Ronald Reagan Elementary School

The Single Plan for Student Achievement

RONALD REAGAN ELEMENTARY SCHOOL

20-65193-0113076 CDS Code

Date of this revision: April 14, 2011

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Kari Anderson

Position: Principal

Telephone Number: (559) 665-8080

Address: 2200 South Lake Tahoe Drive, Chowchilla, CA 93610

E-mail Address: [email protected]

Chowchilla Elementary School District

The District Governing Board approved this revision of the School Plan on May 2, 2011.

School Vision and Mission The mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others. School Profile and Description Ronald Reagan Elementary School is the newest addition to the Chowchilla School District, opening for the 2007-2008 school year. Because it has been over 57 years since the addition of a new school, the stakeholders and community as a whole are incredibly proud and pleased with the addition of Ronald Reagan Elementary School.

Ronald Reagan Elementary School is located on the east side of the city of Chowchilla, across from a very large, new housing subdivision and golf course. The school is built on 14 acres of land and vast acreage of open land surrounds the school. To the east of the school is a majestic view of the Sierra Nevada Mountain Range. South of the school is a waterway from the Berenda Reservoir. The combination of open land, mountain views, and waterways allow for a captivating and breathtaking school setting.

The Chowchilla School District school system is devised of grade level schools. Ronald Reagan Elementary School is the site where all third and fourth grade students in the district attend. There are approximately 509 students enrolled at Ronald Reagan Elementary School. There are twelve 3rd grade rooms, eight 4th grade classes, and one special day classroom on campus. Third grade takes part in class size reduction with a maximum of 20 students per classroom. The average enrollment for the 4th grade classrooms is 33 students per classroom. Ronald Reagan Elementary School also provides additional support services to our students through a variety of programs including: Speech and Language Services, Resource Specialist Program, English Language Development, After School Remediation Program, and a daily Intensive Intervention Program to meet the academic needs of all students.

Principal’s Honor Roll, Honor Roll, Outstanding Student, and Most Improved are school wide incentives that reward students for their academic achievements. Accelerated Reader is also used to increase student achievement. Students are recognized at the end of each trimester for the academic, attendance, and citizenship accolades.

The Weekly Bulletin is a weekly memo that is distributed to all staff. The Bulletin highlights events for the week. A monthly calendar is also distributed to all staff at the beginning of each month. The yearly school calendar is distributed to all staff members and can be accessed on the district’s website. A monthly calendar is sent home with all students (in English and Spanish) highlighting the monthly activities. Several classroom teachers send home weekly newsletters. Flyers are sent home throughout the year (in English and Spanish) highlighting school and community events. Main events are also published in the local weekly newspaper. The School Messenger is used to call parents about special events throughout the year.

The Reagan/Fairmead Family Club meets once a month. The Family Club is active in raising funds for student supplies, incentives, field trips, assemblies, 4th grade agendas, and other

Guide to the Single Plan for Student Achievement 3 requests presented by the administration or parents. The Family Club also assists with school activities throughout the year such as Field Day.

The Ronald Reagan Elementary School Site Council meets a minimum of four times during the school year. The membership consists of 5 parents, 3 teachers, 1 classified, and the school administrator. The School Site Council helps determine the needs of the school.

The Ronald Reagan’s ELAC met twice during the school year. These meetings allow time for parents to learn about the various programs and strategies used involving students learning English as a second language. The ELAC members also review/discuss legal issues, school priorities, safety issues, school attendance, and other school information.

Students are rewarded for good behavior and completion of homework throughout the year. Ronald Reagan Elementary offers Exceptional Eagles to highlight student success as well as a weekly incentive program for rewarding positive behavior. The SPSA is a plan which is designed to focus implementation efforts aimed at raising student achievement and improving the school’s academic programs. This plan outlines activities, strategies and approaches implemented at Ronald Reagan Elementary School.

ANALYSIS OF CURRENT EDUCATIONAL PRACTICE The following statements characterize educational practice at this school:

1. Alignment of curriculum, instruction and materials to content and performance standards:  Curriculum Guide  State adopted core curriculum The Board of Trustees has formally adopted the state standards in the core subject groups. The district adopts materials from the state approved adoption lists in these core subjects. The materials are aligned with the standards at each grade level and in each subject. In 2008-2009 Chowchilla Elementary School District adopted a new math series, HSP (Harcourt School Publishers) for K-6.  Ronald Reagan Elementary School has aligned the curriculum, instruction and materials to content and performance standards by implementing state adopted core materials and board approved programs. Teachers have been provided Staff Development opportunities and grade level articulation time weekly to focus on the California State Content and Performance Standards, adopted core materials, and the opportunity to share and discuss best teaching practices and strategies. Weekly, dedicated Staff Development time has equipped the staff with skills to effectively integrate the standards and adopted text materials throughout the lesson planning and delivery process. Student performance and progress is assessed and recorded on a trimester basis. Assessment is ongoing, with the results reported each trimester on an assessment composite. Teachers have created and implemented pacing guides for use in language arts and mathematics. The pacing guides are another measurement to help ensure the alignment of curriculum, instruction and materials to the content and performance standards. 2. Availability of standards-based instructional materials appropriate to all student groups:  Chowchilla Elementary School District supports a rigorous plan for English Language Learners. The program is based on the state grade level English Development Standards. The program offerings include structured English immersion, transitional programs, mainstreaming and alternative programs.  Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing and Explicit Direct Instruction (EDI) are in place to support staff in developing a wider repertoire of instructional strategies. Implementing strategies that best meet the needs of every student is our goal.  Adopted state material and supplemental materials in all classrooms  Additional materials available  All students are access to sufficient and appropriate textbooks and instructional materials in the core subjects of Reading Language Arts (Houghton Mifflin), Mathematics (Harcourt), Science (Harcourt), and Social Studies (McMillan Mc Graw-Hill) consistent with the content and cycles of the curriculum frameworks adopted by the state board of education.

3. Alignment of staff development to standards, assessed student performance and professional needs:  Student data analysis  EAGLE Time discussions  Grade level collaboration meetings  Professional Learning Communities (PLCs)  Training for EDI strategies are spanning 4 years per site. The trainings have been set in tiers. Wilson Middle School began trainings with DataWorks in 2008. Fairmead and Reagan began the EDI work in 2009 with Fuller and Stephens beginning work in 2010. DataWorks specialists walk each teacher through a 1 day overview of Explicit Direct Instruction components. Next, are two rounds of grade specific, site demonstrations of EDI lessons which incorporates teachers taking on the lessons with the DataWorks staff in the role of coach. At least once each year additionally, each staff member will participate in EDI Lesson Design trainings. Staff learn to fold grade level chosen Power Standards into the EDI lesson template.  Writing Trainings came about as a result of members of the District Assessment Team (two teachers representing each grade level and site admin make up the team) expressing a desire to access trainings to improve their instructional strategies in the teaching of writing. Units of Study by Lucy Caulkins and Step-Up-To-Writing were two sources chosen for the trainings. The initial trainings ranged from 30-45 hours of class time and reflections. Ongoing review of focus student writing samples and videotaped lessons were two ways to monitor the effectiveness of the classroom application of the instructional strategies used. Staff development is central to our efforts to increase academic achievement for all students. Regularly scheduled minimum days allow for staff development to take place and also promote opportunities for teachers to work collaboratively on ensuring all students meet the grade level standards.

4. Services provided by the regular program to enable underperforming students to meet standards:  Student Study Team meetings  Comprehensive Student Reviews 2 times per year  Universal Access/ELD Instruction  Small group instruction in classroom setting  After school math intervention  Accelerated Reader  DIBELS  Club Yes!  CAST (Site based Review team for struggling students)  SST (Student Study Team - Special Education Review of Students progress)

All students at Ronald Reagan Elementary School participate in core instruction and take part in supplemental activities to support the core program. All teachers implement the standards-based instructional materials described above in coordination with good-first teaching. The district adopted materials and instructional strategies address the needs of all students, including underperforming students. During initial instruction, teachers use explicit instructional strategies and techniques to address the needs of the underperforming students.

Reagan Elementary School has a Student Study Team process for students who are showing either academic or social difficulties. Two times each year a Comprehensive Student Review is conducted to pinpoint the student needs of every student. At this time students are provided an intervention matching the concern. Timely monitoring of student progress is used to determine if the intervention remains in place, or if the child requires a different level of service. Services may be discontinued at this time, or bumped up to a more supportive service. Students can be referred for an SST where a team, which includes the School Psychologist, Resource Program Specialist, Speech Therapist (if necessary), the classroom teacher, parents, and principal, meets and discusses the needs of the student. This team works together to create accommodations, modifications, goals and a plan for the student. Follow-up meetings and conferences are conducted to ensure the student is making adequate progress and/or to rewrite the goals if necessary.

Chowchilla School students have the opportunity to attend Club Y.E.S. Club Y.E.S. provides instructional learning activities as well as some enrichment activities. Club Y.E.S. is offered to the students 5 days a week for 3 hours each day. The students that attend Club Y.E.S. are instructed and supported by specially trained paraprofessionals and high school students. 5. Services provided by categorical funds to enable Underperforming students to meet standards:  Supplemental support services  After school interventions provided by general education teacher  Writing Instruction  English Learner Language Development Strategies  Instructional Aides Categorical funds are used to strengthen and support the core curriculum program.  Title I funds are used to provide programs and materials for at-risk students in the District such as Rigby Readers which are used in a pull-out Reading Lab  Title II Part A funds are used to provide quality staff development for all teachers such as peer coaching to enhance the Writing and EDI trainings.  Title II Part D funds are used to enhance the existing technology in the District such as the promethean boards which are used in every classroom.  Title III funds are used to provide programs and materials for the EL students in the District such as writing training materials  Title IV funds are used for the materials and literature used during Red Ribbon Week. These funds are also used to help enhance a School Safety Plan for the District.  There are instructional materials provided for these ELL classrooms which are funded throughout EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.

6. Use of state and local assessments to modify instruction and improve student achievement:  Computer data system (Data Driven Classroom and ExamView) Analysis of student data (STAR tests, grades, benchmarks, DIBELS, other classroom assessments) is used to judge the overall achievement of the school and the subgroups. All test results and achievement data is disaggregated to identify student needs. A variety of standards-based assessments are administered and used throughout the year to modify instruction and improve student achievement. Local assessments consist of pre/post benchmark assessments for English Language Arts and mathematics.

The California English Language Development Test (CELDT) is administered to English Learners in the beginning of the school year. This assessment is analyzed by the curriculum office and utilized to instruct students.

7. Number and percentage of teachers in academic areas experiencing low student performance:  Student Study Team  As noted by teacher trimester data to Principal All teachers at Ronald Reagan Elementary School have some students with low student performance as well as students with superior performance. Efforts to meet the needs of the students not meeting standards are continual throughout the year.

8. Family, school, district and community resources available to assist these students:  ELAC  Family Club  School Site Council  DELAC  District Advisory Council  Club YES after school program  After school intervention  Nonprofit organizations that provide rich educational experiences There are a variety of resources available to assist students in reaching their potential. There are frequent teacher-home communication, parent conferences twice a year, and referrals to outside agencies (counseling, medical needs). The district also has a variety of educational placements available to assist these students (on site intervention, Independent Studies, Home Hospital, RSP and SDC options).

9. School, district and community barriers to improvements in student achievement:  Family awareness of nonprofit organizations  Transportation  Parent Trainings

10. Limitations of the current program to enable underperforming students to meet standards:  Transportation  Aligning strategies used at feeder schools The current SPSA is designed to assist all students. School Accountability Report Card The School Accountability Report Card is available at the school office, district office or online (www.chowchillaelem.k12.ca.us). The School Accountability Report Card provides information on: Parent Involvement Opportunities, School Facilities, School Safety, School Demographics, Curriculum and Instructional Materials, Class Sizes, Teacher/Staff Information, Types of Funded Services, and Williams Settlement Requirements.

Analysis of Current Educational Practice

Upon reviewing the following data: California English Learner Development Test (CELDT) Test Scores, Pre/Post Data, Trimester Benchmarks, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Local Test Data it was concluded that all groups and sub groups need focused attention in all academic areas.

Goal 1 Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmarks. 1.a Students are expected to raise one performance level each year until proficiency is reached. Students will retain level of Proficient once it is reached.

Goal 2 30% more students will score proficient on grade level benchmark post-tests than had scored proficient on the pre-test for those same assessments. 2.a. Students are expected to raise one performance level each year until proficiency is reached. Students will retain level of proficient once it is reached. DATA

English Language Arts - EDI

2010 -2011 Word Reading Literary Writing Writing Writing Benchmarks % Prof. or Data Analysis Comp. Response Conven. Strat. Applic. Adv. Table 1 and Analysis 2nd Grade 71 63 75 65 59 57 3rd Grade 68 65 72 57 58 34 4th Grade 67 58 64 64 58 51 5th Grade 56 59 61 64 62 39 6th Grade 68 59 65 71 55 49 7th Grade 62 64 60 66 50 72 46 8th Grade 63 69 65 61 58 46 Goal: Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmarks.

Conclusions indicated by data: District –wide, five out of eight of the lowest strand scores are found in Writing Strategies. Conversation held with the District Assessment team revealed that many teachers did not teach writing as a content area of its own. Writing happens across the curriculum, but not during a specific writing block complete with mini-lessons and conferencing. When the lowest two areas are reviewed, Reading Comprehension comes to the surface as an area of concern. As reading and writing are reciprocal processes, determining a remedy for writing which incorporates reading comprehension strategies is needed. Reagan 3rd grade students scored lowest in writing conventions with writing strategies fairing only slightly better. Third grade also had the lowest percentage of students scoring advanced or proficient. Fourth grade students scored lowest in both writing strategies and Reading Comprehension. As reading and writing are reciprocal skills, developing a student’s writing using models from reading instruction will help improve both. Parents would like to support this goal by funding the purchase of materials to be used as models of the specific skills to be taught during the writing instruction. English Language Arts - EDI

Goal: To increase the number of students scoring proficient on grade level benchmark post-tests by 30 % over the number that had scored proficient on the pre- test for those same assessments.

2010 -2011 Word Reading Literary Writing Writing Writing Benchmarks % Prof. or Data Analysis Comp. Response Conven. Strat. Applic. Adv. Table 1 and Analysis 2nd Grade 71 63 75 65 59 57 3rd Grade 68 65 72 57 58 34 4th Grade 67 58 64 64 58 51 5th Grade 56 59 61 64 62 39 6th Grade 68 59 65 71 55 49 7th Grade 62 64 60 66 50 72 46 8th Grade 63 69 65 61 58 46

Subgroup # Tested # P/A % P/A % Req. % Reg. % Reg. 09-10 10-11 11-12 EL 161 56 34.8 56.8 67.6 78.4 SED 337 129 38.3 56.8 67.6 78.4 Hispanic 245 92 37.6 56.8 67.6 78.4 White 151 72 47.7 56.8 67.6 78.4 All 423 175 41.4 56.8 67.6 78.4

Conclusions indicated by data: CST ELA Data points indicate that CESD has weaknesses within every strand depending on grade level. Training in Explicit Direct Instruction (EDI) was chosen to increase “Good-First Teaching” opportunities for all students. Instructional effectiveness during the introduction to any new concept is a key component driving student success. Reducing the likelihood of mis-information, poor examples and lack of concept development while increasing checking for understanding is a basis for improved student performance.

Mathematics - EDI Goal: To increase the number of students scoring proficient on grade level benchmark post-tests by 30 % over the number that had scored proficient on the pre- test for those same assessments.

Subgroup # Tested # P/A % P/A % Reg. % Req. % Req. 2010 -2011 Number Number Algebra Measurement Statistics09-10 Benchmark10-11 % Prof.11-12 or Adv. ELData Sense161 Sense 80 Funct. and 49.7 and Data58.0 68.5 79.0 Part I Part II Geometry Analysis SEDTable 1 337 162 48.1 58.0 68.5 79.0 Hispanic2nd Grade 76245 80 11878 83 48.2 81 58.0 68.5 79.068 3Whiterd Grade 72151 68 82 67 78 54.3 82 58.0 68.5 79.054 4Allth Grade 74423 61 21773 62 51.3 69 58.0 68.5 79.047 5th Grade 60 63 66 61 79 54 6th Grade 64 69 67 59 56 48

Conclusions indicated by data: CST Math Data points indicate that CESD has weaknesses within every strand depending on grade level. Training in Explicit Direct Instruction (EDI) was chosen to increase “Good-First Teaching” opportunities for all students. Instructional effectiveness during the introduction to any new concept is a key component driving student success. Reducing the likelihood of mis-information, poor examples and lack of concept development while increasing checking for understanding is a basis for improved student performance. Reagan 3rd grade students scored lowest in algebra functions with number sense II fairing only slightly better. Fourth grade students scored lowest in number sense II as well, with measurement and geometry a close second. A focus on the skills which comprise number sense II will lead to increased student success. Number sense II consists of students calculating and solving problems involving addition, subtraction, multiplication, and division for third grade. Fourth grade consists of students solving problems involving addition, subtraction, multiplication, and division of whole numbers, understanding the relationships among the operations as well as, factoring small whole numbers. Conclusions from Parent, Teacher and Student Input

Conclusions indicated by data: Parents agreed with the findings presented on the previous few pages. They are interested in supporting the staff and students in any way possible. Parents expressed an interest in providing incentives for a Math program which focuses on improving the rote memorization of math facts. AT fuller club they have such a program in place for addition and subtraction math facts. Our parents would like to expand that program to cover multiplication and division. Form A: Planned Improvements in Student Performance The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # 1 Students scored collectively lowest in the area of Writing application, Writing Strategies and Written Conventions. Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmarks.

Student groups and grade levels to participate in this goal: Anticipated annual performance growth for each group: This goal applies to all students Students are expected to raise one performance level each year until proficiency is reached. Students will retain level of Proficient once it is reached.

Means of evaluating progress toward this goal: Group data to be collected to measure academic gains: Rubric scores on benchmark writing samples Student writing samples based on benchmark prompts Actions to be Taken to Reach This Goal Start Date Estimated Funding Consider all appropriate dimensions (e.g., Teaching and Proposed Expenditures Completion Date Cost Source Learning, Staffing and Professional Development) Involvement Staff, SSC members and parents provide input through the Spring 2010 Staff overtime to attend meetings $4800.00 Title II District Assessment Team and District Advisory Council Governance SPSA’a are Board adopted, District support is provided Summer 2010 Writing Trainings through trainings and support in vertically aligning writing  Step – Up- To- Writing $15,000.00 Prof. Dev. standards and benchmarks  Units of Study $12,500.00 BG Funding ARRA Title I Proposed expenditures are detailed in the SPSA and align to the chosen activities Standards/Assessment/Accountability A review of site and district data brought to light the lack of Summer of 2009 student performance in the area of writing. Additional and 2010 conversations revealed a desire by staff to have professional development opportunities in research based writing strategies. The District Assessment team chose to focus on creating grade level writing benchmarks with rubrics designed to monitor student progress in meeting state- grade level, writing standards. Staff will share writing results with parents through the parent teacher conferences held each year. Staffing/Professional Development Writing trainings began in the summer of 2010. The writing Summer 2010 – Guide to the Single Plan for Student Achievement 14 course is 45 hours of seat time and reflection. The training Spring 2012 spanned 7 months. One-half of all staff chose to participate in this first round of training. All staff will be held to supporting their students in gaining proficiency in writing. A desire to calibrate staff scoring using the adopted rubrics was also expressed. Additional writing trainings will be provided as the need arises. Each of the grade levels are using staff development Summer 2011 – Mondays to discuss curricular needs, as well as, to align Summer 2012 teaching concepts. Both grade levels are committing to implement a 45-60 minute writing block each day. Two Staff Development Mondays of each school session month will be spent reviewing student writing samples and developing mini-lessons to improve student writing skills. Summer 2011 – $1800.00 Family Club Parents would like to support this process by funding the Summer 2012 Purchase of books purchase of approved books to be used as models for the specific skill lessons taught. Opportunity and Equal Access The writing initiative began with the idea that student Spring 2009- progress toward proficiency required a block of Spring 2012 instructional time devoted to writing instruction solely. First-good teaching is found to be the best line of defense in reaching at-risk students in an effort to support these students reaching proficiency in writing. Teaching/Learning The goal for all students is scoring proficient on the grade Spring 2010 – level writing benchmark. Spring 2012 Step #1 – Determining Writing is an area of need through review of student data Step #2 – Train staff in effective writing practices to insure timely “Good-First Teaching” Step #3 – Two trainings were offered Lucy Caulkins – Units of Study Training – 45 hours over 7 months. Shared teacher video lessons and student writing samples showing application of strategies shared. Connection – What are we learning and why do we need this in the context of the mini-lesson. Teach - Mini-Lesson – Teach a strategy that students will use often when they write. Teachers determine what is needed through the student’s ongoing writing. Active Engagement - Actively involve students in trying what has been taught. Link – Link the strategy just taught to the student’s writing when they return to their seats. Mid-Workshop Teaching Point – Halfway through the work time, offer another strategy that will improve student writing or highlight a particular example of good work. After the Workshop Share – Highlight student success or attempt at what was taught during the mini-lesson. Improves student’s desire to write All teachers will implement a 45-60 minute writing block daily. Step-Up-to Writing Two site principals and a resource teacher attended trainings to be a SUTW trainer. Staff conducted 30 hour workshops over 7 months. SUTW strategies were shared, explained and modeled Shared teacher video lessons and student writing samples showing application of strategies shared. Step #4 – Develop benchmarks Step #5 – Develop and calibrate rubrics Step #6 – Provide 30 – 60 minute of writing instruction daily Step #7 – Maintain ongoing review of student writing samples and benchmark papers to determine next steps. Monitoring to be done with in the classroom, at weekly Professional Development Mondays, and at the District Assessment Team meetings. Form A: Planned Improvements in Student Performance The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

SCHOOL GOAL # 2 63% of all students scored below proficient/advanced (P/A) in ELA and 42% of the students scored Below P/A in Math 30% more students will score proficient on grade level benchmark post-tests than had scored proficient on the pre-test for those same assessments. Student groups and grade levels to participate in this goal: Anticipated annual performance growth for each group: This goal applies to all students Students are expected to raise one performance level each year until proficiency is reached. Students will retain level of proficient once it is reached.

Means of evaluating progress toward this goal: Group data to be collected to measure academic gains: Scores on Pre-Post Benchmark exams Student Benchmark Pre-post – test results Actions to be Taken to Reach This Goal Start Date Estimated Funding Consider all appropriate dimensions (e.g., Teaching and Proposed Expenditures Completion Date Cost Source Learning, Staffing and Professional Development) Involvement Staff, SSC members and parents provide input through the Spring 2008 Staff overtime to attend Already listed in Title II District Assessment Team and District Advisory Council meetings Goal # __ Governance SPSA’s are Board adopted, District support is provided Summer 2008 Explicit Direct Instruction (EDI) through EDI trainings and support in providing for peer Trainings coaching  DataWorks Trainers $84,000.00 MCOE Funding  Sub Costs $7,500.00 ARRA Title I Proposed expenditures are detailed in the SPSA and align $24,840.00 Title II to the chosen activities. The Family Club would like to  Lesson Costs $5000.00 Title I support this goal by funding an incentive program for students becoming faster at their math facts in addition, Purchase of Incentives $2000.00 Family Club subtraction, multiplication and division Standards/Assessment/Accountability Summer of 2008 – A review of site and district data brought to light the lack of Spring 2012 student performance in the ELA and Math concepts. With good first teaching being a recognized research based practice, it was decided that trainings in Explicit Direct Instruction (EDI) was appropriate. TAPPLE is a foundational component in any EDI lesson and it is the initial focus of classroom implementation. Lesson design and incorporation follows. District and site administration attend the trainings, model lessons and conduct weekly walkthrough to monitor teacher proficiency. Peer coaching is also used to support staff in becoming comfortable with the EDI strategies. Staffing/Professional Development Summer 2008 – EDI trainings began in the summer of 2008. The trainings Spring 2012 began at Wilson. The following year Fairmead and Reagan began using EDI. This year Stephens and Fuller came aboard. All staff will be held to supporting their students in gaining proficiency in ELA and Math. EDI lessons are primarily used to introduce content. TAPPLE refers to questioning strategies used throughout lessons to determine a student’s understanding of the content or concept being taught. EDI trainings are planned to span 4 years to best support teachers implementing the EDI research based strategies within the classroom. Opportunity and Equal Access Summer 2008- The EDI initiative began with the idea that student progress Spring 2012 toward proficiency required explicit direct instruction of grade level chosen Power Standards. First-good teaching is found to be the best line of defense in reaching at-risk students in an effort to support these students reaching proficiency in ELA and Math standards. Teaching/Learning Spring 2010 – The goal for all students is scoring proficient on the grade Spring 2012 level ELA and math benchmark. Step #1 – Determining Explicit Direct Instruction is needed for ELA and math to improve student performance on CST Step #2 – Train staff in EDI practices to insure timely “Good-First Teaching” Step #3 – EDI Trainings – 2010-2011 School Year Fall 2010 – Spring 2011 Reagan and Fairmead Already Listed  4 days EDI coaching – Lesson Above Demonstration/Coaching  1 day EDI Lesson Design Training  32 Peer Coaching Subs – Reagan  45 Peer Coaching Subs - Fairmead Summer 2008 – Step #4 – Develop Power Standards / benchmarks Spring 2012 Step #5 – Develop lessons for Power Standards Step #6 – Teach EDI Lessons Step #7 – Assess student performance of tested Power Standards Step #8 - Maintain ongoing review of student progress to determine next steps. Monitoring to be done with in the classroom, within the grade level or department and at weekly Professional Development Mondays Form C: Programs Included in this Plan Check the box for each state and federal categorical program in which the school participates and, if applicable, enter amounts allocated. (The plan must describe the activities to be conducted at the school for each of the state and federal categorical program in which the school participates. If the school receives funding, then the plan must include the proposed expenditures.)

State Programs Allocation

California School Age Families Education $ Purpose: Assist expectant and parenting students succeed in school. Economic Impact Aid/ State Compensatory Education Purpose: Help educationally disadvantaged students succeed in the $ 49,000 regular program. Economic Impact Aid/ English Learner Program Purpose: Develop fluency in English and academic proficiency of $49,868 English learners High Priority Schools Grant Program $ Purpose: Assist schools in meeting academic growth targets. Instructional Time and Staff Development Reform Purpose: Train classroom personnel to improve student performance $ in core curriculum areas. Peer Assistance and Review $ Purpose: Assist teachers through coaching and mentoring.

Pupil Retention Block Grant $ Purpose: Prevent students from dropping out of school.

School and Library Improvement Program Block Grant $30,499 Purpose: Improve library and other school programs.

School Safety and Violence Prevention Act $ Purpose: Increase school safety.

Tobacco-Use Prevention Education $ Purpose: Eliminate tobacco use among students.

List and Describe Other State or Local funds (e.g., Gifted and $ Talented Education)

Total amount of state categorical funds allocated to this school $

Ronald Reagan Elementary Single Plan for Student Achievement 20 Federal Programs under No Child Left Behind (NCLB) Allocation Title I, Neglected Purpose: Supplement instruction for children abandoned, abused, or $ neglected who have been placed in an institution Title I, Part D: Delinquent $ Purpose: Supplement instruction for delinquent youth Title I, Part A: Schoolwide Program Purpose: Upgrade the entire educational program of eligible schools in $71,140 high poverty areas Title I, Part A: Targeted Assistance Program Purpose: Help educationally disadvantaged students in eligible schools $ achieve grade level proficiency Title I, Part A: Program Improvement Purpose: Assist Title I schools that have failed to meet NCLB adequate $ yearly progress (AYP) targets for one or more identified student groups Title II, Part A: Teacher and Principal Training and Recruiting Purpose: Improve and increase the number of highly qualified teachers $ and principals Title II, Part D: Enhancing Education Through Technology $ Purpose: Support professional development and the use of technology Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help limited-English- $ proficient (LEP) students attain English proficiency and meet academic performance standards Title IV, Part A: Safe and Drug-Free Schools and Communities Purpose: Support learning environments that promote academic $ achievement Title V: Innovative Programs Purpose: Support educational improvement, library, media, and at-risk $ students Title VI, Part B: Rural Education Achievement $ Purpose: Provide flexibility in the use of NCLB funds to eligible LEAs

Other Federal Funds (list and describe1) $

Total amount of federal categorical funds allocated to this school $

Total amount of state and federal categorical funds allocated to this school $ Form D: School Site Council Membership

1 For example, special education funds used in a School-Based Coordinated Program to serve students not identified as individuals with exceptional needs.

Ronald Reagan Elementary Single Plan for Student Achievement 21 Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the school site council is as follows:2 r o

t n e f y r f m r a

Names of Members a o a t P o d S r y

l n l t s i a o o s n p c o a i u l e c h C c m S n r i t r S e m n

r P h o e e c d C h a r u t t e e O S b T m e M Kari Anderson X Mary Pretzer X Beth Milliken X Rachelle Telford X Anne Hagemann X Melissa Middleton X Rick Larios X

Numbers of members of each category 1 2 1 3 0

2 At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

Ronald Reagan Elementary Single Plan for Student Achievement 22 Form E: 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):

_X_ 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 LEA 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 at a public meeting on: May 2009.

Attested:

Kari Anderson ______Typed name of school principal Signature of school principal Date

Mary Pretzer ______Typed name of SSC chairperson Signature of SSC chairperson Date

Ronald Reagan Elementary Single Plan for Student Achievement 23