Language Arts

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A1.1 Improve K-12 curriculum, articulation, coordination, and alignment to meet needs of the full range of students.

A1.2 Expand curricular, instructional, and assessment support, and staff training to increase the breadth and depth of learning for all students.

A1.3 Communicate a K-12 vision for the appropriate use of specific instructional strategies by curriculum areas.

A2.4 Support K-12 development of requisite academic skills and personal habits of mind required for college/post-secondary success.

A3.2 Examine particular needs of students performing below grade level and improve support.

A3.3 Examine structures, policies, and attitudes that serve as barriers to achievement of underrepresented minority students to improve climate and foster respect, inclusion, and high expectations for diverse student groups.

A3.4 Enhance early intervention (e.g. assessment, intervention programs).

• Staff will assess, collect, examine, and use data (PAUSD Literacy Portfolio–Running Records, DRA, Stieglitz, California Standards Test–English Language Arts, CAT6, CELDT, classroom assignments and observations) to develop and differentiate reading instruction which supports learning for all students.

• The principal and support specialists will hold Kid by Kid meetings with teachers in the fall to identify students’ strengths and weaknesses in reading and plan strategies (tutoring, Academy, reading buddies, literacy summer school, classroom aides), and will review and revise these plans mid-year.

• Staff will collaborate throughout the year to identify and implement strategies specifically designed to reduce the achievement gap in reading.

• The reading specialist, ELD teacher, and resource specialist will consult with teachers throughout the year to monitor student progress and revise plans as needed.

• Teachers will collaborate at their grade level and across grade levels to share strategies and training that support literacy development (decoding, fluency, vocabulary, comprehension skills, information literacy).

• Staff will build partnerships with parents to support student literacy through conferences, SSTs, and parent education.

• District staff and the principal will provide opportunities for teachers to participate in professional development activities focused on curriculum, instruction and assessment in basic reading skills and comprehension strategies.

• Kindergarten and first grade teachers will work with support staff to identify and support students having difficulty with early literacy skills.

• Staff will assess, collect, examine, and use data (PAUSD Writing Prompts, Educational Records Bureau/Writing Assessment Program [ERB/WrAP], CELDT, classroom assignments and observations) to develop and differentiate writing instruction which supports learning for all students.

• The principal and support specialists will hold Kid by Kid meetings with teachers in the fall to identify students’ strengths and weaknesses, plan prescriptive strategies (tutoring, literacy summer school, classroom aide), and will review and revise these plans mid-year.

• Teachers will meet by grade level/cluster, using the PAUSD Writing Matrix (ideas, organization/focus, word choice, voice, sentence structure/fluency, conventions/mechanics, presentation) to score student writing samples to monitor progress, inform instruction, and plan for class/small group/individual needs.

• Staff will collaborate throughout the year to identify and implement strategies specifically designed to reduce the achievement gap in writing.

• Teachers will collaborate at their grade level and across grade levels to share strategies and training that support 6-Trait writing.

• Teachers will develop their writing program to ensure that students have instruction in a variety of genres including expository, descriptive, and narrative writing.

• District staff and the principal will provide opportunities for teachers to participate in professional development activities focused on curriculum, instruction, assessment, and use of technology in writing.

• Staff will incorporate technology tools (hardware and software) that support the writing process as appropriate and available.

• Staff will be provided with staff meeting time to discuss effective strategies to teach effective practices in teaching reading to meet the needs o the full range of students.

• Fifth Grade teachers will continue to meet with Jordan 6^th grade teachers to discuss the content and curriculum taught at each grade level.

• Use the Human Resources Team (HST) to provide teachers with a team who can help brainstorm strategies to support individual learners.

• Develop students’ level of information literacy through instruction by the library media specialist and/or classroom teachers to help students locate, evaluate, and use information in meaningful and responsible ways. Students will be exposed to print and internet sources.

• Use the Duveneck Book Club selections as a way to emphasize personal traits needed to be successful students and global citizens.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. On the California Standards Test in English Language Arts (CST ELA), what percentage of students scored “Advanced” or “Proficient” in spring 2008? What percentage of students scored “Advanced” both years? What percentage of students made a year’s progress in the grade level curriculum?

2. What do the matched score APIs suggest with respect to overall progress? On the matched score APIs, comparing Base 2007 to Growth 2008, what number and percentage of students each year were (1) “Advanced” and “Proficient,” (2) “Basic,” and (3) “Below Basic” and “Far Below Basic”?

3. What do the Reading Benchmarks show with respect to the level of achievement and progress (a) for students in grades K-2; and (b) for students not yet on grade level in grades 3-5? How many students in grades 3-5 are not yet on grade level in reading?

4. What do the assessment results on the Educational Records Bureau/Writing Assessment Program (ERB/WrAP) show with respect to the level of achievement and/or progress for students in grades 4-6? What percentage of students are at or above grade level in writing?

5. Are there specific site strategies and improvement activities in reading and writing that appear to be most successful: (1) in helping students not-yet-proficient; and (2) in challenging students at and above grade level? Do these suggest possible program adjustments in emphasis or direction to better challenge all students and support student learning? What are your next steps?

6. How many African-American and Hispanic students do you have by grade level? Do you have other Under-represented Minorities (URMs, e.g., Pacific Islanders)? How many URMs are on grade level (proficient or better) in achievement as measured by the CST ELA, the Reading Benchmarks and the ERB WrAP? What are your successes and challenges in reading and writing with these students?

Math

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A1.1 Improve K-12 curriculum, articulation, coordination, and alignment to meet needs of the full range of students.

A1.2 Expand curricular, instructional, and assessment support, and staff training to increase the breadth and depth of learning for all students.

A1.3 Communicate a K-12 vision for the appropriate use of specific instructional strategies by curriculum areas.

A2.4 Support K-12 development of requisite academic skills and personal habits of mind required for college/post-secondary success.

A3.2 Examine particular needs of students performing below grade level and improve support.

A3.3 Examine structures, policies, and attitudes that serve as barriers to achievement of underrepresented minority students to improve climate and foster respect, inclusion, and high expectations for diverse student groups.

A3.4 Enhance early intervention (e.g. assessment, intervention programs).

• Staff will assess, collect, examine, and use data (California Standards Test–Math, MARS, PAUSD math assessments, CAT6, classroom assignments and observations) to develop and differentiate instruction which supports learning for all students.

• The principal and support specialists will hold Kid by Kid meetings with teachers in the fall to identify students’ strengths and weaknesses, plan prescriptive strategies (tutoring, Math Academy, Math Intervention summer school, classroom aides), and will review and revise these plans mid-year.

• Staff will collaborate throughout the year to identify and implement strategies specifically designed to reduce the achievement gap in mathematics.

• The Human Resources Team (HST) will be available weekly to consult with teachers throughout the year to monitor student progress and revise plans as needed.

• Teachers will collaborate at their grade level and across grade levels to share strategies and training that support computational skills, conceptual understanding, and problem solving skills in math.

• Staff will build partnerships with parents to support students in math through conferences, Student Study Teams, and parent education.

• District staff and the principal will provide opportunities for teachers to participate in professional development activities focused on curriculum, instruction, and assessment in mathematics, with a focus on content knowledge and differentiation strategies.

• Staff will incorporate technology tools (hardware and software) that support math as appropriate and available.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. On the California Standards Test in Mathematics (CST Math), what percentage of students scored “Advanced” and “Proficient” in spring 2008? What percentage of students scored “Advanced” both years? What percentage of students made a year’s progress in the grade level curriculum?

2. What do the matched score APIs suggest with respect to overall progress? On the matched score APIs, comparing Base 2007 to Growth 2008, what number and percentage of students each year were (1) “Advanced” and “Proficient,” (2) “Basic,” and (3) “Below Basic” and “Far Below Basic”?

3. What do the results on the MARS (Mathematics Assessment Resource Service) assessment show with respect to grade level achievement for students in grades 3 and 5?

4. Are there specific site strategies and improvement activities in mathematics that appear to be most successful: (1) in helping students not-yet-proficient; and (2) in challenging students at and above grade level? Do these suggest possible program adjustments in emphasis or direction to better challenge all students and support student learning? What are your next steps?

5. How many African-American and Hispanic students do you have by grade level? Do you have other Under-represented Minorities (URMs, e.g., Pacific Islanders)? How many URMs are on grade level (proficient or better) in achievement as measured by the CST Math and the MARS? What are your successes and challenges in mathematics with these students?

Learning Environment

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A3.1 Continue and enhance efforts to address social, emotional, physical, and character education needs of students.

A3.3 Examine structures, policies, and attitudes that serve as barriers to achievement of underrepresented minority students to improve climate and foster respect, inclusion, and high expectations for diverse student groups.

• The principal, teachers, and support specialists will hold Kid by Kid meetings to address the social and emotional needs of students.

• District staff and the principal will provide staff opportunities to collaborate on strategies to foster the social-emotional and physical health and resilience in students (identify various strategies already in use).

• Teachers and staff will continue to develop and implement classroom and playground norms, discipline procedures and decision-making processes that promote responsible, inclusive, and safe interactions among community members. Peaceful Playgrounds program will be implemented. All staff supervising the playground will wear orange vests to increase visibility.

• Continue to offer Social Skills groups and/or lessons with the Speech/Language Specialist. School psychologist, or counseling intern.

• The principal and teachers will continue to provide opportunities for all parents to be involved within the school community to strengthen the connection between home and school in order to support the social-emotional needs of students.

• The principal, teachers, and staff will support and enhance a climate of respect and belonging, including schoolwide emphasis on developing students’ personal and interpersonal skills through such things as Duveneck’s book club, Buddy Classes, Recess Buddies, Student Service Team, and school community events

• Teachers will collaborate on ways to use diversity/identity safety strategies as a resource for learning by developing inclusive curriculum that reflects the cultures of the students.

• Connect VTP students with teacher mentors who will meet them at the bus each morning and afternoon.

• Create opportunities for students to showcase their strengths and talents by providing choices of final products that demonstrate their understanding of content.

• Strengthen a productive connection between home and school through the implementation of the Duveneck Partnership. Hold events that encourage a diverse range of people to attend including the International Potluck, Grade Level Breakfasts, Harvest Carnival, etc.

• Provide a variety of recess activities that tap diverse interests and help students connect with others who share a common interest.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. What do the school’s results on the California Physical Fitness Test show with respect to the physical fitness of students in grade 5? Do any of these results differ substantially from the District results?

2. What do the District results on the California Healthy Kids Survey (grade 5) show with respect to social-emotional needs, and health and safety issues?

3. What strategies have you found successful in fostering social-emotional and physical health and resilience in students? Have you made notable progress in any specific areas and/or with specific programs?

4. What needs and challenges have you identified in these areas for the school in general and/or for specific grade levels? What are your next steps?

Meeting the Needs of All Students:

English Language Learners

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A3.3 Examine structures, policies, and attitudes that serve as barriers to achievement of underrepresented minority students to improve climate and foster respect, inclusion, and high expectations for diverse student groups.

Site Goals:

• English Language Learners will achieve measurable progress in English language acquisition.

• English Language Learners will improve in their ability to access the grade-level curriculum in English.

• English Language Learners and their families will be integrated into the schoolwide community.

• Administer the CELDT to all new students whose home language is other than English, and to English Learners currently receiving ELD services, in order to obtain baseline or annual data.

• Teachers will strategically plan the use of Specially Designed Academic Instruction in English (SDAIE) strategies in all classrooms.

• The principal and teachers will continue to improve the communication between the school community and the families of Limited English Proficient students to cultivate greater community for English Language Learners and their families.

• Improve communication and collaboration between classroom teachers and the ELD Teacher to ensure that student needs are being met through the pull-out program and the use of SDAIE strategies in the classroom.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. How many English Learners (ELs) took the annual CELDT (California English Language Development Test) at each grade level? How many of these students met the CELDT criterion for reclassification?

2. How many students by grade level are Reclassified English Language Learners (RFEP)?

3. What programs do you find particularly successful in supporting ELs and RFEP students? What are your major language groups?

4. What are the challenges and successes with respect to academic progress and learning environment for EL/RFEP students and their families? Are there distinctions to be made in needs and strategies between major language groups?

Meeting the Needs of All Students:

Gifted, Talented & High Achieving Students

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A1.2 Expand curricular, instructional, and assessment support, and staff training to increase the breadth and depth of learning for all students.

• The principal and teachers will implement the PAUSD GATE plan with a focus on: identifying URM, special education, and ELL students; addressing the social and emotional needs of GATE students; and improving parent communication.

• Teachers will provide classroom-centered experiences for GATE, high performing, and other motivated K-5 students by differentiating instruction and providing assignments that require students to explore content in greater depth and/or complexity.

• Teachers will provide GATE, high performing, and other motivated students with differentiated materials and activities, using technology resources when appropriate.

• Through the Kid by Kid process, the principal and teachers will identify high achieving students, develop a plan, and monitor student progress.

• The principal and teachers will use grade level meeting time to share instructional strategies and curriculum materials for high achieving students.

• District staff and the principal will provide professional development opportunities on implementing techniques to provide differentiated instruction in the classroom.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. Describe the GATE population with respect to ethnicity and ELL status.

2. What strategies and programs were used to support GATE and high achieving students?

3. What are our next steps with respect to this objective?

Meeting the Needs of All Students:

Special Education Students

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A3.2 Examine particular needs of students performing below grade level and improve support.

A3.4 Enhance early intervention (e.g. assessment, intervention programs).

Provide communication between the school community and families of special education students.

Other site-based objectives may be added.

• District staff will provide staff with training about the specific learning needs of special education students.

• Teachers will provide classroom activities and materials that allow special education students to access the core curriculum.

• District staff, the principal, and teachers will evaluate the progress of the special education students regularly to ensure that IEP goals are met.

• School Staff will provide Special Education aides with training and support in best practices when working with their assigned students.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. What strategies and programs were used to support special education students?

2. What accommodations in regular education programs were implemented prior to referral for assessment?

3. What are our next steps with respect to this objective?

Meeting the Needs of All Students:

Under Achieving Students

Strategic Plan Sub-Initiatives

Site Strategies & School Improvement Activities

A3.2 Examine particular needs of students performing below grade level and improve support.

A3.3 Examine structures, policies, and attitudes that serve as barriers to achievement of underrepresented minority students to improve climate and foster respect, inclusion, and high expectations for diverse student groups.

A3.4 Enhance early intervention (e.g. assessment, intervention programs).

• The principal and teachers will identify at-risk students at all grade levels based on below grade level performance in reading, writing, and mathematics.

• Use the HST process to help identify struggling students and to provide the teacher with strategies for early intervention.

• District staff, the principal, and teachers will continue to work with all intervention programs (Academy, literacy and math summer schools, tutorial) to further meet the needs of students who are performing below grade level.

• The principal and teachers will continue to encourage parental involvement through regular communication about their child’s progress.

• Provide early intervention support at grades K-2 through the use of the Reading Specialist or Resource Specialist.

Assessment & Evaluation Questions About Site Strategies & School Improvement Activities

1. What strategies and programs were used to support low achieving students?

2. What are our next steps with respect to this objective?