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Single Plan for Student Achievement Douglass MS 2014-2015
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Single Plan for Student Achievement Douglass MS 2014-2015

Single Plan for Student Achievement Douglass MS 2014-2015

he Single Plan for Student Achievement Douglass Middle School 1 of 59 9/30/14

2014-15 Single Plan for Student Achievement

School: Douglass Middle School

CDS Code: 57727100000000

District: Woodland Joint Unified School District

Principal: Derek Cooper

Revision Date: September 24, 2014

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students.

California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act

(ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program

Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following

person:

Contact Person: Derek Cooper

Position: Principal

Phone Number: 530.666.2191

Address: 525 Granada Dr.

Woodland, CA 95695

E-mail Address: derek.cooper@wjusd.org

The District Governing Board approved this revision of the SPSA on October 23, 2014.

The Single Plan for Student Achievement Douglass Middle School 2 of 59 9/30/14

Table of Contents

School Vision and Mission ......................................................................................................................................................3

Community and School Profile ...............................................................................................................................................3

Comprehensive Needs Assessment Components ..................................................................................................................3

Data Analysis .................................................................................................................................................................3

Surveys ..........................................................................................................................................................................3

Classroom Observations................................................................................................................................................3

Analysis of Current Instructional Program ....................................................................................................................4

IV. Description of Barriers and Related School Goals .............................................................................................................7

CELDT (Annual Assessment) Results..............................................................................................................................8

Title III Accountability (School Data) .............................................................................................................................9

VI. Planned Improvements in Student Performance............................................................................................................10

Goal 1A: English Language Arts ...................................................................................................................................10

Goal 1B: Mathematics .................................................................................................................................................17

Goal 2: Disproportionality ...........................................................................................................................................26

Goal 3: English Language Development ......................................................................................................................29

Goal 4: Physical Fitness/Health & Wellness ................................................................................................................39

Goal 5: School Climate.................................................................................................................................................42

Goal 6: Parent Involvement.........................................................................................................................................50

VIII. Summary of Expenditures in this Plan...........................................................................................................................55

Total Allocations and Expenditures by Funding Source ..............................................................................................55

Total Expenditures by Goal..........................................................................................................................................56

IX. Title I: Home/School Compact.........................................................................................................................................57

X. School Site Council Membership ......................................................................................................................................58

XI. Recommendations and Assurances.................................................................................................................................59

The Single Plan for Student Achievement Douglass Middle School 3 of 59 9/30/14

School Vision and Mission

Douglass Middle School’s Vision and Mission Statements

Vision Statement The Vision for Douglass Middle School is to produce students who will be self-sufficient, contributing members of

our community and society.

Mission Statement The Mission of Douglass Middle School is to provide a quality educational experience for all by demonstrating

safety, responsibility and respect.

Community and School Profile

Woodland is located in Yolo County and has a rich heritage of community spirit and neighborly charm. With a population of more

than 50,000 people, the town is situated twenty miles from downtown Sacramento and 85 miles from San Francisco. Woodland

Joint Unified School District includes six preschools, ten elementary schools, one charter elementary school, two middle schools, two

comprehensive senior high schools, a continuation high school, and an adult school, and served a total of 10,403 students in the

2012-2013 school year.

Douglass Middle School operates on a traditional calendar, and during the 2014-15 school year, 849 students are enrolled in grades

seven and eight.

Student body demographics are illustrated as follows,

2014-15 Student Enrollment by Ethnicity Percentage reported

African American/Black .08%

American Indian .08%

Asian 6 %

Filipino 1%

Hispanic or Latino 63.0%

Pacific Islander 1%

White 21%

Two or More 0%

None Reported 0.04%

Comprehensive Needs Assessment Components

Data Analysis

Please refer to the School and Student Performance Data section where an analysis is provided.

Surveys

This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results

from the survey(s).

We have not developed a survey for this process. We would like to see what other schools have used in order to provide accurate

information to staff, parents and students. Currently we use our student data from our CST and CELDT scores. We will also use

benchmark assessments to inform our instruction. The data incorporates a variety of supports, such class size reduction,

interventions (during and after school hours), para pro support, technology and supplemental materials.

Classroom Observations

This section provides a description of types and frequency of classroom observations conducted during the school-year and a

summary of findings.

Classroom observations by administration will be performed for evaluation purposes, feedback, and alignment of programs.

Through the work teachers are implementing with "A Look at Learning", teachers will also observe their colleagues lessons to inform

instruction, use BEST practice and provide feedback for each other. The site leadership team and teachers use the on-line program

"Evaluated".

The Single Plan for Student Achievement Douglass Middle School 4 of 59 9/30/14

Analysis of Current Instructional Program

The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program

Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical

findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals

• Meeting performance goals

• Exceeding performance goals

Douglass Middle School is committed to building an effective strong academic program. We acknowledge that skills are best

acquired in the context of meaningful learning experiences presented in a supportive environment. Challenging instructional

activities across the curriculum emphasize interdisciplinary strategies, hands-on activities, cooperative learning , and problem

solving/critical thinking skills.

After a year of department meetings, including review of the Common Core Standards, evaluation of all assessment data and the

formation of a clear picture of where we wanted our students to be, the USG's were developed in the areas of Language Arts, and

Mathematics. The USG's are documents that outline how students will be taught and assessed. All certified staff were involved in

the development. Assessment reports are used to determine a need for remediation in the academics areas throughout the year.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

Besides the students CST scores from the 2013 STAR tests, teachers use a variety of other formative and summative

assessments. These assessments include; Course essential assignments, department generated benchmark assessments and

essential assignments, and curriculum embedded assessments such as Inside and Holt. Teachers check for understanding

throughout their daily lessons in order to inform their instruction.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

The site will be looking at student achievement data to ensure instruction is aligned to the District Pacing Guides and make

adjustments in instruction accordingly where needed to ensure fidelity.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

One hundred percent of the the teaching staff at DMS is NCLB compliant.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on

SBE-adopted instructional materials) (EPC)

The DMS teaching staff have received the training necessary in order to teach the courses for the core subject areas.

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

Each year our staff receives the Data and disaggregates according to the individual student, student subgroups, grade level and

school-wide focus. Time is provided in teacher department meetings before the school year begins and continuously monitored

for appropriate placement in the core classes. Teachers also have access to our district data program, Illuminate. We have this

program linked to our web site and all of our staff has been trained on how to access this program to read reports on their

students achievement.

The Single Plan for Student Achievement Douglass Middle School 5 of 59 9/30/14

6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

Students are expected to have access to the core. This means that every teacher at Douglass MS will have English Language

Learners and students with special needs in their classrooms. Ongoing professional development will continue in the following

areas: maintaining a positive of school culture, A Look at Learning, Building Effective Schools Together, Co-Teaching, district wide

curriculum (monitoring pacing guides and benchmark assessments) and our disportionality awareness through our Student

Services Department. SDAIE and Explicit Direct Instructional strategies and language development are built into the delivery

process for all of our classes in order for our students to attain academic success and readiness for high school. The district and

the site support articulation in subject matter meetings where teachers analyze data in order to improve their instruction and

test item questions. This year we will be afforded the opportunity to work with TOSA's in the areas of English and mathematics.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve)

(EPC)

The staff at DMS collaborates three times a month during the shortened Wednesdays. Two of the meetings are for department

pacing, alignment, assessment and review of benchmark data. The third meeting will be split into two parts throughout the year.

The first part of this meeting will be to look at how we can support our students so we can respond with an intervention/plan for

their needs be it in academics and/or behavior. The teachers will be in two teams called Teacher Teaming. The teachers will have

a facilitator who will lead the discussion on students who are at risk academically and behaviorally. They will document parent

contact, the need for a SST and set up meetings to intervene as necessary so none of our students fall through the cracks. The

second half of the meeting will be for our continued efforts in supporting language learners from the training we receive for A

Look at Learning (ALL) Teachers will collaborate on how to view and discuss instructional strategies and practice them in

between monthly meetings. There will be four district Collaboration days that are calendared for department meetings in pairs

or whole departments and five individual preparation days for course needs

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

Each of our four core areas of instruction are aligned with the State frameworks (the what of curriculum) and the State

standards (how it will be taught and level of achievement). Staff will work closely as a department to share out their pacing of

the essential assignments and the agreed upon levels of achievement to meet standards. Materials needed for all of the core

areas are consistent in order for all students to achieve equal access to curriculum.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

Douglass Middle School exceeds the minimum required instructional minutes in a school day as mandated by the California

Education Code (56,777) by having a schedule that has over 64,000 instructional minutes. Students who are at grade level in

math and English receive 55 minutes in each course daily. Students who are below grade level in math and English will receive

an additional 55 minutes of front loading or pre-teaching in that subject area. Students, who are considered to be two or more

years below grade level in English based on CST's and district assessments, will receive two hours of intensive instruction using

the state adopted curriculum from National Geographic called Inside.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Teachers collaborate twice a month to look at their pacing schedules. The master schedule was developed for student

placements according to achievement data, CELDT, 504 and IEP's. The amount of intervention courses is dependent on the

needs of the students and thus the master schedule is created in order to meet our students' academic needs. The master

schedule has flexibility for students to be placed or moved as they develop their English and math skills.

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

In accordance with the Williams Act, all student groups have equal access to standards-based instructional materials.

The Single Plan for Student Achievement Douglass Middle School 6 of 59 9/30/14

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school

students, access to standards-aligned core courses (EPC)

All of the instructional materials being used at DMS are SBE adopted. All of our core classes are aligned to the CCSS, NGSS, and

or the Common Core State Standards. Intervention texts and support materials such as Standards Plus and Inside are all state

adopted for middle school students. We do not have intensive State adopted materials for mathematics.

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Multiple assessments for our math and English Departments are utilized for proper placement of students. Students are placed

in classes that best support their learning needs. Teacher recommendations, CST data, District assessments, RTI/SSTs, IEPs, 504s

and grades are also taken into consideration when making appropriate level changes for student placement. Our special

education students are placed Algebra Readiness or Algebra courses. And if necessary, they will be placed in a strategic

frontloading courses. Special Education teachers and Para professionals are in these classes as co-teachers to support all

students but especially students who are on IEP's. We are offering intervention classes for math students during the school day

and programs after-school for additional support. Our Language Arts program is multi-faceted. We place students in Intensive

intervention classes (Inside) and Strategic Support English 7&8 classes who test at different levels of performance in the broad

spectrum of reading comprehension, speaking, listening and writing. These programs are taught for two periods every day.

14. Research-based educational practices to raise student achievement

Through District staff development trainings, articulation, BTSA, TESS (First Best Instruction for mathematics), and

administration trainings the staff at DMS is using these researched based educational practices to raise student achievement.

Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

Douglass MS is committed to providing a comprehensive safety net for all of our students. We use strategies like Case

Management and Student Success Teams to monitor student’s success and recommend interventions. Examples of interventions

include; individual time with the teacher, UC Davis tutor support, mathematic interventions from math teachers after school, in

the Library. Parents on Campus (POC) for after school support with student activities.

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary

schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

DMS has a School Site Council (SSC) that will monitor the progress and site plan for the education and best practices by staff to

ensure all students have the essential skills, technology and opportunities to become proficient in ELA, mathematics, science and

history. The SSC is comprised of parents, students, classified and teaching staff. The administration also makes a presentation at

the site's ELAC meeting to ensure all families understand the purpose and plan for student achievement at DMS.

The Single Plan for Student Achievement Douglass Middle School 7 of 59 9/30/14

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

We will be providing support classes and extra Para Professionals for math and English, intervention opportunities for students

inside and outside of the school day, staff development to teachers, paid coordination activities for a bilingual resource teacher,

the purchase of additional sections for ELD, AVID, and math/English support classes in core courses for class size reduction per

CELDT and Smarter Balanced scores, and a Para-professional for our newcomer Program and SEI courses. The following

specialists are on site or available to provide support for students with disabilities: Resource Specialist, Speech and Language

Pathologist, School Psychologist, Occupational Therapist, Counselors, Social Worker, and a School Nurse. Their first

responsibility is to assure that all students with disabilities are appropriately served in the least restrictive environment.

Resource specialist services designated instructional services and special day classes may be provided to pupils who have not

been identified as an individual with a disability in accordance with California Education Code 52850 thorough 52870, School

Based Coordinated Categorical Programs. “School Based” services may be provided to students without an identified disability

when the specialist caseload allows and parents’ written consent is obtained.

18. Fiscal support (EPC)

The District provides DMS with the budgets for discretionary funding at the site as well as the categorical dollars for the School

Site Council to plan and develop opportunities to meet the needs for student achievement.

IV. Description of Barriers and Related School Goals

At Douglass Middle School we believe that it is our moral imperative to close the achievement gap. We have the attitude that every

student that comes onto our campus deserves to have a quality education. We provide strategic support for our students who are

below grade level in math and language arts. Because the number of students who need these services increase, the amount of

elective programs has been reduced. The expectation for the percentage of students that must be proficient according to NCLB

continues to grow by ten percent each year in mathematics and language arts. This means that teachers have to have time to

collaborate by departments and district-wide by grade level. Because the master schedule is built on student needs there are

teachers that have a common prep so this planning time happens before and after school. With Common Core of State Standards

(CCSS) there is a need to start planning on this transition so our teachers are prepared to teach these standards and how they will be

assessed.

Our funding is implemented to support our teachers professional development and providing interventions for our students who are

not at grade level will be closely monitored and evaluated. We will purchase additional sections for class size reduction, EL Specialist

time and Para Professionals, additional support materials and technology for instruction, after school intervention, Saturday

intervention, support for students by staff, summer academy, professional development trainings, collaboration time for planning

course pacing guides, assessments, and reviewing data to continue the cycle of inquiry for closing the achievement gap for all of our

students.

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V. School and Student Performance Data

CELDT (Annual Assessment) Results

2013-14 CELDT (Annual Assessment) Results

Grade Advanced Early Advanced Intermediate Early Intermediate Beginning Number Tested

# % # % # % # % # % #

7 3 4 45 60 21 28 3 4 3 4 75

8 12 17 34 47 19 26 7 10 72

Total 15 10 79 54 40 27 10 7 3 2 147

Conclusions based on this data by levels:

1. DMS is a 7th and 8th grade Middle School that served 147 EL students. The majority (91%) are at a Intermediate level or better.

The Single Plan for Student Achievement Douglass Middle School 9 of 59 9/30/14

V. School and Student Performance Data

Title III Accountability (School Data)

Annual Growth

AMAO 1

2011-12 2012-13 2013-14

Number of Annual Testers 185 181 147

Percent with Prior Year Data 99.5 100.0% 100.0%

Number in Cohort 184 181 147

Number Met 154 124 108

Percent Met 83.7 68.5% 73.5%

NCLB Target 56.0 57.5 59.0

Met Target Yes Yes Yes

Attaining English Proficiency

2011-12 2012-13 2013-14

Years of EL instruction Years of EL instruction Years of EL instruction

AMAO 2

Less Than 5 5 Or More Less Than 5 5 Or More Less Than 5 5 Or More

Number in Cohort 20 171 16 166 17 133

Number Met -- 136 -- 106 -- 86

Percent Met -- 79.5 -- 63.9% -- 64.7%

NCLB Target 20.1 45.1 21.4 47.0 22.8 49.0

Met Target * Yes * Yes -- Yes

Adequate Yearly Progress for English Learner Subgroup

AMAO 3

2011-12 2012-13 2013-14

English-Language Arts

Met Participation Rate Yes Yes

Met Percent Proficient or Above No No

Mathematics

Met Participation Rate Yes Yes

Met Percent Proficient or Above No No

Conclusions based on this data by AMAO level:

1. We met each of the annual targets for AMAO 1 and AMAO 2. We did not meet the AMAO 3 target for English Language Learners

being proficient in ELA in 2013 and or the AMAO goal in Mathematics being proficient or above in 2013.

2. We are concentrating on lowering student to teacher ratio with added sections and para professionals. The added support will

be small group and one on one. Other resources will include added counseling support and El specialist.

The Single Plan for Student Achievement Douglass Middle School 10 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 1A: English Language Arts

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

Performance Goal 1A, 1C, 1D, 1E, 2A-2G, 3, 4 & 5A-5B--------

LCAP Goal 1: Ensure that students master the Common Core State Standards (CCSS) & Next Generation Science Standards (CA–NGSS) and are college and career ready.

1.1 Implement an articulated educational program based on three themes: development of 21st century skills, literacy across the curriculum, and an emphasis on inquiry and

collaboration.

1.2 Provide differentiated instructional programs to support the development of students with varying needs and interests.

1.3 Increase students’ access to a broad course of study.

1.4 Increase the percentage of teachers that are Highly Qualified from the 2013-14 baseline of 97.7% HQT.

1.5 Provide sufficient standards-aligned instructional materials for all students district-wide.

English Language Arts

The overall goal for student performance is to increase our number of students scoring at the Proficient level or above on CST ELA assessments. In 2012-13, the percentage for

proficiency for 7th grade and 8th grade English was 59%. This an was a 3% decrease from last year. While our goal is to get every student to Proficient or above, this will require

incremental progress. The increment for improvement each year is 10%, meaning that we expect our students this year to be at 79.2% of our 7th graders and 8th graders to

perform at the Proficient level or above.

--------

Data Used to Form this Goal:

LCAP Goal 1: Ensure that students master the Common Core State Standards (CCSS) & Next Generation Science Standards (CA–NGSS) and are college and career ready.

1.1 Teacher & administrator surveys; on-site audits of program implementation; inventory of Standards-aligned Unit Study Guides developed and in use.

1.2 The Smarter Balanced Assessments; District benchmark assessments in English language arts/literacy and the Academic Performance Index (API); students completing A-G

courses or Career Technical Education (CTE) sequences/programs; students demonstrating college preparedness through the Early Assessment Program (EAP) which assesses

students for college-readiness in grade 11 of high school.

1.3 Increase in College Prep enrollment and a decrease in Strategic classes

District Benchmark & Unit Assessments to serve as accountability standards for all schools to measure students’ growth.

--------

Findings from the Analysis of this Data:

The State of California requires each of our sub-groups to meet or exceed the State targets each year. Based on the CST scores from 2013, our overall achievement at both grade

levels decreased by 3% in grade seven and 2% in grade eight. Seventh grade proficiency rates decreased from 61% to 58% and eighth proficiency rates decreased from 62% to

60%. In summary, there were slight losses across the board in English and there is still work to be done for our language learners.--------

The Single Plan for Student Achievement Douglass Middle School 11 of 59 9/30/14

How the School will Evaluate the Progress of this Goal:

Assessments used: Student scores on the annual CELDT test, selection and unit tests from language arts programs (Inside), and benchmark exam results. Process of Evaluation:

Cycle of Inquiry: Principal and teachers will review data and interim data according to this cycle: August – September 1. Interpret prior/current year data; prior year third

trimester interim data 2. Collaborate to determine lesson sequence from our pacing guides and for each flexible group including interventions for remediation and acceleration

3. Determine training and/or coaching needs (lesson sequence, data, etc.) November – December 1. Interpret first trimester interim data 2. Collaborate to determine lesson

sequence for each flexible group 3. Rearrange student groups according to first trimester data 4. Determine training and/or coaching needs (lesson sequence, data, etc.)

February – March 1. Interpret second trimester data 2. Collaborate to determine lesson sequence for each flexible group 3. Rearrange student groups according to second

trimester data 4. Determine training and/or coaching needs (lesson sequence, data, etc.) Teachers will analyze the data and develop action plans to increase student success.

This will allow the teachers to focus their instruction on student areas of need. Teachers will hold "Staff Development Wednesday" meetings on a regular basis to coordinate

department goals, alignment of standards and benchmark assessments while focusing on instructional strategies to meet students' targeted goals. Each department will meet

with Central Office personnel to set up follow-up meetings on the protocols for analyzing student data and determining next steps for instruction, interventions and re-teaching.

New teachers will meet regularly with their BTSA Support Providers to ensure that they adhere to and demonstrate the standards for the teaching profession. Student Success

and RTI Teams will be used to support progress toward this goal by teaching organizational strategies and convening meetings for struggling students. Students who are at

benchmark/grade level will receive 55 minutes of instruction in English Language Arts (ELA). Students who fall short of that mark will receive 110 minutes of ELA, as an

intervention, built into their class schedule to ensure there is support for their individual academic program. This year our long-term EL's at DMS, who are at CELDT Level 3 and

been in the District since Kindergarten, will be enrolled in grade level English courses with an English Support class as well as receive ELD instruction which will be part of our

teaching standards for English. All of our teachers with these targeted students will be trained in this instructional practice in order to provide increased opportunities for

students to be involved in the writing and reading comprehension process. --------

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 12 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

1a.1 Master Schedule, Collaboration,

Staff Development and Vertical

Articulation for English Language Arts

An English teacher will be paid .40

from 7090 of her 1.0 FTE to provide

an additional support class thus

reducing class size in our master

schedule to support EL learners and

underperforming students.

Our English, math, science and

history teachers will be meeting as

departments and district articulation

teams in order to collaborate and to

analyze disaggregated data in order

to improve instruction for under

performing students. They will

continue to look at the writing

process and look at formative

assessments for the placement of

students in extra support classes and

in intervention classes.

Support classes for English students

who are not proficient in ELA have

been created. We are developing

programs for under performing

students or non proficient students in

order to close the achievement gap.

Teachers will need several substitute,

extra duty days throughout the year

in order to develop curriculum and

pacing for this support courses. We

will use our categorical dollars to

purchase additional supplemental

support materials, supplies,

duplication, copies, books,

consumables and technology.

2014/15 School

Year

Principal, English

Department

Class Size Reduction for English

classes

LCAP Economic Impact Aid 20165.00

Substitutes and Extra Duty Pay LCAP Economic Impact Aid 15000.00

Para Professional LCAP Economic Impact Aid 12,000

Supplies Supplemental/Concentration 2500.00

Collaboration Supplemental/Concentration 3000.00

Supplies Site Discretionary 15000.00

The Single Plan for Student Achievement Douglass Middle School 13 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

We will align our instruction with

specific learning objectives in order

to close the achievement gap of our

sub groups. During department and

staff meetings we will further

develop the following: pacing guides,

our intervention programs and

student engagement activities;

whiteboards, pair-share, choral

response, breaking down test release

items, and ensuring students

understand the lesson objective for

each day of instruction, increase

opportunities for our students in the

use of their academic vocabulary,

challenge our students with higher

order thinking questions (Costa's

levels), and finally look at essential

assignment data to inform our

instruction and make adjustments in

order to help close the achievement

gap.

We will align the district initiatives

(School Culture, School Safety, A Look

at Learning, Essential Program

Components, A Look at Learning, EDI,

BEST, and Response to Interventions)

so the staff at Douglass Middle will

see how all of these initiatives will

work together. We will provide staff

development opportunities at the

site in department, staff meetings

conferences.

We need to collaborate by

departments to clarify essential

standards for the core. We need to

align our instruction with specific

learning objectives. In order to close

The Single Plan for Student Achievement Douglass Middle School 14 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

the achievement gap of our specific

groups on campus we will strengthen

department level collaboration.

1a.2 Teachers will attend

conferences; training and

collaborative meetings to develop

differentiation approach as a result of

teacher training to support under

performing students. Substitutes and

extra duty pay will be provided to

support the differentiated approach.

We will align our instruction with

specific academic and language

objectives to support under

performing students.

In order to close the achievement

gap of our specific groups on campus,

extra duty pay will be used to support

additional interventions. This will

strengthen department level

collaboration. Intervention programs

during instruction as well as outside

of the school day(Intervention

tutoring

before school, after school and

Saturday intervention will also be

implemented to support under

performing students. Increased

student engagement activities such

as, the use of white-boards, pairshare,

choral response, breaking

down test release items, and

ensuring students understand the

lesson objective for each day of

instruction will be used to support

under performing students.

We will also increase the level and

2014/15 School

Year

Principal, teachers,

Administration

Conferences, Trainings LCAP Economic Impact Aid 6000.00

Substitutes Supplemental/Concentration 2000.00

Extra Duty Supplemental/Concentration 3000.00

intervention tutors, (teachers,

para professionals) for outside of

the school day.

Supplemental/Concentration 12,370.00

Destiny library program supplies

and materials

Site Discretionary 2,000.00

The Single Plan for Student Achievement Douglass Middle School 15 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

opportunities for our students in the

use of their academic vocabulary

challenge our students with higher

order thinking questions (Costa's

levels), and finally look at essential

assignment data to inform our

instruction and make adjustments so

all students can perform at grade

level. We will align the district

initiatives (School Culture, School

Safety, EDI, A Look at Learning,

Essential Program Components, A

Look at Learning, BEST, and Response

to Interventions) so the staff at

Douglass Middle will see how all of

these initiatives will work together.

Also use the library tracking and

cataloging system used for

supplemental materials to include

science, social studies, leveled books

etc. This allows teachers to pull

books by students needs.

We will provide staff development

opportunities at the site in

department and staff meetings. We

will be in need of training for

Response to Interventions (RtI) so we

will look at opportunities for trainings

and incorporate our student’s needs

for success through our site

Leadership team and by

departments. The concept is twofold,

one goal is for academic achievement

for all students and the other goal is

for the social emotional support for

appropriate behaviors for all

students. This will be accomplished

by first best instruction, diagnosing

the problem, progress monitoring,

documentation, and collaboration by

The Single Plan for Student Achievement Douglass Middle School 16 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

all staff.

A Look at Learning: A teacher team

will be trained on the components for

best instructional practice for

language learners. They will meet

monthly to discuss and plan the use

of the strategies and reflect on their

practice. Looking at videos, discussing

the observation, and finally analyzing

the data to inform instruction.

1a.3

Having an instructional aide in our

classrooms to support co-teaching in

order to close the achievement gap

of our students who need extra

support or smaller group activities.

These categorical dollars will reduce

the student to teacher ratio from 32-

1 to 16-1. A Para Pro will be paid with

7090 funds in order to provide this

service to our language learners and

low socioeconomic students at

Douglass Middle School. .

2014/15 School

Year

Principal, Para Pros,

English Chair

Para Professionals LCAP Economic Impact Aid 24,000

1a.4

Supplemental materials to support

underperforming students; for

copies, student need,

2014/15 School

Year

Principal,

Department chairs

Site Discretionary 5000.00

The Single Plan for Student Achievement Douglass Middle School 17 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 1B: Mathematics

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

Performance Goal 1B, 1C, 1D, 1E, 2A-2G, 3, 4 & 5A-5B--------

LCAP Goal 1: Ensure that students master the Common Core State Standards (CCSS) & Next Generation Science Standards (CA–NGSS) and are college and career ready.

1.1 Implement an articulated educational program based on three themes: development of 21st century skills, literacy across the curriculum, and an emphasis on inquiry and

collaboration.

1.2 Provide differentiated instructional programs to support the development of students with varying needs and interests.

1.3 Increase students’ access to a broad course of study.

1.4 Increase the percentage of teachers that are Highly Qualified from the 2013-14 baseline of 97.7% HQT.

1.5 Provide sufficient standards-aligned instructional materials for all students district-wide.

Mathematics

The overall math goal for student performance is to increase our number of students scoring at the Proficient level or above on CST math assessments. In 2012-13, the

percentage for proficiency for 7th grade and 8th grade math was 50%. This was a 6% increase from last year. The state expected our students last year to be at 89.5% at the

Proficient level or above. Our current scores in the area of Math are 50% proficient for 7th grade (algebra readiness), an increase of 1%. In Algebra one our proficiency went up

54%, which is a 2% increase. Our Geometry CST proficiency scores were 88% which means we did meet our target for this group of students.

--------

Data Used to Form this Goal:

LCAP Goal 1: Ensure that students master the Common Core State Standards (CCSS) & Next Generation Science Standards (CA–NGSS) and are college and career ready.

1.1 Teacher & administrator surveys; on-site audits of program implementation; inventory of Standards-aligned Unit Study Guides developed and in use.

1.2 The Smarter Balanced Assessments; District benchmark assessments in math and the Academic Performance Index (API); students completing A-G courses or Career

Technical Education (CTE) sequences/programs; students demonstrating college preparedness through the Early Assessment Program (EAP) which assesses students for collegereadiness

in grade 11 of high school.

1.3 Increase in College Prep enrollment and a decrease in Strategic classes

District Benchmark & Unit Assessments data for Algebra Readiness, Algebra, and Geometry. During the school year, the math department will be looking at both formative and

summative assessments for each essential unit of study. From these data chats they will use the cycle of inquiry to adjust their pacing guides, assessments, and instruction. Reteaching

and interventions will also be part of this process in order to support students in getting to grade level proficiency.

--------

The Single Plan for Student Achievement Douglass Middle School 18 of 59 9/30/14

Findings from the Analysis of this Data:

We are still short of reaching the school-wide proficiency in mathematics according the NCLB requirements. The good news is that we are making progress in each of our subgroups

and we are continuing to monitor and update our pacing guide that is aligned to the standards with interim assessments. We are going to plan our units of study to

ensure that we are targeting our instruction with the areas of need.--------

How the School will Evaluate the Progress of this Goal:

Assessments used: Student scores on annual CELDT test, selection and unit tests from Holt math programs and benchmark exam results. Process of Evaluation: Cycle of Inquiry

Principal and teachers will review data and interim data according to this cycle: August through October 1. Interpret prior/current year data; prior year third trimester interim

data 2. Collaborate to determine lesson sequence for each flexible group including interventions for remediation and acceleration 3. Determine training and/or coaching needs

(lesson sequence, data, etc.) November – December 1. Interpret first trimester interim data 2. Collaborate to determine lesson sequence for each flexible group 3. Rearrange

student groups according to first trimester data 4. Determine training and/or coaching needs (lesson sequence, data, etc.) February – March 1. Interpret second trimester data 2.

Collaborate to determine lesson sequence for each flexible group 3. Rearrange student groups according to second trimester data 4. Determine training and/or coaching needs

(lesson sequence, data, etc.) Teachers will use the data to place students into appropriate levels of math. Students will be reassessed each grading period to determine the

continuing appropriateness of their math placement. Backward mapping of essential standards of cluster scores will be a math department focus during each of the grading

periods. We will continue to implement the District assessment for math placements using District benchmark assessments for articulation of instruction and alignment of

standards for mathematics. UC Davis and CSUS students have been recruited to support math students. We will continue to use the system of parent conferences to discuss

progress and make appropriate recommendations. The implementation of an after-school math intervention classes and the homework club will also support student progress.--

------

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 19 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

1B.1

Master Schedule, Collaboration, Staff

Development and Vertical

Articulation for mathematics

We will be using 7090 categorical

funds to provide three additional

sections of algebra readiness support

and algebra support for our seventh

and eighth grade students who are

under performing. Reducing the

student to teacher ratio from 32- to

24-1 in order to close the

achievement gap. The purpose of

using these categorical funds is to

provide class size reduction,

additional services and instructional

time for our students. Three math

teachers will be paid with a

percentage of these funds in order to

provide these additional services to

our language learners and low

socioeconomic students. Also will

also hire para-pros to help with this

class size reduction and lower the

student to teacher ratio.

Formative and summative

assessments will be used to inform

instruction. This year we will have 12

support classes for pre-algebra and

algebra for students who are not

proficient in these two levels of

courses. This means these students

will receive two hours of

mathematics in order to get them to

grade level in one year. The purpose

for these classes is to pre-teach the

concepts that students will be seeing

2014/15 School

Year

Principal Derek

Cooper

Class Size Reduction LCAP Economic Impact Aid 20082.00

Class Size Reduction LCAP Economic Impact Aid 23082.00

Intervention Support for math

VSA

LCAP Economic Impact Aid 10000.00

Subs and extra duty LCAP Economic Impact Aid 2500.00

Para Professional LCAP Economic Impact Aid 12,000

Collaboration time for teachers Supplemental/Concentration 2500

Supplies Site Discretionary 8,000

The Single Plan for Student Achievement Douglass Middle School 20 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

in the benchmark class.

Students who are not performing at

grade level will be targeted for

interventions during the school day

as well as after school. .

The District is providing time for our

math teachers to meet across the

District to articulate pacing guides for

each of our math courses. Interim

assessments will be used to support

instruction and will be aligned to the

USG's District wide.

Support classes for students who are

not proficient in math have been

created and teachers will need

several substitute days throughout

the year in order to develop

curriculum and pacing for this course.

Changes made to our Master

Schedule allows all students,

including ELLs, to have access to the

core curriculum and elective

programs, making this a school-wide

focus and a truly collaborative effort

for our staff. Other strategies to

support this action include teacher

training and extended learning

through costs related to professional

development. We will use our

categorical dollars to purchase

additional support materials,

supplies, duplication, copies, books,

consumables and technology will be

necessary in order to support our

students for formative and

summative assessments as well as for

best instructional practice to meet

the needs for student achievement

The Single Plan for Student Achievement Douglass Middle School 21 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

that will help close the achievement

gap.

We need to collaborate by

departments to clarify essential

standards for the core. We need to

align our instruction with specific

learning objectives. In order to close

the achievement gap of our specific

groups on campus, we will

strengthen department level

collaboration. During department

and staff meetings we will do the

following activities: pacing guides,

look at our intervention programs

during instruction as well as outside

of the school day, practice student

engagement activities such as: the

use of whiteboards, pair-share,

choral response, breaking down test

release items, and ensuring students

understand the lesson objective for

each day of instruction. We will also

increase the level and opportunities

for our students in the use of their

academic vocabulary, challenge our

students with higher order thinking

questions (Costa's levels), and finally

look at essential assignment data to

inform our instruction and make

adjustments so all students can

perform at grade level. We will align

the district initiatives (School Culture,

School Safety, A Look at Learning,

Essential Program Components, A

Look at Learning, EDI, BEST, and

Response to Interventions) so the

staff at Douglass Middle will see how

all of these initiatives will work

together.

The Single Plan for Student Achievement Douglass Middle School 22 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

1B.2

Teachers will attend conferences;

training and collaborative meetings

to develop differentiation approach

as a result of teacher training to

support under performing students.

Substitutes and extra duty pay will be

provided to support the

differentiated approach. We will align

our instruction with specific academic

and language objectives to support

under performing students.

In order to close the achievement

gap of our specific groups on campus,

extra duty pay will be used to support

additional interventions. This will

strengthen department level

collaboration. intervention programs

during instruction as well as outside

of the school day will be

implemented to support under

performing students. Increased

student engagement activities such

as, the use of white-boards, pairshare,

choral response, breaking

down test release items, and

ensuring students understand the

lesson objective for each day of

instruction will be used to support

under performing students. We will

also increase the level and

opportunities for our students in the

use of their academic vocabulary,

challenge our students with higher

order thinking questions (Costa's

levels), and finally look at essential

assignment data to inform our

instruction and make adjustments so

2014/15 School

Year

Principal intervention tutors, (teachers,

para pros) for Saturday or before

and after school programs.

Supplemental/Concentration 12,370.00

Substitutes and after hours

meetings

LCAP Economic Impact Aid 2,000.00

The Single Plan for Student Achievement Douglass Middle School 23 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

all students can perform at grade

level. We will align the district

initiatives (School Culture, School

Safety, EDI, A Look at Learning,

Essential Program Components, A

Look at Learning, BEST, and Response

to Interventions) so the staff at

Douglass Middle will see how all of

these initiatives will work together.

We will align the district initiatives

(School Culture, School Safety, EDI, A

Look at Learning, Essential Program

Components, A Look at Learning,

BEST, and Response to Interventions)

so the staff at Douglass Middle will

see how all of these initiatives will

work together. We will provide staff

development opportunities at the

site in department and staff

meetings. We will be in need of

training for Response to

Interventions (RtI), increase the levels

of student engagement, and

transitioning to the Common Core.

We will look at opportunities for staff

development and incorporate our

student’s needs for success through

our site Department Chair teams and

by individual departments. The

concept is twofold, one goal is for

academic achievement for all

students and the other goal is for the

social emotional support for

appropriate behaviors for all

students. This will be accomplished

by first best instruction, diagnosing

the problem, progress monitoring,

documentation, and collaboration by

all staff.

The Single Plan for Student Achievement Douglass Middle School 24 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

Through A Look at Learning: A

teacher team will be trained on the

components for best instructional

practice for language learners. They

will meet monthly to discuss and plan

the use of the strategies and reflect

on their practice. Looking at videos,

discussing the observation, and

finally analyzing the data to inform

instruction.

The district and DMS understands

that we must include the 11 Essential

Program Components or EPC's in our

educational programs and in our site

plan. The 11 EPC's are as follows:

Instructional program and materials,

instructional timeline, Pacing Guides,

administrative training, teacher

training and teacher assignment,

ongoing assistance and support for

teachers, student achievement

monitoring, monthly collaboration,

fiscal support, parent community,

School Safety Behavior Plans and

rituals and routines.

Students who are not performing at

grade level will be targeted for

interventions during the school day

as well as after school and or

Saturday. Additional technology

items need to be purchased to

improve and deliver quality

instruction across grade levels and

departments, including computers,

LCD projectors, overhead projectors,

flex cameras and replacement bulbs

for each of these machines as well as

any costs associated with materials,

The Single Plan for Student Achievement Douglass Middle School 25 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

supplies, duplication, copies, books,

consumables along with the

technology that will support student

learning so we can close the

achievement gap among all of our

student groups.

1B.3

Having an instructional aide in our

classrooms to support co-teaching in

order to close the achievement gap

of our students who need extra

support or smaller group activities.

These categorical dollars will reduce

the student to teacher ratio from 32-

1 to 16-1. A Para Pro will be paid with

7090 funds in order to provide this

service to our language learners and

low socioeconomic students at

Douglass Middle School. There will be

a need to ask our Para professional to

support our EL Specialist in her

mandated duties for compliance,

such as CELDT training, CELDT testing,

and the monitoring of CUM folders.

2014/15 School

Year

Principal, Para Pros,

Math Chair

Para Professional LCAP Economic Impact Aid 24,000

The Single Plan for Student Achievement Douglass Middle School 26 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 2: Disproportionality

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

Performance Goal 1A, 1B, 1C, 1D, 1E, 2A-2G, 4 & 5A-5B--------

LCAP Goal 2: Eliminate disproportionalities in the engagement of students in school programs and activities.

2.1 Reduce the percentage of suspensions (including in-house suspensions). The total # of Suspensions in 2013-14 was 138

By subgroup, Hispanic students account for 80%, American Indians account for 4%, Asian students account for 1%, Pacific Islanders account for 0 %, Filipino students account for

0%, African American students account for 1%, White students account for 12%, and Multiple Races/Missing Race students account for 1% of suspensions. A focus for Douglass

is to decrease Hispanic suspensions by 5%.

2.2 Increase the percentage of underrepresented subgroup students that qualify for Gifted and Talented Education (GATE).

In 2013-14, 24% of the school population were identified as GATE. 58% are Hispanic, 0% are American Indian, 7% are Asian, 0% are Black/African American, 1% are Native

Hawaiian/Other Pacific Islander, 32% are White, and 2% are Multiple/Missing. A focus for Douglass is to increase Hispanic participation in GATE activities.

2.3 Ensure that students with special needs are identified and appropriately referred to the correct support services.

In 2013-14, the total Special Education population for Douglass was 58 students. Of the school total, 67.2% are Hispanic, 0% are American Indian, 5.2% are Asian, 5.2% are

African American, 20.7% are White, and 1.7% are Multiple Races.

--------

Data Used to Form this Goal:

LCAP Goal 2: Eliminate disproportionalities in the engagement of students in school programs and activities.

2.1 Student suspensions (including in-house suspensions) disaggregated by subgroup.

2.2 Numbers of students identified for Gifted and Talented Education (GATE), disaggregated by subgroup.

2.3 Number of students referred for Special Education, disaggregated by subgroup. Number of students identified for Special Education program participation disaggregated by

subgroup.

--------

Findings from the Analysis of this Data:

A focus for Douglass is to increase Hispanic student participation in GATE activities.

--------

The Single Plan for Student Achievement Douglass Middle School 27 of 59 9/30/14

How the School will Evaluate the Progress of this Goal:

Douglass Middle School will use a Counselor to evaluate and monitor the progress. --------

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 28 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

2.1 Douglass Middle School current

Counselors will be used to monitor

and report to administration all

activities related to suspensions with

the focus on the Hispanic sub group.

The counselors and administration

will also look at all identified Gifted

and Talented Education (GATE) for a

programs for these students to

increase enrollment in AVID class.

They will also work closely with the

Learning Center teachers who work

the with identified students and are

placed in the mainstream classrooms.

Conference collaboration in

underperforming students

2014/15 school

year

Principal, counselor Underperforming students GATE

program

LCAP Economic Impact Aid 2500.00

motivational incentive supplies LCAP Economic Impact Aid 2000.00

mentor or outside expert for

student success development

programs

LCAP Economic Impact Aid 5000.00

Counselor and Administration

conferences that focus on

underperforming students.

LCAP Economic Impact Aid 1500.00

The Single Plan for Student Achievement Douglass Middle School 29 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 3: English Language Development

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

Performance Goal 1A, 1C, 1D, 1E, 2A-2G, 3, 4 & 5A-5B--------

LCAP Goal 3: Improve the English proficiency and academic achievement of English learners

3.1 Increase the percentage of English learners making annual progress in learning English.

3.2 Decrease the number of long term English learners (LTEL's) annually until there are no LTELs.

The overall goal for our English Language Learners is to demonstrate an increased proficiency in both English Language Arts and Math.

Currently in ELA, 7th and 8th grade ELL students are performing at 11.64 Proficient or above. That was a decrease of 19 %percent. The state's goal for the 2012-13 school

year is for 88% of our ELL students to be proficient or above as a subgroup. Since that is a very difficult target for us at this time, we will once again try to make Safe Harbor

by increasing our ELA scores for EL student by 10%, which means our level of proficiency for EL's would be 21 %.

Currently in Math, 7th and 8th grade ELL students are performing at 9.93 % Proficient or above. We did not make it to Safe Harbor and we only raised our proficiency by one

percent. Our goal for the 2012-13 school year is to make Safe Harbor for our ELL students and raise their scores to 20%. We know that this falls short of the minimal

mandated level the state wants each subgroup for this year, which was 79% Proficient or above. Student performance in History/Social Studies and Science will demonstrate

continued increases in performance on CSTs. All departments at DMS will support English Language Development through the acquisition of appropriate District adopted

instructional materials, supplies and professional development training. English Language Development

EL students will increase their CELDT scores by one level. Students will perform at or above Proficient in ELA and math. Our focus will be on ELLs who are not making their CST

targets in both math and English, with special interest in our long-term EL students in the District as a whole. We monitor our ELL students as a focus group, although we would

like to see an upward trend in all of our student groups.

--------

Data Used to Form this Goal:

LCAP Goal 3: Improve the English proficiency and academic achievement of English learners

3.1 California English Language Development Test (CELDT) or the successor test, English Language Proficiency Assessments for California (ELPAC). In 2013-14, the percentage of

English Learners making annual progress in learning English (AMAO 1) is 73.5%. In 2013-14, the percentage of English Learners attaining the English Proficient level on CELDT

(AMAO 2) is 64.7%

3.2 CELDT (or ELPAC) and California Measurement of Academic Performance and Progress (Smarter Balance Assessments); reclassification rate. In 2013-14, the percentage of

students redesignated to Fluent English Proficient is 18.7%.

District Benchmarks & Unit Assessments, CELDT data, Inside assessments, and teacher recommendations.

--------

The Single Plan for Student Achievement Douglass Middle School 30 of 59 9/30/14

Findings from the Analysis of this Data:

Our English Learners lost three percentage points overall for English on the 2013 CST's. In 7th grade English, they went from 8% to 9% in their proficiency levels. And there was a

loss of one percent in 8th grade, meaning they went from 15% to 14% proficient. We continue to have one English Language Development Intervention course with two levels of

students that need support. We continue to have newcomers and first year students receiving the Inside Curriculum by a veteran staff member and a Para pro to support the

two levels English Language Learners. Based on the CELDT date last year we placed our long-term EL students (CELDT Level 3 students) in Inside Intervention courses based on

the Inside Screener. This year we offer two support classes (one per grade level) for ELD for our targeted Long Term English Language Learners. In their first class the students

will have a smaller classroom environment, focusing on ELD, frontloading instruction, and use supplemental materials. These students will then receive grade level instruction

with their same English teacher as part of their course placement.

Many of the students made progress on their 2013 CELDT and CST scores. This year we are placing those same long-term EL students in grade level English with a support class.

We expect huge gains because our EL students will be exposed to the grade level standards and receive ELD strategies. They will be placed in pre-teach grade level English

course to support their needs by front-loading instruction and giving them more time to process their new knowledge. We are fortunate that our teachers are professionals and

willing to target their instruction to meet our student’s needs. Our teachers will use ELD strategies and work together on instruction that utilizes SDAIE and EDI. We will

continue to work the EDI program through coaching and walk-throughs by outside coaches/peers. We are also continuing our professional development through A Look at

Learning trainings throughout the year.

--------

The Single Plan for Student Achievement Douglass Middle School 31 of 59 9/30/14

How the School will Evaluate the Progress of this Goal:

The Single Plan for Student Achievement Douglass Middle School 32 of 59 9/30/14

Assessments used: Student scores on annual CELDT test selection and unit benchmark assessments from language arts programs. The English Benchmark exam results will then

be analyzed to inform instruction. Process of Evaluation: Cycle of Inquiry: Principal and teachers will review data and subgroup data and interim data according to this cycle:

August – September

1. Interpret prior/current year CST cluster and subgroup data; prior year third trimester interim data

2. Collaborate to determine lesson sequence for each flexible group including interventions for remediation and acceleration

3. Determine training and/or coaching needs (lesson sequence, data, etc.)

4. This year we implemented test chats where teachers will monitor and support their students by ensuring they know their CST and CELDT scores for each of the four measured

areas (listening, speaking, reading and writing).

October– December

1. Interpret first benchmark unit exams and first writing genre as interim data

2. Collaborate to determine lesson sequence for each flexible group

3. Rearrange student groups according to first assessment data.

4. Provide interventions after school and during the school day for targeted students.

5. Determine training and/or coaching needs (lesson sequence, data, etc.)

January – March

1. Interpret second trimester data.

2. Collaborate to determine lesson sequence for each flexible group.

3. Rearrange student groups according to second trimester data.

4. Determine training and/or coaching needs (lesson sequence, data, etc.)

5. Provide interventions after school and during the school day for targeted students.

Teachers and administration will use CELDT, Inside assessments, benchmarks and 2013 CST data to place individual students in the appropriate courses to increase their

level of challenge and overall achievement rates. Students' academic progress and English language development will be evaluated each six-week grading period to ensure

continuing appropriate placement in order to meet their academic program needs.

Language Learners with CELDT scores ranging from 1-4 will be placed in Science and Social Science classes that will ensure English Language Development while teaching to

State standards. Additional support materials for Language Learners will be purchased to support language acquisition as well as cover the State standards for Science and

Social Science.

Teachers will use the data to place students in appropriate levels of Math. All students will be reassessed, as they progress in their language acquisition, and moved as

necessary to appropriate classes to meet their EL needs. Backward mapping of essential standards of cluster scores will be a math department focus during each of the

grading periods. District Assessment for math placements will be implemented this year.

We will provide teachers with sub days or time-sheets for planning and collaboration time to review assessments and data in order to support students through

interventions, re-teaching and placement for support in English and in math.

April-May

1. We will coordinate with our feeder schools and look at achievement data for all incoming students.

2. We will invite all of our incoming students and parents to our annual Open House so they can see all of our academic programs and activities.

3. We will be looking back at our pacing guides and assessments for the year to ensure that we are meeting the needs of our students in all of our core areas of study.

4. We will determine our staff's needs for professional development based on our language learners and all other students who are not proficient according to our formative and

summative assessments.

--------

The Single Plan for Student Achievement Douglass Middle School 33 of 59 9/30/14

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 34 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

3.1 Master Schedule, Collaboration,

Staff Development and Vertical

Articulation

The master schedule was developed

to ensure all EL students have access

to a core education, as well as having

courses which are specifically

designed for SDAIE instruction in

Science and History. Students are

encouraged to take a zero period PE

class so that they may take an

elective during their school day.

We will use funds so we can provide

two courses of AVID for our seventh

grade and one for our eighth graders.

This will reduce the student to

teacher ratio from 60-1 to 30-1.

Having an instructional aide in our

newcomer program will support our

individual needs for the variety of

students that come to our country.

These categorical dollars will reduce

the student to teacher ratio from 20-

1 to 10-1. A Para Pro will be paid with

7090 funds in order to provide this

service to our language learners and

low socioeconomic students at

Douglass Middle School. There will be

a need to ask our Para professional to

support our EL Specialist in her

mandated duties for compliance,

such as CELDT training, CELDT testing,

and the monitoring of CUM folders.

Bilingual Resource teachers met over

the summer to place students in

appropriate English Language

2014/15 School

Year

Principal, EL

Specialist, Para

Professional,

Para professional LCAP Economic Impact Aid 12,000

Supplies Site Discretionary 1119.00

Materials, Supplies LCAP Economic Impact Aid 4588.00

Para Professional LCAP Economic Impact Aid 12,000

The Single Plan for Student Achievement Douglass Middle School 35 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

Development and support classes

using multiple data sources (CELDT

scores, CST scores and teacher

recommendations).

3.2 Staff development will be

provided to all teachers in the areas

of Language Development. Teachers

and administration will attend

trainings and conferences in order to

better implement instructional

strategies that support language

learners. In order for our staff to

receive training in EL instructional

strategies and to provide

collaboration planning time, we will

pay for substitutes, and any

supplement supplies needed such as,

copies, supplemental books, and

technology. In order to close the

achievement gap, students will need

additional technology (computers,

audio and visual equipment to

enhance their language skills.

Trainings will also include

conferences for Response to

Intervention (RtI), Cultural Proficiency

trainings, EDI, collaboration for

English and math support classes

including substitute costs for these

activities.

School staff, educational programs

and departments will propose

expenditures for supplemental

materials, resources and training as

they align with our stated goals in the

Single Plan for Student Achievement.

There will be time devoted to

collaboration within departments,

2014/15 School

Year

Principal Materials, Supplies LCAP Economic Impact Aid 2650.00

Dues for staff development

trainings at conferences

LCAP Economic Impact Aid 750.00

Professional Development LCAP Economic Impact Aid 3000.00

Trainings and Substitutes Supplemental/Concentration 2000.00

The Single Plan for Student Achievement Douglass Middle School 36 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

special programs and communication

between programs with a special

emphasis on instructional strategies

and best practices for under

performing students in English

Language Acquisition skills. We will

communicate effectively with our

parent community on our new School

Loop web page. DMS will purchase

nonfiction and fiction books as well

as computer software/hardware to

supplement the instructional

program for low socioeconomic and

language learners. Additional

resources will be obtained from the

purchase of memberships and

contracts that can support our

Language Learners, For example,

United Streaming, Standards Plus,

Orchard, AVID, CABE, ACSA, ACSD,

EDI, and California League of Middle

Schools.

3.3 Advancement Via Individual

Determination (AVID) Program

Most of our students in the AVID

program are language learners.

Students and staff will attend field

trips, listen to guest speakers, and

engage in academic planning for their

futures. Career interest exams will

be used to measure their readiness

for SAT's. Teachers teaching AVID

this year will continue their training.

Substitutes will be funded so

teachers may attend trainings. To

prepare our students for a college

education we will need to give our

2014/15 School

Year

Principal Trainings and Substitutes LCAP Economic Impact Aid 1600.00

Materials, Supplies and Tests LCAP Economic Impact Aid 1250.00

The Single Plan for Student Achievement Douglass Middle School 37 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

students an assessment to measure

their interest and goals. AVID has a

career and educational selfassessment

that prepares students

for taking the PSAT and SAT. It is

called the Explore Test and it has two

main parts. The first section surveys

their interests in life (using 160

questions) and then uses this

information to help them make

possible career choices that they will

be interested in as an adult. We use

these to start our Career Research

Unit. The other section of the Explore

test tests their skills in academic

content, including reading, writing,

math, science, and history. The

program's staff then sends them

detailed feedback about the content

standards they have mastered, their

areas of weakness, and very specific

sub standards that they should study

in order to completely master all

standards before entering high

school. The explore test also

compares to other eighth grade

students in the nation and ranks

them compared to others. It projects

what students ACT scores will be, if

they continue to progress at this

same rate over the next four years. In

order to maintain our professional

status with AVID, teachers must

attend the AVID Summer Institute.

Teachers will be paid a moderate

stipend for attending the training,

parking, and one meal per day. This

allowed six teachers to be trained

over the summer so we can maintain

our compliance mandates for AVID.

The Single Plan for Student Achievement Douglass Middle School 38 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

3.4

Intervention tutoring

Before school, After school and

Saturday intervention

2014/15 School

Year

Administration,

teachers

Intervention tutors Supplemental/Concentration 10,371.00

The Single Plan for Student Achievement Douglass Middle School 39 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 4: Physical Fitness/Health & Wellness

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

This goal effects all of the LEA Performance Goals (Goal 1F N/A)--------

LCAP Goal 4: Improve student physical fitness and wellness.

4.1 Student physical fitness and wellness needs to improve as measured by the percentage of students in the Healthy Fitness Zone on the California Physical Fitness Test.

In 2013-14, the percentage of students in the Healthy Fitness Zone by subject in 7th grade was:

Aerobic Capacity 57.8%

Body Composition 63.4%

Abdominal Strength 91.5%

Trunk Extension 98.0%

Upper Body Strength 74.4%

Flexibility 79.0%

Douglass' success area is in Trunk Extension and the area of focus is Aerobic Capacity. The Physical Fitness Test Web page on the CDE web site (under DataQuest) can be used to

set student goals.

Fitness Standards Achieved:

0 of 6 0.2%

1 of 6 2.0%

2 of 6 4.6%

3 of 6 15.6%

4 of 6 19.3%

5 of 6 20.7%

6 of 6 37.6%

--------

Data Used to Form this Goal:

The school utilized the state PE performance data to form this goal from the California Physical Fitness Test. Targets are set by the school and California Education code.--------

Findings from the Analysis of this Data:

In 2013-14, the percentage of students in the Healthy Fitness Zone by subject in 7th grade was:

Aerobic Capacity 57.8% this is the area of focus the Douglass Middle School PE department will concentrate on.

--------

The Single Plan for Student Achievement Douglass Middle School 40 of 59 9/30/14

How the School will Evaluate the Progress of this Goal:

School will work on improving the aerobic capacity in all activities through out the California Physical Education standards incorporated in each lesson by the PE teachers.

Progress will be evaluated by recording activities that support this goal. Teachers will also collaborate and share data at all department meeting held monthly.--------

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 41 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

4.1 Administration will meet with PE

staff to determine and improve

activities that will promote aerobic

capacity with all students in

September, January and April.

2014/15 School

Year

Principal, PE staff

The Single Plan for Student Achievement Douglass Middle School 42 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 5: School Climate

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

This goal effects all of the LEA Performance Goals (Goal 1F N/A)--------

LCAP Goal 5: Develop/maintain a culture and a climate in all district schools that are safe and promote active student engagement.

5.1 Continue to promote a positive school culture by implementing programs such as BEST, PBIS, BrainPOP, and conflict resolution.

5.2 Implement an anti-bullying curriculum K-12.

5.3 Review and update school safety plans and implement them fully. School safety plans may include such things as yard supervision and monitoring equipment.

5.4 Maintain school facilities in good repair in accordance with the Facilities Inspection Tool (FIT) .

School Climate

The overall goal for our students, staff and community at Douglass MS is to have systems in place that promote the feeling of being safe at school every day. Last year, Douglass

MS instituted the process for adopting a new Vision Statement, Mission Statement and a school-wide positive behavior model from the training we received for Building

Effective Schools Together (BEST). Our site leadership team was involved in promoting a positive professional school culture with the help of our district administration by

implementing the procedures and best practices for a positive workplace through our work with Dr. Anthony Muhammad. Department Collaboration, Staff Development,

District and Site Trainings, After School Interventions, Summer Academies, and Site Leadership Planning will be necessary for DMS to accomplish a variety of tasks that are

necessary to promote a safe school climate in order to close the achievement gap for our students.

--------

The Single Plan for Student Achievement Douglass Middle School 43 of 59 9/30/14

Data Used to Form this Goal:

LCAP Goal 5: Develop/maintain a culture and a climate in all district schools that are safe and promote active student engagement.

5.1 School climate survey such as California School Climate and Safety Survey (CSCSS) or the Safe Communities Safe Schools Program (SCSS) School Climate Surveys and rates of

each of the following:

Attendance;the school total percentage of attendance was 95.95% in prior school year and will increase by .5%.

Chronic absenteeism and the suspension rate for 2013-14 was 17.2% in prior school year and will decrease by .5%

The expulsion rate for 2013-14 was 0%.

5.2 Implementation of anti-bullying curricula at all sites

5.3 Updated school safety plans

5.4 Facilities Inspection Tool (FIT) quarterly reports

Attendance, suspension, referral, intervention log, CAS Program, Behavior Contract, Behavior Support Plan, Parent Conference, SST's, 504's, IEP's, CST's, Benchmark

Assessments. We also videotaped students and staff on what they felt should be our major concerns for safety and rules for DMS. In several meeting for different groups on

campus discussions were held on what our priorities should be for DMS. We created a Vision Statement, Mission Statement and our three school-wide rules for all students and

staff. We held several meetings for staff, site leadership meetings, School Site Council, PTA, ELAC, and surveyed students at lunch randomly. We will also have to create a survey

for our students, staff and parent community to measure our effectiveness in both the academic and social cultural atmosphere at Douglass MS. We will look for areas for

improvement and build systems and policies in order to ensure the safety and well-being of all stakeholders at our school.

--------

Findings from the Analysis of this Data:

When looking at the following areas of data in regards to attendance, suspension, referrals, intervention logs, CAS Program, Behavior Contracts, Behavior Support Plans, Parents

Conferences, SST's, 504's, IEP's and after school interventions we are able to determine that all of these services are having a positive impact on our students. The data shows in

each of these areas we are seeing a decrease in discipline, suspensions, and an increase in attendance.--------

How the School will Evaluate the Progress of this Goal:

Interventions will be logged into AERIES. CAS will provide daily updates on student referrals. The Case Management Team will monitor student progress in all aspects of

attendance and behavior. Our teacher teams will be assisting our students and families by identifying students who are in need of support and how they will support them in

getting services needed to be successful. There will be SST's, 504's and IEP's where support will be identified and monitored.--------

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 44 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

5.1 Staff will respond to our student's

needs within the workday at DMS by

ensuring that our students are Safe,

Respectful and Responsible. After

school interventions for support in all

our academic classes will be offered

to students who need additional

support and guidance for their

studies in order to close the

achievement gap.

Other strategies to support

interventions include teacher and

administration training and extended

learning through costs related to

professional development. We will

purchase additional support

materials, supplies, copies, books,

and supplemental technology when

necessary in order to support our

underperforming students. We need

to align our instruction with specific

learning objectives in order to close

the achievement gap. During

department and staff meetings we

will do the following activities: pacing

guides, look at our intervention

programs during instruction as well

as outside of the school day, practice

student engagement activities such

as: the use of whiteboards, pairshare,

choral response, breaking

down test release items, and

ensuring students understand the

lesson objective for each day of

instruction. We will also increase the

level and opportunities for our

students in the use of their academic

vocabulary, challenge our students

2014/15 School

Year

Principal, DMS

Leadership Team,

Interventions for after and during

school support by teachers and

yard supervisors

LCAP Economic Impact Aid 11722.00

Library Support for students,

parents, and staff after hours.

LCAP Economic Impact Aid 2000.00

Seventh Grade Summer Academy LCAP Economic Impact Aid 4000.00

Materials and Supplies LCAP Economic Impact Aid 44000.00

Leadership Team extra duty

hours

LCAP Economic Impact Aid 4200.00

Conferences, Subs, Extra Duty LCAP Economic Impact Aid 4000.00

Guest speakers/ Assemblies LCAP Economic Impact Aid 4757.00

VSA Tutors and Finger Printing LCAP Economic Impact Aid 10200.00

membership and organization

dues for academic achievement

LCAP Economic Impact Aid 2,000

Materials, Supplies and a

monitoring system upgrade

Site Discretionary 10000

The Single Plan for Student Achievement Douglass Middle School 45 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

with higher order thinking questions

(Costa's levels), and finally look at

essential assignment data to inform

our instruction and make

adjustments so all students can

perform at grade level. We will align

the district initiatives (School Culture,

School Safety, A Look at Learning,

Essential Program Components, A

Look at Learning, EDI, BEST, and

Response to Interventions and Disproportionality)

so the staff at

Douglass Middle will see how all of

these initiatives will work together in

order to close the achievement gap.

We will provide staff development

opportunities at the site in

department and staff meetings. One

goal is for academic achievement for

all students and the other goal is for

the social emotional support for

appropriate behaviors for all

students. This will be accomplished

by first best instruction, diagnosing

the problem, progress monitoring,

documentation, and collaboration by

all staff. Students who are not

performing at grade level will be

targeted for interventions during the

school day as well as after school.

A Look at Learning: A teacher team

will be trained on the components for

best instructional practice for

language learners. They will meet

monthly to discuss and plan the use

of the strategies and reflect on their

practice. Looking at videos, discussing

the observation, and finally analyzing

the data to inform instruction.

The Single Plan for Student Achievement Douglass Middle School 46 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

Our librarian will provide after-hours

support for technology for teachers,

students and parents throughout the

year. Duties will include helping

students and parents register for

School Loop access, minor support in

technology needs and repairs and

information nights for parents.

We will use our categorical dollars to

purchase additional support

materials, supplies, duplication,

copies, books, consumables and

technology (computers, audio and

visual equipment) to enhance their

language skills will be necessary in

order to support our students for

formative and summative

assessments as well as for best

instructional practice to meet the

needs for student achievement that

will help close the achievement gap.

Members of the Leadership Team will

be paid on time sheets for their work

in planning school-wide issues and

interventions for our language

learners as well as our low

socioeconomic student needs in

order to close the achievement gap.

Changes made to our Master

Schedule allows all students,

including ELs, to have access to the

core curriculum and elective

programs, making this a school-wide

focus and a truly collaborative effort

for our staff. The site leadership team

will need to invest and explore other

educational programs, pay for

consultants, instructional coaches,

The Single Plan for Student Achievement Douglass Middle School 47 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

purchase support and intervention

materials and visit other schools for

support in the areas of closing the

achievement gap of language

learners, and other subgroups at

DMS. Members of the leadership

team will be paid on time sheets for

their work in planning

A school-wide program for our

students success will be implemented

through assemblies that discuss

current issues for all our students.

School safety will be addressed with

improving the monitoring system and

additional yard supervisors. These

additions will increase a safe

environment and have a visible

impact on the students during their

daily routine and development.

There is also a need for tutors in our

AVID classes and other courses

throughout the day to support

student learning. The purpose of

using these funds is to provide an

additional support services for our

language learners and students who

are not at grade level. These

categorical dollars will reduce the

student to teacher ratio or even

smaller groups as well as one on one

tutoring. We will use VSA to pay our

tutors the district rate for

employment as well as help cover the

costs of fingerprinting in order to

provide this service to our language

learner and low socioeconomic

students at Douglass Middle School.

The Single Plan for Student Achievement Douglass Middle School 48 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

The site administrative team will

participate in trainings for looking at

ways to use data to inform

instruction as well as supporting staff

development in closing the

achievement gap for our language

learners. Substitutes will be paid to

cover teacher training and

collaboration time. Conference costs

for professional development will

also be funded.

In order to close the achievement

gap we will create a summer

academy that will support students

that are not proficient in English and

math. Students will be given

curriculum and instruction that will

front load their learning for the

following year. Teachers and student

workers will be paid an extra-duty

stipend for four hours of support in

English, math and Life Skills.

Materials like paper, notebooks,

writing instruments will be provided

for all students. If possible, there will

be an enrichment activity such as a

field trip and celebration for

completing the 3-4 week summer

academy.

Essential Program Components (11

EPC's): Instructional program and

materials, instructional timeline,

Pacing Guides, administrative

training, teacher training and Teacher

Assignment, ongoing assistance and

support for teachers, Student

Achievement Monitoring, monthly

collaboration, fiscal support, parent

community, School Safety Behavior

The Single Plan for Student Achievement Douglass Middle School 49 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

Plans and rituals and routines.

We will align the District Initiatives

(School Culture, School Safety, and

Essential Program Components, A

Look at Learning, BEST, EDI, Disproportionality,

and Response to

Interventions) with that of Douglass

Middle through staff development

opportunities as well as locally at the

site in department and staff

meetings.

In order for our teaching practice,

interventions, English Language

Development programs to stay

current with best instructional

practices, we will also need to pay for

membership dues to organizations

like CABE, CLMS, and ASCD.

The Single Plan for Student Achievement Douglass Middle School 50 of 59 9/30/14

VI. Planned Improvements in Student Performance

Goal 6: Parent Involvement

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for

students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related

actions, and expenditures to raise the academic performance of students not yet meeting state standards:

LEA GOAL:

This goal effects all of the LEA Performance Goals (Goal 1F N/A)--------

LCAP Goal 6: Increase parents'/guardians' engagement with their children's education

6.1 Increase the percentage of parents/guardians from currently underrepresented subgroups who are engaged in district sponsored parent education activities.

6.2 Increase the percentage of parents/guardians from currently underrepresented subgroups who are engaged in actively supporting their children's education at home.

6.3 Increase the percentage of parents/guardians from currently underrepresented subgroups engaged in district/school committees and advisory groups.

Parent Involvement

We will continue to strive to create opportunities for greater parent involvement at Douglass Middle School. We fully understand the need for increased parent involvement in

all schools. Communication is the key for this goal to be achieved. This is done by keeping our Web Site current, newsletters home, all calls home both in English and Spanish. As

parents are involved more at school and with supporting the learning at home, our students are more engaged. Our goal is directly aligned in that we all understand clearly that

parental support is the key to the educational success for all children. Phoning our parents with our auto-caller in both languages spoken at DMS (English and Spanish) in regards

to upcoming important events will be continued for timely communication. Providing an atmosphere that creates a high level of trust and respect will bring increased levels of

parent support we need for our students to be successful in their academics and their behaviors during their middle school years at DMS.

--------

Data Used to Form this Goal:

LCAP Goal 6:

6.1 Increase in the type of district sponsored parent education activities and the number/percentage of parents/guardians participating.

6.2 Parent surveys.

6.3 Increase in parents participating in district/school committees and advisory groups

Our current reality is that we don't have a lot of parents attending our ELAC and PTA meetings though efforts are made to communicate effectively and with incentives to attend

these important meetings. We would like to see greater parent attendance at school events, such as Student Orientation, Back to School Night, Parent Conferences, Open

House, athletics, activities, PTA, ELAC and SSC meetings.. Through our automated caller (Blackboard Connect), we would like to see a higher amount of parents receiving the

phone calls in English and Spanish. We would like to work with the district to create a survey that will be used as feedback on the quality of our services and areas for growth.

We should have more parents registered for access to their student’s data on our Web Site. We will create a parent survey that will ask important questions about parent

involvement to see what alternatives we can create to increase attendance at our events.

--------

The Single Plan for Student Achievement Douglass Middle School 51 of 59 9/30/14

Findings from the Analysis of this Data:

Based on our parent’s attendance at our yearly events last year, we will look at attendance numbers to see how many parents are attending this year's events. We had a

fantastic turnout for Back to School Night (B2SN) based on the standing room only in our north gym for orientation. There should be an increase in parents registered on our

web site because we provide afterhours support in our library and at all parent conferences. We can start having parents sign in when the visit each of their teachers classes for

B2SN. At Open House we will have to try to count the adults present at each location at a specific time of the event.--------

How the School will Evaluate the Progress of this Goal:

We will use the attendance of our parents at our school events, such as Student Orientation, Back to School Night, Parent Conferences, and Open House, athletics, activities,

PTA, ELAC and SSC meetings. One could also state that our students’ academic success as measured by our Academic Performance Index could be one indicator of our parent

involvement level of support is increasing at DMS. We have a Case Management Team that monitors students’ emotional and behavioral needs and this year our teachers are

implementing a program called Teacher Teaming to discuss the needs of students who are not performing at grade level and have behavioral concerns. During parent

conferences, parents and students will receive their report cards from their teachers and thus creating an opportunity for discussions regarding our student’s progress in school.-

-------

First Interim Analysis:

--------

Second Interim Analysis:

--------

The Single Plan for Student Achievement Douglass Middle School 52 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

6.1 Through presentations to our

parent groups in PTA, School Site

Council and ELAC the leadership of

DMS will disclose the purpose of

expenditures for the purpose of

closing the achievement gap and

providing a safe campus for the

students of Douglass Middle School.

Site intervention programs will be

shared with parents. All

interventions are developed by

analyzing student data and

developing intervention that address

student under performance.

If there are agreed upon parent

suggestions, Changes were discussed

and all agreed upon the changes

made to the policy and will be

reflected in the SPSA under the

parent involvement goal.

We provide a summer newsletter

with opportunities for parents to get

involved at DMS and is supported by

PTA and ELAC. We solicit parent

involvement as volunteers, called

Parents on Campus, weekly call outs

on our auto caller to inform parents

about upcoming events. The school

web site is current for events on

campus and has a parent tab for

additional information. We ask all of

our parents to sign their student’s

planner, which serves as a parent

handbook. We encouraged parents

to get attend Back to School Night,

Parent Conferences and Open House.

Parents are reminded that we want

2014/15 school

year

Administration,

ELAC and PTA

Committees, DMS

Leadership Team,

and School Site

Council.

Parent Liaison LCAP Economic Impact Aid 4000.00

Postage, materials, and supplies LCAP Economic Impact Aid 2999.00

Refreshments, Light or informal

meal / snacks for ELAC parent

meetings

Site Discretionary 1000.00

Child care service for parent

meetings

Site Discretionary 1000.00

Parent leadership conferences,

dues and memberships

Site Discretionary 4500.00

The Single Plan for Student Achievement Douglass Middle School 53 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

them to come to school whenever

they can to see our programs.

In order to better support our

families at Douglass MS, we will offer

the services of a Parent Liaison to

assist our families to understand the

many support services we offer for

our students and families. A Parent

Liaison will work closely with Admin

and the EL Specialist to monitor

student progress and communicate

with parents of English Learners and

the general student body. Such

monitoring and communication will

include, but not be limited to:

analyzing assessment data,

contacting teachers to inquire about

student progress and provide

strategies for improvement, goalsetting

and feedback regarding

progress toward meeting such goals,

and contacting parents to update

them on student progress. The

Parent Liaison will help by reaching to

our families in our community about

attendance, interventions, parent

meetings and other school site

initiatives in order to have increased

support and communication. They

can meet with our families on site or

in the community. They will be paid

on a VSA on an hourly basis Monday

through Friday.

Parent trainings and information

regarding curriculum and instruction

will be shared through events such as

reading or writing nights and parent

technology training nights, and

parent conferences. Opportunities

The Single Plan for Student Achievement Douglass Middle School 54 of 59 9/30/14

Actions to be Taken

to Reach This Goal Timeline Person(s)

Responsible

Proposed Expenditure(s)

Description Funding Source Amount

for EL students to better access

elective programs will be provided by

using SDAIE instructional methods. In

order to ensure a high level of parent

involvement, child care and

refreshments will be provided. The

district and DMS understands that we

must include the 11 Essential

Program Components or EPC's in our

educational programs and in our site

plan. The 11 EPC's are as follows:

Instructional program and materials,

instructional timeline, Pacing Guides,

administrative training, teacher

training and teacher assignment,

ongoing assistance and support for

teachers, student achievement

monitoring, monthly collaboration,

fiscal support, parent community,

School Safety Behavior Plans and

rituals and routines.

The Single Plan for Student Achievement Douglass Middle School 55 of 59 9/30/14

VIII. Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

After School and Education Safety

(SAuSpEpSle)mental/Concentration 50,111 0.00

Site Discretionary 47,619 0.00

Title I Part A: Basic Grants Low-Income

aTnitdle N I ePgalretc Ate: dParent Involvement

LCAP Economic Impact Aid 313,545 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCAP Economic Impact Aid 313,545.00

Site Discretionary 47,619.00

Supplemental/Concentration 50,111.00

The Single Plan for Student Achievement Douglass Middle School 56 of 59 9/30/14

VIII. Summary of Expenditures in this Plan

Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1A: English Language Arts 122,035.00

Goal 1B: Mathematics 116,534.00

Goal 2: Disproportionality 11,000.00

Goal 3: English Language Development 51,328.00

Goal 4: Physical Fitness/Health & Wellness

Goal 5: School Climate 96,879.00

Goal 6: Parent Involvement 13,499.00

Goal 10:

Goal 11:

The Single Plan for Student Achievement Douglass Middle School 57 of 59 9/30/14

IX. Title I: Home/School Compact

It is important that families and schools work together to help students achieve high academic standards. Through a process that

included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out

to support student success in school and life.

Student Pledge:

The students of Douglass Middle School understand that they share in the responsibility for their academic achievement. It is

expected that students are to be actively involved in their education by demonstrating our three basic rules for success; to be Safe,

to be Respectful and to be Responsible during the entire school day, co-curricular activities, and athletics. Students have a voice in

all of their classes. We believe in due process so students have an opportunity to voice their concerns to all staff members at

Douglass MS. Our student leadership classes serve as forum for student voice regarding the culture of our school. We believe that

students play a vital role in their education and well-being during their two years of attendance at Douglass Middle School.

Parents Pledge:

We all know that in order for students and staff to be successful in what we do, we need our parents/guardians to buy what we are

selling in order to support their child’s education. Parents/Guardians of students at Douglass Middle School play a pivotal role and

share equally in the responsibility for the academic success of their students. Parents/Guardians are the first teachers of their

children. Parents/Guardians support Douglass Middle School by sending their student to school well rested, well fed, and equipped

with the resources they have to ensure their students are ready for their education. Parents provide a quiet place for their student

to study at home and are encourage communicating directly their concerns with the specific teacher of their child. We believe in due

process so parents have the opportunity to voice their concerns to the administration when the need arises. Parents will come to

Back to School Night, Parent Conferences and Open House to share in their student's education. Parents are always invited to

participate in PTA, ELAC and School Site Council meetings because they are open to the public. Parents will monitor their child's

attendance, homework completion, and volunteer in their child's school, classroom, and activities as well as participate in the major

decisions that involve their student's participation at Douglass MS.

Staff Pledge:

The staff at Douglass Middle School understands that it is the school's responsibility to provide a high quality curriculum and

instruction in a supportive and effective learning environment that enables students to meet and exceed the state standards. The

staff will help parents understand the academic content and achievement standards assessments and how to monitor and improve

the achievement of their children. The school will provide materials necessary for our student's in each of their classes. The school

will assist parents on how to have access to their student's academic progress on our school's web site. Douglass MS understands

the need to have timely communication with the delivery of information to our parents so they can fully participate in their child's

education. Information will be sent home in Spanish and English due to the culture of our community. The mission of DMS is to

provide a quality educational experience for all by demonstrating safety, respect and responsibility.

The Single Plan for Student Achievement Douglass Middle School 58 of 59 9/30/14

X. School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the

principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school

personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected

by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Contact

Number

Year Term

Ends

Principal

Classroom

Teacher

Other

School Staff

Parent or

Community

Member

Secondary

Students

Michele Mitchell 668-8255 2015 [ ] [ ] [ ] [X] [ ]

Sue Fackert 406-2238 2015 [ ] [ ] [ ] [X] [ ]

Karen Richardson 406-1423 2015 [ ] [ ] [ ] [X] [ ]

Derek Cooper 669-8001 2017 [X] [ ] [ ] [ ] [ ]

Katie Hunter 666-2191 2016 [ ] [X] [ ] [ ] [ ]

Mary Buck 666-2191 2016 [ ] [X] [ ] [ ] [ ]

Danny Timothy 666-2191 2016 [ ] [X] [ ] [ ] [ ]

Shannon West 666-2191 2016 [ ] [ ] [X] [ ] [ ]

Rob Schober 666-2191 2015 [ ] [X] [ ] [ ] [ ]

Lucas Reyna 662-5760 2015 [ ] [ ] [ ] [ ] [X]

Taryn Sahota 669-7265 2015 [ ] [ ] [ ] [ ] [X]

Trinity Ekland 723-5160 2015 [ ] [ ] [ ] [ ] [X]

Numbers of members of each category: 1 4 1 3 3

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers,

and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers

must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers

of parents or other community members selected by parents, and students. Members must be selected by their peer group.

The Single Plan for Student Achievement Douglass Middle School 59 of 59 9/30/14

XI. Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s 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 (Check

those that apply):

[ ] State Compensatory Education Advisory Committee

Signature

[X] English Learner Advisory Committee

Signature

[ ] Special Education Advisory Committee

Signature

[ ] Gifted and Talented Education Program Advisory Committee

Signature

[ ] District/School Liaison Team for schools in Program Improvement

Signature

[ ] Compensatory Education Advisory Committee

Signature

[ ] Departmental Advisory Committee (secondary)

Signature

[ ] Other committees established by the school or district (list):

Signature

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.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein 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 September 23, 2013.

Attested:

Derek Cooper

Typed Name of School Principal Signature of School Principal Date

Michele B. Mitchell

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

 

 

 

School Site Plan 2014-2015