Cesar E. Chavez Intermediate School

The Single Plan for Student AchievementRealizing the Vision

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Cesar E. Chavez Intermediate SchoolSchool Name

2014-15 School Development andImprovement Plan


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Cesar E. Chavez Intermediate 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:Our vision for Cesar Chavez Intermediate School is to educate well-rounded and successful students who are ready for junior high. They will meet these challenges through their enthusiasm for learning and their ability to work cooperatively while developing communication skills.

Mission:All students will achieve academic success while becoming effective communicators and developing confidence in their learning. Our mission will be achieved by working collaboratively in partnership with parents to ensure all students acquire the knowledge, skills, and qualities required to be lifelong learners and successful in our diverse society. Our staff is committed to increasing student learning by engaging all students, providing differentiated rigorous instruction, the use of technology and research based best practices.


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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 43%

Black or African American 31%

American Indian or Alaska Native 0%

Asian 50%

Filipino 100%

Hispanic or Latino 46%

Native Hawaiian or Pacific Islander 54%

White 17%

Two or More Races 43%

Socioeconomically Disadvantaged 43%

English Learners 24%

Students with Disabilities 36%


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CST “proficiency” in Math

2012-13 2013-14 2014-15 Target

Schoolwide 61%



Asian 71%

Filipino 100%



White 50%





“Proficiency” in Science

2012-13 2013-14 2014-15 Target

Schoolwide 50%



Asian 52%

Filipino 100%








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“Proficiency” in History-Social Sciences (pending)

2012-13 2013-14 2014-15 Target

Schoolwide

Black or African American

American Indian or Alaska Native

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

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 6.58%

ENGAGEMENT 4. AttendanceStaff attendance

Certificated 91.90%

Non-Certificated 95.26%


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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 2.7

Percent of school year missed (in days) from suspensions 0.03%

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

Grd. 4 54.76%

Grd. 5 45.16%

Grd. 6 46.67%

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

Grd. 4 56.47%

Grd. 5 83.87%

Grd. 6 39.47%

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

CST Cohort Performance in ELA (2+ consecutive years

at site)

Grd. 5 47.37%

Grd. 6 45.71%

CST Cohort Performance in Math (2+ consecutive years

at site)

Grd. 5 87.01%

Grd. 6 38.03%

TRANSFORMATION

7. State Academic Performance of

Target Demographics

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--- 6 16.67% N/A

African-American 71 30.99% -14.32%

Asian--- 56 50.00% -33.33%

Hispanic/Latino 154 46.10% -29.44%

American Indian 6 0.00% 16.67%

Filipino 2 100.00% -83.33%

Pacific Islander 13 53.85% -37.18%

Two or more ethnicities 14 42.86% -26.19%

Non-Special Ed 279 44.44% N/A

Special Ed 43 30.23% 14.21%

Non-ELL 146 36.30% N/A

ELL----- 111 23.42% 12.88%

Non-Foster Youth 341 42.52% N/A

Foster Youth 10 10.00% 32.52%

Non-FRPL

FRPL---- 322 42.55% N/A


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Achievement Gap Performance CST Math


White--- 6 50.00% N/A

African-American 71 43.66% 6.34%

Asian--- 56 71.43% -21.43%

Hispanic/Latino 154 64.29% -14.29%

American Indian 6 33.33% 16.67%

Filipino 2 100.00% -50.00%

Pacific Islander 13 92.31% -42.31%

Two or more ethnicities 14 50.00% 0.00%

Non-Special Ed 279 63.08% N/A

Special Ed 43 46.51% 16.57%

Non-ELL 146 47.26% N/A

ELL----- 111 61.26% -14.00%

Non-Foster Youth 341 61.58% N/A

Foster Youth 10 60.00% 1.58%

Non-FRPL

FRPL---- 322 60.87% N/A

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 809 808 A -1 Yes 808 777 A -31 No

Black or African American 727 774 5 47 Yes 777 702 5 -75 No


Asian 855 844 A -11 Yes 844 804 A -40 Yes

Filipino

Hispanic or Latino 815 804 A -11 Yes 803 802 A -1 Yes

Native Hawaiian or Pacific Islander 792

White 858

Two or More Races 824

Socioeconomically Disadvantaged 805 808 A 3 Yes 808 777 A -31 No

English Learners 836 830 A -6 Yes 830 794 A -36 No

Students with Disabilities 713 739 739 696


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Adequate Yearly Progress (AYP) Components – Cesar E. Chavez Intermediate 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 99 Yes

Black or African American 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER

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

Asian 100 Yes ER 100 Yes ER 100 Yes ER 97 Yes ER

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

Hispanic or Latino 100 Yes 100 Yes 100 Yes 100 Yes

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

White 100 -- 100 -- 100 -- 100 --

Two orMore Races 100 -- N/A 100 -- 80 -- N/A 100 --

Socioeconomically Disadvantaged 100 Yes 100 Yes 100 Yes 99 Yes

English Learners 100 Yes 100 Yes 100 Yes 99 Yes

Students with Disabilities 100 -- 100 -- 100 -- 100 --


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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 47.6 No 44.5 No 69.8 No 61.3 No

Black or African American 37.7 Yes SH 31.7 No 64.2 Yes SH 42.9 No

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

Asian 48.3 No 51.8 Yes SH 81.0 Yes 70.4 No

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

Hispanic or Latino 50.8 Yes SH 47.6 No 65.2 No 65.0 No

Native Hawaiian or Pacific Islander -- -- 58.3 -- -- -- 91.7 --

White -- -- -- -- -- -- -- --

Two orMore Races -- -- N/A 54.5 -- -- -- N/A 54.5 --

Socioeconomically Disadvantaged 47.6 No 44.5 No 69.8 Yes SH 61.3 No

English Learners 50.3 No 43.7 No 74.5 No 69.2 No

Students with Disabilities 33.3 -- 38.0 -- 50.0 -- 46.0 --


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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 809 Yes 808 Yes N/A N/A


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Adequate Yearly Progress (AYP) Safe Harbor Targets for Cesar E. Chavez Intermediate 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


Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

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

NARRATIVE – Process

On October 21st, 2010, the principal shared with the staff a blank copy of the new SDIP format during the staff meeting. He emphasized the importance of the participation of every school employee and their collaboration towards common goals. Discussion of the process for the SDIP started.

The process was shared again with the Site-Based Decision Making constituents on November 1st, 2010. The principal announced to members the need to develop a program improvement plan to continue augmenting student learning. The discussion included the following items: 1. Vision, 2. Mission, 3. Big Messages, 4. 2 Priorities, 5. Action Plans 6. Review Process. SBDM developed a draft on these items and shared it with the rest of their colleagues. SBDM developed the first draft that eventually was shared with the rest of the constituents.


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On November 29, SBDM conducted a second revision. On December 2nd SDIP in draft form was presented to the staff for input. They added some more information to the action area. On December 3rd the SDIP in draft form was presented to ELAC and SSC for input. On the same night, the School Site Council approved the 2010-2011 Plan.

The priorities were reviewed on May 2, 2011 during the SBDM meeting. It was decided to continue with these established priorities and add one more. The Data Inquiry team had been analyzing academic data and on January 12, 2011, they identified writing as a learner center problem. Therefore, writing became the third priority. Response to Literature is the genre that will be implemented, with regularity, in all grade levels.

On November 7, 2011, the leadership/Data Inquiry reconvened to make final revisions to the 2011-2012 SDIP. Staff members provided suggestions to included in this process.

On November 14, 2011, the SDIP was presented to the ELAC and SSC committees for input. After the presentation and discussion, it was motioned for approval and it was approved at the end of the meeting. The SDIP has been work in progress identifying elements, based on data, to increase student learning.

At the beginning of this school year, 2012-2013, we analyzed CST data to address the academic needs of our students and to select professional development for the staff. One academic are of ELA that we need to fine tune is reading comprehension. Regarding writing, we changed our focus from response to literature to Informative or Explanatory writin with emphasis to the common core state standards. This school year we will integrated technology hardware with the intention and goal to obtain high quality software and prepare our students for college for a career.

This SDIP will be presented to ELAC and SSC on November 14, 2012 for input.On October 13, 2013, the leadership team reviewed the SDIP and made changes.On October 23, 2013, the SDIP was presented to SSC; suggestions were made and it was taked to the leadership for changes on October 29.On October 30, 2013, SSC met to review and make appropriate changes. Suggestions were submitted. It was approved pending specific suggestions.


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Big Messages

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

• Increase student learning by 15%• Student Engagement - Maximize it• Instructional practices• Provide continuity in all academic areas• High expectations• Rigorous Standards-Based instruction• Small group instruction• Differentiated instruction and improving questioning techniques• Collaborative work• Close the achievement gap for all subgroups especially for African American students• Current data to monitor progress• Provide and display exemplary student work and rubricsBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROW


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Priority 1: Increase student achievement in all areas with emphasis on English Language Arts for all subgroups with CCSS emphasis

Priority 2: Student engagement for all students in all academic areas

Priority 3: Writing-Response to literature for all students using Common Core State Standards

2014-15 Allocations of Categorical Funds

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

$62,681 $91,081 $22,674


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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 Increase student achievement in all areas with emphasis on English Language Arts for all subgroups with CCSS emphasis

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

Teachers,principal

Title I1594

1.2 Int 1By the end of SeptemberAll students must be identified by embedded or formative assessment

Provide parent nights to inform parents about CCSS Assessments

Monitor formative assessments in relation to CCSS

1.2 Int 2By DecemberAnalyze formative assessment data/embedded assessments to continue closing the achievement gap for specific subgroups- For 1st TrimesterReference District Benchmark

Staff will conduct Home visits, at least one per month.

Teacher observations

Identify every student by name and subgroups, including learning modality to provide appropriate instruction and interventions.

1.2 EndBy JuneAt least 75% of the students should be proficient- Update class records frequently with consistency

Infinite Campus/ Excel Spreadsheet

Provide multiple opportunities for students to reach proficiency in English language arts(CCSS). Meet daily lesson objectives.

Teaching staff, principal

1.1 Int 1By November50% of students will be scoring at 50% or higher on selection assessments

Student achievement to be shared with parents:

Walk Thru FeedbackEmbedded assessments


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1.1 Int 2By January50% of students will be scoring at 75% or higher on selection assessments

Communicate student achievement at Parent Nights or through Newsletters.

Teacher observationsEmbedded and Unit Assessments

1.1 EndBy June50% of students will be scoring at 85% or higher on selection assessments

Conduct home visits to make connections with families and keep them informed about ELA proficiency.

Embedded Assessments ,Benchmark AssessmentsUnit Assessments

Teaching Staff, Principal

1.2 Int 1By End SeptemberIdentify and plan lessons that differentiate instruction to meet the need of all students and their proficiencyBuilt in Workshop Time: Comprehension|Fluency| Grammar

Inform parents/guardians how students can reach mastery of stadards during Parent Nights.

Sept. – JuneWalk Thru FeedbackWhite BoardLesson plans

1.2 Int 2By DecemberPlan for all students and highlight interventions for specific groups

At home visits, share with parents/guardians how students are making progress towards mastery of standards.

Teacher observationsUnit Assessments

Develop lessons that promote progress towards mastery of standards for all students- State Objective, CCSS, and Interventions for students who need them

1.2 EndBy JuneHighlight mastered standards by 85% or more students


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All teaching staff and Principal

Academic Conf.3Xs/Yr.F/R3500Supplies EL1000DuplicatingTitle I226Parent Mtgs.PD Title I500Parent EngagementTitle I250

1.3 Int 1By late SeptemberAnalyze embedded data and make appropriate modifications to have students meet grade level standards

Communicate academic achievements in ELA and MathParent Informational Nights (Eng. & Spn.)Home VisitsSSCELAC

Utilization of Bloom’s Questions startersCAB 1Academic ConferencesCPTGrade Level Rubrics

1.3 Int 2By December/JanuaryAnalyze student academic data to determine students meeting/not meeting standards, Develop action plans to help all student progress.Provide additional interventions during/after school if necessary

Communicate academic achievements in ELA and MathBenchmark Nights (Eng. & Spn.)Home Visits Parent Teacher Conferences.

Walk ThrusDistrict BenchmarksAcademic ConferencesCPTBenchmark Nights (Eng. & Spn.)

Analyze embedded/formative assessment data to monitor student progress/learning during Academic ConferencesUpdate class profile periodically.Develop action plans for all students.

1.3 EndBy AprilAll student must show significant progress prior to taking the CCSS - SBAC

Communicate academic achievements in ELA and MathParent Informational Nights (Eng. & Spn.)Home Visits Parent Teacher

District BenchmarksStudent work and assessments


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Teaching Staff

Title IPostage363F/R Extended Day5000Sup Inst. MaterialsTitle I 426Transport.EL 459Postage EL100

1.2 Int 1Identify and select students by mid November

Parents of respective students will be notified and authorization will be requested, so their child can participate

List of students indicating criteria for particpation

1.2 Int 2Implement a 6 week strategic tutoring session with assessments effective December/January

Home visitsTeacher-Parent letters

Assessments/Data indicating progressCAB2/3Embedded Assessments

Develop an extended day (before/after school) tutorial system of intervention for students that aren't meeting grade level standards.Utilize Measuring Up or similar materials that address CCSS

1.2 EndBy June decrease the percentage of BB and Basic students by 10%.

Teacher-Parent LettersHome Visits

CAB2/3Embedded assessmentsWalk Thrus

Resource Teacher

Title I0.4 37,862F/R.4 37,862EL.2 18,812

1.2 Int 1Assess all ELs with CELDT by the end of October

Home VisitsNewsletter

Assign ELs to respective ELD classes for School Wide Support for all grades

1.2 Int 2Reclassification for qualifying ELs procecs begins late November

Notify specific parents and meet with them to complete reclassification process

Share/Get student English proficiency

Assess Students utilizing multiple tools such as: Benchmarks, CELDTProvide support and interventions to meet the needs of students.Work collaboratively with classroom teachers and SST team to help students in need to close achievment gap.Reclassify ELs to RFPs when critarion is met.

1.2 EndBy May - Assist with CCSS make ups for all gradesContinue monitoring at risk students

NewslettersHome visits

Ensure all students participate in the 2015 CAASPP


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Teaching staff and Adminstrator

Renew ST MathF/R3000EL500Title I349FR Conference3000

1.3 Int 1Identify software that aligns to CCSS especially in ELA and math - by October

ELACSSCHome visits

CPTAc. Conf.

Teachers' Laptops

1.3 Int 2Students finalize first writing project by end of October

Home visitsCAB Parent Nights

CPTAc. Conf.

Integrate technology and PD that enhances student learning aligned to CS and CCSSLessons will have specific objectivesST Math will be renewed after February 2015 for mathematical developmentTeachers must have access to own laptop to integrate technology

1.3 EndBy December all students will publish more than one document

Home VisitsParent NightsELAC

CPTAc. Conf.

Media Tech Title I0.187512402Library BooksTitle I 400F/R 3064EL 153PostageEL 100

2.3 Int 1Update all student information in Athena by October

Classroom NewslettersSSCHome visits

Reading LogsCertificated and Administration observations

Make books and reference resources available to all students to increase literacy. Assist students and teachers locate books for research projects

2.3 Int 2Students will be able to check out books and get support by November

Classroom newslettersSSCHome visits



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2.3 EndStudents will have access to books from a variety of genresWritten book reports - June



Leadership Team

Parent Training F/R500Child SitterF/R 300Postage F/R200Food Supp.Title I541

1.3 Int 1Identify academic components that need to be part of the plan by OctoberBimonthly meetings

PTCsHome visitsParent Informational Nights

Analyze embedded CCSS Data

1.3 Int 2At least 50% of the students must meet CCSS proficieny levels in ELA based on Formative Assessments orDistrict Benchmark CCSS- Assessments

Parent Informational NightsPTCsHome visits

Embedded assessmentsCCSS-District Benchmarks

Assess and evaluate school wide academic progress towards meeting goalsSSC & ELAC Meetings

1.3 EndA minimum of 75% of students will be proficient in CCSS District Assessments

Benchmark NightsPTCsHome visits

District BenchmarksEmbedded assessmentsCCSS-

Participation in CCSS training by SCUSDImplement Close Read

PD for teachers in CCSS for ELA and math

Leadership Team

Provided by SCUSD

1.3 Int 1Attend all training sessionsProvide direction to colleagues/school for uniformity

Participate in all sessions

Inform parents via newsletters of CCSSSend invitations to Parent workshops provided by SCUSD

Follow up on this matter during PTC with parents


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Title I6268

1.3 Int 250% of the classes will begin implementation of Close Read by SeptemberLesson objectives on white boards in 100% of Classrooms by end of September

PTCNewsletters

Lesson Plans

Staff Meetings

1.3 EndBy the beginning of the school year 100% of the classes will implement Close Read

PTCNewsletters

Lesson Plans

Staff Meetings


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Priority Goal 2 Student engagement for all students in all academic areas


Teaching staff, Principal

Supplemental Inst. MaterialsF/R 5500

1.2 Int 1By NovemberAt least 90% of the students will be actively engaged in every lesson

Engage parents in academic activities during Parent Academic Nights.

Sept. – JuneWalk Thrus

1.2 Int 2By JanuaryAt least 100% of the students will be actively engaged in every lesson

Conduct home visits and share with parents/guardians how you engage his/her child in every lesson.

Walk Thru Feedback

Provide students with opportunities to be engaged in every lesson utilizing a variety of strategies including think, pair share and checking for understanding

1.2 EndBy May100% of the students will be actively engaged in every lesson

Inform parents how students are engaged, in every lesson, during parent teacher conferences or newsletters.

End of Lesson

Teaching Staff, Principal

Supplemental TextbooksTitle I500

1.2 Int 1By November 50% of students will be working in partners

Minimum of 2 Grade level parent nightsHome VisitsPTCs

Collaborative activities Provide students with frequent opportunities for collaborative work

1.2 Int 2By January75% of the students must be working in groups with specific roles

Grade level parent nightsHome VisitsPTCs

Walk Thrus1:1 Principal/Teacher Conf.


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1.2 EndBy March100% students should have opportunities to have worked with all classmates in a collaborative setting

Grade level parent nightsHome VisitsPTCs

Student work

PrincipalStaff Members,After School Coordinator

Student and Teacher TrainingF/R3000F/R Parents500

2.2 Int 1By DecemberSSA staff members will be trained on model

Share objective and progress of program with parents during Parent Academic Nights.

Safe School Ambassadors staff members will review discipline data to monitor good implementation of program and ensure effectiveness

2.2 Int 2By FebruaryDecrease/eliminate any bullying activitiesConflict/resolution implementation

Inform parents during Home Visits, Newsletters, SSC orELAC meetings about opportunities for students to participate in the SSA Program.

Review number of referrals and suspensions

Provide opportunities to students to participate in the Safe School Ambassadors Program (Anti-Bullying Program)

2.2 EndBy June(Trained) Students will work with peers to help them find solutions to conflict - Eliminate bullying

Communicate progress or program to parents during parent teacher conferences.

Review number of referrals and suspensions

Contact families, via telephone, to ensure students attend school regularly and highlight and recognize student perfect attendanceWork collaboratively with staff

SchoolCommunity Liaison

F/R0.2513696

2.2 Int 11st Trimester Perfect attendance Data 96% or higher

Contact parents via telephone and conduct home visits

Perfect Attendance Awards CeremoniesProvide incentives(pizza, popsicles, etc.) to students if monetarily possible for students with perfect attendance

Monthly Reports- Attendance Data


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2.2 Int 22nd Trimester Perfect Attendance Data 97% or higher




2.2 End3rd Trimester Perfect Attendance98% or higher




Implement a research based ELA and/or math extended learning intervention program for students who need it. Determine the number and length of intervention sessions, based on number of students, available staff and funding. Determine supervision, staffing, schedule, and location of intervention sessions Determine intervention instructional materials and assessment tool based on student academic needs. Determine if additional students identified through local assessment can be placed in program.

All staff involved in Intervention Program:Principal Teachers, Instructional Support staff,Extended Learning Program staff

Instructional MaterialsF/R3261ST Math PDFR3500DuplicatingF/R2198Copy RentalF/R3000

1.2 Int 1Interim 1Goals to meet each students’ academic need will be set: Goal statement must indicate that student will increase by at least one achievement level Goal should be specific to the student outcome Quantitative goals will be set based on the metrics of the assessment tool. Pre assessments will be given to students entering the intervention class using an embedded assessment tool such as a program assessment, benchmark assessment or locally developed assessments.

By late early October, teachers will contact parents, of those who need interventions, to offer the intervention program. Other students needing support will be added to the groups as indicated by local assessments. Teachers will communicate the intervention goals that address the students’ academic need to the parent. Strategies will be shared with parents for at- home practice and support

Classroom/content teachers monitor student achievement through the examination of student work, benchmark and other formative assessment date, attendance and anecdotal data.


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1.2 Int 2Interim 2At the midpoint of the intervention program, progress monitoring will be administered. Students will be expected to reach a midway point toward their goal. Instruction will be adjusted according to the results. Progress will be discussed atCPTs/department meetings

Teachers give parents a progress report at midpoint of the intervention. The progress report will specifically address the progress toward pre-set goals.

Classroom/content teachers meet with intervention teachers to review the midpoint progress through an examination of the assessment results, student work, benchmark and other formative assessment data, attendance and anecdotal data.

1.2 EndEndAt end of the intervention period, teachers will look at several indicators to evaluate the effect of the program: Post assessment results to determine whether students have met goals. Results of a survey of student attitude Review of student work Based on multiple indicators, teachers and parents will determine next steps.

Post assessment results and next steps are shared with parents. Post assessment progress toward goal Survey results Next instructional steps for students

Classroom/content teachers review students’ goals and post program assessments in addition to an examination of student work, benchmark and other formative assessment data, attendance and anecdotal data. The team will determine next steps for students


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Priority Goal 3 Writing-Response to literature for all students using Common Core State Standards


Teaching staff and administrator

Ac. Conf.Title I1000Text SuppliesEL500Copy RentalEL700

1.3 Int 1Implementation of writing block

Academic Parent NightsClassroom NewslettersHome VisitsPTCs

CTPWriting Class Logs

1.3 Int 2By the end of November all students will have completed at least three assignment with all elements in placeWriting process consistent in all classrooms



Provide Academic Conferences to develop action plans for CCSS (ELA and Math) implementation -Schoolwide- The writing process – genre- Informative/explanatory aligned to the Common Core State Standards

1.3 EndBy May all students will publish a five paragraph essay



Teach writing explicitly to all students (Response to Literature)Share strategies with parents

DuplicatingEL50Sitter EL100TrainingEL200

1.1 Int 1By NovemberAt least, 70% of the students will have completed their first draft with all elements

Model writing for parents during parents academic nights.

Sept. – JuneCPTs


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1.1 Int 2By FebruaryAt least 80% of the students will have completed their first draft with all elements

Share with parents/guardians our priority 3 (writing) when conducting home visits.

CPTWalk Thru Feedback

1.1 EndBy JuneAt least, 85% of the students or higher must score 3 or higher on adopted rubric

Share with parents their children's writing during parent teacher conferences. Through newsletters, inform parents about current genre being taught.

Writing Rubrics,Display of writing samples in every classroom

Teaching staff, principal

1.1 Int 1By January40% of the students must be able to write an essay efficiently

Share expectations with parents about grade level writing during parent teacher conferences.

Sept. – JuneWalk ThrusCPTsAcademic Conferences

1.1 Int 2By March70% of the students should be able to write an essay efficiently

Inform parents about writing progress in your newsletters.

Writing Rubrics,Display of exemplary writing samples in every classroom

Monitor writing progress regularly across grade levels and vertically

1.1 EndBy JuneAll student should have learned how to write an essay

Highlight for parents how their children are doing in writing through progress reports.

Published pieces submitted to Principal

Integrate mobile apple computer labEvery session must have clear objectives and measurable goals

Teaching Staff

2.3 Int 1All students will continue having access to Apple computers and ST Math to increase proficiency in technology and math

Parent NightsPTCsSSCELACHome VisitsClassroom Newsletters

Lesson plansStudent writingsCPT


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2.3 Int 2Students will begin the publishing of essays by DecemberShare writing with parents at Parent Nights

Parent NightsPTCsSSCELACHome VisitsClassroom Newsletters


2.3 EndAll students will finalize their writings by April

Parent NightsPTCsSSCHome VisitsClassroom Newsletters



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School Site Council Membership: Cesar E. Chavez Intermediate 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

Antonio Medrano [X] [ ] [ ] [ ] [ ]

Maria Medrano [ ] [ ] [ ] [X] [ ]

Roberto Razo [ ] [ ] [ ] [X] [ ]

Alison Simes [ ] [X] [ ] [ ] [ ]

Azarel Iniguez [ ] [X] [ ] [ ] [ ]

Laura Brazelton [ ] [ ] [X] [ ] [ ]

Enrique Ruiz [ ] [ ] [ ] [X] [ ]

Fong Thao [ ] [X] [ ] [ ] [ ]

Carmen Vargas [ ] [ ] [ ] [X] [ ]

Numbers of members of each category 1 3 1 4

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

Cesar E. Chavez Intermediate School