November 1, 2012

Cambrian School District

School Plan Updates

School Plan (SPSA) process review

Site SPSA updates

Moving Forward

Overview

SPSA Process

Ongoing SPSA

monitoring

August-OctoberAnalyze CST data

and update

planMayBoard

approves plan

April Site

teams present

SPSA highlights to panel

November

Present updates to Board

January-MarchWrite

goals for next year based on

dataMarchSSC

approves plan

GLAD

Bagby

English Language Arts (ELA)-Proficient

• 76%-81% (77%)• 77%-84%All Students

• 52%-62% (59%)• 59%-65%Hispanic

• 44%-54% (50%)• 50%-56%SED

• 61%-67% (63%)• 63%-73%

English Learners

Revisions• SuccessMaker for additional/extended day targeted intervention for targeted students

• Increased ELD instructional time

• Adopted ELD curriculum

• Additional ELD instruction for Long Term English Learners

• All teachers trained in GLAD

• Implementation of GLAD

• Staff PD with GLAD engagement and Science Integration

Key Actions• Progress monitoring of target students

•Response to Intervention (ExCEL)

• Additional targeted intervention (Tier 2)

• Targeted Instruction for English Learners

• Use of questioning strategies from Junior Great Books with intervention students to support critical thinking

•ELAC meetings to support parents of EL students

Mathematics - Proficient

• 81%-85% (80%)• 80%-85%All Students

• 66%-72% (64%)• 64%-72%Hispanic

• 59%-65% (62%)• 62%-67%SED

• 60%-66% (71%)• 71%-75%

English Learners

Revisions• Extension of Investigations

• Expansion of Math Talks with coaching from SVMI trained teachers

• Extended use of SuccessMaker during the day

• Staff PD with Math talks

Key Actions• Implementation of standards-based curriculum

• Investigations focused on problem solving strategies

• Silicon Valley Math Initiative (SVMI) Lesson Study participation

• SuccessMaker used for targeted intervention during and after the school day for identified student

Fammatre

Targeted Intervention

English Language Arts (ELA)-Proficient

• 74% to 79% (77%)• 77% to 84% All Students

• 56% to 64% (59%)• 59% to 64%Hispanic

• 42% to 50% (43%)• 43% to 48%SED

• 62% to 70% (66%)• 66% to 73%

English Learners

Revisions•SuccessMaker used in after school intervention with targeted students

•Deeper SuccessMaker reports training

•Tier Two RtI

• Common Core staff PD

• Implementation of Rosetta Stone for EL newcomers

• ELAC committee three times a year

• New ELD curriculum

• Increased ELD time

• GLAD implementation

Key Actions•Focused, ongoing monitoring of targeted students• SuccessMaker in RTI• Deeper implementation of RTI • Academic language focus• PD on student engagement• Focused teacher collaboration time • Communication between ELD and general education teacher• Communication between RtI support and general education teacher • RSP teacher in RtI• Initial GLAD

Mathematics - Proficient

All Students• 78% to 83% (79%)• 79%-86%

Hispanic • 66%-74% (64%)• 64%-69%

SED • 52%-60% (52%)• 52%-57%

English Learners

• 69%-77% (77%)• 77%-84%

Revisions• SuccessMaker for additional and/or extended Learning Time during and after school for target students

• Increased focus on academic language

• Through SVMI Lesson Study, math talks implemented with all teachers

• Expanded Investigations use

• 5th grade MARS Mondays

• GLAD strategies during math

Key Actions

• Focus and monitoring of target students• Focus on academic language • Teachers participating in Lesson Study with SVMI• Focused collaborative time• Use of Investigations curriculum• Critical thinking activities in math, like MARS• Peer observation and coaching with number talks

Farnham

ELD

English Language Arts (ELA)-Proficient

All Students• 64%-69% (78%)• 78%-83%

Hispanic • 38%-48% (64%)• 64%-69%

SED • 35%-45% (56%)• 56%-61%

English Learners

• 41%-51% (61%)• 61%-66%

Revisions• Increased Excel Power Group instructional time• Increasde ELD instructional time• ELD block first hour of the day• Complete GLAD training for all teachers• Provide GLAD follow-up days to support implementation• Provide RtI follow-up days to support implementation • Begin integration of GLAD strategies across curricular areas• Provide ELD, A Look at Learning (ALL), PD for staff

Key Actions• Consistent and organized intensive focused instruction during ExCel Power Groups

• Consistency of assessments (data analysis)

• Professional Development (GLAD; student engagement; 21st century skills)

• Targeted Interventions for identified students with progress monitoring (ELD, Reading Academy, Success Maker Academy, Title I Pull-out)

Mathematics - Proficient

All Students• 73%-78% (78%)• 78%-83%

Hispanic • 52%-62% (63%)• 63%-68%

SED • 53%-63% (60%)• 60%-65%

English Learners

• 56%-66% (64%)• 64%-69%

Revisions• Increased emphasis on problem solving skills• Investigations curriculum in 4th and 5th grade• Investigations used as problem solving supplement in other grade levels• Extend technology integration• Staff observation and cooperative learning• SVMI Lesson Study participation• Integrate Math Talks• GLAD strategies in Math• Incorporate RtI options for Math

Key Actions• Consistent math curriculum (multiple years of Envision Math)

• Emphasis on problem solving

• Improved language skills/reading through ExCel Power groups

• Integration of technology

Sartorette

ExCel

English Language Arts (ELA)-Proficient

All Students• 75%-80% (77%)• 77%-82%

Hispanic • 50%-57% (57%)• 57%-67%

SED • 44%-51% (51%)• 51%-61%

English Learners

• 50%-57% (60%)• 60%-70%

Revisions• Developmental Reading Assessment (DRA) as assessment and instructional tool, K-2

• Common Core PD focused on planning and instruction during ExCel

• Increased ELD instruction with adopted curriculum

• Support GLAD implementation with collaboration time

• Additional time for SuccesssMarker for target students during school day

• SuccessMaker reports training

Key Actions• Model ExCEL regrouping strategy

•SuccessMaker in ExCel for target students

• Targeted interventions with ongoing monitoring of target students

• Targeted Assistance (Reading Intervention)

• Focus on ELD

• GLAD strategies implemented by first cadre of trained teachers

• Increased teacher collaboration

Mathematics - Proficient

All Students• 74%-79% (73%)• 73%-78%

Hispanic • 55%-62% (50%)• 50%-60%

SED • 43%-50% (51%)• 51%-61%

English Learners

• 55%-62% (58%)• 58%-68%

Revisions• SuccessMaker used in extended day interventions for identified students

• GLAD strategies used in Math

• Increased participation in the Silicon Valley Math Initiative (SVMI)

• Deeper data analysis to drive instruction

• Increased teacher collaboration

• Increased articulation between 5th and 6th grade math teachers

Key Actions• Regrouping of students to provide intervention, reteaching, and enrichment

• MAC Task/Problem of the Month

• SuccessMaker used for targeted interventions during school day

• Communication and feedback loop through District Math Committee

Price

Targeted Intervention

English Language Arts (ELA)-Proficient

All Students• 75%-78% (77%)• 77%-81%

Hispanic • 55%-59% (61%)• 61%-67%

SED • 52%-57% (56%)• 56%-65%

English Learners

• 55%-59% (57%)• 57%-62%

Revisions• FLASH support for identified students during extended day opportunities

• Creation of system for LA/Math teachers to monitor attendance and progress on SuccessMaker.

• Monthly reports to parents on student progress on SuccessMaker.

Key Actions• Focus on identified students with in class targeted intervention and monitoring.

• Intensive Reading (IR) intervention class

• EL cluster classes

• EL cluster teachers trained in ELD strategies

• Piloted state adopted ELD curriculum

• Supported staff ELD

• Emphasis on Gradual Release of Responsibility (GRR) with focus on collaboration and structures for Direct Instruction

Mathematics - Proficient

All Students• 56%-60% (61%)• 61%-70%

Hispanic • 31%-38% (39%)• 39%-45%

SED • 32%-39% (34%)• 34%-40%

English Learners

• 41%-48% (43%)• 43%-50%

Revisions• Implement new intervention curriculum in ASD 1 & ASD III.

• Extra support for Stepping up to Algebra (SUTA) students during Saturday sessions and throughout the year. 

• Math teachers monitor intervention students and track their progress.

•Develop new strategies to support the distance learning intervention.

Key Actions•Additional tutoring and support by math teachers during instructional day

• Targeted interventions during FLASH for identified students

• Continued focus on Gradual Release of Responsibility (GRR) for math classes

• Continued focus on problem-solving and performance tasks to build critical thinking

• Distance learning provided challenge to motivate proficient students.

Monitor SPSA

implementation

Support progress

monitoring and tracking of targeted students

Maintain regular data

meetings with

principals

Provide training and

PD to support

SPSA goals

Moving Forward