1. November 1, 2012 Cambrian School District

2. School Plan (SPSA) process review Site SPSA updates Moving Forward Overview

3. SPSA Process Ongoing SPSA monitoring August- October Analyze CST data and update plan May Board approves plan April Site teams present SPSA highlights to panel November Present updates to Board January- March Write goals for next year based on data March SSC approves plan

4. GLAD

5. English Language Arts (ELA)-Proficient 76%-81% (77%) 77%-84% All Students 52%-62% (59%) 59%-65% Hispanic 44%-54% (50%) 50%-56% SED 61%-67% (63%) 63%-73% English Learners

6. Revisions SuccessMaker for additional/extended day targeted intervention for targeted students Increased ELD instructional time Adopted ELD curriculum Additional ELD instruction for Long Term English Learners All teachers trained in GLAD Implementation of GLAD Staff PD with GLAD engagement and Science Integration Key Actions Progress monitoring of target students Response to Intervention (ExCEL) Additional targeted intervention (Tier 2) Targeted Instruction for English Learners Use of questioning strategies from Junior Great Books with intervention students to support critical thinking ELAC meetings to support parents of EL students

7. Mathematics - Proficient 81%-85% (80%) 80%-85% All Students 66%-72% (64%) 64%-72% Hispanic 59%-65% (62%) 62%-67% SED 60%-66% (71%) 71%-75% English Learners

8. Revisions Extension of Investigations Expansion of Math Talks with coaching from SVMI trained teachers Extended use of SuccessMaker during the day Staff PD with Math talks Key Actions Implementation of standards- based curriculum Investigations focused on problem solving strategies Silicon Valley Math Initiative (SVMI) Lesson Study participation SuccessMaker used for targeted intervention during and after the school day for identified student

9. Targeted Intervention

10. English Language Arts (ELA)-Proficient 74% to 79% (77%) 77% to 84% All Students 56% to 64% (59%) 59% to 64% Hispanic 42% to 50% (43%) 43% to 48% SED 62% to 70% (66%) 66% to 73% English Learners

11. Revisions SuccessMaker used in after school intervention with targeted students Deeper SuccessMaker reports training Tier Two RtI Common Core staff PD Implementation of Rosetta Stone for EL newcomers ELAC committee three times a year New ELD curriculum Increased ELD time GLAD implementation Key Actions Focused, ongoing monitoring of targeted students SuccessMaker in RTI Deeper implementation of RTI Academic language focus PD on student engagement Focused teacher collaboration time Communication between ELD and general education teacher Communication between RtI support and general education teacher RSP teacher in RtI Initial GLAD

12. Mathematics - Proficient 78% to 83% (79%) 79%-86% All Students 66%-74% (64%) 64%-69% Hispanic 52%-60% (52%) 52%-57% SED 69%-77% (77%) 77%-84% English Learners

13. Revisions SuccessMaker for additional and/or extended Learning Time during and after school for target students Increased focus on academic language Through SVMI Lesson Study, math talks implemented with all teachers Expanded Investigations use 5 th grade MARS Mondays GLAD strategies during math Key Actions Focus and monitoring of target students Focus on academic language Teachers participating in Lesson Study with SVMI Focused collaborative time Use of Investigations curriculum Critical thinking activities in math, like MARS Peer observation and coaching with number talks

14. ELD

15. English Language Arts (ELA)-Proficient 64%-69% (78%) 78%-83% All Students 38%-48% (64%) 64%-69% Hispanic 35%-45% (56%) 56%-61% SED 41%-51% (61%) 61%-66% English Learners

16. Revisions Increased Excel Power Group instructional time Increasde ELD instructional time ELD block first hour of the day Complete GLAD training for all teachers Provide GLAD follow-up days to support implementation Provide RtI follow-up days to support implementation Begin integration of GLAD strategies across curricular areas Provide ELD, A Look at Learning (ALL), PD for staff Key Actions Consistent and organized intensive focused instruction during ExCel Power Groups Consistency of assessments (data analysis) Professional Development (GLAD; student engagement; 21 st century skills) Targeted Interventions for identified students with progress monitoring (ELD, Reading Academy, Success Maker Academy, Title I Pull-out)

17. Mathematics - Proficient 73%-78% (78%) 78%-83% All Students 52%-62% (63%) 63%-68% Hispanic 53%-63% (60%) 60%-65% SED 56%-66% (64%) 64%-69% English Learners

18. Revisions Increased emphasis on problem solving skills Investigations curriculum in 4 th and 5 th grade Investigations used as problem solving supplement in other grade levels Extend technology integration Staff observation and cooperative learning SVMI Lesson Study participation Integrate Math Talks GLAD strategies in Math Incorporate RtI options for Math Key Actions Consistent math curriculum (multiple years of Envision Math) Emphasis on problem solving Improved language skills/reading through ExCel Power groups Integration of technology

19. ExCel

20. English Language Arts (ELA)-Proficient 75%-80% (77%) 77%-82% All Students 50%-57% (57%) 57%-67% Hispanic 44%-51% (51%) 51%-61% SED 50%-57% (60%) 60%-70% English Learners

21. Revisions Developmental Reading Assessment (DRA) as assessment and instructional tool, K-2 Common Core PD focused on planning and instruction during ExCel Increased ELD instruction with adopted curriculum Support GLAD implementation with collaboration time Additional time for SuccesssMarker for target students during school day SuccessMaker reports training Key Actions Model ExCEL regrouping strategy SuccessMaker in ExCel for target students Targeted interventions with ongoing monitoring of target students Targeted Assistance (Reading Intervention) Focus on ELD GLAD strategies implemented by first cadre of trained teachers Increased teacher collaboration

22. Mathematics - Proficient 74%-79% (73%) 73%-78% All Students 55%-62% (50%) 50%-60% Hispanic 43%-50% (51%) 51%-61% SED 55%-62% (58%) 58%-68% English Learners

23. Revisions SuccessMaker used in extended day interventions for identified students GLAD strategies used in Math Increased participation in the Silicon Valley Math Initiative (SVMI) Deeper data analysis to drive instruction Increased teacher collaboration Increased articulation between 5 th and 6 th grade math teachers Key Actions Regrouping of students to provide intervention, reteaching, and enrichment MAC Task/Problem of the Month SuccessMaker used for targeted interventions during school day Communication and feedback loop through District Math Committee

24. Targeted Intervention

25. English Language Arts (ELA)-Proficient 75%-78% (77%) 77%-81% All Students 55%-59% (61%) 61%-67% Hispanic 52%-57% (56%) 56%-65% SED 55%-59% (57%) 57%-62% English Learners

26. Revisions FLASH support for identified students during extended day opportunities Creation of system for LA/Math teachers to monitor attendance and progress on SuccessMaker. Monthly reports to parents on student progress on SuccessMaker. Key Actions Focus on identified students with in class targeted intervention and monitoring. Intensive Reading (IR) intervention class EL cluster classes EL cluster teachers trained in ELD strategies Piloted state adopted ELD curriculum Supported staff ELD Emphasis on Gradual Release of Responsibility (GRR) with focus on collaboration and structures for Direct Instruction

27. Mathematics - Proficient 56%-60% (61%) 61%-70% All Students 31%-38% (39%) 39%-45% Hispanic 32%-39% (34%) 34%-40% SED 41%-48% (43%) 43%-50% English Learners

28. Revisions Implement new intervention curriculum in ASD 1 & ASD III. Extra support for Stepping up to Algebra (SUTA) students during Saturday sessions and throughout the year. Math teachers monitor intervention students and track their progress. Develop new strategies to support the distance learning intervention. Key Actions Additional tutoring and support by math teachers during instructional day Targeted interventions during FLASH for identified students Continued focus on Gradual Release of Responsibility (GRR) for math classes Continued focus on problem- solving and performance tasks to build critical thinking Distance learning provided challenge to motivate proficient students.

29. Monitor SPSA implementation Support progress monitoring and tracking of targeted students Maintain regular data meetings with principals Provide training and PD to support SPSA goals Moving Forward