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West Contra Costa Unified School District

Nystrom Elementary School

Title I - Program Improvement

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2012-13

Board Approval Date:

Contact Person: LaDonna Williams

Principal: LaDonna Williams

Telephone Number: (510) 231-1516

Address: 230 Harbour Way South

Richmond, CA 94804

E-mail address: [email protected]

BOARD OF EDUCATION 2012-13

MADELINE KRONENBERG, President

CHARLES T. RAMSEY, Clerk

RANDALL ENOS, Member

TODD A. GROVES, Member

ELAINE R. MERRIWEATHER, Member

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Safety, Library, Technology Assurance Page

Executive Summary

Stakeholder Involvement

Action Plan for Improving Student Achievement (Academic)

Goals, Indicators, Data Analysis

QEIA Checklist/Monitoring and APS (Harding, Helms, Peres, - Only)

System-wide Barriers

Student Achievement Strategies

ELA #1

ELA #2

Math #1

Math #2

Science

History/Social Science

Physical Education

Visual and Performing Arts

Educationally Disadvantaged Youth

Special Education

Gifted and Talented Education (GATE)

English Learners

Extended Learning

Preschool Transition

Action Plan for Improving Student Achievement (Student Support)

Data Analysis

Student Support Programs

Attendance

Health and Safety

School Climate

Coordination of Services Page

Agreements

Centralized Services

School Site Council (SSC) 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] School Advisory Committee for State Compensatory Education Programs

[X] English Learner Advisory Committee

[ ] Community Advisory Committee for Special Education Programs

[ ] 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 Local Improvement 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 on: .

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2012-13 school year, using the WCCUSD monitoring process.

Attested:

LaDonna Williams

Typed name of school principal Signature of school principal Date

Maria Torres

Typed name of SSC chairperson Signature of SSC chairperson Date

Assurances Regarding the School Safety Plan

The principal’s signature verifies that Nystrom Elementary School has reviewed the school Safety Plan for 2012-13.

The plan [ ] was [ ] was not updated. Key elements of safety, emergency and crisis preparedness were reviewed and discussed with

all school faculty and staff.

LaDonna Williams


Assurance Regarding the Library Plan

The principal’s signature verifies that Nystrom Elementary School has reviewed the district Library Plan for 2012-13.

LaDonna Williams


Assurance Regarding the Technology Plan

The principal’s signature verifies that Nystrom Elementary School:

[ ] will develop a Technology Plan for 2012-13

[ ] has updated the Technology Plan for 2012-13

LaDonna Williams


West Contra Costa Unified School District

Nystrom Elementary School

2012-13

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on*:

Identify

Chair

Person:

Parent/Community Members

#1 Maria Torres 6/8/13 [X]

#2 Juana Villalobos 6/8/12 [ ]

#3 Patricia Herrera 6/8/12 [ ]

#4 Saby Mencia 6/8/12 [ ]

School/Other Members

Tchr #1 Mary Flanagan 6/8/13 [ ]

Tchr #2 Megan Macpherson 6/8/13 [ ]

Tchr #3 Gabriela Rodriquez 6/8/13 [ ]

Other Rose Bright 6/8/13 [ ]

Principal LaDonna Williams [ ]

Membership Composition:

Elementary (10 total)

1 Principal

3 classroom teachers

1 other school staff

5 parents/community members

* Indicate “n/a” if your council does not have SSC Bylaws that specify term limits.

Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2012-13

WCCUSD Goals. Our school establishes programs, activities and actions which are designed to continually address these

goals.

GOALS:

Equity: Implement fair, evenhanded district and school level policies, practices, and actions that ensure each student counts, all

students can learn, district resources are developed and deployed based on recognition and acknowledgement of the needs and

strengths of each student, and all stakeholders are valued members of the WCCUSD community.

During the current school year, Nystrom participates in the RTI and Culturally Responsive Teaching Training. RTI

(Response To Intervention), Program is designed to identify and monitor all of our students academic proficiency levels. The

new Dibels assessment is one tool that we use to track students current reading fluency levels; which is then correlated to

students reading comprehension proficiency levels. Throughout the year, Nystrom staff will continue the cycle of inquiry,

grade level collaboration and progress monitoring, while fully implementing the RTI model. In addition, our staff will use

student data to develop and implement rigorous intervention programs and strategies that will ultimately help move our

students performing below grade level towards grade level proficiency.

Our staff will continue to use Culturally Responsive Teaching practices. As part of our District Equity Initiative, our goal as a

school is to continue the conversation regarding the full implementation of culturally responsive teaching in the classroom.

Throughout the year we will accomplish the following:

*Culturallly Responsive Teaching Strategies PD

*Collaborate and Plan as a staff frequently

*Perform Equity Walkthroughs to monitor full implementation

Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full range of

student needs and results in all students being prepared for a successful life.

The mission of Nystrom Elementary School is to provide all students with an excellent quality education that focuses on the

California State Standards. We know that, with effective effort, confidence, and strong instruction, all children are able to

learn and reach proficiency of grade level specific standards.

Our school values and embraces the richness of the diversity of our school population. We believe in the importance of

recognizing each child as an individual who has unique background experiences, interests, and readiness levels. With this

diversity of students’ needs, we know that it is critical that each child receive a differentiated educational experience that

addresses these individual needs in the context of a standards-based learning environment.

Our goal is to give students the knowledge and skills in order to become confident, productive citizens who have solid critical

thinking skills that will allow them to function in a rapidly changing society. Along with developing the academic skills of our

students, we also strive to foster positive development of students physically, emotionally and socially. Our educational goal is

to make learning so exciting that our students experience the joy of discovering new ideas and building new skills, thereby

developing a love of learning that will create lifelong learners.

Our school recognizes the importance of building a learning community where all stakeholders feel welcome and have an

active role in the success of student academic achievement. Teachers, staff members, parents and families, community

members, and business partners offer support to move students towards academic achievement. The Nystrom community

works together to establish a learning environment that enables teachers to teach and students to learn. The effort to create a

climate for learning is reflected in the accomplishments and achievements of our students.

Positive attitudes toward school and staff and long-term changes in behavior are the staff’s behavioral goals for each student.

The Nystrom staff places an emphasis on building self-esteem by teaching children respect for themselves and others.

Students are provided with many opportunities to develop and demonstrate self-discipline and responsibility. BEST

Strategies are also being implemented schoolwide to address positive reward systems that help students regulate their

behavior. School rules, reward systems and teacher adapted lessons are currently being implemented to improve the school

culture and enhance the learning environment.

The Nystrom staff is deeply committed to providing and maintaining a strong discipline policy for students. We believe that

all students have the right to a quality education and to attend school to learn and play in positive, safe, threat-free

environment. Positive behavior and performance will be recognized through awards assemblies as well as through individual

achievement recognition in classrooms. Students are also recognized for demonstrating character traits/life skills such as

friendship, respect, caring and cooperation. In order to successfully eliminate reading deficits in students, grades K-3 teachers

receive additional professional development and support from our Instructional Specialist and Resource Teacher to deliver

comprehensive reading instruction to all students.

The following are the core curricular materials that the teaching faculty uses at Nystrom:

Reading/Language Arts grades K-5 ~ Open Court

Mathematics grades K-5 ~ Everyday Math

Science grades K-5 ~ Scott Foresman

Social Studies Grades K-5 ~ McGraw Hill

Moving In To English~ELD Instruction

For more detailed information on core programs offered district-wide, please see Local Education Agency (LEA) Plan. It is

the companion document to the SPSA. The LEA Plan is available on the district website, www.wccusd.k12.ca.us.

In order to analyze data as well as to create assessments to determine student learning, Nystrom uses the EduSoft program.

Regular data analysis using standards-based assessments is vital to the success of the instructional programs and teaching at

the site. Site administrators, our Instructional Specialist, and classroom teachers routinely use EduSoft and other forms of

student assessments to determine the effectiveness of instructional strategies.

Grades 3 and 4 will model effective RTI programs for their collegues and share useful tips for how to maximize learning in

workshop and Tier 1 and 2 groupings.

Nystrom provides academic-focused after school and summer extended learning opportunities in reading and math for

students in grades K-5. Students achieving below grade level in reading, math, and writing are provided additional

instructional support. Nystrom also offers a targeted after school academic intervention program for English Language

Learners in addition to the language support that they receive during the instructional day. We provide targeted academic

support for students in our two learning centers, and specific support for struggling African American students. More

detailed information is provided on these intervention programs in the action plan section of our SPSA.

Accountability for All: Build a system of accountability for all that nurtures a culture where all administrators, teachers, district

employees, families, students, and community members are accountable for their roles in improving student achievement.

Nystrom’s data teams, made up of grade level teams, meet bi-monthly to review data and make decisions about curriculum

and instruction. Grade levels discuss the results of specific assessments, possible strategies for implementation, and next steps

for instruction. The grade level teams make decisions for classroom instruction based upon the needs of students through

analyzing student data. The teams also use the California Standards Test blueprints, grade level standards and district-

created pacing guides to determine the appropriate timing for lessons. The administrative team and literacy coach meet

regularly with the grade level teams to discuss areas of strength, areas of challenge, targeted areas, and effective uses of

resources. At the end of each OCR unit, grade level teams participate in OCR unit planning with the Instructional Specialist.

In addition, teams analyze most current student data, reflect on instructional practices, and determine areas of focus in

academic conferences facilitated by the administrative team.

The Instructional Leadership Team (ILT) consists of the principal, instructional specialist, RSP teacher and lead teachers

from all grades (K-6). The ILT meets monthly to address academic concerns, look at school-wide data and make instructional

decisions that are implemented/addressed on a school-wide basis, and recommend intervention strategies and resources.

Nystrom Elementary School has an active Student Success Team (SST) that meets bi-monthly to discuss student referrals for

Special Education and determine the best path to meet students’ needs. A care team also meets bi-monthly to discuss at risk

students and assess the types of rcsources that are available to assit these students. The care team is made up of 1

administrator, School Psychologist, RSP Teacher, and a BACR therapist. Teachers are invited to come to these meetings at

lunch to express concerns and come up with solutions for the most at risk students.

The members of Nystrom’s Student Council, upper grade students who serve the school as members of this student leadership

body, are elected by their peers and meet regularly with lead teachers coordinating the council. Student Council members

gather input from their peers and help make decisions about school-wide issues, as well as plan events for the student body.

Safety: Implement strategies that ensure 1) safe, positive learning and working environments, 2) site preparedness for any crisis or

emergency.

The members of the Nystrom learning community recognize the importance of creating a safe, positive environment where

student learning can thrive. This focus is a critical element in students succeeding in their academic program. Safety is taken

very seriously at Nystrom. Every year, the staff reviews the safety plan, and every member is given an assigned role and

responsibility according to the job descriptions outlined in the school’s comprehensive safety plan. All members of the

Nystrom staff are trained by site/district experts on the Standard Emergency Management System (SEMS). The principal

serves as the lead person on the incident command team, and other key staff are assigned leadership roles with specific tasks to

take on should an emergency situation occur while school is in session. In addition, all classrooms have fully equipped

emergency kits and supplies.

Nystrom is currently implementing a character building program that empowers all students; giving them the opportunity to

be leaders in their school community. In addition, our students character building foundation is the implementation of our

student lead daily Community Virtues. Our virtues our integrated in our daily core curriculum and teaching instruction. The

four components of our Character Building Program at Nystrom are as follows:

1) Community Virtues (Student led)

2) Character Building Assemblies

3) Integration of community virtues in the classroom/core curriculum/teacher instruction

4) Student Reflection

We are also implementing a program that builds students’ skills to making positive behavioral choices. The Mindful Life

Project is a violence prevention curriculum that is designed to reduce impulsive and aggressive behavior by teaching skills in

Mindfulness, impulse control and anger management.

Community Engagement: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning and provides for meaningful dialogue on critical issues. This will be fostered and

sustained on a district-wide level by continuously improving WCCUSD internal capacities and capabilities to engage all stakeholders.

Nystrom Elementary School knows that the success of our students is significantly impacted by the partnership between home

and school. Our community involvement is extensive. We offer our parents training to help them act as partners and

resources in the education of our students. These opportunities will range from: training in Second Step violence

prevention/anger management strategies and Discipline with Love and Logic strategies; providing on-site Adult Education

classes for ESL, computers, math, and positive parenting skills; participating in Parent Forums during the Saturday Scholar's

Academy.

To assist our students and families in the face of difficulties and for our students to succeed in spite of these circumstances, we

seek innovative ways to offer support for families, to involve parents in activities at school, and to offer means to build

parents’ capacity in supporting their child’s academic growth. This year, parent involvement activities will include activities

such as: Family Literacy, Math, and Science Nights, EL Take-Home program, School Site Council, English Language

Advisory Committee, and a Parent Club. The parent club is also in the process of forming a PTA for further parent

participation. More detailed information on the SSC and ELAC committees is provided on the Stakeholder Involvement page

of our SPSA.

Home-school communications provide parents with information about their child’s school programs along with ways that they

can be involved and supportive of school efforts. With the support of parents, staff, students and the community, we have

created a school where a climate of learning is one of our primary educational goals.

With this overview of Nystrom Elementary, please continue to read through our SPSA to learn about our 2011-2012 site goals,

the strategies to accomplish these goals, and how we are allocating our site-based monies to improve student achievement.

Stewardship: Continually strive to improve the effective and efficient use of financial and other resources. Stewardship is the wise

use of resources and the attribute by which the district can build and maintain public trust.

The professional staff at Nystrom Elementary is committed to working closely together with parents and community members

to develop and implement programs that will close the achievement gap and overall, foster student (proficiency) achievement

in all academic areas. Ultimately, the goal is to prepare our students for high school and college. Most importanly, we want to

set the foundation for all our students so that they are prepared for live.

Description of any grants (i.e., Scully) that are not under the purview of the SSC, yet contribute to the school’s path to

academic excellence:

Program Focus: After School/Extended Learning

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze CST and local assessment

data

Process:

Parents are informed in the following

areas:

Student Proficiency Levels

School Sanctions (Program

Improvement)

Ttile I Informational

Intervention Programs that move

students towards proficiency

or Process:

Step 2 Gather input from

(check all that apply)

[X] GATE

[X] ELAC

[ ] CAC

[ ] Others

Process:

Meet to discuss student prograss and

school's academic program.

Parents give input on how to make our

academic program and school climate

better.

or Process:

Step 3 SPSA strategies development Process: Teachers, SSC members, and

Administration review the school plan

frequenly throughout the year. All

budgeted programs get approved by

the SSC.

or Process:

Step 4 Budget development Process: Principal works on budget

w/state and federal. The budget is

reveiwed by teachers and the SSC.

or Process:

Step 5 Finalize and submit SPSA for

School Board Approval

Date:

Step 6 SPSA monitoring Process: ILT Team and SSC members

monitor student achievement and all

programs frequently throughout the

year.

or Process:

ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT

(CURRICULUM AND INSTRUCTION)

Elementary/Middle School ELA Goals and Indicators

Status of 2011-12 AYP Goal [ ] 2011-12 NCLB AYP Goal for ELA of 78.4% met for all students and all significant subgroups

- or -

[ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2011-12 established school goal for ELA of % met for all students and all significant subgroups

[X] 2011-12 AYP Goal for ELA of 78.4% not met in the following areas: Schoolwide and for all significant subgroups

2012-13 AYP Goal (Check One)

[X] Our goal for 2012-13 is that 94.2% of all students and all numerically significant subgroups will be proficient in ELA. This

goal is based on the NCLB AYP target of 89.2% proficient, plus the additional 5% District level requirement.

[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for ELA of 94.2%. We have established the

following goal:

ELA Data Analysis

(3-Year Comparison)

CST (AYP) Performance - School Wide 2009-10 2010-11 2011-12

Students at/above proficient 21.4 55 24.2 60 25.6 65

Students at basic and below 78.6 202 75.8 188 74.4 189

Total valid scores 100 257 100 248 100 254

Total increase required during 2012-13 to meet the goal for ELA: 68.6% 175

Description of findings: There was a slight increase in the number of students scoring proficient or above in ELA. It continues

to be an area of concern.

CST (AYP) Performance by Subgroup - African-American [ ] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: There was a slight decrease in the number of African Americans scoring proficient or above.

[ ] Area of strength [X] Area of concern

CST (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: Although there was a slight increase in the number of Latino students scoring proficient or above, it

continues to be an area of concern.


CST (AYP) Performance by Subgroup - White [ ] Significant Subgroup 2009-10 2010-11 2011-12

Students at/above proficient -- -- -- -- -- --

Students at basic and below

Total valid scores 2 2 0

Total increase required during 2012-13 to meet the goal for ELA: %

Description of findings:

[ ] Area of strength [ ] Area of concern

CST (AYP) Performance by Subgroup - Asian [ ] Significant Subgroup 2009-10 2010-11 2011-12







CST (AYP) Performance by Subgroup - EDY (SED) [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: There was a slight increase in the number of students scoring proficient or above for the EDY

subgroup in ELA.


CST (AYP) Performance by Subgroup - English Learners [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: Although there was an increase in the number of students scoring proficient, our English Learners

still are an area of concern. 74.4% are still at basic or below.


CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12

Students at/above proficient


Total valid scores







Total valid scores




Elementary/Middle School MATH Goals and Indicators

Status of 2011-12 AYP Goal

[ ] 2011-12 NCLB AYP Goal for MATH of 79.0% met for all students and all significant subgroups

- or -

[ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2011-12 established school goal for MATH of % met for all students and all significant subgroups

[X] 2011-12 AYP Goal for MATH of 79.0% not met in the following areas: School wide and all significant sub-groups

2012-13 AYP Goal (Check One)

[X] Our goal for 2012-13 is that 94.5% of all students and all numerically significant subgroups will be proficient in Math. This

goal is based on the NCLB AYP target of 89.5% proficient, plus the additional 5% District level requirement.

[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for MATH of 94.5%. We have established the

following goal:

MATH Data Analysis

(3-Year Comparison)

CST (AYP) Performance - School Wide 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 55.9% 142


CST (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12







CST (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 67.5 110 63.8 111 63 114





CST (AYP) Performance by Subgroup - White [ ] Significant Subgroup 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: %



CST (AYP) Performance by Subgroup - Asian [ ] Significant Subgroup 2009-10 2010-11 2011-12







CST (AYP) Performance by Subgroup - EDY (SED) [X] Significant Subgroup 2009-10 2010-11 2011-12







CST (AYP) Performance by Subgroup - English Learners [X] Significant Subgroup 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 56% 90






Total valid scores







Total valid scores




Academic Performance Index (API)

All Students

Base 2011 API

2012 Growth

Target Points 2012 API Growth Points Met API

678 6 686 8 Yes

English Learner Goals

Status of 2011-12 AMAO 1 Goal (Check One)

[ ] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target met.

[X] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target not met.

Status of 2011-12 AMAO 2 Goal (Check One) – Cohorts 1 and 2

[ ] 2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% of English learners attaining English proficiency (defined as a score of

Early Advanced or Advanced with no skill area below Intermediate) met.

-and-

2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1 % of English learners attaining English proficiency (defined as a score of

Early Advanced or Advanced with no skill area below Intermediate) met.

[X] One or both 2011-12 NCLB AMAO 2 goals for Cohorts 1 and 2 were not met.

2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% [ ] met [X] not met.

-and-

2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1% [ ] met [X] not met.

New 2012-13 AMAO 1 Goal (Check One)

[X] Our goal for 2012-13 is to meet or exceed the NCLB AMAO 1 goal of 57.5% of our English learners meeting the annual

growth target.

[ ] We have met the 2012-13 NCLB AMAO 1 goal of 57.5%. We have established the following goal

New 2012-13 AMAO 2 Goal (Check One) – 2 Cohorts

Our goal for 2012-13 is that English learners will meet the NCLB AMAO 2 Cohort 1 target of 21.4%

-and-

NCLB AMAO 2 Cohort 2 target of 47.0%

We have met the 2012-13 NCLB AMAO 2 Cohort 1 target of 21.4%.

-and-

NCLB AMAO 2 Cohort 2 target of 47.0%

We have established the following goal

Comparison of AMAO Data

(Annual Measurable Achievement Objectives - Measured by CELDT)

AMAO 1 - Annual Growth Percentage of English learners (EL) who have met the growth target (e.g., moved one level or more).

AMAO 1 2010-11 2011-12

Students met AMAO 1 50.3% 80 50.2% 102

Students did not meet AMAO 1 45.5% 79 49.8% 101

Total # in Cohort 1* 95.8% 159 100.0% 203

Total increase required during 2012-13 to meet the goal: 7.3% 15

* Cohort 1 includes:

EL students at the Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced levels who have matched scores.

AMAO 2 - Attaining English Proficiency Percentage of English learners (EL) who have reached English proficiency, defined as score of Early Advanced or Advanced with no

skill area below Intermediate.

Cohort 1AMAO 2 2010-11 2011-12

Students in Cohort 1 met AMAO 2 9.5% 18 10.5% 23

Students in Cohort 1 did not meet AMAO 2 90.5% 171 89.5% 196

Total in Cohort 1 AMAO 2 100% 189 100% 219

Total increase required during 2012-13 to meet the Cohort 1

AMAO 2 goal: 10.6% 21 10.9% 24

Cohort 2AMAO 2 2010-11 2011-12

Students in Cohort 2 met AMAO 2 26.7% 8 21.1% 8

Students in Cohort 2 did not meet AMAO 2 73.3% 22 78.9% 30

Total in Cohort 2 AMAO 2 100% 30 100% 38

Total increase required during 2012-13 to meet the Cohort 2

AMAO 2 goal: 18.4% 6 25.9% 10

Two Cohorts for 2011-12 include:

Cohort 1:

ELs, including new enrollees, enrolled less than 5 years

Cohort 2:

ELs enrolled 5 years or more

Please note: If the cohort size is smaller than 30, no AMAO results are available.

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

[ ] Staffing: Attrition of strong probationary teachers who

positively affect API growth and contribute overall

positive school climate

[ ]* Principal will work with HR to recruit teachers who

best fit the needs of the school

[ ] Facilities maintenance: School in transitional phase due

to construction of new school. Portable site and

management of all projects affecting facility/safety

[ ]* Continue to be in close communication SGI

Construction management and district facilities

department when concerns arise

[ ] Facility capacity (space for classrooms/programs): A

portable site has been installed on campus.

Classrooms are smaller and class sizes larger.

Therefore, there is limited walking/desk space.

[ ]* Try not to exceed a 28 students per class if at all

possible.

[ ] Safety:

1. Climate issues continue to occur among students

and staff

2. Entrance and exit procedures were established for

new portable site

3. Safety plan has been reviewed and updates will be

added as issues are brought to admin attention

[ ]* 1.BEST strategies are being implemented to ensure a

safe and orderly campus and improve student/staff

relationships

2. South Harbour entrance closed off. South 12th St.

Entrance is primary entrance into the school site. A

letter to parents was sent out to solidify changes.

Kindergarten dismissal procedures were also

implemented to ensure safe pick up/sign out of each

student daily

3. Principal will solicit teacher leaders, parents, and

district facilities department to establish to

continuously update an effective safety plan for our

portable campus. Alternate evacuation are being

established to ensure safe evacuation in the event of an

emergency.

[ ] Materials availability: [ ]*

[ ] Technology: [ ]*

[ ] Fiscal Support: [ ]*

[ ] Compliance Support: [ ]*

[ ] Curriculum and Instruction Support: Further

professional development is needed for teachers

struggling with classroom management problems and

lack of engagement strategies

[ ]* Prinicipal will work with district to support teachers

through district wide PD that meet my concerns.

Principal may also use categorical funding to pay

outside consultants to assist teachers who need

additional support. Use of Grad tutor to support RTI

goals. Istructional specialist and ELD coach will be

used to support schoolwide goals to further

reclassification efforts and support curricular and

professional development for teachers.

[ ] Other: [ ]*

* A check in the box indicates that completion of this section requires additional central administrative department support.

Student Achievement

English Language Arts - ELA #1 - Writing

Strategy to be used during the 2012-13 school year:

At least three times a week, students will be systematically taught the sequence of the writing process using Step-Up-To

Writing, including the revision process. In addition, students will be assessed using district benchmark assessments 3 times a

year as well as other informal writing frequenltly throughout the year to monitor their writing skill improvements.

Description of the above strategy:

Teachers will implement the Step up to Writing Program as a school wide writing program. This process emphasizes

organization, idea development, and the traits of good writing. It also incorporates the writing process. Step Up to Writing

focuses on effective multisensory writing strategies to help students master sentence, story, paragraph, essay, and report

writing. All of these components will lead to increased writing proficiency and mastery of grade level writing standards.

This strategy will address the specific learning needs of students in the following subgroups:

[ ] African-American [ ] Latino [ ] EDY

[ ] EL [ ] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of Writing:

[ ] Written Conventions [ ] Writing Strategies

[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from

the SPSA Monitoring form where available):

False

[ ] This is a new strategy this year.

Action steps to implement the strategy:

By 11/2012 we will

collaborate as grade levels on an on-going basis, including both the planning of explicit instruction and the scoring of student

work.

begin school-wide project of student's published writing.

calibrate scoring of student work as grade levels, analyze student data from the first benchmark writing assessment to guide

future instruction.

By 12/2012 we will purchase Writing folders for every student, grades 1-5.

By 12/2012 we will Have a Writing Process training, provided by Instructional Specialist and Teachers.

By 2/2013 we will do grade level publishing of student writing

By 3/2013 we will Reflect upon the effectiveness of Step Up To Writing Program in learning the writing process. In addition

teachers will develop a grade specific rubric to evaluate student mastery of their writing standards.

Materials necessary to implement the strategy:

Focus Materials Cost

Program Specific for Student Use (001) Writing folders for students in grades 1-5,

highlighters, other supplemental instructional

materials to support the program.

Water color markers

Ink pens

Title I 2000

Parent (008) Materials for family literacy night.

Professional Dev (024) Training materials for professional development.

Technology (001) Laptops, document cameras, LCD projectors and

other technology to increase student engagement

Replacement Rolls for laminator

Replacement paper rolls for poster maker

Library (006) Books and materials for students to use to promote

literacy; general library supplies

Annual Cost: 2,000

Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Cost

Sub for observation/coaching [X]

Teachers PD (24 tchrs x 2 day) [X]

Annual Cost 0

Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Cost

Annual Cost 0

Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost

Teaching the

Writing Process

Manipis/Lead

Teachers

[X] [ ] [ ]

Annual Cost 0

Teacher collaboration time to implement the

strategy: Frequency

Cost

Activity Weekly Monthly Other

Teacher Collaboration.

Grade Level Writing Scoring Parties monitor

student writing progress

[ ] [X] Title I 4723

Annual Cost 4,723

Parent involvement activities to support the strategy Focus

Cost

Activity Academics

Community

Building

Communicati

ons

Family Literacy Night [X] [X] [ ]

[X] [X] [ ]

Annual Cost 0

Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost

K-6 Planetarium, museums, farms,

government facilities, etc.

Title I 3000

Annual Cost 3,000

Other Contracted Services, including assemblies and sports programs, to support the strategy:

Grad

e General Focus (e.g., museum, farm) Cost

Annual Cost 0

SPSA Monitoring: Focus

(must collect data from at least 2 focus areas)

Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark Writing Assessment

[X] [X] [ ] [ ]

Student Writing Samples [ ] [X] [ ] [ ]

WRITE Assessments [ ] [ ] [X] [ ]

English Language Arts - ELA #1

Summary of Costs

Materials

Total Expenditures: 2,000

Expenditures by Funding Source:

Title I 2,000

EIA/LEP 0

EIA/SCE 0

Additional Certificated Staff

Total Expenditures: 0


Title I 0

EIA/LEP 0

EIA/SCE 0

Additional Classified Staff



Title I 0

EIA/LEP 0

EIA/SCE 0

Professional Development



Title I 0

EIA/LEP 0

EIA/SCE 0

Teacher Collaboration



Title I 4,723

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 3,000

EIA/LEP 0

EIA/SCE 0

Other Contracted Services



Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



A daily systematic focus on academic language/vocabulary development and rapid recognition of high frequency words, using

daily, differentiated instruction at all grade levels.

We will utilize culturally responsive grade appropriate chapter books to support comprehension and fluency.


Teachers will review weekly high frequency words in all classrooms. Steck-Vaughn program for academic vocabulary

development implemented during Academic Language Development blocking program. Teachers will also utilize grade level

appropriate chapter books to increase critical thinking, tier 3 vocabulary development, and an understanding of character

motivation and development through daily reading and discussions.

Studies Weekly (Newspaper), Times for Kids (Magazine), and grade level appropriate chapter books will promote and give

students access to academic langauage and increase engagement. Technology will be used to differentiate instruction and

increase engagement for students who are not yet reading independently.


[X] African-American [X] Latino [X] EDY

[X] EL [X] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of:

[X] Comprehension [ ] Vocabulary [ ] Other:



[X] This is a new strategy this year.


By October we will

use Steck Vaughn as a tool to bulid Academic Language/Vocabulary.

By November we will

participate in a rigorous PD to learn how to use chapter books to supplement core curriculum and support grade level

standards.

Collaboration will take place to look at student data and plan instruction based on data and student needs. (On-Going)

By December we will Walkthroughs will take place to monitor implementation of the use of chapter books and Steck Vaughn

during Academic Language Development.

By March-April we will

Teachers will come back as a collaborative group to review student data to monitor their progress in ELA.

By May we will Teachers will evaluate the effectiveness of the use of chapter books and Steck Vaughn through the data

gathered.

By we will



Program Specific for Student Use (001) Writing Folders and Journals, Student Thesaurus,

Steck Vaugh Teacher/Student instruction materials

for grades K-6, Steck Vaughn Kits for K-6,

supplementary materials to support academic

language development, Time Life Magazine and

other subscriptions copy paper, toner, and general

supplies

EIA/SCE 4500

Parent (008) Newsletter/Tips on how to guide student vocabulary

development at home

Professional Dev (024) Materials for Vocabulary Development Strategies;

copy paper and toner to make binders for teachers

Technology (001) Listening centers (with CD and cassette),

headphones for use with computer reading

programs

Library (006) Library books and supplies

Annual Cost: 4,500



Annual Cost 0



Annual Cost 0



Vocabulary

Development PD

Instructional

Specialist

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Collaborative Grade Level Meetings. Teachers will

document grade level meetings and standards-

based goals and objectives.

[ ] [X]

Teachers plan ELD/ALD Vocabulary Development

Lessons

[X] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Family Literacy Night [X] [X] [X]

Annual Cost 0



k-6 farms, museums, historic places, etc. hands on experience related to topics

of study

Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

DIBELS

School Wide Benchmark Assessment

School-Wide Standards Based Progress Monitoring

Program

[ ] [X] [ ] [X]

Weekly vocabulary test (OCR)

Weekly vocabulary test (Prentice Hall)

[X] [ ] [X] [ ]

OCR End of Unit Assessment K-5

Prentice Hall End of Unit Assessment 6th grade

[ ] [ ] [X] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 4,500




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Math #1


Provide differentiated and small group instruction to promote mathematical reasoning and mastery of grade level standards

at lease once a week.


Using a diagnostic assessment at the beginning of the year, weekly classroom assessments, and School Wide benchmark exams,

teachers will use student data to form flexible, small groups for differentiated instruction to promote mastery of key grade

level standards. Mental math, use of manipulatives, cross-grade level collaboration, and Board Math review with a focus on

STAR test release questions and/or California Math Content Standards.



[X] EL [X] Special Ed. [ ] Other:

This strategy will address the content cluster area(s) of:

[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability

[ ] Other:

[X] We have used this strategy for 5 year(s) and plan to continue the strategy this year because data shows (include findings

from the SPSA Monitoring form where available):

due to partial implementation, and specific subgroup growth we have kept the strategy, but will adapt it to address

our other subgroups.



By October we will assess and indentify students for intervention. Teachers will differentiate instruction based on student

specific needs by targeting students through SMART goal development.

By October we will analyze student data to improve their instruction through Academic conferences.

By November we will (On-going) collaborate and evaluate student date and redefine students needs.

By February we will Family math night to show parents what students have been learning and what is still to come.

By March we will

Using Math Benchmark II data and weekly assessments to inform and drive teacher instruction

Second Academic Conference will take place

By May we will Evaluate success of program for upcoming year



Program Specific for Student Use (001) Math Manipulatives, materials for small groups for

differentiating during math, supplies for creation of

games, copy paper and general supplies for

classroom use

Parent (008) Provide Math games and simple standards based

math lesson that can be taught at home

Professional Dev (024)

Technology (001) Laminator and Poster Maker utlilized to enlarge

graphic organizers/charts for visual learners

Laptops, document cameras, LCD projectors and

other technology to increase student engagement

Replacement rolls for laminator


Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Differentiation of

Instruction

Principal/Instructi

onal

Specialist/Lead

Teachers

[X] [ ] [ ]

Implementation of

Everyday Math

aligned with the

standards

Principal/Instructi

onal

Specialist/Lead

Teachers

[X] [ ] [ ]

Math Professional

Development on

Differentiation and

Standards Based

Instruction

Off Site District

Training/Worksh

ops

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Teachers meet on a monthly basis to plan

instruction and review student data/progress

[ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Family Math Night [X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark [X] [ ] [ ] [ ]

Teacher weekly assessments/ Everyday Math

assessments

[ ] [X] [X] [ ]

Math #1

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Math #2


Board Math strategies will be implemented daily in all grade levels with emphasis on the consistent use of math vocabulary.


Math standards will be reviewed daily using Board Math techniques, with consistent focus on building math vocabulary in

every math strand and to develop an understanding of grade level math skills and standards through the use of scaffolding.



[X] EL [X] Special Ed. [ ] Other:

This strategy will address the content cluster area(s) of:

[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability

[ ] Other:



a majority of students who received Board Math instruction on a regular basis have mastered the math content

standards for their grade level.



By October we will implement Board Math instruction on a daily basis, aligned with the Everyday Math core curriculum.

By October we will

Assess 2-6 grade students to monitor growth and proficiency while addressing the grade level specific standards.

Monitor the implementation of board math peer and administrative walkthroughs

By October we will

Schedule collaboration by grade level to analyze student data/progress. Teachers and Adminstration will plan instruction

using student data and identifying the standards the students have yet to master. (on-going)

Benchmark and Teacher designed assessments will be used.

By December we will ILT team will plan and organize the Family math night.

By we will

By March-April we will Academic Confrences (Second Trimester) will take place



Program Specific for Student Use (001) Graph paper, student white boards, expo markers,

math manipulatives

Parent (008) Math games and workbooks provided for parents so

that they can support thier students at home

Professional Dev (024) Send Teachers and Support Staff to Math

Trainings.

Technology (001) doc cameras, projectors

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Board Math

Implementation/Stra

tegies

Teacher leaders

with support of IS

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Teachers will plan weekly standards based

instruction and review student data/progress

[X] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Family Math Night [X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmarks [X] [ ] [ ] [ ]

Teacher developed assessments [X] [X] [ ] [ ]

Everday Math assessments [X] [ ] [X] [ ]

Math #2

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Science


All students will participate in hands-on science inquiries and experiences, with an opportunity to participate in a science.


Teachers will engage students in the scientific process/method, while teaching key science concepts in accordance with the CA

Science Content Standards. Suppelemental materials will help students learn concepts that are not easily attained.



Students had continuous gradual gains in science benchmarks. In addition, there was a significant increase in student

proficiency in the CST science exam.



By October we will In Grade Levels, teachers will use the Science Pacing Guide to help them plan standards based

instruction, in preparation for the Science Benchmark Assessments.

By November we will

Academic Conferences will take place: Teachers will look at student data to drive their instruction.

Provide resources for teachers that would help guide their instruction in preparing students for the CST.

By December we will Perform walkthroughs to monitor standards based science instruction.

By March-April we will Trimester II Academic Conferences will take place.

By we will

By we will



Program Specific for Student Use (001) Student Science Materials & supplemental

resources including posters, DVDs and other realia;

standards based materials

Parent (008)


Technology (001) TV & DVD players

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



4th &

5th

Students will participate in a

standards based study trip to Camp

Arroyo.

The camp will address 4th and 5th

grade science standards through

hands on activities.

All Lawrence Hall of Science, Academy

of Sciences, Exploratorium, etc.

On site science experiments and

lessons will be conducted.

Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark Assessments [X] [X] [ ] [ ]

Science

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



To supplement our social studies curriculum, teachers from grades 3 to 6 will implement Studies Weekly and other

supplemental curriculum.


This standards based curriculum will be utilized to teach the following: reading comprehension, vocabulary development,

expository writing, and critical thinking.





By October we will Teachers will begin to implement Studies Weekly.

By November we will Teachers will assess and monitor students' progress

By January we will Teachers' will evaluate the effectiveness of the curriculum

By March we will Teachers will administor a cumilative unit assessment to measure student mastery.

By April we will Teachers will do an end of the year evaluation

By we will



Program Specific for Student Use (001) Studies Weekly Newspapers and other supplemental

materials including maps, posters and DVDs

Parent (008)


Technology (001) TV & DVD players

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Differentiation and

Lesson Planning

Richardson/Brady [X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Teachers will collaborate on a weekly basis [X] [ ]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



k-6 Trips to historical sites or museums scaffold and supplement classroom

lessons to increase student

understanding of standards based

lessons

Annual Cost 0


Grad


6th a contract with Melanie Demore will be provided for 6th

grade classes; students will participate in a workshop and

learn drumming skills and information about the social

groups they have been studying about.

Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Unit Assessments/Weekly Assessments

Student Work will be collected and reviewed

[X] [X] [ ] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Physical Education


Students in grades K-6 will participate in the Sparks Physical Education Program.


Teachers will use the Spark Instructional program to teach physical education to all students in grades K-6.





By November we will

Provide Sparks Training for Teachers

K-6 grade students will participate in Physical Education through the Sparks curriculm.

By February 2011 we will Provide a refresher training for all staff.

By we will

By we will

By we will

By we will



Program Specific for Student Use (001)

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Teachers meet to discuss Sparks strategies [ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

5th grade physical fitness exam [ ] [ ] [ ] [X]

Physical Education

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement








By we will

By we will

By we will

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement Other Academic Area



We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from


This is a new strategy this year.


By we will

By we will

By we will

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Other Academic Area

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)


Response to Intervention (RTI) - Learning Center


RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to

struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to

ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are

measured through continuous progressed monitoring and data collection.

Our specific program is set up as follows:

Triumphs and Read Naturally and Phonics for Reading will be implemented in the Learning Center to meet the needs of our

low performing student in literacy. We will progressively grow our classroom RTI program targeting 1st and 4th grade to

begin with. Teachers will use Open Court workshop to target far-below basic and below basic students. Learning Center will

target 1st and 2nd grade students scoring Far Below Basic and Below Basic and it will target 4th and 5th grade students

scoring Far Below Basic and Below Basic.





By October we will develop plan for Learning center and RTI program

By October we will implement the RTI Tier 3 Program in the Learning Center

By October we will Administer Dibels progress monitorning to the students in the learning center

By December we will

Review student progress in reading fluency.

By January we will

Continue to monitoring the intervention program in the Learning Center.

Begin classroom RTI program in 1st and 4th grade.

By May we will review both the learning center and RTI programs.



Program Specific for Student Use (001) Phonics for Reading. copy paper, general classroom

supplies needed for instruction, materials for

intervention

Title I 5000

EIA/SCE 5000

Parent (008)

Professional Dev (024) Teachers will collaborate to share CRP strategies,

professional development on CRP, positive

classroom management

Technology (001)

Library (006)

Annual Cost: 10,000



Annual Cost 0



Annual Cost 0



Differention and

Standards Based

Instruction

Principal/Instructi

onal Specialist

[X] [ ] [ ]

CRP strategies Principal/Instructi

onal Specialist

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


RSP teacher collaborates with classroom teachers

about targeted students and standards covered with

these targeted students

[ ] [X]

Grade levels collaborate to implement RTI

program with principal,IS and EL coach

[ ] [X] Title I 14723

Annual Cost 14,723


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

DIBELS [X] [ ] [ ] [X]

benchmark assessments [X] [ ] [ ] [X]

Open Court embedded assessments [ ] [ ] [X] [ ]



Summary of Costs

Materials



Title I 5,000

EIA/LEP 0

EIA/SCE 5,000




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 14,723

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Culturally Responsive Pedagogy


Daily use of culturally responsive practices both inside and outside the classroom.


All staff will support high achievement by all students and close the achievement gap between student subgroups by:

incorporating culturally responsive pedagogy into teaching and learning across the school

effectively using the Equity Walkthrough Protocol to identify areas of focus, and

using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows:

Staff will have a meeting to discuss and define Culturally Responsive Pedagogy.

Staff will continue to conduct the site and district equity walkthroughs.

Teachers will collaborate on best practices for culturally responsive teaching during grade level planning

Implement Culturally Responsive Teaching Strategies to in enrich and engage students in the vocabulary development process

[X] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from




By August we will

Provide PD to all teachers on Culturally Responsive Teaching Strategies while implementing vocabulary develop.

Teachers will give students the opportunity to utilize academic

By January we will

Schedule follow up PD on Culturally Responsive Teaching and provide resources

conduct our first equity walkthrough

ILT (Equity Team) will meet and debrief on findings from visiting classrooms

By March-April we will

conduct our second equity walkthrough

ILT (Equity Team) will meet and debrief on findings from visiting classrooms

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will

By we will



Program Specific for Student Use (001) Culturally Relevant Chapter Book Class sets for

grades 1-6. Kid Friendly standards, materials to

increase student engagement such as answer

buzzers, clipboards, write on boards and markers,

timers, bells, etc.

Title I 4000

Parent (008) Laptop for SSC parent meetings and power point

presentations for culturally relevant strategies.

Professional Dev (024) Laptop for power point presentations for staff for

culturally relevant strategies. Teachers will

collaborate to share effective CRP strategies,

professional development will be presented on CRP

strategies, positive classroom management,

Marzano, etc.

Technology (001)

Library (006)

Annual Cost: 4,000



Annual Cost 0



Annual Cost 0



[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


grade level on standards based instruction/crp

strategies

[X] [ ] Title I 5000

Annual Cost 5,000

Parent involvement activities to support the strategy Focus Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Observation feedback sheet [ ] [ ] [ ] [X]

classroom visit sheets [ ] [ ] [ ] [X]

Benchmark data [X] [ ] [ ] [ ]



Summary of Costs

Materials



Title I 4,000

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 5,000

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement




Culturally Responsive teaching and learning will address the language and literacy needs of African American and Latino

American Students.

Culturally Responsive Teaching Professional Devlopment will give teachers effective teaching strategies that address the grade

level standards as well as validate the students culture.


Nystrom staff/instructional leaders will provide teachers with effective instructional strategies that are culturally relevant to

meet the needs of the students. Selected Staff and Administration will support, demonstrate, model and implement feedback

and follow up to assist teachers in implementing the strategies in the classroom. Teachers will also focus on students who are

having difficulty with self-discipline and who are not making positive choices. There will be training in character education

and social skills. Tutoring will be during the regular school day. Cap enrollment in grades 4 and 5 at 22 students per

classroom to increase the instructional capacity of these subgroups, without restructuring current class lists, but by not

replacing students who may withdraw. This is a also part of our restructuring plan.

To meet the needs of our students who are performing below and far below grades 2-6 grade, will participate in the Academy

of Reading Intervention Program. The program will take place in the computer lab on Mondays, Tuesdays, Thursdays, and

Fridays.





By August we will conduct a professional development on implementation of effective Culturally Responsive Teaching

Strategies

By February we will conduct walkthroughs to monitor the strategies taught.

By March we will Come together as a staff to reflect and discuss the effective cultural responsive strategies that were

successful with students.

By March we will Conduct Academic Conferences to discuss and show evidence of how the implementation of CRT in the

classroom has impacted students engagement and academic progress.

By we will

By we will




Parent (008)

Professional Dev (024) Send Teachers ans Support Staff to Reading

Language Arts Trainings.

Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Culturally

Responsive Teaching

PD

Principal/IS/Lead

Teachers

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Meet and refelect on teaching practices regarding

culturally responsive teaching.

Teachers will meet to plan culturally relevant

thematic lesson intergrated with the core

curriculum

[ ] [X]

Peer classroom visits/Modeling lessons [ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Cultural Festival: Students will study and research

a student selected country. They will then develop

a exibit and written report to show students and

family members what they learned.

[X] [X] [ ]

Monthly Assemblies (Latino Heritage, African

American History Month, Cinco de Mayo,

Mexican Independence Day, etc..)

[X] [X] [X]

Daily Character Building Assessemblies/Morning

Assemblies

Daily Implementation of CRT strategies.

[X] [X] [ ]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Special Education


RTI Tier 3, Intensive intervention using Learning Center


Students in need of intensive intervention will spend 6-8 weeks in small groups with target instruction to improve academic

abilities in areas of need.





By October we will Students 1-6 grade will be identified and placed in the learning center to receive intensive intervention.

By November we will RTI Progress monitoring will take place during the month of November.

By January we will Progress monitoring will continue

By April we will Evaluate the effectiveness of RTI

By May - June we will End of the year progress monitorning

By we will



Program Specific for Student Use (001) replacement materials for Read naturally,

supplemental materials for learning center

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



RTI Mr. Richardson [ ] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

DIBELS [ ] [ ] [ ] [X]

Benchmarks [X] [ ] [ ] [ ]

grade level appropriate assessments [ ] [ ] [ ] [ ]

Special Education

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



GATE students will be challenged through differentiated instruction across all curricular areas.


The focus is offering daily differentiated curriculum with opportunities for GATE identified students to go into greater depth

and complexity (content, process, product). Students identified as GATE or scoring advanced will have access to more

challenging curriculum both in the classroom and in the After School Program.



Research shows differentiating instruction to the students level of ability improves student achievement.



By September we will review CST data to help identify GATE students. Review GATE student rosters

By September we will Implement strategies in differentiated instruction to assist GATE students

By January we will plan and present learning service projects to our GATE students

By we will

By we will

By we will



Program Specific for Student Use (001) materials for thematic service learning project

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmarks looking at GATE studnets [X] [ ] [ ] [ ]

Student service learning project [ ] [ ] [ ] [X]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

English Learners (EL) #1


Nystrom Staff will focus on utilizing effective scaffolding techniques daily during ELD blocking and core instruction to

improve the academic acheivement of English Learners. Decoding, vocabulary and comprehension strategies will be used to

help student improve reading skills and writing skills.


Teachers will implement effective ELD strategies. ELD District Coach will provide teachers with strategies through the

Lesson Sequence Model to ensure that all students have access to the core curriculum. Teachers will follow the lesson sequence

model on a daily basis for ELD instruction. In addition, ELD Coach will conduct ongoing ELD professional development.





By October we will ELD blocking/instruction will be implemented in every classroom k-6

By October we will Conduct walkthroughs to monitor implementation of ELD instruction

By November we will Schedule PD on Lesson Sequencing and ELD/AED Instruction

By January we will Monitor the implementation of Lesson Sequencing in all classrooms K-6

By February we will Have full implementation of Lesson Sequencing in all classrooms

By May we will Evaluate the effectiveness of the ELD Program



Program Specific for Student Use (001) MIE instructional materials, picture dicitonaries,

materials for newcomers

Lesson Sequence Posters.

EIA/LEP 11,478.50

Parent (008)


Technology (001) Laminator and Poster Maker utlilized to enlarge

graphic organizers/charts for visual learners

Replacement rolls for laminator


Library (006)

Annual Cost: 11,478.50



Annual Cost 0



Instructional Aide Bilingual 60%/20%

[ ] EIA/LEP 15971

EIA/SCE 5325

Annual Cost 21,296



ELD

Instruction/Lesson

Sequence

ELD Coach [X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Teachers will meet in their grade levels to plan

standards based lesson using the Lesson Sequence

structure.

[X] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark ELD Assessments

[X] [ ] [ ] [ ]

MIE formative assessments [ ] [ ] [X] [ ]

Teacher observation and weekly assessments [ ] [X] [ ] [ ]


Summary of Costs

Materials

Total Expenditures: 11,478.50


Title I 0

EIA/LEP 11,478.50

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 15,971

EIA/SCE 5,325




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



In order to increase the reclassification rate of our EL students, we will implement the necessary instructional strategies listed

below. In addition, teachers, staff, parents and administrators will attend the annual CABE confrenence.


English Learners who have been enrolled at Nystrom for 2+ years and have been stuck at intermediate level, will recieve

additional daily push-in support by the designated grad tutors and instructional aides. In addition, the implementation of ELD

standards-based instrution will support the needs of our EL students



Although there is some improvement with our EL students, we need to continue on focusing our efforts to increase the

number of students being reclassified.



By Novemember we will Create a list of target students that qualify for the service

By December we will Grade Tutor and Instructional Aides will be fully trained on interventions that will meet the needs of

the students. Students will participate in the push in tintervention program.

By February we will Data Team will monitor student progess, reassess and regroup students based on CELDT 2011 data and

ELD Benchmarks

By we will

By we will

By we will



Program Specific for Student Use (001) Student Materials/Supplies.

Chapter Books (Specific to approprpriate reading

levels), MIE materials, writing paper and

notebooks, vocabulary materials, etc.

EIA/LEP 5739.25

Parent (008) Paper and refreshments for ELAC, and Parent

Events.

Professional Dev (024) Lesson Sequencing Poster

ELD Instruction/Differentiation

Technology (001) Academy of Reading (Software)

Library (006)

Annual Cost: 5,739.25



Annual Cost 0



Ms. Avila (Bilingual Community Worker) 6 hours

[ ] EIA/LEP 21808

EIA/SCE 7271

Annual Cost 29,079



Teachers and subs

for CABE

Conference

CABE Key Note

Speakers

[ ] [ ] [X] EIA/LEP 6583.00

PD on Lesson

Sequencing and

Differentiation

ELD District

Coach

[X] [ ] [ ]

Annual Cost 6,583


strategy: Frequency

Cost


Weekly Grade Level Meetings. [X] [X]

Academic Conferences [ ] [ ] Every

Trimester

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

ELAC Meetings [X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

ELD Benchmarks, [X] [X] [X] [ ]

CELDT [ ] [X] [X] [ ]

OCR Assessments/Prentice Hall [X] [X] [X] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 5,739.25

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 21,808

EIA/SCE 7,271




Title I 0

EIA/LEP 6,583

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Extended Learning #1

(Before/After/Saturday School)


Nystrom Afterschool Program provides daily tutoring program for students who struggle in RLA and math. Group Leaders

are assigned to a specific grade level. They then assist them in completing the homework as well.

Playworks After School Program provides acdemic support and physical education instruction


Nystrom will recieve services from the District approved SES Program. Students will be assessed and identified based on their

proficiency levels.

SES programs are standard based programs that tutor and guide students towards proficiency at grade level. Our school has

implemented a intervention program that focuses on our below basic, and basic students.



Research showed that identified students in our intervention program showed growth in RLA and math. This

program was discontinued last year due to budget freeze.



By December we will Meet with the SES Providers

By January we will

SES programs will assess all students in the program.

Playworks Coach will to a mid year assessment of student progress.

By Feburary we will Full Implementation of the SES program will happen.

By March we will SES providers will meet with principal to review student progress

By December we will have planning meeting to identify students for our afternoon intervention program.

By we will



Program Specific for Student Use (001) writing journals, relia, poster paper, laminate,

materials for writing projects

Parent (008)


Technology (001) laminator

Library (006)

Annual Cost: 0



2 teachers for tutoring [X]

Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


planning for lessons and discussion of student levels [X] [ ]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


K-6 Playworks consultant

Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

student work [ ] [X] [ ] [ ]

bi weekly informal assessments [ ] [ ] [ ] [X]

benchmarks [X] [ ] [ ] [ ]

Everyday math embedded assessments [ ] [ ] [X] [ ]



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement









By we will

By we will

By we will

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement


(Site-Based Summer School)







By we will

By we will

By we will

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other


(Site-Based Summer School)

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Pre-School Transition


State Pre-School Department has provided professional development for preschool teachers in the implementation of

standards based teaching. Parents are informed of the pre-school standards and encouraged to keep the child at their home

school. The Director of State Pre-K, site teacher, and administration work closly together to enroll students in pre-school and

enure that they receive standards based instruction so that they are prepared for Kindergarten.


To ensure that students remain at Nystrom, we will hold parent informationals to meet with parents and provide them with

student materials to support their child at home. In addition, we will plan a parent kindergarten tour so that parents have an

opportunity to see a kindergarten classroom.





By December we will Hold a parent informational meeting

By January we will Schedule a Kindergarten Tour for parents and students

By March we will Encourage parents to enroll their child into kindergarten

By we will

By we will

By we will




Parent (008) Parent Informational Worksheet


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0

Teacher collaboration time to implement the strategy: Frequency Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Parent informational [X] [X] [ ]

Kindergarten Tour [X] [X] [ ]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Pre-School Transition

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT

(STUDENT SUPPORT SERVICES)

Data Analysis

(Attendance, Health and Safety, Climate)

Data Reviewed Concern/Strength Description of Findings (400 character max)

Attendance Area of concern

Area of strength

2011-12 average attendance: %

Suspension Data Area of concern

Area of strength

Parent/Community Survey Area of concern

Area of strength

Crime Statistics - Site Area of concern

Area of strength

Other: Area of concern

Area of strength

Other: Area of concern

Area of strength

Student Programs

Attendance

Program to be used during the 2012-13 school year:

Student Attendance/ Honor Roll Program

Description of the above Program:

Students will receive monthly attendance incentives. Students who have 100% perfect attendance for the month will receive

awards and be recognized school-wide.

[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings


[ ] This is a new Program this year.

Action steps to implement the Program:

By September we will Students will be recognized for their 100% attendence

By December we will Students will be recognized school-wide for their 100% attendence

By Feburary we will Students will be recognized school-wide for their 100% attendence

By March-April we will Students will be recognized school-wide for their 100% attendence

By we will

By we will



Program Specific for Student Use (001) certificates, incentives

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Attendance reports [ ] [ ] [ ] [X]

power school reports [ ] [ ] [ ] [X]

Attendance

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

Health and Safety

Programs to be used during the 2012-13 school year:

Program Activity

Tobacco Use Prevention Education (TUPE) Students in grades 4-6 receive tobacco prevention instruction utilizing the

research-validated curriculum, Too Good For Drugs.

Safe and Drug-Free Schools (SDFS) Students in grades 4-6 receive the research-validated curriculum, Too Good For

Drugs.

Grade 5 students participate in the CA Healthy Kids Survey. Data is utilized to

inform program development and implementation and evaluation.

Conflict Mediation Second Step - for character building and problem solving skills.

Other: School Safety Team The safety team will oversee the development and implementation of the School

Safety Plan, make recommendations for program implementation and

development.

Other: Second Step Teachers, grades 1-3, implement social skills-based violence prevention pregram

focussed on empathy, impulse control, and anger management.

[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings




By November we will 1st through third grade teachers will be trained in Second Step

By January we will Monitor the full implementation of Second Step in the classroom

By we will

By we will

By we will

By we will



Program Specific for Student Use (001) Emergency Food and First Aide Packs for all

classrooms. Folders for teachers to file rosters and

necessary materials to track students

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Second Step West County

Community LISC

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Healthy Kids Survey [ ] [ ] [ ] [X]

Health and Safety

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

School Climate #1


Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in

referrals and suspensions and increase the positive engagement of all students.


• Culturally Responsive engagement strategies will be used by all staff

• Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across

the school

• Situational appropriateness as it relates to both social and academic behavior will be consistently taught at all grade

levels.

Nystrom Character Building Program. Morning Assembly: Students lead school in the daily character building activities: The

Nystrom Community Virtues: School Affirmations. Weekly Lunch Character Building Lessons. Reflection Room

Making connections to literature through reading culturally relevent chapter books. Incorporate Playworks into Nystrom's

recess program to ensure student safety and character development.

[X] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings




By December we will

have our first Student Recognition Assembly.

Playworks consultant will teach students and teachers organized games and activities.

By March we will

have our second Student Recogntion Assembly

Staff and students will continute to use safe and organized play at recess and during PE.

By June we will

have our third Student Recognition Assembly

Evidence of improved playground behavior and structured, safe PE for all students.

By we will

By we will

By we will



Program Specific for Student Use (001) Certificates and Special Prizes: Academic Focus

Social Skills curriculum; kits, books, posters to

promote responsibility, etc.

Title I 1615

EIA/SCE 2000

Parent (008) Laptop computer for SSC parent meetings and

power point presentations for monthly recognition

assemblies and family nights Materials for sibling

use in parent resource room

during parent meeting/classes; books for siblings &

students to read during parent nights Light

refreshments for parent meetings

Title I 2000

Professional Dev (024) Collaboration and Developing strategies to motivate

students, colored printer to print certificates, laptop

to connect to marquee

sharing of Playworks strategies for organized games

and activities

Technology (001) Title I 4500

Library (006)

Annual Cost: 10,115



Annual Cost 0



Bilingual School Commty' worker 20% [ ] EIA/SCE 7271

Annual Cost 7,271



Teachers collaborate

to share strategies

for

[X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


PD/collaboration for supporting targeted students [ ] [X] EIA/SCE 1136

Annual Cost 1,136


Cost

Activity Academics

Community

Building

Communicati

ons

[X] [X] [X]

Communication with parents including event

notices on school marquee

[ ] [X] [X] Title I 1000

Annual Cost 1,000



Annual Cost 0


Grad


K-6 Playworks Consultant Title I 28000

Annual Cost 28,000



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

number of students receiving awards [ ] [ ] [ ] [X]

Referrals and suspension data [ ] [ ] [ ] [X]

School Climate #1

Summary of Costs

Materials



Title I 8,115

EIA/LEP 0

EIA/SCE 2,000




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 7,271




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 1,136

Parent Involvement



Title I 1,000

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 28,000

EIA/LEP 0

EIA/SCE 0

Student Programs

School Climate #2

Program to be used during the 2012-13 school year:

Student and Family Recognition Assemblies,Daily Morning Assemblies and Community Virtues

Playworks consultant will instruct teachers and students in organized games.

Teachers will provide direct instruction in social skills to promote lifelong learning.

Description of the above Program:

in order to promote student engagement and positive relationships between staff, students and families , monthly recognition

assemblies will highlight student participation, school spirit, and academic achievement.

Playworks consultant will help improve the health and well being of our studetns by increasing opportunities for physical

activities and safe, meaningful play.

Our specific strategy implementation includes:

Nystrom Character Building Program. Morning Assembly: Students lead school in the daily character building activities: The

Nystrom Community Virtues: School Affirmations. Weekly Lunch Character Building Lessons. Reflection Room

Making connections to literature through reading culturally relevent chapter books. Incorporate Playworks into Nystrom's

recess program to ensure student safety and character development.

[X] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings




By August we will Culturally Responsive Teaching Strategies PD and Character Building Assembly

By January we will provide ongoing professional development on Culturally Responsive Teaching for the entire teaching

staff.

By March we will Hire staff and implement Playworks recess program for students

By we will

By we will

By we will



Program Specific for Student Use (001) Misc. materials to create leveled classroom libraries,

misc. materials to increase student engagement

including answer buzzers, write on boards and

markers, art materials, privacy screens,

EIA/SCE 1000

Parent (008)

Professional Dev (024) Professional reading materials around CRP,

effective practices, Marzano, etc.

Technology (001) computers, doc cameras, LCD projectors

Library (006) Books that represent cultural diversity, promote

equity, and engage students in literacy

Annual Cost: 1,000



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Disaggragated suspension data [ ] [ ] [ ] [X]

Equity walk throughs [ ] [ ] [ ] [X]

School Climate #2

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 1,000




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Overall Budget Summary

Summary of Costs

Materials



Title I 19,115

EIA/LEP 17,217.75

EIA/SCE 12,500




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 37,779

EIA/SCE 19,867




Title I 0

EIA/LEP 6,583

EIA/SCE 0




Title I 24,446

EIA/LEP 0

EIA/SCE 1,136

Parent Involvement



Title I 1,000

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 3,000

EIA/LEP 0

EIA/SCE 0




Title I 28,000

EIA/LEP 0

EIA/SCE 0

Other Coordinated Services



Title I 0

EIA/LEP 0

EIA/SCE 0

Coordination of Services

Personnel

The staff included in the table below are the people who make it “all work together” to improve student achievement. These staff

members work to support the overall, comprehensive implementation of site-based programs. Resource teachers and instructional

assistants should be referenced in the strategy sections of the plan.

Other Coordination of Services Costs (materials, supplies)

The materials/supplies included in the table below are the items that make it “all work together” to increase student achievement.

These materials are not intended for use in specific instructional or safety/climate/attendance related programs. Instead, these materials

support the overall, comprehensive implementation of site-based programs. Instructional materials, professional development, and

study trips should be referenced in the strategy sections of the plan.

Item Rationale Funding Source/Amount

Miscellaneous Student Supplies To ensure student achievement

School Wide Support Supplies/

Culturally Responsive Chapter Books/

Office & Administrator Computers

To ensure all programs work together

Student Writing Folders To monitor and guide the writng process

for students.

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Parental Involvement: We recognize that parents/guardians need to be purposely involved in the education of their children.

Our school will develop systems and opportunities for parents/guardians to understand the grade level standards and assessments,

as well as participate in learning at home and decision-making activities. Many of our parental involvement activities are reflected

in our SPSA. The following represents our agreements:

o Our site provides parents with individual student performance information and assistance with interpretation of the state

assessment results through the following activities:

Parent Literacy Night: Parents are informed about Nystroms Academic Program; Parents are provided with

information on how to support their child academically at home; Title I meetings are held every year. In

addition, we provide a CST informational for parents on a yearly basis.

o Our site provides information and assistance to parents on how to understand academic content standards, assessments

and how to monitor academic progress through the following activities:

A parent frienldly Grade Level Standards Packet is sent home to parents every year. In addition, parent

newsletters are sent home frequently to inform parents about the academic/intervention programs that are

taking place at our school.

o Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic

performance as follows:

Nystrom has the following organizational groups:

*SSC

*ELAC

*Parent Club

o Students who have difficulty attaining proficiency are identified and provided with additional academic help.

o Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

Title I Schools Only:

Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on 9/11/12

2) parent-school compact - Revised on 9/11/12

Our site will hold an annual Title I meeting to

1) inform parents of school’s participation in Title I program,

2) explain the requirements of Title I, and

3) explain the rights of parents to be involved. For 2012-13 this meeting is held on:

12/07/12

The information distributed at the annual Title I meeting will be made available to all parents through the following activities:

Family Literacy and Math Night

Parent Conferences

We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning,

review and improvement of Title I programs.

Centralized Direct Services

Educational Services provides the following centralized direct services:

• Assistance with registration materials for the families of potential English learners

• Assistance in administering annual and initial CELDT

• Primary language assessment for newly enrolled English learners (ELs)

• English learner data analysis and reports for schools

• English learner parent education opportunities

• Identifying translators and interpreters to meet school needs

• Professional development for teachers and administrators regarding English Language Development (ELD) and core

instructional methodologies appropriate for English learners

• Support for principals, teachers and paraprofessional staff for effective implementation of the EL programs and services at

the school

• Support for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for bilingual programs.

• Graduate Tutors provided at all elementary schools to support ELs

• Additional FTEs for class size reduction for secondary ELD classes

west contra costa unified school district nystrom ......2013/01/30 · west contra costa unified...

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