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School Site:_Don Benito

MISSION STATEMENTS AND SCHOOL DESCRIPTIONS

Pasadena Unified District Mission Statement

2011-2012

School Vision

All stakeholders believe that every child can and will learn. The school is committed to providing each student with the highest quality educational experience. The school wants all the students to become happy, productive citizens of the new century. Providing students with the skills, knowledge, and values necessary to meet today’s challenges will achieve this goal.

School Mission

As a fundamental school, Don Benito holds a more traditional approach to learning. There are three primary areas that are crucial to Don Benito’s educational philosophy. The three areas are:

Academics: A fundamental school approaches learning from a more traditional perspective. The school believes in the importance of a skill-based curriculum but realizes that students must also be engaged in purposeful activities in order to make meaning for them. It is the goal of the school to have all students reading by the end of third grade. In the primary grades, students learn to read. On the other hand, in the elementary grades, students read to learn.

Behavior: Everyone at Don Benito has high expectation for student behavior. Students are expected to abide by the guidelines that have been set up for a safe and orderly school. Teachers are expected to emphasize positive discipline strategies in their classrooms. Positive discipline teaches future correct and appropriate behaviors. It teaches students self-control.

School Environment: It is the goal of Don Benito to provide a safe, clean, and happy learning environment for the students. Students are to be made to feel accepted, comfortable, and free of fear and intimidation. The school stresses an atmosphere of openness and encourages as many of the parents as possible to help in the classroom and on campus.

School Profile Description

Pasadena is located just 15 minutes from downtown Los Angeles, at the base of the San Gabriel Mountains.

Don Benito Fundamental School is one of 20 elementary schools in the Pasadena Unified School District, which also includes three middle schools, and five high schools. Upon entering the campus, one is greeted by colorful murals depicting scenes from favorite children’s books. This serves to create a calm and friendly environment that is inviting for both children and adultsDon Benito Fundamental maintains a school wide average class size of 28 students. (*will be adjusted after norm day 2011)

Grade Average Class Size By Grade LevelK 26

1 30

2 29

3 30

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4 32.75

5 28

Student enrollment figures/trends-This year we have 678 students which is approximately 50 students below our predicted enrollment. Since Don Benito is treated like all the other PUSD schools, in which it is based on an open enrollment, even though we are not technically a neighborhood school, we are not in the position to increase our student population; rather it is controlled in house.

School districts receive financial support from the state for the education of the students they serve based on how many students attend each day.

Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at Don Benito Fundamental School. The following table shows the actual monthly attendance rates at the school for the past two years.

Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Independent study is available for students who require extended leaves from school. The school monitors student attendance very closely and reports excessive unexcused absences to designated authorities.

Students are referred to the district’s School Attendance Review Board (SARB) when they have persistent attendance and behavior problems in school and when the normal avenues of classroom, school and district counseling are not effective.

Chart

|

Data

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2007-08 2008-09 2009-2010 2010-11 2011-12

K 110 104 120 118 114

1st 131 106 100 110 122

2nd 117 116 110 107 109

3rd 118 111 108 100 126

4th 124 123 118 128 101

5th 122 120 115 112 106

6th 84 67


Poverty level –Currently Don Benito is at 39.6%.Demographics 2011-12 data

White 28.5%African American 15%America Indian .3%Hispanic 35%Asian 9%Multiple 7%Filipino 2%

Feeder program and schools-Don Benito has always prided itself on being a feeder school into Marshall and emerging to feed into Sierra Madre’s upper campus.

School facilities, including technology, library and media resources-Don Benito Fundamental School was originally constructed in 1950 and is currently comprised of 25 classrooms, a library, a computer lab, a staff lounge, a multipurpose room, and three playgrounds. The most recent renovations to the campus occurred in 2001 when additional bungalows were added to accommodate the eventual admission of sixth grade students. At that time as well, the school also received air conditioning upgrades to a number of existing classrooms. The chart below displays the results of the most recent school facilities inspection.

How the school community works together to establish and promote the culture of the school-Parents and the community are very supportive of the educational programs at Don Benito Fundamental School. There is a high level of parent participation in the Parent Teacher Association (PTA), which funds the following programs on campus with the assistance of the annual fund: classroom music teacher, computers and other technological equipment, field trips, and campus beautification.

There have been several major programs implemented in collaboration with the parent community, such as the Flintridge and LaSalle tutorial programs, School Beautification Days, classroom wish list, comprehensive library program, and an organized classroom volunteer program.

Description of how the school provides individual student academic assessment results in language the parents understand, including an interpretation of those results-We explain to all of our parents that all communications can be translated upon request in their home language, other than Spanish which we offer on all letters sent home currently. In addition, this year we would like to offer all families literacy nights and math nights so that all families have the resources in how to support their children at home. We have staff that can provide translations so that it is more accessible and families have the support they need.

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Table of Contents

School Mission and Vision Statement 1

Table of Contents 4 Cover sheet with CDS code 5 SARC 7 Tier III Summary Analysis and Narrative and Data Forms 8 Planned Improvement for Student Achievement Targets

o Six (6) from each site Math 20 ELA 23 Closing the Gap; must include Tier II for EL 26 Parent and Community Involvement 32 Safe and Orderly Learning Environment 28 School selected ( Science, Social Studies/History, VAPA or Technology) 31

o High School ONLY CAHSEE

Parent Involvement Policy 33 Parent Compact 38 Gate Check Off 39

Safety Plan Check Off 44

Pre-K- Kindergarten Transition Plan ( Elementary Only) 45

Site Program and Resources 46

Budget Summary 47

Restricted Funding Personnel 48

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Centralized Services ( Provided by Special Programs) 49 School Site Council Membership 50 Recommendations and Assurances 52

PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN2011-2012

The Single Plan for Student Achievement

Don Benito Fundamental School

19-64881-6021554 CDS Code

Date of this revision: __9/12/2011

The Single Plan for Student Achievement (SAP/SPSA) 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 sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Julianne S. Reynoso

Position: Principal

Telephone Number: (626) 396-5870

Address: 3700 Denair Street, Pasadena, CA 91107

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E-mail Address: [email protected]

The District Governing Board approved this revision of the School Plan on

_______________________________

PASADENA UNIFIED SCHOOL DISTRICT Highly Qualified Teachers

Definition/Criteria and Parent Notification

Title I of the Elementary and Secondary Education Act requires States to ensure that all teachers teaching core academic subjects be highly qualified. The statute further requires that local educational agencies that receive Title I funds to reserve a specified amount of Title I funds to ensure that teachers who are not highly qualified become highly qualified.

The "Highly Qualified" criteria applies to all teachers - in Title I and non-Title I public schools - who teach in core academic subject areas. The federal regulations do not apply to non-core academic subject area teachers such as those in most vocational (workforce development/career-technical education) programs or physical education.

The Core content areas include: English, reading, language arts, mathematics, science, foreign languages, civics and government, social studies, economics, arts, history, geography, and kindergarten through Grade 5 (K-5.

To be designated “Highly Qualified,” new elementary and new special education teachers must pass a rigorous state test (currently PRAXIS II). Middle school, high school, and special subject teachers (e.g., art, music, second languages, etc.) can be designated “Highly Qualified” by passing a rigorous state test (currently PRAXIS II), or by having an academic major or the equivalent in the content area, or by having a graduate degree in the content area, or by having National Board Certification in the area.Up until April 2007, teachers who were not new to the profession could be designated "Highly Qualified" through the HOUSSE (High, Objective, Uniform, State-Standard of Evaluation).

NCLB requires Title I schools to notify each parent in the school whose child is being taught for four or more weeks by a teacher who is not “Highly Qualified” regardless of whether or not the teacher is being paid with Title I funds.Districts must notify the parents of students attending Title I schools that they may request and the district must provide (in a timely manner) information regarding the professional qualifications of students’ classroom teachers including, at a minimum, the following:

Whether the teacher has state qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.

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mailto:[email protected]


Whether the teacher is teaching under an emergency license or waiver through which the state qualifications or licensing criteria have been waived.

The bachelor's degree major of the teacher and any other graduate certification or degree held by the teacher, and the field or discipline of the certification or degree.

Whether the child is provided services by paraprofessionals and, if so, their qualifications.

Schools must work and collaborate with HR department to ensure appropriate placement of staff based on Highly Qualified status. Should a class be taught by a teacher not having met the criteria the school and district must work together to ensure timely notification to parents.

INSERT SARCInsert the latest, always a year behind.

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TIER III SUMMARY NARRATIVE

RESULTS: API/AYP CHANGE FROM PRIOR YEAR TO CURRENT YEARIndicator 2010 2011 Target for 2012 Change+/-

API Target Met Yes No Yes NoAYP ELA(including subgroup targets)*Hispanics

x x 70%

AYP Math (including subgroup targets)

*African American*ED

x x 70%

Achievement Gap DecreaseSub-Group API

2009 2010 2011 Total Change +/-Latino na 800 848 +48White 942 928 -16Black 805 851 +46ELL 725 811 +86

Special Education na 731 /ED* 777 834 +57

REPORT DATA AND GOAL FOR THE 2011-2012 SCHOOL YEAR:ELA MATH WRITING ELL

Target

82%

Target

88%

Target

75%

Target

50%

School-wide percent at proficient last year/current year for each subgroup for each goal10 11 10 11 10 11 10 11

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School wide LatinoWhiteBlack ELLSp Ed. ED*

70

7457255253

75

638267515061

School wide

Latino

White

Black

ELL

Sp Ed

ED

73

7754426455

80

728572676067

School wide

Latino

White

Black

ELL

Sp Ed

ED

NA School wide

Latino

White

Black

ELL Sp

Ed ED

*Economically Disadvantaged


SUMMARY AND ANALYSIS STATEMENT:School-wide 2011 English Language Arts Summary and Analysis: English Language Arts 75

STAR Multi-Year Performance Level:

Year AdvancedProficient Basic Below Basic Far Below

Basic

2006 32 32 27 7 >12007 30 33 25 7 52008 30 32 26 9 >12009 39 30 24 5 32010 39 31 20 8 <32011 47 28 17 5 3

STAR Multi-Year Cluster Performance by Proficiency and Advanced:Second Grade

Year Word Analysis and Vocabulary

Development

Reading Comprehension

Literary Response and

Analysis

Writing Strategies

Written Conventions

2007 75 70 54 72 772008 79 66 65 70 802009 79 74 82 80 712010 68.4 67.3 71.4 70.4 66.32011 83 80 87 80 84

Third GradeYear Word Analysis

and Vocabulary Reading

ComprehensionLiterary

Response and Writing

StrategiesWritten

Conventions

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Development Analysis2007 54 49 45 50 612008 47 47 50 59 542009 80 72 79 78 742010 67.6 56.9 75.5 61.8 64.72011 76 72 78 65 69

Fourth GradeYear Word

Analysis and Vocabulary

Development


Literary Response

and Analysis

Writing Strategies

Writing Applications

Written Conventions

2007 58 57 68 55 20 552008 72 62 71 65 76 742009 83 74 79 72 63 752010 79.8 80.8 83.8 76.8 na 76.82011 83 69 72 67 74

Fifth GradeYear Word Analysis

and Vocabulary Development


Literary Response and

Analysis

Writing Strategies

Written Conventions

2007 60 62 69 62 662008 53 55 50 50 622009 70 73 70 78 742010 66.4 65.4 76.6 71 68.42011 80 78 79 79 74

Our ELA scores increased by 4.79%, bringing our ELA total to a 75%. When one looks at the STAR multi-performance chart, it quickly becomes apparent that in English Language Arts, Don Benito’s scores have begun to reflect the intense instruction being presented to our students. Significant change is seen for Advanced and Proficient. The second and third grade saw a much needed increase in reading comprehension and all content areas of the CST. Second Grade’s strength overall was literary analysis and saw improvements in areas that intensive were placed The 2nd grade students were prepared for the CST as indicative of the assessments leading up to the STAR 2011, it was a yearlong preparation of standards mastery. Many of the strategies used in getting the results seen were our usage of Thinking Maps, our document cameras and lots of enrichment. 2nd grade did encounter minor challenges in the areas of reading comprehension and writing strategies. The goal this year is to utilize more Step Up to Writing and oral participation to elicit more vocabulary so that ultimately can be observed in comprehension and writing output. Finally they will use district quarterly assessments and our results from Data Director to make adjustments as needed. Third grade’s strength was literary analysis, but we have observed success and improvements in all strands, furthermore will focus our attention in both components of writing; conventions and strategies. They will continue to in force Thinking Maps, Kagan Strategies and Step up to Writing. Third grade plans to use all strands of assessments to ensure mastery of standards throughout each quarter leading up to the STAR 2012. The strengths for fourth was word analysis, a trend that has been witnessed for several years. The hope is that this category can be infectious and increase vocabulary for the sake of increasing reading comprehension and writing strategies. Fourth grade also displayed an increase in the writing piece at 75%. This is an area to utilize even more Thinking Maps and at greater depths of learning. Fourth grade also

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plans to use Step up to Writing even more and across the curricula for more practice with varying content and context. The teachers plan to use all informal and formal assessment to gauge the mastery levels and plans to enrich and support all learners. Fourth grade encountered changes in writing strategies and reading comprehension. They are going to use more Kagan Strategies so that the students can become more connected with the reading passages they learn daily. In fifth grade, their strength was word analysis, however there were strong scores in reading comprehension and literary response. School wide we witnessed a consistent progress in bringing students up to proficient and advanced. The fifth grades scores reflected a very strong alignment with the school wide success. The challenge in fifth grade was writing strategies and written conventions. The fifth grade will use the chapter tests and district quarterlies to maintain a pulse on the progress their students are making towards mastery of standards. The trend we observed over the last 3 year period is an overall increase in ELA scoring our highest in history. Our staff has seen some changes among the grade levels and has put forth strong and successful efforts at Don Benito. In addition, we saw a trend of 5th grade increasing in scores since 2009. Morever; we have seen the trend of our Basic, BB and FBB’s have declined over 3 years. The trending or 2 year change we observed was that 2nd grade had a decline in scores and then rose again. In addition, we saw that decrease in students within the BB and FBB categories. In 3rd and 4th grade we saw a trending of two years of increase and then a slight decline in 2011, possibly due to some staffing changes or not.

School-wide 2011 Mathematics Summary and Analysis:School wide mathematics: 80

Star Multi-Performance Level:

Year AdvancedProficient Basic Below Basic Far Below

Basic

2006 35 32 20 10 >12007 34 31 20 12 >12008 35 31 21 11 >12009 46 26 18 9 >22010 47 27 18 8 <22011 55 25 18 7 1

STAR Multi-Year Cluster Performance by Proficiency and Advanced

Second GradeYear Place Value

Addition Subtraction

Multiplication, Division

Fractions

Algebra and functions

MeasurementGeometry

StatisticsProbability

Data Analysis2007 68 64 58 71 672008 75 73 69 80 672009 82 85 83 83 872010 64 74 67 74 692011 82 87 85 88 86

Third GradeYear Place Value

FractionsDecimals

AdditionSubtraction

MultiplicationDivision


MeasurementGeometry


Data Analysis

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2007 73 84 71 72 612008 71 77 74 65 592009 82 79 83 88 882010 89 78 76 87 542011 80 78 81 85 86

Fourth GradeYear Decimals

FractionsNegative Numbers

Operations and Factoring


MeasurementGeometry


Data Analysis

2007 68 64 62 56 692008 68 77 78 66 692009 85 79 85 70 812010 78 73 87 76 812011 89 86 88 76 85

Fifth GradeYear Estimation

PercentsFactoring

Operations with Fractions and

Decimals

Algebra and Functions

MeasurementGeometry

StatisticsData Analysis

Probability2007 77 81 58 57 622008 54 61 56 56 352009 71 73 78 67 892010 52 53 72 65 662011 73 77 82 76 91

Overall, Don Benito’s math score increased by 6.52%, displaying an overall Proficiency rate of 80%. Second Grade’s scores all increased this year and a strong area for them was measurement/geometry and statistics. An area these teachers and students focused a great deal of time with. They feel the results reflected the yearlong teaching of standards and they believe the students were fully prepared to display that knowledge. The strategies they used such as skip counting and the use of manipulatives overall assisted with their growth. 2nd grades challenge was in the area of place value, addition and subtraction. They plan to use the model of 80/20 and supply enrichment for the 80% that have mastered the standards and use interventions for the strategic and BB students.

Third grade showed strength in the area of statistics, probability and place value. They utilized the leveling and rotations for our bands and will be more closely monitored for flexibility and re-teaching as needed. They are devoted to using a better approach of assessments in a more uniform fashion so that providing the best instruction will come directly from the results. They were challenged by Number sense; addition/subtraction/multiplication and division.

Fourth grade showed strengths or largest gain in decimals/fractions as well as displaying a strength in number sense. The fourth graders encountered challenge in the area of measurement and geometry. They discussed the fact that the STAR is heavily weighted in coordinate planes, showing a varying degrees of abstract thought, they will utilize this skill beginning in the first part of the year to ensure mastery. Furthermore, they will utilize the results from the informal and formal assessment to guide their instruction, enrichment/sustainability or re-teaching and support.

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In 5th grade, the strength is seen in statistics, data analysis and probability. Overall, the data shows growth in all fields and subgroups. They were praising the usage of the pacing guide as they used this in planning of each quarterly review and assessment which gave them the opportunity to be sure all students were properly prepared for the STAR. The challenge is in estimation, percents and factoring however we observed a 21 point increase in this area altogether. They will plan to implement these skills and optimize opportunity to begin at the start of the school year.

The trends we observed were math overall as we included in our 2010-11 SPA to increase math by 10%, which we did successfully. We have increased these scores over the past 3 years.

The trending we observed in 2nd grade was an increase in years 2008 and 2009, with a dip 2010. In 2nd grade at the Basic, BB/FBB levels, we saw a decrease for 2 years and an increase in 2010. In 3rd and 4th grade, we have increased for 2 years and declined in 2011.

Significant changes we noted that we increased our Proficient population by 8 points and have closed the gap in the Basics, BB and FBB’s.

Sub-Groups 2011 Summary and Analysis:

STAR Multi-Year Performance Level Distribution:

African American:

English Language Arts

Year Advanced Proficient Basic Below Basic Far Below Basic

2006 16 26 16 33 >1

2007 16 33 38 11 >1

2008 19 40 25 13 >1

2009 21 34 37 <5 <5

2010 22 35 31 10 <3

2011 *37.5 30 *20 7 <5

Mathematics


2006 17 35 26 19 >1

2007 17 33 29 19 >1

2008 19 34 28 13 6

2009 26 31 28 14 >1

2010 27 27 31 13 <2

2011 31 *41 *16 7 3

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Overall, in ELA we observed 15 point increase in Adv/Prof. An 11 point decrease in Basic. BB decreased and FBB increased slightly. We attributed this hard work to pieces we had in our plan for 2010-11 to increase the participation levels 2-3 times more during discussions. The opportunity of the document camera for all students has provided more awareness and interest in subject matter. Our African American Parent Council assisting our students with after school support.

In Math, Advanced and Proficient increased by 18 points. Basic decreased by 15 points, BB decreased by 6 and FBB increased by 1point.

Economically Disadvantaged:

Language Arts


2006 13 33 37 12 5

2007 12 33 12 11 11

2008 10 31 5 18 6

2009 38.63 29.98 24.14 <10 <5

2010 38.9 31 19.8 7.8 <3

2011 31 31 22 8 5

Mathematics


2006 15 33 29 19 >1

2007 16 32 27 19 5

2008 19 28 29 17 7

2009 46.26 25.66 17.58 9.49 <1

2010 46.7 26.7 17.6 7.8 1.1

2011 39 30 16 12 1

In ELA, Economically Disadvantaged students decreased Advanced, and for the most part remained the same at all other levels in Basic, BB and FBB.

In Mathematics, all clusters remained primarily the same with a slight increase in proficient and a decrease in Advanced.

English Language Learners:

Language Arts


2006 0 33 37 26 >1

2007 7 11 33 26 22

2008 0 15 42 30 12

2009 17 12 48 19 5

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2010 16 19 26 33 7

2011 13 19 37 *19 0

The change we observed was in Basic with an increase with 11 points and more significantly in BB by 14 points. Historically, we eliminated all FBB’s within our ELL population. We are excited about the ELD program that will be more delegated for our students and we plan to continue to work with the families to engage them more in the classroom and content material so that home support can be maximized.

Mathematics


2006 7 26 41 22 >1

2007 11 40 19 26 15

2008 9 12 42 30 6

2009 24 10 38 26 <2

2010 21 21 33 23 <2

2011 22 *33 *17 23 4

In Math our ELL’s Proficient category increased by 12 points. Basic decreased by 16 points.

Hispanic:

Language Arts


2006 22 38 26 9 >1

2007 22 34 26 10 8

2008 20 29 37 9 6

2009 32 26 29 8 <4

2010 28 30 22 15 5

2011 32 32 24 *7 <4

In 2011, we held fairly horizontal in scores however we decreased BB’s by 8 points.

Mathematics


2006 27 31 29 11 >1

2007 24 34 23 12 7

2008 26 31 25 15 >1

2009 37 28 22 10 <2

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2010 38 26 24 9 <2

2011 *45 28 *14 11 0

In 2011 we noted a 7 point increase overall in the Advanced area and a decrease in our Basics level by 10 points.


Based on the analysis of the CST data respond to the following prompts:

Evidence of successful implementation of 2010-2011 School Plan (what worked) Flintridge Tutors Implementation of Thinking Maps-teachers that utilized them saw success Teacher Trainers Monthly Grade Level Meetings Dater Director homework

Parent Involvement Bobcat PRIDE

Principal’s Recess

Recess before Lunch Program

Challenges and area for improvement in 2010-2011 School Plan (What did not work and why)

Data Cycles were not aligned systematically throughout the grade levels Thinking Maps-not all maps were utilized routinely by all staff Many changes with staff due to increased ratios

Evidence of successful implementation of 2010-2011 School Plan (what worked; specify what was effective in closing the achievement gap)

CEIS teacher provided by the teacher to work with K-1 Reading Intervention/GATE teacher LDRT working with students and parents of ELL Resource Teacher working with 4th grade students in math concepts

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IA working with the 4th/5th Grade students so all student gained their grade level appropriate instruction

Committed teaching staff who maintained the overall goals of this plan ELA leveling at 3rd grade at 2nd semester GATE/reading intervention Teacher for grades K-5th.

SST’s monthly

Challenges and area for improvement in 2011-2012 School Plan (What did not work and why; specify what was not effective in closing the achievement gap)

Not enough time in the day to complete everything Late arrival of funds for Reading Intervention Teacher-would have preferred to begin earlier Low attendance in all Title 1 workshops-will tag onto other events in the evening

TIER III SUMMARY NARRATIVE CONTINUED

Based on the Tier III analysis of school performance, each school will identify school goals that are aligned with the District targets and will include Tier II indicators for each goal.Set your school site targets for each area based on the Tier III analysis, the district-wide targets, and moving towards meeting 100% of our students being proficient or advanced by 2013-14.

School LevelELA 2012 % Proficient or

Advance TargetMath 2012 % Proficient or

Advance Target

Elementary and Middle School 78.4% 79.0%

High School 77.8% 77.4%

To identify your site targets it should be based on your current level of proficiency subtracted from the above target and divide by three (3) (ex. 79.0- 59.0 = 20 / 3 = 7%). Results are not available for 2011 until August, please review past trend to identify tentative goal, subject to adjustment when results are received

AREA OF FOCUS SCHOOL TARGETSMATH >10% School wide

2nd-2%, 3rd -5.4%, 4th-1.46%, 5th-0.13%

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At DB, 80% of students are scoring at or above proficient while 20% are scoring at or below Basic on the Math portion of the CST

ELA >10% School wide 2nd-2%, 3rd-3%, 4th-2.3%, 5th-1%

At Don Benito, 75% of students are scoring at or above proficient while 25% are scoring at or below Basic on the ELA portion of the CST

CLOSING THE GAP Must include specific Tier II for sub-groups

African American-72% in Math and 67% in ELA (must grow by 1.5% --10% of population)ELL-54% in Math and 32% in ELA (2.2% growth)Socio Economically Disadvantaged-69% in Math and 62% in ELA (3.9% growth)**reflecting 10% of the population of each subgroup

PARENT AND COMMUNITY INVOLVEMENT

Reading Incentive Program,40 hours per family of volunteering

SAFE AND ORDERLY LEARNING ENVIRONMENT

Attendance- Increase the number of perfect attendance awards given quarterly, 2011-12, by 2% as monitored by quarterly attendance reports

SCHOOL SELECTED* Science

* Select one of the following: Science, Social Studies/History, VAPA, Technology, or Special Education

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School Site:__Don Benito


PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: __x_ Math ___ELA ___Closing the Gap(must include one Tier II for EL) ___Parent and Community Involvement ____ Safe and Orderly Learning Environment ____ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education

Identified Need Tier II Indicators

Implementation Strategies

Knowledge &Skills

Needed/PD“How will we

assess implementation?

Timeline Estimated cost Source

At DB, 80% of students are scoring at or above proficient while 20% are scoring at or below Basic on the Math portion of the CST

>10% School wide

*Increase the number of students scoring 80% or above on all post assessments while utilizing DD. In the content area of Number SenseMaintaining all students in Adv. And Prof. categories in all mathematical areas*All teaching staff

*Incorporating counting/number sense into a morning routine*Use circle time/workshop for spiral review and additional practice*Math games-reinforcement*Problem of the day as it relates to Number sense standards*Leveling for math so all needs are being met*Parent volunteers-1:1*Focus on key/core standards at all grade levels*Informal Observations of instruction by the site administrator

*Enlisting the district elementary coach to provide insight into barriers*Backwards mapping at each quarter to address standards

*2 PD’s offered by partner school and coaches

*Parent Workshop in Winter 2011 and Spring

Data Director

Alternate Ranking

ILT

All benchmarks must be at least at 75% or higher at every assessment to sustain proficiency

Dashboards and data charts to align and address the performance of the students

ILT and SSC members to monitor the progress towards the goals

Projects completed in technology lab

Monthly and alignment with district benchmarks dates

Resource Teacher/Guidance Counselor-80%

Title 1-20%$16,250

60% EIA/LEP $48,750

Title 1IM-$10,460

PD for Teachers-

$9,835Parent

Workshops-$1,869


are NCLB compliant

*Leveling learning at 3rd and 4th grade*Utilize the technology standards to incorporate target standards for each grade level

*SDC classes mainstreaming in grades Kindergarten through 5th grade-plans made with SPED and Gen. Ed teachers*Increase the student-to-student interactions to empower their learning

2012

*3 Teachers and Principal to attend Kagan Strategy training

*Kagan Strategy will be implemented at monthly Staff PD’s

with teachers


PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: ___ Math _x__ELA ___Closing the Gap(must include one Tier II for EL) ___Parent and Community Involvement ____ Safe and Orderly Learning Environment ____ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education



Knowledge &Skills



Timeline Estimated cost

Source

At Don Benito, 75% of students are scoring at or above proficient while 25% are scoring at or below Basic on the ELA portion of the CST>10% School wide

* Increase the growth of students from below basic to Proficient by 10% school wide*Increase the number by scoring 80% or above on all assessments in Reading Comprehension Standard; while maintaining all students at Adv. And Proficient in all areas*Goal Setting for all certificated Staff*All teaching staff are NCLB compliant

*Thinking Maps-to improve writing and comprehension, frontload concepts for Prior Knowledge and connecting with text, use comprehension passages to assess student’s progress/gauge improvements, use in Social Studies and science as well*Utilizing parents for1:1 tutoring*Utilize SUTW to improve comprehension and writing=high-lighting main idea and details*Monitor Attendance*Using Homework to reinforce instructional objectives*Informal Observations of instruction by the site administrator*Leveling for ability based learning at 3rd grade*CRT will work directly

*2 PD’s with District Buddy and Teacher of Trainers

*Ongoing support for SUTW with district coaches

*Parent Workshop offered Nov. 2010

*Backwards mapping at each quarter to address standards

*Utilize feedback from summatives to plan PD accordingly

*3 Teachers

Data DirectorAlternate Ranking

All students will be scoring in the 75% in all assessments in order to gauge the overall success of students scoring Adv./Prof on the CST

Dashboards and data charts to align and address the performance of the students


Projects completed in technology lab with teachers

Ongoing LDRT/CRT Resource Teacher @ 80%-

$5,000 teacher hourly

Library Coordinator

Title 1-$59,500EIA/LEP-$25,500

Title 1 workshops,

PD for teachers and

IM for classrooms

$22,164

EIA/LEP and Title 1

$7,862 ea. (appx.)


with students in the basic, below basic and far below basic daily to meet the standards

Utilize the technology standards to incorporate target standards for each grade level

*SDC classes mainstreaming in grades Kindergarten through 5th grade-plans made with SPED and Gen. Ed teachers

*Increase the student-to-student interactions to empower their learning

*Increase oral participation from students

and Principal to attend Kagan Strategy training

*Kagan Strategy will be implemented at monthly Staff PD’s


PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: ___ Math ___ELA __x_Closing the Gap(must include one Tier II for EL) ___Parent and Community Involvement ____ Safe and Orderly Learning Environment ____ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education



Knowledge &Skills




Source

African Americans67% of the school wide subgroup scored at or above proficient in the ELA portion of the CST and 72% in the Math portions

Socioeconomically Disadvantaged62% of the school wide subgroup scored at or above proficient in the ELA portion of the CST and 69% in the Math portions

Increase by 10% in ELA and 10% in Mathematics in both Proficiency and Advanced levels of at each quarterly assessment.

Decrease the Basic levels on the each quarterly assessments by 10%.

*Utilize all curriculum content and have conferences with our students regarding progress and areas to strengthen*Routine communication with families*Engage the parents in volunteering in class*Engage parents in Workshops to support children at home*Informal Observations of instruction by the site administrator*After school Tutoring Program*Leveled and grade level math intervention by resource teacher

*Increase the student-to-student interactions to empower their learning

*Provide opportunities for teachers to address best practices to engage students in leadership roles, social engagements and lessen the suspension rate.

*Attend conferences to address the achievement Gap

*Implement/monitor African American Parent Council

*3teachers and Principal to attend Kagan Training

*Kagan Strategies will be implemented at

Data Director

Alternate Ranking

Guidance Counselor will provide positive reinforcement

DB staff will call upon student 2-3x more often to ensure engagement and understanding


Utilize the quarterly dashboard to monitor progress

ongoing

Resource teacher

Title 1-20%$16,250

60% EIA/LEP $48,750


“A” meetings

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: ___ Math ___ELA ___Closing the Gap(must include one Tier II for EL) _x__Parent and Community Involvement ____ Safe and Orderly Learning Environment ____ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education

Identified Need Tier II IndicatorsImplementation

Strategies

Knowledge &Skills Needed/PD “How will we



Source

English Language Learners32% of theEnglish Language Learners- school wide subgroup scored at or above proficient in the ELA portion of the CSTBasic-37%BB-19%FBB-0%

54% of theEnglish Language Learners- school wide subgroup scored at or above proficient in the

Increase Proficient/Advanced levels by 30% in ELA number of identified targeted ELs (RFEPS and ELs)

Increase by 30% in Math according to all assessments conducted by school and district

All ELL students will achieve a 15% increase as measured by proficiency in both ELA and math

LDRT will model best practices of meeting needs to all pertinent teachers

*Informal Observations of instruction by the site administrator

*School wide ELD program first 30 minutes for 2-3 days for students at ELL levels stipulated by CELDT and teacher assessments

*Oral Participation

*Student engagements/strategies

*Educate our families in how to support reading in the home

*Have parents read decodables with our children in school

*English programs for parents-district directed

*Read the “same” story in varying languages-show appreciation-depicting similarities/differences

**Note advisory notes from ELAC-6/3/2011 and SSC on 6/6/2011

Utilize the Santialla program for oral language

CELDT

Benchmarks

Weekly assessments

DB staff will call upon student 2-3x more often to ensure engagement and understanding


Utilize the dashboard to monitor the

October

Quarterly

Ongoing

CRT/LDRT @ 30%

$1500

$2,500-Supplies

$2,602-PD for teachers and parents

$25,500

EIA/LEP-for

materials and snacks

at the meetings

EIA/LEP

EIA/LEP


Math portion of the CSTBasic-17%BB-23%FBB-<4%

activities

*Specific skills be taught

progress

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: ___ Math ___ELA ___Closing the Gap(must include one Tier II for EL) ___Parent and Community Involvement ___x_ Safe and Orderly Learning Environment ____ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education



Knowledge &Skills



Timeline Estimated cost Source

2011-12 Attendance goal is 97%

2010/2011 attendance rate was 96.3%

We had a + increase from 10-11. (awaiting data)

Increase the number of perfect attendance awards given quarterly, 2011-12, by 5% as monitored by quarterly attendance reports

Special Events for classes with 98% or higher attendance quarterly

Perfect Attendance awards given monthly at Spotlight Awards

End of the Year Perfect Attendance Awards given in June.

Send Truancy letters quarterly to students with 3 or more absences or tardies of 30 minutes of greater as implemented with the ACT program and support of District Attorney*Principal’s recess to celebrate behavior

Quarterly Aeries reports needed

Teachers will need monthly Aeries

Reports.

Aeries Reports; list of students with more than two letters

Training for SST in area of SARB

Bobcat Bulletin

School Master Calendar

School Master Calendar

Letters; List of students with three or more

absences

SST Minutes;SST Folders

Weekly Resource Teacher/Guidance Counselor-80%-

Attendance Clerk and Principal

EIA/LEP-$48,750

Title 1-$16,250


challenges our students have overcome *Response to Intervention Training

8 trainings and a developments of the PRIDE Team

10 day tracking, 2 students identified for Universal Access, and staff celebrations and awards

MonthlyPUSD

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 improved student performance towards meeting Pasadena Unified School District targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic achievement.

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: ___ Math ___ELA ___Closing the Gap(must include one Tier II for EL) ___Parent and Community Involvement ____ Safe and Orderly Learning Environment __x__ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education



Knowledge &Skills




Source

Don Benito has selected the category of Science for the 11-12 Academic School Year.

*At all grade levels, science instruction is being taught at least 2 days a week to meet the required instructional minutes

*Utilize the Don Benito Science Lab

*Provide meaningful lessons to all students

*Create and use the lesson planners so that

*Adjusting to the weekly schedule

*Familiarize themselves with the procedures of the lab

*Involve parents in

Bi-monthly assessments

5th Grade CST

Quarterly exams in 4th and 5th grade

On-going No cost as we have utilized parent volunteers to assist us.


all teachers and students benefit from the objectives.

the process of the set-up, lessons and clean-up



PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE: School Target (Elementary and Middle Schools should have 6 goals. High Schools should have 7 targets.)Check which area this target applies to: ___ Math ___ELA ___Closing the Gap(must include one Tier II for EL) __X_Parent and Community Involvement ____ Safe and Orderly Learning Environment ____ School Selected (Circle One: Science, Social Studies/History, VAPA, Technology or Special Education



Knowledge &Skills




Source

Don Benito’s average volunteer rate is app. 80%.

Must involve parents into the classroom as it related to academic

Parent Involvement needs to increase by 2%

Title 1 Parent Workshops in Reading, Math, STAR and Thinking Maps

Parent commitment of 40 hours of volunteering for

Utilize 1 grade level teacher for K-5th to facilitate the topic Workshop

District Benchmarks

Volunteer records

Fall 2011

Winter 2011

Spring 2012

$5000 supplemental for teachers

Title 1 and EIA/LEP


intervention

To increase the number of parents who attend all GATE and Title 1 workshops by 10%

To use the SST process to assist children in the learning process

2011-12

Created an interactive bulletin board for parents and teachers to offer/ask for assistance

Family Literacy Night

*Provide tools to parents to use at home and in the classroom for Don Benito students

Spring 2012

Monthly $1400 roving substitute

Title 1

Site Level Parent Involvement Policy

Don Benito Fundamental School (Title I)Parent Involvement Policy

2011-2012

I. Don Benito Fundamental School has developed a written parental involvement policy -with input from parents.

Parent representatives from School Site Council (SSC), Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), parents of Special Education and GATE students, and staff have jointly developed the parental involvement policy.

Parents, including PTA, ELAC and parents of Special Education and GATE students, participate in the periodic updates of the policy to meet the changing needs of parents and school. The SSC reviews and approves the policy.

The Parental Involvement Policy is available for parents on the school’s website at www.donbenito.pasadenausd.org . Copies of the policy are also available at the school’s main office.

II. Involvement of Parents

1. Don Benito Fundamental School convenes Back to School Night to inform parents of Title I students of Title I requirements and their right to be involved in the Title I program.

Parents are invited to attend Back to School Night through weekly newsletter, phone blasts and meeting notices posted at school’s main office.

http://www.donbenito.pasadenausd.org/


Parents are informed of their rights and responsibilities and school’s Title I program.

2. Offers flexible number of meetings.

Parent Teacher Association (PTA) meetings are held on:September 7, 2011 at 3:30pmOctober 5, 2011 at 6:00pmNovember 2, 2011 at 3:30pmDecember 7, 2011 at 6pmFebruary 1, 2012 at 3:30pmMarch 14, 2012 at 6pmMay 2, 2012 at 3:30pmJune 6, 2012 at 6pm-last meeting-combined meeting

English Learner Advisory Committee (ELAC) meetings are held on:September 9, 2011 at 9:00 amOctober 7, 2011 at 9amNovember 18, 2011 at 9:00amDecember 16, 2011 at 9:00 amJanuary 20, 2011 at 9amFebruary 17, 2011 at 9:00 amMarch 16, 2011 at 9:00 amApril 20, 2011 at 9:00 amMay 18, 2011 at 9:00 am-last meeting

School Site Council (SSC) meetings are held on:

September 12, 2012 at 3:30pmOctober 3, 2011 at 3:30 pmNovember 7, 2011 at 3:30 pmDecember 5, 2011 at 3:30 pmJanuary 9, 2012 at 3:30pmFebruary 6, 2012 at 3:30 pmMarch 5, 2012 at 3:30 pm


April 9, 2012 at 3:30 pmMay 7, 2012 at 3:30 pm-last meeting**June 4, 2012 if needed

African American Parent Council meetings are held on:September 7, 2011 at 5:00pmOctober 5, 2011 at 5:00pmNovember 2, 2011 at 5:00pmDecember 7, 2011 at 5;00pmFebruary 1, 2012 at 5:00pmMarch 7, 2012 at 5pmMay 2, 2012 at 5:00pmJune 6, 2012 at 5pm-last meeting-combined meeting

3. Involves parents of Title I students in an organized, ongoing and timely way, in the planning, review and improvement of its Title I programs and the Title I parental involvement policy.

PTA, ELAC, Special Education, AAPC and GATE parents will annually have the opportunity to review and offer input in the school’s Single Plan for Student Achievement (SPSA) and periodic updates of the school’s parental involvement policy.

Parent representatives from ELAC and SSC participate in District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC) monthly meetings to share concerns, be informed, and bring back information to Don Benito parents.

Don Benito Principal or her designee regularly reports to PTA, ELAC, AAPC and SSC meetings on Title I programs.

4. Don Benito Fundamental School provides parents of Title I students with timely information about Title I programs.

During the annual Back to School Night. Don Benito Principal, or her designee regularly reports to PTA, ELAC, AAPC and SSC meetings on Title I programs. Parent representatives from ELAC and SSC participate in District English Learner Advisory Committee (DELAC) and District Advisory

Council (DAC) monthly meetings to be informed about Title I programs and bring back information to Don Benito parents.

5. Don Benito Fundamental School provides parents with an explanation of the curriculum, assessments and proficiency levels students are expected to meet.

Parents are informed about the curriculum used at the school, the academic assessment used to measure student progress, and the proficiency levels students are expected to reach at Back to School Night, through monthly newsletters and at parent workshops.


6. Don Benito Fundamental School provides parents, if requested, with opportunities for regular meetings to participate in decisions relating to the education of their children.

Annual parent-teacher meeting to review student academic goals. Meetings between parent, teacher(s) and/or Language Development Resource Teacher (LDRT) for English Learner (EL) students. Meetings between parent, teacher(s) and Special Education Resource Teacher for Special Education students.

III. School-Parent Compact

Don Benito Fundamental School has jointly developed with and distributed to parents a school-parent compact that outlines how parents, school staff, and students will share the responsibility for improved academic achievement. The Compact also describes how the school and parents will develop a partnership to help children reach proficiency on the California content standards.

Parent representatives from School Site Council (SSC), English Learner Advisory Committee (ELAC) African American Parent Council (AAPC), parents of Special Education and GATE students, and staff have jointly developed the School-Parent Compact.

During the annual parent-teacher conference the Compact shall be discussed as it relates to the individual student’s achievement. The Compact will be distributed to parents & students during the annual parent-teacher conference. Copy of Compact is attached to this policy.

IV. Building Capacity for Involvement

Don Benito Fundamental School engages parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals

Don Benito parents receive information and training on academic content standards, assessments, how to monitor and improve the achievement of their children at parent workshops.

Don Benito Fundamental School provides a weekly calendar for parents to ensure they are informed about parent meetings, school events and activities.

Don Benito Fundamental School maintains a bulletin board in the main office. All notices and agendas for parent meetings are posted 72 hours prior to the meeting.

Don Benito Fundamental School’s parent leadership offers input in selecting parent workshop topics. With the assistance of parents and the Welcome Center, offers staff training opportunities on the value of parent contributions and how to

work with parents as equal partners. Don Benito Fundamental School communicates with parents regarding school activities through all communication avenues available, such as

weekly telephone blasts from the Principal, weekly telephone blasts, the school website, -monthly PTA/School newsletter with calendar, and weekly Blue Folders.


V. Accessibility

Don Benito Fundamental School provides opportunities for all parents to participate, including: Title I parents, parents with limited English proficiency and parents with disabilities. Don Benito communicates with parents regarding school activities through all communication avenues available, such as weekly telephone

blasts from the Principal, weekly telephone blasts ,the school website, monthly PTA/School newsletter with calendar, and weekly Blue Folders. Parents who do not speak English will receive translated communication upon request.

Don Benito Fundamental School is handicap accessible to accommodate parents with disabilities.

VI. Parent Information and Resource Centers (PIRCs)

Don Benito Fundamental School will collaborate with the Welcome Center (Parent and Community Resource Center) to inform parents and parent groups about resources and services offered by the California Parent Information Resource Centers.

Parent Information and Resource Centers (PIRCs) are funded by the U.S. Department of Education. They provide both local and statewide services. California has two PIRCs:

PIRC1 – Project Inspire at the California Association of Bilingual Association, Covina, California.PIRC2 – Cal-PIRC at Cambridge Academies, Modesto, California.

All schools will address actions to promote parent involvement/engagement. School sites must work with parents through committee to develop and review site level policy based on the criterion provided.

This must be reviewed annually and updated to reflect current practice


PASADENA UNFIED SCHOOL DISTRICTDon Benito Fundamental School Compact-2011-2012

Staff:As a Pasadena Unified School District teacher/administrator, I will:

Teach classes through interesting and challenging lessons that promote student achievement. 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 achievement. Encourage parent involvement in school activities. Enforce rules equitably and provide a safe, orderly, and caring learning environment. Provide meaningful, daily homework assignments to reinforce and extend learning. Participate in professional development opportunities that improve teaching and learning. Support the formation of partnerships with families and the community. Participate in collaborative decision making with other school staff and families for the benefit of students. Respect the school, students, staff, and families.

________________________________ ____________________________________Teacher’s Signature Principal’s Signature

Student:I agree to carry out the following responsibilities:

Come to school ready to learn and work hard. Bring necessary materials, complete assignments and homework. Know and follow school and class rules. Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful at school. Limit my TV watching and instead study or read every day after school. Respect the school, classmates, staff, and families.


_________________________________________Student’s Signature

Family/Parent:I agree to carry out the following responsibilities:

Provide a quiet time and place for homework and monitor TV viewing. Read to my child or encourage my child to read every day. Ensure that my child attends school every day; get adequate sleep, regular medical attention, and proper nutrition. Regularly monitor my child’s progress in school. Support the school’s discipline and dress codes. Participate at school in activities such as school decision making, volunteering, and/or attending conferences, Open House, and Back to School Night. Communicate the importance of education and learning to my child. Respect the school, staff, students, and families.

__________________________________________________ Parent/Guardian’s Signature


Pasadena Unified School DistrictInstructional Services

GIFTED AND TALENTED EDUCATIONGATE Principal’s Checklist

Rubric1 = This is an established practice that has been in place since before the 2011-12 school year.2 = This practice is being implemented for the first time during the 2011-12 school year. 3 = This practice is being developed to be implemented during the 2012-13 school year. Section 1: Program Design1:1 The plan for the district program has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.1:2 The program provides administrative groupings and structures appropriate for gifted education and available to all gifted learners.1:3 The program is articulated with the general education programs.

1 2 3Does the school administrative leadership team have access to and review the LEA GATE plan on an annual basis to ensure that the school plan is articulated with the District plan?

x

Do K-2 teachers observe for potential giftedness and use flexible groupings in response to observed characteristics of giftedness in the classroom?

x

Are GATE students in grades 3-5 placed in cluster groupings or part-time groupings? x

Are GATE students in grades 6-12 encouraged to participate in rigorous classes such as Pre AP, AP and Honors? NA

Are GATE services provided to students during the regular instructional school day? x

Are all parents informed of the schedule of the GATE Parent Leadership meetings? x

Are all parents informed of the GATE Parent Education Workshops offered by the District? x

Do secondary counselors review their case loads to be aware of which students are GATE so that they can be appropriately counseled and encouraged to participate in rigorous academic courses as they transition from elementary to middle school and middle school to high school?

NA

Section 2: Identification2:1 The nomination/referral process is ongoing.2.2 An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification as gifted students.2:3 Multiple service options are available within the gifted education program and between other educational programs. Placement is based on the assessed needs of the student and is periodically reviewed.


1 2 3Has a process been developed at the school for teachers and/or parents to request that any student in grades 2-11 be evaluated for GATE identification?

x

Is there a plan to articulate the plan above to parents and teachers on an annual basis? x

Does the plan inform parents and teachers of the GATE referral window of September – December? x

Does the school testing calendar include GATE testing administered by classroom teachers in grades 2 during the GATE testing window of November – January?

x

Has a process been developed at the school to review research-based characteristics of giftedness with all teachers, but with special emphasis on 2nd grade teachers?

x

Section 3: Curriculum and Instruction3:1 A differentiated curriculum is in place, responsive to the needs, interests, and abilities of gifted students. 3:2 The differentiated curriculum for gifted students is supported by appropriate structures and resources.ElementaryAre teachers trained on the development and implementation of an Individual Learning Plan (ILP) for GATE students?

1x

2 3

Do all teachers include a discussion of the ILP during the November parent conference for GATE students? x

Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the unique expression and application of student understanding?

x

Are the following instructional options used in the development of the School GATE Plan: Individual Learning Plan Independent projects GATE clusters Curriculum compacting Vertical subject-matter acceleration Grade skipping Outside tutoring IB program

x

Middle SchoolAre high-achieving GATE students placed in accelerated or honors classes?

NA

Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the unique expression and application of student understanding?

NA

Are the following instructional options used in the development of the School GATE Plan: Honors class

NA


Pre-AP classes IB classes Enrichment classes Vertical subject-matter acceleration

High SchoolDo honors classes offered in the core subject areas of ELA and math provide a more rigorous educational experience?

NA

Are Advanced Placement classes are available? NA

Is the IB diploma program available? NA

Do students qualify for enrollment in Honors, Advanced Placement, and/or IB classes based on teacher recommendation, GPA, grades in the specific subject, standardized test scores, and/or portfolio or demonstration options?

NA

Are the following instructional options used in the development of the School GATE Plan: Honors classes AP classes IB classes Career Pathways classes

NA

All GradesDoes the Principal provide leadership in supervising and monitoring implementation of the School GATE Plan to ensure that GATE students are receiving an appropriate education?

x

Does the Principal lead the work of the School GATE Team (Principal, GATE Site Representative, GATE Parent) to review and modify the School GATE Plan annually as needed?

x

Does the School Site Council review and approve the School GATE Plan annually? x

Is the School GATE Plan developed in response to the specific and varied learning needs of the individual school population? x

Section 4: Social and Emotional Development4:1 Actions to meet the affective needs of gifted students are ongoing. 4:2 At risk gifted students are monitored and provided support (e.g. underachievement, symptoms of depression, suicide, substance abuse).

1 2 3Do schools provide enrichment activities that foster social interaction among GATE students? x

Do elementary GATE students have the opportunity to visit secondary schools and/or shadow secondary students in Honors or AP classes to help ease anxiety about transitioning to secondary school?

x

Are high school students informed of the opportunity for concurrent enrollment at Pasadena City College? NA

Do GATE students have access to small-group counseling sessions offered at the school and are made aware of services available outside of the school?

NA


Section 5: Professional Development5:1 The district provides professional development opportunities related to gifted learners on a regular basis.

1 2 3Does the Principal schedule time for the GATE Coordinator to provide professional development at the school site during A meetings on any of the following topics:

PUSD GATE Program Overview GATE Identification Process Characteristics of Gifted Learners from Diverse Populations How to get or renew GATE Certification How to create and use the Individual Learning Plan

Does the Principal schedule other GATE-related professional development at the school site during A meetings on any of the following topics:

Kaplan’s Icons of Depth and Complexity Kaplan’s Content Imperatives Tiered Assignments Curriculum Compacting Flexible Grouping Dabrowski’s Over-excitabilities Other

X

x

Section 6: Parent and Community Involvement6:1 Open communication with parents and the community is maintained. 6:2 An active GATE advisory committee with parent involvement is supported by the district.

1 2 3Does the school have a GATE Parent Advisory Committee (PAC) that meets four times per year? x

Does the GATE PAC review the School GATE Plan for the purpose of suggesting improvements? x

Is the socioeconomic, linguistic and ethnic diversity of the school represented on the GATE Parent Advisory Committee? x

Does the school regularly send a parent representative to the District GATE Parent Leadership meetings? x

Is the School GATE Plan shared with parents and the community effectively and systematically? x

Section 7: Program Assessment7:1 The district provides ongoing student and GATE program assessment that is consistent with the program’s philosophy, goals, and standards.

1 2 3Do all stakeholders (GATE PAC, administrators, teachers, community members and students) have an opportunity to give input on the development, implementation, and effectiveness of the school GATE program on an annual basis?

x

Mandatory


Name of School Site: Don Benito Fundamental School

Principal: Julianne S. Reynoso

School Site Council Chair (typed): Daniella Martin and Joe Kaplan

Date Approved By GATE Site Advisory Council:

Date Approved By School Site Council

Dates and times of calendared site GATE Advisory meetings 2011-2012:

1st October 12, 2011 at 2:30pm GATE Characteristics

2nd January 11, 2012 at 8:45am -Math

3rd March 14, 2012 at 6pm Math

4th May 23, 2012 at 8:45am -Kagan Strategies

PASADENA UNIFIED SCHOOL DISTRICTCOMPREHENSIVE SCHOOL SAFETY PLAN SB-187


Pursuant to Education Code EC 35294 et seq., every school in California is required to develop a comprehensive school safety plan to address safety concerns identified through a systematic planning process. A school site council or safety planning committee shall review and update the plan by March 1 st of each year. Each school shall report on the status of the plan in the annual School Accountability Report Card (SARC).This is to certify that Don Benito Fundamental School has complied with Senate bill 187 Comprehensive School Safety plan requirements established by California Education Code EC 35294 et seq. and approved by our School Site Council for the current school year.Principal: Date:

(Signature)

School Safety Committee Chair: Date: (Signature)

In the 2002 legislative session, Senate Bill (SB) 1667, School Violence and Assembly Bill (AB) 2198, School Violent Crime were approved by the Legislature and became effective January 1, 2003.

SB 1667 requires the following school safety plan changes:EC 35294 requires schools to hold a public meeting at the school site to allow members of the public the opportunity to express an opinion about the plan. SB 1667 amends EC 3524.8 to require schools to notify, in writing, the public of the meeting.

This is to certify that the Pasadena Unified School District has complied with SB 1667, pursuant to EC 35294.8 to notify the public of the public meeting.

District Representative: Sonia Rodarte, Director of Child Welfare, Attendance and Safety

Pasadena Unified School District Kindergarten Transition Plan and Objectives

One of the major challenges children have to faces in their early childhood years is the transition to kindergarten. It sets the tone and direction of a child’s school career. In 2006, the Pasadena Unified School District convened a Transition to Kindergarten Focus


Objective Committee in conjunction with the City of Pasadena’s Childcare Office, Head Start, and the Los Angeles Office of Childcare. PUSD representation on this committee includes preschool and Kindergarten teachers and administrative leadership.

MissionThe mission of this committee is to collaborate with educators and members of the community in order to plan and develop policies that will serve to provide effective transitions from preschool to Kindergarten.

Findings

Findings by the National Center for Early Development and Learning indicate a need for greater communication among Kindergarten teachers, families and the school. With the support of Transition to Kindergarten Focus Committee, the PUSD organized an informational forum for parents whose children were transitioning to Kindergarten and developed Kindergarten Readiness Packets that are distributed annually each spring to families.

Actions

Instruction is provided to families, in English and Spanish, on the use of the materials in the kit. Materials included: pamphlets on activities parents and children could do together to get ready for Kindergarten, arts and craft supplies, transition booklet, PreK literature selections from Open Court, picture books and much more. Our plan is to improve and expand this effort to provide support and instruction to parents combined with engaging school readiness materials that are given to graduating PUSD preschool students.

A key component of our Early Reading First plan is to expand promising practices to support the language development and literacy of English learners (ELs), we continue looking to expand the promising practices being developed at our three English Learner Acquisition and Development Pilot Program schools; Longfellow, Washington and Willard. PUSD utilizes the lessons learned from these promising English learner strategies as well as from a successful Reading First program. We continue to seek to improve alignment, continuity and the sharing of best practices in language development and literacy for preschool and elementary schools, our proposed professional development plan includes training teachers in the adopted reading program (now Open Court, with potential new adoption anticipated next year) as well as training for English learner strategies and providing ongoing coach support.

Increased communication between our preschool and Kindergarten teachers will also strengthen the transition to Kindergarten and the types of promising practices being used at our elementary schools, including the development of Individual Learning Plans, newcomer support, intervention strategies, Reclassification, and follow-up.


SITE PROGRAMS AND RESOURCES TO BE INCLUDE IN THE SAP/SPSAWhat resources does the school receive to support the school vision and mission?

PROGRAM # OF STUDENTS ALLOCATION RESOURCE ONLYNo direct allocation provided to site

Title I (SSC) 39% $76,976

EIA-LEP (SSC)20% $98,743

Other_______________

HS and Sierra Madre Only

Tier III –School Improvement

HS only Tier III- CAHSEE

Total Allocation $175,719


Budget SummaryIdentify how much of each of the resources is allocated to each of the following object codes

Add detailed information as necessary to further clarify how the monies are utilized.

Resource Certificated Classified Instructional Materials

Professional Development/Conference

Equipment(individual items over

$5,000)

MiscTotal

Mandatory Resources

Title I30100.0

CRT/LDRT$59,500

Resource Teacher$16,250

Librarian Coordinator

$7,682

$10,460

$2,500-School supplies

$9,835 4hr Health Clerk

$3,000

Noon aides$3,000

Parent Involvement

$1,869

$98,743

EIA/LEP70900.0

CRT/LDRT$25,500

Resource Teacher$48,750

Librarian Coordinator

$7,862

$3,102

$2,500-School supplies

$76,976

Other Resources

Add as necessary

Total by Category

$150,000 $15,544 $18,562 $9,835 $7,869 $175,719


Restricted Funding Personnel 2011-2012

Personnel Funding General Duty and SPSA support

LDRT/CRTTitle 1-70%EIA/LEP-30%

Works with ELL populationWorking with students at B BB and FBB reading levels

Resource TeacherTitle 1-20%EIA/LEP-60%

Works with the discipline of the school and with the teachersResource teacher working with subgroups of children in math

Library CoordinatorTitle 1-18.75%EIA/LEP-18.75%

Directs all areas of the library, from circulation, check-out, meetings, classroom visitations


INSERT CENTRALIZED SERVICESProvided by Student Support Programs


School Site Council MembershipEducation Code Section 64001(g) requires that the SAP/SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows: 1

Names of Members

Prin

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Clas

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mTe

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Oth

er S

choo

l St

aff

Pare

nt o

rCo

mm

unity

Mem

ber

Seco

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ySt

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Required 1 4 1 3 3

Julianne Reynoso X

Daniella Martin x

Joe Kaplan x

David Winkowski x

Val Dantzler x

Parent x

Parent x

Parent x

ELAC parent x

AAPC-John Russell x

Candace Annett x

Kristi Rosenblum x

Christine Chang x

Audrey McPherson x

1


Steven Owen x

Alison Carlson x

Numbers of members of each category 1 5 1 9


Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following:

1. The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

__x_ English Learner Advisory Committee

__x_ African American Parent Council

__x_ Community Advisory Committee for Special Education Programs

_x__ Gifted and Talented Education Program Advisory Committee

___ Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the LEA Plan.

5. This school plan 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 school plan was adopted by the school site council at a public meeting on: _8/12/2011____.

The English Learner Advisory Committee had the opportunity to provide input and advice on the development of this school plan specifically as it relates to EL students:

Signature of ELAC chairperson Signature of ELAC committee member Meeting Date

Attested:

Julianne S. Reynoso Typed name of school principal Signature of school principal Date

Daniella Martin/Joe Kaplan Typed name of SSC chairperson Signature of SSC chairperson Date

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