Natomas Middle School - Natomas Unified School District

Transcription

2014-15
Natomas Middle School
Natomas Unified District
The District Governing Board
approved this revision of the School
Plan on: 12/10/2014
CDS Code:
34752836117527
Principal:
Dr. T. Tranzor Principal
Superintendent:
Chris Evans
Address:
3200 North Park Dr.
Sacramento, CA 95835
Phone:
(916) 567-5540
Email:
ttranzor@natomas.k12.ca.us
Website:
www.natomasunified.org
Natomas Middle 2014-15
Single Plan For Student Achievement Report
Goals and Actions
Start Date
Completion
Date
Amount
LCAP Priority 4 - Pupil Achievement
Structures and Systems to Support Learning (District Goal 2)
Instructional Technology
8/1/2014
6/1/2015
$40,000
MYP IB Candidacy Support
8/1/2014
6/1/2015
$5,000
Support/Intervention Classes for Math & ELA
8/1/2014
6/1/2015
$80,000
College and Career Awareness
8/1/2014
6/1/2015
$8,000
Instructional Coach
8/1/2014
6/1/2015
$20,000
Supplemental Academic Support & Resources
8/1/2014
6/1/2015
$2,000
English Language Learner Goal for Improving Student Achievement (District Goal 1)
English Language Development Support
8/1/2014
6/1/2015
$4,650
Centralized Support for English Learners
8/1/2014
6/1/2015
$0
SIOP Professional Development for SDAIE Teachers
8/1/2014
8/1/2015
$0
Summer School Opportunities
8/1/2014
8/1/2015
$10,000
SDAIE Designated Classes to Support EL Students
8/1/2014
6/1/2015
$0
Provide Targeted Math Instruction and Support Within and After the
School Day
8/1/2014
11/1/2015
$24,500
Professional Development Mathematics
8/1/2014
11/1/2015
$2,000
Software to Support Targeted Math Instruction
8/1/2014
6/1/2015
$10,000
Curriculum Alignment
8/1/2014
6/1/2015
$0
8/1/2014
8/1/2015
$10,000
8/1/2014
6/1/2015
$22,500
11/13/2014
11/12/2015
$10,000
8/1/2014
8/1/2015
$10,000
8/1/2014
6/1/2015
$0
11/5/2014
11/13/2015
$2,000
8/1/2014
6/1/2015
$2,000
Mathematics Goal for Improving Student Achievement (District Goal 1)
English Language Arts Goal for Improving Student Achievement (District Goal 1)
Provide Targeted English-Language Arts Instruction Within and After the
School Day
Software to Enhance ELA Instruction
Professional Development English Language Arts
Science Goal for Improving Student Achievement (District Goal 1)
Professional Development Science
11/21/2014
Powered by SchoolCity, Inc
Page 2 of 38
8/1/2014
8/1/2015
$10,000
8/1/2014
6/1/2015
$6,000
Climate & Culture Leadership Team
8/1/2014
6/1/2015
$17,741
Counseling to Support Students
8/1/2014
6/1/2015
$20,000
LCAP Priority 5 - Pupil Engagement
Graduating College & Career Ready Students (District Goal 2)
H.O.P.E. Class & Support
LCAP Priority 6 - School Climate
School Climate & Culture of College & Career Readiness (District Goal 4)
LCAP Priority 3 - Parent Involvement
School to Home Collaboration to Support Student Achievement (District Goal 3)
Promoting Parent/Guardian Attendance at School
8/1/2014
6/1/2015
$7,600
Parent Involvement & Parent CORES
8/1/2014
6/1/2015
$5,000
8/1/2014
8/1/2015
$0
LCAP Priority 2 - Implementation of State Standards
Common Core State Standards Alignment (District Goal 2)
Total Annual Expenditures for Current Site Plan: $328,991.00
11/21/2014
Page 3 of 38
Goals
LEA Goal:
District Goal 2:Prepare students to be College & Career ready
Goal Area : LCAP Priority 4 - Pupil Achievement
School Goal : Structures and Systems to Support Learning (District Goal 2)
Natomas Middle School is implementing systems to support increased student achievement. The systems will create a structure to
monitor student achievement and ensure that students receive appropriate support. The systems will include collaborative teacher
meetings, a tiered intervention model with common assessments and instructional coaching.
What data did you use to form this goal (findings from data analysis)?
Local Formative Assessments
Surveys
What did the analysis of the data reveal that led you to this goal?
The data revealed a significant achievement gap between our African American and Latino students, and our White and Asian
students.
What process will you use to monitor and evaluate the data?
School Site Council members and school staff were involved in analyzing data and developing this goal.
Strategy:
The systems will focus on individual student needs and will guide decisions about interventions and support to increase
achievement and meet target goals.
11/21/2014
Page 4 of 38
Action Title: Instructional Technology
Means of Achievement: Alignment of instruction with content standards
Action Type :
Form A: Planned Improvements in Student Performance.
Tasks :
Instructional technology upgrades and professional development will take place during the 2014-15 school year. Professional
development will include the use of technology to enhance the use of the CCCS, NUSD CAGs and on-line state and district
testing. Professional developement will also target projects related to Chromebooks and collaboration methods. We will use
iPADS and Apple TV’s to aid in delivery of instruction.
Measures :
Administration and TOSA will monitor the use of technology in the classrooms through walkthroughs
People Assigned :
Administration, TOSA, SSC
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Related Expenditures
NCLB: Title I, Part A, Basic Grants Low-Income
and Neglected
Technology Costs
Estimated Cost
$40,000
Action Title: MYP IB Candidacy Support
Means of Achievement: Improvement of instruction strategies and materials
Action Type :
Tasks :
Natomas Middle School is currently in the candidacy phase of the Middle Years Programme. Our school is in the process of
developing and implementing California Common Core Standard aligned units in order to provide a quality program for the
students of our school. We are participating in various tasks involved in the application in order to move forward.
Measures :
Master Schedule, implementation of required elements
People Assigned :
MYP Leadership Team, MYP Coordinator, SSC, Administration
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Local Control Funding Formula
Cost and Support for CCCS and MYP alignment
$259
and Neglected
Cost and Support for CCCS and MYP alignment
$4,741
11/21/2014
Estimated Cost
Page 5 of 38
Action Title: Support/Intervention Classes for Math & ELA
Action Type :
Tasks :
Student Driven Master Schedule By Name, By Need and College/CareerInterest.
Develop and implement a student placement system that meets the needs of the students. Develop entrance and exit criteria for
each level. Provide additional sections of support for ELA and Math. These classes are designed to support students with
additional support for lower skill levels in Math and ELA.
Measures :
Master schedule, assessment results
People Assigned :
Administration, counselor, MYP Coordinator/TOSA
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Cost of additional FTE sections of support
$37,563
Local Control Funding Formula-EL
$3,000
and Neglected
Cost of extra hours
$2,000
and Neglected
11/21/2014
Estimated Cost
$37,437
Page 6 of 38
Action Title: College and Career Awareness
Action Type :
Tasks :
6th, 7th & 8th Grade College Field Trip to various Colleges and Universities of interest:
All grade levels will participate in field trips to various colleges during the 2014-2015 school year. This trip is part of a district wide
effort to increase college and career readiness. Exposure to academic opportunities and college readiness starts in the earliest
years of development and this experience will provide much needed exposure to options available for all students and their
families.
Target Excellence students will participate in a field trip to the Career GPS Fair at Cal Expo to explore a variety of career
opportunities in the future.
Explore community organizations that will come and work with small groups of students to educate them on what the requirements
are to enter college. Partner with local colleges and universities to educate our students about preparing for high school and
beyond. Partner with our local high schools for mentoring opportunities.
Provide the Early Academic Outreach Program (EAOP) from UC Davis to expose our students to the requirements to go to college,
how to get financial assistance and what to expect once you get to college. Approximately 80 students will participate in this
program which includes a field trip to UC Davis.
Measures :
Increased number of students exposed colleges and careers.
People Assigned :
School Counselor, EAOP site coordinators, Site Adminstrators
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
and Neglected
Cost of Expenses for Field-trips
$3,000
and Neglected
Cost of Expenses for Field-trips
$5,000
11/21/2014
Estimated Cost
Page 7 of 38
Action Title: Instructional Coach
Action Type :
Tasks :
To ensure alignment with CCCS and MYP IB Candidacy we will provide coaching to staff regarding instruction. Provide a 20%
instructional coach to observe instruction, provide feedback and professional development to staff.
Measures :
Evidence of observations and staff development.
People Assigned :
TOSA, administration, SSC
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Estimated Cost
Cost of instructional coach
$10,000
and Neglected
Cost of instructional coach
$10,000
Action Title: Supplemental Academic Support & Resources
Means of Achievement: Increased educational opportunity
Action Type :
Tasks :
As an effort to support our students and parents with Academic success, we will host a "Parent Success Night" that will address the
issues and concerns related to failing grades, California Common Core Standards, attendance and tardies. This evening program
will connect families with workshops that will provide strategies in the areas of concern.
Measures :
Student grades, student attendance
People Assigned :
School Counselor, Administration
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
and Neglected
Cost of Supplies and Resources for Student
Success
11/21/2014
Estimated Cost
$2,000
Page 8 of 38
LEA Goal:
District Goal 1:Increase student success in ELA, math, science, and literacy
School Goal : English Language Learner Goal for Improving Student Achievement (District Goal 1)
The percentage of EL students performing at proficient and above will increase from 46.2% to 52.1% in the area of Language Arts.
Formative and summative assessments will evaluate progress towards this goal.
Strategy:
11/21/2014
Page 9 of 38
Action Title: English Language Development Support
Action Type :
Tasks :
Work with the EL district TOSA to ensure all student needs are being met. Continue implementation of the Language! intensive
intervention curriculum and provide supplemental materials to provide listening/speaking, grammar, reading, and writing
instruction. Teachers will use the formative and summative assessments provided in the Language! program to guide instruction.
Purchase support materials and supplies for Language! Fund hours for an ELD Coordinator to monitor student placement,
progress, re-designate students, coordinate ELAC meetings, attend DELAC meeting and complete other program tasks. Create
English Language Development (ELD) classes in the master schedule that will support student movement and progress through
the ELD program and for redesignated students to move into mainstream classes. Provide translation services for meetings.
Explore academic resources for newcomer students. Students will receive daily access. Purchase Accelerated Reader class sets
of novels for students to read outside of class time. Research inviting the high school AVID teacher to speak to students and our
ELAC regarding A-G requirements, and high school requirements. Facilitate communication between elementary and middle
schools and middle and high schools for appropriate student placement and easier transitions. Teachers will access the names of
the EL students in their classroom in order to target instruction. Provide funding for teachers to participate in ELAC meetings.
Measures :
Language! assessment results, ELAC meeting agendas and minutes, Purchase Order for Language! and supplemental materials,
collaboration meeting notes
People Assigned :
Administration, ELD Site Coordinator, EL teachers, School Site Council, Leadership Team, TOSA, ELAC
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Cost of extra hours
Translation services
Cost of supplemental material to support EL
students
and Neglected
Extra duty for teachers attending ELAC meetings
11/21/2014
Estimated Cost
$2,000
$500
$2,000
$150
Page 10 of 38
Action Title: Centralized Support for English Learners
Means of Achievement: Auxiliary services for students and parents
Action Type :
Tasks :
EIA-LEP funding has been centralized to provide the following services for English Learners: CELDT testing; EL Lead Teacher
compensation; oral and written translation services; parent notification and communication; curriculum support and planning;
compliance reporting; professional development; parent support through DELAC and ELAC meetings; support for assessment
materials, and data management; record keeping
Measures :
CELDT;
People Assigned :
Director of Categorical Programs; Categorical Program support staff; translator team; EL Lead teachers
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Centralized services for EL's
Estimated Cost
$0
Action Title: SIOP Professional Development for SDAIE Teachers
Means of Achievement: Staff development and professional collaboration
Action Type :
Tasks :
The Sheltered Instruction Observation Protocol Model (Echevarria, Vogt & Short, 2004) was developed to provide teachers of ELs
with a well-articulated, practical model of sheltered instruction. The SIOP model facilitates high quality instruction for ELs in content
area teaching. While the SIOP Model was developed specifically to ensure quality instruction for ELs, it has been shown to be
effective in addressing the needs of all students. The SIOP 3 day professional development is designed for those wanting to learn
the SIOP Model and its effectiveness in assisting educators in working with English Language Learners. Participants will receive
an in-depth introduction to the content as well as practice in each of the eight components of the model. Teachers will also receive
a brief introduction to lesson planning for the SIOP model.
Measures :
NWEA and CELDT data
People Assigned :
Administrators, School Counselor, Teachers
Start Date :
11/21/2014
8/1/2014
Completion Date :
8/1/2015
Page 11 of 38
Action Title: Summer School Opportunities
Means of Achievement: Extended learning time
Action Type :
Tasks :
Provide a Summer School opportunity for our English Language Learners. Review NWEA and CELDT data to strategically
provided targeted instruction and enrichment for EL students. Fund the cost of teachers, supplemental materials, and
transportation.
Measures :
CELDT and NWEA data
People Assigned :
Administration, School Counselor, Teachers
Start Date :
8/1/2014
Completion Date :
8/1/2015
Funding Resources
Cost of staff, transportation, and supplemental
materials
Estimated Cost
$10,000
Action Title: SDAIE Designated Classes to Support EL Students
Action Type :
Tasks :
We will cluster students in specifically SDAIE designated classes to provide students with SIOP supports and structured teaching
model.
Measures :
CELDT Testing Scores
People Assigned :
Administrators, School counselor, ELD Site Coordinator
Start Date :
11/21/2014
8/1/2014
Completion Date :
6/1/2015
Page 12 of 38
LEA Goal:
School Goal : Mathematics Goal for Improving Student Achievement (District Goal 1)
meetings, a tiered intervention model with common assessments and instructional coaching.The overall school goal is to increase
proficiency in Mathematics. In absence of current State Assessment Data, analysis of local assessments illustrate a need to
increase proficiency in mathematics so that students will be on track to graduate college and career ready
•
•
•
•
NWEA (Adaptive Assessment)
Local Common Formative Assessments
UC Davis Algebra Readiness
ST Math
The data shows there is a significant achievement gap between African American and Latino students, and Asian and Caucasian
students. As we transition to California Common Standards, local assessment data shows that our students are not currently
proficient in mathematics.
Teachers will use their Common Teacher Collaboration Time to analyze data. Teachers will meet weekly in collaborative meetings
to analyze curriculum, assessments and all pertinent data.
Strategy:
11/21/2014
Page 13 of 38
Action Title: Provide Targeted Math Instruction and Support Within and After the School Day
Action Type :
Tasks :
Identify intensive and strategic students through multiple measures of assessment. Continue implementation of curriculum for 8th
grade. Fund before and after school targeted tutoring for students not mastering the math CCCS. Provide targeted tutoring before
and after school for students that are not passing the benchmark assessments at grade level. Fund transportation for tutoring.
Fund the Mathematics, Engineering, Science Achievement (MESA) Program. Provide funding for content areas to purchase
necessary materials to implement unit plans to the fullest potential.
Measures :
Benchmark assessment results, NWEA adaptive assessment results and Common Formative Assessments
People Assigned :
Administration, counselor, math department chair and team, Leadership Team, MESA advisor, MYP Coordinator, TOSA
Start Date :
8/1/2014
Completion Date :
11/1/2015
Funding Resources
Estimated Cost
Cost of supplemental material and tutoring to
support instruction alignment to MYP and CCCS
$9,241
and Neglected
Cost of Bus for tutoring
$4,000
and Neglected
Cost of supplemental material and tutoring to
support instruction alignment to MYP and CCCS
$11,259
Action Title: Professional Development Mathematics
Means of Achievement: Staff development and professional collaboration
Action Type :
Tasks :
Send math teachers to Asilomar Math Conference for training to improve instructional practices that will align with MYP and
CCCS. Math teachers will return and share findings with their department.
Measures :
Completed MYP math units, evidence of implementation of engagement and instructional strategies, evidence of coaching
sessions, assessment results.
People Assigned :
Administration, Math Department and Team Leader, and MYP Coordinator,
Start Date :
8/1/2014
Completion Date :
11/1/2015
Funding Resources
and Neglected
Cost of conference for teacher professional
development
11/21/2014
Estimated Cost
$2,000
Page 14 of 38
Action Title: Software to Support Targeted Math Instruction
Action Type :
Tasks :
Software purchase to enhance mathematics instruction and provide remediation and intervention when needed. Continue funding
and implementation of a math technology intervention program in intervention classes and for after school tutoring.
Measures :
Adminstrative portal for software program provide access for monitoring use and effectiveness.
People Assigned :
Teachers; Administrators; TOSA
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
and Neglected
Cost of math intervention computer software plus
extra hours
Estimated Cost
$10,000
Action Title: Curriculum Alignment
Action Type :
Tasks :
Align Math curriculum with Common Core State Standards. Work will include the creation of benchmarks and curricular
resources. Leaders from each site collaboratively work to create the CAG, which will ultimately include site based formative
assessments. All Math teachers will receive intensive professional development in the use and administration of the CAG and on
the Common Core State Standards. Instructional Technology will be included in the trainings.
Measures :
Benchmark assessment outcomes, curriculum development
People Assigned :
Staff, Administration
Start Date :
11/21/2014
8/1/2014
Completion Date :
6/1/2015
Page 15 of 38
Action Type :
Tasks :
Provide students with an opportunity to get additional support in math instruction during Summer School.
Measures :
NWEA data and Common Formative Assessment Data
People Assigned :
Administrators, School Counselor, Teacher
Start Date :
8/1/2014
Completion Date :
8/1/2015
Funding Resources
and Neglected
Summer School Opportunity
11/21/2014
Estimated Cost
$10,000
Page 16 of 38
LEA Goal:
School Goal : English Language Arts Goal for Improving Student Achievement (District Goal 1)
meetings, a tiered intervention model with common assessments and instructional coaching. The overall school goal is to increase
proficiency in English Language Arts. In the absence of current state assessment data, analysis of local assessments illustrate a
need to increase proficiency in mathematics so that students will be on track to graduate college and career ready.
•
•
•
NWEA (Adaptive Assessment)
Accelerated Reader
Local Common Assessments
The data revealed a significant achievement gap between our African American and Latino students, and our White and Asian
students. As we transition to California Common Core Standards local assessment data shows that our students are not currently
proficient in English Language Arts.
Teachers will use their Common Teacher Collaboration Time to analyze data. Teachers will meet weekly in collaborative meetings
to analyze curriculum, assessments and all pertinent data.
Strategy:
11/21/2014
Page 17 of 38
Action Title: Provide Targeted English-Language Arts Instruction Within and After the School Day
Action Type :
Tasks :
Accurately place students, using multiple measures of student performance into a course in the master schedule that meets the
learning needs of each student. Provide targeted and differentiated instruction to students in the intensive, strategic and proficient
levels within the school day. Strategic and proficient students receive instruction using the State Board approved basic core
curriculum, Prentice Hall 2002 edition. Continue implementing the intervention program and intervention software. Purchase
additional supplies in order to supplement the intervention program. Purchase supplemental ELA materials to support MYP
programs. Purchase supplemental resources for remediation and acceleration for student success. Provide tutoring before or
after school for students who are not meeting the standards.
Measures :
Master schedule, student placement data, formative and benchmark assessment data.
People Assigned :
Administration, Language Arts Teachers, Department Lead, TOSA, MYP Coordinator, Leadership Team, SSC
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Estimated Cost
Fund supplemental instructional materials to
support ELA and alignment with MYP & CCCS
$9,000
and Neglected
Fund supplemental instructional materials to
support ELA and alignment with MYP & CCCS
$13,500
Action Title: Software to Enhance ELA Instruction
Action Type :
Tasks :
Accelerated Reader provides individual students with a current reading level, books at the appropriate level, and opportunities to
measure growth. Renew the Accelerated Reader program license. Investigate AR capabilities and training. Explore the Career
Readiness Report. Maximize full utilization of the program. Explore an Accelerated Reader lead teacher to maximize the program
for our students.
Measures :
Software program adminstrative portals
People Assigned :
Teachers; Administrators; TOSA
Start Date :
11/13/2014
Completion Date :
11/12/2015
Funding Resources
and Neglected
Accelerated Reader Licenses
$6,000
and Neglected
Cost of extra hours
$4,000
11/21/2014
Estimated Cost
Page 18 of 38
Action Type :
Tasks :
Provide students with an opportunity to get additional support in ELA and Reading instruction during Summer School.
Measures :
Common Formative Assessments, Local Testing Data, Student Grades
People Assigned :
Administration, SSC, School Counselor
Start Date :
8/1/2014
Completion Date :
8/1/2015
Funding Resources
and Neglected
Cost of of staff, transportation and supplemental
materials for summer school
Estimated Cost
$10,000
Action Type :
Tasks :
Align ELA curriculum with Common Core State Standards. Work will include the creation of benchmarks and curricular resources.
Leaders from each site collaboratively work to create the CAG, which will ultimately include site based formative assessments. All
ELA teachers will receive intensive professional development in the use and administration of the CAG and on the Common Core
State Standards. Instructional Technology will be included in the trainings.
Measures :
Benchmark, Common Formative Assessments,
People Assigned :
Teachers, Administration, MYP Coordinator
Start Date :
11/21/2014
8/1/2014
Completion Date :
6/1/2015
Page 19 of 38
Action Title: Professional Development English Language Arts
Action Type :
Tasks :
Send ELA teachers to professional development conferences for training to improve instructional practices that will align with MYP
and CCCS. ELA teachers will return and share findings with their department.
Measures :
Completed MYP ELA units, evidence of implementation of engagement and instructional strategies, evidence of coaching
sessions, assessment results.
People Assigned :
Start Date :
11/5/2014
Completion Date :
11/13/2015
Funding Resources
Cost of conference for teacher professional
development
11/21/2014
Estimated Cost
$2,000
Page 20 of 38
LEA Goal:
School Goal : Science Goal for Improving Student Achievement (District Goal 1)
meetings, a tiered intervention model with common assessments and instructional coaching. The overall school goal is to increase
proficiency in Science. Our effort is to align our curriculum to Next Generation Science Standards to prepare our student to be on
track to graduate college and career ready.
CST Data
Walkthroughs
Observations
Natomas Middle School must work to align the instruction with California Common Core Standards.
MYP Unit completion
Walkthroughs
Observations
Strategy:
11/21/2014
Page 21 of 38
Action Title: Professional Development Science
Action Type :
Tasks :
Provide Science Teachers with professional development regarding, Science instruction, Next Generation Science Standards, and
teaching strategies to support our students in Science curriculum.
Measures :
Completed MYP Science Units, evidence of implementation of engagement and instructional strategies, evidence of coaching
seasons and assessment results.
People Assigned :
Administrator, Science Department and Team Leaders, MYP Coordinator
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Cost of resources and conference for teacher
professional development
Estimated Cost
$2,000
Action Type :
Tasks :
Provide students with an opportunity to get additional support in Science and STEM during Summer School.
Measures :
Common Formative Assessment Data and NWEA Adaptive Assessment Data
People Assigned :
Administrators, School Counselor, Teacher
Start Date :
8/1/2014
Completion Date :
8/1/2015
Funding Resources
Summer School Opportunity
11/21/2014
Estimated Cost
$10,000
Page 22 of 38
LEA Goal:
Goal Area : LCAP Priority 5 - Pupil Engagement
School Goal : Graduating College & Career Ready Students (District Goal 2)
Natomas Middle School will work with Natomas Unified School District to provide exposure to academic opportunities and college
readiness for Natomas Middle School students. Creating an infrastructure for college readiness that is fluid from secondary school
to high school.
Analysis of 4 year cohort graduation rate (2013), A-G completion rate (2013), High School Drop Out Rate (2013), Middle School
Drop Out Rate, ACT, ACT Explorer and EAP data for NUSD.
Students need additional learning opportunities to assist in the retention of academic opportunities and college readiness within
the elementary school, in order to create an infrastructure that is fluid throughout their educational experience in the Natomas
Unified School District.
Principal, Teachers, District personnel.
Strategy:
11/21/2014
Page 23 of 38
Action Title: H.O.P.E. Class & Support
Action Type :
Tasks :
A HOPE class will is built into our master schedule. The focus of the class will be leadership development and conflict resolution.
The teacher will utilize the Teen Leadership Curriculum (developed by the Flippen Group) or other approved curriculum in the
class. The focus of the class is to builds personal responsibility and leadership skills through role plays, group activities, speeches,
and projects.
Outcomes: Through the Teen Leadership course, students will: Develop a healthy self-concept, healthy relationships, and a
sense of personal responsibility
· Understand Emotional Intelligence and the skills it measures, including self-awareness, self-control, self-motivation, and social
skills
· Build skills in public speaking and communication as well as an understanding of personal image
· Develop an understanding of principle-based decision-making and learn to make responsible personal and financial decisions
· Recognize and resist peer pressure
· Learn to become better family members and citizens
Our teacher will also integrate cultural related curriculum into the lectures in order to engage students (i.e. The Brotherhood –
Mentoring Program Handbook.) Classroom activities will also include guest speakers and school field trips linked to the core
curriculum.
Explore a summer program to work with incoming H.O.P.E. students. Explore a joint activity with Inderkum and Jefferson H.O.P.E.
students.
Measures :
Outcomes through the Teen Leadership course, students will:
• Develop a healthy self-concept, healthy relationships, and a sense of personal responsibility
• Understand Emotional Intelligence and the skills it measures, including self-awareness, self-control, self-motivation, and
social skills
• Build skills in public speaking and communication as well as an understanding of personal image
• Develop an understanding of principle-based decision-making and learn to make responsible personal and financial
decisions Recognize and resist peer pressure
• Learn to become better family members and citizens
The teachers will also integrate cultural related curriculum into the lectures in order to engage students (i.e. The Brotherhood –
Mentoring Program Handbook.) Classroom activities will also include guest speakers and school field trips linked to the core
curriculum.
People Assigned :
District HOPE team, administration, SSC, HOPE teacher
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
and Neglected
Travel, conference, supplies cost for HOPE
$2,500
and Neglected
HOPE Program - Additional Expenses
$3,500
11/21/2014
Estimated Cost
Page 24 of 38
LEA Goal:
District Goal 4:Create safe and welcoming learning environments where students attend and are connected to their schools
Goal Area : LCAP Priority 6 - School Climate
School Goal : School Climate & Culture of College & Career Readiness (District Goal 4)
Natomas Middle School has implemented systems to support and increase student achievement through a safe and positive school
climate. We are using a positive behavior strategies and we have structured a system of school-wide behaviors and expectations.
There will be a decrease of student suspensions, office referrals and student expulsions by use of this school-wide structure. There
will be an increase in student awareness of school-wide expectations by providing three (3) formal opportunities for students to learn
and practice school-wide expectations. Seventy percent (70%) of Natomas Middle School Students will demonstrate awareness of
school-wide safety, expectations and behavior as evidenced by student surveys, student participation in reward days and
suspension, referral and expulsion data.
Natomas Middle School is committed to creating a safe and welcoming learning environment.
Natomas Middle school's monthly attendance rate will be above 95% as evidence by student attendance data. Natomas Middle
School is working to address and decrease bullying and physical altercations by using community building, school-wide
expectations, IB Learner profile lessons and Restorative Justice practices to provide students with tools to address verbal
disagreements and confrontations before they escalate to physical confrontations and to address bully-like behavior and actions by
shifting the climate and culture of the school so that the spirit of bullying will not thrive.
•
•
•
•
•
•
Suspension data
Administrative Team feedback
Parent feedback
Student feedback
Community feedback
Teacher feedback
The review and analysis of the feedback and input from the parents, teachers, community, administrative team and students
indicated that pro-active systems and preventative strategies would be impactful for reducing discipline issues and creating a
positive school climate. There is a disproportional number of African-American males and Latino males that are suspended and
referred to the office. Natomas Middle School needs to reduce the disproportional number of suspension for Latino and African
American male students. There is a concern regarding student attendance and maintaining student achievement.
A monthly review of attendance, suspension, expulsion and office referral data by the Administrative Team. The Climate and
Culture Leadership team will monitor student participation in Natomas Middle School reward events. The Administration Team will
monitor and review the effects of the Restorative Justice work taking place during class meetings and conflict resolutions and
mediation.
Strategy:
11/21/2014
Page 25 of 38
Action Title: Climate & Culture Leadership Team
Action Type :
Tasks :
Establish and maintain a school climate that focuses on safety and student learning. Natomas Middle School has established a
Climate & Culture Leadership Team to address all concerns related to culture and climate. Develop and implement school-wide
expectations, behavior consequences and rewards (Panther PRIDE). Develop and implement school-wide rewards and positive
recognition: PAW Days, Panther Pride PAWS, positive phone calls home, Principal's List, Honor Roll and Perfect Attendance
awards, and Principal PRIDE Pack. The student leadership class and the student leadership team will organize student activities to
promote school spirit. Teachers and staff will lead school sports and clubs on campus to promote school involvement and enrich
student learning. Natomas Middle School uses Restorative Justice Practices to create a climate that discourages bullying.
Connect with families daily regarding student absences to encourage regular attendance. Purchase student organizational
materials to promote time management, study skills, optimal use of instructional minutes. Develop staff and student recognition
focused on site and district goals.
Measures :
Data collection, attendance data, discipline data, survey data, Target Excellence attendance and CHKS data.
People Assigned :
Climate and Culture Leadership Team, Activities Directors, Administration, Target Excellence Team, and Counselor
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Purchase student planners
$3,000
Cost associated with meetings & assemblies,
(bullying, behavior expectations, substance abuse,
etc)
$2,000
Cost associated to materials and resources related
to consequences, rewards and awards
$9,741
and Neglected
Travel Costs for HOPE
$1,000
and Neglected
Cost associated to materials and resources related
to consequences, rewards and awards
$2,000
11/21/2014
Estimated Cost
Page 26 of 38
Action Title: Counseling to Support Students
Action Type :
Tasks :
Fund a Mission Possible counselor to address concerns impacting student attendance and achievement. Work with the Behavior
Specialist to work with teachers on strategies to de-escalate behaviors. Work in conjunction with the California Lawyers of the Arts
to establish a peer mediation program. Provide training for students and administration. Work with a Social Worker to to bring in
social work interns to work with students. Develop and implement a structure for Student Study Teams that connect with the Social
Worker Interns and our Special Education Department. Coordinate all student support systems to provide targeted support to
students.
Measures :
Attendance and achievement data for participating students will be analyzed. Behavior logs will be analyzed.
People Assigned :
Mission Possible Counselor; school counselor; admnistrators
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
and Neglected
Mission Possible Counselor
and Neglected
Mission Possible Intern Coordinator Support
11/21/2014
Estimated Cost
$15,000
$5,000
Page 27 of 38
LEA Goal:
District Goal 3:Engage parents and families to support student success in school
Goal Area : LCAP Priority 3 - Parent Involvement
School Goal : School to Home Collaboration to Support Student Achievement (District Goal 3)
Natomas Middle School is implementing systems to support and increase student achievement through parent involvement. The
percentage of parent engagement will be established this year under in a quantifiable amount of participation. At least 50% of
parents will attend a school event/activity as evidenced by photographs, sign-in sheets and feedback.
•
•
•
•
•
SSC participation
ELAC participation
PTSA participation
Parent Feedback and Input
Panther Booster Student Parent
The data revealed significant limited parent involvement in the community. Research supports that there is direct correlation
between parent involvement and student achievement.
We will continually review the participation through sign-in sheets, go back to our ELAC and SSC to evaluate the effectiveness of
our parent involvement efforts. We will also collect feedback through the use of surveys and we will monitor parent participation at
events.
Strategy:
11/21/2014
Page 28 of 38
Action Title: Promoting Parent/Guardian Attendance at School
Action Type :
Tasks :
Increase the number of volunteers on campus. Recognize parents/guardians when they volunteer. Parent Orientation nights will be
provided for families of each grade level prior to the beginning of the school year. Parents/Guardians will be invited to the Winter
and Spring Music Concerts to watch their children demonstrate their musical talents and to observe the music program. Fund the
cost of translators, beverages and food. The School Site Council will conduct visitations to programs on site which are being
funded through categorical funds. Schedule an 8th grade parent information meeting to discuss opportunities available at both
high schools plus A-G requirements. The English Language Advisory Committee (ELAC) will review the English Language
Development portion of the school site plan and give input. Send parent representatives to participate in the Superintendent's
District Parent Advisory Council. Work with Target Excellence to hold events events for students and parents. Keep parents
informed of school events through weekly Connect Ed messages, newsletters, etc. Inform parents about the Home Connect
portion of Accelerated Reader to stay connected with their child's reading progress. Provide training for parents on Home
Connect. PTSA and Panther Parent Boosters will make a concerted effort to sign up parents to volunteer for specific events and
activities. PTSA will host a forum for parents to gather information on their needs in supporting their children's academic
achievement and attendance. Schedule parent/guardian parent information evenings to educate families about the MYP
educational opportunities offered at Natomas Middle School. Request that parents sign up for five hours of volunteer service.
Revive Parent Resource Room. Fund the cost of finger-printing for 20 adults. Recruit incoming parents for intensive volunteering.
Conduct Power School trainings for parents. Panther Parent Booster will collaborate to promote positive school Climate and
Culture.
Measures :
Conduct parent surveys and review assessment results.
People Assigned :
Activities Director, School Site Council members, Administration, ELAC, PTSA, Target Excellence
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Cost associated with additional resources for
parents to engage in supporting the school events
$2,000
and Neglected
Cost of food and translators at events
$2,000
and Neglected
Cost of finger-printing for 20 people
$1,600
and Neglected
Cost of food, translators, etc. for parent information
events and ELAC mtgs
$2,000
11/21/2014
Estimated Cost
Page 29 of 38
Action Title: Parent Involvement & Parent CORES
Action Type :
Tasks :
NMS will offer parent workshops and engagement opportunities through Parent CORES (Collaboration, Opportunity, Relationship,
& Empowerment =Success) which encourages and supports College and Career Readiness for all of our Natomas Unified
students. Activities include: transitions to Middle School/High School events, informational workshops on supporting students at
home, Project 2 Inspire Program to inform and engage parents in educational and District practices and ways to support their
student, College Field Trips, ESL and Computer classes, and other activities.
NMS will host Parent connection opportunities to share and provide feedback regarding school matters (i.e. Tea Talks, Coffee with
the Principal, etc.)
Explore additional resources and or workshops with a focus on specifically connecting with our EL parents.
Explore conferences for parents to increase parent involvement and attendance at school.
Hold parent forums and Parent Success Nights to inform and educate parents/guardians about programs offered to students, a-g
requirements, college and career readiness. Feedback and input will be gathered from parents/guardians about school programs
and practices.
Provide ELD/ESL courses in connection with technology to increase parent access to the English language and develop
technological skills for communicating with teachers and utilizing Power School and other tools for parents.
Measures :
Attendance logs, feedback forms, sign in sheets from Parent Nights
People Assigned :
Administration, School Counselor, members of School Site Council, PTSA, Parent CORES Coordinator
Start Date :
8/1/2014
Completion Date :
6/1/2015
Funding Resources
Cost of a parent ESL/ELD program and Cost
associated with additional resources for parents
$3,000
Conferences for parents and Cost associated with
additional resources for parents
$1,000
and Neglected
Conferences for parents & Cost associated with
additional resources for parents
$1,000
11/21/2014
Estimated Cost
Page 30 of 38
LEA Goal:
11/21/2014
Page 31 of 38
Goal Area : LCAP Priority 2 - Implementation of State Standards
School Goal : Common Core State Standards Alignment (District Goal 2)
Natomas Middle School is implementing systems to align English Language Arts and Math curriculum with Common Core State
Standards. The work will include the creation of scope and sequence and curricular resources. NMS Teachers are aligning
instruction to MYP and CCCS.
CAG
Scope and Sequence
MYP Units
Teachers need to complete 4 MYP units that are aligned to the CCCS.
CAG - Scope & Sequence
Walkthroughs
Observations
Strategy:
Action Type :
Tasks :
Align ELA and Math curriculum with Common Core State Standards. Work will include the creation of benchmarks and curricular
resources. Leaders from each site collaboratively work to create the CAG, which will ultimately include site based formative
assessments. All ELA and Math teachers will receive intensive professional development in the use and administration of the CAG
and on the Common Core State Standards. Instructional Technology will be included in the trainings.
Measures :
CAG completion
Scope and Sequence completions
MYP Unit completion
People Assigned :
MYP, Teachers, Administrators
Start Date :
11/21/2014
8/1/2014
Completion Date :
8/1/2015
Page 32 of 38
Funding Programs Included in this Plan
Each state and federal categorical program in which the school participates.
Total Site Plan Budget :
$327,991
Total Annual Expenditures for Current School Plan:
($328,991)
Balance:
($1,000)
Funding Resource
Code
3010
Allocation /
Expenditure
Funding Source
NCLB: Title I, Part A, Basic Grants Low-Income and Neglected
$209,687
Action: Climate & Culture Leadership Team
($3,000)
Action: College and Career Awareness
($8,000)
Action: Counseling to Support Students
($20,000)
Action: English Language Development Support
($150)
Action: H.O.P.E. Class & Support
($6,000)
Action: Instructional Coach
($10,000)
Action: Instructional Technology
($40,000)
Action: MYP IB Candidacy Support
($4,741)
Action: Parent Involvement & Parent CORES
($1,000)
Action: Professional Development Mathematics
($2,000)
Action: Promoting Parent/Guardian Attendance at School
($5,600)
Action: Provide Targeted English-Language Arts Instruction Within and After the
School Day
($13,500)
Action: Provide Targeted Math Instruction and Support Within and After the School
Day
($15,259)
Action: Software to Enhance ELA Instruction
($10,000)
Action: Software to Support Targeted Math Instruction
($10,000)
Action: Summer School Opportunities
($20,000)
Action: Supplemental Academic Support & Resources
($2,000)
Action: Support/Intervention Classes for Math & ELA
($39,437)
Balance:
711
Action: English Language Development Support
11/21/2014
($1,000)
$20,500
($4,500)
($3,000)
($10,000)
Page 33 of 38
($3,000)
Balance:
710
$97,804
Action: Climate & Culture Leadership Team
($14,741)
Action: Instructional Coach
($10,000)
Action: MYP IB Candidacy Support
($259)
($1,000)
Action: Professional Development English Language Arts
($2,000)
Action: Professional Development Science
($2,000)
Action: Promoting Parent/Guardian Attendance at School
($2,000)
Action: Provide Targeted English-Language Arts Instruction Within and After the
School Day
($9,000)
Action: Provide Targeted Math Instruction and Support Within and After the School
Day
($9,241)
($10,000)
($37,563)
Balance:
11/21/2014
$0
$0
Page 34 of 38
School Site Council Membership
Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed
expenditures of funds allocated to the School through the Consolidated Application, by the school site council. The current
make-up of the school site council is as follows:
Name
Represents
Contact Info
Reviewed Plan Date
Dr. Tina Tranzor
Principal
567-5540
11/18/2014
Karen Glynn
Classroom Teacher
567-5540
11/18/2014
Christina Carpenter
Classroom Teacher
567-5540
11/18/2014
Carol Baker-Turney
Classroom Teacher
567-5540
11/18/2014
Justin Vorhauer
Classroom Teacher
567-5540
11/18/2014
Maria Cueller-Johnson
Classroom Teacher
567-5540
11/18/2014
Taffy Couts
Other School Staff
567-5540
11/18/2014
Margarita Gonzalez
Parent or Community Member
567-5540
11/18/2014
Nilo Yazdanakhsh
567-5540
11/18/2014
Roberto Toledo
567-5540
11/18/2014
Kirk Williams
567-5540
11/18/2014
Darrian McCode
Secondary Student
567-5540
11/18/2014
Nadia Mohammad G.B
Secondary Student
567-5540
11/18/2014
Fernando Nalin
Secondary Student
567-5540
11/18/2015
Total Number of Committee Members
Number of Members of each Category
Principal
ClassRoom
Teacher
Other School
Staff
Parent or
Community
Member
Secondary
Student
1
5
1
4
3
Recommendations and Assurances
The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for
approval and assures the board of the following:
1.
The SSC is correctly constituted and was formed in accordance with district governing board policy and
state law.
2.
The SSC reviewed its responsibilities under state law and district governing board policies, including those
board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring
board approval.
3.
The SSC sought and considered all recommendations from the following groups or committees before
adopting this plan.
Authorized signatures
attached at end of document. Signature
__________________________
English Learner Advisory Committee - Sonia Rambo
4.
The SSC reviewed the content requirements for school plans of programs included in this SPSA and
believes all such content requirements have been met, including those found in district governing board
policies and in the local educational agency plan.
11/21/2014
Page 35 of 38
5.
This SPSA is based on a thorough analysis of student academic performance. The actions proposed here in
form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic
performance.
6.
This SPSA was adopted by the SSC at a public meeting on:
11/18/2014
Attested:
Dr. T. Tranzor Principal
Authorized signatures attached at end of document.
Typed name of School Principal
Signature of School Principal
KD Pham
Authorized signatures attached at end of document.
Typed name of SSC Chairperson
Signature of SSC Chairperson
Date
Date
Analysis of Current Educational Practice
1. Use of state and local assessments to modify instruction and improve student achievement (ESEA):
Assessments within the curriculum adoptions, CELDT and CST results are used to monitor student progress, evaluate programs,
and make decisions about the appropriate student placements that best serve the needs of our students.
During the 2014-2015 school year, each grade level content area team will be identifying essential standards, developing quarterly
benchmark assessments and regular formative assessments to analyze results and modify instruction to improve student
achievement.
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC):
Teachers administer common benchmark assessments in English Language Arts, Mathematics, Social Science, and Science.
Teachers meet two times per month in collaborative teams to analyze data to determine what level of proficiency students are
demonstrating. Teachers review pacing guides, and plan instruction based on the results of the benchmarks and formative
assessments. Administration is present at collaboration meetings.
In addition to analyzing benchmark assessments with their collaborative teams, teachers are creating common formative
assessments to monitor progress towards meeting grade level standards. Teachers will use the results of quizzes to inform pacing,
determine student’s strengths and weaknesses and plan differentiated instruction.
3. Status of meeting requirements for highly qualified staff (ESEA):
Our district's Human Resources department has a process for determining the highly qualified status of all teachers in the district.
Currently, 96% of Natomas Middle School's staff is highly qualified.
4.Principals' Assembly Bill (AB) 75 training on State Board of Education (SBE) adopted instructional materials (EPC):
One administrator at Natomas Middle School has completed the AB75 training. The remaining two are currently participating in a
program.
5.Sufficiency of credentialed teachers and teacher professional development (e.g. access to AB 466 training on SBE-adopted
instructional materials) (EPC):
All staff are participating in one of three professional development cohorts focused on Curriculum Alignment Guides, SIOP or
Differentiated instruction.
Teachers are credentialed to teach the content area to which they are assigned.
English Language Arts teachers are in need on AB 466 training in the adopted material.
Two thirds of the Literacy teachers have received five days of training in order to implement the Language! intervention materials.
Teachers were trained in using the materials, delivering instruction, have been observed by the trainer and have received feedback.
Language! has been implemented in SDC and EL students. The implementation of this program is in response to assessment
results that identified a group of students performing below grade level.
11/21/2014
Page 36 of 38
6.Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA):
Professional development has included Middle Years Program (MYP) training for the full staff in 2012-2013. By October 2014 at
least one member of every department will have participated in a three day content area specific training. The principal has attended
both required Head of Schools training and the MYP site coordinator has attended multiple trainings.
Professional Learning Communities are meeting two times per month to collaborate around staff instructional practices that set
students up for success, assessment results, and how to intervene with students who did not master the content and how to provide
enrichment for those who achieved mastery.
Lastly, our Safe and Civil Schools team has entered the second of three years of training and implementation. Our team continues
in the process of collecting data from staff and students.
7.Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC):
As of the beginning of the 2012-2013 school year, the full staff has been trained in the area of Equity and Access. A 20%
instructional coach has been hired in order to observe instructional practices and provide feedback specifically in this area.
Our Middle Years Programme coordinator has been working with content area grade level specific teams to develop unit plans in
preparation for submission of our application to be a candidate school in the year 2013-2014. This work will continue in 2014-15
School-wide instructional strategies and norms have been identified and our 20% Instructional Coach is engaging in regular
classroom visits and providing feedback to every teacher regarding their implementation. She is additionally working with teachers in
developing lessons that incorporate the student engagement strategies and norms.
8.Teacher collaboration by grade level (K-8) and department (9-12) (EPC):
Teachers meet by grade level and content area three times per month to analyze student data, create progress monitoring tools and
plan instruction. PLC Google docs are monitored by administration.
The collaborative teams are: English Language Arts grade 6 & 7, English Language Arts grade 8, General Math grade 7, General
Math grade 8, Algebra, Social Science grade 7, Social Science grade 8, Science grade 6 and 7, Science grade 8, Physical
Education grades 6-8, Special Education team and Language!.
9.Alignment of curriculum, instruction, and materials to content and performance standards (ESEA):
Although the math department went through a recent adoption process and adopted a state approved text, funds were not available
to purchase materials. Our district was able, however, to adopt the Algebra Readiness materials for the general math 8 course.
Language! intervention curriculum was also adopted for students performing below grade level. The Language Arts materials were
last adopted in 2001. Science and Social Science materials are current. Regardless, each department has aligned instruction and
materials with the State standards.
Specially designed intervention curriculum is offered through our English Language Development and Special Education Programs
to accelerate reading, writing, and comprehension skills. Such curriculum is additionally offered n the area of mathematics to
individualize learning and close the gaps.
10.Adherence to recommended instructional minutes for reading/language arts and mathematics (K-8) (EPC):
Students participate in seven 50 minute instructional periods per day. Although a few of our demographic-groups achieved some
growth, there are still a significant number of under-performing students at our school.
This school year, Natomas Middle School continues to provide a limited number of reading and math intervention classes within the
school day to meet the needs of under-performing students.
Students at or approaching grade level according to multiple measures, in Language Arts receive 50 minutes of daily instruction.
Students demonstrating advanced proficiency, according to multiple measures in Language Arts also receive 50 minutes of
Language Arts instruction. Students demonstrating below basic or far below basic proficiency, according to multiple measures,
receive 100 minutes of daily instruction.
In mathematics at the 6th and 7th grade level, students who demonstrate grade level mastery according to multiple measures,
receive only 50 minutes of daily instruction. Those students who demonstrate below basic or far below basic proficiency, according
to multiple measures, receive 50 minutes of daily instruction with the same teacher. In mathematics at the 8th grade level, students
take 50 minutes of Algebra. A selected group of students are enrolled in an "Algebra Support" class to provide an additional 50
minutes of instruction in the Algebra standards. Students enrolled in Geometry receive 50 minutes of daily instruction
11.Lesson pacing schedule (K-8) and master schedule flexibility for sufficient numbers of intervention courses (EPC):
Teachers in Language Arts and Mathematics intervention courses follow a pacing guide and assessment calendar so that students
are able to switch teachers without a significant disruption in their instruction. At each quarter, students are evaluated using multiple
measures to determine the accuracy of their placement. Adjustments are made at the beginning of the school year, and at the 1st,
2nd, and 3rd quarter. In some rare cases, adjustments to a students schedule are made as soon as the need for a change is
demonstrated.
12.Availability of standards-based instructional materials appropriate to all student groups (ESEA):
11/21/2014
Page 37 of 38
Each student has grade level textbooks and other necessary supplemental materials. All are standards-based and meet the needs
of students performing below, at, or above grade level. All students are issued textbooks within the first two weeks of school based
on the courses in which they are enrolled. Our librarian keeps a record through Destiny of all books issued to each student. New
students receive their textbooks through the library upon enrollment.
13.Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school
students, access to standards-aligned core courses (EPC):
Our standards-aligned instructional materials including intervention materials are as follows:
English Language Arts - Prentice Hall 2001 instructional materials; Language! instructional materials for intervention; Math grade 7
strategic group - The Mind Institute Math Intervention materials; Math grade 8 support - UCLA Algebra Readiness curriculum;
Algebra - McDougall-Litell;
Geometry - Prentice-Hall
Science; 6th and 7th Social Science - Houghton Mifflin
14.Services provided by the regular program that enable underperforming students to meet standards (ESEA):
Each year, all students are assessed in order to identify each student's grade level proficiency using multiple measures English
Langauge Arts and Mathematics. These measures allow teachers to use objective data to work together and place students in
courses that best meet individual student needs. Our English Language Learners are receiving 100 instructional minutes, or two
periods, of the Language! intervention instructional program. Students below basic are receiving an additional period of Language
Arts. In math, a group of strategic students in the 7th grade are receiving an additional 50 minute period of math instruction in lieu of
an enrichment course. Students in these classes have access to the Math Mind Institute intervention program delivered through
technology. Under-performing 8th grade students are receiving intervention through the Algebra Readiness intervention curriculum
for 50 minutes daily plus the Mind Institute program.
Accelerated Reader is in place school-wide to motivate students to read by providing immediate feedback, instill a love of reading,
and increase reading comprehension.
15.Research-based educational practices to raise student achievement at this school (ESEA):
Natomas Middle School has achieved candidacy for the Middle Years Programme which will bring additional educational
opportunities for our students beginning in the 2013-2014 school year. MYP work will continue in 2014-15
Our administration is also intensively looking at the attendance of our students and practices that surround our practices in order to
increase attendance which leads to increased achievement.
16.Resources available from family, school, district, and community to assist under-achieving students (ESEA):
Natomas Middle School offers counseling in various areas including suicide prevention through a Mission Possible counselor three
times per week.
Our Target Excellence after school program is providing services to students through an ASES grant. Target Excellence provides
opportunities for college awareness, homework help, community service, parent education nights, and access to organizations in the
community. NMS has a boys mentoring program called HOPE which provides social skills, community building, college awareness
and making positive choices.
Our district is providing us with a bullying prevention programs to build an anti-bullying climate. Social Work interns also provide
students with support. Parent CORES is providing additional parent education evenings through Project 2 Inspire.
17.Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary
schools, in the planning, implementation, and evaluation of consolidated application programs. (5 CCR 3932):
The School Site Council is involved in the development, planning, implementation, and evaluation of the consolidated application
programs. Our English Language Advisory Committee also provides input on our School Site Plan.
18.Services provided by categorical funds that enable underperforming students to meet standards (ESEA) :
Site categorical funds are funding a 20% Instructional Coach. Site Categorical funds are funding additional training in Equity and
Access instructional practices and MYP unit development and student support and interventions..
19.Fiscal support (EPC):
All categorical funding sources will be used to support the implementation of the goals in our school site plan.
11/21/2014
Page 38 of 38

Natomas Middle School - Natomas Unified School District

Transcription

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