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Villalovoz Elementary > Goals > pages > default
Evaluation of 1998 Improvement Plan

Single Plan for Student Achievement

2010/11

 

 

Villalovoz Elementary

Tracy Unified School District

CDS: 39-75499- 6106488

 

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: Lisa Beeso

Position: Principal

Telephone Number: (209) 830-3331

E-mail Address: lbeeso@tusd.net

 


SECTION I: SCHOOL PROFILE

For the 2010-2011 school year we have seen many changes as seven of our staff members were laid off or forced to transfer to other school sites due to the state of California budget crisis. We eliminated one third, fourth and fifth grade teaching position and welcomed 3 temporary teachers serving Kindergarten, first and second grade that were purchased with district Title 1 funds. We also welcomed a new K-1 SDC teacher. Due to our significant demographic and program changes last year we are adjusting to the academic challenges to meet the needs of our largely Hispanic, Spanish speaking population.

 

 This year Villalovoz Elementary has a total of 21 regular education classroom teachers and 3 special education teachers on staff. In addition, one Resource Specialist Program (RSP) teacher serves students with learning disabilities. We have a part time psychologist and a Language, Speech & Hearing (LSH) teacher. Additionally, we have a part time library media assistant that is in charge of the school’s library. The support staff includes a principal, 20 classified positions and the Principal’s secretary.

 

Special programs include ExCEL, ELL rotations, Rosetta Stone and the Accelerated Reading Computer lab.  Other services include a physical education and music specialist on an alternate day schedule. Programs to promote a positive school climate include the Primary Intervention Program (PIP), Second Step, Tribes, CATCH, Character Counts, Student Service Learning (Panda Paws Club), Student Valet, and the Panda Store. We also have an active Parent Faculty Club (PFC). Adjacent to our school we have the Child Development Center for before/after school care and the Boys and Girls Club is located on our campus to serve the needs of families for after school. The enrollment figures for the past two years follows.

 

A. Description of any Significant Changes

            1. Description of School Demographic composition

 

Source

2008/09

2009/10

2010/11

Enrollment (#)

Oct CBEDS

537

622

 

AFDC/Free & Reduced 

Oct CBEDS

40%

44%

58%

English Learners R-30

Mar R-30

28%

39.5%

 

Fluent English (FEP/R-FEP)

Mar R-30

5.9%

2.57%

 

Students redesignated to FEP (#)

Mar R-30

16.6%

2.89%

 

Ethnicity:      White

Oct CBEDS

33.9

27%

 

                       Hispanic

Oct CBEDS

44.9

50%

 

                       African American

Oct CBEDS

8.6

1%

 

                       Asian

Oct CBEDS

5.4

1%

 

      We have seen an increase of our EL learners each year. This year we see that our free and reduced lunch  

        population has grown by 14%.

 

2.  Description of Staff Characteristics/Changes in Staffing

 

2009/10

2010/11

number of classroom teachers

25 Regular Ed

3 SDC

21 Regular Ed

3 SDC

number and type of support certificated staff (including special education staff)

1 LSH, 1 RSP

1 Psych

1PE 1 Music

1 LSH, 1 RSP

1 Psych

1PE 1 Music

number of classified staff

23

20

·         Number/percent of NCLB highly qualified teachers

100%

100%

·         Number/percent of teachers with EL Certification

100%

100%

 

3. Addition or Removal of categorical programs or feeder programs (check one)

                               X    No significant changes

                                     Significant changes

 

 

4. Changes in District Core Programs (check one)

                               X      No significant changes

                                     Significant changes

 

 

            5. Changes in Facilities (check one)

                                      No significant changes

                               X     Significant changes

·         This year we had several construction projects which resulted in 6 classrooms adding alcoves and our library being expanded.

 


B. 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 school plan budget must include the proposed expenditures.)

 

 

State Programs

Allocation

X

EIA: Economic Impact Aid/ English Learner Program

Purpose: Develop fluency in English and academic proficiency of English learners.

$  202,505

X

ELAP: English Learner Acquisition Program

Purpose: to conduct academic assessments, provide instructional programs and supplemental instructional support, and coordinate services and funding sources for English learners in grades four through eight.

$       6,545

High Priority Schools Grant Program

Purpose: Assist schools in meeting academic growth targets.

$

Gifted and Talented Education

Purpose: To support instructional programs for identified gifted and talented students.

 

Other State or Local funds

$

 

 

Total amount of state categorical funds allocated to this school

$

 

Federal Programs under No Child Left Behind (NCLB)

Allocation

X

Title I, Part A: Schoolwide Program

Purpose: Upgrade the entire educational program of eligible schools in high poverty areas

$ 101,680

Title I, Part A: Targeted Assistance Program

Purpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

$

Other Federal Funds (list and describe[1])

 

$

 

Total amount of federal categorical funds allocated to this school

$

Total amount of state and federal categorical funds allocated to this school

$  310,730*

*These amounts include the centralized services

 

 

C. The Educational Services Department provides the following centralized services to schools receiving state and federal categorical funds under the Consolidated Applications:

1.      Completion and filing of required documents pertaining to consolidated program.

2.      Assistance in preparing and monitoring budgets and expenditures pertaining to consolidated programs.

3.      Assistance in monitoring program activities to ensure that they are in compliance with state and federal requirements.

4.      Assistance in planning, implementing, and evaluating staff development activities funded by consolidated funded programs.

5.      Assistance in meeting state requirements for Coordinated Compliance Review and Program Quality Review.

6.      Assistance in planning, implementing, and evaluating of effective parent participation programs.

7.      Assistance in planning, implementing, and evaluating of supplementary programs to assist targeted populations.

 

SECTION II: Presentation of Data

A.    Academic Program Survey – Essential Program Components: Self Assessment

The following evaluation is based on the Academic Program Survey and provides a rubric rating on a four point scale (0-3) for each area as well as a brief narrative assessment for each area.  The rubric is as follows:

            (0) = Minimally – rarely used/found                                   (2) = Substantially – in regular use

            (1) = Partially – sometimes used/found                               (3) = Fully - in regular use in all classrooms             

                                                                                                                   and followed completely

 

ELEMENT

 2009

Rating

2010

Rating

Comments

EPC #1 Instructional Program

 

1.1

4

3.6

 

1.2

3

3.5

 

1.3

4

3

 

 

1.4

 

3.7

 

 

1.5

 

3.2

 

EPC #2 ES/MS: Instructional Time  HS: Student access to standards aligned core courses

 

2.1

4

3.5

 

2.2

4

3.6

 

2.3

3

3.3

 

2.4

3

3.4

 

 

2.5

 

3.8

 

 

2.6

 

3.4

 

 

2.7

 

3.5

 

EPC #3 School Principal’s Instructional Leadership Training

 

3.1

4

3.3

 

3.2

0

3.5

 

EPC #4 Credentialed Teachers and Teacher Prof. Development Opportunity

 

4.1a/b

4

4

 

4.2

4

3

 

4.3

3

4

 

EPC #5 Student Achievement Monitoring System

 

5.1

4

4

 

5.2

4

3.7

 

 

5.3

 

3.2

 

EPC #6 On-Going Instructional Assistance and Support for Teachers

 

6.1

3

3

 

6.2

3

3

 

EPC #7 Teacher Collaboration by Gr. Level/Subject Matter

 

7.1

4

3.6

 

7.2

4

3.7

 

EPC #8 ES/MS: Lesson Pacing Schedule;  HS: Intervention Programs

 

8.1

4

3.7

 

8.2

4

3.7

 

EPC #9 Fiscal Support

 

9.1

4

3.6

 

9.2

4

3.5

 

 

 

 

Academic Performance:

 

1a. AYP - Adequate Yearly Progress:  Schools will meet or exceed their AYP goal of 57% proficient OR demonstrate an increase of 5% in percent of students scoring proficient for schools ³ 57%.

 

Group

 

(NCLB target)

2009

% Prof. ELA

(³ 46.0%)

 

2010

% Prof. ELA

(³ 56.8%)

 

57% Goal Met?

 

5% growth Goal Met?

2009

% Prof. Math

(³ 47.5%)

 

2010

% Prof. Math

(³ 58%)

 

57% Goal Met?

 

5% growth Goal Met?

School Total

 

62.6

49.6

N

N

65.8

61.4

Y

N

Sub-group #1

Hispanic or Latino

58.1

41.5

N

N

62.9

54.9

N

N

Sub-Group #2

White not Hispanic

68.3

59.6

Y

N

70.0

71.7

Y

N

Sub-Group #3

Socioecon. Disad.

51.7

36.9

N

N

57.3

49.3

N

N

Sub-group #4

ELL students

55.0

35.4

N

N

57.7

51.5

N

N

Sub-group #5

Stu. w/ Disabilities

62.6

N/A

 

 

65.8

N/A

 

 

 

Achievement Gap Data

Longitudinal AYP 2003 – 2010 Ÿ English Language Arts

ELA

School

White

Afr.Amer.

Hispanic

Low SES

EL

Stu w/Dis

 

AYP

AYP

AYP

Gap

AYP

Gap

AYP

Gap

AYP

Gap

AYP

Gap

2003

42.6%

52.8%

17.6%

35.2

38.2%

14.6

22.0%

30.8

9.0%

43.8

17.5%

35.3

2004

43.0%

49.4%

33.3%

16.1

36.4%

13

23.9%

25.5

7.1%

42.3

12.5%

36.9

2005

43.0%

51.4%

31.0%

20.4

32.8%

18.6

24.5%

26.9

 

 

4.0%

47.4

2006

48.2%

54.0%

39.4%

14.6

40.4%

13.6

28.2%

25.8

27.4%

26.6

16.0%

38

2007

50.1%

55.1%

42.5%

12.6

47.2%

7.9

39.3%

15.8

40.0%

15.1

34.8%

20.3

2008

51.4%

60.6%

35.3%

25.3

46.1%

14.5

39.5%

21.1

43.6%

17

48.3%

12.3

2009

62.6%

68.3%

53.1%

15.2

58.1%

10.2

51.7%

16.6

55.0%

13.3

36.2%

22.1

2010

49.6%

59.6%

n/a

n/a

41.5%

18.1

36.9%

22.7%

35.4%

24.2%

n/a

n/a

       The Achievement Gap is calculated by subtracting the subgroup AYP from the White subgroup AYP.

 

Longitudinal AYP 2003 – 2010 Ÿ Math

Math

School

White

Afr.Amer.

Hispanic

Low SES

EL

Stu w/Dis

 

AYP

AYP

AYP

Gap

AYP

Gap

AYP

Gap

AYP

Gap

AYP

Gap

2003

50.3%

57.8%

35.2%

22.6

39.8%

18

31.1%

26.5

27.2%

30.6

15.0%

42.8

2004

51.0%

56.5%

36.3%

20.2

43.5%

13

32.3%

24.2

21.4%

35.1

20.0%

36.5

2005

50.6%

59.1%

29.3%

29.8

39.9%

19.2

34.5%

24.6

 

 

4.0%

55.1

2006

50.6%

59.1%

48.5%

10.6

39.9%

19.2

34.5%

24.6

43.8%

15.3

34.8%

24.3

2007

58.9%

66.7%

37.5%

29.2

57.4%

9.3

47.0%

19.7

57.0%

9.7

39.6%

27.1

2008

64.1%

71.4%

52.9%

18.5

61.3%

10.1

59.5%

11.9

59.5%

11.9

56.7%

14.7

2009

65.8%

70.0%

56.3%

13.7

62.9%

7.1

57.3%

12.7

57.7%

12.3

41.4%

28.6

2010

61.4%

71.7%

n/a

n/a

54.9%

16.8

49.3%

22.4

51.5%

20.2

n/a

n/a

       The Achievement Gap is calculated by subtracting the subgroup AYP from the White subgroup AYP.

 

 

 

1b. AYP - Adequate Yearly Progress Schools will have a 95% participation rate in state testing

 

Group

% Tested

ELA 2010

Target Met

Yes or No

% Tested

Math 2010

Target Met

Yes or No

School Total

 

100

Yes

100

Yes

Subgroup #1

Hispanic

100

Yes

100

Yes

Subgroup #2

White Not Hispanic

100

Yes

100

Yes

Subgroup #3

Socio-economically Disadvantaged

100

Yes

100

Yes

Subgroup #4

English Learners

100

Yes

100

Yes

 

Program Improvement Status for 2010/11:  ­    X      Not in PI                 in PI year                 

 

 

 

 

1c. API – Academic Performance Index:   Schools will meet or exceed school’s API growth target OR maintain a score of 800 or higher

 

Group

2009  Base

API

2010
 API Target

2010

API

Actual Growth

Target Met

Yes or No

School Total

 

818

800+

785

     *N/A

N/A

Subgroup #1

Hispanic

806

800+

753

N/A

N/A

Subgroup #2

White Not Hispanic

837

800+

827

N/A

N/A

Subgroup #3

Socio-economically Disadvantaged

759

764

725

N/A

N/A

Subgroup #4

English Learners

785

790

730

N/A

N/A

Sub-group #5

Stu. w/ Disabilities

654

661

N/A

N/A

N/A

*Villalovoz obtained an official exemption from API Growth in 2010 due to a significant change in demographics

 

 

 

 

 

Longitudinal (Growth) API 2003 – 2010

(Achievement Gap Data)

 

 

School

White

Hispanic

Low SES

EL

 

API

API

API

Gap

API

Gap

API

Gap

2003

765

810

707

103

639

171

 

 

2004

761

786

735

51

654

132

 

 

2005

754

791

701

90

680

111

 

 

2006

778

799

742

57

710

89

699

100

2007

789

819

762

57

737

82

733

86

2008

795

820

773

47

745

75

765

55

2009

818

839

802

37

759

80

785

54

2010

785*

827

753

74

725

102

730

97

                         *Significant demographic changes

 

 

2. AMAO – Annual Measurable Achievement Objectives (Title III - EL Progress in English): 

      a. AMAO 1 – Percent of Students making annual progress in English (09/10 target = 53.1%)

      b. AMAO 2 – Percent of Students Attaining English Proficiency (09/10 target <5 yrs = 17.4%; target ≥ 5yrs = 41.3%)

 

 

 

# students tested

% meeting AMAO 1

Target Met?

Y/N

%  meeting

AMAO 2

Target Met

Y/N

2008/2009

112

47.3

N

38.7

Y

2009/2010

176

41.7

N

<5 yrs = 12.3

≥5 yrs = 47.2

N

 

3. Increase in students meeting district standards The percent of students meeting or exceeding district standards on end of year assessments will increase by 5%.

 

 

English Language Arts

Target Met? Y/N

Mathematics

Target Met? Y/N

 

2009

2010

2009

2010

Kindergarten

93%

91%

N

96%

96%

N

Grade 1

66%

66%

N

71%

73%

N

Grade 2

77%

68%

N

87%

82%

N

Grade 3

51%

49%

N

76%

72%

N

Grade 4

44.9%

60%

Y

88%

91%

N

Grade 5

54.2%

65%

Y

79%

81%

N

 

 

 

C. School Safety

 

1.      Reduction in the number and percentages of suspensions or expulsions

 

 

2008/09

2009/10

% Decrease or Increase

Target

Met

#

%

#

%

Suspensions

56 (20)

3.8%

33 (17)

2.8%

1%

Y

Expulsions

0

0

0

0

0

Y

 

 

2.      There will be a 75% or higher percentage of parents, staff, and students responding positively to survey question regarding school safety.

 

 

                                  School Safety

 

Group

% Agree

2009

% Agree

2010

Parents

89.33

93.53%

Staff-cert

81.25

97.83%

Staff-class

95%

Students

87.63

77.87%

Total

86.07

91%

Met Goal (Y/N)

Y

Y

 

 

D. School Climate and Leadership

1.      There will be a 75% or higher percentage of parents, staff and students responding positively to survey questions regarding school climate, instructional issues, and parent relations:

 

                                            School Climate

 

 

Group

% Agree

2009

% Agree

2010

Parents

84.29

93.70

Staff

90.38

89.19

Students

77.97

79.92

Total

84.21

87.6%

Met Goal (Y/N)

Y

Y

 

 

 

The school will maintain 98% actual attendance, or an improvement of .5%

 

School Year

Actual

Attendance %

Target %

Difference

(+ or -)

Target Met

Yes or No

2007/2008

96.03%

98%

-1.97%

No

2008/2009

96.38%

98%

-1.62%

No

2009/2010

95.47

98%

-2.53%

No

 

 

 

SECTION III: EVALUATION OF PRIOR YEAR’S PLAN

A. Evidence of school’s progress towards meeting student achievement targets

 

1. Target:  Meet or exceed district AYP and API goals:

To achieve the AYP and API targets we will implement the following:

  

·         District will provide class size reduction in K, 1, and 2nd.

·         We will hire a .50 teacher to assist 4 and 5th ELL students

·         Paraprofessionals utilized in the classrooms to assist with ExCEL and ELL

·         ExCEL scheduling for our Language Arts time block utilizing Open Court

·         ELL instruction using Santillana

·         Data teams will complete 3 rounds

·         Direct Instruction training from the SJCOE year 2

·         Implementation of the District math curriculum

·         Scott Foresman Social Studies curriculum

·         Rowley math practice

·         Accelerated Reading program used school wide

·         Rosetta Stone for EL learners

·         Spelling Bee held in the Fall

 

2. Target: Meet or exceed Title III AMAO 1 and AMAO2 targets:

To help our students gain further proficiency we will implement the following strategies:

 

·         We will hire a .50 teacher to assist 4th and 5th ELL students

·         Continue using the Santillana curriculum for our ELL learners

·         After school interventions for ELL students

·         CELDT testing of identified students in a timely manner

·         Teachers identify students that require additional intervention

·         ExCEL scheduling for primary classes

·         Rosetta Stone computer program for EL students-before/after school

·         After school SMART program for  targeted students

·         Teachers have “Target”  and “Focus” students identified that receive additional support

 

3. Target: Increase the percent of students meeting district standards. 

   In analyzing our site data regarding district standards we see that our students are struggling with Language Arts and as a site our strength is in Mathematics. To increase our district scores we will implement the following strategies:

 

·         We will continue working with the SJCOE  with Direct Instruction Training year 2

·         We will allocate more money toward  earlier interventions

·         Interventions will focus on  ELA and Math

·         Interventions will begin in the fall instead of the winter months

 

 

 

 

 

B. Evidence of school’s progress towards meeting school safety targets

 

1. Target: Reduction in percentage of suspensions/expulsions:

   The focus of the staff is to ensure a safe school environment for all students. Villalovoz had a decrease in the number of suspensions by 1% and a decrease in expulsions to 0%.   To maintain our goal for the upcoming year we will focus on the following:

 

·         Student assembly that reviews school rules

·         Review supervision guidelines/expectations at a staff meeting to ensure that each staff member is consistent with the school discipline procedures/policy

·         Supervision of campus by entire staff: administrator, teachers, paraprofessionals and classified personnel

·         Use social stories and have the students make goals to correct their behavior problems

·          Use a minor and major citation system

·         Assign students lunch time detention for disciplinary infractions

·         Use a detention log to monitor students who are repeat offenders

·         Log all major citations and suspensions into Aeries

·         Administrator/students will call home and inform parents of major citations/suspensions

 

2. Target: 75% positive response to survey questions related to school safety:

   Villalovoz School did meet the criteria of having 75% respond positively to the survey questions related to school safety. We will continue to implement the following procedures:

 

·         Supervision on campus by total staff: administrator, teachers, paraprofessionals and classified personnel

·         Identification tags for all school personnel

·         Visitors sign in at the office and wear badges

·         No loiterers or unauthorized visitors

·         Williams Middle School students in designated areas after school

·         Maintenance removes graffiti in a timely manner

·         Use of the new District adopted Emergency procedures

·         Students will participate in a monthly practice of emergency procedures

·         Documentation of all incidents

·         Open communication with parents

 

C. Evidence of school’s progress towards meeting school climate and leadership targets

 

1. Target: 75% positive response to survey questions related to school climate and leadership:

   Villalovoz School did meet the criteria of having 75% respond positively to the school climate survey. Therefore, we will continue to implement the following:

 

·         Character Counts program- will focus  on a specific character trait monthly

·         TRIBES activities will be implemented at staff meeting and in classrooms

·         Primary Intervention Program will serve K-3 students

·         Second Step program will serve 1-5 grades

·         CATCH program

·         Monthly spirit Assemblies will be held for student recognition

·         Spirit rallies held at the end of each trimester

·         Spirit squad will cheer at Monthly award ceremonies and Spirit rallies

·         Valet program will continue to promote safety during student drop off and pick up

·         We will continue the  Service-learning student club called –Panda Paws- projects will focus on the school and community

·         The parent club  will hold  a series of  fundraisers that promote community and raise funds for the students and teachers

 

 

2. Target: Maintain 98% attendance or improve by 5%

Villalovoz did not maintain a 98% attendance rate. To achieve this goal we are going to implement the following Attendance Plan:

 

·         Attendance clerk will call and clear all absences on a daily basis

·         Letters will be sent out for all un-cleared absences

·         The Principal will hold conferences with parents regarding attendance

·         Classes will be awarded perfect attendance incentives

·         The parent club will provide a monthly raffle drawing/incentive for perfect attendance

·         Individual students achieving perfect attendance  for the trimester will have donuts with the principal

·         Students will be awarded mid-year and end of the year perfect attendance award- 4 bicycles

 

 

 

SECTION IV: SCHOOL PLAN FOR 2010/2011

 

A. School Governance and Planning Process

            The 2010/2011 School Plan that follows was developed through the joint efforts of   the school staff, SSC, ELAC representative, Teacher Liaison group and the Parent /Faculty Club. The teacher Liaison group is made up of 2 representatives from the K-2 and 3-5 spans. The Villalovoz School Site Council is comprised of 10 members: 3 parents, 2 community members, 3 teachers, site secretary and the principal of the school. One parent member is representative of the school’s diversity.

            As an ongoing process through staff meetings and teacher Liaison meetings, the goals for the school year are reviewed to maintain focus during the year. Progress is continually reported to the school staff, School Site Council and the Parent Faculty Club members. Review of the plan included evaluation of the goals, the development of action plans and establishing budget priorities at the April 12, 2010 and May 3, 2010 staff meetings. The parent faculty club /ELAC representative gave input to these goals on April 14, 2010. The School Liaison team reviewed new goals and the budget on September 1, 2010. The School ELAC committee reviewed the goals and budget on Oct 8, 2010. The School Plan and budget were reviewed and approved by the School Site Council at the October 20, 2010 meeting.   

           

 

 

 

 

 

 

 

 

 

 

 

School Site Council Membership for 2010/11

 

 

 

 

Names of Members

School Personnel

50% of SSC

Parents/Students

50% of SSC

 

 

Principal

Classroom

Teacher

Other Staff School

Parent or

Community

Member

Secondary

Student

Lisa Beeso

X

 

 

 

 

 

Lisa Rodriguez

 

 

X

 

 

 

Deb Borba

 

X

 

 

 

 

Amanda Hula

 

X

 

 

 

 

Jeanette Rasmussen

 

X

 

 

 

 

Marty Rhoades

 

 

 

X

 

 

Lisa Frymyer

 

 

 

X

 

 

Eldie Escoto

 

 

 

X

 

 

Tara Burns

 

 

 

X

 

 

Martha Sanchez (ELAC)

 

 

 

X

 

 

 

 

 

 

 

 

 

 Numbers of members of each category

1

3

1

5

 

 

Total in each group

5

5

 

 

The Site ELAC met on: (date)            Oct 8, 2010                 and (select one):

 

            X determined to continue as an ELAC with adopted bylaws

                        ELAC Chairperson:                Elena Guillen                         

            r determined to disband and be represented on School Site Council

                        ELAC Representative:                                                           

 


B. School goals for 2010/2011 - A Summary

 

Goal #1 – All Students will meet or exceed grade level standards and the achievement gap will be closed.

     a. Raise the achievement of English Learners

     b. Raise the achievement of at-risk students

     c. Prepare students for STAR testing

     d. Improve student achievement in Mathematics

     e. Improve student achievement in Language Arts

 

Rationale: (district) The district goal is that all subgroups meet AYP targets and that the achievement gap be closed by raising the achievement of lower performing subgroups.  The district goal also includes that EL students meet Title III AMAO targets annually.  The EL subgroup and other at-risk groups do not meet AYP.  Additionally the percent of students scoring proficient in Math at grades 6-11 is significantly below AYP targets

(site) Villalovoz did not meet their API, AYP and AMAO 1 and 2 targets. There is still a learning gap between our white not Hispanic and the other subgroups.

 

Goal #2 – Increase students’ average daily attendance

Rationale: (district) The district has set an overall goal of 98% attendance Research shows that when students are in school they achieve at higher academic levels.

(site) Villalovoz did not meet the District’s 98% attendance rate target.

 

Goal #3 – Diversity and Equity: Increase cultural proficiency to support and provide a positive, safe, and healthy school climate.

Rationale: (district) The district goal is to increase cultural proficiency throughout the district. As such our goal is to promote student acceptance and awareness of the many different cultures, values, and beliefs of others.

(site) Villalovoz has a diverse population and our desire is to celebrate and make all students feel valued and accepted through cultural awareness and a positive learning environment that honors diversity. Provide a safe environment for students and staff that is conducive to learning                 

 

Goal #4 – Professional Development: Provide an articulated, sustained plan of professional development activities designed to build the school’s capacity to support programs and achieve goals.

             (Note: Title 1 schools must allocate at least 10% of Title I funds to staff development)

Rationale: (district) The district strategic goals and LEA Plan include goals which focus on providing ongoing professional development and support to teachers and site administrators that result in increased achievement for all students in order to close the achievement gap.

(site) With the increase of our EL population this year we are going to provide the staff with professional development opportunities to support all students and close the achievement gap.

 

Goal #5 – Parent Involvement:  Encourage parents to participate in school activities and provide programs to develop a positive, supportive relationship with the school, home, and community and to facilitate a partnership to support student achievement.

Rationale:(district) Sustained parent involvement is linked to student achievement and staying in school.  Federal and state regulations mandate meaningful opportunities at all grade levels for parents/guardians to be involved in school activities, advisory, decision-making, and activities to support learning at home.

(site) Villalovoz will promote effective parent involvement through open communication between the school and home. All communication will be translated into Spanish and parents will be encouraged to attend all school functions.  We will continue to seek SSC members and involve EL parents by offering ELAC meetings.

 

Goal #6 – Technology/ Improve School Libraries: Provide staff and students the opportunity to use technology for learning, communicating and working in an information-centered society.

Rationale: (district) The district is committed to providing students and staff with the technology tools skills to support academic content standards and improve learning so that they can compete in a digital world.

(site) Teachers have expressed the need for updated technology so we can keep current in our skills and equipment for technology-based instruction.

 


C. Activities for 2010/2011 School Plan

 

Site Goal #1 – All Students will meet or exceed grade level standards and the achievement gap will be closed.

 

District Goal #1:  Provide a variety of learning opportunities through standards based curriculum and assessment and research-based instruction that ensures that all student meet or exceed grade level standard and results in closing the achievement gap.

 

Outcome:

  • All significant subgroup will meet AYP targets
  • EL students will meet or exceed Title III AMAO1 and AMAO2 targets
  • Decrease the achievement gap of the subgroups

 

Rationale:   Villalovoz did not meet their API, AYP and AMAO 1 and 2 targets. There is still a learning gap between our white not Hispanic and the other subgroups.

                                                                                                                                        

 

1a.English Learner Instruction and Support

 

 

 

 

 

 

 

Action Steps (Plan)

Person Responsible

 

Resources

 

Timeline

 

Do

 

Study

 

Act

1a.1      Provide 4 ELD paraprofessionals to assist K –full day classes

Principal

Title 1

EIA

Aug 10-May 11

 

 

 

1a.2      Provide 3 classroom teachers (CSR)

 

Principal

Teachers

District

Sept 10-

May 11

 

 

 

1a.3      Provide 1 (4 hour) teacher to assist with Excel/ELL for 4th and 5th

Principal

Title 1/ EIA

Sept 10-May 11

 

 

 

1a.4      Provide a substitute for ELL  coordinator to administer CELDT testing

Principal

EIA

Sept 10- May 11

 

 

 

1a.5     Provide direct support to students through Centralized services

Principal

Title 1/ EIA

Sept 10- May 11

 

 

 

1a.6     Provide a budget for copies-CELDT letters to be sent home to EL parents

Principal

EIA

Sept 10- May 11

 

 

 

1a.7     Provide funds for 3 paraprofessionals to assist ELL students with ExCEL/ELL

Principal

Title 1/ EIA

Sept 10- May 11

 

 

 

1a.8     Teachers will provide 30 min of leveled ELD instruction four times a week utilizing Santillana curriculum

Teachers

 

Sept 10- May 11

 

 

 

1a.9      Rosetta Stone provided to ELL students

Principal

Teachers

 

Oct 10-

May 11

 

 

 

1a 10       ELL students will take the CELDT test according to district and state guidelines

Principal

Celdt coord

 

Aug 10-

May 11

 

 

 

1a 11  Encourage parent involvement in site ELAC and District DELAC

               committees

Principal

Teachers

 

Sept 10

May 11

 

 

 

1a12     Implement instructional tours – 1x monthly with feedback to staff 

            on effective instructional practices for students. Focus on: objective,

            time on task, non-linguistic representation and check for

            understanding.

Principal

 

Sept 10

May 11

 

 

 

1a13    Provide  a supervisor for the breakfast program/ bus supervision

Principal

 

Aug 10-May 11

 

 

 

 

1b.Intervention and Remediation for at-risk students

 

 

 

 

 

 

 

Action Steps (Plan)

Person Responsible

 

Resources

 

Timeline

 

Do

 

Study

 

Act

1b.1    Provide intervention funds for the before/after school intervention   

            program (Studying math and reading together)

Principal

Teachers

Title 1

EIA

Sept 10- May 11

 

 

 

1b.2    Provide a substitute so classroom teachers can attend SST/IEP meetings

Principal

Teachers

site

Sept 10- May 11

 

 

 

1b.3     ELL rotations/leveling utilizing Santillana

 

Teachers

 

Sept 10- April 11

 

 

 

1b.4    Second Step Program for K-3 graders

Teachers

Second Step

 

Sept 10- May 11

 

 

 

1b.5     ExCEL scheduling/leveling for Language Arts 1st -3rd

Teachers

 

 

 

 

 

1b.6    Paraprofessionals working in small groups assisting students

Principal

Teachers

 

Sept 10 May 11

 

 

 

 

1c.CST Preparation

 

 

 

 

 

 

 

Action Steps (Plan)

Person Responsible

 

Resources

 

Timeline

 

Do

 

Study

 

Act

1c.1   Purchase consumable test preparation booklets for grades 2-5

Principal

EIA

Nov 10

 

 

 

1c.2  Purchase scantrons for test taking practice for grades 3-5

Principal

EIA

Nov 10

 

 

 

1c.3  Target specific students for our before/after school SMART program 

Teachers

 

Oct 10- April 11

 

 

 

1c.4   Use of  District Reading Lions assessments and math assessments

Principal

Teachers

 

Sept 10- May 11

 

 

 

1c.5  Use  Blueprint standards and CST released test questions

Teachers

 

Sept  10- April 11

 

 

 

1c.6  Utilize ExCEL and ELL groupings to assist students at their varying

         academic levels

 

 

Principal

Teachers

 

Sept 10- May 11

 

 

 

 

1d. Mathematics Achievement

 

 

 

 

 

 

 

Action Steps (Plan)

Person Responsible

 

Resources

 

Timeline

 

Do

 

Study

 

Act

1d.1   Continue to use the Harcourt math curriculum and District

          assessments

Principal

Teachers

 

Aug 10-May 11

 

 

 

1d.2   Continue using Rowley Math practice tests in the classrooms

Teachers

 

Aug 10-May 11

 

 

 

1d.3   Target specific students for our after school SMART math program

 

Teachers

 

Oct 10

May 11

 

 

 

1d.4  Award math certificates to qualifying students

Principal

Teachers

Lifetouch

Aug10-May 11

 

 

 

 

1e . Language Arts Achievement

 

 

 

 

 

 

 

Action Steps (Plan)

Person Responsible

 

Resources

 

Timeline

 

Do

 

Study

 

Act

1e.1   Continue to implement the Open Court Reading Program

Principal

Teachers

 

Aug 10-May 11

 

 

 

1e.2    ExCEL scheduling for Language Arts 1st -3rd

Principal

Teachers

 

Sept 10- May 11

 

 

 

1e.3    Paraprofessionals used as part of the ExCEL program

Principal

 

Sept 10-May 11

 

 

 

1e.4    Hold a 4th and 5th grade Spelling Bee                  

5th grade teachers

 

Sept 10

 

 

 

1e.5     Provide an uninterrupted LA block of time

Principal

 

Aug10

May 11

 

 

 

1e.6    Provide collaboration time for teachers to discuss ExCEL

Principal

 

Aug 10-May 11

 

 

 

1e.7    Teachers will focus on teaching explicit academic language

Teachers

 

Aug 10-May 11

 

 

 

1e.8    Target specific students for our before/after school SMART program

Teachers

 

Sept 10-April 11

 

 

 

1e.9    Award reading certificates for qualifying students

Principal

Teachers

Lifetouch

Sept 10-May 11

 

 

 

1e10  Continue the Accelerated Reader Program

Teachers

 

Aug 10-May 11

 

 

 

1e.11  The school will participate in Read Across America Day

 

Principal

Teachers

 

Nov 09

 

 

 

1e.12     100% of teachers will use formative and benchmark  

           assessment information to improve teaching and learning

Principal Teachers

 

Aug 10- May 11

 

 

 

1e.13  Provide resources for teacher materials and supplies for the instructional program

Principal

EIA

Sept 10-May 11

 

 

 

1e.14    Copier maintenance/Nextel/postage

Principal

Site/Elaps

Aug 10-May 11

 

 

 

 

Evaluation Process: The effectiveness of the program will be determined by using the following data:

·         We will meet our API  targets overall and for all subgroups

·         There will be an increase in the percent of ELL students meeting their AMAO 1 and AMAO 2 targets

·         There will be an increase in the percent of students scoring at or above proficient on District language arts and math assessments each trimester

·         There will be an increase in students scoring at or above proficient on the state assessments

 

 

 

 

 


 

Plan for providing ELD to English Learners in 2010/11: 

 

Grade

Organization of Students

Frequency of ELD

Duration of ELD

Provided by

Materials used

 

K

 

 

Beg

EI

I-Adv

 

4 days

 

30 min

 

Julie Rodriguez

Michele Yano

Tina Demarest

Justine Webb

 

Santillana

 

1st

 

 

Beg

EI

I

Adv

 

4 days

 

30 min

 

Grace Gualco

Amanda Hula

Tish Luperine

Duane Voller

 

Santillana

 

2nd

 

 

Beg

EI/I

 

 

 

4 days

 

30 min

 

Sharon Williams

Dana Roberson

 

Santillana

 

3rd

 

 

Beg/EI

I/ low EA

 

4 days

 

30 min

 

Cindy Carlfeldt

 

 

Santillana

 

4th

 

 

Beg/ EI

I/ EA

 

4 days

 

30 min

 

Debbie Amorello

Kelly Russell

Melissa Hughes

 

 

Santillana

 

5th

 

 

EI/ I

EA

 

4 days

 

30 min

Deb Borba

Christa Cauble

Pat Tucker

 

Santillana

 

 


Goal 1 – Data Collection:

(To be completed as part of the “study” component throughout the year and used as documentation for the Principal’s evaluation)

 

Part A: District Assessments

 

District Assessments (for middle school ELA the district assessments are only required for quarters 2-4, not quarter 1.  Quarters 2 and 3 are the results of the Curriculum Associates assessments; Quarter 4 is the End of Course Holt) 

(for HS ELA the required assessments are Entry (report for Quarter 1) and end of year (quarter 4)

 

Schoolwide

% Proficient/Advanced

Quarter

Trimester  1

Quarter 2

Trimester 2

Quarter 3

 

Quarter 4

Trimester 3

Met Goal

ELA

 

2009/10

46.0%

58.7%

 

56.7%

 

2010/11

 

 

 

 

 

MATHEMATICS (Algebra/Imp)

2009/10

74.2%

79.4%

 

81.5%

 

2010/11

 

 

 

 

 

 

English Learner

% Proficient/Advanced

Quarter

Trimester 1

Quarter 2

Trimester 2

Quarter 3

 

Quarter 4

Trimester 3

Met Goal

ELA

 

2009/10

32.1%

49.1%

 

48%

 

2010/11

 

 

 

 

 

MATHEMATICS (Algebra/Imp)

2009/10

68.9%

74%

 

76.7%

 

2010/11

 

 

 

 

 

 

Hispanic

% Proficient/Advanced

Quarter

Trimester 1

Quarter 2

Trimester 2

Quarter 3

 

Quarter 4

Trimester 3

Met Goal

ELA

 

2009/10

42.3%

53.7%

 

52.3%

 

2010/11

 

 

 

 

 

MATHEMATICS (Algebra/Imp)

2009/10

70.8%

77.9%

 

79.9%

 

2010/11

 

 

 

 

 

 

African American

% Proficient/Advanced

Quarter

Trimester 1

Quarter 2

Trimester 2

Quarter 3

 

Quarter 4

Trimester 3

Met Goal

ELA

 

2009/10

37.2%

44.7%

 

46.1%

 

2010/11

 

 

 

 

 

MATHEMATICS (Algebra/Imp)

2009/10

67.9%

74.7%

 

75.5%

 

2010/11

 

 

 

 

 

 

 


Part B: Instructional Tour Data

 

 

2009/10 Results

Percent of “partial” and “full” implementation for each identified strategy

 

 

Sep

Oct

Nov

Dec

Jan

Feb

Mar

April

May

Time on Task

full

90%

 

89%

100%

78%

89%

88%

100%

89%

89%

part

10%

 

11%

n/a

22%

11%

13%

 

11%

11%

Checking for Understanding

full

86%

 

67%

67%

78%

100%

50%

78%

33%

testing

44%

part

10%

 

22%

11%

22%

 

44%

11%

11%

22%

Learning Objective

full

67%

 

100%

89%

100%

89%

50%

100%

67%

89%

part

29%

 

n/a

11%

n/a

11%

19%

 

11%

 

Non-Linguistic

Representation

full

71%

 

56%

56%

56%

67%

69%

78%

44%

testing

67%

part

5%

 

22%

0%

33%

33%

0%

11%

44%

33%

Data from Management Team Tours are Bold-faced font; Interim tours are regular font

 

2010/11 Results

Percent of “partial” and “full” implementation for each identified strategy

 

 

Sep

Oct

Nov

Dec

Jan

Feb

Mar

April

May

Student Engagement (formerly Time on Task)

full

 

95%

 

63%*

 

 

 

 

 

 

 

part

 

5%

 

38%