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West Contra Costa Unified School District

Sheldon Elementary School

Title I

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2012-13

Board Approval Date:

Contact Person: Sonja L. Bell

Principal: Sonja L. Bell

Telephone Number: (510) 231-1414

Address: 2601 May Road

Richmond, CA 94803

E-mail address: [email protected]

BOARD OF EDUCATION 2012-13

MADELINE KRONENBERG, President

CHARLES T. RAMSEY, Clerk

RANDALL ENOS, Member

TODD A. GROVES, Member

ELAINE R. MERRIWEATHER, Member

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]

Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Safety, Library, Technology Assurance Page

Executive Summary

Stakeholder Involvement

Action Plan for Improving Student Achievement (Academic)

Goals, Indicators, Data Analysis

QEIA Checklist/Monitoring and APS (Harding, Helms, Peres, - Only)

System-wide Barriers

Student Achievement Strategies

ELA #1

ELA #2

Math #1

Math #2

Science

History/Social Science

Physical Education

Visual and Performing Arts

Educationally Disadvantaged Youth

Special Education

Gifted and Talented Education (GATE)

English Learners

Extended Learning

Preschool Transition

Action Plan for Improving Student Achievement (Student Support)

Data Analysis

Student Support Programs

Attendance

Health and Safety

School Climate

Coordination of Services Page

Agreements

Centralized Services

School Site Council (SSC) Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and

assures the board of the following:

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state

law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those

board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting

this plan (Check those that apply):

[ ] School Advisory Committee for State Compensatory Education Programs

[X] English Learner Advisory Committee

[ ] Community Advisory Committee for Special Education Programs

[X] Gifted and Talented Education Program Advisory Committee

Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for

Student Achievement and believes all such content requirements have been met, including those found in district governing

board policies and in the Local Improvement Plan.

5. This school plan 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 school plan was adopted by the school site council on: October 26, 2012.

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2012-13 school year, using the WCCUSD monitoring process.

Attested:

Sonja L. Bell

Typed name of school principal Signature of school principal Date

Deborah Delvalle

Typed name of SSC chairperson Signature of SSC chairperson Date

Assurances Regarding the School Safety Plan

The principal’s signature verifies that Sheldon Elementary School has reviewed the school Safety Plan for 2012-13.

The plan [X] was [ ] was not updated. Key elements of safety, emergency and crisis preparedness were reviewed and discussed with

all school faculty and staff.

Sonja L. Bell


Assurance Regarding the Library Plan

The principal’s signature verifies that Sheldon Elementary School has reviewed the district Library Plan for 2012-13.

Sonja L. Bell


Assurance Regarding the Technology Plan

The principal’s signature verifies that Sheldon Elementary School:

[ ] will develop a Technology Plan for 2012-13

[X] has updated the Technology Plan for 2012-13

Sonja L. Bell


West Contra Costa Unified School District

Sheldon Elementary School

2012-13

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on*:

Identify

Chair

Person:

Parent/Community Members

#1 Keith Alms 6/12 [ ]

#2 Don Black 6/13 [ ]

#3 Patrick Golden 6/13 [ ]

#4 Aiysha Davis 6/13 [ ]

#5 Ms.Gallardo 6/13 [ ]

School/Other Members

Tchr #1 Crystal Barb 6/13 [ ]

Tchr #2 Karen Jarrell 6/13 [ ]

Tchr #3 Jennifer Titus 6/13 [ ]

Other Deborah Delvalle 6/13 [X]

Principal Sonja L. Bell 6/12 [ ]

Membership Composition:

Elementary (10 total)

1 Principal

3 classroom teachers

1 other school staff

5 parents/community members

* Indicate “n/a” if your council does not have SSC Bylaws that specify term limits.

Executive Summary

Equity, Student Achievement, Accountability for All, Safety, Community Engagement and Stewardship are the 2012-13

WCCUSD Goals. Our school establishes programs, activities and actions which are designed to continually address these

goals.

GOALS:

Equity: Implement fair, evenhanded district and school level policies, practices, and actions that ensure each student counts, all

students can learn, district resources are developed and deployed based on recognition and acknowledgement of the needs and

strengths of each student, and all stakeholders are valued members of the WCCUSD community.

Sheldon Elementary School's goal is to inspire in students a lifelong love of learning and pursuit of academic excellence.

Sheldon strives to create an educational environment that reflects the School's core values of academic excellence and

citizenship, where each student can thrive. We are a K-6 school striving to create an educational environment that reflects the

School's core values of academic excellence, diversity, and citizenship. We believe that a program based on these core values

will prepare our students to be effective citizens. We believe in high standards and are committed to daily standard

instruction. We are a multi-ethnic population that tries to draw in all facets of the community.

Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full range of

student needs and results in all students being prepared for a successful life.

Sheldon students have accessible on daily basis, a myraid of learning strategies and instructional practices. Teachers provide

all students standards based direct instruction provided through engaging and challenging presentation. Student deficiencies

and support to ensure academic growth are indentifed through academic conferences and data analysis. Learning center

support a trajectory of RtI strategies to address student needs. Afterschool tutoring in language arts and math is provided for

students in grades 2 through 6. Student achievement is acknowledged by the whole school community by award assemblies.

Accountability for All: Build a system of accountability for all that nurtures a culture where all administrators, teachers, district

employees, families, students, and community members are accountable for their roles in improving student achievement.

Data meetings ensure that all teachers and administrator are informed of the academic history and progress of students.

Academic conferences allow for ongoing assessment of student progress. Parents are informed through progress reports,

report cards and the SST process and conferences. Parents are also informed through weekly notes and on-line accountabilty

as well as principal messages.

Safety: Implement strategies that ensure 1) safe, positive learning and working environments, 2) site preparedness for any crisis or

emergency.

Sheldon is committed to the safety of all students. We have systems and procedures in place to ensure and maintain students

and campus safety that include all staff. We have established on-going and closely monitored relationships with school safety

officials and local agencies. Sheldon has a Safety Committee which works in conjunction with the district requirements to

provide a safe environment to the school population.

Sheldon staff convey a consistent message of school safety and positive learning. We employ BEST strategies to encourage our

students to strive towards student achievement, responsiblity, respect for others and honesty. We are tireless in ensuring

students feel safe at school and are able to advance academically, socially and emotionally. We celebrate Red Ribbon week and

monitor bullying through discussions and assemblies.

Community Engagement: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning and provides for meaningful dialogue on critical issues. This will be fostered and

sustained on a district-wide level by continuously improving WCCUSD internal capacities and capabilities to engage all stakeholders.

The PTA and all SSC meetings are open to the public and generally well attended. The PTA also promotes activities that

encourage a sense of community and support increasing numbers of people becoming involved in the school by volunteering.

Stewardship: Continually strive to improve the effective and efficient use of financial and other resources. Stewardship is the wise

use of resources and the attribute by which the district can build and maintain public trust.

Our goal is to monitor and maintain all of our resources. We try to focus all resources and structure them to benefit the

students. Items are reviewed and approved by the various committees prior to including them in the budgets. All staff know

their assigned duties and responsibilities; they work daily to improve academic achievement of our students.

Description of any grants (i.e., Scully) that are not under the purview of the SSC, yet contribute to the school’s path to

academic excellence:

Program Name:

Program Focus:

Program Name:

Program Focus:

Program Name:

Program Focus:

Program Name:

Program Focus:

Program Name:

Program Focus:

Program Name:

Program Focus:

SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze CST and local assessment

data

Process: or Process: Whole staff review at the

begining of the year and report given to

SSC

Step 2 Gather input from

(check all that apply)

[X] GATE

[ ] ELAC

[ ] CAC

[X] Others ILT and grade level

teams

Process: or Process: Each group reviews the

appropriate data and makes

recommendations to reports to the SSC

Step 3 SPSA strategies development Process: or Process: Principal, ILT and the staff

develop the appropriate strategies

Step 4 Budget development Process: SSC determines budget with

input from the staff.

or Process:

Step 5 Finalize and submit SPSA for

School Board Approval

Date: October 25, 2012

Step 6 SPSA monitoring Process: or Process: ILT looks at monitoring each

time and then reviews it. The principal

then reports the findings to the SSC.

ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT

(CURRICULUM AND INSTRUCTION)

Elementary/Middle School ELA Goals and Indicators

Status of 2011-12 AYP Goal [ ] 2011-12 NCLB AYP Goal for ELA of 78.4% met for all students and all significant subgroups

- or -

[ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2011-12 established school goal for ELA of % met for all students and all significant subgroups

[X] 2011-12 AYP Goal for ELA of 78.4% not met in the following areas: Schoolwide, Latino students, White,

Socioeconomically Disadvantaged, English Learners

2012-13 AYP Goal (Check One)

[X] Our goal for 2012-13 is that 94.2% of all students and all numerically significant subgroups will be proficient in ELA. This

goal is based on the NCLB AYP target of 89.2% proficient, plus the additional 5% District level requirement.

[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for ELA of 94.2%. We have established the

following goal:

ELA Data Analysis

(3-Year Comparison)

CST (AYP) Performance - School Wide 2009-10 2010-11 2011-12

Students at/above proficient 43.4 109 52.8 134 51.2 132

Students at basic and below 56.6 142 47.2 120 48.8 126

Total valid scores 100 251 100 254 100 258

Total increase required during 2012-13 to meet the goal for ELA: 43.% 111

Description of findings: Overall students have increased and maintained approximately 8% in reading language arts.

CST (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 67.6 50 53 35 47.0 34


Total increase required during 2012-13 to meet the goal for ELA: 46.5% 30

Description of findings: African American students have made consistent progress in ELA over the past 2 years.

[X] Area of strength [ ] Area of concern

CST (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 66.2 45 47.9 35 57 45



Description of findings: Latino students (non- EL) experienced a 10% decrease from last year.

[ ] Area of strength [X] Area of concern

CST (AYP) Performance by Subgroup - White [X] Significant Subgroup 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for ELA: 33% 19

Description of findings: White students experienced a 2% decrease from last year.


CST (AYP) Performance by Subgroup - Asian [ ] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 51.2 21

Total valid scores 38 100 41 39

Total increase required during 2012-13 to meet the goal for ELA: %

Description of findings:

[ ] Area of strength [ ] Area of concern

CST (AYP) Performance by Subgroup - EDY (SED) [ ] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 59 98 52.7 97 56.1 105



Description of findings: EDY students experience a slight decrease of 3% from last year.


CST (AYP) Performance by Subgroup - English Learners [ ] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: English Language Learners decreased 8.3 from last year.


CST (AYP) Performance by Subgroup - Other [ ] Significant Subgroup 2009-10 2010-11 2011-12

Students at/above proficient

Students at basic and below

Total valid scores







Total valid scores




Elementary/Middle School MATH Goals and Indicators

Status of 2011-12 AYP Goal

[ ] 2011-12 NCLB AYP Goal for MATH of 79.0% met for all students and all significant subgroups

- or -

[ ] Made AYP by Safe Harbor or other CDE Criteria

[ ] 2011-12 established school goal for MATH of % met for all students and all significant subgroups

[X] 2011-12 AYP Goal for MATH of 79.0% not met in the following areas: Latino, Socioeconomically Disadvantaged, English

Learners

2012-13 AYP Goal (Check One)

[X] Our goal for 2012-13 is that 94.5% of all students and all numerically significant subgroups will be proficient in Math. This

goal is based on the NCLB AYP target of 89.5% proficient, plus the additional 5% District level requirement.

[ ] We have met the 2012-13 school-wide NCLB and District target AYP goal for MATH of 94.5%. We have established the

following goal:

MATH Data Analysis

(3-Year Comparison)

CST (AYP) Performance - School Wide 2009-10 2010-11 2011-12




Total increase required during 2012-13 to meet the goal for MATH: 32% 83

Description of findings: Students school wide increased and maintained the proficiency levels from last year.

CST (AYP) Performance by Subgroup - African-American [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: African American students increased by 11% from the previous year.


CST (AYP) Performance by Subgroup - Latino [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: Latino students (non EL) decreased by 16% from last year.


CST (AYP) Performance by Subgroup - White [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: White students increased by 1% from last year.


CST (AYP) Performance by Subgroup - Asian [ ] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 29.3 12

Total valid scores 38 100 41 39

Total increase required during 2012-13 to meet the goal for MATH: %



CST (AYP) Performance by Subgroup - EDY (SED) [X] Significant Subgroup 2009-10 2010-11 2011-12





Description of findings: EDY students decreased by 1.3% from last year.


CST (AYP) Performance by Subgroup - English Learners [X] Significant Subgroup 2009-10 2010-11 2011-12


Students at basic and below 44.6 37 34.9 30 38.5 35



Description of findings: English Learners decreased by just over 3% from last year.





Total valid scores







Total valid scores




Academic Performance Index (API)

All Students

Base 2011 API

2012 Growth

Target Points 2012 API Growth Points Met API

789 5 805 16 Yes

English Learner Goals

Status of 2011-12 AMAO 1 Goal (Check One)

[X] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target met.

[ ] 2011-12 NCLB AMAO 1 goal of 56.0% of English learners meeting the annual growth target not met.

Status of 2011-12 AMAO 2 Goal (Check One) – Cohorts 1 and 2

[X] 2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% of English learners attaining English proficiency (defined as a score of

Early Advanced or Advanced with no skill area below Intermediate) met.

-and-

2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1 % of English learners attaining English proficiency (defined as a score of

Early Advanced or Advanced with no skill area below Intermediate) met.

[ ] One or both 2011-12 NCLB AMAO 2 goals for Cohorts 1 and 2 were not met.

2011-12 NCLB AMAO 2 Cohort 1 goal of 20.1% [ ] met [ ] not met.

-and-

2011-12 NCLB AMAO 2 Cohort 2 goal of 45.1% [ ] met [ ] not met.

New 2012-13 AMAO 1 Goal (Check One)

[ ] Our goal for 2012-13 is to meet or exceed the NCLB AMAO 1 goal of 57.5% of our English learners meeting the annual

growth target.

[X] We have met the 2012-13 NCLB AMAO 1 goal of 57.5%. We have established the following goal 70%

New 2012-13 AMAO 2 Goal (Check One) – 2 Cohorts

[ ] Our goal for 2012-13 is that English learners will meet the NCLB AMAO 2 Cohort 1 target of 21.4%

-and-

NCLB AMAO 2 Cohort 2 target of 47.0%

[ ] We have met the 2012-13 NCLB AMAO 2 Cohort 1 target of 21.4%.

-and-

NCLB AMAO 2 Cohort 2 target of 47.0%

We have established the following goal Cohort 1 - 42%

Comparison of AMAO Data

(Annual Measurable Achievement Objectives - Measured by CELDT)

AMAO 1 - Annual Growth Percentage of English learners (EL) who have met the growth target (e.g., moved one level or more).

AMAO 1 2010-11 2011-12

Students met AMAO 1 55.1% 49 69.7% 69

Students did not meet AMAO 1 42.7% 40 29.3% 30

Total # in Cohort 1* 97.8% 89 99.0% 99

Total increase required during 2012-13 to meet the goal: .03% 1

* Cohort 1 includes:

EL students at the Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced levels who have matched scores.

AMAO 2 - Attaining English Proficiency Percentage of English learners (EL) who have reached English proficiency, defined as score of Early Advanced or Advanced with no

skill area below Intermediate.

Cohort 1AMAO 2 2010-11 2011-12

Students in Cohort 1 met AMAO 2 29.4% 25 41.6% 42

Students in Cohort 1 did not meet AMAO 2 70.6% 60 58.4% 59

Total in Cohort 1 AMAO 2 100% 85 100% 101

Total increase required during 2012-13 to meet the Cohort 1

AMAO 2 goal: .6% 5 .04% 1

Cohort 2AMAO 2 2010-11 2011-12

Students in Cohort 2 met AMAO 2 --% -- --% --

Students in Cohort 2 did not meet AMAO 2 % %

Total in Cohort 2 AMAO 2 % 19 % 20

Total increase required during 2012-13 to meet the Cohort 2

AMAO 2 goal: % %

Two Cohorts for 2011-12 include:

Cohort 1:

ELs, including new enrollees, enrolled less than 5 years

Cohort 2:

ELs enrolled 5 years or more

Please note: If the cohort size is smaller than 30, no AMAO results are available.

QEIA Checklist and Monitoring

(Harding, Peres)

Academic Performance Index (API)

2012-13 Narrative Description:

2010 API of 753 reflects a -40

point growth

2011-2012 target

2011 API of 789 reflects a 36

point growth

Met Not Met

2012-2013 target

2012 API of 805 reflects a 16

point growth

Met Not Met

2013-2014 target

2013 API of TBD reflects a

TBD point growth

Met Not Met

For additional information see SPSA sections:

Class Size Reduction


$

2009-10 baseline

N/A

2011-2013 target

CSR teachers required for

class size ratios of

Met Not Met

2012-2013 target



Met Not Met

2013-2014 target



Met Not Met

Highly Qualified Teachers (HQT)


$

2009-10 baseline

2011-2013 target

100% of all teachers

Met Not Met

2012-2013 target


Met Not Met

2013-2014 target


Met Not Met

Average Teaching Experience (ATE)


2009-10 Actual:

2011-2012 TEI target

2.3

Met Not Met


4.7

Met Not Met


7

Met Not Met

Teacher Professional Development Requirement

2012-13 List of PD activities and sessions:

$

2009-10 baseline

N/A

2010-11 target

1/3 of teachers

have 40 hours PD

and

All teachers have some PD

Met Not Met

2011-2012 target

1/3 of teachers

have 40 hours PD

and


Met Not Met

2012-2013 target

1/3 of teachers

have 40 hours PD

and


Met Not Met


Para-Professional Development Requirement (if applicable)

2012-13 List of PD activities and sessions:

$

2009-10 baseline

N/A

2010-11 target

Met Not Met

2011-2012 target

Met Not Met

2012-2013 target

Met Not Met


Attendance


$

2009-10 baseline

2010-11 target

Met Not Met

2011-2012 target

Met Not Met

2012-2013 target

Met Not Met


Williams’ Requirements Met

2009-10 2010-11 2011-2012 2012-2013

System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

[ ] Staffing: [ ]*

[X] Facilities maintenance: Sheldon Elementary needs a

new copier and fax machine for the front office. Both

machines are beyond repair.

[X]* Purchase and installation of new or used copier and

fax.

[ ] Facility capacity (space for classrooms/programs): [ ]*

[X] Safety: The morning and afterschool traffic congestion

caused by our growing enrollment causes a

tremendous safety issue.

[X]* We are in need of permanent cones to redirect traffic

in the front entry of the parking lot. We are also in

need of traffic signs: WRONG WAY, NO PARKING,

etc.

[ ] Materials availability: [ ]*

[ ] Technology: [ ]*

[ ] Fiscal Support: [ ]*

[ ] Compliance Support: [ ]*

[ ] Curriculum and Instruction Support: [ ]*

[ ] Other: [ ]*

* A check in the box indicates that completion of this section requires additional central administrative department support.

Student Achievement

English Language Arts - ELA #1 - Writing

Strategy to be used during the 2012-13 school year:

Daily standards-based instruction in the writing process aligned with the California State Standards

Focus on writing protocols with an emphasis on 4th writing and protocols

Description of the above strategy:

Grade level teams will focus monthly on writing prompts from Unit tests as benchmark writing assessments. Schoolwide

protocols around in writing will be established by collaborative teacher teams.

This strategy will address the specific learning needs of students in the following subgroups:

[ ] African-American [ ] Latino [ ] EDY

[ ] EL [ ] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of Writing:

[ ] Written Conventions [ ] Writing Strategies

[X] We have used this strategy for 3 year(s) and plan to continue the strategy this year because data shows (include findings

from the SPSA Monitoring form where available):

False

[ ] This is a new strategy this year.

Action steps to implement the strategy:

By October we will

Review the data for grade levels to assess areas of focus for writing through academic conferences. Review writing standards

per grade level. Review Unit test data

By November we will review benchmark 1 data and assess next steps. Continue daily writing instruction and practice.

By January we will Review the various types of genre for the 4th grade writing STAR test and guide students in instruction.

By February we will Collaboratively review the results of benchmark 2 and adjust instruction appropriately

By May we will Evaluate the results of Benchmark 3 and plan for next year's focus

Materials necessary to implement the strategy:

Focus Materials Cost

Program Specific for Student Use (001) materials to support writing process Title I 538

Parent (008)

Professional Dev (024)

Technology (001)

Library (006)

Annual Cost: 538

Additional certificated staff to implement the strategy:

Position % FTE or Hourly/Time Card Cost

Annual Cost 0

Additional classified staff to implement the strategy:

Position # Hours FTE or Hourly/Time Card Cost

Annual Cost 0

Professional development activities to implement the strategy:

Topic Presenter/Trainer In-House or Contract or Travel/Conference Cost

Bay Area Writing

Project

District [X] [ ] [ ]

Rubrics District [X] [ ] [ ]

Annual Cost 0

Teacher collaboration time to implement the

strategy: Frequency

Cost

Activity Weekly Monthly Other

Discussion of student work and develop lessons to

address students needs

[ ] [ ] 3 times a

year

Annual Cost 0

Parent involvement activities to support the strategy Focus

Cost

Activity Academics

Community

Building

Communicati

ons

Display of published work. Writing will also be

assigned as part of the student's homework

[X] [ ] [X]

Annual Cost 0

Study trips to support the strategy:

Grade General Focus (e.g., museum, farm) Link to Strategy (e.g., poetry, reports) Cost

4 - 6 Story telling festival Preview stories, discuss, then write

their own.

Annual Cost 0

Other Contracted Services, including assemblies and sports programs, to support the strategy:

Grad

e General Focus (e.g., museum, farm) Cost

K - 6 Storytelling performers at Sheldon if funds permit.

Annual Cost 0

SPSA Monitoring: Focus

(must collect data from at least 2 focus areas)

Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

District Writing Benchmarks

[X] [ ] [ ] [ ]

Student work [ ] [X] [ ] [ ]

English Language Arts - ELA #1

Summary of Costs

Materials

Total Expenditures: 538

Expenditures by Funding Source:

Title I 538

EIA/LEP 0

EIA/SCE 0

Additional Certificated Staff



Title I 0

EIA/LEP 0

EIA/SCE 0

Additional Classified Staff



Title I 0

EIA/LEP 0

EIA/SCE 0

Professional Development



Title I 0

EIA/LEP 0

EIA/SCE 0

Teacher Collaboration



Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0

Other Contracted Services



Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Teacher will use direct explicit instruction in comprehension strategies across all academic areas with specific focus on

literary analysis. Fluency instruction will occur on a daily basis and student growth will be motivated through implementation

of the Accelerated Reader program.


Teachers will administer district benchmark tests, informal and formal assessments to formulate appropriate differentiation

models within class. Teachers will compare DIBELS testing with class administered fluency as well.

Students identified as strategic or intensive are given priority with LCM for RtI after classroom differentiation is insufficient.

Students are closely monitored and move with fluidity out of groups as they progress. Identified students are also given priorty

for afterschool tutoring through leaptrack. Additionally all students will continue to receive explicit direct instruction in

comprehension and literary analysis.

Additionally, RtI component will also support EL students who have also been identified as strategic and intensive.


[ ] African-American [ ] Latino [ ] EDY

[ ] EL [ ] Special Ed. [ ] Other: [ ]

This strategy will address the content cluster area of:

[X] Comprehension [ ] Vocabulary [X] Other: Fluency





By September we will

Identify students from the DIBELS assessments and identify "strategic" and intensive students.

Assess students with Accelerated Reader STAR reading assessment to determine appropriate reading levels.

Provide professional development for teachers on using AR in the classroom.

By October we will

Set up testing and schedules for the Learning Center Model.

Ongoing: Guide students to read appropriately leveled books and take AR quizzes in the classroom and in the computer lab

to assess progress.

By November we will

Reassess and reorganize groups if needed based on academic conferences.

Adjust fluency instruction based on AR quiz assessment data.

By February we will

Reassess after Benchmark 2 and reorganize groups

Continue to focus on fluency and student progress with AR data.

By March - April we will Focus on test taking skills

By May we will

Students will receive End of the year assessment.

Provide incentives for students who have earned significant AR points.



Program Specific for Student Use (001) Additional books to coordinate with OCR themes

and other materials as determined by the staff.

Carpet will be necessary for primary reading and

phonics training during RLA.

Title I 2038

Parent (008) Snacks and materials for Family Literacy and

Family Test Prep Nights


Technology (001) Accelerated Reader site license. Leveled books.

Book labels, prizes, certificates to support

Accelerated Reader program. Follett Software book

labeling system.

Title I 2020

Library (006)

Annual Cost: 4,058



Subs for assessment [X] Title I 594

Tchr.hrs for Fmly. Literacy+Test Prep Night [X] Title I 1338

Annual Cost 1,932



Babysitting for Family Night [ ]

Annual Cost 0



Data Analysis to

Inform instruction

Ms. Bell [X] [ ] [ ]

Standards-Based

Instruction

TAS [ ] [X] [ ]

Accelerated Reader

(web-based training)

Renaissance

Learning

[ ] [X] [ ]

Annual Cost 0


strategy: Frequency

Cost


Review comprehension scores from weekly tests,

discuss strategies

[ ] [X]

Review benchmark scores for comprehension and

fluency

[ ] [ ] after tests

Review CST scores for comprehension [ ] [ ] August

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Daily fluency practice as part of homework,

verification of trade books read and other

independent reading, parents checking homework,

students in soime classes take home the text to pre-

read it with the parents.

[X] [X] [X]

[X] [ ] [ ]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Student work samples [ ] [X] [ ] [ ]

benchmark assessments [X] [ ] [ ] [ ]

DIBELS [X] [ ] [ ] [X]

AR/STAR Reading data [ ] [ ] [ ] [ ]


Summary of Costs

Materials

Total Expenditures: 4,058


Title I 4,058

EIA/LEP 0

EIA/SCE 0




Title I 1,932

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Math #1


Daily review and practice within Everyday Math of math operations will be implemented within number sense, problem

solving, patterning, throughout all grade levels.


Teachers will Everyday Math Curriculum using math manipulatives, math games, exit exams as well as a variety of methods

to explicitly instruct students. CST data for math, benchmark data, formative assessments support math instruction. Math

intervention component will be added to learning center to provide additional assistance to students. After school tutoring will

also support student instruction.


[X] African-American [X] Latino [X] EDY

[X] EL [X] Special Ed. [X] Other: GATE

This strategy will address the content cluster area(s) of:

[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability

[X] Other: patterns



The new adoption is showing a rise in student proficiency.



By Sept we will disaggregate data and identify strategic students by each math strand

By Nov we will administer benchmark 1 and review outcomes to determine whether strategies are effective

By Jan we will continue to review student progress and intervention on a monthly basis. calibrate math instruction with CST

release questions.

By Feb we will administer benchmark 2 and review outcomes to determine whether strategies are effective. review with CST

release questions.

By May we will continue classroom observations of calender math and review benchmark 2 results.

By June we will continue to review student progress



Program Specific for Student Use (001) supplemental materials to support the curriculum

(i.e geometric templates, etc.)

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



subs for assessment [X] Title I 594

Annual Cost 594



Annual Cost 0



attend summer EDM

professional

development

district [X] [ ] [ ]

differentiation district [X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


monthly grade level collaboration and data chats [ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Family Math Night [X] [ ] [ ]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark Exams [X] [ ] [ ] [ ]

exit exams and assessments [X] [ ] [X] [ ]

Math Facts [ ] [ ] [ ] [X]

Classroom observations [ ] [ ] [ ] [X]

Math #1

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 594

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Math #2


Develop and maintain basic math facts appropriate for the grade level.


Using the district adopted Everyday Math program, focus will be on reinforcing basic number sense skills. All students will

use computer lab weekly for practice. Exit exams will be given to access whether students are able to apply standards in

addition to weekly timed tests of facts.


[X] African-American [X] Latino [X] EDY

[X] EL [X] Special Ed. [X] Other: GATE

This strategy will address the content cluster area(s) of:

[X] Algebra & Functions [X] Measurement & Geometry [X] Statistics, Data, Probability

[X] Other: basic skills



CST data schoolwide has improved approximately 4%.



By September we will send the fact sheets to the print shop for duplication

By November we will review the first benchmark test to determine our strengths and to determine if the memorization has

improved test scores.

By February we will review the first benchmark test to determine our strengths and to determine if the memorization has

improved test scores.

By on-going we will continue to retest until mastery on the various operations



Program Specific for Student Use (001) copy paper

Parent (008) copy paper


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Collabrate at grade level or upper grade grouping

to work with students who are struggling

[ ] [ ] three times a

year

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Family Math Night [X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

formative (timed) assessments [X] [ ] [ ] [X]

Benchmark tests

[X] [ ] [ ] [ ]

teacher observations [X] [ ] [ ] [ ]

Math #2

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Science


Teachers will provide direct instruction of the scientific method of discovery to coordinate the 4th and 5th grade standards.


Teachers will lead students through investigative strategies where the scientific method can be applied. Teachers will align and

create these science topics to the 4th and 5th standards.





By Sept we will appropriate materials supplied to all classrooms

By Oct. we will units and standards aligned in preparation for scientific methods direct instruction

By Oct we will Benchmark data examined and compared to formative and end unit assessments

By Dec we will continued instruction in scientific method and data evaluation of formative and unit assessments within

gradelevel meetings

By Jan we will project based assessments prepared for scientific method for science fairs

By March we will data analysis of benchmark assessments within grade level teams



Program Specific for Student Use (001) display boards

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


grade level planning meetings [X] [X] bi-monthly

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Sheldon Science Fair and presentation of the

scientific method.

[X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark exams [X] [ ] [ ] [ ]

unit assessments and formative assessments focused

on scientific method

[X] [X] [X] [ ]

student created projects highlighting scientific

methods

[X] [X] [ ] [ ]

Science

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Physical Education


The teachers will continue to utilize the SPARK program to teach PE.


All teachers have had the SPARK training and will continue to use the SPARK PE program

[ ] We have used this strategy for 2 year(s) and plan to continue the strategy this year because data shows (include findings


More students receive receive structure PE instruction and the California Physical Fitness Test results have improved.



By September we will have the equipment available for use

By on-going we will rotate the materials needed for the program

By May we will evaluate the program



Program Specific for Student Use (001) Any additional materials necessary for the program

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



SPARK training for

new staff if necessary

District [X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Discussion of activities [ ] [ ] three times a

year

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Informatin about the PE test results [ ] [ ] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Teacher evaluation [ ] [ ] [ ] [X]

PE Fitness test [X] [ ] [ ] [ ]

Physical Education

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Students will be familiar with the standards of the visual and performing arts .


Students will be given the opportunity to participate in aspects of the arts such as dance, visual arts through Arts Attack, and

to see aspects of the theater arts such as the storytelling festival.

[ ] We have used this strategy for 1 year(s) and plan to continue the strategy this year because data shows (include findings


There was no PD offered in the arts this year, however the teachers were familar with Arts Attack and the materials

were used. Also, approximately 140 students attended the Storytelling Festival, and a Talent Show was held at

Sheldon. Some Dance standards are addressed in the SPARK program.



By September we will discuss the various startegies and coordinate them with dates



Program Specific for Student Use (001)

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Arts Attack District [ ] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Discuss the arts programs [ ] [ ] twice a year

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



4 - 6 Storytelling Festival story telling, poetry

5 - 6 Theater productions

Annual Cost 0


Grad


K - 6 assemblies

Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Studnt work in the visual arts [ ] [X] [ ] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Educationally Disadvantaged Youth (EDY) #1

(Socio-Economically Disadvantaged - SED)


Response to Intervention (RTI) - Learning Center


RTI is a three-tiered model of intervention that does not wait for students to fail. It is a multi-step approach to providing services to

struggling students who have not been identified as individuals with special needs. Students are assessed early and frequently to

ensure that the researched based programs of intervention that are being used are appropriate. Student achievement and progress are

measured through continuous progressed monitoring and data collection.

Our specific program is set up as follows:

Tier I -

• Classroom instruction using direct instruction and cooperative learning

• Classroom instruction using standards-based curriculum • Assessment data to inform instruction and identify students "strategic" students (CST District Benchmarks / unit

assessments / DIBELS /formative assessments

• Academic conferencing

Tier II-

• RSP teacher along with an aide (intervention team) will instruct specific groups of students based upon DIBELS

assessments.

• Classroom teachers will provide rigorous differentiated instruction for small student groups within this model • Intervention team with provide 30-40mins instruction 3 to 4 days per week. • Intervention team will meet every 3 weeks to discuss reassessment of groups and make adjustments to groups and

instructional materials • RSP teacher will concentrate efforts on learning center students during small group instructional time

• After School Program – assistance with homework; additional reading(leap track), writing and mathematics practice

(leap track)

• Centrally funded/EL grad tutors push-in classroom and small group support to ELs using OCR EL intervention materials • Classroom teachers schedule 45 minute period for ELD instruction daily for EL students – grade level and CELDT level

grouping

Tier III Not fully developed

• The goal for the students is to move to a less restrictive environment.





By Sept we will Assess schoolwide using DIBELS diagnostic assessments and organize data to establish push in model for

groups.

By Nov. we will hold academic conferences to assess student progress in addition to reassess students in DIBELS.

By Jan. we will Reassess students and evaluate data and program effectiveness. Restablishment of grouping investigated.

By April we will Re-evaluate groups and continue support in preparation for testing. Make recommendations to teachers

regarding student progress.

By June we will Report student successes. Evaluate program effectiveness.

By we will



Program Specific for Student Use (001) DIBELS materials, supplement curriculum from

district mandated curriculum for RLA, Phonics for

Reading, The Six-Minute Solution, Read Naturally

EIA/SCE 234

Parent (008)

Professional Dev (024) Academic Conferences, Peer Coaching for new

teachers

Technology (001) CD players/headphones for Read Naturally Title I 500

Library (006)

Annual Cost: 734



Grad Tutor 1 .20

[ ] Title I 2084

EIA/SCE 9004

Grad Tutor 2 .20

[ ] Title I 2169

EIA/LEP 8646

Teacher Collaboration [X] Title I 3346

Annual Cost 25,249



Subs for Academic Conferences [X] Title I 2641

Annual Cost 2,641



Annual Cost 0


strategy: Frequency

Cost


Teacher collaboration, grade level planning [ ] [X]

Annual Cost 0

Parent involvement activities to support the strategy Focus Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

DIBELS Benchmarks and Progress Monitoring [X] [ ] [X] [ ]

formative assessments [X] [X] [ ] [ ]

District Benchmarks [X] [ ] [ ] [ ]



Summary of Costs

Materials



Title I 500

EIA/LEP 0

EIA/SCE 234




Title I 7,599

EIA/LEP 8,646

EIA/SCE 9,004




Title I 2,641

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Culturally Responsive Pedagogy


Daily use of culturally responsive practices both inside and outside the classroom.


All staff will support high achievement by all students and close the achievement gap between student subgroups by:

incorporating culturally responsive pedagogy into teaching and learning across the school

effectively using the Equity Walkthrough Protocol to identify areas of focus, and

using culturally responsive approaches with students and other stakeholders

The specific strategy components are as follows:

Grade level teams will decided upon grade specific CRP strategies to implement daily for the purpose of improving reading

comprehension skills. Additionally, we will examine our practices around teaching vocabulary to improve the level of Tier II

instruction.



Within the CRP, teachers will frame the discussion prompts for reading comprehension instruction.



By Oct. we will Evaluate current instructional strategies in CRP and decide on 1 or 2 which is suitable for their grade level.

By Nov. we will During academic conferences, staff will address engagement strategies for students whose data indicates a

necessity as well as identify those students who are the underserved for the classroom and the school.

By Dec we will We will host our equity walkthough with the district and share the results with staff

By Jan.- May we will Evaluate benchmark data for trends in comprehension improvement.

By June we will staff will explore data in preparation for next year.

By Ongoing we will Principal will observe CRP engagement strategies on classroom walkthroughs and provide feedback to

teachers




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Subs for teachers to attend equity walkthroughs [X]

Annual Cost 0



Annual Cost 0



Engagement

strategies

S.Bell [X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


equity walkthrough data [ ] [ ] twice a year

grade level meetings [ ] [ ] monthly

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

parent volunteers for walkthrough [X] [ ] [ ]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Equity walkthrough summary data [ ] [ ] [ ] [X]

benchmark data [X] [ ] [ ] [X]

principal observations [ ] [ ] [ ] [X]



Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Special Education


Differentiated Instruction and clustering based upon academic needs. We are also using the Learning Center Model protocol

using the three-tiered model.


We will concentrate on using differentiated instruction with core curriculum to ensure that the Special Education students

have mastered the reading comprehension and writing strategies.

[ ] We have used this strategy for year(s) and plan to continue the strategy this year because data shows (include findings from

the SPSA Monitoring form where available):

[X] This is a new strategy this year.


By Aug we will All students will be assessed using DIBELS diagnostic assessments and district benchmark assessments and

formative assessments administered by the teachers.

By Sept we will Learning center will support the outcomes of assessments.

By Sept we will RtI will include push in differentiation for students

By Oct we will Evaluate students and determine modifications for students during academic conferencing.

By Nov we will Provide opportunity staff development and reassessing students

By Nov. we will RtI will reassess students



Program Specific for Student Use (001) Intervention Materials from core reading programs,

Touch Math materials

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

DIBELS [X] [ ] [ ] [ ]

Benchmark [X] [ ] [ ] [ ]

Special Education

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Teachers actively differentiate instruction throughout the year within the adopted curriculum via small group projects,

extension assignments and through homework.


Through GATE designation and early assessments both district and formative, teachers will allow students opportunities to

explore curriculum strands independently and through small groups.

[X] We have used this strategy for 2 year year(s) and plan to continue the strategy this year because data shows (include findings


Reseach shows that GATE students must be continually challenged through daily instruction to maintain and

promote their academic achievement.



By Oct. we will

DIBELS assessment completed school wide will provide opportunity to differentiate instruction as a part of RtI.

identify GATE students during academic conferencing and discuss strategies.

By Nov. / Dec. we will review benchmark assessments to monitor GATE student progress and adjust plan accordingly

By Jan./Mar we will review benchmark assessments to monitor GATE student progress and adjust instruction

By May we will review Benchmark assessments to monitor GATE student progress and adjust instruction

By we will

By we will



Program Specific for Student Use (001) materials as needed

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Benchmark assessments [X] [ ] [ ] [ ]

writing assessments and projects [X] [X] [ ] [ ]

unit assessments [ ] [ ] [ ] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

English Learners (EL) #1


Use effective strategies in reading comprehension, academic vocabulary and writing to improve the academic achievement of

EL students.


Teachers (K-5) will use Moving Into English, OCR and direct instruction as the primary source for vocabulary, writing

conventions and comprehension and supplement with OCR where applicable. Sixth grade teachers will use Write strategies.

Teachers will progress monitor students for reclassification and for learning center referrals.



Last year was the first year Sheldon had the numbers of EL students for blocking successfully and using the MIE with

fidelity. This year should yield significant data with regards to EL students.



By Aug we will use CELDT data to begin formulating groups for ELD and redistribute curriculum materials.

By Sept. we will begin regrouping for grade k-3 using MIE and grades 4-6 teachers will begin implementing the writing

strategies for ELD instruction. Data from ELD assessment will be used to support groupings. We will assess student writing

samples as a part of school wide focus on writing. Teachers will collaborate to identify trends in student writing and target

areas of need base upon ELD framework. Grad tutors will push-in to support instruction.

By Oct. we will RtI will continue to support the ELD instruction in the Learning Center using Grad tutors

By Jan.-May we will

New CELDT information will allow teachers to regroup students based upon results and continue instruction. RtI will make

changes to groups based upon teacher recommentations.

Students will be classified for reclassification.

By we will

By we will



Program Specific for Student Use (001) supplemental standards based materials as needed.

Moving Into English materials. EIA/LEP 230

Parent (008)


Technology (001) LCD projectors and lockdown tables

Library (006)

Annual Cost: 230



Annual Cost 0



Translation Hours [ ] EIA/LEP 373

Grad Tutor 1 4 [ ] EIA/LEP 12620

Grad Tutor 2 4 [ ] EIA/LEP 13142

Upper division tutor [ ] EIA/LEP 7295

Annual Cost 33,430



Annual Cost 0


strategy: Frequency

Cost


grade level planning meetings to evaluate data [ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Parent meeting to emphasize the importance of

writing with EL students. Reclassification process

explained

[X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

ELD writing assessments [X] [ ] [ ] [ ]

writing assessments (4-6) [X] [X] [ ] [ ]

reclassification data [X] [X] [ ] [ ]


Summary of Costs

Materials



Title I 0

EIA/LEP 230

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 33,430

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement



Bilingual staff member will be available for targeted families and with SDAIE teachers in need of translation for the promote

of operations and student achievement.


Translation will be available for teacher/parent meetings, collaborations and for the purpose of ELAC meetings. This will

promote and improve relationships amount targeted subgroups/families.





By Sept we will Begin the process of establishing an ELAC

By Oct we will Notify targeted parents for ELAC and provide translation by staff member during meetings.

By Nov.-May we will ELAC will convene as needed to discuss and make decisions for targeted group. Staff member will

provide translation.

By we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



bilingual clerk [ ]

grad tutor [X]

Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Teacher meetings with bilingual staff for targeted

families

[ ] [ ] as needed

Grade level meetings for collaboration to increase

communication and student achievement among

targeted families

[ ] [X]

Teachers create schedule for parent/teacher

conferences with bilingual staff.

[ ] [ ] as needed

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

ELAC established [ ] [X] [X]

Parents will contact bilingual staff member with

regards to activities

[ ] [X] [X]

Teachers will contact targeted families to

participate in school functions.

[ ] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

EL assessments [X] [ ] [ ] [ ]

meeting notes [ ] [ ] [ ] [X]


Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Achievement

Extended Learning #1

(Before/After/Saturday School)


To foster foundational academic strategies in math and in reading, students per teacher referral will attend afterschool math

and reading tutoring.


Based upon DIBELS and district benchmark assessments, students performing below grade level in the areas of reading

comprehension and fluency and basic math operations, will receive extra support afterschool from teachers and grad tutors.





By Nov we will Assess student achievement based upon DIBELS and district benchmarks. Teachers will identify students

through academic conferences

By Dec we will Student groups will be identified and parent letters will go home

By Jan we will Student groups will begin tutoring in math and in reading. Groups will remain fluid based upon student

performance

By Feb we will Teachers will check in periodically to add or withdraw students

By April we will Tutoring will end this month

By we will



Program Specific for Student Use (001) Read Naturally

Basic math facts and EDM games

Parent (008)

Professional Dev (024) teacher/grad tutor collaboration

Technology (001)

Library (006)

Annual Cost: 0



teacher hrs.

[X] Title I 1505

EIA/SCE 2008

Annual Cost 3,513



grad tutor additional hrs [X] Title I 2359

Annual Cost 2,359



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Parent Permission Slips for participation in the

program

[X] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

district benchmarks [X] [ ] [ ] [ ]

program pre/post assessment [X] [ ] [ ] [ ]

DIBELS [X] [ ] [ ] [ ]

Extended Learning #1

(Before/After/Saturday School)

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 1,505

EIA/LEP 0

EIA/SCE 2,008




Title I 2,359

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

ACTION PLAN

FOR IMPROVING STUDENT ACHIEVEMENT

(STUDENT SUPPORT SERVICES)

Data Analysis

(Attendance, Health and Safety, Climate)

Data Reviewed Concern/Strength Description of Findings (400 character max)

Attendance [X] Area of concern

[ ] Area of strength

2011-12 average attendance: 94.65%%

We have been greatly impacted by the number of

transfer students from surrounding schools with high

enrollment. These students have transferred to our site

but often have transportation issues. Additionally, flu

season has greatly our program with excessive

absences.

Suspension Data [ ] Area of concern

[X] Area of strength Suspension data suggests that PLAYWORKS along

with instruction has greatly reduced the number of

referrals and suspensions. Students are more engaged

during recess and have learned effective strategies for

problem solving and conflict resolution.

Parent/Community Survey [ ] Area of concern


Crime Statistics - Site [ ] Area of concern


Other: [ ] Area of concern


Other: [ ] Area of concern


Student Programs

Attendance

Program to be used during the 2012-13 school year:

To promote and maintain daily attendance, we will continue with home-school contact regarding absences and tardies, SST

referrals for poor attendance, verifiy and maintain student addresses and SARB students when necessary.

Description of the above Program:

The secretary or clerk will call the home for verification of illness on a daily basis. Teachers will fill out the SST referrals for

excessive absences and tardies. If the problem continues the principal will contact the parents. The principal has a list of

students on an Attendance Watch list generated by absences/tardies last year. Parents will be called in when they have five

days of tardy or three of unexcused absence.We will also give awards during our quarterly awards assemblies to students with

perfect attendance grades k-6.

We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings


This is a new Program this year.

Action steps to implement the Program:

By September we will check the students attendance who received letters at the end of last year.

By daily we will the clerk and/or secretary will call on all absences

By October and on-going we will hold SST meetings for students with excessive absences or tardies, concentrating on the

ones who have had the problem in the past. Make referrals to SWAT or SARB.We will award students Perfect Attendances

awards during our first ceremony.

By March we will Continue to monitor attendance. Perfect attendance award for 2nd trimester

By June we will continue to monitor attendance. Perfect attendance award for 3rd trimester

By we will



Program Specific for Student Use (001) Students are rewarded for Perfect Attendance. We

give out certificates and/ordog tags for students with

perfect attendance for each trimester. Each class

that has three weeks of perfect attendance (non-

consecutive and the larger classes may have 1

absence) will receive a pizza party.

Parent (008) copy paper


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Attendance monitoring from Power School [ ] [ ] [ ] [X]

Attendance

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

Health and Safety

Programs to be used during the 2012-13 school year:

Program Activity

Tobacco Use Prevention Education (TUPE) We do numerous activities in connection with Red Ribbon Week.

Safe and Drug-Free Schools (SDFS) Students participate in the Safe and Drug-free Schools Program

Conflict Mediation We have had a successful Conflict Mediation program that has been in existence

over 15 years.

Other: Disaster The Disaster committee updates the school safety plan at least yearly.

Other: Health and Nutrition EB4K and Playworks begin in October. Playworks provides activities for all

students grades k-6 during morning and afternoon recesses and p.e. EB4K is a

nutrition grant working with students grades 3-5.





By end Oct. we will plan the Red Ribbon week will be announced to students.

By October we will update the Safety Plan to include new personnel.

By October we will choose the new Conflict Mediators and schedule their training.

By December we will Conflict mediation will be fully implemented.

By on-going we will the principal will keep track of suspensions

By we will



Program Specific for Student Use (001) Rewards for students who give up their free time for

Conflict Mediation.

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Conflict Mediation District [X] [ ] [ ]

Too Good For Drugs District [X] [ ] [ ]

Annual Cost 0


strategy: Frequency

Cost


Teachers will discuss the Conflict Mediation

training and other programs

[ ] [ ] once a year

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Parents will be informed about Red Ribbon week,

the Disaster plan

[ ] [X] [X]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Suspension report

[ ] [ ] [ ] [X]

Final report on the Conflict Mediators [ ] [ ] [ ] [X]

Health and Safety

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

School Climate #1


Daily use of Culturally Responsive classroom management plans and behavior policies to decrease disproportionality in

referrals and suspensions and increase the positive engagement of all students.


• Culturally Responsive engagement strategies will be used by all staff

• Schoolwide Culturally Responsive ways of managing behavior and discipline will be implemented consistently across

the school

• Situational appropriateness as it relates to both social and academic behavior will be consistently taught at all grade

levels.

Principal will monitor the referrals for discipline and how it pertains to achievement gap with students in subgroups.

[ ] We have used this Program for year(s) and plan to continue the Program this year because data shows (include findings


[ ] This is a new Program this year.


By Oct we will

Teachers begin collecting data for attendance and academic achievement

Honor Roll students will be acknowledged

Attendance and achievement awards acknowledged

By Oct. we will Conflict mediators are selected and trained. A schedule is created for their participation

By Nov. we will Awards are given to students based upon achievement and attendance. Certificates are given to students

By Dec we will First honor roll breakfast for upper grade students for academic achievement

By March we will

Awards for attendance and academic achievement are given

Honor roll breakfast is given for upper grade students

By June we will Sixth grade students receiving two consecutive awards will receive acknowledgement at the promotion

ceremony. Students grades K-5 will be acknowledged at the end of the year.



Program Specific for Student Use (001) copy paper

Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

All parents are invited to attend awards assemblies [X] [X] [ ]

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

Teachers will evaluate testing data and formative

assessments to determine awards

[X] [X] [X] [X]

School Climate #1

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Student Programs

School Climate #2

Program to be used during the 2012-13 school year:

To maintain and promote the academic and social climate at Sheldon, the following events and programs are implemented:

Honor Roll breakfast

Conflict Mediators

Attendance and Academic Achievement Awards

CRP strategies

Description of the above Program:

The Honor Roll breakfast acknowledges upper grade students for their academic achievement.

Attendance and academic awards (most improved, most outstanding) are given to students grades k-6.

Conflict Mediators (4-6) provide additional assistance during lunch time recesses in addition to promoting leadership skills.

Our specific strategy implementation includes:

Principal will monitor the referrals for discipline and how it pertains to achievement gap with students in subgroups.





By Sept. we will Staff and principal will revisit current discipline policy. Using conflict mediation and CRP we will create

discipline plan that supports student achievement and equity.

By Sept we will Teachers will continue to use CRP strategies

By Dec we will evaluate data from discipline and referral data.

By May we will

By we will

By we will




Parent (008)


Technology (001)

Library (006)

Annual Cost: 0



school psychologist [X]

Annual Cost 0



Annual Cost 0



Annual Cost 0


strategy: Frequency

Cost


Collect discipline data to disaggregate: referrals [ ] [X]

Annual Cost 0


Cost

Activity Academics

Community

Building

Communicati

ons

Annual Cost 0



Annual Cost 0


Grad


Annual Cost 0



Data Collected

Standards

Base-

Assessments

Student

Work

Program

Embedded

Assessments Other

suspensions [ ] [ ] [ ] [X]

benchmark data [X] [ ] [ ] [ ]

School Climate #2

Summary of Costs

Materials



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Overall Budget Summary

Summary of Costs

Materials



Title I 5,096

EIA/LEP 230

EIA/SCE 468




Title I 11,630

EIA/LEP 8,646

EIA/SCE 11,012




Title I 5,000

EIA/LEP 42,076

EIA/SCE 9,004




Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Parent Involvement



Title I 0

EIA/LEP 0

EIA/SCE 0

Study Trips



Title I 0

EIA/LEP 0

EIA/SCE 0




Title I 0

EIA/LEP 0

EIA/SCE 0

Other Coordinated Services



Title I 3,000

EIA/LEP 0

EIA/SCE 0

Coordination of Services

Personnel

The staff included in the table below are the people who make it “all work together” to improve student achievement. These staff

members work to support the overall, comprehensive implementation of site-based programs. Resource teachers and instructional

assistants should be referenced in the strategy sections of the plan.

Other Coordination of Services Costs (materials, supplies)

The materials/supplies included in the table below are the items that make it “all work together” to increase student achievement.

These materials are not intended for use in specific instructional or safety/climate/attendance related programs. Instead, these materials

support the overall, comprehensive implementation of site-based programs. Instructional materials, professional development, and

study trips should be referenced in the strategy sections of the plan.

Item Rationale Funding Source/Amount

Miscellaneous Student and Office

Supplies

daily functioning of the school Title I 3000

Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly

qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high

quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to

integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk

and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Parental Involvement: We recognize that parents/guardians need to be purposely involved in the education of their children.

Our school will develop systems and opportunities for parents/guardians to understand the grade level standards and assessments,

as well as participate in learning at home and decision-making activities. Many of our parental involvement activities are reflected

in our SPSA. The following represents our agreements:

o Our site provides parents with individual student performance information and assistance with interpretation of the state

assessment results through the following activities:

Progress reports

School reportcards

Parent teachers conferences

PTA

Parent/Teacher notes (weekly)

SST (Student Success Team) mtgs

IEP ( Individual Educational Plan)

Connect Ed

o Our site provides information and assistance to parents on how to understand academic content standards, assessments

and how to monitor academic progress through the following activities:

Progress reports

School reportcards


PTA




Connect Ed

o Parents have opportunities to attend meetings to discuss programs and decisions related to their child’s academic

performance as follows:

Progress reports

School reportcards


PTA




o Students who have difficulty attaining proficiency are identified and provided with additional academic help.

o Parents have the opportunity to submit comments on the SPSA to the LEA if they do not find the plan to be satisfactory.

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance

Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made

readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s

homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity

training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school

site councils.

Title I Schools Only:

Parent Involvement is supported through the development and maintenance of

1) school-level parent involvement policy - Revised on

2) parent-school compact - Revised on 1-12-2011

Our site will hold an annual Title I meeting to

1) inform parents of school’s participation in Title I program,

2) explain the requirements of Title I, and

3) explain the rights of parents to be involved. For 2012-13 this meeting is held on:

1-12-2013

The information distributed at the annual Title I meeting will be made available to all parents through the following activities:

Parents will be invited to gain information regarding the Title 1 status

We have a flexible number of meetings in order to involve parents in an organized, ongoing and timely way in the planning,

review and improvement of Title I programs.

Centralized Direct Services

Educational Services provides the following centralized direct services:

• Assistance with registration materials for the families of potential English learners

• Assistance in administering annual and initial CELDT

• Primary language assessment for newly enrolled English learners (ELs)

• English learner data analysis and reports for schools

• English learner parent education opportunities

• Identifying translators and interpreters to meet school needs

• Professional development for teachers and administrators regarding English Language Development (ELD) and core

instructional methodologies appropriate for English learners

• Support for principals, teachers and paraprofessional staff for effective implementation of the EL programs and services at

the school

• Support for the local assessment system (e.g. benchmarks, placement, screening) for ELD and for bilingual programs.

• Graduate Tutors provided at all elementary schools to support ELs

• Additional FTEs for class size reduction for secondary ELD classes

west contra costa unified school district sheldon ...€¦ · west contra costa unified school...

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