North Star
North Star
North Star
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Redwood City School District<br />
The Single Plan for Student Achievement<br />
<strong>North</strong> <strong>Star</strong> Academy<br />
School Name<br />
41-69005-6115026<br />
County-District School (CDS) Code<br />
Wendy Kelly<br />
Principal<br />
Date of this revision: 10/4/2011<br />
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of<br />
performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572,<br />
and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for<br />
programs funded through the ConApp and ESEA Program Improvement into the SPSA.<br />
The District Governing Board approved this revision of the School Plan on February 29, 2012.<br />
The Single Plan for Student Achievement 1 of 29 4/4/12
School Profile and Mission Statement<br />
Mission Statement<br />
<strong>North</strong> <strong>Star</strong> Academy is dedicated to providing a challenging learning environment that promotes excellence and motivates highly capable students<br />
to develop to their fullest potential and become successful and productive citizens.<br />
School Profile<br />
<strong>North</strong> <strong>Star</strong> is dedicated to serving the needs of high achieving and highly capable students. We work with students who have demonstrated above<br />
average intellect or academic performance. Our curriculum and educational experience is tailored to meet the needs and challenges of this unique<br />
student population. We accept students from throughout the entire attendance area of the Redwood City School district.<br />
The goal of <strong>North</strong> <strong>Star</strong> is to provide a challenging learning environment that promotes excellence and motivates highly capable students to develop<br />
to their fullest potential and become successful and productive citizens. Our school focuses on the high performing child by meeting the academic<br />
needs of the whole child through differentiated instruction, enrichment of the core curriculum and enrichment classes, as well as providing<br />
instruction and opportunities to utilize and develop time management techniques, organization skills, and character education.<br />
Below is a breakdown of some important subgroups in our school population.<br />
The Single Plan for Student Achievement 2 of 29 4/4/12
The Single Plan for Student Achievement 3 of 29 4/4/12
Planned Improvements in Student Performance<br />
The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the<br />
instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has<br />
adopted and aligned with the district LEA goals and strategies the following school goals, related actions, and expenditures to raise the academic<br />
performance of students not yet meeting state standards:<br />
School Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading/English-language arts and<br />
mathematics, by 2016.<br />
1. Summary of School Data: Reading/English Language Arts<br />
The Single Plan for Student Achievement 4 of 29 4/4/12
The Single Plan for Student Achievement 5 of 29 4/4/12
The Single Plan for Student Achievement 6 of 29 4/4/12
A. Summary of Conclusions based on Results, Major Strengths and Needs in Reading/English Language Arts<br />
(Include strengths/effectiveness of current improvement strategies and strategies to address needs in order to increase student learning and<br />
achievement. Include specific student focus groups, e.g. English Learners, Students with Disabilities, Students who are Socioeconomically<br />
Disadvantaged.)<br />
Strengths Needs<br />
Grade level teams review STAR and Benchmark results at grade-level meetings and<br />
agree on instructional adjustments based on these results.<br />
For grades 3-5 Houghton-Mifflin textbooks and small books for literature circles and<br />
literacy responses. Novels are used at various reading levels for independent literature<br />
work.<br />
Accountability for student's personal best defined.<br />
Writing strategies need to be addressed school-wide.<br />
Thematic Instruction in ELA and Social Studies. The use of more rubrics within the core curriculum.<br />
Teachers are experts in different areas. Teachers share their expertise with other<br />
teachers during vertical teaming meetings by subject matter.<br />
Teachers have created a scope and sequence for teaching research skills among all<br />
subject matters in each grade level.<br />
Teachers use Academic Language throughout the class period.<br />
Teachers plan well-developed lessons aligned with state standards. Objectives are<br />
communicated to students. Instruction is targeted and purposeful. Teachers include<br />
enrichment throughout the day.<br />
Professional Learning Communities for Administrators and Teachers to discuss ELA<br />
Curriculum.<br />
The Single Plan for Student Achievement 7 of 29 4/4/12
Planned Improvements in Student Performance<br />
Descriptions of Specific Actions to Achieve Goal 1: Reading/English Language Arts<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
All teachers will implement Differentiated<br />
Instruction techniques in classrooms.<br />
Teachers will administer pre and post<br />
assessments regularly and use the results of<br />
assessments to plan groupings and<br />
curriculum.<br />
Staff Development meeting time designated to<br />
analyze student data, work in grade level or<br />
subject matter groups. Analysis and sharing of<br />
student data as well as meetings to discuss<br />
observations of colleagues at <strong>North</strong> <strong>Star</strong>.<br />
Conference attendance and workshops in<br />
Differentiated Instruction, Gifted Education,<br />
Enrichment and assessment of student<br />
learning will be made available to all staff<br />
members.<br />
Expansion of professional library of resources<br />
for teachers to check out in the area of<br />
Differentiated Instruction , Enrichment and<br />
Gifted education<br />
District Led Trainings in ELD and Response to<br />
Instruction and discussions in staff meetings.<br />
School-wide rubrics will be developed in staff<br />
meetings.<br />
Writing strategies will be discussed and<br />
analyzed in vertical teaming meetings in ELA<br />
and then shared school-wide.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
Expenditures, Cost,<br />
Funding Source<br />
How will implementation be<br />
monitored?<br />
Teachers $0 Benchmark and Standardized Test<br />
data<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[X] [X] [X]<br />
Administration $0 Meeting minutes and Action Steps [X] [X] [X]<br />
Administration/Teacher<br />
s<br />
Administration/Teacher<br />
s<br />
$5,000 annually<br />
SIP<br />
$500 annually<br />
D100<br />
Teachers will attend conferences. [X] [X] [X]<br />
Library [X] [X] [X]<br />
District $0 Change in Instructional practice. [X] [ ] [ ]<br />
Administration/Teacher<br />
s<br />
Administration/Teacher<br />
s<br />
$50<br />
SIP<br />
Rubric building books/websites<br />
$0<br />
Staff meeting time<br />
Change in Instructional practice. [ ] [X] [ ]<br />
Change in Instructional practice.<br />
Improvement in test scores for<br />
Writing Strategies.<br />
[ ] [X] [ ]<br />
The Single Plan for Student Achievement 8 of 29 4/4/12
Descriptions of Specific Actions to Achieve Goal 1: Reading/English Language Arts<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
A description of a student's Personal Best<br />
work (eg showing thinking skills, increase in<br />
sophistication of vocabulary in essays, an<br />
example of a students' best work) will be<br />
created by each grade level.<br />
Administration will meet with families of<br />
targeted students in ELA to discuss a plan of<br />
action for the school year.<br />
Development of rubrics to analyze creativity of<br />
students.<br />
Professional Learning Communities focused<br />
on writing strategies and research skills.<br />
Teachers use State Adopted Curriculum, as<br />
appropriate, to teach standards.<br />
Students participate in a comprehensive PE<br />
program twice a week which contributes to<br />
overall good health for students.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
Administration/Teacher<br />
s<br />
Administration/Teacher<br />
s<br />
Expenditures, Cost,<br />
Funding Source<br />
$0<br />
Staff meeting time<br />
How will implementation be<br />
monitored?<br />
Change in Instructional practice.<br />
Better end product produced by<br />
students.<br />
$0 Increase in test scores and<br />
classwork and homework turned<br />
in.<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[ ] [X] [ ]<br />
[X] [X] [X]<br />
Teachers $0 Rubrics [X] [X] [X]<br />
Teachers District funded-2 days per year per<br />
teacher.<br />
Meeting minutes, observation by<br />
Admin<br />
[X] [X] [X]<br />
Teachers District funded Observation by Admin [X] [X] [X]<br />
PE Teacher District/Parent Club funds<br />
$60,000/year<br />
Increase in test scores [X] [ ] [ ]<br />
The Single Plan for Student Achievement 9 of 29 4/4/12
Planned Improvements in Student Performance<br />
School Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading/English-language arts and<br />
mathematics, by 2016.<br />
2. Summary of School Data: Mathematics<br />
The Single Plan for Student Achievement 10 of 29 4/4/12
The Single Plan for Student Achievement 11 of 29 4/4/12
The Single Plan for Student Achievement 12 of 29 4/4/12
B. Summary of Conclusions, Major Strengths and Needs in Math Summary of Conclusions, Major Strengths and Needs in Math<br />
(Include strengths/effectiveness of current improvement strategies and strategies to address needs in order to increase student learning and<br />
achievement. Include specific student focus groups, e.g. English Learners, Students with Disabilities, Students who are Socioeconomically<br />
Disadvantaged.)<br />
Strengths Needs<br />
Teachers differentiate assignments and homework based on student academic readiness<br />
levels.<br />
There is a need for students to learn how to show "thinking skills". Teachers will meet in<br />
the 2011-2012 school year to create a "Show Thinking" form appropriate for each grade<br />
level.<br />
Curriculum is compacted so there is little repetition. Students in grades 6-8 need more support in problem solving in word problems. We will<br />
create and use systematic strategies to approach word problems.<br />
Pre, post, and formative assessments are used to gather data to inform instruction. Areas of curricular concern: Factoring, adding/subtracting positive and negative integers,<br />
word problems analysis, and fractions.<br />
Projects and other types of authentic assessments are used to demonstrate student<br />
knowledge.<br />
Math Intervention Teacher and Parent Volunteers works with 7th and 8th grade students<br />
who fill gaps twice a week.<br />
Parent Volunteers work with targeted 3-8th grade students once a week during<br />
enrichment who need math support.<br />
Goal setting meetings for targeted students with Administration and Families to increase<br />
student achievement.<br />
Teachers meet to discuss strengths and needs as students move from one grade level to<br />
the next.<br />
Non-graded Summer review packet implementation. Students are assessed on previous<br />
grade level content in August.<br />
Grade level teams review STAR and Benchmark results at grade-level meetings and<br />
agree on instructional adjustments based on these results.<br />
Professional Learning Communities for Administrators and Teachers to discuss Math<br />
Curriculum.<br />
More cross curricular thematic instruction between Math and Science in grades 5 and 6.<br />
Academic Vocabulary used in all classrooms.<br />
The Single Plan for Student Achievement 13 of 29 4/4/12
Planned Improvements in Student Performance<br />
Descriptions of Specific Actions to Achieve Goal 1: Mathematics<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
All teachers will implement math Differentiated<br />
Instruction techniques in classrooms.<br />
Teachers will administer pre and post<br />
assessments in math regularly and use the<br />
results of assessments to plan groupings and<br />
curriculum.<br />
Staff Development meeting time designated to<br />
analyze student data, work in grade level or<br />
subject matter groups. Analysis and sharing of<br />
student data.<br />
Conference attendance and workshops in<br />
Differentiated Instruction, Enrichment and<br />
assessment of student learning in math will be<br />
made available to all staff members.<br />
Targeted students in math receive tutoring<br />
support once a week during enrichment for<br />
factoring, adding/subtracting positive and<br />
negative integers, word problems analysis,<br />
and fractions.<br />
Math Intervention class twice a week for 7th<br />
and 8th grade classes based on teacher<br />
referral and data review.<br />
Targeted students in math receive after school<br />
tutoring support for factoring,<br />
adding/subtracting positive and negative<br />
integers, word problems analysis, and<br />
fractions.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
Expenditures, Cost,<br />
Funding Source<br />
Teachers N/A<br />
Principal will train new teachers.<br />
Administration/Teacher<br />
s<br />
Administration/Teacher<br />
s<br />
Administration/Teacher<br />
s<br />
$0<br />
Principal will allocate monthly<br />
meeting times and agendas<br />
$5000<br />
SIP<br />
Administration $7000<br />
EIA<br />
SIP<br />
Title I<br />
Administration/Teacher<br />
s<br />
How will implementation be<br />
monitored?<br />
Teachers will attend staff<br />
development opportunities in the<br />
form of workshops, conferences or<br />
observations of exemplary<br />
teaching techniques in the<br />
curriculum.<br />
Teachers attend monthly staff<br />
development meetings<br />
Teachers attend workshop on<br />
Differentiated Instruction and the<br />
needs of high achieving students<br />
at start of year<br />
$0 Post assessments, Benchmark<br />
Assessments and STAR data<br />
$5000<br />
San Mateo County Homework<br />
Center Grant, if funded<br />
Post assessments, Benchmark<br />
Assessments and STAR data<br />
Administration and staff will review<br />
attendance rates and growth via<br />
assessments.<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [ ] [ ]<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
The Single Plan for Student Achievement 14 of 29 4/4/12
Descriptions of Specific Actions to Achieve Goal 1: Mathematics<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
Administration will meet with families of<br />
targeted students in math to discuss a plan of<br />
action for the school year.<br />
<strong>North</strong> <strong>Star</strong> teachers will create and use<br />
systematic strategies to approach word<br />
problems.<br />
2nd trimester enrichment intervention for Math<br />
taught by a NSA teacher.<br />
Professional Learning Communities focused<br />
on math skills and learning processes.<br />
Teachers use State Adopted Curriculum, as<br />
appropriate, to teach standards.<br />
Students participate in a comprehensive PE<br />
program twice a week which contributes to<br />
overall good health for students.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
Administration/Teacher<br />
s<br />
Administration/Teacher<br />
s<br />
Expenditures, Cost,<br />
Funding Source<br />
How will implementation be<br />
monitored?<br />
$0 Goal planning form will direct all<br />
participants on how goals will be<br />
achieved. Quarterly meetings with<br />
student.<br />
Increase in test scores and<br />
classwork and homework turned<br />
in.<br />
$0 Post assessments, Benchmark<br />
Assessments and STAR data<br />
Teachers $0 Post assessments, Benchmark<br />
Assessments and STAR data<br />
Teachers District funded 2 days per year per<br />
teacher<br />
As observed by Admin, Meeting<br />
Minutes<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [X] [ ]<br />
Teachers District funded As observed by Admin [X] [X] [X]<br />
PE Teacher District/Parent Club funds<br />
$60,000/year<br />
Increase test scores [X] [ ] [ ]<br />
The Single Plan for Student Achievement 15 of 29 4/4/12
Planned Improvements in Student Performance<br />
School Goal 2: All limited-English-proficient students will become proficient in English, achieving at least one year of growth in English<br />
language development as measured by the CELDT per year of attendance in Redwood City schools, and reach high<br />
academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.<br />
Summary of School Data: CELDT<br />
AMAO 1<br />
AMAO 2<br />
The Single Plan for Student Achievement 16 of 29 4/4/12
AMAO 3<br />
The Single Plan for Student Achievement 17 of 29 4/4/12
The Single Plan for Student Achievement 18 of 29 4/4/12
C. Summary of Major Strengths and Needs<br />
(Include strengths/effectiveness of current improvement strategies and strategies to address needs in order to increase student learning and<br />
achievement.<br />
Strengths Needs<br />
<strong>North</strong> <strong>Star</strong> has admitted more English Learners in the past three years than before with<br />
the new Admission policy.<br />
Teachers attended Kate Kinsella workshops and included more academic vocabulary<br />
instruction within the curriculum.<br />
Many visuals are used to explain concepts.<br />
Many opportunities for oral language practice between native English speakers and<br />
Second Language Learners in the classroom.<br />
The 3rd grade Buddy Program is used to increase familiarity with school structures and<br />
philosophy, and policies. 3rd graders are matched with older grade level students.<br />
The English Language Advisory Council (ELAC) gives parents a venue to learn about<br />
school-wide practices and parent education so they can guide their students to success.<br />
Grade level teams review STAR and Benchmark results at grade-level meetings and<br />
agree on instructional adjustments based on these results.<br />
ELD training for all teachers.<br />
After school Homework Club with <strong>North</strong> <strong>Star</strong> Academy teacher for support.<br />
ELA Intervention/ELD and math intervention classes offered during enrichment for 2nd<br />
trimester.<br />
Professional Learning Communities for Administrators and Teachers to discuss ELD<br />
Strategies.<br />
Teachers need to be using Sentence Stems in all curricular areas.<br />
Teachers will provide opportunities for students to use academic vocabulary.<br />
The Single Plan for Student Achievement 19 of 29 4/4/12
Planned Improvements in Student Performance<br />
Descriptions of Specific Actions to Achieve Goal 2: Achievement of English Learners<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
Elementary teachers will focus on developing<br />
a content and language objective,<br />
comprehension question and sentence frame<br />
which will support a selected standard.<br />
Middle School Teachers will attend<br />
Professional Development Day focusing on<br />
teaching vocabulary and academic language<br />
in the specific content areas, including<br />
strategies to use during instructions to support<br />
oral language development.<br />
Teachers will continue to implement Kate<br />
Kinsella strategies to help increase instruction<br />
and achievement for grades 3-8 students.<br />
Use of District English Language Resource<br />
Teacher to support teachers in meeting the<br />
needs of English Language Learners<br />
The formation of an ELAC group which meets<br />
at a minimum 5 times a year to focus on topics<br />
such as, reviewing EL accountability<br />
information analyzing STAR, grade retention,<br />
reclassification timelines, and procedures.<br />
Professional Learning Communities focused<br />
on academic vocabulary implementation for<br />
our ELLs.<br />
Teachers use State Adopted Curriculum, as<br />
appropriate, to teach standards.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
ELD<br />
Department/Administra<br />
tion/Teachers<br />
ELD<br />
Department/Administra<br />
tion/Teachers<br />
Expenditures, Cost,<br />
Funding Source<br />
How will implementation be<br />
monitored?<br />
District Site administrators will monitor this<br />
via observations.<br />
District Site administrators will monitor this<br />
via observations.<br />
Teachers $0 Change in instructional practice<br />
that increase test scores.<br />
District Teacher/<strong>North</strong><br />
<strong>Star</strong> Teachers<br />
District Change in instructional practice<br />
that increase test scores.<br />
Administration Babysitting and Teacher stipend<br />
costs<br />
$750<br />
EIA<br />
Teachers District funding 2 days per year<br />
per teacher<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [ ] [ ]<br />
[X] [ ] [ ]<br />
5 meetings per year. [X] [ ] [ ]<br />
Minutes of meeting, increase of<br />
academic vocabulary in<br />
classrooms as observed by<br />
Admin.<br />
[X] [X] [X]<br />
Teachers District funded Observation by Admin [X] [X] [X]<br />
The Single Plan for Student Achievement 20 of 29 4/4/12
Planned Improvements in Student Performance<br />
School Goal 3: Increased achievement of Students with Disabilities<br />
2. Summary of School Data: Students with Disabilities<br />
Due to low numbers of students in the group "Students with Disabilities" data is not shown. Remove the AYP graphs from this section for <strong>North</strong><br />
<strong>Star</strong>.<br />
The Single Plan for Student Achievement 21 of 29 4/4/12
The Single Plan for Student Achievement 22 of 29 4/4/12
D. Summary of Major Strengths and Needs in Academic Areas<br />
(Include strengths/effectiveness of current improvement strategies and strategies to address needs in order to increase student learning and<br />
achievement.)<br />
Strengths Needs<br />
Small social group instruction at lunch allows students to work on social skills and cues. Work with specialists at Clifford’s CASE program to learn strategies to address students<br />
with Aspergers and Autism or characteristics of these traits.<br />
Instructional aide and RSP teacher uses a push in program to assist the student on<br />
curriculum or social concepts.<br />
Classroom teachers are well versed in Differentiated Instruction strategies and are<br />
flexible teachers.<br />
Ongoing collaboration between the RSP teacher and classroom teacher.<br />
Outreach Specialist helps families and students with individual needs through a Student<br />
Study Team or 504 process.<br />
Tier 1 Response to Instruction is effective. Few cases move to referral to special<br />
education.<br />
Administration, Outreach Specialist, and special education staff meet once a week to<br />
discuss struggling students.<br />
Develop a plan to educate parents about the transition between the Clifford CASE<br />
program and <strong>North</strong> <strong>Star</strong>'s program.<br />
The Single Plan for Student Achievement 23 of 29 4/4/12
Planned Improvements in Student Performance<br />
Descriptions of Specific Actions to Achieve Goal 3: Achievement of Students with Disabilities<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
Special Education Teacher will focus on<br />
developing a content and language objective,<br />
comprehension question and sentence frame<br />
which will support a selected standard.<br />
Special Education Teacher will attend a<br />
Professional Development Day focusing on<br />
teaching vocabulary and academic language<br />
in the specific content areas, including<br />
strategies to use during instructions to support<br />
oral language development.<br />
All teachers will implement Differentiated<br />
Instruction techniques in classrooms.<br />
Teachers will administer pre and post<br />
assessments regularly and use the results of<br />
assessments to plan groupings and<br />
curriculum.<br />
The school will work with parents to seek out<br />
resources and information to meet the needs<br />
of each designated student.<br />
Develop a plan to educate parents about the<br />
transition between the Clifford CASE program<br />
and <strong>North</strong> <strong>Star</strong>'s program.<br />
Administration, Outreach Specialist, and<br />
special education staff meet once a week to<br />
discuss struggling students.<br />
Professional Learning Communities focused<br />
on learning processes in math and academic<br />
vocabulary.<br />
Teachers use State Adopted Curriculum, as<br />
appropriate, to teach standards.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
Expenditures, Cost,<br />
Funding Source<br />
How will implementation be<br />
monitored?<br />
District Trainers/Admin District School site administrators will<br />
monitor this via observations.<br />
District District School site administrators will<br />
monitor this via observations.<br />
Administration $5000<br />
SIP<br />
School site administrators will<br />
monitor this via observations.<br />
RSP Teacher $0 Well-developed Individual<br />
Education Plans that meet the<br />
needs of special education<br />
students.<br />
RSP Teacher $250 stipend to collaborate with<br />
Clifford's teachers<br />
SIP<br />
Administration,<br />
Outreach Specialist,<br />
and special education<br />
staff<br />
Meeting minutes and a developed<br />
plan to educate parents.<br />
$0 Collaborative group of supporters.<br />
Streamlined process of how to<br />
support students.<br />
Teachers and Admin 2 days per year funded by District<br />
for release time.<br />
Minutes of meetings. Changes in<br />
instructional delivery and student<br />
outcomes.<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[X] [ ] [ ]<br />
[X] [ ] [ ]<br />
[X] [ ] [ ]<br />
[X] [ ] [ ]<br />
[X] [ ] [ ]<br />
[X] [X] [X]<br />
[X] [ ] [ ]<br />
Teachers District funded Observation by Admin [X] [X] [X]<br />
The Single Plan for Student Achievement 24 of 29 4/4/12
Planned Improvements in Student Performance<br />
School Goal 4: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by<br />
2016.<br />
A. Summary of Conclusions: Parent Involvement<br />
Strengths Needs<br />
Targeted students and their families attend Goal Setting meetings with Administration. Parent Education<br />
Parents attend requested Student Study Team meetings to brainstorm action items to<br />
help students' succeed.<br />
Most parents are responsive to teacher input and feedback and work together as a team<br />
for student success.<br />
Parents with middle school students and the students themselves are able to login to the<br />
Powerschool Parent Portal to check grades and attendance.<br />
Parents are active participants in their child's learning. Most parents attend parentteacher<br />
conferences.<br />
Parents spend numerous hours weekly in the classrooms volunteering for Art in Action,<br />
Marcy Cook Math, or as tutors.<br />
The Parent Club and Site Council are very active and run many of the school wide events<br />
such as Festival of Words/Numbers.<br />
Parents help teachers provide enrichment opportunities such as field trips, project help,<br />
and guest speakers, Mystery Instant Challenge.<br />
Some grade level teachers hold early conferences.<br />
The Single Plan for Student Achievement 25 of 29 4/4/12
Planned Improvements in Student Performance<br />
Descriptions of Specific Actions to Achieve Goal 4: Parent Involvement<br />
Strategy and Related Tasks<br />
What work is required to complete the<br />
action and achieve the goals?<br />
Provide parents with timely information about<br />
school programs (including Title I programs<br />
where applicable).<br />
Provide opportunities for parents to<br />
participate, including parents with limited<br />
English proficiency, parents with disabilities,<br />
and parents of migratory students. Provide<br />
information and school reports in a form of<br />
language parents understand.<br />
Provide parents with an explanation of the<br />
curriculum, assessments, and proficiency<br />
levels students are expected to meet.<br />
Work with parents as partners. Encourage<br />
and support parents to participate in the<br />
education of their children. Provide<br />
materials/training to help parents work with<br />
their children to improve achievement.<br />
The formation of an ELAC group which meets<br />
at a minimum 5 times a year to focus on topics<br />
such as, reviewing EL accountability<br />
information to do with STAR, grade retention,<br />
reclassification timeline and procedure.<br />
Person<br />
responsible<br />
Who is responsible<br />
for this action or<br />
task?<br />
Expenditures, Cost,<br />
Funding Source<br />
How will implementation be<br />
monitored?<br />
Administration None First SSC, Parent Club meetings<br />
of the year. Weekly newsletter.<br />
Administration None Information will be provided at<br />
SSC, Parent Club, ELAC meetings<br />
throughout the year.<br />
Administration None Back-to-School Night materials<br />
STAR Report reviewed with<br />
families at goal setting meetings.<br />
Administration/Staff None Parent-Teacher Conferences,<br />
Goal setting meetings with<br />
Administration and families.<br />
Assistant Principal $500.00<br />
EIA<br />
When will the action be<br />
completed?<br />
Year 1<br />
2011-12<br />
Year 2<br />
2012-13<br />
Year 3<br />
2013-14<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
[X] [X] [X]<br />
ELAC Meetings [X] [ ] [ ]<br />
The Single Plan for Student Achievement 26 of 29 4/4/12
Programs Included in this Plan: (<strong>North</strong> <strong>Star</strong> Academy)<br />
The School Site Council intends for this school to participate in the following programs: (Check the box for each state and<br />
federal categorical program in which the school participates and, if applicable, enter amounts allocated. The plan must<br />
describe the activities to be conducted at the school for each of the state and federal categorical program in which the<br />
school participates. If the school receives funding, then the plan must include the proposed expenditures.)<br />
State Programs Allocation<br />
[ ] Economic Impact Aid/ State Compensatory Education<br />
Purpose: Help educationally disadvantaged students succeed in the regular program.<br />
[X] Economic Impact Aid/ English Learner Program<br />
Purpose: Develop fluency in English and academic proficiency of English learners<br />
$5,074<br />
Total amount of state categorical funds allocated to this school $5,724<br />
Total amount of state and federal categorical funds allocated to this school $5,724<br />
(This does not include funds that are allocated for EL services provided at the district level for<br />
translation and interpretation, teacher training, coaching support, supplementary ELD teachers and<br />
aides, supplementary curriculum materials and parent education, all aimed at increasing the<br />
achievement of English Language Learners.)<br />
* For example, special education funds used in a School-Based Coordinated Program to serve students not identified<br />
as individuals with exceptional needs.<br />
The Single Plan for Student Achievement 27 of 29 4/4/12<br />
$650
School Site Council Membership: (<strong>North</strong> <strong>Star</strong> Academy)<br />
California Education Code Section 64001(g) requires that the Single Plan for Student Achievement be reviewed and<br />
updated at least annually, including proposed expenditures of funds allocated through the ConApp, by the school site<br />
council (SSC). The current make-up of the SSC is as follows:*<br />
Name of Members Principal<br />
Classroom<br />
Teacher<br />
Other<br />
School<br />
Staff<br />
Parent or<br />
Community<br />
Member<br />
Secondary<br />
Students<br />
Pam Keller [ ] [X] [ ] [ ] [ ]<br />
Jayne Sungail [ ] [ ] [ ] [X] [ ]<br />
Wendy Kelly [X] [ ] [ ] [ ] [ ]<br />
Tena Frazier [ ] [X] [ ] [ ] [ ]<br />
Karen Gaffney [ ] [X] [ ] [ ] [ ]<br />
Barbara Tanzillo [ ] [ ] [ ] [X] [ ]<br />
Elaine Fuchs [ ] [X] [ ] [ ] [ ]<br />
Barry Hills [ ] [ ] [ ] [X] [ ]<br />
Frannie Wilson [ ] [ ] [ ] [X] [ ]<br />
Brenda Pinto [ ] [X] [ ] [ ] [ ]<br />
Erik Sincoff [ ] [ ] [ ] [X] [ ]<br />
Daniel Rutenburg [ ] [ ] [ ] [ ] [X]<br />
Gloria Arteaga [ ] [ ] [ ] [X] [ ]<br />
Numbers of members of each category 1 5 6 1<br />
* At elementary schools, the SSC must be constituted to ensure parity between (a) the principal, classroom teachers,<br />
and other school personnel, and (b) parents of students attending the school or other community members.<br />
Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools, there<br />
must be, in addition, equal numbers of parents or other community members selected by parents, and students.<br />
Members must be selected by their peer group.<br />
The Single Plan for Student Achievement 28 of 29 4/4/12
Recommendations and Assurances: (<strong>North</strong> <strong>Star</strong> Academy)<br />
The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for<br />
approval and assures the board of the following:<br />
1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.<br />
2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board<br />
policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.<br />
3. The SSC sought and considered all recommendations from the following groups or committees before adopting this<br />
plan (Check those that apply):<br />
[X] State Compensatory Education Advisory Committee<br />
[X] English Learner Advisory Committee<br />
[ ] Special Education Advisory Committee<br />
[ ] Gifted and Talented Education Program Advisory Committee<br />
[ ] District/School Liaison Team for schools in Program Improvement<br />
[ ] Compensatory Education Advisory Committee<br />
[ ] Departmental Advisory Committee (secondary)<br />
[ ] Other committees established by the school or district (list):<br />
Signature<br />
Signature<br />
Signature<br />
Signature<br />
Signature<br />
Signature<br />
Signature<br />
Signature<br />
4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such<br />
content requirements have been met, including those found in district governing board policies and in the local<br />
educational agency plan.<br />
5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a<br />
sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.<br />
6. This SPSA was adopted by the SSC at a public meeting on: 2/29/2012<br />
Attested:<br />
Wendy Kelly<br />
Typed Name of School Principal Signature of School Principal Date<br />
Barbara Tanzillo<br />
Typed Name of SSC Chairperson Signature of SSC Chairperson Date<br />
The Single Plan for Student Achievement 29 of 29 4/4/12