Single Plan for Student Achievement McKevett Elementary School

Single Plan for Student Achievement

McKevett Elementary School 56768286055602

Contact Information:

Lydia Olivo, Principal [email protected] 955 East Pleasant St. Santa Paula, CA 93060 (805) 933-8911 Revised: October 2016

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McKevett Elementary School Single Plan for Student Achievement Fiscal Year 2016-17

Table of Contents

The Single Plan for Student Achievement .................................................................................................................. 1

School Site Council Membership................................................................................................................................ 1

English Language Advisory Council (ELAC) Membership ......................................................................................... 2

Recommendations and Assurances ........................................................................................................................... 3

District information ...................................................................................................................................................... 4

District Profile ..........................................................................................................................................................4

District Vision: .........................................................................................................................................................4

District Mission: .......................................................................................................................................................4

District LEA Plan Goals ..........................................................................................................................................4

District LCAP Goals ................................................................................................................................................5

School Information ...................................................................................................................................................... 6

School Profile ..........................................................................................................................................................6

School Mission ........................................................................................................................................................6

Student Enrollment by Grade .................................................................................................................................7

Student Enrollment by Ethnicity ..............................................................................................................................7

Student Enrollment by Subgroup ............................................................................................................................8

Highly Qualified Teachers ......................................................................................................................................8

Program Improvement School ................................................................................................................................9

Comprehensive Needs Assessment ......................................................................................................................9

Violence Prevention, Bully Prevention, and Student Safety ...................................................................................9

Nutrition Programs & Fitness Programs .............................................................................................................. 10

Extended Learning Programs .............................................................................................................................. 10

Programs Included in This Plan................................................................................................................................ 11

Title I Allocations – 2016-17 ................................................................................................................................ 12

Planned Improvements in Student Performance...................................................................................................... 13

School Goals for Improving Student Achievement .............................................................................................. 13

School Goals for Improving Student Achievement ................................................................................................... 14

District Centralized Support Services ....................................................................................................................... 24

References ............................................................................................................................................................... 25

2015-16 CAASPP – Grade 3 English Language Arts/Literacy & Mathematics ................................................... 25



2014-15 CST Science (Grade 5) 1-Year Chart & 3-Year Comparison ............................................................... 28

2015-16 CELDT 1-Year Chart & 3-Year Comparison ......................................................................................... 29

School-Parent/Home Compact ............................................................................................................................ 31

Parent Involvement Policy ................................................................................................................................... 32

Parent Involvement Calendar .............................................................................................................................. 33

Teacher Mentoring Programs .............................................................................................................................. 34


Professional Development Plan .......................................................................................................................... 35

Principal’s Training Aimed at Improving Student Achievement ........................................................................... 36

School Accountability Report Card ...................................................................................................................... 37

School Site Council Bylaws ................................................................................................................................. 45

Single Plan for Student Achievement Annual Evaluation - 2015-16 ................................................................... 48

Title I – School Plan Reference of Required Components (PI schools only) ...................................................... 53

Title I – School Plan Reference of Required Components (SW schools only) .................................................... 54

Chart of Requirements......................................................................................................................................... 55


1

The Single Plan for Student Achievement

The Single Plan for Student Achievement (SPSA) for McKevett Elementary School is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code section 41507, 41572, and 64001 and the Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the Consolidated Application and ESEA Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact: Lydia Olivo, Principal McKevett Elementary School 955 East Pleasant St. Santa Paula, CA 93060 (805) 933-8911 [email protected] The district’s Governing Board approved this revision of the school plan on .

School Site Council Membership

California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the School Site Council (SSC). The current make-up of the 2016-17 SSC is as follows:

Name of Members Principal Certificated

Staff Classified

Staff

Parent or Community

Member Student

Lydia Olivo X

David Braff X

Donna Cowles X

Betsy Chavez X

Dina Fiorentino X

Leisea Cardenas X

Frank Hernandez X

Janelle Hodgson X

Abraham Luna X

Karla Ochoa X

Number of members in each category 1 3 1 5


2

English Language Advisory Council (ELAC) Membership

Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Name of Members

Principal

Certificated Staff

Classified Staff

Parents/Guardians of English Learners Other

Lydia Olivo X

Juan Diaz X

Alma Noriega X

Number of members in each category

1 2

(If the members of a properly constituted English Language Advisory Council (ELAC) voted to give over their governance to the School Site Council (SSC), please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

The ELAC has voted to give governance to the SSC on this date: N/A .

The name of the parent ELAC representative to SSC is: N/A .


3

Recommendations and Assurances

The School Site Council (SSC) recommends this school plan and proposed expenditures to the district Governing Board for approval and assures the board of the following: 1) The SSC is correctly constituted and was formed in accordance with district governing board policy and state

law.

2) The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3) The SSC sought and considered all recommendations from the following groups or committees before

adopting this plan: Signature of Authorized

Representative

Leadership Team

4) The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes

all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5) This SPSA 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 SPSA was adopted by the SSC at a public meeting on: ________________________ Attested:

Lydia Olivo, Principal Date

SSC Chairperson Date


4

District information

District Profile

Santa Paula Unified District is located in the city of Santa Paula, a small historical community serving approximately 30,000 residents within a 4.6 square-mile radius surrounded by rolling hills and citrus groves. Santa Paula City is approximately 65 miles northwest of Los Angeles and 14 miles east of Ventura. Santa Paula is situated in the rich agricultural Santa Clara River Valley. The City is surrounded by rolling hills and rugged mountain peaks in addition to orange, lemon and avocado groves. In fact, Santa Paula is referred to as the “Citrus Capital of the World.” The community of Santa Paula was founded in 1872. Originally the area that is today Santa Paula was inhabited by the Chumash, a Native American people. Santa Paula Unified operates an early childhood education program, six K-5 elementary schools, one 6-8 middle school, one comprehensive high school, and one continuation high school. Santa Paula Unified School District has a large Latino and English Learner population that has made tremendous improvements in student achievement in the past few years. We are proud of the accomplishments of our students, teachers, staff, parents and the community that has made that achievement possible.

District Vision:

Educating students for college and careers through expanded academic learning opportunities and enhanced experiences.

District Mission:

The Santa Paula Unified School District in collaboration with educators, parents and businesses will prepare students academically and socially for college, career, global citizenship and life-long learning by providing rich, diverse and differentiated experiences and learning opportunities, a highly skilled educational team and safe attractive schools.

District LEA Plan Goals

Goal #1 All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics. Goal #2 All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Goal #3 All students will be taught by highly qualified teachers. Goal #4 All students will be educated in learning environments that are safe, drug-free, and conducive to learning. Goal #5 All students will graduate from high school.


5

District LCAP Goals


6

School Information

School Profile

McKevett Elementary School is located in the city of Santa Paula and serves students in kindergarten through grade five, and is one of six elementary schools in the district. In the 2015-16 school year, 384 students were enrolled, including 39.3% qualifying for English Language Learner support, 84% qualifying for free or reduced price lunch, .52% migrant, and 10% special education. Textbooks McKevett uses state/district adopted curriculum in all areas of instruction which are aligned to State Content Standards. These strategies include the following:

Language Arts: Treasures ELA is used daily during the Language Arts period. This program is aligned with the California State Content Standards and is being used in every classroom during the literacy block. Assessments are aligned to California State Content Standards. The assessment data is monitored and analyzed. Tier II students receive intervention instruction from classroom teachers in small groups during school. Triumphs Intervention materials are utilized with students participating in reading intervention programs, as well as in the Resource Specialist Program (RSP). Each of these was selected from the State adopted list of supplementary instructional materials.

English Language Development: McKevett utilizes components of the ELD Treasures Program which is the District-adopted curriculum used to provide our English Language Learners (ELL) with explicit, direct instruction of English Language Development (ELD). This program is aligned with the California State ELD Standards and is being used in every classroom during the 30 minute ELD block for grades K-2 and the 45 minute ELD block for grades 3-5. Students are grouped by CELDT levels and language skills, and receive instruction at their appropriate level of language development. Teachers are also utilizing the Matrix of Grammatical Function in order to create CLEDT level appropriate sentence frames with their ELD groups.

Mathematics: McKevett uses Math Expressions by Houghton Mifflin Harcourt daily in every classroom during the math block. This program is aligned with the Common Core State Standards. Targeted students receive small group intervention instruction from classroom teachers. Intervention groups receive instruction from a variety of supplemental materials.

History/Social Studies: McKevett uses the Pearson-Scott Foresman History/Social Studies program which is the District-adopted core curriculum for K-5 schools. This program is aligned with the California State Content Standards.

Science: McKevett uses the Delta FOSS Science Program, the District-adopted core curriculum for K-5 schools. This program is aligned with the California State Content Standards.

School Mission

At McKevett School, we provide a safe and nurturing academic community focused on producing responsible citizens, who will become effective contributors to our diverse society. The students are motivated and encouraged to achieve academic excellence and to become caring, creative thinkers and lifelong learners.


7

Student Enrollment by Grade Source: CALPADS 2015-16

Student Enrollment by Ethnicity Source: CALPADS 2015-16

55

60

65

70

Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

67

63

61

70

63

60

0.3% 0.3%

0.3%

93.8%

4.4% 1.0%

Black or African American

American Indian or AlaskaNativeAsian

Hispanic or Latino

White


8

Student Enrollment by Subgroup Data Source: CALPADS 2015-16

Highly Qualified Teachers

During the 2015-16 school year, 100% of McKevett Elementary School’s classes were taught by highly qualified teachers. The Santa Paula Unified School District and its governing board “desires to employ the most highly qualified and appropriate person available for each open position in order to improve student achievement and efficiency in district operations. The Superintendent or designee shall recruit candidates for open positions based on an assessment of the district's needs for specific skills, knowledge and abilities. Santa Paula Unified School District is not considered a high-need district in regards to acquisition of high quality, highly-qualified teachers; therefore its schools do not qualify as “high-need” schools. A “high need local educational agency” is defined (NCLB, Public Law 107–110) as:

that serves not fewer than 10,000 children from families with incomes below the poverty line; or ‘‘(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; and

for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or ‘‘(ii) for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Based upon the most current data available (2010 U.S. Census Bureau), the district’s estimated percentage of student population of children ages 5-17 living in poverty is 21.4%. However, there are currently no teachers working out of field, on an emergency provision, or temporary certification or licensing.

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

SocioeconomicallyDisadvantaged

EnglishLearners

Students withDisabilities

Migrant

84.0

39.3

10.0

0.5

Perc

enta

ge


9

The Santa Paula Unified School District’s Human Resources Division is responsible, in partnership with McKevett Elementary School’s administrative team, for recruiting and placing qualified teachers in the classroom. To date, the district only employs highly qualified teachers to fill vacant teaching positions. When a vacancy exists, teaching positions are posted on EdJoin.org. All applicants must have the following to apply:

Valid California Credential (with authorization to teach in applicable area)

Resume

Two Letters of Recommendation

English Learner Authorization/CLAD Certificate

NCLB compliant The Ventura County Office of Education (VCOE) conducts a review of teaching assignments for schools in Deciles 1-3 on an annual basis; any irregularities noted are corrected immediately by the Human Resources Division.

Program Improvement School

McKevett Elementary School is currently in Year 3 of Title I Program Improvement. At the beginning of each school year, parents are notified in writing and in an understandable language of the school’s identification as a PI school based upon the state’s most recent accountability cycle. Parents may be given the opportunity to transfer their child to another school within the district that is not a PI school.

Comprehensive Needs Assessment

McKevett Elementary School completed a comprehensive needs assessment survey of all students enrolled, including migratory students, which included the analysis of student performance in relation to the state academic content standards. During staff development activities and staff meetings, school administrators and the leadership team considered the results of the following to identify areas of strength and weakness:

Analysis of Student Performance Data: o EADMS Reports o CELDT Reports o CAASPP Reports o QRI (Reading) o BPST o Math Benchmark Tests (District provided) o STAR Reading o Teacher Feedback

Conclusions from the needs assessment survey were used to identify SPSA goals and program support goals.

Violence Prevention, Bully Prevention, and Student Safety

McKevett Elementary School supports efforts to maintain a safe and healthy environment by accessing professional resources through local law enforcement and public health agencies. The District works with school administrators to provide resources and support for both students and parents. During the 2016-17 school year, McKevett Elementary School will provide the following programs for its students (and parents as applicable):

Anti-bullying Presentations

Safe Neighborhood Prevention Program Presentations

Assemblies presented by the Santa Paula Police Department

Guest Speakers

CHAMPS – CHAMPS is a class wide positive behavior support program focused on improving classroom behavior, establishing clear behavior expectations, reduce misbehavior, motivating students to put forth their best effort, increasing academic engagement, and teaching students to behave respectfully and to value diversity.


10

Nutrition Programs & Fitness Programs

The Santa Paula Unified School District Nutrition Services department is made up of a team of food and nutrition professionals that are dedicated to students' health, wellbeing and their ability to learn. We support learning by promoting healthy habits for lifelong nutrition and fitness practices. Meals, foods and beverages sold or served at schools meet state and federal requirements which are based on the USDA Dietary Guidelines. We provide students with access to a variety of affordable and appealing foods that meet the health and nutrition needs of students. The district offers a variety of free and reduce-meal programs through the National School Lunch Program (NSLP), Especially Needy Breakfast Program (SNBP), School Breakfast Program (SBP), Meal Supplement Program (Snacks), Child Care Program (CCAFP), and the Seamless Summer Feeding Option Program (SSFOP). McKevett Elementary School follows the nutritional guidelines component of the policy and incorporates the physical activity and health/nutrition education components into daily curricula. Nutritional programs sponsored at the school include:

National School Lunch Program - a federally assisted meal program which provides nutritionally balanced, low-cost or free lunches to children each school day.

School Breakfast Program - a federally funded program which provides nutritious breakfasts to children at reasonable prices.

At-Risk After-School Meals Program - students participating in after school programs receive nutritious snacks and dinner meal as a regular part of their afterschool activities. Meals are provided in accordance with the Childcare Food Program guidelines and reimbursement rates.

Seamless Summer Feeding Option Program - students participating in summer school receive nutritious snacks and meals through the National School Lunch and School Breakfast programs.

Physical Education - Classroom teachers and the PE Specialist provide physical education instruction for our students for a minimum of 200 minutes every ten days as mandated. The SPARKS physical education curriculum is currently being followed.

Extended Learning Programs

McKevett Elementary offers the following extended learning programs:

Intervention programs - multiple programs offered during school hours

Instructional assistants – assistants who work with the students in a 1:1 or small group setting

Boy’s and Girl’s Club - offers tutoring sessions after school at their site

ASPIRE (After School Program for Instruction, Recreation & Enrichment) – this program is held daily from 2:45 to 6:00 p.m. and includes activities such as reading, computers, creative writing, math, homework tutorial help, sports, arts and crafts, self-esteem building activities, drug abuse awareness activities, games and recreation.

Reading Teacher – teacher provides intervention and support to those students who need assistance

http://www.fns.usda.gov/cnd/lunch/

http://www.fns.usda.gov/cnd/lunch/

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.cde.ca.gov/ls/nu/sn/sbp.asp

http://www.fns.usda.gov/cnd/care/

http://www.fns.usda.gov/cnd/seamless_summer.htm


11

Programs Included in This Plan

The School Site Council intends for McKevett Elementary School to participate in the following programs: State Programs Allocation Economic Impact Aide/State Compensatory Education

Purpose: Help educationally disadvantaged students succeed in the regular program.

$ 0

Economic Impact Aide/English Learner Program Purpose: Develop fluency in English and academic proficiency of English learners.

$ 0

English Learner Acquisition Program, Teacher Training & Student Assistance

Purpose: support English acquisition for English learners in grades 4-8. Program has been discontinued.

$ 0

Total amount of state categorical funds allocated to this school:

$

0

Federal Programs Under the Elementary Secondary Education Act Allocation

Title I, Part A: Basic Grant 2015-16 Carryover $3,890.37 2016-17 Preliminary $35,772 (includes parent involvement of $822) Purpose: support effective, research-based educational strategies that close the achievement gap between high-and low-performing students and enable the students to meet the state's academic standards

$

39,662.37

Total amount of federal categorical funds allocated to this school: $ 39,662.37

Total amount of state and federal categorical funds allocated to this school: $ 39,662.37


12

Title I Allocations – 2016-17

Site: McKevett Elementary

School Year 2016-2017

Title One Budget: Updated October, 2016

Carryover TITLE I TOTALS

3010 3010

Allocation

$3,890.00 $35,772 39,662

OBJECT FUNC DESCRIPTION

1111 1000 Teacher 0 0 0

1112 1000 Substitute 0 1,000 1,000

1113 1000 Teach Ex Duty 0 0 0

1213 3010 Cnslr ExDty 0 0 0

2100 1000 Instr Aide 3,890 26,012 29,902

2102 1000 Sub Instr Aide 0 0 0

2103 1000 Instr Aide Extra Duty 0 0 0

2110 1000 Resource Specialist 0 0 0

2199 1000 Est 5% sal/ben increase 0 0

2203 2420 Sup Extra Duty Library 0 0

2223 8200 Custodial Extra Duty 0 0

2400 2700 Clerical/Office 0 0 0

2403 2700 Cler Extra Duty 0 0 0

2940 1000 Noon Super 0 0 0

3000 all Cert Fringes 0 0 0

3000 all Class Fringes 0 0 0

4200 1000 Other Books 0 500 500

4300 1000 Supplies-Instr 0 0 0

4300 2495 Supplies-Parent 0 0 0

4300 2700 Supplies-Admin 0 0 0

4300 3140 Supplies-Health 0 0 0

4300 8200 Supplies-Custodial 0 0 0

4325 1000 Equipment-Technology 0 0

4395 1000 Site Reserve 0 1,800 1,800

4399 1000 Budget Balance 0 0 0

4400 1000 Uncapital Equip 0 0 0

4400 2700 Uncapital Equip 0 0 0

5200 1000 Travel/Conf 0 2,000 2,000

5200 2700 Travel/Conf 0 550 550

5600 1000 Rent/Repair 0 0 0

5600 2700 Rent/Repair 0 0 0

5620 1000 Serv Agreemnt 0 3,910 3,910

5620 2700 Serv Agreemnt 0 0 0

5750 2700 Interfund Services 0 0 0

5800 1000 Prof Servc 0 0 0

5800 2700 Prof Servc 0 0 0

5860 1000 Entry Fees 0 0 0

5870 1000 Transportation 0 0 0

6400 7090 Equipment 0 0 0

7310 7200 Indirect 0 0 0

TOTAL EXPENDITURES 3,890 35,772 39,662

BUDGET 3,890 35,772 39,662

DIFFERENCE (Over)/Under 0 0 0


13

Planned Improvements in Student Performance

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet state targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards.

School Goals for Improving Student Achievement

Goal #1: Proficiency in Reading/Language Arts – By June 2017, the number of students in K-3 who meet end of year reading benchmarks will increase by 10% as measured by our district trimester QRI assessments. By June 2017, McKevett’s overall percentage of students who meet or exceed ELA CCSS will increase from 35% to 45% as measured by the CAASPP. Goal #2: Proficiency in Mathematics – By June 2017, 70% of students in each grade level, K-5, will score a minimum of 70% as measured by math unit assessments. By June 2017, McKevett’s overall percentage of students who meet or exceed Math CCSS will increase from 28% to 38% as measured by the CAASPP. Goal #3: English Language Acquisition – By June 2017, 10% of English Learners will increase a minimum of one English Proficiency Level as measured by the California English Language Development Test (CELDT). By June 2017, the percentage of McKevett’s English Language Learners who meet or exceed ELA CCSS will increase from 13% to 23% as measured by the CAASPP. By June 2017, the percentage of McKevett’s English Language Learners who meet or exceed Math CCSS will increase from 6% to 16% as measured by the CAASPP. Goal #4: Develop Achievement through Focused Parent Partnerships By June 2017, parents attending parent education meetings will increase by 5% as measured by sign-in sheets. Goal #5: Develop a Positive School Climate, Behavior, and Attendance - By June 2017, McKevett will have a monthly attendance rate of 98% or above as measured by our monthly QSIS reports.


14

School Goals for Improving Student Achievement

Goal #1: Proficiency in Reading/Language Arts – By June 2017, the number of students in K-3 who meet end of year reading benchmarks will increase by 10% as measured by our district trimester QRI assessments. By June 2017, McKevett’s overall percentage of students who meet or exceed ELA CCSS will increase from 35% to 45% as measured by the CAASPP.

Describe how this goal aligns to the district’s LEA/LCAP Plan goals:

As stated in Goal #1 of Santa Paula Unified School District’s Local Control Accountability Plan, we will increase academic achievement at all grade levels in ELA and Math and implement state standards in all core subjects.

What data was used to form this goal:

The data used to create this goal were the 2015-2016 QRI district assessment and CAASPP assessment results.

Individuals Involved in analyzing data and formulating goal:

The principal, School Site Council (parents/teachers), Site Leadership Team, and other school staff were involved in analyzing the data to develop this goal.

What did the analysis of the data reveal that led to this goal:

The data revealed that not all students met end of year, grade level reading benchmarks as measured by QRI district assessments. Less than 50% of students in 3

rd-5

th grades did not meet ELA grade level standards as

measured by the CAASPP.

Identify targeted student groups and expected growth:

All student groups will be participating in this goal, including but not limited to our Special Education Population, English Language Learners, and students from Economically Disadvantaged households.

What data will be collected to measure student achievement?

Trimester data to monitor reading growth will be collected in the form of the QRI & BPST a minimum of three times a year. Growth towards grade level standards in grades K-5 will be monitored by teacher created assessments, Unit Performance Tasks (K-5), IAB & CAASPP (3-5).

Identify the process for monitoring and evaluating collected data:

QRI and BPST data will be collected a minimum of three times per year. Unit Performance Task data will be collected a minimum of 3 times per year. IAB data will be collected as needed. We will evaluate student progress during professional development meetings, leadership meetings, and School Site Council Meetings.

Describe the actions to improve achievement to exit program improvement (if applicable):

Teachers will provide high quality direct interactive instruction, using the 4 Cs (collaboration, creativity, critical thinking & communication) to all students while using data to guide their instruction, making necessary changes as needed. Tier 1 Intervention, in the form of Universal Access, will be implemented in all classrooms. If students need extra support, they will participate in Tier 2 intervention with our reading specialists, and possible afterschool intervention. The principal and teachers will receive PD on ELA CCSS.


15

Strategies/Action Plans

Start & Completion

Dates Personnel

Responsible

Funding Source & Amount

Process for Evaluation of Implementation

1. During the 2016-2017 school year, we will implement a reading intervention program for all grade levels. The focus of the intervention will depend on student needs identified in district benchmark assessments.

3.1 Students in kindergarten will receive extra support from instructional assistants. 3.2 Students struggling in reading and ELA will receive push-in or pull-out reading intervention. 3.3 Provide afterschool intervention for students not meeting benchmarks. 3.4 Collect and analyze data during SCIP Meetings and Professional Development to identify students in need of extra support. 3.5 Create student action plans for students receiving pull-out reading intervention. 3.6 Refer students not meeting benchmarks to the SCIP team. 3.7 Identify a 60 minute ELA instructional block that will not be interrupted. 3.8 Professional Development focusing on CCSS for teachers and principal. 3.9 Purchase AR books to support reading.

August 2016 – June 2017

Principal Teachers Reading Specialists Kinder Instructional Assistants Site Leadership Team SCIP Team

1.2 Title I $9,967.33 Kinder Inst. Asst. 1.9 Title I $500 PD Subs 1.9 Title I $1,000 Teacher PD 1.9 Title I $225 Principal PD 1.10 Title I $3,910 Renaissance Learning (AR) 1.10 Title I $500 AR Books

Benchmark Assessments: Teacher Created, Performance Tasks, ELA IAB, ELA CAASPP Student Action Plans Reading Intervention Schedules SCIP Schedules Professional Development Evaluations Teacher Daily Schedules


16

Goal #2: Proficiency in Mathematics – By June 2017, 70% of students in each grade level, K-5, will score a minimum of 70% as measured by math unit assessments. By June 2017, McKevett’s overall percentage of students who meet or exceed Math CCSS will increase from 28% to 38% as measured by the CAASPP.




Data used to create this goal was gathered from the 2015-2016 CAASPP Assessment.




The data revealed less than 30% of students in 3rd

-5th did not meet grade level standards as measured by the

CAASPP. We will be establishing a baseline for grades K-5 this school year with the administration of unit assessments.




Data to establish baseline and monitor growth towards grade level standards in K-5 will be collected from trimester math unit assessments and 2016-2017 CAASPP results.


Math unit assessment data will be collected a minimum of three times per year. IAB data will be collected as needed. We will evaluate student progress during professional development meetings, leadership meetings, and School Site Council Meetings.


Teachers will provide high quality direct interactive instruction, using the 4 Cs (collaboration, creativity, critical thinking & communication) to all students while using data to guide their instruction, making necessary changes as needed. Tier 1 Intervention, in the form of Universal Access, will be implemented in all classrooms. If students need extra support, they will participate in Tier 2 intervention with our reading specialists, and possible afterschool intervention. The principal and teachers will receive PD on Math CCSS.


17


Start & Completion

Dates Personnel

Responsible



2. Students in kindergarten will receive extra support from instructional assistants.

3.1 Provide after-school intervention for students not meeting benchmarks. 3.2 Collect and analyze data during SCIP Meetings and Professional Development to identify students in need of extra support. 3.3 Create student action plans for students receiving afterschool intervention. 3.4 Refer students not meeting benchmarks to the SCIP team. 3.5 Identify a 60-minute Math instructional block that will not be interrupted. 3.6 Professional Development focusing on CCSS for teachers and principal.

August 2016 -June 2017

Principal Teachers Kinder Instructional Assistants Site Leadership Team SCIP Team

2. Title I $9,967.33 Kinder Inst. Asst. 2.6 Title I $500 PD Subs 2.6 Title I $1,000 Teacher PD 2.6 Title I $225 Principal PD

Benchmark Assessments: Teacher Created, Math Unit Assessments, Math IAB, Math CAASPP Student Action Plans SCIP Schedules Professional Development Evaluations Teacher Daily Schedules


18

Goal #3: English Language Acquisition – By June 2017, 10% of English Learners will increase a minimum of one English Proficiency Level as measured by the California English Language Development Test (CELDT). By June 2017, the percentage of McKevett’s English Language Learners who meet or exceed ELA CCSS will increase from 13% to 23% as measured by the CAASPP. By June 2017, the percentage of McKevett’s English Language Learners who meet or exceed Math CCSS will increase from 6% to 16% as measured by the CAASPP.




CELDT growth comparison charts from 2014-2015 to 2015-2016.




The data revealed that not all students increased one language proficiency level per year as measured by CELDT.


All English Language Learners will participate in this goal. Sixty percent of English Language Learners will move up a minimum of one California Language Development Test (CELDT) level each year. This goal extends to two years for intermediate on the CELDT proficiency levels with the understanding that student scale scores will increase within that band. English Language Learners who meet or exceed CCSS will increase by 10%.


Data needed to measure student language proficiency growth will be gathered from the CELDT assessment and CAASPP results.


Student individual CELDT scores will be analyzed to evaluate student progress. ELA Unit Performance Task and math unit assessment data will be collected a minimum of 3 times per year. ELA and Math IAB data will be collected as needed. We will evaluate student progress during professional development meetings, leadership meetings, and School Site Council Meetings.


Teachers will provide high quality direct interactive instruction, using the 4 Cs (collaboration, creativity, critical thinking & communication) to all students while using data to guide their instruction, making necessary changes as needed. Tier 1 Intervention, in the form of Universal Access, will be implemented in all classrooms. If students need extra support, they will participate in Tier 2 intervention with our reading specialists, and possible afterschool intervention. The principal and teachers will receive PD on ELD Standards, Designated and Integrated ELD and ELA & Math CCSS.


19


Start & Completion

Dates Personnel

Responsible



3. Schedule ELD times: 30 min. for K-2 and 45 min. for 3-5.

3.1 Analyze CELDT Data. 3.2 Analyze ELA & Math CAASPP, ELA Performance Tasks, Math & ELA IAB and Math Unit Assessments. 3.3 Create ELD classes by student language proficiency levels. 3.4 Refer EL students not meeting benchmark to the SCIP Team. 3.5 Create action plans for EL students receiving intervention in ELA and Math. 3.6 Reclassify students who meet the district reclassification criteria. 3.7 Professional development for teachers and principal. 3.8 Kinder Instructional Assistants to provide extra instructional support to kinder English Learner students.


Principal Teachers Kinder Instructional Assistants Site Leadership Team SCIP Team

3. Title I $9,967.33 Kinder Inst. Asst.

Benchmark Assessments: Teacher Created, Math Unit Assessments, ELA & Math IAB, ELA & Math CAASPP Student Action Plans SCIP Schedules Professional Development Evaluations Teacher Daily Schedules ELD class rosters


20

Goal #4: Develop Achievement through Focused Parent Partnerships By June 2017, parents attending parent education meetings will increase by 5% as measured by sign-in sheets.


Schools are strongly encouraged to collaboratively work with parents to encourage them to become part of the school community.


Parent sign-in sheets from 2015-2016.




The number of parents who attend school meetings is extremely low.




Parent Sign-in sheets


Ongoing feedback from staff and parents and sign-in sheets


Staff, students, and parents will work together to increase student achievement and positive school behavior.


21


Start & Completion

Dates Personnel

Responsible



4. Invite parents to various meetings to support their child’s education.

August 2016- June 2017

Principal Office Staff

None SSC Meeting Flyers ELAC Meeting Flyers FOM Meeting Principal Newsletter School Website School Monthly Calendars Parent Sign-in sheets


22

Goal #5: Develop a Positive School Climate, Behavior, and Attendance - By June 2017, McKevett will have a monthly attendance rate of 98% or above as measured by our monthly QSIS reports.


All students should attend school daily and on time.


QSIS, our district’s student information system.




The data revealed that the students who had better attendance had higher scores on district assessments, CELDT, and the CAASPP.


All students will participate in this goal, including but not limited to our Special Education Population, English Language Learners, and students from low Socio-Economic households.


Monthly attendance summaries along with report card data will be needed to show academic growth.


Monthly attendance summaries will be used to evaluate progress.


Students who have perfect attendance each month (zero absences, zero tardies, or zero left earlies) will be recognized by the principal at flag ceremonies & earn a special treat. At the end of the year, all students who have a year of perfect attendance (0 absences, 3 or less tardies/left earlies) will be awarded with a party.


23


Start & Completion

Dates Personnel

Responsible


Process for Evaluation of

Implementation

1. Students will be encouraged to

attend school on a regular basis.

1.1 Identify students who are having an attendance issue and schedule a meeting with their parents. 1.2 Refer students who are truant to SARB. 1.3 Students who have perfect monthly attendance will receive recognition.


Principal Office Staff Counselor SARB Team

None Monthly Attendance Reports SARB Referrals


24

District Centralized Support Services

The purpose of this section of the SPSA is to outline centralized services the district is providing to each of its K-12 sites. Centralized services are those activities paid for out of funds allocated to the school by the Consolidated Application but managed by central office administrators and intended for planned improvements in student performance. The district will support students making higher achievement gains through the actions and related expenditures described below. The following actions and related expenditures support the identified site program goals and will be performed as a centralized service:

Activity

Activity Dates Proposed Expenditures

Funding Source

Provide alternative support for ELA/Math (Intervention) for K-12 students not meeting grade level standards. 2016-17

Grades K-5: $6,706 per site Grades 6-8: $13,412

RHS: $4,611 SPHS: $13,412 LCFF Funds

K-12 Professional Development for certificated and classified employees to enhance the educational program. 2016-17

Grades K-5: $132,723 Grades 6-8: $20,000 Grades 9-12: $20,000 LCFF Funds

Summer school to provide students with support in ELA, ELD, and Math. 2016-17

K-12: $40,000 (ELD Academy and Math

Academy, Reading Intervention) LCFF Funds

Provide computer carts for Grades 6-12 to provide increased access to supplemental materials 2016-17

Grades K-5: N/A Grades 6-8: $100,000 Grades: 9-12: $51,000 LCFF Funds


25

References

2015-16 CAASPP – Grade 3 English Language Arts/Literacy & Mathematics

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All Students Tested 69 100.0% 69 6% 17% 32% 45%

Male 41 100.0% 41 5% 17% 22% 56%

Female 28 100.0% 28 7% 18% 46% 29%

African American

American Indian or Alaskan Native

Asian

Filipino

Hispanic or Latino 65 100.0% 65 5% 18% 32% 45%

Hawaiian or Pacific Islander

White (not Hispanic) 2 100.0% 2 50% 50%

Two or More Races 2 100.0% 2 50% 50%

Socioeconomically Disadvantaged 60 100.0% 60 7% 17% 30% 47%

English Learners 34 100.0% 34 6% 35% 59%

Students with Disabilities 9 100.0% 9 13% 88%

Migrant Education 1 100.0% 1 100%

Foster Youth

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Male 41 100.0% 41 2% 32% 22% 44%

Female 28 100.0% 28 7% 7% 35% 50%

African American


Asian

Filipino




Two or More Races 2 100.0% 2 100%





Foster Youth

15-16

Grade 3

English Language Arts/Literacy

15-16

Grade 3

Mathematics


26


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Male 36 100.0% 36 14% 28% 25% 33%

Female 28 100.0% 28 18% 18% 18% 46%

African American

American Indian or Alaskan Native 1 100.0% 1 100%

Asian

Filipino




Two or More Races





Foster Youth

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Male 36 100.0% 36 11% 36% 25% 28%

Female 28 100.0% 28 7% 11% 54% 29%

African American

American Indian or Alaskan Native 1 100.0% 1 100%

Asian

Filipino




Two or More Races



Students with Disabilities 10 100.0% 10 10% 10% 80%


Foster Youth


15-16

Grade 4

Mathematics

15-16

Grade 4


27


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Male 39 97.4% 38 11% 34% 21% 34%

Female 22 100.0% 22 9% 36% 16% 41%

African American


Asian

Filipino



White (not Hispanic) 4 100.0% 4 25% 25% 50%

Two or More Races



Students with Disabilities 8 100.0% 8 100%

Migrant Education

Foster Youth

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Male 39 97.4% 38 8% 13% 34% 45%

Female 22 100.0% 22 14% 14% 18% 55%

African American


Asian

Filipino




Two or More Races


English Learners 13 100.0% 13 31% 69%

Students with Disabilities 8 100.0% 8 100%

Migrant Education

Foster Youth

Grade 5


15-16

Grade 5

Mathematics

15-16


28

2014-15 CST Science (Grade 5) 1-Year Chart & 3-Year Comparison

0%

5%

10%

15%

20%

25%

30%

35%

40%

Grade 5 14-15

16%

37% 37%

9%

2%

% Advanced

% Proficient

% Basic

% Below Basic

% Far Below Basic

12-13 13-14 14-15

Students Tested 56 60 57

% of Enrollment 86.2% 90.9% 91.9%

Students with Scores 56 60 57

Mean Scale Score 362.1 337.1 355.9

% Advanced 14% 7% 16%

% Proficient 30% 30% 37%

% Basic 50% 45% 37%

% Below Basic 5% 12% 9%

% Far Below Basic 0% 7% 2%

Grade 5

CST Science


29

2015-16 CELDT 1-Year Chart & 3-Year Comparison

Students Tested Beginning

Early Intermediate Intermediate

Early Advanced Advanced

Kinder. 4 25% 25% 25% 25% 0%

Grade 1 36 3% 19% 33% 42% 3%

Grade 2 36 0% 28% 53% 17% 3%

Grade 3 44 11% 16% 41% 23% 9%

Grade 4 28 7% 7% 50% 32% 4%

Grade 5 16 13% 6% 25% 44% 13%

0%

10%

20%

30%

40%

50%

Kinder. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

40%

2%

10% 11% 7%

10%

45%

5% 7%

12% 9%

0%

25%

3%

0%

11% 7%

13%

2013-14 Beginning 2014-15 Beginning 2015-16 Beginning

0%

10%

20%

30%

40%


26%

20%

10%

5% 3%

10%

33%

12%

20% 22%

9% 7%

25%

19%

28%

16%

7% 6%

2013-14 EarlyIntermediate




30

0%

10%

20%

30%

40%

50%

60%


30%

33%

44% 46%

30%

50%

17%

49% 46%

30%

48%

7%

25%

33%

53%

41%

50%

25%

2013-14 Intermediate 2014-15 Intermediate 2015-16 Intermediate

0%

20%

40%

60%


5%

29% 29% 30%

47%

30%

5%

30%

20% 24%

35%

59%

25%

42%

17% 23%

32%

44%

2013-14 EarlyAdvanced



0%

5%

10%

15%

20%

25%

30%


0%

16%

8% 8%

13%

0% 0%

5%

9%

12%

0%

26%

0%

3% 3%

9%

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2013-14 Advanced 2014-15 Advanced 2015-16 Advanced


31

School-Parent/Home Compact

McKevett School

Family – School Compact 2016-2017 School Year

It is important that families and schools work together to help students achieve high academic standards. Through a process that includes teachers, families, students and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out to support student success in school and in life.

Student Pledge:

I agree to carry out the following responsibilities to the best of my ability:

Come to school on time, ready to learn and to work hard.

Bring necessary materials, completed assignments and homework.

Know and follow school and class rules.

Ask for help when I need it.

Communicate regularly with my parents about school experiences so that they can help me to be successful in school.

Respect the school, my classmates, the staff and families. Student Signature

Family/Parent Pledge:

I agree to carry out the following responsibilities to the best of my ability:

Ensure that my child attends school on time every day, gets adequate sleep, regular medical attention, proper nutrition and encourage proper hygiene.

Provide a quiet time and place for homework, monitoring activities that might interfere.

Read to my child or encourage my child to read every day (# of minutes, as determined by the teacher).

Communicate with the teacher or the school when regarding school experiences and academic achievement.

Regularly monitor my child's progress in school.

Participate at school in activities such as school decision making, volunteering and/or attending parent-teacher conferences.

Communicate the importance of education and learning to my child.

Respect the school, the staff, the other students and their families.

Notify the school when my child is absent and provide a reason.

Provide necessary medication, as needed. ___________________________________________ Parent Signature

McKevett Staff Pledges:

To carry out the following responsibilities to the best of our ability:

Provide high-quality curriculum and instruction.

Endeavor to motivate my students to learn.

Have high expectations and help every child to develop a love of learning.

Communicate regularly with families about student progress.

Provide a warm, safe, and caring learning environment.

Provide meaningful homework assignments to reinforce and extend learning.

Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community.

Respect the school, students, staff and families.

Actively participate in collaborative decision making

Consistently work with families and school colleagues to make school accessible and welcoming for families to help each student achieve the school’s high academic standards.


32

Parent Involvement Policy

McKevett School

Parent Involvement Policy

Parents are their children’s first and most influential teachers. Sustained parent involvement in the

education of their children contributes greatly to student achievement and a positive school environment.

Staff must strive to develop meaningful opportunities at all grade levels for parents to be involved in

school activities; advising and decision-making roles, as well as activities to support learning at home.

Parents are encouraged to participate in their children’s education and will be kept informed of the

opportunities available to them to do so.

Parents will be given the opportunity to participate in the planning, design, implementation, and

evaluation of parent involvement programs.

McKevett School is a schoolwide Title I Program. This affords all parents the opportunity to

participate in the development of parent involvement strategies.

Through the School Site Council (SSC) and its development of the Single Plan for Student

Achievement (SPSA), parents collaborate with school personnel in the planning and

implementation of parent involvement programs and activities. Parent representatives on the

SSC make decisions regarding how the school’s Title I funds will be allotted for parent

involvement activities.

The Principal provides coordination, technical assistance, and other necessary support to the SSC

in planning and implementing effective parent involvement activities to improve student

academic achievement and school performance.

The Principal seeks ways in which to build the capacity of the school and parents for strong

parent involvement. Parents are encouraged to become involved in the activities of the school.

The Principal conducts an annual evaluation of the content and effectiveness of the parent

involvement policy in improving the academic quality of the school.


33

Parent Involvement Calendar

McKevett Elementary School welcomes and encourages parent involvement at the many school functions. The calendar below identifies many of the activities throughout the 2016-17 school year that parents are encouraged to attend. If a parent would like to become more involved at the school, they can contact the principal, their child’s teacher or any school office member for more information.

McKevett Elementary School

Parent Involvement Calendar

July

January

Flag Ceremony

Coffee Chat w/ Principal

School Site Council Meeting

Friends of McKevett Meeting

ELAC Meeting

August

Flag Ceremony




February

Flag Ceremony



September

Flag Ceremony




Back to School Night

ELAC Meeting

March

Flag Ceremony




ELAC Meeting

Family Literacy Night

Trimester Awards

October

Flag Ceremony




ELAC Meeting

Family Movie Night

April

Flag Ceremony




ELAC Meeting

Family Movie Night

November

Flag Ceremony



Trimester Awards

May

Flag Ceremony




ELAC Meeting

December

Flag Ceremony



June

Flag Ceremony

Trimester & EOY Awards


34

Teacher Mentoring Programs

The district offers two distinct programs to support professional growth and improve instruction in the classroom. The California Teacher Induction (CTI) program offers support and assistance to newly credentialed teachers. All participating new teachers are provided peer support over a two-year period. The Peer Assistance and Review (PAR) program is available to veteran teachers who need to improve instructional skills, classroom management strategies, subject knowledge, and/or related aspects of their teaching performance. Experienced and knowledgeable veteran teachers, referred to as “coaches”, are paired with teachers referred to the PAR program to provide individualized guidance, support, and training. The Ventura County Office of Education Teacher Support Services has established an integrated system that supports multiple entry points into the teaching profession to provide a skilled, credential teacher for every classroom in Ventura County. The department is a unique blending of support through the learning-to-teach system from pre-service experiences to university teacher preparation to new teacher induction. Teacher Support Services provides a broad range of professional development and services. Program and services are offered locally and within the region reaching VCOE and its 20 districts, charter and private schools, 6 university teacher preparation programs, and Santa Barbara and San Luis Obispo County offices. Site-based Mentoring Programs: McKevett Elementary School supports teacher mentoring through classroom observation and modeling. Teachers are provided opportunities to visit other classrooms on and off campus during instructional hours to observe effective teaching strategies in which substitute services are provided during instructional time. The principal provides regular feedback and coaching to all teaching staff.


35

Professional Development Plan

All teachers at McKevett have been afforded the opportunity to attend the district sponsored Teacher Training in Reading/Language Arts and Math implemented by the county of Ventura. Further, teachers have committed to collaborating on a weekly basis with their grade level partners for the purpose of planning. Additionally, all staff participate each trimester in day long “data day” meetings. These meetings are planned by the principal to include professional development and data analysis. Included in these collaboration sessions are grade level agreements related to content and delivery of standards-based instruction and implementation of current curriculum alignment with district pacing. In addition to this, staff meetings and staff development sessions frequently provide opportunities for collaboration and professional development. Analysis of state and local assessment data provides information for ongoing professional development to meet identified gaps in student achievement. All teachers have attended and will continue to attend content training aligned to the Common Core Standards and adopted textbooks and other materials in Language Arts, Math and ELD. Principal Lydia Olivo provides teachers with onsite support with data analysis, intervention planning, instructional strategies, and uses frequent walk-throughs to monitor the instructional program. She provides feedback on adherence to grade level implementation of paced standards and high impact instructional strategies. During the 2016-17 school year, McKevett’s teachers will focus on the following staff development topics:

Common Core State Standards

o Math: Grade levels will articulate across grade levels to streamline and maximize pacing from kinder to

5th grade.

o ELA: Kindergarten and 4th grades will be piloting new ELA textbooks for possible adoption next year.

o ELA: How to utilize the district ELA Leadership Committee created instructional sequences (VCOE

training)

o Math: Analysis of new adopted Math Expressions curriculum with county trainers (VCOE).

English Language Development (ELD)

o Study of the ELD standards

o Study and application of the ELA / ELD Framework

o Productive Partners

o Listening and Speaking Skills

o Forms and Functions from the Grammatical Matrix

Positive school climate

o Continued study of CHAMPS by Randy Sprick

o Study of “mindfulness” practices and techniques

Professional Learning Communities

o Study of works and techniques by leaders in the field of PLCs


36

Principal’s Training Aimed at Improving Student Achievement

During the 2016-17 school year, Mrs. Olivo will attend the following workshops:

English Language Arts Mathematics Next Generation Science Standards (NGSS) CABE Training ACSA Training Common Core State Standards (California League of Schools) Response to Intervention (RtI) (Provided by Ventura County Office of Education) School Leadership (Provided by Ventura County Office of Education) Leadership Conferences (various organizations) Ventura County Office of Education Trainings:

o Visible Learning lecture series by John Hattie o CCSS Mathematics o CCSS ELA-Literacy o ELA / ELD Framework Support o ELITE Series (ELD)


37

School Accountability Report Card


38


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40


41


42


43


44


45

School Site Council Bylaws

McKEVETT SCHOOL SITE COUNCIL

BYLAWS

ARTICLE I

NAME OF COUNCIL:

The name of this council shall be the McKevett School Site Council (MSSC.)

ARTICLE II

PURPOSE OF COUNCIL:

The purpose of the McKevett School Site Council shall be to:

Develop and recommend the Single Plan for Student Achievement. (SPSA)

Have an ongoing responsibility to review with the principal, teachers and other personnel and pupils the implementation of the SPSA and to assess periodically the effectiveness of the program.

Annually review the SPSA, establish a new school budget consistent with the Education Code, and if necessary, make modifications in the plan to reflect changing improvement needs and priorities.

Take other actions as required by the Education Code and the school district’s governing body.

ARTICLE III

MEMBERSHIP OF THE COUNCIL:

Section 1 The council shall be composed of the principal and representatives of three (3) certificated employees elected by certificated staff members at the school, one (1) other personnel elected by other school personnel at the school, five (5) parents of pupils attending the school or community members elected by such parents.

The council shall be constituted to ensure parity between:

(a) the principal, classroom teachers and other school personnel

(b) parents or other community members selected by the

parents.

Classroom teachers shall comprise the majority of those persons representing school staff.


46

The members shall fairly represent the social, economic and ethnic balance of the school population.

Section 2 All members shall serve for a two (2) year term. Members may be re-elected for succeeding terms.

When a vacancy occurs, the council will appoint a replacement to complete that member’s term.

ARTICLE IV

OFFICERS OF COUNCIL:

The officers of this council shall be a chairperson, a vice-chairperson, a recording/corresponding secretary and such other officers as the council may deem desirable.

ARTICLE V

MEETING AND QUORUM OF COUNCIL:

Section 1 MSSC shall meet not less than five (5) meetings during the school year.

Section 2 Special meetings may be called by the chairperson or by a majority vote of the MSSC.

Section 3 The MSSC shall hold its meetings in a facility provided by the school.

Section 4 All meetings of the MSSC shall be publicized so that all interested persons may attend.

Section 5 A simple majority of the membership shall constitute a quorum.

ARTICLE VI

AMENDMENT:

These bylaws may be amended at any regular meeting by a two-thirds vote of the membership.

ARTICLE VII

DUTIES OF COUNCIL OFFICERS:

It shall be the duty of all council members to:


47

Attend all meetings or provide an alternate when it is impossible to attend in person.

Accept positions of officers or subcommittee members when so appointed or elected unless unable to carry out the duties entailed.

ARTICLE VIII

ELECTION OF OFFICERS:

Section 1 All officers shall be elected by ballot.

Section 2 New officers shall assume their duties at the September meeting.

Section 3 The chairperson shall not hold the same office more than two (2) years in succession.

Section 4 Should an officer resign before new elections are held, the chairperson shall appoint a member in good standing to assume the office until the next regular meeting when the vacancy can be filled.

ARTICLE IX

Section 1 The chairperson shall appoint such committees he or she considers necessary at any time, or as directed by a majority of the members present.

Section 2 The nominating committee shall consist of a minimum of two (2) council members. Before the end of the school year, the committee shall supervise the nomination of new members. A notice shall be sent to all parents and staff members, announcing vacancies on the council. Candidates may be nominated by another individual or by self-nomination. Each candidate shall submit a brief statement of interest in having his/her name placed on the ballot. The statement shall include the candidate’s qualifications and reasons for wanting to serve on the council. These statements will be included on the ballot. Elections will be held prior to the end of the school year.

ARTICLE X

OPERATING RULES:

Roberts Rules of Order will be the guide for the McKevett School Based Coordinated Council. The meeting shall be governed by these bylaws.

Amended: August 31, 2016


48

Single Plan for Student Achievement Annual Evaluation - 2015-16


49


50


51


52


53

Title I – School Plan Reference of Required Components (PI schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1116 for schools identified for Program Improvement

Addressed in SPSA?

Policies and Practices

Identify the adoption of policies and practices concerning the school’s core academic subjects that have the greatest likelihood of ensuring that all students (and student subgroups) enrolled in the school become proficient.

Included in school goals and action plans.

Improvement of Instructional Strategies

Identify strategies based on scientifically-based research that will strengthen the core academic subjects in a school and address the specific academic issue that caused a school to be identified for PI.


Specific Annual Measurable Objectives

Describe specific AMOs developed for each of the student subgroups and in accordance with state’s measure of adequate yearly progress.

Included in school goals and action plans as well as AMAO Summary data located in the

Reference Section of this plan.

Extended Learning

Identify, where appropriate, activities before school, after school, during the summer, and during any extension of the school year.


See the Extended Learning section of this plan for

ASES/ASSETS program participation and information.

Professional Development

A minimum of ten percent of Title I funds will be used each year that the school is in PI for the purpose of providing high-quality professional development of teachers and principal.

PD meets requirements of ESEA Section 1119 (qualifications for teachers and paraprofessionals)

PD affords increased opportunity for participation

PD directly addresses the academic achievement problem that caused a school to be identified for PI

How funds (10%) reserved for PD will be used to remove the school from PI status

Included in school goals and action plan. Additional

information available in the Professional Development

Section and SARC located in the Reference Section of this

plan.

Parent Notification

Description of how the school will provide written notice about the identification of the school for PI in understandable language and format.

See School Information Section of this plan.

Parent Involvement

Strategies to promote effective parental involvement. Parent Involvement Policy &

Calendar located in the Reference Section of this plan.

Shared Responsibility for Improvement

Specify the responsibilities of the school, the district, the CDE, and a description of the technical assistance and fiscal responsibilities to be provided by the district.

School-Parent/Home Compact located in the Reference

Section of this plan.

Incorporation of a Teacher Mentoring Program Description provided in the

Reference Section of this plan.


54

Title I – School Plan Reference of Required Components (SW schools only)

The following components of this plan comply with ESEA Title I, Part A Section 1114 for Title I Schoolwide Schools

Addressed in SPSA?

Comprehensive Needs Assessment

Preparation of a comprehensive needs assessment of all children enrolled in the school, including migratory children, which includes the analysis of student performance data in relation to the state academic content standards.

Described in the School Information Section of this

plan.

Schoolwide Reform Strategies

Provide opportunities for all students to meet the academic standards at the proficient and advanced levels:

Use instructional strategies that are based on scientifically-based research that strengthen the core academic program that: o Increase the amount and quality of learning time such as through an

extended school year, before- and after-school, and summer school programs and help provide an enriched and accelerated curriculum

o Include strategies for meeting the educational needs of historically underserved populations.

Include strategies to address the needs of all children in the school, and in particular, the needs of low-achieving students and those at-risk of not meeting the state content standards:

Description of a process of revaluating whether the needs of students have been met and are consistent with the LEA plan


Student Support Strategies

Strategies for timely and effective assistance to students that need additional help. Included in school goals and

action plans.

Teacher Involvement in Planning Academic Assessments

Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on and to improve student achievement and the overall instructional program.


Transition from Preschool to Kindergarten

Plans for assisting preschool children in the transition from early childhood programs, such as Head start, Even Start, Early Reading First, or a state-run preschool program to local elementary school programs.

Identified in the School Information Section of this

plan.

Highly Qualified Teachers

Instruction by highly qualified teachers. Strategies to attract high quality highly-qualified teachers to high-need schools.

Identified in the School Information Section of this

plan.

Professional Development

Provisions for high quality and ongoing professional development for teachers, principals, and paraprofessional and other staff to enable all children to meet the state’s academic achievement standards.

Included in school goals and action plans. Additional

information available in the Professional Development

Plan located in the Reference Section of this plan.

Coordination of Programs

Coordination and integration of federal, state, and local services and program. o Violence prevention programs o Nutrition Programs o Housing Programs o Head Start o Adult Education o Vocation and Technical Education o Job Training

Included in school goals and action plans. Additional details

available in the School Information Section of this

plan. Vocational and Technical Education programs and job

training programs are identified in the SARC located

in the Reference Section of this plan.

Parent Involvement

Strategies to increase parental involvement in accordance with Section 1118, such as parents training parents, in-home conferences, parent centers, collaboration with government-sponsored preschool programs, literacy services.

School-Parent/Home Compact included in the Reference

Section of this plan.


55

Chart of Requirements

REQUIREMENTS LEGAL CITATION

EIA

, Englis

h

Learn

ers

EIA

, Sta

te

Com

pensato

ry

Educatio

n

Title

I, Ta

rgete

d

Assis

tance

Title

I, Schoolw

ide

Title

I, Pro

gra

m

Imp

rovem

ent

Quality

Educatio

n

Investm

ent A

ct

Title

II, Imp

rovin

g

Te

acher Q

uality

Title

III, Englis

h

Learn

ers

School S

afe

ty

Blo

ck G

rant

Pupil R

ete

ntio

n

Blo

ck G

rant

School &

Lib

rary

Imp

rovem

ent B

G

I. Involvement

Involve parents and community in planning and implementing the school plan

EC 52055.750(b) X

EC 35294.1(b)(2)(C) X

5CCR 3932 X X X X X X

20 USC 7115(a)(1)(E) X

20 USC 6315(c)(1)(G) X

20 USC 6314(b)(1), (2)(A) X

Advisory committee review and recommendations

EC 64001(a) X X X X X X

EC 52055.755 X

Written notice of program improvement status

20 USC 6316(b)(3) X

II. Governance and Administration

Single, comprehensive plan

EC 64001(a), (d) X X X X X X X X X

EC 52853 X X X X X

EC 41572 X

EC 41507 X

EC 35294.1(a) X

20 USC 6315(c)(1)(B) X

20 USC 6314(b)(2)(A) X

School Site Council (SSC) constituted per former EC 52012

EC 64001(g) X X X X X X X X X

SSC developed SPSA and expenditures

EC 64001(a) EC 41572 EC 41507 EC 35294.1(b)(1)

X X X X X X X X X

X

X

X

SSC annually updates the SPSA

EC 64001(g) X X X X X X X X X

EC 35294.2(e) X

Governing board approves SPSA

EC 64001(h) X X X X X X X X X X X

EC 52055.750(a)(5) X

Policies to ensure all groups succeed (specify role of school, LEA, and SEA; and coordination with other organizations)

20 USC 6316(b)(3) X

20 USC 6316(b)(3) X

III. Funding

Plan includes proposed expenditures to improve academic performance

EC 64001(g) X X X X X X X

EC 52853 X X X X X


56

20 USC 6316(b)(3) X

20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe centralized services expenditures

5 CCR 3947(b) X X

IV. Standards, Assessment, and Accountability

Comprehensive assessment and analysis of data

EC 64001(f) X X X X X X X

EC 52055.740(a)(1)(D)(5) X

20 USC 6314(b)(1), (2)(A) X

Evaluation of improvement strategies


EC 52853 X X X X X

EC 35294.2(e) X

EC 32228.5(b) X

Assessment results available to parents

EC 35294.2(e) X

20 USC 6314(b)(2)(A) X

V. Staffing and Professional Development

Provide staff development EC 52853 X X X X X

EC 52055.750I X

EC 32228(b)(2) X

20 USC 6316(b)(3) X

20 USC 6315I(1)(F) X

20 USC 6314(b)(1), (2)(A) X

Budget 10 percent of Title I for staff development

20 USC 6316(b)(3) X

Provide highly qualified staff

EC 52055.740(a)(1)(D)(3) X

20 USC 6315I(1)(E) X

20 USC 6314(b)(1), (2)(A) X

Distribute experienced teachers

EC 52055.750(a)(10) X

VI. Opportunity and Learning

Describe instruction for at-risk students

EC 52853 X X X X X

Describe the help for students to meet state standards


20 USC 6314(b)(1), (2)(A) X

20 USC 6315(c) X

Describe auxiliary services for at-risk students

EC 52853 X X X X X

20 USC 6315(c) X

20 USC 6314(b)(1), (2)(A) X

Avoid isolation or segregation

5CCR 3934 X X X X X

VII. Teaching and Learning

Goals based on performance



57

Define objectives 20 USC 6316(b)(3) X

Steps to intended outcomes

5CCR 3930 X X X X X

Account for all services 5CCR 3930 X X X X X

Provide strategies responsive to student needs


20 USC 6315(c) X

20 USC 6314(b)(2)(A) X

Describe reform strategies that:

20 USC 6314(b)(1), (2)(A) X

-Allow all to meet/exceed standards

20 USC 6315(c) X X

-Are effective, research-based

20 USC 6316(b)(3) X X

20 USC 6315(c)(1)(c) X

20 USC 6314(b)(1)(B) X

-Strengthen core academics

EC 52054 X

-Address under-served populations

EC 52054 X

-Provide effective, timely assistance

20 USC 6314(b)(1)(I), (2)(A) X

-Increase learning time 20 USC 6316(b)(3); X

20 USC 6314(b)(1)(B),(2) X

-Meet needs of low-performing students

20 USC 6315(c)(A); X

20 USC 6314(b)(1)(B),(2) X

-Involve teachers in academic Assessments

20 USC 6314(b)(1)(H), (2) X

-Coordinate state and federal programs

20 USC 6315(c)(1)(H) X

-Transition from preschool

20 USC 6314(b)(1)(J), (2)(A) X

20 USC 6315(c)(1)(D) X

20 USC 6314(b)(1)(G), (2)(A) X

Enable continuous progress Acquire basic skills, literacy


5CCR 3937 X X X X X

Align curriculum, strategies, and materials with state standards or law

EC 52853 X X X X X

Provide high school career preparation

5CCR 4403 X

Documents

Single Plan for Student Achievement McKevett Elementary School