The Single Plan for Student Achievement
School: Wilson
District: Chowchilla Elementary School District
County-District School (CDS) Code: 60-23931
Principal: Zachary White
Date of this revision: October 2014
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: Zachary White
Position: Principal
Telephone Number: 559-665-8070
Address: 1209 W. Robertson
Chowchilla, CA 93610
E-mail Address:
The District Governing Board approved this revision of the SPSA on October 2014
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) / 2
2
5
9
10
11
12
13
16
18
21
Centralized Services for Planned Improvements in Student Performance / 22
Programs Included in This Plan / 23
School Site Council Membership / 26
Recommendations and Assurances / 27
Single Plan for Student Achievement Annual Evaluation
Appendix A: Data
Parent Compact / 28
30
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
Wilson Middle school is one of five schools that make up Chowchilla Elementary School District. Wilson Middle School has an enrollment of approximately 500 students. The school serves 7th and 8th grade students and has a staff of 19 regular education teachers,1 Special Education instructor, 1 RSP teacher, computer lab tech, library assistant, 1 EL/RSP aide and 3 full time Special Education aides, a Behavior Management Supervisor, as well as, a Resource Officer. A school psychologist is employed by the district full time and spends two days a week on the Wilson campus. Approximately 79.2% (327) of the students participate in free and reduced lunch program.
Utilizing various assessments, teachers may refer students with special needs to the Student Study Team (SST) for regular education additional support The SST serves as a support for teachers and other staff in monitoring student progress and assisting in the development of successful educational strategies. Available interventions include, before and after school intervention classes, a District psychologist, in-class assistance by instructional assistants, a push-in program by the RSP teacher, homework lunch, intervention coordinator, classroom observations, peer tutoring, ROP tutoring. Make up Mondays are scheduled for students in need of making up a test.
Each Monday provides time for staff development through an early release of students. District coaching is also utilized in the areas of ELA, This Single Plan for Student Achievement is a plan of action designed to raise the academic performance of the students and improve the school’s academic program. The plan describes activities, strategies, and approaches undertaken at Wilson Middle School with the goal of improving supplemental services that will provide opportunities for all students to meet high standards
The Weekly Bulletin is a weekly memo that is distributed to all staff. The Bulletin highlights events for the week. A monthly calendar is also distributed to all staff at the beginning of each month. The yearly school calendar is distributed to all staff members and can be accessed on the district’s website. Flyers are sent home throughout the year (in English and Spanish) highlighting school and community events. Main events are also published in the local weekly newspaper. The School Messenger is used to call parents about special events throughout the year.
The Wilson Family Club meets once a month. The Family Club is active in raising funds for student supplies, incentives, field trips, assemblies, student planners, and other requests presented by the administration or parents.
The Wilson School Site Council meets a minimum of four times during the school year. The membership consists of 5 parents, 3 teachers, 1 classified, and the school administrator. The School Site Council helps determine the needs of the school.
The Wilson ELAC meets three times during the school year. These meetings allow time for parents to learn about and provide input into the various programs and strategies used involving students learning English as a second language. The ELAC members also review, discuss, and provide input regarding legal issues, school priorities, safety issues, school attendance, and other school information.
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 Wilson 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
· District School Board adopted core curriculum
· The Board of Trustees has formally adopted the state standards in the core subject groups. The district currently uses materials from the state approved adoption lists in these core subjects in addition to teacher and student generated materials. The materials are aligned with the standards at each grade level and in each subject. Teachers and administration are working to develop materials better aligned to best teaching practices.
· Wilson Middle School has aligned the curriculum, instruction and materials to content and performance standards by implementing research based practices with state adopted core materials as resources and board approved programs. Teachers have been provided staff development opportunities and grade level articulation time weekly to focus on the California State Common Core 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. Our mainstream ELA teacher works closely with our bilingual aid in reading and writing instruction. Lessons are modified to both meet the standards and align with each child’s needs.
· Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing and Cognitively Guided Instruction (CGI), guided reading, technology 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
· All students have access to sufficient and appropriate textbooks and teacher created instructional materials in the core subjects of Reading Language Arts Holt Rinehart and Winston ), Mathematics (McGraw Hill Glencoe), Science (McGraw Hill), and Social Studies (McMillan Mc Graw-Hill) consistent with the CESD Board adoptions.
3. Alignment of staff development to standards, assessed student performance and professional needs:
· Student data analysis
· Deployment discussions
· Grade level collaboration meetings
· Professional Learning Communities (PLCs)
· Training for CGI strategies are spanning multiple years per site. The trainings have been set in tiers. We began conversations in winter 2013. CSU Fresno staff and district staff work with each site to support teacher application of the Cognitively Guided Instruction components. Wilson Middle 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. Ongoing review of student writing samples and videotaped lessons were two ways to monitor the effectiveness of the classroom application of the instructional strategies used. With the addition of an ELA coach further trainings and support for guided reading and literature circles are also available.
· Kagan Structures trainings have been infused to district and site staff development activities. Student engagement combined with accountability measures is a research based formula for increased academic performance. A coach is in place to work with staff to increase the implementation and effectiveness of these structures districtwide.
· The use of technology is a districtwide need. Additional IT staff and a districtwide coach are in place to support the effective use of technology embedded in instruction. Wilson is one to one with technology for an entire grade level. Every teacher has access to either chromebooks,laptops,pc’s or ipads. Every teacher has either a promethean board or smart board in the class.
Staff development is central to our efforts to increase academic achievement for all students. Regularly scheduled minimum days and sub day trainings 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:
· Comprehensive Student Reviews 2 times per year
· CAST (Site based Review team for struggling students)
· Universal Access/ELD Instruction
· Small group instruction in classroom setting
· LAB reading and math intervention
· SNAP!
· DIBELS
· Afterschool Student Care
· SST (Student Study Team - Special Education Review of Students progress)
All students at Wilson Middle 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. Staff is using instructional strategies and techniques to address the needs of the underperforming students.
Wilson Middle 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 an afterschool student care program. This program provides instructional learning activities as well as some enrichment activities. The afterschool offering is available to the students 5 days a week for 3 hours each day. The students that attend the 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
· Title I Learning Lab Teacher
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 Guided Reading and/or phonics-based leveled readers (SNAP!) which are used in the Reading Intervention setting and the SDC class.
· Title II Part A funds are used to provide quality staff development for all teachers such as peer coaching to enhance the Writing and CGI trainings.
· Title II Part D funds are used to enhance the existing technology in the District such as the promethean boards, lap tops, and document cameras 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.
· There are instructional materials provided for these ELL classrooms which are funded throughout EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.
6. Use of state and local assessments to modify instruction and improve student achievement:
· Computer data system (Data Driven Classroom)
Analysis of student data (State Assessments, grades, benchmarks, DIBELS, other classroom assessments) is used to judge the overall achievement of the school and the subgroups. All test results and achievement data is disaggregated to identify student needs.
A variety of standards-based assessments are administered and used throughout the year to modify instruction and improve student achievement. Local assessments consist of pre/post benchmark assessments for English Language Arts and mathematics, frequent common formative assessments (chapter tests, smaller standards tests), as well as trimester Writing assessments.