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

2. Significant Developments
API Growth
Significant Developments
In PI
Diamond Valley Opens
Boundary changes occur
Student enrollment declined to 791 from 1471 students
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
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

3. 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

4. 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

5. 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

6. 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

7. 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)

8. 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=
B→P=
P→A=
’07-’08 Projections are based on Jan EADMS Data

9. 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=
B→P=
P→A=
’07-’08 Projections are based on Jan EADMS Data

10. “Good to Great in 2008”
Road to Improvement ( )
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

11. 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

12. Creating Shared Leadership
*See handouts for more detail

13. 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

14. 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

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