Caleb Greenwood Elementary School

The Single Plan for Student AchievementRealizing the Vision

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Caleb Greenwood Elementary SchoolSchool Name

2014-15 School Development andImprovement Plan


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Caleb Greenwood Elementary School Vision and Mission

Sacramento City Unified School DistrictStrategic Plan Framework

Pillar I: Career- and College-Ready StudentsPillar II: Family and Community Engagement

Pillar III: Organizational Transformation

Vision:Through the collaborative efforts of teachers, students, parents, and other staff, Caleb Greenwood provides a rigorous program of inquiry with a global perspective. Students are actively engaged in a balanced curriculum that embraces critical thinking, open mindedness and reflection, preparing them for success in college and their chosen careers.

Mission:To support this vision, we will

Use an inquiry-based approach to inspire critical thinking, problem solving, and collaboration

Successfully complete the requirements for an IB Primary Years Program Candidate School; each grade level will also plan, teach, and reflect on all six IB Transdisciplinary Units

Develop productive, responsible, and caring citizens who embrace global diversity and multiple perspectives


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Profile of School (DATA)

Guide To Success: Site Level Metrics

GUIDE TO SUCCESS FRAMEWORK OVERVIEW

Area of Interest Indicator Metric Measurement

CAREER AND COLLEGE READINESS

1. State Academic Performance CST “proficiency” in ELA

2012-13 2013-14 2014-15 Target

Schoolwide 59%

Black or African American 39%

American Indian or Alaska Native 57%

Asian 64%

Filipino 67%

Hispanic or Latino 49%

Native Hawaiian or Pacific Islander 50%

White 66%

Two or More Races 69%

Socioeconomically Disadvantaged 45%

English Learners 18%

Students with Disabilities 32%


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CST “proficiency” in Math

2012-13 2013-14 2014-15 Target

Schoolwide 64%



Asian 86%

Filipino 67%


Native Hawaiian or Pacific Islander 75%

White 73%





“Proficiency” in Science

2012-13 2013-14 2014-15 Target

Schoolwide 69%



Asian 50%

Filipino 100%


Native Hawaiian or Pacific Islander

White 73%






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“Proficiency” in History-Social Sciences (pending)

2012-13 2013-14 2014-15 Target

Schoolwide 60%



Filipino



White 46%



English Learners 0%


8th grade cohort who graduate

Enrollment and passing rates in AP/IB/dual-credit/college prep

courses*On-track to meeting

UC/CSU requirements (a-g)*

N/A

2. Post High School Preparation

K-2 Literacy Assessment (Team desires to move to

PK-12)N/A

3. 21st Century Skills

Student Guide to Success (pending) N/A

Chronic absenteeism 14.51%

ENGAGEMENT 4. AttendanceStaff attendance

Certificated 95.74%

Non-Certificated 82.20%


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School Environment (staff, students, families) N/A

School Communication (staff, students, families) N/A5. School

ConnectednessSchool Achievement (staff,

students, families) N/A

Information on the five indicators

6. Social-Emotional Learning

Suspension Ratesuspension rate per 100 students 3.4

Percent of school year missed (in days) from suspensions 0.06%

CST "catch-up/keep-up" in ELA

Grd. 3 44.68%

Grd. 4 74.55%

Grd. 5 62.96%

Grd. 6 57.14%

Grd. 7 57.89%

Grd. 8 71.43%

CST "catch-up/keep-up" in Math

Grd. 3 77.55%

Grd. 4 80.00%

Grd. 5 66.67%

Grd. 6 59.18%

Grd. 7 57.89%

Grd. 8 19.05%

TRANSFORMATION

7. State Academic Performance of

Target Demographics

CST "catch-up/keep-up" in Science


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CST Cohort Performance in ELA (2+ consecutive years

at site)

Grd. 3 50.00%

Grd. 4 75.93%

Grd. 5 67.35%

Grd. 6 60.00%

Grd. 7 61.54%

Grd. 8 70.00%

CST Cohort Performance in Math (2+ consecutive years

at site)

Grd. 3 81.82%

Grd. 4 79.63%

Grd. 5 69.39%

Grd. 6 57.78%

Grd. 7 53.85%

Grd. 8 20.00%

CST Cohort Performance in Science (2+ consecutive

years at site)


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Achievement Gap Performance CST ELA

Number Taken Percent Passed Gap

White--- 172 66.86% N/A

African-American 28 39.29% 27.57%

Asian--- 14 64.29% 2.57%

Hispanic/Latino 95 48.42% 18.44%

American Indian 7 57.14% 9.72%

Filipino 3 66.67% 0.19%

Pacific Islander 4 50.00% 16.86%

Two or more ethnicities 29 68.97% -2.11%

Non-Special Ed 276 67.03% N/A

Special Ed 76 31.58% 35.45%

Non-ELL 325 60.62% N/A

ELL----- 17 17.65% 42.97%

Non-Foster Youth 388 56.67% N/A

Foster Youth 2 50.00% 6.67%

Non-FRPL 235 65.53% N/A

FRPL---- 117 47.01% 18.52%


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Achievement Gap Performance CST Math


White--- 172 72.67% N/A

African-American 28 28.57% 44.10%

Asian--- 14 85.71% -13.04%

Hispanic/Latino 94 55.32% 17.36%

American Indian 7 28.57% 44.10%

Filipino 3 66.67% 6.01%

Pacific Islander 4 75.00% -2.33%

Two or more ethnicities 29 68.97% 3.71%

Non-Special Ed 276 69.93% N/A

Special Ed 75 41.33% 28.59%

Non-ELL 324 63.58% N/A

ELL----- 17 58.82% 4.76%

Non-Foster Youth 388 61.34% N/A

Foster Youth 2 100.00% -38.66%

Non-FRPL 235 68.94% N/A

FRPL---- 116 53.45% 15.49%

8. Post High School Performance of

Target Demographics

8th Grade Graduation "Cohort Performance"


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Achievement Gap 8th Grade Graduation


White---

African-American

Asian---

Hispanic/Latino

American Indian

Filipino

Pacific Islander

Two or more ethnicities

Non-Special Ed

Special Ed

ELL-----

Non-Foster Youth

Foster Youth

Non-FRPL

FRPL----

AP/IB Courses "Cohort Performance"


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Achievement Gap AP/IB Enrollment


White---

African-American

Asian---

Hispanic/Latino

American Indian

Filipino

Pacific Islander


Non-Special Ed

Special Ed

ELL-----

Non-Foster Youth

Foster Youth

Non-FRPL

FRPL----


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Achievement Gap AP/IB Passing


White---

African-American

Asian---

Hispanic/Latino

American Indian

Filipino

Pacific Islander


Non-Special Ed

Special Ed

ELL-----

Non-Foster Youth

Foster Youth

Non-FRPL

FRPL----

UC/CSU On-Track Catch-up and Keep-Up N/A------

UC/CSU On-Track "Cohort Performance" N/A------

Achievement GapUC/CSU On Track N/A------

Literacy "Catch-up and Keep Up" N/A------


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Literacy Cohort Performance (2+

consecutive years at site)N/A------

Achievement Gap Performance Literacy N/A------


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Academic Performance Index – A.P.I.

Groups 2011Base

2012Growth

2011-12GrowthTarget

2011-12Growth

MetTarget

2012Base

2013Growth

2012-13GrowthTarget

2012-13Growth

MetTarget

2013Base

2014Growth

2013-14GrowthTarget

2013-14Growth

MetTarget

Schoolwide 816 815 A -1 Yes 816 828 A 12 Yes

Black or African American 710 723 717 735

American Indian or Alaska Native

Asian 690 831 831 854

Filipino

Hispanic or Latino 749 747 5 -2 No 747 789 5 42 Yes


White 853 852 A -1 Yes 852 855 A 3 Yes

Two or More Races 920 841 845 884

Socioeconomically Disadvantaged 728 745 5 17 Yes 745 767 5 22 Yes

English Learners 636 709 709 739

Students with Disabilities 630 651 9 21 Yes 650 670 8 20 Yes


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Adequate Yearly Progress (AYP) Components – Caleb Greenwood Elementary School (PI Status: )

Component 1: Participation Rate

English Language Arts Mathematics

2012 2013 2014 2012 2013 2014Category

RateMetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method

AYP Target 95.0 95.0 95.0 95.0 95.0 95.0

Schoolwide 100 Yes 100 Yes 100 Yes 100 Yes SH

Black or African American 100 -- 100 -- 100 -- 100 --

American Indian orAlaska Native 100 -- 100 -- 100 -- 100 --

Asian 100 -- 100 -- 100 -- 100 --

Filipino 100 -- 100 -- 100 -- 100 --

Hispanic or Latino 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER

Native Hawaiian orPacific Islander 100 -- 100 -- 100 -- 100 --

White 100 Yes 99 Yes 100 Yes 100 Yes

Two orMore Races 100 -- N/A 100 -- 100 -- N/A 100 --

Socioeconomically Disadvantaged 100 Yes 99 Yes 100 Yes 100 Yes

English Learners 100 -- 100 -- 100 -- 100 --

Students with Disabilities 100 Yes ER 99 Yes ER 100 Yes ER 100 Yes ER


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Component 2: Percent Proficient – Annual Measurable Objectives (AMOs)

English Language Arts Mathematics

2012 2013 2014 2012 2013 2014CategoryPercent

ProficientMet AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

Percent Proficient

Met AYP Criteria

Alt. Method

AYP Target (ES/MS) 78.4 100 79.0 100

AYP Target (HS) 77.8 100 77.4 100

Schoolwide 61.6 No 60.3 No 57.1 No 65.8 Yes SH

Black or African American 40.0 -- 44.0 -- 24.0 -- 32.0 --

American Indian or Alaska Native -- -- -- -- -- -- -- --

Asian 72.7 -- 57.1 -- 54.5 -- 85.7 --

Filipino -- -- -- -- -- -- -- --

Hispanic or Latino 42.4 No 50.6 Yes SH 45.9 No 57.0 Yes SH

Native Hawaiian or Pacific Islander -- -- -- -- -- -- -- --

White 71.2 Yes SH 66.9 No 64.8 No 72.9 Yes SH

Two orMore Races 66.7 -- N/A 73.9 -- 62.5 -- N/A 73.9 --

Socioeconomically Disadvantaged 47.6 No 45.5 No 38.6 No 52.9 Yes SH

English Learners 36.8 -- 41.2 -- 36.8 -- 58.8 --

Students with Disabilities 34.2 Yes SH 28.9 No 27.8 No 44.7 Yes SH


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Component 3: Academic Performance Index (API)Additional Indicator for AYP

Component 4: Graduation Rate

2012 2013 2014 2012 2013 2014

Category 2011Growth

API

MetAYP

Criteria

Alt.Method

2012 Growth

API

MetAYP

Criteria

Alt.Method

2013 Growth

API

MetAYP

Criteria

Alt.Method

2011 Grad. Rate

(Class of 2009-10)

MetGrad. Rate

Criteria

Alt.Method

2012 Grad. Rate

(Class of 2010–11)

MetGrad. Rate

Criteria

Alt.Method

2013 Grad. Rate

(Class of2011-12)

MetGrad. Rate

Criteria

Alt.Method

AYP Target 710 740 770

Schoolwide 816 Yes 816 Yes N/A N/A


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Adequate Yearly Progress (AYP) Safe Harbor Targets for Caleb Greenwood Elementary School

Using 2014 Percent Proficient to Determine Minimum Safe Harbor Percent

English-Language Arts Mathematics

GROUPS Valid Scores

Number At or

Above Proficient

Percent At or Above Proficient

Met 2014 AYP

Criteria

Alt. Method

Percent Not

Proficient

Safe Harbor Percent Growth

Goal

Safe Harbor Percent Target

Valid Scores

Number At or

Above Proficient

Percent At or Above Proficient

Met 2014 AYP

Criteria

Alt. Method

Percent Not

Proficient

Safe Harbor Percent Growth

Goal

Safe Harbor Percent Target

Schoolwide

Black or African American

American Indian or Alaska Native

Filipino

Hispanic or Latino


Two or More RacesSocioeconomically Disadvantaged

English Learners

Students with Disabilities

2014 AYP Percent Proficient TargetsES: ELA: 100% / Math: 100%MS: ELA: 100% / Math: 100%HS: ELA: 100% / Math: 100%


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The SDIP Process

Describe the process that the school has gone through in compiling the SDIP – this page is included so that all stakeholders are reminded of the collaborative process and in order that anyone reading the document is aware that school development and improvement is through a collaborative approach.

[X] Gather data[X] Analyze, reflect upon & discuss data[X] Find Big Messages from Data[X] Organize Big Messages by Common themes[X] Identify 2-3 priorities from Big Messages[X] Plan actions to support prioritiesf[X] Merge actions, create time line and identify funding[X] Design evaluation process and structures[X] Inclusive list and dates of collaborative stakeholder meetings

The planning process for the 2014-2015 school year began in November 2011 with the creation of the Caleb Greenwood Design Team. The Design Team articulated the core values and academic goals for our school, creating a list of "Non-Negotiable or Headline Statements" based on school data to guide the team's decision toward a new program design. The Design Team ultimately decided to implement the International Baccalaureate Primary Years Program, and a three-phase process was presented to the SCUSD Board of Education. The 2012-2013 school year was our "Consideration Phase," and the 2013-2014 was our first year as an IB Primary Years Program Candidate School. The 2014-2015 school year wil be our 2nd and final year as a Candidate School, and we will apply for IB Authorization in October 2014. The focus of our SDIP is ultimately to successfully complete the Candidate Phase and be authorized as an IB school in May of 2015. Community meeting to inform parents and gather input have been held throughout this process, and our School Site Council works in conjunction with our IB Pedagogical Leadership Team, made up of teachers, parents, and the school administrator, in the development of our school plan and fund allocation.

The IB Leadership Team and the 2013-2014 School Site Council began the 2014-2015 SDIP Process by reviewing the IB Program Standards and Practices, reviewing our 2013 school data, and articulating the Big Messages to help us determine our focus areas for our Candidacy Phase. School Site Council sponsored a Parent Leadership Consortium to


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explain the new Local Control Funding Formula to parent and teacher leaders and to gather their input on our LCAP priorities and action steps. Input was also gathered from the IB Pedagogical Leadership Team, the PTSO, the GATE Parent Advisory Council, and school staff. Our School Site Council then aligned our school site priorities and actions with the district's LCAP Priorities, and our final 2014-2015 School Development and Improvement Plan was approved by the Council on May 22, 2014.

List of Collaborative Stakeholder Meetings for 2014-2015 SDIP:

March 27, 2014 School Site CouncilMarch 27, 2014 GATE Parent Advisory CouncilApril 1, 2014 PTSO MeetingApril 3, 2014 Caleb Greenwood Staff MeetingApril 10, 2014 Parent Leadership ConsortiumMay 1, 2014 Caleb Greenwood Staff MeetingMay 6, 2014 IB Pedagogical Leadership TeamMay 6, 2014 PTSO MeetingMay 22, 2014 School Site Council Meeting


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Big Messages

From our analysis of current school context, the following BIG messages were identified:

High levels of parent involvement and well-established community events and partnerships have created a positive school climate; the community is well-connected to the school and invested in its success.School has implemented pracitces to transition to an inclusion model and as a result there is more support in the classrooms and for social skills. (SQR)

There is a need to develop grade level benchmark for technology; determining scope and sequence for technology skills in each grade level School needs to provide more opportunities for students to develop and demonstrate critical thinking (rigor of instruction definition currently being utlized by district: “Helping students develop the capacity to persevere and independently engage with content and experiences that are complex, ambiguous, provocative, and personally or emotionally challenging.” (SQR)School needs to provide consistent collaboration expectations and opportunities for teachers to addess the inconsistency in organization, planning and pacing of curriculum. (SQR)School needs to develop short term and long term goals to ensure vertical alignment (K through 8th) and a unified vision of what a Caleb graduate should know. (SQR) (2013-2014 update: K-6)

School needs to provide more opportunities for students to interact with technolgy to support learning. (SQR)School welcomes and encourages parents to particpate in their child's classroom and as a result students have access to broader range of activities: library, art, technology. Music program is no longer offered and is something both teachers and parents would like to bring back; consider possibility of hiring a music coordinator to consult with and offer support to classroom teachers and principal

After three years of "flatlined" data, our 2012-2013 STAR data made a 12-point API gain from 816 to 828, and our API target was met in all subgroups. However, the statewide median API of similar schools is 856, and similar school in our district have consistently scored higher than Caleb Greenwood- 846, 850, and 842. Our state ranking of all school is 5 out of 10; our state ranking of similar schools is 1 out of 10. This indicates a need to increase academic rigor, student engagement, and teacher feedback on student progress. Currently, 60% of our students are proficient in ELA and 68% are proficient in Math. IB Leadership Team Identified the following priorities:Technology: how to use computer lab effectively; look into IB technologystandards and practices; staff development• Creating six transdisciplinary units aligned with Common Core and IB Standards and Practices• Successfully implementing IB with Inclusion Model; we see the value in inclusion but need to make sure students are appropriately placed and their needs are met• Align positive behavior supports with IB language and profile

Teachers have all completed IB PYP Training; need ongoing professional development in inquiry based instruction, Common Core Standards, unit planning, and balanced literacy. Teachers need collaborative planning time structured into their work day with our PYP Coordinator in order to develop the IB Units


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Assessment Policy and Language Policy need to be developed in alignment with IB Standards and Practices. The new homework policy put into place this year has had a positive impact on student learning, student attitudes towards school, and the amount of reading students are doing. Parents are happy with the change, but worry students may not be prepared for greater homework load in middle school. Positive feedback received on the addition of more enrichment opportunities: student leadership, art, Spanish New Common Core Standards in ELA, Math, and Science have huge implications for instruction, student learning, and the development of our IB units; we need to prepare students and teachers for taking the SBAC Assessments (Field test in April/May 2014). BLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROW


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Priority 1: In order to improve student achievement and increase student engagement , we will develop an inquiry based approach to instruction that inspires critical thinking, problem solving, and meaningful student collaboration and reflection. Both Common Core Standards and the IB Standards and Practices for PYP Schools will be used to guide this work. We will collaborate as a committed team of professionals and use multiple measures of assessment data, including student work, to guide our planning process.

Priority 2: We will successfully submit our Application for Authorization to become an authorized world school offering the International Baccalaureate Primary Years Program, engaging students, parents, and teachers in the process and focusing on the instructional shifts necessary for inquiry-based model of instruction.

Priority 3: Teachers, staff, administration, students and families will strengthen our partnership and communication under a common goal of developing productive, responsible, and caring citizens who embrace global diversity and multiple perspectives

2014-15 Allocations of Categorical Funds

Title I LCFF – F/R LCFF - EL QEIA Other: Other:

$28625 $5134


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Parent Engagement and Partnership ActivitiesTo Reach School Priority Goal

To directly support school priority goals (academic, non-academic, climate) in the School Development and Improvement Plan (SDIP), the plan should include a Parent Engagement and Partnership component. The component develops programs, training, and activities in the six Epstein areas below to support the school improvement goal.

Parenting

To reach school priority goal, strategies should be developed to help parents understand how they can assist their children. If the priority goal is to increase reading scores, the school should offer parenting workshops to help instill in children a love of reading, or workshops to help parents understand the content standards in the area of reading and how they can help.

Communication

To reach school priority goal, strategies should be developed to help parents with the information and the vision of the benefits of the improvement goal. If the improvement goal is to increase math scores, a communication strategy may include stories about the importance of learning math in the school’s newsletter or an awareness campaign that culminates in recognition awards.

Home Learning

To reach school priority goal, strategies should be developed that improve the teacher-parent relationship, and that helps the parent to know how to more effectively collaborate and support classroom learning.

Volunteering

To reach school priority goal, strategies should be developed that solicit the assistance of parents in areas that will help the school reach their priority goal. If the school improvement goal is to improve safety in the campus, parent volunteers could be solicited to be hall monitors.

Decision Making

To reach school priority goal, strategies should be developed to strengthen and involve parent and community leaders to partner with the school to achieve all goal. Parent leaders should assist the school in encouraging other parents to provide needed support

Community

To reach school priority goal, strategies should be developed to solicit support from community organizations, local businesses, etc. Partnering with a local business, for example, could provide the school with needed money for projects, resources or volunteers with special kinds of expertise.


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LCAP Goals and Sub Goals

Goal 1: Increase percent of students who are on track ot graduate college and career ready.

Sub Goal 1:1 Provide standards-aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.

Sub Goal 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Sub Goal 1.3: Develop an infrastructure for on-going analysis of student performance and progress by providing teacher release time and collaborative learning time.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment.

Sub Goal 2.1: Students will be provided cleaner, better maintained learning environments.

Sub Goal 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

Sub Goal 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology based activities, project based learning, extended extracurricular, and expanded learning program involvement.

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD

Sub Goal 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Sub Goal 3.2 Stakeholders will receive improved district and site communications, including translation/interpretation services.


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Whole School Priority #1

Priority Goal 1 In order to improve student achievement and increase student engagement , we will develop an inquiry based approach to instruction that inspires critical thinking, problem solving, and meaningful student collaboration and reflection. Both Common Core Standards and the IB Standards and Practices for PYP Schools will be used to guide this work. We will collaborate as a committed team of professionals and use multiple measures of assessment data, including student work, to guide our planning process.

Action Personnel Budget LCAP Goal Success Criteria Parent Engagement and Partnership Activities Ongoing Monitoring

All Teachers $2000 LCF F/R for copier rental that support student instruction

1.3 Int 1August 2014: CPT will be scheduled on a bi-weekly basis and protocol will be reviewed

13-14 Parent Survey data incorporated into curriculum development and program practices

Principal will collect and review minutes after every CPT meeting

Principal Amy Whitten

$1000 LCF F/R for duplication that supports student instruction

1.2 Int 2December 2014: All grade level teams have analyzed student work and began planning instruction using Common Core Standards in math and/or ELA

Principal will review samples of student work and observe shifts in instructional practice in the classroom

Teachers will attend bi-weekly collaborative planning meetings (Common Planning Time) focused on the implementation of Common Core Standards and IB Programs and Practices.

EndMay 2015: All grade level teams have completed required 18 hours for CPT and have continued the established practice of weekly collaborative planning time

Student work showcased at May 28th Open House

CPT sign-in sheets and documentation

ELA Common Core Leadership Tea

1.3 Int 1October 2014: Leadership Teams will have attended first training and presented to staff; teachers will come back with student work

Professional Development focus areas presented to parents at Community Meetings

Teacher created units of study aligned to ELA Common Core; student work demonstrates critical thinking and problem solving

All teachers will receive on-site professional development on ELA an Math Common Core Standards, facilitated by principal and teacher leaders attending district-wide leadership training series. Math

Common Core Leadership Team

1.3 Int 2December 2014: Teachers continue to analyze student work through the lens of ELA Common Core Standards; develop instructional tasks to meet rigor of Common Core

Parents are informed of district-wide parent workshops on Common Core Standards

Teacher created lesson plans using SCUSD Mathematics Common Core Planning Guide; student work demonstrates critical thinking and problem solving


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All General Ed Teachers

$10,004 LCF F/R for Substitute teachers (30 days)

1.2 Int 1August 25 & 27 Teacher Inservice held on Inquiry and PYP Standards and Practices

Program of Inquiry is on display in front office.

Program of Inquiry display in office; updated each time a grade level begins a new unit

PYP Coordinator

$2,500 LCF F/R Curriculum Rate for Staff Development (5 hours)

1.3 Int 2October 2014: Application for Authorization for IB PYP submitted

Units of study and IB Learner Profile focus featured in parent weekly newsletter

PYP Planning Day Schedule and agendas

All teachers receive 3 hours of release time per month to collaboratively reflect and revise IB PYP Transdisciplinary Units. Teachers will also attend 3 days of Summer Inservice focused on Inquiry

$1,000 LCF F/R Professional Development Materials

1.1 EndJune 2015: All six IB units have been written, taught, and reflected on using an inquiry-based approach to teaching

Student work highlighting lines of inquiry from each IB unit are displayed at May 28th Open House.

Teachers have completed reflections on each IB Unit; students select work for portfolio/conferences and reflect

All teachers $6121 LCF F/R Instructional Materials

2.3 Int 1August 2014- Each teacher given a classroom budget of $200

Featured texts and central ideas of each unit are communicated to parents in newsletters

School expense reports; materials purchased are clearly aligned to IB units

1.1 Int 2December 2014- Grade level teams identify supplemental texts needed to teach IB Units and CCSS


Teachers have completed reflections on each IB Unit; students select work for portfolio/conferences and reflect

Supplemental instructional materials and classroom books will be purchased to support the newly developed units of study aligned to Common Core and IB Standards and Practices.

EndJune 2015- Supplemental materials for all six IB units have been purchased.


IB Planners (Units of Study) and book order forms indicate texts and supplemental materials that are used.

All teachers 3.1 Int 1October 2014- All teachers have met with parents and students to collaboratively develop GATE Individual Learning Plans.

October 2014: Parents at GATE Advisory Council meeting provide input on Individual Learning Plan.

GATE Identified students will have an Individual GATE Learning Plan articulating individual learning goals and accommodations.

3.1 Int 2December 2014: All teachers have received training differentiation for GATE Identified students within an inclusion model

December 2014: GATE Advisory Council provides input on GATE accommodations within IB Units

GATE Individual Learning Plans developed for each GATE identified student


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1.2 EndJune 2015- All GATE identified students have a learning plan in place that has been implemented throughout the year, with goals updated each trimester.

Progress monitoring data will indicate continued academic growth for our GATE Identified students.

All teachers- general ed and special ed

$1000 LCF F/R for substitute teachers- general ed/special ed collaboration

1.2 Int 1 August 26, 2014: All teachers and principal attend Inclusive Practices/Co-Teaching training provided by district

General Ed and Special Ed teachers will educate parents on co-teaching and inclusive practices during Back to School Night

Progress monitoring data will indicate continued academic growth for our students with special needs and students who are academically disadvantaged

1.2 Int 2Co-teaching partnerships will be scheduled for each teacher throughout the week; classes will be heterogeneous and balanced in order to create equal access for all students

Community meetings held throughout the year will increase awareness and understanding of inclusive practices, the IB PYP, and our focus on equity

General education and special education teachers use co-teaching strategies to provide accommodations and interventions to students with special needs and other students with specific learning needs

1.3 End General Ed and Special Ed teachers collaboratively progress monitor students and document academic growth for all students

Families receive 3 progress monitoring updates per year


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Priority Goal 2 We will successfully submit our Application for Authorization to become an authorized world school offering the International Baccalaureate Primary Years Program, engaging students, parents, and teachers in the process and focusing on the instructional shifts necessary for inquiry-based model of instruction.


PYP Coordinator

2.3 Int 1September 2014: Primary Years Program Portfolio established for all grade levels K-6

Parents introduced to new portfolios at Back to School Night

All students will begin PYP Portfolio that includes assessment on IB Learner Profile

All teachers 2.3 Int 2October 2014: IB Leadership Team completes Assessment Policy and submits with IB PYP Application for Authorization

Provide information and updates for parents during Commuity Meetings and weekly Parent Newsletter

13-14 Parent Survey used to inform Assessment Policy

Develop a school wide Assessment Policy, articulating how we assess students and how we communicate progress to parents and students.

IB Leadership Team

2.3 EndJune 2014 Assessment Policy revised based on first year of implementation

Application available for parents to view on school website

Revised Assessment Policy will be posted on school website

PYP Coordinator

2.3 Int 1August 25 & 27 Teacher Inservice held on Inquiry and PYP Standards and Practices

Focus areas of each grade level unit are communicated to parents in the Cougar Chronicle, our weekly parent newsletter

Principal will review central ideas and lines of inquiry; consult Making the PYP Happen Curriculum Frameowrk and IB principal colleague for suggestions and revisions

Principal will faciliate ongoing professional development on International Baccalaureate PYP Standards and Practices, supporting teachers in making the transition to an inquiry-based model of instruction that utilizes technology and other supplemental resources.

Principal 2.3 Int 2 December 2014: Teachers receive additional on-site training on integrating technology into IB units

IB Program of Inquiry shared with parents through office display, newsletter, and school website.


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All Teachers 2.3 EndJune 2015: IB Program of Inquiry shows integration of technology in at least one unit in each grade level.

Computer lab schedule provided to parents; volunteer opportunities regularly communicated by teachers

Computer Lab Schedule

Principal review of technology lesson plans and walk throughs ensure that students are getting access to technology instruction in alignment with IB PYP Standards and Practices

Student work shows evidence of IT integration

PYP Coordinator

$500 LFF LEP for Translators

1.2 Int 1September 2014: Spanish language program begins for all 1-6 students 45 min 2x a week

Presentation on language immersion method will be given to families at community meeting

Spanish language schedule; teacher accompanies students and assists with progress monitoring

Principal 1.2 Int 2October 2014: IB Leadership Team completes Assessment Policy and submits with IB PYP Application for Authorization

Provide information and updates for parents during Community Meetings and weekly Parent Newsletter

Language Policy reflects emphasis on inquiry based workshop model for reading and writing. As of 3/27, language policy still needs to be shared for feedback

Develop a school wide Language Policy, articulating how we meet students' development of language in the language of instruction (English), a second language (Spanish), and -for EL students- instruction in their first language.

All Teachers 1.2 EndJune 2015 Language Policy revised based on first year of implementation

Application available for parents to view on school website

PYP Coordinator

$500 LFF F/R Postage and Communication Costs

3.2 Int 1August 2014: School website and Facebook page updated to include IB updates and information

Weekly parent newsletter Cougar Chronicle is used to inform parents of website and Facebook page

Principal 3.2 Int 2November 2014: Postcard and brochure distributed about IB Program

A variety of multi-media communication tools are used to inform community of IB program and progress towards authorization

3.2 EndMay 2015: School tours and community meetings are held to highlight IB Program

Information about community events communicated in Wednesday folder, website, and Facebook

Increased 2014-2015 neighborhood enrollment as a result of the IB outreach


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PYP Coordinator

District Funded position

2.2 Int 1September 2014: All students begin schedule with Art one week and Spanish the next

Principal letter to families regarding art program

Arts Schedule

2.2 Int 2January 2015: PYP Coordinator has developed Arts Curriculum connected with IB Units for each grade level

Weekly parent newsletter features art instruction at various grade levels

IB Unit Program Planners reflect Arts Integration

All students will receive arts instruction integrated with the themes and lines of inquiry from their IB Units

2.2 EndApril 2015: Students' art exhibition demonstrates understanding of art concepts and integration with IB Units

Community Event features student art work

Student Art Work and reflections on work reflect student understanding of conceptual connections to their IB Units

Teachers PTSO Funding 2.3 Int 1September 2014 After school enrichment programs are established and offered to students

Parent newsletter and flyers will promote enrichment opportunities to all students

After school enrichment schedule

2.3 Int 2January 2015: At least 3 teachers have completed 6 weeks of enrichment after school in the arts or technology

GATE Advisory Council provides further input on enrichment opportunities

Per diem time sheets and enrichment program descriptions

Enrichment opportunities will be provided for students in writing, music, technology (robotics), and art after school

2.3 EndMay 2015: Survey conducted on students who participated in enrichment programs by both school site and outside providers

Survey results shared with families

Survey indicates enrichment opportunities have built a positive learning environment for students

Teachers $4634 LFF LEP IB Conference Fees (3 teachers)

Int 1

Administrator

$4500 LFF F/R IB Conference Fees (3 teachers)

Int 2

Teachers will continue to advance their training in the Standards and Practices of the IB Primary Years Program by attending IB professional development sessions

PYP Coordinator

End


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Priority Goal 3 Teachers, staff, administration, students and families will strengthen our partnership and communication under a common goal of developing productive, responsible, and caring citizens who embrace global diversity and multiple perspectives


PYP Coordinator

2.2 Int 1September 2014: Schedule created for IB Learner Profile and monthly school wide "experiences" are planned.

Weekly parent newsletter highlights IB Learner Profile and home activities for each one.

Schedule of events and student evidence of school-wide experiences (photographs and student work)

Principal 2.2 Int 2December 2014: School-wide experiences have been held to promote Open-Minded, Inquirers, Thinkers, and Principled.

The school will focus on one attribute of the IB Learner Profile each month.

All Teachers 2.2 EndJune 2015: School-wide experiences have been held to promote Risk Taking, Reflective, Communicators, Balanced, Caring, and Knowledgeable.

All Teachers PTSO Funding 3.1 Int 1August 2014: Calendar of events and assemblies distributed to staff and families; regular updates regarding community events sent out in weekly Wed. folder and Connect-Ed messages

Calendar of events distributed and posted on school website

School Calendar of Events A series of community events and school assemblies will be planned throughout the year to promote a thriving academic culture, increase parent engagement, and support the global perspective emphasized in the IB Primary Years Program

Principal 3.1 Int 2January 2015: Attendance at community events increases throughout the year; school events and assemblies promote global understanding

Monthly calendar distributed in Wedesday folder; updates in weekly parent newsletter

Monthly calendar and weekly parent newsletters


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PTSO 3.1 EndJune 2015: IB Pedagogical Leadership reviews effectiveness of communicty events and school assemblies; makes revisions for 13-14 school year

IB Leadership Team agenda and minutes

All Teachers . 2.2 Int 1September 2014: All teachers collaboratively develop Essential Agreements with their students, in alignment with IB PYP Student-centered environment.

Staff meeting and professional development agendas

Principal 2.2 Int 2January 2015: All teachers receive feedback on classroom management from principal; ensuring that positive behavior support systems are in place and punitive discipline systems have been phased out

Principal walk through feedback notes and teacher conference documentation

All teachers establish Essential Agreements with their students and have Positive Behavior Support Systems

PYP Coordinator

2.2 EndJune 2015: All teachers have established a classroom management plan for 14-15 that is student-centered and grounded in positive behavior support

2014-2015 Positive Behavior Plans communicated with parents at the start of new school year

Teachers will develop classroom management plans in preparation for 14-15 school year; review with principal

Principal 3.1 Int 1September 2014: School Wellness Policy revised based on new guidelines and 13-14 family survey feedback

Parents from Wellness Committee submitted a proposal for the need for Health Education

Proposal submitted to principal and SCUSD Health Services

Wellness Committee

3.1 Int 2

January 2015: Principal establishes community partnership to develop health education plan

Community partnership and plan for health education communicated to all parents.

School will establish community partnerships with health care providers to bring health and wellness education to students, particularly to intermediate students.

3.1 EndMay 2015: Health Education is provided to all 4th-6th grade students

Parents given opportunity to decide whether or not students participate in health education

Student, parent, and staff reflection on effectiveness and quality of health education program.


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Principal 3.1 Int 1September 2014: Caleb Greenwood Wellness Policy collaboratively developed throughout the 12-13 school year is shared with school community.

Wellness Policy distributed at Back to School Night and included in Parent/Student Handbook

All staff 3.1 Int 2January 2015: All school events and classroom celebrations have been consistent with Wellness Policy

Planning Committees use Wellness Policy as a resource to plan events.

All school events and activities will reflect the Wellness Policy established by the Wellness Committee in 2013

Wellness Committee

3.1 EndJune 2015: Additional components of social and emotional health are added to Wellness Policy

Parent input requested as Wellness Policy is further developed

Principal SCUSD Funding for SEL Cohort 3

2.2 Int 1September 2014: SEL Leadership Team Established; begins to train staff on facilitating classroom meetings

All Teachers Int 2 October 2014 Cross Age Buddy Classrooms are established

Caring School Communities will be used to integrate social emotional learning (SEL) with the IB Learner Profile, using class meetings, cross-age buddies, and school wide community building activities

All Staff EndJune 2014 All classrooms have used CSC protocols to hold daily check ins and class meetings at least twice a month


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School Site Council Membership: Caleb Greenwood Elementary School

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Name of Members Principal ClassroomTeacher

OtherSchoolStaff

Parent orCommunity

Member

SecondaryStudents

Amy Whitten [X] [ ] [ ] [ ] [ ]

Sandra Pedley [ ] [X] [ ] [ ] [ ]

Susan Richardson [ ] [X] [ ] [ ] [ ]

Suzanne McKelvey [ ] [X] [ ] [ ] [ ]

Kim Burghgraef [ ] [X] [ ] [ ] [ ]

Kimberly Charleboix [ ] [ ] [ ] [X] [ ]

Stephanie Francis [ ] [ ] [ ] [X] [ ]

Jaewon Jun [ ] [ ] [ ] [X] [ ]

Anna Mushynkski [ ] [ ] [ ] [X] [ ]

Kim DiGiorgio [ ] [ ] [ ] [X] [ ]

Numbers of members of each category 1 4 5

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

Documents

Caleb Greenwood Elementary School