november 1, 2012 cambrian school district. school plan (spsa) process review site spsa updates...
TRANSCRIPT
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