Single Plan for Student Achievement

SINGLE PLAN FOR STUDENT ACHIEVEMENT

 

 

  AT FORT BRAGG MIDDLE SCHOOL

 

 

23-65565-6061667

CDS Code

 

 

Date of this revision 1/10/2010

 

 

This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program.  For additional information on school programs and how you may become involved, please contact the following person:

           

 

Contact Person: Donna Miller

 

Position: Principal

Telephone Number: 707-961-3660

Address: 500 N. Harold St. Fort Bragg, CA 95437

E-mail address: dmiller@fbusd.us

 

 

Fort Bragg Unified School District

 

The District Governing Board approved this revision of the School Plan on ___________________

 

 

 

 

 

School Vision and Mission

 

MISSION STATEMENT FORT BRAGG UNIFIED SCHOOL DISTRICT

The mission of Fort Bragg Unified School District, an ethnically diverse community, is to graduate students who have high moral and ethical standards, an enthusiasm for learning, and who are equipped with the skills and knowledge necessary to excel in a global society. This is achieved through the implementation of a rigorous and meaningful curriculum that addresses individual differences, integrates technology, and is delivered in partnership between an effective staff and the community.

 

FORT BRAGG MIDDLE SCHOOL MISSION

The mission of the Fort Bragg Middle School Community is to establish a safe learning environment that promotes intellectual, personal, physical, emotional, and social growth, preparing our children to be respectful, responsible and productive members of an ever-changing world. 

 

FORT BRAGG MIDDLE SCHOOL VISION

Our vision is to create an environment where all students come to school prepared and eager to learn. All students will understand that they are actively supported in their efforts to succeed socially and academically. Our students will become productive, responsible, and successful citizens of the global community.  

 

SCHOOL PROFILE

Fort Bragg Middle School, located at 500 N. Harold Street in Fort Bragg, California, first opened its doors in 1938, in an area where fishing and logging had been the main economic source for a hundred years. The lumber mill has closed down and fishing has been limited by government mandates. The economy has been slowly changing to one of tourism. Many new bed and breakfasts and motels have appeared as the Bay area and inland residents find more time for leisure.

 

 Fort Bragg Middle School is proud to provide our 6th, 7th and 8th graders a safe and caring environment, as well as a rigorous and meaningful curriculum that addresses individual differences and high moral and ethical standards. Serving Fort Bragg and surrounding communities, our school is constantly seeking to incorporate programs and practices that increase the success of our 429 multi-ethnic students. Our dedicated staff welcomes parent input and communicates with parents regularly via the phone, internet, and student assignment journals. We have moved into the 21^st Century, and parents are able to login to our Aeries Student Information System to check their child’s grades and attendance. Our Aeries System is also linked to CALPADS, a statewide school data collection system. The middle school website keeps parents and community updated with the latest school activities, the school newspaper, and important teacher web page links. At FBMS learning is required and F grades are not an option. We hold high expectation for student achievement and student behavior. As a professional learning community, every staff member encourages and support students to work towards the highest level of academic achievement, preparing them for high school, college, or other career paths. Fort Bragg Middle School embraces the Positive Behavior Support Program, ensuring a safe school environment that reflects a learning community of respectful, responsible individuals.

 

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:
   Fort Bragg Middle School follows the California Department of Education guidelines for Taking Center Stage-Act II (TCSII), of adopting an academically rigorous program for all students. The middle school uses the California content standards, frameworks, adopted and aligned instructional materials, and board adopted curriculum: Language Arts, Prentice Hall; Mathematics, McDougal Littell; Social Studies, Teachers Curriculum Institute; Science, Prentice Hall; Intervention Language Arts; Hampton Brown/National Geographic; Intervention Mathematics, McDougal Littell; iLearn (iPass).

 

2.  Instructional time :

To support high academic achievement, all students receive double periods (84 minutes) of Mathematics and Language Arts. Students that score below and far below basic in Language Arts take a Language Arts Intervention Class. The school is currently piloting intervention material specifically designed for this population by publisher, Hampton Brown/National Geographic. English Language Learners who do not score proficient on the CST (California Standardized Test) or pass the CELDT (California English Language Development Test) receive an additional class for English Language Development. Students who do not score proficient on their CST in mathematics may be recommended for an extra period of math intervention (on the computer) called iPass. To achieve positive outcomes for all students, and program effectiveness, research in this area demonstrates the importance of increased time.

 

3. School Administrator Training Program:

In keeping with the requirements for AB 430, the principal is working in partnership with Mendocino/Lake County Office of Education to complete the program.

 

4. Fully credentialed, highly qualified teachers and SB 472 Professional Development Program on SBE – adopted instructional materials:

Fort Bragg Middle School employs fully credentialed, highly qualified teachers.

All mathematics teachers participated in AB472, math book adoption training of McDougal Littell Mathematics text.

 

5. Student achievement monitoring system (use of data to monitor student progress on curriculum embedded assessment and modify instruction)

The middle school continues to use Data Director, a school data collection system, to gather, analyze, aggregate and disaggregate all types of data for students, teachers, parents and administrators.

Multiple assessments are used to modify instruction and promote student achievement including the CST, CELDT, Renaissance Learning STAR tests in Language Arts, the SRA Corrective Reading Placement Test, the Woodcock Johnson and the Exit Level Math, 7^th grade Algebra Readiness tests, and teacher and publisher created tests. The math department is working in conjunction with the Mendocino County Office of Education using Data Director to develop benchmark assessments for algebra and math that align with state standards and are tested on the CST. Our ELL students are monitored using portfolios to ensure that each student’s individual needs are met. 

Student behavior is monitored using the SWIS (School Wide Information System) and Aeries Student Information System.

 

6. Ongoing instructional assistance and support for teachers (use of content experts and instructional coaches):

To close the literacy gap and help all children become successful, Fort Bragg Middle School provides a third year of Collegial Coaching now called Strategic Coaching. Our instructional facilitator, along with past participants (teachers), teaches staff members to use active engagement strategies, explicit instruction and academic vocabulary to increase and improve student learning. High levels of student engagement correlate to higher academic achievement for all populations.

 

We are in year three of PBS, Positive Behavior Support Program with Dr. Dale Myers. PBS allows for the development and implementation of a systems approach for building capacity, focusing on prevention and instruction, clearly defined behavior expectations, explicitly taught. The Positive Behavior Support Program is an essential element of the professional learning community, assisting students to meet goals for achievement, providing staff with tools to effectively support student behavior, helping parents learn skills and strategies necessary for student success.

 

The Assistant Principal and six teachers collaborate monthly with Mendocino – Lake Leadership Network to reinforce our collective purpose of helping all students learn and achieve while increasing the effective efficacy of the district as a Professional Learning Community.

 

7. Monthly teacher collaboration by grade level:

Fort Bragg Unified School District participates in a systematic process that develops and builds collective capacity to support a Professional Learning Community.

 

Fort Bragg Middle School professional learning community meets four times a month, and often teams meet on their own time. The middle school’s professional development is centered on student learning, guided by collective inquiry, action orientation/experimentation, commitment to continuous improvement, and results orientation. The Assistant Principal and six teachers collaborate monthly with Mendocino – Lake Leadership Network and then meet with staff to reinforce our collective purpose of helping all students learn and achieve.

 

In support of the district goal to help English Language Learners (ELLs) become high achievers, teachers meet collaboratively to advance instructional strategies--through Strategic Coaching, Stellar strategies, and data review and analysis to guide instruction--as well as to create steps to strengthen the culture of high expectations for all students both academically and socially.

 

8. Lesson and course pacing schedule (6-8) and master schedule flexibility for sufficient numbers of intervention courses:

Fort Bragg Middle School operates on an eight period day schedule. All students receive a double period of language arts and a double period of mathematics daily as well as a period of social science, science, P.E., academic intervention or an elective. Teachers use state adopted text books aligned with pacing guides and benchmark assessments to instruct and monitor student progress. Students needing Mathematics Intervention are placed in an iPass Mathematics Intervention class. A Language Arts Intervention Class is offered to students scoring far below/below basic. Other students needing Mathematics and Language Arts Intervention are referred to the Kudos after school program to work with middle school credentialed teachers. All students are encouraged to eat healthy meals, participate in PE and sign up for the Governor’s Challenge on Physical Fitness.

 

9. Fiscal support:

Fort Bragg Unified School District provides funds and resources required to meet goals for student achievement and program improvement.

Fort Bragg Middle School receives federally funded Title Programs such as Title I. Title I funding support is necessary for the success underperforming students and professional staff development. However, with the impending loss of funding from the state, our students will suffer because we will not be able to keep up with basic resources such as textbooks, technology, and updated facilities. Other school programs are also at risk of being cut, for example sports, electives, art and music.

 

10. Services provided by the regular program to enable underperforming students to meet standards:
    Aware of the needs of underperforming students, individual teachers have either identified or been informed of the presence of students in their classes and use state adopted and board approved curriculum along with differentiated instructional materials to facilitate the acquisition of the standards for students. Fort Bragg Unified School District, in compliance with NCLB, offers students an opportunity to participate in SES (Supplemental Educational Services). After school tutoring from an independent contractor is offered to students who are not achieving at the proficient level on the CST in math, who receive free-reduced lunches, and whose parent(s) did not graduate from high school. In addition, students are also referred to Kudos after school program, where they receive academic support from credentialed teachers.

 

11. Services provided by categorical funds to enable underperforming students to meet standards:

Students that score Far Below Basic, Below Basic and lower Basic levels may be placed into academic intervention classes. Students are assessed at the end of each six weeks and their program of study is adjusted to meet their academic needs. Teachers meet monthly in teams and departments to identify underperforming students and provide them with intervention in language arts and math.

For language arts, special emphasis is placed on decoding skills, vocabulary enhancement and comprehension in order to raise the student’s individual reading level. A student may also receive a recommendation to attend Kudos, after school program for additional assistance.

In math, the focus is on the mastery of essential standards using curriculum embedded assessments to support the SBE adopted mathematics program. Low performing targeted math students’ access regular curriculum and then are placed into a computer based program called iPass. iPass is a state adopted math program that aims to close the achievement gap between the lowest and the highest performing student.

A bilingual aide is provided for our English Language Learners to provide primary language support in the classroom. Any student identified as needing intervention (academic or behavior) usually receives a phone call from their teacher(s) to their parent/guardian, followed by a parent conference and then if necessary student and parent/guardian meet with the Student Success Team. A team comprised of teachers, principal, parents, counselor, psychologist and other staff members to create an individual plan for support, with a two week follow-up meeting, ensuring that no child gets left behind.

 

 

 

12. Use of state and local assessments to modify instruction and improve student achievement:

Multiple assessments are used to modify instruction and promote student achievement, including the CST, CELDT, Renaissance Learning STAR tests in Language Arts, the SRA Corrective Reading Placement Test, the Woodcock Johnson and the Exit Level Math, 7^th grade Algebra Readiness tests and teacher and publisher made tests. The math department is working in conjunction with the Mendocino County Office of Education using Data Director to develop benchmark assessments for algebra and math that align with state standards and are tested on the CST. Our ELL students are monitored using portfolios to ensure that each student’s individual needs are met. 

 

13. Number and percentage of teachers in academic areas experiencing low student performance:

Of 29 classroom teachers, 100% have a percentage of students performing at the below basic and far below basic level of academic              performance.

 

14. Family, school, district and community resources available to assist these students:

Parent/Teacher conferences are used regularly to involve parents in improving student performance. Students that are having difficulty and are at risk for not meeting grade level requirements meet first with teachers, and then as needed with a Student Study (Success) Team. The team is comprised of teachers, counselor, psychologist, administrator and other involved members to help middle school students achieve success in learning.

The school counselor works at the site and schedules conferences with parents and staff to identify barriers to student achievement and to provide resources for families and teachers.  The district counselor meets on site with seventh grade parents whose students are performing below or far below basic to let them know they are at risk for not being able to pass the high school exit exam (CAHSEE) or receive their high school diploma. Parent and community volunteers work in classrooms to give individual support to low performing students. The Kudos for Kids after school program, funded through the 21^st Century Grant, focuses on children who need additional academic support. Currently, students receive help from three certificated highly qualified teachers and two bilingual aides. To improve student attendance, students and parents/guardians may be referred to the School Attendance Review Board (SARB). SARB is comprised of a panel of community members that review individual student cases and make recommendations necessary for academic competency. Summer school provides remediation opportunities for 8^th grade students who have not achieved proficiency on content and performance standards.  Community agencies such as Safe Passage, Mental Health, and the Coast Clinic provide children and their families with support services to ameliorate conditions which interfere with a student’s ability to make academic progress. Organizations that provide programs to meet the social and emotional needs of adolescents include Big Brothers Big Sisters, Safe Passage and Mendocino Youth Project. These programs are: Core Program, Got 45 Minutes?, Mentoring Children of Prisoners, Teen Court, Que Onda?, and What’s Up? Fort Bragg Unified School District and Big Brothers Big Sister are partners in funding for the school resource officers. Safe Passage Family Resource Center offers programs for parents and community members: Discipline with Confidence, Basic Communication for Families, Get Set for Kindergarten, Triple P, various support groups, Mornings with Moms, Special Needs Parents, Grandparents Raising Grandparents (Spanish also), Parenting of Teens and a Parent Education Class in Spanish. Fort Bragg Middle School recognizes the excellent job these agencies do in responding to the needs of students and parents/guardians of our community.

 

 

 

15. School, district and community barriers to improvement in student achievement:

Diminishing enrollment, fluctuating state and federal budget allotments and the high percentage of socio-economic disadvantaged families create challenges in improving student achievement.  The increasing number of English Language Learners (ELL) who must acquire second language literacy is a major challenge to improvement in academic achievement. Students leaving for extended vacations, some starting as early as November with a return date of January, drop attendance rates and interfere with academic success. In general, chronic student absences have a detrimental affect on a student’s ability to pass, promote to the next grade level and ultimately graduate from high school.

 

16. Limitations of the current program to enable under performing students to meet standards:
    Teachers need continued support and staff development training in effective and best practices. Poor attendance and tardiness by many students, and extended vacations, decreases achievement. Many students’ families have limited economic and personal resources which impede pupils’ academic success. Some constraints and restrictions imposed by the schedule as well as declining resources have limited the ability to meet all requirements for the ELL population and the general population. Fort Bragg Middle School Learning Community makes a thoughtful and responsible commitment to help all children today so that their paw prints (Timber Cubs) for success lead them towards a future where they are successful, respectful, responsible individuals.

 

 

 

CONCLUSIONS FROM DATA

 

 

Conclusions from Student Performance Data:

Fort Bragg Middle School had 48 % of students perform at proficient or above on the spring 2009 Language Arts CST and 36.4 % of students perform at proficient or above on the spring 2009 Math CST.

FBMS students met the English Language Arts Measurable Objective (AMO) of 46%. The Hispanic subgroup moved up 3.4 percentage points to 49.1 %; Socioeconomically Disadvantaged subgroup moved up 6.4 percentage points to 43 %; English Learners stayed the same percentage points at 27 %; Students with Disabilities moved up 2.9 percentage points to 30.8 %; while the White subgroup moved up 1.6 percentage points to 49.1%.

The mathematics target of 47.5 % was not met. The Hispanic subgroup moved up 3.3 percentage points to 35.6 %; Socioeconomically Disadvantaged subgroup moved up 5.6 percentage points to 32 %; English Language Learners moved up 0.9 percentage points to 23.4 %; and Students with Disabilities moved up 5.6 points to 19.2 %; and the White subgroup moved 2.6 percentage points to 35.6%. Please refer to appendix, school performance data, School Profiler.

 

Conclusion from Parent, Teacher and Student Input:

Fort Bragg Middle School students benefit from implementation of formative benchmark assessments, focused learning using state adopted and board approved curriculum, pacing plans, increased instructional minutes, and collaborative professional development meetings. All students have an opportunity to be placed in academic support classes for math and/or language arts. Students meeting criteria for intensive intervention receive approximately ninety minutes of language arts and math daily. This includes students identified as English Language Learners (ELL). ELL students that have not scored proficient on the CST or have not passed the CELDT (California English Language Development Test) receive an additional forty-two minutes of English Language Development. FBMS’s Bilingual Teacher assists newcomers for two periods of English Language Development and a bilingual aide assists students in math and other classes as determined by the Bilingual Teacher and the master plan for ELL students. All FBMS collaborative meetings include agenda items designed to improve student achievement for our English Language Learners.

Fort Bragg Unified School District, as a Professional Learning Community, works collaborative to implement plans and policies that will help all learners meet and exceed state standards. Fort Bragg Middle School staff is a dedicated group of  individuals who strive for continuous improvement so that students will gain the insight, wisdom and knowledge to proceed through high school and graduation on towards advanced degrees or work in skilled trades, ensuring a successful, productive future for all.

 

 

 

SCHOOL GOALS FOR IMPROVING STUDENT ACHIEVEMENT

 

1. To enhance student achievement the percentage of students scoring proficient will increase to meet the Annual Measurable Objectives (AMOs) on the AYP as 56 % for language arts and 58 % for math with a continued goal of 800 for the API.

All subgroups will demonstrate comparable improvement and meet all necessary requirements to show growth in both the AYP and API by using state adopted language arts, math, science, and social studies programs aligned with state standards and instructional practices, and increased instructional minutes for math and language arts. Positive student outcomes will show an increased base of knowledge and skill sets in math, reading and writing for all learners.

 

2. To improve student achievement we will provide our students with differentiated and challenging academic programs, using state adopted board approved programs such as Prentice Hall for language arts and science; McDougal Littell for mathematics; Teachers Curriculum Institute for social studies; Hampton Brown – National Geographic’s Inside for language arts intervention and iLearns iPASS math intervention. In support of student learning we will continue to monitor student progress, identify essential standards, follow pacing calendars, create formative benchmark assessments, analyze data, collaboratively use data to guide instruction and therefore meet Fort Bragg Middle School’s API and AYP goals for student achievement. 

 

1. Student achievement will be improved by providing effective instruction and primary language support for English Language Learners. Progress will be measured with an increase in ELL students scoring proficient or above on the English Language Arts CST and by growth in English proficiency as measured on the CELDT. The ability to access data (individual CELDT and CST scores) from Data Director to support student learning allows staff a necessary tool for guiding and differentiating instructions for all students.

 

1. We will improve our collaborative culture with a focus on student achievement using PBS, the Positive Behavior Support Program; a systems approach to improving school culture and providing students with an effective academic environment. PBS involves all students, teachers, support staff, administrators, parents and community. FBMS uses SWIS (School Wide Information System), a student data collection system, to improve school wide behavior, and promote high expectations for student achievement.

 

1. To advance technology and improve student achievement we will augment technology as funds allow and follow a plan that aligns with the district technology plan. This plan is to include integration and updates with devices that are energy efficient and cost effective such as:, replacement for LCD projectors with smaller projectors or document cameras, systematically buying student computers, updating software and upgrading whiteboards. For student advancement in technology it is imperative that staff receive training for application and use on the latest technology and school programs like Aires, Data Director, SWIS, and iPass (computer based intervention math for students). To synthesize, organize, and analyze the myriad of data FBMS relies on an instructional support facilitator to interface with staff and all stakeholders to ensure optimal student performance.

 

1. Quintessential to improving student achievement is the involvement of all stakeholders. To support student learning, FBMS appreciates the continued support of parents and guardians who participate in the classroom, and volunteer their time for extracurricular activities, sports and school leadership. As a Professional Learning Community we work collaboratively with Kudos After School Program, Partners Scholarship Program, FBMS Parents Club, ELAC, Band and Choir Booster Program, Big Brothers Big Sisters, MUSE, and State of California’s Governor’s Challenge so that our students have an opportunity for extended learning time and enrichment that goes beyond the classroom.

PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

 

Goal # 6 Quintessential to improving student achievement is the involvement of all stakeholders. To support student learning FBMS appreciates the continued support of parents and guardians who participate in the classroom, mentor students, volunteer their time for extracurricular activities, sports and school leadership. As a Professional Learning Community we work collaboratively with Kudos After School Program, Partners Scholarship Program, FBMS Parents Club, ELAC, Band and Choir Booster Program, Big Brothers Big Sisters, Mendocino Master Gardeners (Grow the Good Garden) and California’s Governor’s Challenge so that our students have an opportunity for extended learning time and enrichment that goes beyond the classroom.   Student groups participating in this goal: all students  Performance gains expected for these students: meet the AYP and API targets  Means of evaluating progress and measuring gains: CST and benchmark assessments
Description of Specific Actions to Improve Educational Practice	Implementers/ Timeline	Related Expenditures	Estimated Cost	Funding Source
Alignment of instruction with content standards: Positive Behavior Support Program (PBS) Parent attend trainings throughout school years Parent night with Dr. Dale Myers	2007-2010			PI
Extended learning time: “Kudos 4 Kids” After School Program	Teachers Kudos	Hourly rate Partnership with Big Brothers Big Sisters		Correction Standards Authority Title II Grant
Involvement of staff, parents and community: (including interpretation of student assessment results to parents) Maintain ongoing and frequent written communication with parents through newsletters, flyers and informational mailings.  Pay for translation services of notice and publications sent home.	2009-2010	Postage, paper, translation	Goal 1
Provide translation services for parent meetings and school events to increase parent participation	Principal Teacher Translator	Translating services	200.00	Discretionary
Develop a Community  Mentoring Program for students	Principal Students	Mendocino County Youth Project		Correction Standards Authority Title II Grant
Grow the Good Garden	Principal Teachers Teacher	Petra Schulte
Auxiliary services for students and parents: Student Council       Interact Club   Drama Club     Yearbook Club       After School Sports: Soccer, Volleyball, Basketball, Softball and Wrestling     Band Boosters – Choir Boosters	Support Staff Students   Students   Teacher Volunteer Students   Teacher Students     Students Volunteers     Teachers Students Parents	Fund Raising   Rotary Club   No Costs           Volunteer   Coaches Transportation Fund Raising   Fund Raising	1114.00       No Cost           2000.00       9970.00       No Cost	District Funds     Student Body Funds         SLIBG       Athletic Fund

 

 

 

 

ADDITIONAL PLANNED ACTIONS TO IMPROVE STUDENT ACADEMIC PERFORMANCE

 

Description of Specific Actions to Improve Educational Practice	Implementers/ Timeline	Related Expenditures	Estimated Cost	Funding Source
Staff development and professional collaboration: Grade level collaboration with focus on identifying at risk students Department meetings with focus on assessment Leadership Team Behavior Support Team Positive Behavior Support Team District Curriculum Committee District Site Liaison Team Collegial Coaching Team County Wide Coaching Team School Site Council	Principal Teachers Staff VP, Specialists, Counselor District Wide District Wide Teachers Teachers Principal Staff, Parents	Costs See Above
Auxiliary services for students and parents: (including transition from preschool, elementary and middle school) Safe Passage Family Support Program Mendocino Youth Project Mendocino Coast Children’s Fund Mendocino County Children and Family Service Mendocino Coast Clinic	2008-2009 Service Providers	No Costs to District
Involvement of staff, parents and community: (including interpretation of student assessment results to parents) Parent Club School Newspaper (Braggette) and daily bulletin Big Brothers Big Sisters Partnership Scholars Campbell Group Arts Council Rotary Club FBUSD Board	Parents-Guardians Teachers Mentors Council members Civic members Volunteers from community Board members	No Costs to District

THREE YEAR STAFF DEVOLPMENT PLAN FOR FORT BRAGG UNIFIED 2007/2008 TO 2009/2010

 

Year: 2008-2009
Activity	Team/Person Responsible	Evidence	Schedule	Budget
1. Focus on Essential Standards Project (Math & Language Arts)	Staff	Principals collect evidence when completed- Standards Map Pacing Calendar Assessment Calendar Standards Based Report Cards	Completed by Spring 2008	TBD
2. Data Director Training for Principal & Teacher Leaders Benchmark Assessment Program Training for Principal & Teacher Leaders Create Benchmarks Assessments (Math & Language Arts) Assessment Leadership Team Established Training	County/Superintendent Superintendent   Site Leadership Team Superintendent	Program Purchased Sign-in sheets Program Purchased Sign-in sheets Benchmarks Established   Meeting Minutes	Spring 2007 Summer 2007 Spring 2007 Summer 2007 Fall 2007   Fall 2007	10,000 PI
3. Principal Training (AB 430)	Superintendent	Modules Completed	Ongoing	AB 430
4. Positive Behavior Support (Dale Myers)	Superintendent	Middle School Sign-in Sheets	August 2007 plus min. days through the year	PI
5.Explicit Vocabulary Instruction (Kevin Feldman) Follow-up with Tricia O’Hara Follow-up with STELLAR/Coaches Effective Instructional Strategies	Superintendent Superintendent ELL Coordinator	District Sign-in sheets Sign-in sheets Meeting Minutes	August 2007 (1 day) Min days (4)	$3200 PI 4,400 PI TBD
6.Differentiated Instruction Interventions (RTI) Flow Charts High Achievers	Superintendent/Curriculum Steering Committee/ADCO Assess
7.Technology CTAP Email AERIES Etc.
8. Gang Resistance Is Paramount (GRIP)	Superintendent/Director of Special Programs	Grade 2 & 5 Implementation	TBD	TBD
Year: 2008-2009
Activity	Team/Person Responsible	Evidence	Schedule	Budget
1.Math Adoption SB 472 Training	Superintendent	Board Minutes	Spring 2008 Summer 2008	IMFRP SB 472
2.Walkthroughs Model Developed (Marilyn Bates, SpringBoard)	Superintendent
3.The Power of Professional Learning Community Keynote (Gordon and Granthan – Riverside County Office) Training for Team Leaders Follow up with collaboration meetings	Superintendent	Sign-in Sheets	August 2008   Minimum Days	Title I – SD
4.Focus on Essential Standards Project (History/Social Science & Science)	Staff	Principals collect evidence when completed- Standards Map Pacing Calendar Assessment Calendar	Completed by 2009/2010	TBD
5.Ongoing from previous year Data Director Principal Training (AB 430) Positive Behavior Support Explicit Vocabulary Instruction Differentiated Instruction Technology GRIP	Superintendent

 

 

Year: 2009-2010
Activity	Team/Person Responsible	Evidence	Schedule	Budget
1.Language Arts Adoption SB 472 Training	Superintendent	Board Minutes	Spring 2009 Summer 2009	IMFRP SB 472
2.Walkthroughs	Superintendent
3.Ongoing from previous years Data Director Principal Training (AB 430) Positive Behavior Support Explicit Vocabulary Instruction Differentiated Instruction Technology GRIP Professional Learning Communities Essential Standards Project	Superintendent

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CATEGORICAL FUNDING ALLOCATED TO FBMS

 

Program Name	Pgm Imp	Title I	Title I ARRA	Title I    St Stab ARRA	Title II Slf-Cn Class	Title V	Title III	ELAP	EIA	GATE	IMFRP	SLIBG	Lottery	Slf-Cn Class	Choir	Total
Resource Code	3185	3010	3011	3200	4035	4110	4203	6286	7091	7140	7156	O795	1100	OO18	OO18
Beg Bal /Carry		8666				819		1318	15359			53233	25386			87,449
Cur Year Rev	14200	82343	21940	46654	11348	0	6365	5930	51869		0	45566	25620	46263	21599	379,697
Total Revenue	14,200	73,677	21,940	46,654	11,348	819	6,365	7,248	67,228	0	0	98,799	51,006	46,263	21,599	467,146
Indirect (-)		3139	935			35	125	309	1958			4209				10,710
Cntrlzd Svdc(-)		8687							3805							12,492
LEA 10% SD(-)		8234	2194													10,428
Staff Dev -Tr in		8234	2194													10,428
Total Allocation	14200	45,382	16,617	46,654	11,348	784	6,240	6,939	61,465	0	0	94,590	51,006	46,263	21,599	423,087
Description
PBS	14200															14,200
Strategic Coaching																0
Staff Dev		11082	1928													13,010
Teacher positions		29037	12823		11348	784			55242					46263	21599	177,096
Bilingual Aide							6186	4921	5624							16,731
Classified pos				46654												46,654
Technology												6356				6,356
Mtrls, Spplies								409				20550	2200			23,159
Textbooks												1716				1,716
Copier													17300			17,300
Communi-cation													3000			3,000
TOTAL BUDGETED	14,200	40,119	14,751	46,654	11,348	784	6,186	5,330	60,866	0	0	28,622	22,500	46,263	21,599	319,222
Remaining Bdgt	0	5,263	1,866	0	0	0	54	1,609	599	0	0	65,968	28,506	0	0	103,865
TOTAL	14,200	45,382	16,617	46,654	11,348	784	6,240	6,939	61,465	0	0	94,590	51,006	46,263	21,599	423,087

 

 

 

DESCRIPTION OF CENTRALIZED SERVICES EXPENDITURES

 

 

The following services in support of this plan are to be provided by district staff from categorical funds allocated to the school through the Consolidated Application and other sources. At least 85 percent of expenditures from Consolidated Application programs must be spent for direct services to students at school sites. 

 

Position:                                  District Office Personnel for State and Federal Programs

 

Funding Source:                      Title I, EIA, General Fund

 

Prepares consolidated application to generate funding; oversees fiscal management of all categorical programs including: formulating budgets  and monitoring expenditures; coordinates and monitors compliance procedures; directs and supervises budget preparation and expenditures of state and federal funds; approve categorical purchases, attends state and federal conferences to keep abreast of changes in funding and statues; disseminates information to appropriate groups; facilitates the development of the districts Local Improvement Plan as well as consults  with school staffs, school site councils; works with site personnel and advisory committees to develop program evaluation instruments; complies data from parent surveys and disseminates information to school sites; prepares mandatory annual report and monitor coordinated compliance; disseminates information regarding research based instructional programs; provides training to School Site Councils, advisory Committees, site instructional leaders and project coordinators in the appropriate procedure necessary to fulfill their respective responsibilities; oversees the management of the English Learners Program; monitors and provides instructional support to all categorically funded programs under the NCLB Reauthorization Act; conducts needs assessment for professional development for certificated and classified instructional staff; coordinates professional development workshops and seminars in the district; monitors the sited level implementation of categorical programs; acts as a liaison for the district with the federal and state government and county agencies ; prepares the annual CAL-Works report, provides annual report to the Board of Trustees for categorical programs.

 

Funding Source: EIA / LEP

 

The ELL resource specialist works with the categorical program administrators, site administrators, EL resource teachers, EL program para-professional s and classroom teachers to serve EL students in the instructional  program. Services provided include: providing instructional staff and administrators with researched based best practices for English learners, assisting with the ordering and purchase of supplemental instructional materials for English learners, in-0servicing staff on ELD teaching methodologies, conducting model lessons for school site staff, coordinating the CELDT and SABE testing, compiling student assessment data, assisting with the analysis of the data ensuring appropriate program placement of English learners, ensuring parent notification letters are distributed in compliance.

 

 

 

 

 

CATEGORICAL FUNDING ALLOCATED TO THIS SCHOOL

 

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II.  Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

State Programs

 

Economic Impact Aid/ State Compensatory Education                                                    Amount: $61,465

Purpose:  Help educationally disadvantaged students succeed in the regular program.

 

ELAP / English Learner Program                                                                                      Amount: $6,939

Develop fluency in English and academic proficiency of English learners.

 

School Library Block Grant A                                                                                            Amount: $94,590

 

 

Self-Contained Classroom                                                                                                    Amount: $46,263

 

GATE                                                                                                                                     Amount: $0

 

 

Federal Programs

 

 

 

Title I: Targeted Assistance Program                                                                                 Amount: $108,653

Purpose:  Help educationally disadvantaged students achieve grade level proficiency.

 

Title II:                                                                                                                                   Amount: $11,348

 

Title III: LEP                                                                                                                         Amount: $6,240

 

 

Title V: Innovative Programs                                                                                              Amount: $784

Purpose:  Support educational improvement, library, media, and at-risk students.

 

 

Total amount of state and federal categorical funds allocated to this school:                     $336,282

School Site Council Membership

 

The School Site Council is composed of 12 members. Fifty percent of the council is represented by the principal, teachers and other school personnel with teachers representing the majority of membership and 50% of it is represented by parents.  All members are selected through a volunteer/election process.

Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. 

 

Parents vote for two new members at registration in August. The current make-up of the council is as follows:

 

Names of Members	Principal	Classroom Teacher	Other School Staff	Parent or Community Member	Secondary Student
Connie Ahumada				X
Laura Clark				X
Sheri Hackley				X
Tonya Miller				X
Juanita Yanez				X
Donna Miller	X
Nancy Cox			X
Tina Krenov		X
Melinda McLaughlin		X
Peter Olson		X
Ray West		X
Numbers of members of each category	1	4	1	5	1

 

 

 

 

RECOMMENDATIONS AND ASSURANCES

 

The school site council recommends this school plan and its related expenditures to the district governing board for approval and assures the board of the following:

 

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law.

 

1. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval.
   
   
2. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):
   
   

• ___ School Advisory Committee for State Compensatory Education Programs
  
  
• ___ English Learner Advisory Committee
  
  
• ___ Other (list)
  
  

1. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan.
   
   
2. This school plan is based upon 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.
   
   
3. This school plan was adopted by the school site council on:

 

 

Attested:

 

Donna Miller                                                                                                                                 ­­­

Typed Name of School Principal              Signature of School Principal             Date

 

Laura Clark                                                                                                                                           

­­­­­­Typed Name of SSC Chairperson                        Signature of SSC Chairperson            Date

 

 

 

EDITORIAL COMMENTS

 

Please cite page and section when suggesting changes or corrections.  Address your comments to bwaroff@cde.ca.gov

 

Name

Organization

Telephone #

E-mail address

 

Your comments:

SCHOOL AND STUDENT PERFORMANCE DATA

 

 

Reports from School Profiler, generated by Data Director

 

API Charts

CST Proficiency Charts

 

AYP (Adequate Yearly Progress) Language Arts and Mathematics, Report

Years 2007-2009

 

API (Academic Performance Index) Summary, Past Performance, Base Report, Growth Report,

Years 2006, 2007, 2008, 2009 Base Report

 

Summary Findings for School wide Performance 2009

 

Literacy Data (CST Language Arts) Language Arts; Three Year Comparison by Percentage in Language Arts of Students in each Performance Band by Grade Level

 

CST Language Arts 2007-2009

CST Language Arts 2009

CST Mathematics 2007-2009

Three Year Comparison by Percentage n Mathematics of Students in each Performance Band

General Mathematics

Algebra I

CST Mathematics Standards Test Summary Percentage of Subgroups in each Performance Band

CST Mathematics Summary 2009

 

California English Language Development Test (CELDT) 2007-2009

CELDT Summary 2008