charts to determine what they Know, what they Wonder, and what they still need to Learn from a lesson.
More opportunities will be provided for students to compare and contrast two pieces of simple and complex text.
Teaches will provide opportunities for students to summarize literature
Working with the support staff will help to create common goals and consistency in reading/writing strategies.
Beginning the year with organization of writing, will allow for instruction to focus on specific genres, incorporation of textual information, and ability to elaborate during the remainder of the year for all student groups.
This additional support will provide all students with access to the common core academic content standards. Identified students will also have access to the English language development standards for purposes of gaining academic content knowledge and English language proficiency.
or informational text and organize key details.
Teachers will model how to make inferences of the actions of a character and how the character contributes to the events in a story.
Teachers will target foundational skills necessary for reading and writing.
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Student Group # 17-18 Gr. 2 Math Fluency
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 18-19 Gr. 3
CAASPP
97% 97%
White 41 44% 81% 95% 86% 100% 100% 99% 98% 95%
Hispanic 20 50% 80% 100% 86% 95% 100% 100% 95% 95%
Asian 25 53% 96% 96% 92% 96% 100% 100% 98% 100%
EL 8 0% 63% 100% 100% 100% 100% 100% 86% 100%
EO 76 49% 88% 96% 85% 97% 100% 97% 97% 96%
RFEP 6 83% 83% 100% 100% 100% 100% 100% 100% 100%

MATH Plan
GOAL: 86% of students meeting or exceeding standard on CAASPP
97% of students meeting or exceeding standard on CAASPP
CAASPP is a comprehensive nationally normed standardized assessment aligned to common core standards. It will offer reliable end of the year grade level data that is aligned to CCSS math standards.
AREAS of SUCCESS
Unit 1 All third grade classes scored 83% or higher on the assessment (unit 1) MA.2.NBT.B.5-Fluently add and subtract within 100-100% Met or Exceeded Standard (unit 1) MA.2.OA.B.2-Fluently add and subtract within 20 using mental math strategies- 100% Met or Exceeded
Standard (unit 1) Asian subgroup scored 96% proficient (unit 1)
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Unit 2 The third grade overall score was 92% Multiplication Strategies (unit 2) Asian subgroup scored 96% proficient. (unit 2) EL, RFEP, Hispanic, and students with disabilities scored 100% proficient. (unit 2)
Unit 3
EL, RFEP, Hispanic, and students with disabilities scored 100% proficient. (unit 3) Asian subgroup scored 92% proficient. (unit 3) The third grade overall score was 87% Place Value Strategies (unit 3) 96% of students were proficient in rounding whole numbers to the nearest 10 and 100.
Unit 4 7 out of 8 student groups met the grade level goal (unit 4) RFEP and EL both were 100% proficient (unit 4)
Unit 5 & Unit 6 All student groups were 100% proficient (unit 5) All student groups were at least 97% proficient (unit 6) Students were successful with finding the area of a quadrilateral and knowing attributes of quadrilaterals
To support student success the following strategies we used: RtI groups were formed using assessment data. Students worked with the curriculum specialist for 30 minutes a
day. Teachers incorporated the use of manipulatives and used hands-on activities to practice and build upon lessons. Developed CFAs to differentiate WIN groups (all units) Implemented WIN time three times a week for 30 minutes each.(all units) Routine use of Number Corner.(all units)
Unit 1 Focus standard:
o MA.3.NBT.A.2 - 62%-Fluently add and subtract within 1,000 using strategies and algorithms. o MA.2.OA.A.1 - 46%-Use addition and subtraction within 100 to solve one and two step word
problems. Target our EL groups to show increased proficiency (currently at 63%)
Unit 2 MA.3.O.A.A.3-Uses multiplication and division within 100 to solve word problems in situations 72.3% of students chose multiplication as the operation when it should have been division Students were supposed to divide 15 by 3, but multiplied 15 times 3 instead After analysis, the other intense focus scores (66% and 83%) were careless errors by the students. Students
chose centimeters instead of inches, but got the multiplication product correct. The other careless error was not reading the directions carefully by not choosing multiple answers, instead of one.
Unit 3 Solve two-step word problems using the four operations. Represent these problems using equations with a letter
standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Unit 5 & Unit 6 Solve division equations with missing dividends
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Recognize that some problems have more than one equation to solve Recognize that a problem can have more than one solution/multiple answers Recognizing if the question is asking for perimeter or area (mixing up the two)
To support students' learning and growth, as a team the following strategies will be used: Motivational strategies to ensure students complete 5 lessons of Dreambox per week.(all units) Math groups will be implemented at the beginning of Unit 1. This will allow for strategic leveling of students to
support varied levels of understanding. Teachers will continue to implement Number Corner for all students Utilize and teach Bridges Math to fidelity. Teachers will continue to use Work Places to teach and review each unit
Stevenson Ranch Elementary School Grade 3 2018-2019
MATH Plan
PLANNED STRATEGIES
Routine use of Dreambox
Review and practice the difference between multiplication and division word problems through multiple exposures, multiple strategies and teacher resources.
Routine use of Number Corner.
Give Bridges checkpoints to assess student progress mid-unit
Use Work Places as opportunities for learning and reviewing skills.
Numeracy Leaders will work with
Teachers consistently created RTI WIN groups for intervention and enrichment.
Teachers used Dreambox consistently, both at home and in the classroom.
Teachers reviewed and practiced the difference between multiplication and division word problems through multiple exposures and multiple strategies and teacher resources.
Daily Number Corner exercises.
Teachers used Bridges checkpoints to assess student learning and help plan WIN groups for intervention and enrichment.
students to provide additional practice.
Students successfully used workplaces within Bridges to learn and review skills.
Numeracy Leaders helped students learn their math facts to fluency.
OVERALL EFFECTIVENESS OF STRATEGIES CHANGES TO STRATEGIES Student growth is attributed to math lessons given in class, math
WIN groups, careful planning, and time given to analyze data. Within the EL student group, student scores increased overall in
math. Numeracy Leaders proved to be a great support for students
reaching proficiency in math fact fluency.
Team will continue to utilize strategies with two step word problems next year.
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2019-2020 Plan
MATH Plan
2020 - 21
2021 - 22
The CAASPP is our nationally normed standardized assessment aligned to common core. This assessment will give the end of the year grade level data that aligns with state math standards.
served)
Teams will implement math groups (WIN Cycle) for all units on a needs basis. This will allow for strategic leveling of students to support varied levels of unders

single plan for student achievement

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