The Single Plan for Student Achievement
School: Ronald Reagan Elementary
District: Chowchilla Elementary School District
County-District School (CDS) Code: 60-23881
Principal: Melissa Esquivel
Date of this revision: June 2017
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.
For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Melissa Esquivel
Position: Principal
Telephone Number: 559-665-8080
Address: 2200 South Lake Tahoe Drive
Chowchilla, CA 93610
E-mail Address:
The District Governing Board approved this revision of the SPSA on June 2017.
Table of ContentsSingle Plan for Student Achievement
School Vision/Mission
School Profile and Description
Analysis of Current Educational Practice
School Accountability Report Card
Chowchilla Elementary School District 2014-2017 LCAP Goals
Student Safety (Goal #1)
Student Engagement (Goal #2)
Writing (Goal #3)
Reading (Goal #4)
Math (Goal #5)
Parent Participation (Goal #6) / 3
3
4
8
9
10
11
12
15
17
20
Centralized Services for Planned Improvements in Student Performance / 21
Programs Included in This Plan / 22
School Site Council Membership / 25
Recommendations and Assurances / 26
Single Plan for Student Achievement Annual Evaluation
Appendix A: Reagan Parent Involvement Policy
Parent Compact
/ 27
30
33
Data 34
School Vision and Mission
The mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others.
School Profile and Description
Ronald Reagan Elementary School is the newest addition to the Chowchilla School District, opening for the 2007-2008 school year. Because it has been over 57 years since the addition of a new school, the stakeholders and community as a whole are incredibly proud and pleased with the addition of Ronald Reagan Elementary School.
Ronald Reagan Elementary School is located on the east side of the city of Chowchilla, across from a very large, new housing subdivision and golf course. The school is built on 14 acres of land and vast acreage of open land surrounds the school. To the east of the school is a majestic view of the Sierra Nevada Mountain Range. South of the school is a waterway from the Berenda Reservoir. The combination of open land, mountain views, and waterways allow for a captivating and breathtaking school setting.
The Chowchilla School District school system is devised of grade level schools. Ronald Reagan Elementary School is the site where all third and fourth grade students in the district attend. There are approximately 475 students enrolled at Ronald Reagan Elementary School. There are eleven 3rd grade rooms, eight 4th grade classes, and one special day classroom on campus. Third grade takes part in class size reduction with a maximum of 24 students per classroom. The average enrollment for the 4th grade classrooms is 33 students per classroom. Ronald Reagan Elementary School also provides additional support services to our students through a variety of programs including: Speech and Language Services, Resource Specialist Program, English Language Development, After School Remediation Program, and a daily Intensive Intervention Program to meet the academic needs of all students.
Principal’s Honor Roll, Honor Roll, Outstanding Student, and Most Improved are school wide incentives that reward students for their academic achievements. Accelerated Reader is also used to increase student achievement. Students are recognized at the end of each trimester for the academic, attendance, and citizenship accolades.
The Weekly Bulletin is a weekly memo that is distributed to all staff. The Bulletin highlights events for the week. A monthly calendar is also distributed to all staff at the end of each week. The yearly school calendar is distributed to all staff members and can be accessed on the district’s website. A monthly calendar is sent home with all students (in English and Spanish) highlighting the monthly activities. Several classroom teachers send home weekly newsletters. Flyers are sent home throughout the year (in English and Spanish) highlighting school and community events. Main events are also published in the local weekly newspaper. The School Messenger is used to call parents and Remind 101 is used to send Texts and emails about special events throughout the year.
The Reagan/Fairmead Family Club meets once a month. The Family Club is active in raising funds for student supplies, incentives, field trips, assemblies, 4th grade agendas, and other requests presented by the administration or parents. The Family Club also assists with school activities throughout the year such as Field Day.
The Ronald Reagan Elementary School Site Council meets a minimum of four times during the school year. The membership consists of 3 parents, 2 teachers, 1 classified, and the school administrator. The School Site Council helps determine the needs of the school.
The Ronald Reagan’s ELAC met twice during the school year. These meetings allow time for parents to learn about the various programs and strategies used involving students learning English as a second language. The ELAC members also review/discuss legal issues, school priorities, safety issues, school attendance, and other school information.
Students are rewarded for good behavior and completion of homework throughout the year. Ronald Reagan Elementary offers Exceptional Eagles to highlight student success as well as a weekly incentive program for rewarding positive behavior.
The SPSA is a plan which is designed to focus implementation efforts aimed at raising student achievement and improving the school’s academic programs. This plan outlines activities, strategies and approaches implemented at Ronald Reagan Elementary School.
ANALYSIS OF CURRENT EDUCATIONAL PRACTICE
The following statements characterize educational practice at this school:
1. Alignment of curriculum, instruction and materials to content and performance standards:
· Curriculum Guide
· State adopted core curriculum
· The Board of Trustees has formally adopted the state standards in the core subject groups. The district has adopted and currently uses materials from the state approved adoption lists in addition to teacher and student generated materials in these core subjects. The materials are aligned with the standards at each grade level and in each subject.
· Ronald Reagan Elementary School has aligned the curriculum, instruction and materials to content and performance standards by implementing state adopted core materials and board approved programs. Teachers have been provided Staff Development opportunities and grade level articulation time weekly to focus on the California State Content and Performance Standards, adopted core materials, and the opportunity to share and discuss best teaching practices and strategies. Weekly, dedicated Staff Development time has equipped the staff with skills to effectively integrate the standards and adopted text materials throughout the lesson planning and delivery process. Student performance and progress is assessed and recorded on a trimester basis. Assessment is ongoing, with the results reported each trimester on an assessment composite. Teachers have created and implemented pacing guides for use in language arts and mathematics. The pacing guides are another measurement to help ensure the alignment of curriculum, instruction and materials to the content and performance standards.
2. Availability of standards-based instructional materials appropriate to all student groups:
· Chowchilla Elementary School District supports a rigorous plan for English Language Learners. The program is based on the state grade level English Development Standards. The program offerings include structured English immersion, transitional programs, mainstreaming and alternative programs.
· Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing, Cognitively Guided Instruction and Kagan Structures are in place to support staff in developing a wider repertoire of instructional strategies. Implementing strategies that best meet the needs of every student is our goal.
· Adopted state material and supplemental materials in all classrooms
· Additional materials available
· All students are access to sufficient and appropriate textbooks and instructional materials in the core subjects of Reading Language Arts (Houghton Mifflin), Mathematics (Harcourt), Science (Harcourt), and Social Studies (McMillan Mc Graw-Hill) consistent with the content and cycles of the curriculum frameworks adopted by the state board of education and/or locally adopted materials.
3. Alignment of staff development to standards, assessed student performance and professional needs:
· Student data analysis
· Grade level collaboration meetings
· Professional Learning Communities (PLCs)
· Trainings on Kagan Structures began in 2012-2013, with the entire district receiving trainings at the start of the 2013-2014 school year.
· Training for CGI strategies are spanning multiple years per site. The trainings have been set in tiers. Stephens and Fuller began trainings with CSU Fresno 8 years ago in 2007. Reagan began the CGI work in 2012 with Fairmead coming onboard during the summer of 2013 and Wilson beginning conversations in winter 2013. CSU Fresno staff and district staff work with each site to support teacher application of the Cognitively Guided Instruction components. Fairmead has the CGI team onsite for staff development Monday trainings, in addition to, support through 4 sub training days and trainings that occur each summer. The district CGI math coach is also used to provide reflective conversations with individual teachers or teams when requested.
· Writing Trainings came about as a result of members of the District Assessment Team (two teachers representing each grade level and site admin make up the team) expressing a desire to access trainings to improve their instructional strategies in the teaching of writing. Units of Study by Lucy Caulkins and Step-Up-To-Writing were two sources chosen for the trainings. The initial trainings ranged from 30-45 hours of class time and reflections. Ongoing review of focus student writing samples and videotaped lessons were two ways to monitor the effectiveness of the classroom application of the instructional strategies used.
Staff development is central to our efforts to increase academic achievement for all students. Regularly scheduled minimum days allow for staff development to take place and also promote opportunities for teachers to work collaboratively on ensuring all students meet the grade level standards.
4. Services provided by the regular program to enable underperforming students to meet standards:
· Student Study Team meetings
· Comprehensive Student Reviews 2 times per year
· Universal Access/ELD Instruction
· Small group instruction in classroom setting
· After school math intervention
· Accelerated Reader
· Reagan After School Program
· CAST (Site based Review team for struggling students)
· SST (Student Study Team - Special Education Review of Students progress)
All students at Ronald Reagan Elementary School participate in core instruction and take part in supplemental activities to support the core program. All teachers implement the standards-based instructional materials described above in coordination with good-first teaching. The district adopted materials and instructional strategies address the needs of all students, including underperforming students. During initial instruction, teachers use explicit instructional strategies and techniques to address the needs of the underperforming students.
Reagan Elementary School has a Student Study Team process for students who are showing either academic or social difficulties. Two times each year a Comprehensive Student Review is conducted to pinpoint the student needs of every student. At this time students are provided an intervention matching the concern. Timely monitoring of student progress is used to determine if the intervention remains in place, or if the child requires a different level of service. Services may be discontinued at this time, or bumped up to a more supportive service. Students can be referred for an SST where a team, which includes the School Psychologist, Resource Program Specialist, Speech Therapist (if necessary), the classroom teacher, parents, and principal, meets and discusses the needs of the student. This team works together to create accommodations, modifications, goals and a plan for the student. Follow-up meetings and conferences are conducted to ensure the student is making adequate progress and/or to rewrite the goals if necessary.
Chowchilla School students have the opportunity to attend Reagan After School Program. The Reagan After School Program provides instructional learning activities as well as some enrichment activities. The Reagan After School Program is offered to the students 5 days a week for 3 hours each day. The students that attend the Reagan After School Program are instructed and supported by specially trained paraprofessionals and high school students.
5. Services provided by categorical funds to enable underperforming students to meet standards:
· Supplemental support services
· After school interventions provided by general education teacher
· Writing Instruction
· English Learner Language Development Strategies
· Instructional Aides
Categorical funds are used to strengthen and support the core curriculum program.
· Title I funds are used to provide programs and materials for at-risk students in the District such as Rigby Readers which are used in a pull-out Reading Lab
· Title II Part A funds are used to provide quality staff development for all teachers such as peer coaching to enhance the Writing and EDI trainings.
· Title II Part D funds are used to enhance the existing technology in the District such as the promethean boards which are used in every classroom.
· Title III funds are used to provide programs and materials for the EL students in the District such as writing training materials
· Title IV funds are used for the materials and literature used during Red Ribbon Week. These funds are also used to help enhance a School Safety Plan for the District.
· There are instructional materials provided for these ELL classrooms which are funded throughout EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.
6. Use of state and local assessments to modify instruction and improve student achievement:
· Use of state and local assessments to modify instruction and improve student achievement :
The results of common formative assessments, district benchmarks, California English Language Development Test (CELDT) testing, district writing assessments, and California Assessment of Student Performance and Progress (CAASPP) testing as well as checking for understanding throughout lessons, assist teachers in making informed decisions for their instruction and intervention/enrichment opportunities for our students.