DFB CAASP Review & Plan for Student Achievement- 2018-19 Presented by: Julie Hirst February 2019

Demographics School Enrollment Hispanic African American White SED SWD EL RFEP 2016-2017 491 319 (76%) 101 (21%) 24 (5%) 424 (86%) 65 (13%) 103 41 (8%) 2017-2018 454 305 (67%) 82 (18%) 26 (6%) 365 (80%) 53 (12%) (22%) 34 (7%) Put percentages in

SPSA Goals Goal 1 Goal 2 Goal 3 All students are provided appropriately assigned and credentialed teachers, teachers/students will have access to standards aligned materials in all content areas leading to High School Readiness by grade 5, students will have access to instructional technology, and school facilities will be in good repair. Goal 2 We will show a growth of 5% in all of our students, including the subgroups of English Learners, Hispanic, African American, and Economically Disadvantaged students, will be proficient in English Language Arts as measured by STAR Reading or Early Literacy for Grades K-2 and CAASPP ELA, STAR Reading and Lexia for Grades 3-5, We will show a growth of 5% in all of our students, including the subgroups of English Learners, Hispanic, African American, and Economically Disadvantaged students, will be proficient in Math as measured by STAR Math for Grade K-2 and CAASPP Math for Grades 3-8. Goal 3 Increase student engagement by providing a safe school environment which fosters increased communication between home and school, encourages parent and community involvement, and focuses on improving the school climate for all students. Decrease the suspension rate by 5%. Increase the support students are given by increasing parent involvement and engagement by 5% as measured by Board approved volunteers, sign-in sheets, and surveys.

DASHBOARD Data 2 1 7 2018

Math: Two Year Comparative ELA: Two Year Comparative Exceed Met Nearly Not Gr 2016-17 2017-18 3 1.1 1.4 14 11.1 29 23.6 55.9 63.9 4 1.9 2.4 17.5 10.6 35 44.7 45.6 42.4 5 0.9 3.2 6.6 6.5 12.3 18.3 80.2 72 Total 1.3 2.33 12.7 9.4 25.4 28.9 60.56 59.4 Exceed Met Nearly Not Grade 2016-17 2017-18 3 6.5 8.3 14 11.1 25.8 25 53.8 55.6 4 5.9 10.6 14.7 18.8 28.4 51 51.8 5 1.9 3.2 13.1 9.7 16.8 21.5 68.2 65.6 Total 4.76 7.36 13.93 13.2 23.67 21.77 57.67 2017-18 - E/M 11.73 2016-17 - E/M 14 Change -2.27 2017-18 - E/M 20.56 2016-17 - E/M 18.69 Change +1.87 In 2017-2018, 4th Grade ELA performance increased from 20.6% of students meeting Standards to 29.4 % in ELA. In 2017-2018, 5th Grade math increased from 7.5 % of students meeting standard to 9.7% meeting standards in MA. 3.4% increase in meets or exceeded in ELA for our ELLs Overall school wide increase in ELA by 1.87% Suspension moved from red to yellow Data Retrieved From IO Final Enrollment Records for 2016-2018.

CAASP Movement from 2017-2018 Schoolwide: African American: Hispanic: ELL: Positive: 20 Positive: 1 Positive: 16 Positive: 1 No Movement:104 No Movement: 30 No Movement: 62 No Movement: 10 Negative: 41 Negative:6 Negative: 34 Negative: 1 RFEP: Socio-economic: White: Students with Disabilities: Positive: 9 Positive: 12 Positive: 0 Positive: 1 No Movement:22 No Movement: 74 No Movement: 6 No Movement: 24 Negative: 13 Negative:36 Negative: 0 Negative: 3

Four Year Performance ELA By Grade 2014-15 2015-16 2016-17 2017-18 3rd 5 23.8 20.5 19.4 4th 21 19 20.6 29.4 5th 24 26 15 12.9

Four Year Performance Math By Grade 2014-15 2015-16 2016-17 2017-18 3rd 10 17 15.1 12.5 4th 15 19.4 13 5th 7 6 7.5 9.7

Subgroup Grade level Performance in ELA & Math

English Language Arts Sub Group Comparison

Math Sub Group Comparison

Addressing Academic Performance Issues

Dashboard School Culture Indicators

Chronic Absenteeism

Suspension Data

Next Steps to Address School Culture- aligned to LCAP and Strategic Plan Focus Areas The PBIS support team will continue to support PBIS implementation on campus by reviewing behavior data and providing training and support for teachers. Incentives for attendance and academic performance will continue to be given during the morning announcements, at monthly and semester assemblies. Strategies and teacher training to support students in crisis including Mindfulness and Trauma Informed practices, and responsive classrooms is a focus and have already been provided this year. Opportunities for parent involvement are offered, including SSC, ELAC, PTA,Coffee with the Principal and family involvement activities.

Next Steps for Addressing Academics Aligned to LCAP and Strategic Plan Focus Areas Use the MTSS tracking form to track the effectiveness of interventions delivered and for SST recommendation and planning Consistently collaborate and review performance data to improve instructional practice. Provide interventions differentiated to the student through the use of Lexia, Ellevation, SRA, Read Naturally. Provide monthly coaching sessions for teachers with AAIIAC to support teaching and learning Continue with implementing the Daily 5 structure through training, dialogue, resource gathering, modeling and feedback. Continue providing all students with AVID organizational tools, and strategies for reading and writing including ACE. Provide teacher training in Lexia, Origo, and Ellevation Purchase additional Chromebooks to reach one-to-one 21st century skills for students.

Thank You Any Questions?