The Single Plan for Student Achievement
Wilson Middle School
20-65193-6023907
CDS Code
Plan Period: 8/1/2010-7/1/2013
Date of revision:
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.
For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Jennifer Euker
Position: Principal
Telephone Number: (559)-665-8070
Address: 1209 Robertson Blvd, Chowchilla Ca 93601
Chowchilla, CA 93610
E-mail Address:
Chowchilla Elementary School District
The District Governing Board approved this revision of the School Plan on XX/XX/XXXX
Mission Statement
The mission of the Chowchilla Elementary School District is to provide each student a superior education in a safe and positive climate that promotes high academic performance, personal responsibility and respect for self and others.
School Profile
Wilson Middle school is one of 5 schools that make up Chowchilla Elementary School District. Wilson Middle School has an enrollment of students. The school serves 7th and 8th grade students and has a staff of 19 regular education teachers,1 Special Education, 1 RSP teacher, computer lab tech, library assistant, 1 EL/RSP aide and 2 full time Special Education aide and a Resource Officer. A school psychologist is employed by the district full time and spends two days a week on the Wilson campus. Approximately 79.2% (327) of the students participate in free and reduced lunch program.
Utilizing various assessments, teachers may refer students with special needs to the Student Study Team (SST) for regular education additional support The SST serves as a support for teachers and other staff in monitoring student progress and assisting in the development of successful educational strategies. Available interventions include, before and after school intervention classes, the psychologist, in-class assistance by instructional assistants, a push-in program by the RSP teacher, homework lunch, intervention coordinator, classroom observations, peer tutoring, ROP tutoring.
This single plan for Student Achievement is a plan of actions designed to raise the academic performance of the students and improve the school’s academic program. The plan describes activities, strategies, and approaches undertaken at Wilson Middle School with the goal of improving supplemental services that will provide opportunities for all students to meet high standards.
School Accountability Report Card
The School Accountability Report Card (SARC) is available from the school or district office. The School Accountability Report Card is also hosted on the district web site. (www.chowchillaelem.k12.ca.us). The SARC includes details on:
* School & District Information
* School Description & Mission Statement
* Parent Involvement Opportunities
* Demographic Information
* School Facilities Information
* School Safety
* Class Size Information
* Teacher/Staff Information
* Curriculum & Instructional Materials
* Types of Services Funded
* Williams Settlement Requirements
Analysis of Current Educational Practice
Upon reviewing the following data: California English Learner Development Test (CELDT) Test Scores, Pre/Post Data, Trimester Benchmarks, Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Local Test Data it was concluded that all groups and sub groups need focused attention in all academic areas.
Goal 1
Students will demonstrate writing proficiency on grade level benchmarks as evidenced through scoring proficient on site writing benchmarks.
Goal 2
30% more students will score proficient on grade level benchmark post-tests than had scored proficient on the pre-test for those same assessments.
Goal 3
Students and Staff will demonstrate an Understanding of the School Safety Plan and Procedures as evidenced through implementation of drills and surveys conducted by the site and district.
Conclusions from Parent, Teacher and Student Input
A review of the data revealed that students are lacking in the areas of “School Connectedness”, and a sense of belonging. They do not feel listened to or a sense that they will succeed is a common believe among the adults on campus. They also show a small percentage of school participation in activities and events. They survey further covered drug and alcohol use and awareness. The results showed that there is a consistent number of students who are aware of and partake in drug use but also a significant number of students who are aware of but DO NOT participate in drug use. Tobacco use was also surveyed and a surprising number of students did not smoke cigarettes and knew the dangers of smoking.
The area of focus for goal #3 will be the section on “Violence and Safety” of the healthy kids survey. This section indicated that students did not always feel safe on campus.
The final area was that of “Physical and Mental Health”. Wilson provides a well-balanced meal at breakfast and lunch. There is also a School Psychologists on campus two days a week for mental health issues and a nurse one day per week. It should be noted that both are available on a moments notice as they are in the district daily but on other sites.
1. Alignment of curriculum, instruction and materials to content and performance standards:
Chowchilla School has aligned the curriculum, instruction and materials to content and performance standards by implementing state adopted core materials and board approved programs. Teachers have been provided Staff Development opportunities and grade level articulation time weekly to focus on the California State Content and Performance Standards, adopted core materials, and the opportunity to share and discuss best teaching practices and strategies. Weekly, dedicated Staff Development time has equipped the staff with skills to effectively integrate the standards and adopted text materials throughout the lesson planning and delivery process. Student performance and progress is assessed and recorded on a trimester basis. Chowchilla School has developed a standards-based report card to align with the content and performance standards. Assessment is ongoing, with the results reported each semester on an assessment composite. Teachers have created and implemented 10 power-standards that aligned with their pacing guides, and common formative assessments in language arts, mathematics, history, and science. Teachers have also created EDI lessons that correspond with the standards and pacing guides to ensure students are learning.
2. Availability of standards-based instructional materials appropriate to all student groups:
Chowchilla Elementary School District supports a rigorous plan for English Language Learners. The program is based on the state grade level English Development
Standards. The program includes structured English immersion, transitional programs, mainstreaming and alternative programs. Houghton Mifflin Brown’s High Point is the state adopted curriculum used in the EL program.
Good-first teaching has become a focus within the District. Ongoing staff trainings in the areas of writing and Explicit Direct Instruction (EDI) are in place to support staff in developing a wider repertoire of instructional strategies. Best meeting the needs of every student is our goal.
Holt has been adopted (June 2002) as the ELA curriculum. All teachers have access to and utilize the Universal Handbooks that are a part of the Holt’s interactive readers and universal access piece are utilized in the EL classrooms.
The district adopted Glencoe for mathematics (June 2008) as well as science and history (June 2007).
Social Studies adopted McMillan McGraw-Hill for both 7th and 8th Grade.
All programs in use have extensive accommodations to meet the instructional needs of all students including English learners, at-risk students, special education students, and gifted and talented students.
3. Alignment of staff development to standards, assessed student performance and professional needs:
In order to meet the diverse needs of the students, the district has implemented weekly Staff Development. The dedicated Staff Development time allows the teachers to collect, analyze, review and reflect on student data. Staff Development days are also dedicated for teacher collaboration, sharing best teaching practices, and discussing intervention strategies and student enrichment.
The areas of focus for the 2010-2013 school years will be in English Language Arts and mathematics using EDI strategies and writing.
Training for EDI strategies are spanning 4 years per site. The trainings have been set in tiers. Wilson Middle School began trainings with DataWorks in 2008. Fairmead and Reagan began the EDI work in 2009 with Fuller and Stephens beginning work in 2010. DataWorks specialists walk each teacher through a 1 day overview of Explicit Direct Instruction components. Next, are two rounds of grade specific, site demonstrations of EDI lessons which incorporates teachers taking on the lessons with the Data Works staff in the role of coach. At least once each year additionally, each staff member will participate in EDI Lesson Design trainings. Staff learn to fold grade level chosen Power Standards into the EDI lesson template.
Writing Trainings came about as a result of members of the District Assessment Team (two teachers representing each grade level and site admin make up the team) expressing a desire to access trainings to improve their instructional strategies in the teaching of writing. Units of Study by Lucy Caulkins and Step-Up-To-Writing were two sources chosen for the trainings. The initial trainings ranged from 30-45 hours of class time and reflections. Ongoing review of focus student writing samples and videotaped lessons were two ways to monitor the effectiveness of the classroom application of the instructional strategies used.
Attendance Staff Development Activities:
Staff is required to sign in for every staff development. They are required to meet with the principal the day following the meeting on their prep if they fail to attend the trainings. When staff collaborate in their rooms they are required to keep minutes from their meetings and turn them into the principal.
4. Services provided by the regular program to enable Underperforming students to meet standards:
All teachers implement the standards-based instructional materials described above in coordination with good-first teaching. The district adopted materials and instructional strategies address the needs of all students, including underperforming students. During initial instruction, teachers use explicit instructional strategies and techniques to address the needs of the underperforming students. After school intervention three days a week is provided for students who require more attention in language arts and mathematics. During this time students receive “standard plus” instruction to increase their mastery of the state standards. They also receive homework help and further instruction in core concepts. The school has also added the position of Intervention Coordinator. A teacher on special assignment observes the students weekly to discuss progress reports and assignments, meets with them individually, and enlists the help of the parent for additional support.
Wilson School has 3 highly qualified instructional aides for six hours a day. Bilingual instructional aides assist in the EL classrooms to help meet the needs of the English Language Learner. The campus also has bilingual instructors during homework lunch, library instruction, and Spartan Time for further support.
Wilson School has a Student Study Team process for students who are showing either academic or social difficulties. Students can be referred for an SST where a team, which includes the School Psychologist, Resource Program Specialist, Speech Therapist (if necessary), the classroom teachers, parents, and principal, meets and discusses the needs of the student. This team works together to create accommodations, modifications, goals and a plan for the student. Follow-up meetings and conferences are conducted to ensure the student is making adequate progress and/or to rewrite the goals if necessary.
A Resource teacher is employed for the Special Education students and works in the area of Language Arts and Mathematics in a push-in program. The instructor also assists in History classes and during test taking.
Chowchilla School students have the opportunity to attend Club Y.E.S. Club Y.E.S. provides instructional learning activities as well as some enrichment activities. Club Y.E.S. is offered to the students 5 days a week for 3 hours each day. The students that attend Club Y.E.S. are instructed and supported by specially trained paraprofessionals and high school students.
5. Services provided by categorical funds to enable Underperforming students to meet standards
Title I funds are used to provide programs and materials for at-risk students in the District such as….Wilson Summer School, EL Coordinator, Mrs. Ariaz, administration of the CELDT tests, and teacher trainings.
Title II Part A funds are used to provide quality staff development for all teachers such as peer coaching to enhance the Writing and EDI trainings.
Title II Part D funds are used to enhance the existing technology in the District such as …. Smartboards, Promethean Boards. Mobi Hand held Devices, iPad technologies.
Title III funds are used to provide programs and materials for the EL students in the District such as…. Teacher training in test administration. Substitute coverage during trainings and testing and school material translation.
Title IV funds are used for the materials and literature used during Red Ribbon Week. These funds are also used to help develop a School Safety Plan for the District.
There are instructional materials provided for these ELL classrooms which are funded throughout EIA/LEP monies. These monies also help fund the Instructional Assistants that are assigned to these classrooms.
6. Use of state and local assessments to modify instruction and
improve student achievement:
A variety of standards-based assessments are administered and used throughout the year to modify instruction and improve student achievement. Local assessments consist of pre/post benchmark assessments, Holt Reading and High Point contain benchmarks that are recorded in Data-Driven so the instructors can compare results and decide on next steps. This also adds to the “student snap-shots” section in data-driven which can be accessed by administration to help with placement and deficiencies in learning.
Mathematics chapter tests pre and post-tests from the Glencoe Math Assessment Guide are administered. The local assessment data from all assessments is recorded and reviewed on a semester basis by the teachers and the administration.