SANDBURG MIDDLE SCHOOL Report on Program Improvement Year 1 Parent Information Night Thanks for being here! February 13, 2014 Scott Bell, Principal 1

School Accountability Systems 2 State Accountability Requirements (Public Schools Accountability Act of 1999) Academic Performance Index (API) Federal Accountability Requirements (No Child Left Behind Act (NCLB) of 2001) Adequate Yearly Progress (AYP)

Which Assessments are Used for AYP? 3 Elementary and Middle Schools CSTs CAPA CMA High Schools (grade 10 only) CAHSEE CAPA Participation rate and percent proficient calculations based on:

California Standards Test (CST) 4 Annual tests taken in April/May Sandburg subgroups: School Wide Hispanic White Socioeconomic Status (SES) Student with Disabilities (SWD)

Special Populations Program Title 1 62 (8 % ) 83 (10 % ) 128 (15 % ) 160 (18%) 136 (15%) GATE 75 (10 % ) 78 (10 % ) 82 (10%) 97 (11%) 97 (10%) EL 34 (5 % ) 22 (3 % ) 24 (3 % ) 35 (4 % ) 49 (5 % ) Special Ed 96 (13 % ) 87 (11 % ) 80 (9%) 115 (13%)* 137 (15%)* Hispanic 315 (42 % ) 330 (42 % ) 396 (46 % ) 465 (51%) 501 (54.5%) SES 248 (33 % ) 250 (32 % ) 316 (37 % ) 332 (37%) 368 (40%) 5

Federal Accountability 6 All Federally funded Title I schools that do not make Adequate Yearly Progress (AYP) are identified for Program Improvement (PI) under the Elementary and Secondary Education Act (ESEA).

Identification of Schools for Program Improvement 7 NCLB Requirement~Entering PI Schools enter PI when they fail to make AYP for 2 years (in all subgroups) NCLB Requirement~Exiting PI Schools exit PI status when they make AYP for 2 consecutive years following PI identification

8 Annual Measurable Objectives

Safe Harbor An alternate method of making the AMOs without meeting the established statewide targets if an LEA, school, or subgroup shows significant growth over the prior year 9

Safe Harbor- Simple Example Step 1: 2012 Proficient = 30% Below Proficient = 70% Step 2: Safe Harbor Goal 10% of 70% = % + 7.0% = 37.0% Step 3: 2013 Proficient = 38.1% Below Proficient = 61.9% School makes AYP via safe harbor because 38.1% is greater than 37.0% 10

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12 Sandburg Report 2011

Sandburg Report

AYP Criteria Chart-ELA

AYP Criteria Chart-Math

16 Sandburg Report 2013

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Academic Performance Index

API by Subgroups Group White Hispanic Sp. Ed SES

English Language Arts Students Proficient/Advanced Grade th 68 % 70 % 73 % (265) 77 % (305) 71 % (267) 7 th 72 % 70 % 68 % (260) 74 % (295) 72 % (323) 8 th 65 % 70 % 72 % (263) 72 % (267) 75 % (301) 20

8 th Grade Social Science Students Proficient/Advanced % of students receiving proficient/ advanced % 63 % 65 % (263) 63 % (267) 69 % (301) 21

8 th Grade Science Students Proficient/Advanced % of students receiving proficient/ advanced % 66 % 82 % (264) 82 % (267) 80 % (301) 22

Mathematics Students Proficient/Advanced Grade th 69 % 67 % 73 % (265) 67 % (305) 71 % (267) 7 th 73 % 68 % (243) 69 % (264) 57 % (292) Intro Alg. Algebra 1 Geometry 33 % 51 % 91 % 45 % 61 % 89 % 58 % (119) 76 % (143) 100 % (15) 59 % (121) 78 % (157) 100 % (18) 57 % (106) 85 % (199) 100 % (24) 23

24 What Do We Have To Do?

District Program Improvement Requirements: Needs Assessment Essential Program Components (EPCs) Implementation of Instructional Materials New # 1. Instructional Program1 2. Instructional Time2 8. Lesson Pacing Guide3 Initial and Ongoing Professional Development and Support 3. School Administrator Training4 4. Credentialed Teachers and Professional Development5 6. Ongoing Instructional Assistance &Support for Teachers6 Achievement Monitoring and Teacher Collaboration 5. Student Achievement Monitoring System7 7. Monthly Collaboration for Teachers Facilitated by Principal8 Fiscal Support 9. Fiscal Support9 25

Need for a Collaborative Culture 26 A collaborative culture refers to sharing expertise and perspectives, examining data and developing a sense of mutual support and shared responsibility. Developing Collaborative Groups Garmston & Wellman, 2009

District’s Vision Our vision for the Glendora Unified School District is to provide an exemplary and balanced educational program for all students to successfully prepare them to become responsible citizens and continuous learners. 27

Parental Notification Notify parents of school’s PI status promptly after PI identification (and every year thereafter) 28

Set Aside Funds for Professional Development Set aside 10% of the School’s Title I allocation for PD If there are PI schools, the school’s 10% Title I set-aside for PD can be counted towards the LEA’s 10% set-aside 29

Public School Choice Transfer 30 Offer public school choice transfers starting the first year of Program Improvement (PI). Transfer option continues through all years of PI status.

School Choice 31 Parents of students in Title I schools that are in Program Improvement, will have the choice to transfer to another public school that is not in Program Improvement. Transportation is paid for using a bus pass for those students who qualify. Of course, you also have the “preferred” option to stay at Sandburg.

Eligibility 32 All students in Title I PI schools are eligible to participate in public school choice transfers. If demand exceeds funding, priority goes to the lowest achieving, low- income students.

Receiving Schools 33 May not be a PI school. Can be another public school, including a public charter school, within the LEA, or in a non-PI school in another LEA by arrangement if there is no transfer option within the district.

Length of Transfer 34 Until the transfer student has completed the highest grade in the receiving school or Until school of origin is no longer identified for PI A transfer student may remain at the transfer school if the school of origin exits PI. However, the LEA does not have to pay for transportation after PI exit

35 Exiting from Program Improvement A district must make district level AYP for two consecutive years in all numerically significant student groups. At this time all PI schools remain in current status until further notice due to changes with state assessment transitioning to SMARTER Balanced.

Impact of California’s AB 484 on 2014 AYP Elementary and Middle Schools currently in Program Improvement (PI) will maintain their current status and will not be required to implement any new PI activities. No new schools will be identified for PI AYP determinations will be made for high schools based on the 2014 CAHSEE and CAPA ELA and mathematics results High schools may be identified or advanced in PI based on 2014 AYP results 36

Why Sandburg? Excellent Teaching and Support Staff Use of Research-based Instructional Strategies Strong Student Achievement– 2013 API– 871 Distinguished School Award – 1999 and 2009 AVID State Certified 7 years in a Row California Business for Education Excellence – Honor Roll Upgrades in Classroom Technology Outstanding Musical Programs Sister School Program- Nakamura Junior High School Modernized Facility– 2009 Quality Learning Environment Why Not?????? 37

Parent Assistance 38 Read nightly-talk about the reading Bring child to school EVERY day on time Check homework completion and accuracy Vacation only on vacation days Communicate regularly with classroom teacher Read the grade level standards for your student Look at Edline often Stress the importance of listening to the teacher during class and engaging in the learning

Parent Information 39 Attend School Site Council Attend English Learner Advisory Committee Attend PTA Read School and District Bulletins Review the Sandburg Website www. sandburgspartans.us www. sandburgspartans.us School e-Newsletter and Weekly Schedule Interested in transfer; Turn in application to district or school office by February 14, 2014

Resources GUSD Website California Department of Education New Assessment Program Information on Common Core (626) Sandburg Middle School, Principal - Scott Bell (626) District Office Assistant Superintendent, Educational Service - Michelle Hunter Director of Curriculum and Instruction - Becky Summers

Questions and Comments 41

42 Current Criteria for Identifying PI Districts Title One funds The District received Title One funds for two consecutive years The District based on the aggregation of all student scores, did not make Adequate Yearly Progress (AYP) in the same content area for two consecutive years or for the same indicator (LEA-wide API or graduation rate for high school students) grade 10 When District’s results are disaggregated by grade span (grades 2-5, 6-8, and grade 10) all grades spans missed AYP in the same content area for two consecutive years. Grade span disaggregation is only for PI identification.