ACACIA MIDDLE SCHOOL Principal Summit “Good to Great in 2008”

Significant Developments API Growth 2003-2007 Significant Developments 2004-2005- In PI Diamond Valley Opens Boundary changes occur Student enrollment declined to 791 from 1471 students 2005-2006- Administrative Change 845 students enrolled Focus on the Nine Essential Program Components Collaboration time weekly DI training and implementation Some students placed in intervention classes 2006-2007 Exited PI 984 students enrolled All students in need placed in intervention classes Pacing guides and data used to drive instruction Clearer expectations for Special Ed EL Academy and after school programs implemented NO Collaboration time +19 +55 731 716 712 +39 661 663 -16 636 636 624 620

AYP Levels by Subgroup Language Arts 190 162 58.3% 54.9% 366 282 221 118 160 2008 Target 35.2 % 212 138 45.1 % 33.8% 36.1% 37.8% 89 31.8 % 41.5 % 37.3% 28.5 % 122 46 66 26.4% 23 26.1% 23 24.4 % 20.2% 13 19.3% 14.9% 12 12% 6.8% 5 N= 666 N=679 N= 855

AYP Levels by Subgroup Mathematics 128 130 2008 Target 37 % 235 43.4% 39.8% 281 127 34.6% 32.8% 114 82 158 77 28.7% 29 27.9% 139 27% 26.3% 38 25.2% 24.5% 21% 85 43 21.8% 19 18.2% 14 16% 12 15.8% 14% 13.6% 5.5% 4 N=663 N=679 N= 856

ELA and Math Gains Special Education AYP not met 15.8 % 19.3 % 13.6 % 14.9 % 6.8 % 5.5 % * 20% credit added in addition to above proficiency rates in 2005 and 2006 Contributing Factors (+): DI training for some teachers Use of state/district adopted curriculum and pacing guides Improved continuum of services Contributing Factors (-): Differentiation of instruction not consistent for grade levels within same classroom Inconsistent use of DI Lack of accountability

ELA and Math Gains English Learners *2007 EL became a Significant Subgroup AYP Met AYP Not Met Target 26.5% Target 24.4% 26% 25% 22% 20% 14% 12% Contributing Factors (+): EL Academy created After school EL intervention using Write Time Curriculum Increased parental support through ELAC Family Nights Intervention classes Contributing Factors (-): Lack of curriculum to support double period math block Staff development Infrequent use of manipulatives Inconsistent implementation of DI strategies

Administer Formative Assessments Continuous Improvement Cycle: Using Data to Drive Instruction for Student Achievement Example: 6th Grade Language Arts Standards-Based Instruction Collaboration State standards and pacing guides State/District adopted text and materials DI, SDAIE Instructional Strategies Professional Learning Communities Summative Assessments Student Achievement Data Conferencing Review of data Shared Practice Change in delivery Change in student placement Administer Formative Assessments Benchmarks Other Common Assessments DI-Informal Formative (Pair/Share, Questioning strategies, observation, etc)

Performance Band Change ELA ELA PERFORMANCE BAND MOVEMENT ’04-’05 ’05-’06 Change ’06-’07 Net Change FBB 12.9% -5.8% +1.32% -4.48% BBasic 23.1% -5.56% -.73% -6.29% Basic 33.6% +2.21% -3.14% -.93% Proficient 21% +2.87% +4.07% +6.94% Advanced 9.32% +6.27 -1.51% +4.76% Projected Point Gain for Band Movement FBB→BB= +300 BB→B= +200 B→P= +175 P→A= +125 ’07-’08 Projections are based on Jan. 2008 EADMS Data

Performance Band Change Mathematics MATH PERFORMANCE BAND MOVEMENT ’04-’05 ’05-’06 Change ’06-’07 Net Change FBB 17.5% -5.56% -1.66% -7.22% BBasic 39.23% -9.5% -.19% -9.66% Basic 24.07% +.56% +5.36% +5.92% Proficient 15.96% +11.36 -5.57% +5.79% Advanced 3.59% +3.12% +2.05% + 5.17% Projected Point Gain for Band Movement FBB→BB= +300 BB→B= +200 B→P= +175 P→A= +125 ’07-’08 Projections are based on Jan. 2008 EADMS Data

“Good to Great in 2008” Road to Improvement (2006-2007) Focused Action Walks DI follow up training All students scoring Basic and below placed in intervention classes with fluid placement at triads based on benchmark data Focused EL interventions Increased use of pacing guides Informal teacher collaboration (carryover from previous year’s formal collaboration) Continued Focus on Improvement (2007 and beyond) Master Schedule development that supports student achievement and promotes teacher collaboration Focused Action Walks weekly with immediate feedback to teachers Utilize teacher evaluation to reinforce best practices Fully implement new math adoption and provide ongoing staff development Professional Development- PLCs, Ruby Paine, DI (all new teachers) EL support programs before and after school Offer quality elective programs that support student’s multiple intelligences and support the core; Expand AVID to 6th grade and add sections EDLINE- 100% of teachers; Updated Website with parent links; Monthly parent newsletter Use of onsite academic coaches/”visiting teacher” program Expand site based leadership and fully implement PLC 1st Annual Staff Retreat- Team Development, Understanding API/AYP, School wide Goals, Safety (Hemet Gang Presentation) Academic Detention Program for students at risk of failing Use Entry Level SSTs to provide support for parents and students Continued Focus on the 9 Essential Program Components

Developing a Professional Learning Community Professional Learning Community Questionnaire Results Strengths: Opportunities are provided for staff to initiate change Leadership is promoted and nurtured among staff The staff shares visions for school improvements that have an undeviating focus on student learning School staff is committed to programs to enhance student learning Staff communication systems promote a flow of information among staff Opportunities for Growth Decision making takes place through committees and communication across grade and subject areas Stakeholders assume shared responsibility and accountability for student learning without evidence of imposed power and authority A culture of trust and respect exist for taking risks Time is provided to facilitate collaborative work Communication systems promote a flow of information across the entire school community, including central office personnel, parents, and community members. Action Plan Provide foundational knowledge on PLCs through research materials, Learning by Doing, and staff development Train Facilitators and Co-Facilitators to lead Collaboration meeting with an emphasis on team building and student learning through modeling and coaching Configure teams to have maximum opportunity to impact student achievement and allow for team development Provide ongoing training and support monthly. Hold teams accountable through agendas, team feedback sheets, and administrative presence Create Leadership Task Forces to provide a forum for input on procedures and operations. Collaboration time is sacred! Utilize common assessments, benchmarks, and formative assessment to drive instruction Participate in continuous learning improvement cycles * See handout for detailed results

Creating Shared Leadership *See handouts for more detail

Plan for English Learner Continued Improvement Consistent use of SDAIE and DI strategies in all classrooms servicing EL EL Department Chair position added for consistent oversight and implementation of vision (2007) Systematic monitoring of RF students implemented (2007) Increase parent participation in ELAC School-home communication in students’ primary language (Ex. Parentlink, Monthly Newsletter, Discipline Notices, IEPs) Onsite academic coaching to support new teachers with SDAIE strategies (2007) CELDT testing assembly and incentives (2007) Before school “Step Up for EL” program 3X’s per week (2007) Academic counseling for students at risk Continued placement of students based on academic proficiency vs. language proficiency “Universal Access” Utilize walk-throughs, formal observations, PLC minutes and SMART goals, and student data to monitor implementation of the above

Students with Disabilities Plan for Continued Improvement Seek to hire fully-credentialed teachers Offer continuum of services-”Special Education is a service, NOT a placement.” Offer classes based on student need and ability level not SDC or RSP Work closely with Special Ed support services APE, Speech and Language Pathologists and Psychologists to improve student achievement Fully implement state/district adopted standards based materials Utilize grade appropriate materials and activities for all learners (RSP, SDC, SH, ED). Teachers in SDC programs that serve multiple grades will ensure that students receive instruction consistent with their grade level Train general education teachers to utilize appropriate modifications/accommodations based on students’ IEPs Closely monitor appropriate placement of students based on IEP goals and formative and summative assessments; exit students if appropriate Evaluate aide support to ensure their use towards increased student achievement Special Ed staff assigned to core academic area PLC Utilize walk-throughs, formal observations, PLC minutes, and student data to monitor implementation of the above

Pyramid of Interventions Few Student, Parents, Staff, & SST Team Some All