Single Plan for Student Achievement Template - Categorical Programs (CA Dept. of Education)

San José Unified School District

SINGLE PLAN FOR STUDENT ACHIEVEMENT

HORACE MANN ELEMENTARY SCHOOL

__ 6__ 0__4 __8 __ 5__ 9__ 9__ CDS Code Program Improvement Year 2

Date of this Plan: February 15, 2011

The Single Plan for Student Achievement 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.

Contact Person: Mr. Juan Correa

Position: Principal

Telephone Number: 408-535-6237

Address: 55 N. 7th Street, San Jose, CA 95112

E-mail address: [email protected]

The District Governing Board approved this School Plan on: TABLE OF CONTENTS

DISTRICT LEA GOALS...... 2 DISTRICT STRATEGIC PLAN GOALS...... 3 SCHOOL MISSION AND PROFILE...... 4 STUDENT ACHIEVEMENT GOALS...... 5 ANALYSIS OF STUDENT PERFORMANCE DATA...... 6 1. API RESULTS FOR 2006-2010...... 6 2. AYP RESULTS FOR 2006-2010 – English Language Arts Subgroup Data...... 7 3. AYP RESULTS FOR 2006-2010 – Math Subgroup Data...... 8 4. PRIMARY LANGUAGE ASSESSMENT (For ALA & TWBI Schools Only)...... 9 5. AMAO ANALYSIS 2007-2010...... 10 6. RECLASSIFICATION RATE...... 10 7. SCHOOL CLIMATE SURVEY...... 11 NINE ESSENTIAL PROGRAM COMPONENTS...... 12 SCHOOL GOAL 1.1: READING/LANGUAGE ARTS...... 15 SCHOOL GOAL 1.2: MATHEMATICS...... 19 SCHOOL GOAL 1.3: SCIENCE...... 21 SCHOOL GOAL 1.4: PHYSICAL EDUCATION...... 22 SCHOOL GOAL 2: ENGLISH LEARNERS...... 23 GOAL 2.1: ENGLISH LANGUAGE DEVELOPMENT...... 23 GOAL 2.2: ACCESS TO THE CORE (ACADEMIC ACHIEVEMENT)...... 25 SCHOOL GOAL 4.1: SCHOOL CLIMATE...... 26 SCHOOL GOAL 4.2: STUDENT WELLNESS...... 28 SCHOOL SITE COUNCIL...... 30 SELAC MEMBERSHIP...... 31 SCHOOL SITE COUNCIL RECOMMENDATIONS AND ASSURANCES...... 32

2 DISTRICT LEA GOALS

In May, 2002, California’s State Board of Education (SBE) demonstrated the state’s commitment to the development of an accountability system to achieve the goals of NCLB by adopting 5 Performance Goals.

Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-14.

Goal 2: All limited-English proficient students will become proficient in English and reach high academic standards, at a minimum, attaining proficiency or better in reading/language arts and mathematics.

Goal 3: All students will be taught by highly qualified teachers.

Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

Goal 5: All students will graduate from high school.

These goals are required in every district’s Local Educational Plan (LEA). All Single Plans for Student Achievement (SPSA) are to be aligned with the LEA plan goals.

EQUITY POLICY AND VOLUNTARY INTEGRATION PLAN

On May 13, 2010, the SJUSD Board of Education approved an Equity Policy (AR, BP 0210) to ensure that equity and inclusion are essential principles of our school system and that they are integrated into all policies, programs, operations, and practices. The Equity Policy provides measurable outcomes with the purpose of aggressively eliminating the academic achievement gap in SJUSD.

It also supports the Voluntary Integration Plan (VIP) whose purpose is to: -Prohibit and correct intentional discrimination in any District program or activity on the basis of race, gender, color, ethnicity, or national origin; -Prevent racial or ethnic isolation in District schools; -Outline the reasonably feasible steps the District will take to correct racial or ethnic isolation identified in District school; -Foster student integration and diversity; and -Ensure equal educational opportunity and access for all students.

The integrity of the Voluntary Integration Plan (VIP) and the Equity Policy will be reflected in each school’s Single Plan for Student Achievement (SPSA).

3 DISTRICT STRATEGIC PLAN GOALS

The following are SJUSD’s Strategic Plan goals adopted by the Board of Education.

1. Every student will meet or exceed state and district academic and life long learning standards. (District LEA Goal #1 and #2)

2. SJUSD’s Divisions and Schools will demonstrate cost effective budget management.

3. SJUSD will recruit, support, and retain a highly qualified workforce. (District LEA Goal #3)

4. SJUSD will ensure staff, parent, student, and community satisfaction and effective partnerships.

5. SJUSD’s Divisions, Departments and Schools will demonstrate effective, efficient, and exemplary operational practices. (District LEA Goal #4)

6. SJUSD’s employees will demonstrate innovative educational leadership. (District LEA Goal #3)

The District’s Strategic Plan Goals will be reflected in each school’s Single Plan for Student Achievement.

4 SCHOOL MISSION AND PROFILE

SCHOOL MISSION

Vision: By working together, we will create a better world through inquiry, intercultural under-standing, and respect that will inspire hope for a better tomorrow. Mission Statement: To develop global leaders one child at a time. Motto: One School. One Community. Connected.

SCHOOL PROFILE

Horace Mann was just recently authorized as an International Baccalaureate World School offering the Primary Years Programme for students in grades K-5. We belong to a K-12 IB Continuum with Peter Burnett Middle School and San Jose High School who offer the IB Middle Years Programme and the Diploma Programme. This is the only K-12 IB Continuum in Northern California. Horace Mann is an urban elementary school centrally located in downtown San Jose, California. Horace Mann is housed in a state of the art facility with a capacity of 700 students. We have two preschool sessions and 35 classrooms each sharing a “small group instruction” room (SGI) as well as a computer lab. Our demographics consists of: African American 3.13%, American Indian/Alaska Native 0.47%, Asian 7.97%, Filipino 2.03 %, Hispanic/Latino 74.53%, Pacific Islander 0.31%, White (not Hispanic) 7.34%, Multiple/No Response 4.22%, Socio- economically Disadvantaged 74.0%, English Learners 54.0 %, Students with Disabilities 12.0%.

Horace Mann hosts many academic and enrichment after school programs, including Reading Partners, AfterSchool AllStars, Third Street Community Center, Mariachi Choir, Lego Robotics, Bay Area Women’s Sports Initiative (BAWSI), TechGyrls, Recycle Club, HMS Choir, and Theater. There are also opportunities for parent’s to participate in such as: Art Express, Los Dichos, HM School Foundation, Team Horace, International Baccalaureate Advocacy Group (IBAG), School English Language Advisory Committee (SELAC), School Site Council (SSC), and District English Language Advisory Council (DELAC).

Programs special to Horace Mann are: Reading Partners (a reading tutoring program), Multi- cultural Festival, Annual Science Fair, Playworks, and opportunities for fieldtrips based on the Primary Years Programme (PYP) Planners that are a part of the International Baccalaureate World School curriculum.

5 STUDENT ACHIEVEMENT GOALS

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 in alignment with the District’s goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards.

District LEA Goal 1 - School Goal 1.1 Reading/Language Arts Whole School:50.3% (10% points or Safe Harbor) Latino English Only Students: 48% (10% points or Safe Harbor) Low SES: 41.0% (10% points or Safe Harbor) Hispanic 39.0% (10% points or Safe Harbor)

School Goal 1. 2 Mathematics Whole School: 53.0%% (10% points or Safe Harbor) Latino English Only Students: 47% (10% points or Safe Harbor) Low SES: 46% (10% points or Safe Harbor) Hispanic: 43.0% (10% points or Safe Harbor)

School Goal 1. 3 Science 5th Grade Students Achieve 50% points Proficient/Advanced Close gap with EL’s who are 8% Proficient/Advanced compared to 32% for all students

School Goal 1. 4 Physical Education

District LEA Goal 2 -- School Goal 2.1 English Language Development Our goal for 10-11 is for our EL to achieve a 75% which will be 10% points more than last year.

School Goal 2.2 Access to the Core Students in the EL subgroup will demonstrate a 39.0% growth (10% points or Safe Harbor) in ELA Students in the EL subgroup will demonstrate a 47.0% growth (10% points or Safe Harbor) in Mathematics.

District LEA Goal 3 -- Highly Qualified Teachers -- This goal will not be addressed in the SPSA this year.

District LEA Goal 4 -- School Goal 4.1 Climate Survey School Goal 4. 2 Student Wellness 10% Increase in the number of students passing the Fitnessgram 100% compliance with the Wellness Policy 2% Decrease of absenteeism rate District Goal 5 -- School Goal 5.1 Increase in Graduation Rate – High School Only School Goal 5.2 Decrease in Dropout Rate -- High School Only 6 ANALYSIS OF STUDENT PERFORMANCE DATA

1. API RESULTS FOR 2006-2010

850 Schoolwide Asian 800 Hispanic 750 White Disadvantaged 700 English Learners 650 Disabilities

500 2006 2007 2008 2009 2010

5-YR 2006 2007 2008 2009 2010 DIFF % Schoolwide 694 723 716 726 717 23 3% Asian N/A N/A N/A N/A N/A Hispanic 679 720 696 689 670 -9 -1% White N/A N/A N/A N/A N/A Disadvantaged 674 710 697 689 683 9 1% English Learners 662 723 688 670 677 15 2% Disabilities N/A N/A N/A N/A N/A

ANALYSIS: Over the last five years Horace Mann has made 23 points growth school-wide. Overall, not all of our subgroups have maintained growth. Of our three main subgroups, Disadvantaged, English Learners, and Hispanic students, our Hispanic students have declined 9 points from 2006 to 2010, while our English Learners have gained 15 points and our Disadvantaged students gained 9 points since 2006. However, we have not had significant overall growth school-wide and our subgroups have declined since 2006 until 2010. In summary, we did not meet our API targets school-wide or with our Hispanic and Disadvantaged subgroups.

7 2. AYP RESULTS FOR 2006-2010 – English Language Arts Subgroup Data

60% Hispanic 50% White

0% 2006 2007 2008 2009 2010

ENGLISH LANGUAGE ARTS % Proficient or Advanced Growth 2006 2007 2008 2009 2010 1 Yr 5 Yr Hispanic 30.6% 31.3% 29.8% 33.3% 29.2% -4.1% -1.4% White Hispanic-EO 38.0% Disadvantaged 28.5% 29.6% 29.2% 34.1% 31.8% -2.3% 3.3% Asian English Learner 26.1% 26.4% 25.4% 30.0% 29.8% -0.2% 3.7% Disability School wide 34.3% 34.6% 35.4% 42.3% 40.3% -2.0% 6.0% Gap White-Hispanic ENGLISH LANGUAGE ARTS ELA Proficiency Targets Met TARGETS 2006 2007 2008 2009 2010 2005-07 Hispanic Yes Yes No No No 24.5 White ------2008 Hispanic-EO ------N/A 35.2 Disadvantaged Yes Yes No No No 2009 Asian ------46.0 English Learner Yes Yes No No No 2010 Disability ------56.8 School wide Yes Yes Yes Yes No

ANALYSIS: Our significant subgroups include Hispanic, Disadvantaged, and English Learners. These subgroups did not meet targets for the second year in a row. Our Disadvantaged students are 3.3% points higher this year than in 2006 but declined 2.3% from 2009 to 2010. Our English Language Learners are 3.7%points higher in 2010 than in 2006 but also declined 0.2% points from 2009 to 2010. Our Hispanic did not meet targets in 2010. They declined 4.1% from 2006 to 2010 and 1.4% from 2009 to 2010

Many issues may have contributed to the decline in scores, such as: increase of student population currently at 640 students, going from 20:1 to 30:1, the mobility rate at 17% (highest in the District), high Teacher turn over, and the integration of the PYP Planners with the District’s core LA curriculum which was a challenge for the staff.

8 3. AYP RESULTS FOR 2006-2010 – Math Subgroup Data

60% Hispanic 50% White 40%

0% 2006 2007 2008 2009 2010

MATHEMATICS % Proficient or Advanced Growth 2006 2007 2008 2009 2010 1 Yr 5 Yr Hispanic 46.7% 56.6% 43.0% 41.7% 32.4% -9.3% -14.3% White Hispanic-EO 38.0% Disadvantaged 47.1% 55.0% 42.6% 42.9% 35.8% -7.1% -11.3% Asian English Learner 47.8% 58.0% 45.2% 41.1% 36.9% -4.2% -10.9% Disability School wide 50.4% 57.0% 46.9% 49.6% 42.6% -7.0% -7.8% Gap White-Hispanic MATHEMATICS MATH Proficiency Targets Met TARGETS 2006 2007 2008 2009 2010 2005-07 Hispanic Yes Yes Yes No No 26.5 White ------2008 Hispanic-EO ------N/A 37.0 Disadvantaged Yes Yes Yes No No 2009 Asian ------47.5 English Learner Yes Yes Yes Yes No 2010 Disability ------58.0 School wide Yes Yes Yes Yes No

ANALYSIS:

Our significant subgroups include Hispanic, Disadvantaged, and English Learners (EL). Two of our subgroups, Hispanic and Disadvantaged students did not meet targets for the second year in a row, while our ELLs missed the target this year. Our Disadvantaged students declined 7.1% points from 2009 to 2010 and significantly dropped 11.3% points since 2006. Our EL students declined 4.2 % points from 2009 to 2010 and 10.9% points since 2006. Our Hispanic students also declined 9.3% points from 2009 to 2010 and 14.3% points since 2006. Overall, school wide we declined 7.0% points from 2009 to 2010 and 7.8% points since 2006.

9 4. PRIMARY LANGUAGE ASSESSMENT (For ALA & TWBI Schools Only)

STANDARDIZED TESTS IN SPANISH (STS) STAR 2010

Horace Mann RDG/LANG ARTS % PROFICIENT OR ADVANCED SCHOOL DISTRICT 2010 2009 % chg 2010 2009 GRADE 2 31.8 50.0 -18.2 46.0 52.3 -6.3 GRADE 3 20.0 45.5 -25.5 32.5 38.3 -5.8 GRADE 4 30.8 8.0 22.8 30.2 36.8 -6.6 GRADE 5 0.0 *** 14.4 ***

Horace Mann MATHEMATICS % PROFICIENT OR ADVANCED SCHOOL DISTRICT 2010 2009 2010 2009 GRADE 2 31.8 56.8 -25.0 56.4 61.3 -4.9 GRADE 3 24.0 50.0 -26.0 48.9 50.3 -1.4 GRADE 4 46.2 25.0 21.2 59.4 57.6 1.8 GRADE 5 14.3 *** 34.5 ***

ANALYSIS:

Reading/Language Arts: The 2nd and 3rd taking the STS did not meet targets in 2010 compared to 2009. Our 2nd grade students declined by 18.2% points from 2009 and we are 14.2% points behind the District’s average. Our 3rd grade students went from 45.5% points to 20.0% points proficient and advanced a decline of 25.5% points and compared to the District’s average we are 12.5% points behind. Our 4th grade students gained this year from 2009 by 2.8% points and we are just 0.6% points behind the District’s average. Our 5th grade did not take the STS in ELA in 2009.

Math: The 2nd grade students declined 25.0% points from 2009 to 2010 and we are 24.6% points behind the District’s average. Our 3rd grade students declined 26.05 points from 2009 to 2010 and we are 24.9 % points behind the District’s average. Our 4th grade students gained 21.2% points from 2009 to 2010 but we are 13.2% points behind the District’s average. Our 5th grade students are at 14.35 points yet 20.2% points behind the District’s average.

10 5. AMAO ANALYSIS 2007-2010 AMAO1 = The percent of students that gained proficiency levels from one year to the other. AMAO2 = The percent of students that reached CELDT Levels 4 or 5 with no subscore < 3 AMAO DATA Title III Progress % Reaching English % Making Annual Progress Proficiency (AMAO1) (AMAO2) 2007 47.2% 2007 28.6% 2008 62.4% 2008 48.6% 2009 52.7% 2009 37.1% 2010 66.5% 2010 TBD English Learner Counts in March Count % of All Students 2007 286 53.9% 2008 303 54.3% 2009 352 55.1% 2010 319 50.2% Note: In 2006-07, CELDT standards were recalibrated. Consequently, data for 2007 represents a new baseline for AMAO1 and AMAO2. ANALYSIS: Since 2008 Horace Mann has met the AMAO I targets. There was a decrease from 2008 to 2009, but in 2010 the AMAO I performance increased by 13.8% points. It is possible that the increase in AMAO I can be attributed to the professional development the ELIC Coach gave on ELD best practices. There was also a school wide focus on CELDT practice for the first three weeks of school as well.

6. RECLASSIFICATION RATE

Annual Reclassification Rate (Based on R-30 Report) 2007 5.4% 2008 6.3% 2009 8.2% 2010 10.4% Change District Reclassification Rate 12.3%

ANALYSIS: Over the past 4 years our reclassification rate has increased annually. We attribute this consistent annual growth to the school wide implementation of leveled ELD (English Language Development) instruction based on their English language proficiency. Teachers were also trained in best practices such as GLAD (Guided Language Acquisition Design) and Thinking Maps. In addition the English Language Instructional Coach (ELIC) provides small group instruction on writing to support our ELs. While we have made 5% points growth over the past four years, we have not matched the District’s goal of 12.3%.

Possible contributing factors that need to be considered in improving our Reclassification Rate: • English Language Instructional Coach (ELIC) working with teachers w/DI model • school-wide daily ELD block of instruction • teachers analyzing data to identify ELL students to create effective learning environment • providing writing workshops to understand the writing process • additional interventions/enrichment opportunities

11 7. SCHOOL CLIMATE SURVEY

What are the School’s Climate Strength and Challenges? Strengths Challenges Asset Category Strengths: Asset Category Challenges:

External Competencies- Support External Competencies- Support External Competencies- Boundaries and Expectations External Competencies- Boundaries and Expectations Internal Competencies- Positive Identity Question Challenges: % Strongly Agree/Agree Question strengths: % Strongly Agree/Agree #2- Students at this school treat each other with respect #10- Teachers treat students with respect #12- Yard Duty/ Campus Services treat students with #20- Students have to work hard to do well in school respect #46- Students feel they are successful #16- Students feel safe from threats or harassment at school #45- What students learn in class is necessary for success in #28- Students are treated equally when they break school the future rules

Given the data, which Survey Index do you think the school should focus on this year? 1. Caring School Climate

Based on your focus area, what activities would you implement in your SPSA to improve the climate for learning? 1) PBIS- Positive Behavior Interventions and Support- Lessons 2) Stop, Walk, Talk (students, parents) 3) Jr. Coaches (Playworks) 4) The Husky Way- Heroes 5) Learner Profile 6) Recognition Assemblies 7) Yard Duty Training 8) Parent Night- PBIS 9) Weekly Class Meetings- in some classrooms- Issues Bin 10) Clubs 11) Small groups working with counselor

12 NINE ESSENTIAL PROGRAM COMPONENTS

CALIFORNIA DEPARTMENT OF EDUCATION NINE-ESSENTIAL PROGRAM COMPONENTS –Please use the Elementary Essential Program Components Implementation worksheet to complete this section. Check the boxes as indicated from the worksheet.

Essential Program Components

EPC# 1 2 3 4 5 6 7 8 9 Fully X X X Implemented Partially X X X X Implemented Not X X Implemented

San Jose Unified School District Elementary Essential Program Components Implementation (CDE Revised 10/09)

EPC #1: Instructional Program Description

1.1 School provides SBE approved core curriculum in Daily use of Houghton Mifflin in all K-5 Language Arts daily for all students including ELs, SWD classrooms including HM supplementary and Advanced Learners. resources. Provide differentiated instruction during Universal Access daily. 1.2 School provides ELD materials and are in daily use Use of District Adopted ELD materials: for every identified EL student (from 2002 SBE adopted K: English in My Pocket, Avenues RLA/ELD supplemental materials list). Gr. 1-2: Newcomers: English in My Pocket Gr. 1-3: Avenues, Phonics and Friends Gr: 4-5: Newcomers: Carousel of Ideas Language, Literacy and Vocabulary (National Geographic) Science

1.3 School provides SBE approved intensive reading Daily use of Language! Grades 4-8 during the intervention curriculum and is in daily for identified instructional day for students who are at FBB students who are 2+ more levels below grade level in and BB on CST ELA or other available Gr. 4-8. assessment. Taught by a trained certificated teacher. This is a replacement curriculum for HM. Students can be grouped across grade levels in the upper grades.

Students in ALA or TWBI must have been in HM core curriculum in English at least one full year below being placed in Language!

District selected intervention program for primary grades: Voyager Passport/Pasaporte Grades K-3 1.4 School provides SBE approved core curriculum in Use of Pearson Envision and including ancillary Math daily for all students. materials in all Grades K-5 classrooms. Provide differentiated instruction during Universal Access daily.

13 1.5 School provides SBE approved intensive Provide intensive intervention for students in intervention curriculum in Math in gr. 4-8 for identified Grades 4-7 who are 2+ more levels below grade students level using core curriculum materials. Not a replacement curriculum/to be used in addition to core curriculum.

Grades 6-7: Kaplan Momentum Math 1.6 School provides SBE approved Algebra Readiness Use of UCLA Introduction to program daily for students in Grade 8 who need Algebra/replacement curriculum. Algebra readiness. SWD may need modifications as per IEP. EPC #2: Instructional Time Description 2.1 Implementation of uninterrupted instructional use Kinder: 60 minutes daily of SBE approved program in LA core curriculum Gr. 1-3: 2.5 hours daily Gr. 4-5: 2 hours daily 2.2 Implementation of additional instructional time for K-6 30 minutes daily students needing strategic support in LA. Gr. 6-8 45 minutes daily or as needed This time does not replace ELD. NOTE: SJUSD instructional day does not allow for Strategic time within the school day. Strategic support can be provided before/after school/Saturday School, etc. 2.3 Implementation of uninterrupted ELD instruction SEI/ALA K-5 60 minutes. for identified ELs at appropriate EL proficiency level Gr. 6-8: 30-60 minutes /1period using SBE approved supplementary materials. TWBI K-3 50 minutes TWBI 4-5 60 minutes ELs also identified as SWD must also receive ELD.

2.4 Implementation of instructional time for students Gr. 4-6 2.5-3 hours needing reading intervention Gr. 6-8 2.5-3 hours (2 periods)

2.5 Implementation of uninterrupted instructional use Kinder: 30 minutes daily of SBE approved program in Math core curriculum for Gr. 1-5: 60 minutes daily all students. Gr. 6-8 50-60 minutes (1 period) 2.6 Implementation of additional time for students K-6: 15-30 minutes daily needing strategic support in math intervention. Gr. 7-8: 30-60 minutes daily or as needed For Gr. 6-7: strategic students are within 2 years of grade level. For Gr. 8: strategic students are at or above gr. 7

EPC #3: Pacing Guides Description 3.1 District provides pacing guides for each grade level School-wide pacing guides are in use in all in LA and reading intervention program. classrooms in Language Arts 3.2 District provides pacing guides for each grade level School- wide pacing guides are in use in all in Math. classrooms in Math. EPC #4: School Administrator Training Description 4.1 Forty hour Administrator Training Program provided Completion of 40 hours of training and 40 hours by SBE provider in LA/ELD and intervention program practicum for SBE adopted core curriculum for followed by 40 hour practicum which includes EPCs LA/ELD and intervention (Principal and AP) (Principal and AP) District Provided Training 4.2 Forty hour Administrator Training Program provided Completion of 40 hours of training and 40 hours by SBE provider in Math followed by 40 hour practicum practicum for Math core curriculum which includes EPCs 4.3 District provides on-going professional development Completion of District provided instructional to principals and APs instructional leadership skills to training for administrators support implementation of EPCs EPC # 5: Cred Teachers & Prof. Development Description 5.1 Fully cred., highly qualified teachers Credentialed Teachers in each classroom

14 5.2 Forty hour Teacher Training in LA/ELD and Completion of 40 hours of training and 80 hours intervention program followed by 80 hour practicum practicum for ELA/ELD core curriculum which includes EPCs

5.3 Forty hour teacher training in Math followed by 80 Completion of 40 hours of training and 80 hours hour practicum which includes EPCs practicum for Math core curriculum EPC # 6: Coaching Description 6.1 Instructional coaching provided to teachers in use School provides content experts, coaches, or of SBE program in LA/ELD and intervention other teacher instructional support personnel to all teachers in delivering Houghton Mifflin, reading intervention and ELD. 6.2 Instructional coaching provided to teachers in use School provides content experts, coaches, or of SBE approved program Math. other teacher instructional support personnel to all teachers in delivering Math core curriculum. EPC # 7: Student Achievement & Monitoring Description 7.1 School assesses and monitors students using All grade levels administrator District LA curriculum-embedded assessments in LA and Benchmarks, use frequent formative intervention. assessments. Benchmarks are scanned on time and analyze Teachers use both formative and summative disaggregated data to identify student needs. assessments. Student achievement results from entry level, diagnostic, curriculum embedded and more frequent formative, and summative data re used to inform student placement, classroom instruction teacher collaboration. 7.2 School assesses and monitors students using All grade levels administrator District Math curriculum-embedded assessments in Math. Benchmarks, use frequent formative assessments. Benchmarks are scanned on time and analyze Teachers use both formative and summative disaggregated data to identify student needs. assessments. Student achievement results from entry level, diagnostic, curriculum embedded and more frequent formative, and summative data re used to inform student placement, classroom instruction teacher collaboration. EPC # 8:Grade Level Collaboration Description 8.1 Monthly Gr. level/Department planning takes place Principal schedules regular and frequent to discuss lessons and curriculum embedded opportunities for teachers to collaborate and use assessments in Language Arts. data (CST, STS for ALA/TWBI, benchmark, formative assessments, etc) for instructional planning in LA (Preferably twice monthly) 8.2 Monthly Gr. level/Department planning takes Principal schedules regular and frequent place to discuss lessons and curriculum embedded opportunities for teachers to collaborate and use assessments in Math. data (CST, STS for ALA/TWBI, benchmark, formative assessments, etc) for instructional planning in Math. (Preferably twice monthly) EPC # 9: Fiscal Support Description School general and categorical funds support the LA SPSA goals reflect Language Arts, ELD, Math and Math goals aligned to EPCs in the SPSA and intervention programs and funding supports successful implementation.

Zero-based budget process used to fund priorities.

15 SCHOOL GOAL 1.1: READING/LANGUAGE ARTS

1. Based on the analysis of your student data, the following are the goals for these groups in English Language Arts: •Whole School: 50.3% (10% points or Safe Harbor) •Latino English Only Students: 48% (10% points or Safe Harbor) •Low SES: 41.0% (10% points or Safe Harbor) •Hispanic 39.0% (10% points or Safe Harbor)

2. (ALA and TWBI schools only) Based on the analysis of the APRENDA and STS data, the following are the goals for each of the following grade levels:

•Grade 2 Goal is to increase to 35% of the students performing at or above Proficient/Advance •Grade 3 Goal is to increase to 30% of the students performing at or above Proficient/Advance •Grade 4 Goal for 4th is to stay the same or increase to 30.8% of the students performing at or above Proficient/Advance

3. Assessments to be used to evaluate progress towards meeting goals: X District Benchmarks

X Formative Assessments Monthly writing assessment Weekly Standards based mini assessments Focus grade level meetings Written report rubrics Oral presentation rubrics

Actions to Reach Goal Proposed Timeline Actions to be taken to reach this goal. Consider all appropriate dimensions (e.g. Teaching Expenditures Estimated Funding Person(s) (Start/Completion Priority (Personnel, Site Costs ($) Source Responsible and Learning, Staffing and Professional Development). Use a separate row for each Date) action. materials, etc) A. Opportunity and Equal Educational Access Reading Partners: a reading tutorial program for students in 1st thru 5th grades who are two 2010-2011 Admin- years below grade level and who do not qualify for RSP services. Currently there are No Cost School Year Correa approximately 50 students. University students and community volunteers tutor the students All Stars/Academic Lessons 2010-2011 No Cost Admin-Correa School Year Saturday Academy for identified students focusing on 3rd thru 5th grades focusing on High 8 teachers @ Priority Standards. Two cycles: one before CST and one after CST. per diem, $3,250.00 Title 1 Use Standards Plus intervention materials and other standards based materials to be decided by grades 2-5, 8 $3,250.00 ELAP Jan thru May Admin-Correa staff Saturday’s, 2 $6,500.00 EIA/SCE hrs

16 Actions to Reach Goal Proposed Timeline Actions to be taken to reach this goal. Consider all appropriate dimensions (e.g. Teaching Expenditures Estimated Funding Person(s) (Start/Completion Priority (Personnel, Site Costs ($) Source Responsible and Learning, Staffing and Professional Development). Use a separate row for each Date) action. materials, etc) Voyager/Pasaporte (K-5th) -- Afterschool intervention for students who are below grade level. 6 Teachers $10,000 Title 1 per diem for $5,000 EIA/SCE Dec-Apr Correa 14 weeks $10,000 LEP SES Intervention (3rd- 5th) (After school intervention provided by an outside provider required 2010-2011 Admin- No Cost Title 1 DO by Title I due to school being in Program Improvement.) School Year Correa School Fieldtrips aligned with PYP Planners to develop language for the Primary Years Cover gap in Programme. costs, front HM School 2010-2011 ($5,000) Admin-Correa total cost for Foundation School Year fieldtrips Site Licenses and subscriptions to support Language B as required by IB, ELD, and reading Rosetta programs. Stone, A-Z reading, English in a Flash, $11,755.00 Incentives 2010-2011 Admin- Lexia, $245.00 App. Mat. School Year Correa STAR AR Math Facts Time for Kids Lang! Reading Intervention for underperforming 4th and 5th grade students (two groups) 2010-2011 school Title 1 Coord Title 1 RT $92,415.83 Title 1 year Admin Read Naturally Intervention (K-5th) 2010-2011 school No cost No cost Admin-Correa year Technology Support Repairs, software $6,000 Site Flex 2010-2011 school Admin-Correa supplies, $6,600 Title I year equipment Textbooks / Library Books Materials $6,490 Lottery Extended school year to frontload for below basic and far below basic students 5 teachers and one School Secretary, 5 EIA/SCE 2011-2012 school days, 4 hours $4,500 Title I Admin-Correa year per day LEP 8/1/11 – 8/5/11 B. Staffing and Professional Development No cost Principal Walk-throughs to ensure teaches are teaching the High Priority Standards and using Admin-Correa Direct Instruction. Full-Time PYP Coordinator (ensuring teachers are teaching the Blue Print Standards during the $27,621 .3 Title 1 IB 2010-2011 PYP planners) ($18,468) .2 MSAP Admin-Correa Coordinator School Year (46,249) .5 TIIG DO Teacher Release Day/ Diagnostic Reading Assessment one-on-one testing (still working on Substitutes $1,000 Title I Fall/Spring 2010- Admin-Correa how to use assessment at the site) for 23 $2,000 LEP 2011 School Year teachers @ $2,800 Site Flex $125 a day 17 Actions to Reach Goal Proposed Timeline Actions to be taken to reach this goal. Consider all appropriate dimensions (e.g. Teaching Expenditures Estimated Funding Person(s) (Start/Completion Priority (Personnel, Site Costs ($) Source Responsible and Learning, Staffing and Professional Development). Use a separate row for each Date) action. materials, etc) two times a year Library Media Assistant ($13,369) .25 DO .75 FTE Aug- May 2010- TIIG, Admin-Correa $20,054 2011 .5 Site Flex PYP Conferences: As a requirement of being an authorized IB World School, all school District members must be trained and attend IB conferences. We will be sending two classroom ($6,000) MSAP teachers for spring training 2010-2011. PYP Support Curriculum for Planners Book sets, PYP integration of MSAP 2010-2011 ($500.00) Coordinator- technology, School Year Rodríguez supplies Teacher Professional Development (Thinking Maps) District 2010-2011 No Cost Admin-Correa Funded School Year Extra duty and Sub cost for teacher planning/coaching or observing other teacher’s lessons LEP $1,000.00 As needed Title I $1,000.00 Direct Instruction District No Cost 2010-2011 training School Year Release days for staff to observe Direct Instruction of peers or off site Release days $500.00 LEP 2010-2011 Admin-Correa as needed $500.00 Title I Literacy Coach to work with teachers on Direct Instruction .5 FTE $23,250 EIA/SCE Remainder of 1.0 FTE Admin-Correa .5 FTE Site Flex 2010-2011 $23,250 Technology Support Coach .5 FTE ($14,174) SFSF DO 2010-2011 Reflection of school year 26 teachers, 6 Admin-Correa hours, $6,075 Title I June $35/hour Grade Level Planning/PYP reflection/setting up intervention groups 23 teachers, 1 $2,875 Title I 2010-2011 Admin-Correa day subs Staff Institute/LT Planning 25 teachers, 12 hours, / ($11,682) TBD 2011-2012 Admin-Correa $35 per hour DRA training All Staff ($3,000) TBD 2011-2012 Admin-Correa June planning – frontload 10 teachers, 12 hours, $35 $4,700 Title I 2010-2011 Admin-Correa per hour C. Teaching and Learning Using core curriculum integrated with the PYP Planners with a focus on the Blueprint Subs or $5,000.00 Site Flex Standards afterschool Release time to integrate blueprint standards with the PYP Planner to be facilitated by PYP extra duty

18 Actions to Reach Goal Proposed Timeline Actions to be taken to reach this goal. Consider all appropriate dimensions (e.g. Teaching Expenditures Estimated Funding Person(s) (Start/Completion Priority (Personnel, Site Costs ($) Source Responsible and Learning, Staffing and Professional Development). Use a separate row for each Date) action. materials, etc) coordinator Membership 2010-2011 school International Baccalaureate Membership Fees Fees and $11,000 Site Flex Admin-Correa year Certificate Curriculum Associates- to help with formative assessments for Lang Arts Teacher 2010-2011 school guides & $3,000 Site Flex Admin-Correa year Student books 4/5 Release Teacher -- Teacher releases 4th and 5th teachers. Will be working with students on 2010-2011 school Personnel No cost Admin-Correa Language and writing. year PYP reflection time and collaborate planning for PYP -- Time for teachers to reflect on the 1 day subs for $1,534.00 EIA/SCE 2010-2011 Feb - Admin-Correa Primary Year Programme Planners. 23 teachers $1,437.50 LEP May Edusoft-Monitor Student Progress on the Benchmark 2010-2011 No Cost School Year Instructional Materials funding from Team Horace for each classroom teacher to select $300 per Team materials for use in their classroom teacher 2010-2011 Materials Horace X23= School Year ($6900) Extra duty for teachers to conduct an after school intervention program to bring students up to grade level $325.00 EIA/SCE 2010-2011 4 teachers $325.00 LEP Admin-Correa School Year $500.00 Title I

DRA testing 25 teachers, 6 hours, $35 $6,000 Title I 2010-2011 Admin-Correa per hour D. Involvement Los Dichos-Parents model the importance of literacy and character development 2010-2011 Materials No Cost Title 1 School Year 6 teachers @ Literacy Night for Parents – Teachers will provide workshops for parents on how they can help $330.00 EIA/SCE Title 1 $35 hr., 2010-2011 their students with literacy at home. $$420 Title I Coordinator- materials, 1x School Year Parent Ed. Guzmán for 1hr.

19 SCHOOL GOAL 1.2: MATHEMATICS

1. Based on the analysis of your student data, the following are the goals for these groups: •Whole School: 53.0%% (10% points or Safe Harbor) •Latino English Only Students: 47% (10% points or Safe Harbor) •Low SES: 46% (10% points or Safe Harbor) • Hispanic: 43.0% (10% points or Safe Harbor)

2. (ALA and TWBI schools only) Based on the analysis of the APRENDA and STS data, write a goal for each of the following grade levels: •Grade 2: 42.0% (10% points or Safe Harbor) •Grade 3: 34.0% (10% points or Safe Harbor) •Grade 4: 56.0% (10% points or Safe Harbor) •Grade 5: 24.0% (10% points or Safe Harbor)

3. Assessments to be used to evaluate progress towards meeting goals: X District Benchmarks

X Formative Assessments End of chapter Topic assessments Weekly standards mini assessments

Actions to Reach Goal Proposed Estimated Timeline Actions to be taken to reach this goal. Consider all appropriate dimensions (e.g. Expenditures Funding Person(s) Site Costs (Start/Completion Priority (Personnel, Source Responsible Teaching and Learning, Staffing and Professional Development). Use a separate ($) Date) row for each action. materials, etc) A. Opportunity and Equal Educational Access Math Olympiads is an enrichment program for Advanced and Proficient 4th and 5th I teacher/ 1 Team 2010-2011 school Admin/Team ($1,500) graders parent leader Horace year Horace President Saturday Academy for identified students focusing on 3rd thru 5th grades focusing on 8 teachers @ High Priority Standards. Two cycles: one before CST and one after CST. Use Standards per diem, $6,500.00 EIA/SCE Plus intervention materials and other standards based materials to be decided grades 2-5, 8 $3,250.00 ELAP Jan thru May Admin-Correa by staff Saturday’s, 2 $3,250.00 Title I hrs Supplemental Education Services – Requirement of Title I for schools who are in 2010-2011 School No Cost Title 1 Admin- Correa Program Improvement for students of poverty who are below grade level. Year Math Intervention using core and Supplemental core curriculum Jan. through April $200.00 LEP 2010-2011 school Staff Admin -Correa $800.00 Title I year Five teachers $4,500 EIA/SCE 2011-2012 school Admin-Correa Extended school year to frontload for below basic and far below basic students and one School Title I year Secretary, 5 LEP days, 4 hours per day 8/1/11

20 Actions to Reach Goal Proposed Estimated Timeline Actions to be taken to reach this goal. Consider all appropriate dimensions (e.g. Expenditures Funding Person(s) Site Costs (Start/Completion Priority (Personnel, Source Responsible Teaching and Learning, Staffing and Professional Development). Use a separate ($) Date) row for each action. materials, etc) b. Staff and Professional Development – 8/5/11 Provide grade level time math planning 23 teachers $756.00 Title I, $35.00/ hr. or $1,066.00 LEP, Admin/ELIC sub release $678.00 Site Flex, ELAP Math Professional Development $1,372.00 ELAP, Release time or $564.00 Title I, sub for $469.00 LEP observation

C. Teaching and Learning Implement Envision Math Curriculum No cost

Curriculum Associates- to help with formative assessments for Math Teacher guides 2010-2011 Admin- & Student $3,000 Site Flex school year Correa books Principal’s walk-throughs to make sure standards are being taught 2010-2011 Admin- Admin No cost school year Correa D. Involvement Parent workshops to teach parents how to help their children with their math homework Admin- (Babysitting cost and materials) 2010-2011 Correa Parent Ed office $1, 070.00 Title 1 Parent Ed. School year Parent Liasion

SCHOOL GOAL 1.3: SCIENCE 1. Based on the analysis of your student data, the following are the goals for these groups: 4th Grade Students: Achieve 50% proficient/advanced on CST-like assessments given to 4th grade Science standards. 5th Grade Students Achieve 50% points Proficient/Advanced Close gap with EL’s who are 8% Proficient/Advanced compared to 32% for all students

2. Assessments to be used to evaluate progress towards meeting goals: __x_Formative Assessments

Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Person(s) (Personnel, materials, Funding Source (Start/Completion Priority Site Costs ($) Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. A. Opportunity and Equal Educational Access

B. Staffing and Professional Development Exhibition release day 5th grade 3 teachers, 1 day subs $375.00 Title I 2010-2011 Admin-Correa

C. Teaching and Learning Scott Foresman Curriculum NO COST 5th grade students attend Science Camp and extra duty for teachers for overnight stay • Site Flex • HMS Foundation $2,000 • Team ($2,000) Tuition Transportation Horace Jan 11 Admin-Correa ($2,000) • All ($14,000) Fundraisers/ Parent Responsibility

D. Involvement Parent/Community Science Fair Parent Lead Parent Lead NO COST Team Horace Apr/May /Admin

22 SCHOOL GOAL 1.4: PHYSICAL EDUCATION

THIS SECTION OF THE SPSA WAS NOT REQUIRED TO BE COMPLETED THIS YEAR DUE TO THE LATENESS OF THE FITNESSGRAM DATA.

1. Based on the analysis of your student data, the following Fitnessgram areas need to be worked on:

2. Assessment to be used to evaluate progress towards meeting goals:

Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Funding Person(s) (Personnel, materials, (Start/Completion Priority Site Costs ($) Source Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. A. Opportunity and Equal Educational Access

B. Staffing and Professional Development SPARK training All staff trained No cost Aug-June 11 Staff/Admin Equipment

C. Teaching and Learning

D. Involvement

23 SCHOOL GOAL 2: ENGLISH LEARNERS

GOAL 2.1: ENGLISH LANGUAGE DEVELOPMENT

1. Based on the analysis of your AMAO I and II student data and the reclassification rates for your site, the following are the goals for your English Learners: Our 2010-2011 goal is to have our AMAO I at 75%.

2. Assessment to be used to evaluate progress towards meeting goal: __X_ Assessments that come with ELD Curriculum

Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Funding Person(s) (Personnel, materials, (Start/Completion Priority Site Costs ($) Source Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. A. Opportunity and Equal Educational Access Supplemental Educational Services to develop English literacy Writing support for students being Reclassified Materials and one $125.00 Title 1 2010-2011 School Admin/ELIC staff $125.00 LEP Year

B. Staffing and Professional Development Extra Duty for two teachers to provide Writing classes for 3rd graders 2 teachers 1hour/week $250.00 ELAP 2010-2011 school Admin/ELIC for 6 weeks $250.00 LEP year 2nd grade ALA academy FOCUSING ON ELD up to 2010-2011 school Per diem for 1 teacher Title I Admin/ELIC $ 1,500 year English Language Instructional Coach in ELD .2 FTE ($19,590) $20,000 2010-2011 School Coach Admin- Correa .8 FTE Year ($78,361) DO-TIIG School Visits- Observe ELD, off site, for best practices 19 Teachers @ $62.50 $1,200.00 LEP Jan- May 2011 ELIC-White per sub (3hrs) Extra duty for ELD grouping 23 teachers $1,000 LEP ELIC to meet with Grade levels for ELD planning 20 teachers subs for 1 $1,250.00 EIA/SCE 2010-2011 School ELIC day $1,250.00 LEP year Principal Walk Through NO COST

C. Teaching and Learning Use district adopted curriculum such Avenues and Phonics and Friends No Cost 2010-2011 School Admin- Correa 24 Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Funding Person(s) (Personnel, materials, (Start/Completion Priority Site Costs ($) Source Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. Supplemental materials as needed Year ELD in every classroom for 60 minutes on a daily basis No cost

D. Involvement ESL, Math, Computer classes for parents Title I Instructors, Supplies $500.00 Babysitting cost Parent and extra duty for baby Dec - May Admin Ed., sitter $1,300.00 Title I SELAC teach parents how they can support their students and to provide Title I Extra duty for staff $500.00 babysitting services as well Parent Dec- May Admin member and supplies Ed. Translation for materials sent home extra duty $35.00/hour extra duty $1,000.00 LEP for staff Interpretation for parent meetings after the normal school day Title I $1,250.00 Parent Extra duty for DO staff $1,250.00 Ed. Site Flex Babysitting School events, 2010-2011 School meetings, classes, $4,012 LEP Admin-Correa year programs

25 GOAL 2.2: ACCESS TO THE CORE (ACADEMIC ACHIEVEMENT)

1. Based on the analysis of your AYP data for your EL subgroup in ELA and Math, the following are the goals for your English Learners: EL’s goal will be 39.0% growth (10% points or Safe Harbor) in ELA EL’s goal in math is 47.0% or (10% points or Safe Harbor)

2. Assessment to be used to evaluate progress towards meeting goal: X District Benchmarks disaggregated by EL and RP X Formative Assessments

Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Funding Person(s) (Personnel, materials, (Start/Completion Priority Site Costs ($) Source Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. A. Opportunity and Equal Educational Access See section 1.1 Reading Language Arts See section 1.2 Math

B. Staffing and Professional Development ELIC Coordinator 2 Classified personnel $800.00 LEP Summer Extra Duty for Classified staff summer CELDT appointments Admin-Correa Extra duty for ELIC to monitor classified employees ELIC Coordinator 1.0 FTE $500.00 LEP June Admin-Correa CABE Conference ELIC Coordinator 2 staff members $3,000 LEP Spring 2011 Admin-Correa Para-Professionals ELIC Coordinator 2 x .4 FTE $69,435.00 LEP Aug- May Admin-Correa

C. Teaching and Learning

D. Involvement Interpretations for parent meetings during school day ELIC Coordinator No cost LEP Aug- May Admin-Correa Translations for correspondence ELIC Coordinator See pg 24 D-3 No cost LEP Aug-May Admin-Correa

26 SCHOOL GOAL 4.1: SCHOOL CLIMATE

Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Funding Person(s) (Personnel, materials, (Start/Completion Priority dimensions (e.g. Teaching and Learning, Staffing and Professional Site Costs ($) Source Responsible Development). Use a separate row for each action. etc) Date) A. Opportunity and Equal Educational Access Choir TEAM Up to November 30th , 1 teacher @ $35 hr. Horace/ Admin- Correa (1,200) 2010- May 2011 Foundation approval Chess Club Pending 2 teachers @ $35 hr., TEAM Jan- May 2011 materials, grades 1-5, ($3,000.00) Horace/ Admin- Correa 20 wks 1.5 a week Foundation approval Mariachi- Mexican Heritage Plaza/ T-mobile Grant: Through the use of music, students are able to keep time, rhythm, understand quarter notes Music Teachers, HM School ($6,000.00) Sept- Jun 2011 Admin- Correa (fractions) and improve in their math skills. Music and math both use materials Foundation patterns to make sense of the world. Theater Club (a during school program that promotes reading skills by Pending putting on a play for their peers and an evening show for parents) 1 teacher @ $35 hr., TEAM Up to materials, (props), Horace/ Jan-May 2011 Admin- Correa ($3,500.00) playwright Foundation approval Robotics Lego kits, 3M mats, Team materials, 1 teacher ($1,000.00) Oct-April 2011 Horace stipend Third Street Community Center Science curriculum Third Street NO COST NO COST Oct- June 2011 Community Center science curriculum PBIS implementation PBIS Coordinator PBIS Team No Cost NO COST Aug - June Admin Incentives/Awards for students Incentives Certificates, Materials $750 Oct- May 2010-2011 171 Art Express Parent Volunteer ($3,500) HMSF AfterSchool AllStars No Cost NO COST Oct-June 2010-2011 BAWSI enrichment through athletics program for girls No cost Husky Hero recognition Admin Correa Incentives Incentives $300.00 Oct – Jun 2010-2011 DOP-Guertin 171 B. Staffing and Professional Development Yard Duty training Site Flex PBIS Coordinator PBIS Extra duty $250.00 Dec- May Admin-Correa Staff training PBIS extra duty $350.00 Site Flex Dec-May Admin- Correa

27 Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Funding Person(s) (Personnel, materials, (Start/Completion Priority dimensions (e.g. Teaching and Learning, Staffing and Professional Site Costs ($) Source Responsible Development). Use a separate row for each action. etc) Date) Classified extra duty Custodial for site events, Administer school’s WEB page, $2,500 Site Flex Aug – May Admin-Correa Translation by classified staff Bus Monitor .125 FTE ($5,566.00) TIIG Flex Aug- May Admin-Correa .25 FTE ($9,871.00) Title 1 DO CPA II .25 FTE $9,871.00 Title 1 Leadership meetings Grade level leads No cost Principal Workshop Attend professional PD $1309.00 Site Flex Aug-May 2010-2011 C. Teaching and Learning Copiers, printers, fax machine, and laminator Leases, repairs, maintenance, $15,000 Incentives agreements, and 171 supplies

Printing Services Benchmark, posters Site based handbook $2,500 031/ 069 Aug-May Admin- Correa etc. Office and classroom materials $9,207.00 •Incentives 171, $2,870.00 •031/ 069, $4,326.00 •Fundraiser $126.00 Support materials 9221, $29,695.00 •Title V, $376.00 •Title I $212.00 •Parent Ed. 9260

Principal/Teacher 1:1 Roving substitute $3,000 Site Flex Aug-May 2010-2011 Parent Liaison .75 FTE $34,220.66 Site Title 1 Aug- May 2010-2011 Admin-Correa .25 FTE ($11,406.89) DO Title 1 D. Involvement Annual Team Horace Walk-A-Thon to build sense of community and Team Team Horace Parent volunteers No Cost Aug-Jun 2010-2011 raise funds for use at Horace Mann Horace President/Admin Yard duty staff Admin-Correa Regular FTE $16,453.00 031/004 Aug-June 2010-2011 Yard duty staff Non-regular contract $11,857.00 031/004 Aug-June 2010-2011 Admin-Correa Leadership team to work on SPSA 10 teachers, 4 hours, $1,758.00 Title I 2010-2011 Admin-Correa $35/hour PYP visit 4 teachers, 1 day sub $500.00 Title I 2010-2011 PYP Coordinator

28 SCHOOL GOAL 4.2: STUDENT WELLNESS 1. Significant subgroups that will participate to achieve these goals: K-5 students Parents School Health Leadership Team, School Site Council, Home and School Staff

2. Growth target for each goal: 10% Increase in the number of students passing the Fitnessgram Health Education for students and parents 100% compliance with the Wellness Policy 2% Decrease of absenteeism rate

3. Assessment tools to be used and how data will be collected to evaluate progress towards meeting goals: Pre/Post wellness Policy check list to measure progress towards 100% compliance FITNESSGRAM results collected by teachers Health Teacher usage reports.

Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Person(s) (Personnel, materials, Funding Source (Start/Completion Priority Site Costs ($) Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. A. Physical Activity Opportunities Increase the number of physical activity opportunities for students resulting in a 10% increase in the number of students passing the FITNESSGRAM Playworks staff-member on site to organize and increase physical $13.054.00 Title 1 contract August - June Admin-Correa activity, five days a week $11,946.00 Site Flex Yard duty staff will be trained in organized lunchtime activities by Training, extra duty Playworks to increase physical fitness of all students time for training and CSHC. MMA No cost Sept Admin-Correa prep time (no cost to Incentive school) Play ground equipment Replenish lost and $500.00 031/ 069 damaged equipment B. Student Health Decrease absenteeism by conducting home visit, meeting with parent by No Cost Sept- June Admin, DOP DOP

C. Psycho-Social SST/COST process will begin when the teacher determines the student is No cost August - June Admin-Teachers falling behind, in order to bring a team together for added support PBIS team to create a positive and fair climate No Cost August – June Admin, PBIS Coordinator, and 29 Actions to Reach Goal Proposed Expenditures Timeline Actions to be taken to reach this goal. Consider all appropriate Estimated Person(s) (Personnel, materials, Funding Source (Start/Completion Priority Site Costs ($) Responsible dimensions (e.g. Teaching and Learning, Staffing and Professional etc) Date) Development). Use a separate row for each action. Teachers Small group focusing on Anger Management to increase student DOP No cost August - June Admin/DOP achievement

D. Health Education Work on increasing health education available to students, parents, and staff by one activity per semester Three teachers will be trained by Health Teacher consultant to integrate on-line health education into classroom teaching or lessons through out Personnel, materials CSHC, MMA Oct - June Admin- Teachers the year No cost to school Incentives

Promote and recruit parents to attend a series of three classes focusing on CSHC/MAA Admin/Home- students health led by health experts and sponsored by CHSC/Office of Printing cost of flyers $40.00 Incentive/171 Fall/Spring School/Parent Parent Ed and Involvement Site Flex Liaison E. Parent Involvement in Student Wellness Love and Logic, parenting classes to improve self esteem and student DOP No cost NO COST August - June DOP/Admin behaviors F. Nutrition

G. Healthy/Safe Environment School Health Leadership Team and/or School Site Council, school parent groups, & ASB will meet and collaborate to ensure 100% compliance to Wellness Policy School Health Leadership Team will attend kick-off meeting at district CSHC/MAA No cost TBD Admin/SHLT Office to review Wellness Policy. Incentives No home prepared food on campus for students unless for individual No cost Sept/June Admin/Staff consumption

1. Note: If there is any unanticipated carry-over funds from any Categorical Budgets in June, the SCC will meet to reallocate funds and move any “carry over” to the Site Flex Budget. It is our understanding that the Site Flex Budget cannot be swept back to the district.

30 SCHOOL SITE COUNCIL Elementary

The council shall be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel; and (b) parents or other community members selected by parents. The presence of 51% of the council membership in attendance at the meeting will constitute a quorum. No decisions of the council shall be valid unless a quorum of the membership is present. The smallest size of an elementary council consists of 10 members

Sample Elementary Council Compositions Council Classroom Other School Parent and/or Principal Size Teachers Personnel Community Members 10 3 1 1 5 12 4 1 1 6 14 5 1 1 7 14 4 1 2 7 16 5 1 2 8 16 6 1 1 8

Classroom Teachers 1.Kathy White

2. Ramon Sanchez

3. TerriAnn Flores

Principal Other School Personnel 1.Juan D Correa 1. Debbie Gomez

Resource teacher, other certificated staff, classified, other administrative staff (b) Parent or Community Members 1.Lisa Gonzales 2. Lydia Murphy 3.Araceli Martinez 4. Irma Ramos 5. Johanna Morales 31

Parent or guardian cannot be employed at the site SELAC MEMBERSHIP

Education Code Section 52176 (a) states that each school with more than 20 English Learners shall establish a school level advisory committee. Parents or guardians, or both, of EL pupils who are not employed by the district shall constitute a majority of the committee.

Parent or Classroom Community Other School Names of Members Principal Teacher Member of EL Personnel Student Juan Correa X Jennifer White X Johanna Morales X Veronica Orozco X Roberto Rodriguez X

Number of members of each category 1

(If the members of a properly constituted SELAC voted to give over their governance to the SSC, please list the names of those people who voted. Giving over governance needs to be re-voted every 2 years.)

The SELAC has voted to give governance to the SSC on this date: ______

The name of the parent SELAC representative to SSC is: ______(type name)

32 SCHOOL SITE COUNCIL RECOMMENDATIONS AND ASSURANCES

The Horace Mann School Site Council recommends this plan and proposed expenditures to the Board for approval and assures the Board of the following:

1. The School Site Council is correctly constituted and was formed in accordance with board policy and state law.

2. The School Site Council reviewed its responsibilities under state law and board policies, including those board policies relating to material changes in this 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.)

____English Learner Advisory Committee

___ Advisory Committee for Special Education Programs

___ Gifted and Talented Education Site 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 board policies and in the LEA Plan.

5. This 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 plan was adopted by the School Site Council at a public meeting on: ______.

Attested:

______Typed name of school principal Signature of school principal Date (Use blue ink)

______Typed name of SSC chairperson Signature of SSC chairperson Date (Use blue ink)