2016-2017 single plan for student achievement cornell ... · the single plan for student...

2016-2017 Single Plan for Student Achievement

Cornell Elementary School

The Single Plan for Student Achievement

School: Cornell Elementary School

District: Albany Unified School District

County-District School (CDS) Code: 01-61127-6090161

Principal: Mrs. Heather Duncan

Date of this revision: May 12, 2016 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Heather Duncan

Position: Principal

Telephone Number: 510-558-3700

Address: 920 Talbot Avenue, Albany, CA 94706

E-mail Address: [email protected] The District Governing Board approved this revision of the SPSA on June 7, 2016

Table of Contents

Executive Summary 4 School Profile & Mission/Vision Statements 6

Analysis of Current Academic Achievement 7

Analysis of Current Educational Programs 16

Conclusions from Analysis of Current Academic Programs 17

Planned Improvements in Student Performance 19

School Site Council Membership 35

Recommendations and Assurances 36

Cornell Elementary School Single Plan for Student Achievement, 2016-2017

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EXECUTIVE SUMMARY This Single Plan for Student Achievement reflects on progress towards our 2015-2016 goals, evidence that supports our findings, and a description of goals and action steps for 2016-2017. How well did we do implementing this year’s plan? The 2015-16 school plan emphasized supporting students who struggle in Math and English Language Development. We aligned support staff, classroom staff, and resources towards three areas of strategic focus:

1. Academic Intervention: This year we increased access to pull out math intervention and then analyzed its impact on student success. We provided service to 52 2nd-5th graders this year in 2 modules as opposed to 16 students in 1 module in 2014-15. This spring we have been piloting Dream Box, an online math intervention program that is adaptive to individual student performance.

2. Collaborative Dialogue: We structured collaboration time with a new “Safety Net” protocol to identify student needs and develop plans to carefully monitor their progress throughout the year. Teachers were guided through a review of their entire class roster, and then selected two or three students to serve as focal points for action research and reflection during grade-level team meetings.

3. English Language Development (ELD): In order to answer the question, “To what degree are we serving all of our ELD students equitably?” a site focus team met monthly to examine the current ELD service model, review student progress, consider relevant research, visit outside programs, and make proposals to staff about change.

How do we know if we were successful?

1. We continue to value small group instruction as a method to support mathematics and we have found that the “Do the Math” curriculum meets the needs of those students who we are able to serve. Of the 37 students assessed, 34 of 37, made progress as measured by pre- and to post-assessments.

2. Staff found the Safety Net protocol to be a successful and meaningful way to engage in collaborative, focused dialogue. The process established common understandings and terms for team members to reference as they provided instructional services to the students.

3. Using ‘systems thinking’ protocols and with the support of a consultant, the staff evaluated the effectiveness of the English Language Development (ELD) program model. We learned most students who receive direct support make gains, whether they are receiving pullout or push-in services. For those students who did not receive direct support, gains in academic progress were either inconsistent or inadequate. Structured dialogue and reflection, as well as a review of research helped us understand that shifts in delivery are necessary to provide equitable service to English Learners.

How has this knowledge influenced the plan for 2016-2017? Next year we will evaluate the very complex issues related to math intervention. In order to provide services to

all students we need to address two main concerns; scheduling and staffing. Current scheduling emphasizes after school hours and current staffing does not include highly qualified, credentialed teachers. Additionally, after school services are provided at the permission of parents and when students are unable to attend, they are not receiving intervention. We will also explore the implementation of Dream Box as a curriculum to support all students at our school.

Our Safety Net program will be expanded from a 1/2 day per team of planning to a full-day of planning in order to support staff’s wish to discuss more students and to allow for extended time in the discussion of each child.

We will continue to provide our current model of pullout support for newcomers and a cluster delivery model for intermediate level students in grades 1st-5th. We will provide professional development for staff on various components of ELD and prepare for the 2017-18 transition to a model for designated ELD to be provided each day in the classroom with classroom teachers. As the Principal of Cornell Elementary School, I am proud to offer this Single Plan for Student Achievement for the AUSD Board of Education approval. Please contact me with any questions or requests you have for more information. Heather Duncan, Cornell Principal


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SCHOOL PROFILE Cornell Elementary School is part of the Albany Unified School District in Albany, California, a small community located in the San Francisco East Bay Area. Albany schools serve a large number of families from all over the world, many through their connection to University of California, Berkeley. The strength of our school lies with our staff and parent community. Our teaching faculty is comprised of highly qualified, fully credentialed teachers who offer focused instruction and design rigorous academic curricula based on Common Core State Standards. The partnership between our school, Cornell families, and our community allows us to effectively support our students, staff, and instructional programs. Parent support at Cornell is remarkable. Our school community benefits greatly from the volunteer and financial support provided by our parents and local community. There are approximately 570 students currently enrolled at Cornell School. The school serves students in kindergarten through 5th grade, with 23 general education and 2 special education classrooms on campus. The general education classrooms have a student range of 21 to 28 students. Additional teachers and staff serve students in need of reading and math Intervention, English Language Development Instruction, Speech and Language Therapy, Special Education Resource Instruction, Adapted Physical Education, Occupational Therapy, and Mental Health Counseling Services. The intervention specialist teachers offer support comprised of ELD Specialists (1.2 FTE), and Reading Intervention, (1.4 FTE). Students at Cornell School receive a core academic curriculum based on Common Core State Standards. To develop focus on the whole child, our faculty provides learning experiences to foster students' social and emotional growth. Cornell teachers differentiate their instruction to meet the individual learning needs of their students, thereby helping all students to make progress towards mastery of learning goals. Kindergarten students participate in library and physical education each week. 1st-5th grade students participate in library, physical education and music classes each week, and 4th-5th grade students also participate in science classes each week, all of which are taught by credentialed teachers. Through the Albany Elementary Giving Campaign, K-5 students are offered additional enrichment activities, such as dance, music, performing arts, chess, and poetry during the school day. Additionally, both before and after-school enrichment opportunities are provided on-site to those families that enroll. Nearly 30% of our students are English Language Learners and about 11% of our students participate in the Free or Reduced Lunch program. With close to 30 different languages spoken, our students are provided wonderful opportunities for cultural dialogue with a rich multi-cultural foundation on which to build a life-long appreciation of diversity. Cornell is proud to be an inclusive and welcoming school.


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SCHOOL MISSON & VISION School Mission Statement At Cornell Elementary School, our mission is to create a community of self-sufficient life-long learners who are cooperative, respectful, and responsible. School Vision Statement We support the district’s mission, values and beliefs by: - Offering a safe and supportive learning environment that allows all of our students to thrive in their academic achievement and social-emotional growth - Valuing the diversity of our population, embracing the unique qualities of each student, and building students’ understanding and acceptance of these differences between one another - Targeting our work to ensure that our students have a deep understanding of the essential knowledge and skills taught at their grade level, develop critical thinking skills, produce high quality work, are adept at applying their learning, and are thoughtful, caring members of our community


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ANALYSIS OF CURRENT ACADEMIC ACHIEVEMENT

Smarter Balanced English Language Arts Performance – Spring 2015 (Overall) Level 1= Standards Not Met Level 2= Standards Nearly Met Level 3= Standards Met Level 4= Standards Exceeded

The Cornell Staff and the School Site Council analyzed the following data to create school-wide goals for the 2016-2017 school year: 2014-2015 CAASPP ELA and Math grades 3-5, 2014-2015 CST Science grade 5, 2015-2016 Trimester 2 Math DBA, 2015-16 CELDT grades K-5.


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Smarter Balanced Mathematics Performance – Spring 2015 (Overall) Level 1= Standards Not Met Level 2= Standards Nearly Met Level 3= Standards Met Level 4= Standards Exceeded 2014-15 CST Science – Grade 5


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Trimester 2 – 2016 District Math Benchmark (Overall) Level 1= 1-25% Level 2= 26-50% Level 3= 51-75% Level 4= 76-100%


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Trimester 2 – 2016 District Math Benchmark (Performance Task) Level 1= 1-25% Level 2= 26-50% Level 3= 51-75% Level 4= 76-100%


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Trimester 2 – 2016 District Math Benchmark (Number Base Ten) Level 1= 1-25% Level 2= 26-50% Level 3= 51-75% Level 4= 76-100%


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Trimester 2 – 2016 District Math Benchmark (Operations/Algebraic Thinking) Level 1= 1-25% Level 2= 26-50% Level 3= 51-75% Level 4= 76-100%


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Cornell Math Club Module Assessment Results Analysis - Module #1 2nd, 3rd, 4th & 5th grade - Scholastic, "Do the Math" intervention provided through 2 ten-week modules

Second Grade - Book A: Addition

Student Pre-Test (out of 25) Post-Test

Assessment % change Score % Score %

A 19 76% 21.5 86% 10% B 20 80% 21 84% 4% C 11 44% 19 76% 32% D 4 16% 8 32% 16% E 15 60% 24 96% 36% F 19 76% 25 100% 24% G 22 88% 23 92% 4% H 9 36% 14 56% 20% I 14 56% 23 92% 36% J 17 68% 24 96% 28%

Average 15 60% 20.25 81% 21%

Third Grade - Book B: Addition & Subtraction up to 100



A 15 60% B 8 32% 12 48% 16% C 18 72% 23 92% 20% D 5 20% 15 60% 40% E 18 72% 21 84% 12% F 9 36% 16 64% 28% G 16 64% 18 72% 8% H 25 100% 25 100% 0% I 19 76% 24 96% 20% J 20 80% 23 92% 12% K 17 68% 18 72% 4% L 13 52% 22 88% 36% M 20 80%

Average 15.27 61% 19.38 78% 16%


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Fourth Grade - Book C: Addition & Subtraction greater than 100



A 19 76% 17 68% -8% B 16 64% 15 60% -4% C 20 80% 16 64% -16% D 13 52% 18 72% 20% E 15 60% 21 84% 24% F 17 68% 22 88% 20%

Average 16.67 67% 18.17 73% 6%

Fifth Grade - Book B: Division



A 14.5 73% 20 100% 28% B 9 45% 17 85% 40% C 14.5 73% 19 95% 23% D 8.5 43% 11.5 58% 15% E 9 45% 16 80% 35% F 8 40% 20 100% 60% G 6 30% 17 85% 55% H 12 60% 16 80% 20%

Average 10.1875 51% 17.0625 85% 34%


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FBB=Beginning BB=Early Intermediate LvlB= Intermediate Prf = Early Advanced Adv=Advanced


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ANALYSIS OF CURRENT EDUCATIONAL PROGRAMS

Analyze Educational Practices

Educational Practices

Alignment of curriculum, instruction and materials to content and performance standards

District curriculum standards are aligned with Common Core State Standards in Language Arts and Mathematics. Next Generation Science Standards (NGSS) are currently adopted and will be implemented in the 2016-17 school year. Teachers are continuing to identify best practices to teach to the State Standards. The sites along with the district will provide ongoing professional development for teachers so they can successfully implement the program, identify at-risk students through embedded assessments, and provide intervention for students who are struggling.

Services provided by the regular program to enable under-performing students to meet standard

- Differentiation of the curriculum - Re-teaching during the school day - Specially Designed Academic Instruction in English (SDAIE) strategies/English Language Development (ELD) vocabulary strategies - Guided Language Acquisition Design (GLAD) strategies for accessing academic language - Student Success Team (SST) process - Individual Education Plans (IEPs) and Section 504 plans and processes - School Attendance Review Team (SART)/School Attendance Review Board (SARB) processes - Mental health counseling interns who offer individual and group counseling to students in need - Teacher grade level collaboration - Library Media Specialist available to all students - Vision and hearing screening for all students in grades K, 2 and 5, as well as through teacher referrals - Early Bird/Late Bird split schedule for lower teacher-student ratio - Co-teaching model in place in grades 1-5 - Pull-out and push-in language support of ELD/Intervention teacher -Reading Specialist

Use of the state and local assessments to modify instruction and improve student achievement

- California Assessment of Student Performance and Progress (CAASPP) - California English Language Development Test (CELDT) testing - District Writing Assessments (K-5) - District Math Benchmark Assessments (K-5) - Gates-MacGinitie Reading Test grades 4 & 5 - Developmental Reading Assessment (DRA) grades K-3 - Slosson Oral Reading Test (SORT) grades 2 & 3 - Albany First Grade Word List (grade 1) - Letter Recognition (Kindergarten) - Letter Sounds (Kindergarten) - Sight Words (Kindergarten) - Concepts of Print (Kindergarten)


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- CVC word list (Kindergarten) - Phonemic Awareness (Kindergarten) - Curriculum assessments - Teacher created assessments

Family, school, district and community resources available to assist these students

-English Language Advisory Council (ELAC)/District English Language Advisory Council (DELAC) -School Site Council (SSC) - Parent Teacher Association (PTA) - Albany Education Foundation (AEF) Grants - SchoolCARE - Albany Music Fund - Albany Elementary Giving Campaign - School Attendance Review Team (SART)/School Attendance Review Board (SARB) - Special Education Local Plan Area (SELPA)

School, district and community barriers to improvements in student achievement

-Inconsistent student attendance (multiple absences and/or tardies) - Students experiencing emotional distress - Statewide reduction in funding starting 2009 - Increased adult-student ratio in K-3 classrooms due to reduced state funding for this purpose - Disruption in students' classroom programs due to support service scheduling - Need for professional development to support various needs of students - Need for increased professional development for special education paraprofessionals and all staff in social/emotional support to students - High needs of educationally disadvantaged students - High needs for intervention, higher needs than staffing can provide (particularly in math) - More time needed for support staff to collaborate with teaching staff - Limited language skills of English Learner (EL) students - Need for increased access to technology

CONCLUSIONS FROM ANALYSIS OF INSTRUCTIONAL PROGRAMS

One of the action steps from last year’s site plan was to continue after-school math club intervention for students performing below grade level and to work on extending services for students. With funds available in 2015-16, we were able to extend this service to 4 grades. Cornell continued implementation of a new Common Core aligned intervention for Math Club this year with continued success for those students in the program. Optimally, the school would be able to offer support to all identified students and within the school day so that all can receive support from credentialed teachers. Current barriers are that credentialed staff is not available outside of school day and funds available would limit the number of students served as well. DreamBox, program currently used by other AUSD elementary sites, is being considered for 2016-17. In 2014-15, staff requested a review of the English Language Development program and services to English learners at Cornell. During the prior four years, a program considered a pilot was being implemented whereby students at the intermediate level were clustered in grades 1-5 for service in a push-in model with team teaching provided by the ELD Specialist and the classroom teacher. During the 2015-16 school a volunteer team with ELD teachers


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and the Principal reviewed the model with intention to make recommendations for future service with goals for serving ELD students equitably at all levels of English. During 2016-17, the cluster model will continue with a training plan for transitioning to designated daily ELD instruction provided by classroom teachers for 2017-18, with pullout provided for newcomers and students and other identified at-risk EL students at other levels.


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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE Cornell teachers and School Site Council have 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 grade level performance. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

CORNELL SCHOOL GOAL: ENGLISH-LANGUAGE ARTS All students will demonstrate growth.

1. All students will demonstrate growth. 90% of students will make at least one year’s growth as demonstrated by maintaining or increasing their performance on their current grade level local assessments in reading and written language as compared to previous grade level assessments. Students who demonstrate grade level achievement in reading and written language will be considered students who made growth. Students who maintain below grade level achievement will not be considered students who made growth.

2. We will increase the percentage of students scoring at grade level performance. 90% of all students, including all subgroups, will be expected to perform at grade level. In the cases where student groups are already outperforming these levels, we can name a reasonable percentage of increase. In the cases where student groups are underperforming these levels, we can name a reasonable increase of 5 to 10%.

AUSD Local Control and Accountability Plan (LCAP) Goal #1: We will provide a comprehensive educational experience with expanded opportunities for engagement, assessment and academic growth so that all students will achieve their fullest potential.

What data did you use to form this goal? 1. CAASPP 2014-15 ELA data

What were the findings from the analysis of this data? School-wide achievement in ELA is high. On the 2015 CAASPP test 90% of our students performed from nearly meeting to exceeding standard. However, this was the first year the test was given formally. We expect performance to progress this year with student and staff experience.

How will the school evaluate the progress of this goal? Smarter Balanced formative and summative assessments, CCSS-based assessments, District writing assessment, Developmental Reading Assessment (grades 1-3), Gates-MacGinitie Reading Test (grades 4-5), CELDT, other local assessments.

STRATEGY I: Alignment of Instruction with Language Arts Content Standards (CCSS) We will implement instruction aligned to the Common Core State Standards through grade level collaboration, use of instructional guides and curriculum, and professional development.

Action/Date Person(s) Responsible Evidence and/or Measures of Progress Cost and Funding Source


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1. Consistent use of assessments will inform us of our students’ understanding of concepts, drive instructional decisions, and offer means for dialogue about teaching practices and student progress.

Teachers, Site Administrator

Lists of current students, lists of students newly enrolled in AUSD, lists of students identified for targeted intervention support

N/A – Staff meeting time

2. Provide professional development and implementation of CCSS curriculum materials as curriculum and trainings pertain to individual, site, and district needs.

Teachers, TSA, Site Administrator, Director of Curriculum & Instruction

District CCSS implementation plan, District Language Arts Committee agendas and meeting notes, cross-site collaboration agendas and notes, CCSS-aligned lessons/units

$5,000 – (District State Standards Implementation Funds)

3. Evaluate and prioritize our Language Arts curriculum needs to determine what additional materials should be considered for purchase in order to further align classroom materials with CCSS.

Grade Level Teams, TSA, Site Administrator

Grade level meeting notes, student achievement data, resources related to CCSS curriculum materials

$4,800 Substitutes – (District State Standards Implementation Funds)

4. Teacher on Special Assignment (TSA) will assist with CCSS implementation through professional development and ongoing support to individual teachers and grade level teams. Focus will be placed on support for developing units/lessons that are CCSS aligned.


Professional development plans, classroom observations, grade level Cycle of Inquiry plans and notes

1.0 FTE (District State Standards Implementation Funds)


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STRATEGY II: Instructional Strategies and Materials in Language Arts We will evaluate and improve our instructional strategies and curricular materials for Language Arts through professional development, reflection, and administrative feedback, which will facilitate the transition to the California Common Core State Standards.


1. Provide weekly opportunities for teachers to partner in collaborative discussions. During this time they will have opportunities to reflect on student learning and assessment data, to plan for both short and long-term units and lessons, to deepen knowledge of curriculum, and to engage in professional development as a team.

Grade Level Teams, Site Administrators

Grade Level Meeting notes, cited changes and improvements in instructional strategies as evidenced by lesson plans, observations and walk-throughs resulting in rising student proficiency levels

N/A – Staff Meeting time

2. Provide regular professional development opportunities for teachers with the implementation of CCSS in Language Arts. We may use a professional text, areas of staff interest or student need, district-wide focus, whole group, or small group to guide site-based professional development

Teachers, TSA, Site Administrators

Monitor calendar for planned and executed professional development

Same as Strategy 1 Action 2 (above)

3. Provide teachers opportunities to develop their leadership capacity by helping to plan and facilitate professional development focused on CCSS in Language Arts.

Teachers, TSA, Site Administrator

Changes and improvements in instructional strategies as evidenced by lesson plans, observations, walk-through, meeting notes resulting in rising student proficiency levels

$200 – substitute costs per teacher Site Lottery Fund

4. Offer two release collaboration days to grade level teams to collaborate, plan instruction, discuss common instructional practices and assessments, and align their work across the grade level to the state standards. Two collaboration days offered for intervention staff to meet. (26 teachers)

Grade level teams, Site Administrator, TSA

Grade level meeting agendas and minutes, samples of common assessments, student achievement results from common assessments

$8,400 – substitute costs Site Lottery Funds

5. Offer one release day during the school year to grade level teams to focus on assessment. Teachers will work with students to assess their skills as well as analyze student work. Kindergarten teachers will

Grade Level Teachers Site Administrator

Teacher assessments $6,300 – substitute costs Site Lottery Funds


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be offered two days and SPED classroom teachers three. (39 days) 6. Provide regular professional development opportunities for teachers with the implementation of CCSS and provide opportunities for teachers to develop their leadership capacity in helping to plan and facilitate these sessions.

Teachers, TSA, Site Administrators

Monitor calendar for planned sessions Same as Strategy 1 Action 2 (above)

7. Extend the Daily Five/CAFE program as a way to enhance their Language Arts instruction. Teachers will be offered the opportunity to attend a Daily Five/CAFE workshop.


Participation in Daily Five/CAFÉ workshop, integration of strategies in Language Arts instruction

8x$150 ($1200) ½ day summer planning $580 TOTAL=$1780 Site Lottery Funds

8. Provide systems, structures, and funds for purchase of identified materials needed for differentiated instruction.

1. Classroom Subscriptions 2. New teacher set up 3. Classroom supplies for K-5 ( allotment) 4. Instructional supplies (general supplies)

Principal Materials purchased for differentiated instruction

$10,000 Site Lottery Fund $11,000 Restricted Lottery

STRATEGY III: Language Arts Intervention We will insure that learning is accessible to all students by providing high quality instruction matched to student needs. We will continue to reflect on effective language arts interventions to reach target students at each grade level and determine next steps for implementation.


1. Monitor and track at-risk students through implementation of Safety Net Model in the Fall. Analysis of multiple measures will be uses to identify target students for available interventions onsite. These students will be monitored for progress while participating in interventions throughout the year. (full day, 26 teachers)

Teachers, Specialists, Site Administrator

List of Identified Target Students (names, needs, skills, assessment results)

$4,200 Site Lottery Fund


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--Spring meetings to occur for class placement 2. Provide reading intervention service for our students that qualify for additional support in reading and written language.

Reading and Intervention Specialist, Teachers, Site Administrator

List of students served by interventions, Reading Specialist’s schedule, lesson plans, pre/post assessment results

1.2 FTE (Supplemental Funds)

3. Support our Beginner and Early Intermediate EL students through pullout support from our ELD Specialist. Support Intermediate students with push-in/co-teaching support.

ELD Specialists, Teachers, Site Administrator

Class placements, list of students served by ELD services, ELD Specialists’ schedule, lesson plans, pre/post assessment results, CELDT data

1.4 FTE (Supplemental Funds)

4. Continue to integrate GLAD strategies into our practice. We will plan a site-based professional development opportunities focused on GLAD. 1. New staff members will be offered initial training

opportunities. (2 teachers) 2. Refresher training will be provided to staff that

have previously been trained. 3. Grade level collaboration days continue to allow

for unit planning.

Teachers, ELD Specialists, Site Administrator

Integration of GLAD strategies in classroom instruction

Site Lottery Funds $3500 PTA $1500

4. Provide training model to support designated ELD model for 2017-18 implementation for ELD instruction within classrooms to include: • Professional development to ELD teachers

and site TSA • CCSS ELD Standards (2012) • Integrated and Designated Instruction • Teaching Models for Designated Instruction

delivery in classrooms • Release time to classroom teachers for

planning

Teachers, ELD Specialists, TSA, Site Administrator

Training Agendas, Meeting minutes, Demo lesson videos, Staff reflections/surveys



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• Other areas as flexibly determined through planning

STRATEGY IV: Family Involvement and Communication We will offer opportunities for families to participate in and become better informed about the educational process of their children.


1. Provide parent education events through coordination with the PTA for topics related to supporting students’ reading and writing development.

PTA Representatives, Site Administrator (advises)

PTA event calendar, event agendas and notes, and school newsletters

PTA

2. Provide opportunities for parents of English Language Learners to build their skills in assisting their children at home in reading/writing with the support of the English Language Advisory Committee (ELAC).

ELD Specialists, ELAC Representatives, Site Administrator

ELAC meeting agendas and notes N/A – Staff Meeting time

3. Provide translators as often as possible for school meetings.

ELD Specialists, District and Site Administrators

Conference notes and sign-in sheets from parent involvement activities

$200 Site Lottery Funds Volunteers/District

4. Provide translations of documents in as many languages as possible, with the priority on translating into Chinese (Mandarin), Korean, and Japanese, and Spanish.

ELD Specialists, District and Site Administrators

Translated documents Volunteers/District

5. Provide outreach to our target students and to foster an environment that welcomes and supports our families of language learners and new families.

Staff, Parents Schedule of family events, translated documents, parent survey results

N/A


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6.Maintain office clerk hours for continued school support and communication between Cornell families, staff, and students.

Principal Attendance updates, teacher supplies and copies, clerical support to school, mail distribution

$1800 - Site Lottery Funds


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CORNELL SCHOOL GOAL: MATH All students will demonstrate growth.

1. All students will demonstrate growth. 90% of students will make at least one year’s growth as demonstrated by maintaining or increasing their performance on their current grade level local assessments in reading and written language as compared to previous grade level assessments. Students who demonstrate grade level achievement in reading and written language will be considered students who made growth. Students who maintain below grade level achievement will not be considered students who made growth.

2. We will increase the percentage of students scoring at grade level performance. 90% of all students, including all subgroups, will be expected to perform at grade levels. In the cases where student groups are already outperforming these levels, we can name a reasonable percentage of increase. In the cases where student groups are underperforming these levels, we can name a reasonable increase of 5 to 10%.

AUSD Local Control and Accountability Plan (LCAP) Goal #1: We will provide a comprehensive educational experience with expanded opportunities for engagement, assessment and academic growth so that all students will achieve their fullest potential.

What data did you use to form this goal? 1. CAASPP 2014-15 Math data 2. K-5, District Benchmark Assessment (DBA), Spring 2016

What were the findings from the analysis of this data? On the 2015 CAASPP test 90.6% of our students performed from nearly meeting to exceeding standard. However, this was the first year the test was given formally. We expect performance to progress this year with student and staff experience.

How will the school evaluate the progress of this goal? Smarter Balanced summative assessments, CCSS-based assessments, District Benchmark Assessment (DBA)

STRATEGY I: Alignment of Instruction with Math Content Standards (CCSS) We will implement instruction aligned to the Common Core State Standards through grade level collaboration, use of instructional guides and curriculum, and professional development.


1. Consistent use of assessments will inform us of our students’ understanding of concepts, drive instructional decisions, and offer means for dialogue about teaching practices and student progress.


Lists of current students, lists of students newly enrolled in AUSD, lists of students identified for targeted math intervention support



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2. Evaluate and prioritize our math curriculum needs to determine what additional materials should be considered for purchase in order to refine classroom materials that align with CCCS.

Grade Level Teams, TSA, Site Administrator

Grade level meeting notes, student achievement data, resources related to CCSS curriculum materials


3. The Teacher on Special Assignment (TSA) will assist with CCSS implementation through professional development and ongoing support to individual teachers and grade level teams. Focus will be placed on support for developing units/lessons that are CCSS aligned.


Professional development plans, classroom observations, grade level Cycle of Inquiry plans and notes


STRATEGY II: Instructional Strategies and Materials in Math We will evaluate and improve our instructional strategies and curricular materials for math through professional development, reflection, and administrative feedback, which will facilitate the transition to the California Common Core State Standards.


1. Provide weekly opportunities for teachers to partner in collaborative discussions. During this time they will have opportunities to reflect on student learning and assessment data, to plan for both short and long-term units and lessons, to deepen knowledge of curriculum, and to engage in professional development as a team.

Grade Level Teams, Site Administrator

Grade Level Meeting notes, cited changes and improvements in instructional strategies as evidenced by lesson plans, observations and walk-throughs resulting in rising student proficiency levels


2. Provide regular professional development opportunities for teachers to enhance their skills with the implementation of the District-adopted, CCSS-aligned math programs, Investigations (grades K-3) and Math Expressions (grades 4-5).


Monitor calendar for planned and executed professional development


3. Offer teachers opportunities to develop their leadership capacity by helping to plan and facilitate professional development focused on CCSS in Math.


Changes and improvements in instructional strategies as evidenced by lesson plans, observations, walk-throughs, meeting notes resulting in rising student proficiency levels



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4. Administer local math assessments each trimester. Assessment results will support progress on report cards.


Grade Level Meeting notes, cited changes and improvements in instructional strategies as evidenced by lesson plans


STRATEGY III: Math Intervention We will insure that learning is accessible to all students by providing high quality instruction matched to student needs. We will continue to reflect on effective math interventions to reach target students at each grade level and determine next steps for implementation. Students will be provided with a balanced instructional program where students increase their proficiency in basic computational skills and procedures, develop conceptual understanding, and become adept at problem solving.


1. Provide intervention programs and supports for students in classes grades K-5

Teachers/Staff Site Administrator

Benchmark assessments; curriculum tests

$11,000 Supplemental Fund

CORNELL SCHOOL GOAL: TECHNOLOGY Students need to gain the skills and comfort level to receive instruction and participate in learning that incorporates technology. Students need to be adept at using technology and the Internet to safely and efficiently gather information. Students need to be able to create documents and make presentations using this content. Students need skill with using technology for communication purposes within the learning environment. With the development of these skills, our students will be better prepared for college and/or career. Goal Objective Students will be able to use and demonstrate age appropriate skills, software, and applications, as recommended by the National Education Technology Standards (NETS). - Use of iPads to use educational applications and websites - K-2nd grade students - Use of computers to develop keyboarding skills - 3rd grade students - Use of computers to develop word processing skills - 4th grade students


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- Use of computers to develop Internet researching skills - 5th grade students Teachers will be able to effectively use technology to enhance their instruction and increase student engagement. - Use of document cameras and LCD projectors - Use of classroom amplification systems - Use of Internet sites to pull content for instruction - Use of educational websites, applications, and software - Use of GAFE (Google apps for education) for communication and collaboration AUSD Local Control and Accountability Plan (LCAP) Goal #1: We will provide a comprehensive educational experience with expanded opportunities for engagement, assessment and academic growth so that all students will achieve their fullest potential.

What data did you use to form this goal? Technology use calendar Typing Club students reports Professional development agendas/minutes Teacher interest surveys

What were the findings from the analysis of this data? Increased student use relates to increased access to devices. A continuum of skill and content for K-5 will support articulated teaching and learning goals along with a developed for using available technology.

How will the school evaluate the progress of this goal? Review of Chromebook calendar Device inventory Survey of staff

STRATEGY I: Instructional Technologies Teachers will use technology standards to help guide teacher and student use of technology for enhancing teaching and learning in our classrooms.


(Itemize for Each Source) 1. Continue use of iPads and Chromebooks on campus K-5 to give students access to 21st century technology skills.

• iPads apps in K-2 • Web 2.0 applications in 3rd-5th • GAFE (Google apps for education) • Digital citizenship K-5

Staff, TSA, Site Administrator

NETS/AUSD technology standards N/A


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• Chromebook use in 3rd-5th

2. Purchase Raz-Kids accounts for K-3rd grade students and 4th-5th grade students participating in our Reading Intervention/ELD program.

K-3rd grade teachers, ELD/Reading Intervention Specialists, Parents, Site Administrator

Students’ use of Raz-Kids in classrooms during the school day and after school

$1900 - Supplemental Funds

3. Teach identified Digital Citizenship curriculum in K-5.

Librarian, Site Administrator

Schedule of lessons on school website. N/A

4. Provide professional development in technology instruction on content and skills to staff based on needs and interest.


Agendas, meeting minutes $2,000 – Site Lottery Funds


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CORNELL SCHOOL GOAL: CLIMATE Issue Statement If students feel emotionally and physically safe, are connected to school, feel supported by their teachers and staff, are accepted and respected for who they are, have positive interactions with others every day, and have a welcoming climate in which to learn, then they will learn more and be more likely to demonstrate positive behavioral choices. AUSD Local Control Accountability Plan (LCAP) Goal #2: We will identify individual social-emotional and behavior needs and apply collaborative appropriate interventions.

• Review, Refine and Implement Social-Emotional and Behavioral Interventions, support programs and policies to reflect current research and best practices.

• We will foster students’ social-emotional development by providing a safe and inclusive learning environment and a positive school culture.

What data did you use to form this goal? CA Healthy Kids Survey results, School wide discipline data

What were the findings from the analysis of this data? Increased use of appropriate and respectful behavior by students in the classroom, reduced referrals for discipline and incidents related to bullying or harassment or poor behavior in general, reduced suspensions on campus

How will the school evaluate the progress of this goal? Ongoing discussions and reflections about student behavior, analysis of student discipline data (referrals to the office and suspensions)

STRATEGY I: Instructional Strategies and Materials Staff will be given the tools to provide instruction in the areas positive behavioral support of safe, respectful and responsible behaviors, anti-bias instruction, and physical fitness.


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1. Continue Welcoming Schools curriculum with integrated lessons on disability awareness, body size acceptance, gender expression, family diversity, and name calling to address targeted bullying. 5 lessons to be taught per grade each year. Coordinate calendar to align with other units taught (Second Step, Speak up Be Safe)

Teachers, Site Administrator, Librarian

Lesson plans, faculty meeting agendas and notes

N/A

2. Teach Second Step, a social skills curriculum that aims to enhance students’ social-emotional competence. Training will updated for new staff to Cornell.


Staff Development Schedule, Second Step Lesson Plans

District – Safe Schools TSA (Parcel Tax)

3. Integrate BEST program practices to systematically teach school-wide expectations for being safe, respectful, and responsible in all areas of the school. Offer recognition to students for making positive choices, and focus our efforts for students who need extra behavioral/social-emotional support.

Positive Behavior Support Team, Teachers, Specialists, Noon Supervision Staff, Site Administrator

School-wide expectations, positive behavior recognition systems

N/A

4. Maintain site Leadership Team to meet and discuss and collaborate on school-wide needs and issues. A group of teacher representatives from all grade levels, a specialist and principal, who will meet up to 4 hours/month with other duties outside of the meeting to represent the group.

Leadership Team Members, Site Administrator

Leadership Team schedule and agendas

District General Fund

4. Continue Noontime Activities program for variety of choice on the yard and in the library at lunch.

Noontime Activities Coordinator

Schedule of weekly noontime activities $4,750 District General Fund

5. Continue Bike Safety Week program for grades 4th/5th.

PE teacher Schedule of Bike Safety Week $325 Site General Fund


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5. Continue use of Mindfulness techniques in our classrooms. --Provide refresher trainer for new staff.

K-5th grade teachers, Site Administrator

Use of mindfulness practices in classrooms

PTA/General/or Site Funds

7. Maintain Emergency Preparedness Supplies on campus: -Emergency Backpacks/Folders updated annually -Emergency Preparedness Container supplies updated through as needed -Emergency release lanyards updated annually Emergency Drill Schedule and Safety Plan updated annually

$750 PTA/Parent Support

STRATEGY II: Intervention Services will be provided to assist staff and students.


1. Utilize Student Study Team process to help evaluate our at-risk students using SST tracking sheets, supporting documentation, and team meeting suggestions.

SST members (classroom teacher, Reading Specialist, Psychologist, Speech Therapist, Resource Specialist, ELD Specialist, Site Administrator)

Schedule of SST meetings, SST meeting notes, assessment results

N/A

2. Provide mental health counseling for at-risk students in individual and group settings

Counseling Supervisors and Interns, Site Administrator

List of students served by counselors, counseling schedule, assessment of behavior change as noted by teacher/counselor

Parcel Tax – Mental Health Services


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STRATEGY III: Involvement and Communication Staff will offer opportunities for parents and the community to participate in the educational process


1. Students, parents, and the community will be informed about school attendance policies and procedures related to a positive school climate and student success.

Site Administrator Agreements signed by parents and students, communication through Parent & Student Handbook, weekly school-wide newsletters, and on Cornell website

N/A

2. Continue Student Leadership opportunities - Student Council – 3rd, 4th & 5th graders - Conflict Managers – 3rd, 4th & 5th graders - Compost Helpers – 2nd graders - Clean Team – 1st graders

Staff, Parents Site Lottery Fund -Student Council $200 -Conflict Manager $1000

3. Continue Cornell Green Schoolyard Committee to increase natural play and green space on yard.

Green Schoolyard Committee, PTA Board, Teachers, Site Administrator

Garden plot assignments and schedule, Greening Team meeting schedule, Master Greening Plan

PTA Funds

4. Schedule Community Time to offer monthly school-wide Community Time gatherings.

Student Council, Teachers, Site Administrator

Schedule of Community Time gatherings

N/A

Cornell Elementary School Single Plan for Student Achievement, 2016-2017 35

School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.1 The current make-up of the SSC is as follows:

Names of Members

Prin

cipa

l

Clas

sroo

m

Teac

her

Oth

er S

choo

l St

aff

Pare

nt o

r Co

mm

unity

Se

cond

ary

Stud

ent

Amanda Azevedo X

Lisa Bernard-Pearl X

Brandy Biehl X

Miesje Child X

Heather Duncan X

Ellen Murff X

Sara Serin-Christ X

Numbers of members in each category 1 3 0 3 0

1 EC Section 52852

Cornell Elementary School Single Plan for Student Achievement, 2016-2017 36

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 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.

4. 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.

5. This SPSA was adopted by the SSC at a public meeting on: May 12, 2016. Attested: Heather Duncan Typed name of School Principal Signature of School Principal Date Sara Serin-Christ Typed name of SSC Chairperson Signature of SSC Chairperson Date

2016-2017 single plan for student achievement cornell ... · the single plan for student...

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