1. SINGLE PLAN FOR STUDENT ACHIEVEMENT
AT CLARA BARTON ELEMENTARY SCHOOL
33670330100974
CDS Code
Date of this revision: June 2007
This is a plan of actions to be taken to raise the academic performance of students and
improve the school's educational program. For additional information on school programs
and how you may become involved, please contact the following person:
Name: Dr. Felicia Delgado
Position: Principal
Telephone Number: (951) 736-4545
Address: 7437 Corona Valley Ave., Corona CA 92880
E-mail address: fcruz@cnusd.k12.ca.us
Corona-Norco Unified School District
The District Governing Board approved this revision of the School Plan on ___________
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2. Clara Barton Elementary School
Single School Plan For Student Achievement
TABLE OF CONTENTS
TOPIC PAGE
Section One: District 3
District Vision, Mission, and Goals 3
District Profile 3
District Student Achievement Data 4
District LEAP Goals 11
Section Two: School 12
School Vision and Mission 12
School Profile 12
School Accountability Report Card 13
Section Three: Student Academic Achievement 14
Academic Performance Index 14
Adequate Yearly Progress Report 14a
California English Language Development Test Results (CELDT) 15
California High School Exit Exam Test Results
Section Four: Analysis of Current Instructional Practice 17
Statements That Characterize Educational Practice 17
Section Five: Parent, Teacher, Student input 19
Conclusions reached from input from Parent, Teacher, Student Input 19
Section Six: School Library Plan 21
Section Seven: School Site Goals 22
Section Eight: Action Steps 23
Action Steps to Improve Literacy 23
Action Steps to Improve Mathematics 26
Action Steps to Improve Achievement of English Learners 29
Action Steps to Improve Achievement of Special Education Students 32
Section Nine: Additional Compliance Items 36
School Parental Involvement Policy 36
Centralized Services Expenditures 41
Categorical Funding Allocated to This Site 42
School Site Council 48
Recommendations and Assurances 49
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3. Section One: District
Corona-Norco Unified School District Mission Statement
• PROVIDE a quality education for all students within a secure and supportive environment.
• PROMOTE in all students academic excellence, social growth, and responsible decision
making.
• PREPARE all students to lead productive lives in a diverse, global community.
Our mission will be accomplished by a well trained professional staff, utilizing shared decision making,
and parent and community involvement.
Our Commitment
Clear Vision
Commitment to Connect
High Expectations
Responsibility for Success
Continuous Improvement
Integrity of Character
Quantifiable Results
Focus on the “Whole Child”
Corona-Norco Unified School District provides an opportunity for all children to learn.
Our Guiding Principles
• Student needs are priority one, creating an environment for life-long learning.
• All students can learn and be successful.
• High expectations generate high success.
• Diversity is recognized as a strength and a valuable resource that is accepted and
respected by the organization.
• Learning is enhanced by caring and trusting relationships.
• Celebrations of effort encourage risk-taking and growth.
• Personal relationships are the strength and foundation of the organization.
• All individuals within our community are treated with dignity and respect.
District Profile
Corona-Norco Unified School District continues to grow faster than any other large district in Southern
California. We are currently the twelfth largest school district in the state of California. We have 28
elementary schools, 7 intermediate schools, 5 comprehensive high schools, 3 alternative high schools,
1 special needs school, and 3 vista programs. Corona-Norco Unified School District is an ethnically
diverse district with without a majority ethnicity. Our demands and expectations are high. We hold
ourselves accountable to provide a strong, quality, educational programs for all students. We not only
focus on academic excellence but on balance. Many opportunities are available that provide avenues
for exploration of talents in the arts and life-long skills areas. We pledge to provide safe and nurturing
educational settings. Our vision, our goal, and our focus are our students.
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4. Corona-Norco Unified School District – Academic Performance Index
(API) Subgroup Report
Number of
Students
API
Included
in the
2006 API 2006 2005 2005-06
Growth Growth Base Growth
37,162 754 746 8
API growth target information is not applicable to LEAs or to schools in the Alternative Schools Accountability Model (ASAM).
Subgroups
2006 STAR Number Numerically
Subgroup API
of Pupils Significant
Included in in Both 2006 2005 2005-06
Ethnic/Racial 2006 API Years Growth Base Growth
African American (not of Hispanic origin) 2,053 Yes 733 720 13
American Indian or Alaska Native 115 Yes 715 706 9
Asian 1,853 Yes 868 860 8
Filipino 729 Yes 853 848 5
Hispanic or Latino 16,499 Yes 696 688 8
Pacific Islander 157 Yes 774 790 -16
White (not of Hispanic origin) 13,356 Yes 807 796 11
Socioeconomically Disadvantaged 13,722 Yes 678 668 10
English Learners 7,753 Yes 657 647 10
Students with Disabilities 3,418 Yes 517 509 8
Subgroups
Number Numerically
Subgroup API
2005 STAR of Pupils Significant
Included in in Both 2005 2004 2004-05
Ethnic/Racial 2005 API Years Growth Base Growth
African American (not of Hispanic origin) 2,017 Yes 720 695 25
American Indian or Alaska Native 118 Yes 706 661 45
Asian 1,618 Yes 860 841 19
Filipino 636 Yes 848 829 19
Hispanic or Latino 15,141 Yes 688 666 22
Pacific Islander 150 Yes 790 749 41
White (not of Hispanic origin) 13,305 Yes 796 778 18
Socioeconomically Disadvantaged 12,753 Yes 668 648 20
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5. • 2005-06 Accountability Progress Reporting (APR)
Local Educational Agency (LEA) Overview California Department of Education
2006 Adequate Yearly Progress (AYP) Report Policy and Evaluation Division
August 31, 2006
2006 AYP and PI Links:
LEA: Corona-Norco Unified
LEA Type: Unified
County: Riverside (An LEA is a school district or county office of
CD Code: 33-67033 education.)
Federal Accountability: Adequate Yearly Progress (AYP)
Made AYP: Yes
Met 42 of 42 AYP Criteria
Met AYP Criteria: English-Language Arts Mathematics
Participation Rate Yes Yes
Percent Proficient Yes Yes
API - Additional Indicator for AYP Yes
Graduation Rate Yes
Met 2006 AYP Criteria
Participation Rate Percent Proficient
GROUPS English-Language Arts Mathematics English-Language Arts Mathematics
LEA-wide Yes Yes Yes Yes
African American or Black (not of Hispanic origin) Yes Yes Yes Yes
American Indian or Alaska Native -- -- -- --
Asian Yes Yes Yes Yes
Filipino Yes Yes Yes Yes
Hispanic or Latino Yes Yes Yes Yes
Pacific Islander Yes Yes Yes Yes
White (not of Hispanic origin) Yes Yes Yes Yes
Socioeconomically Disadvantaged Yes Yes Yes Yes
English Learners Yes Yes Yes Yes
Students with Disabilities Yes Yes Yes Yes
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6. 2005 AYP Subgroup Report English-Language Arts
Percent Proficient Target 23.0
Corona-Norco Unified School District Met all percent proficient rate criteria? Yes
Number At or Percent At or Met 2005
Valid Above Above AYP
GROUPS Scores Proficient Proficient Criteria
LEA-wide 26026 12660 48.6 Yes
African American or Black (not of Hispanic origin) 1594 717 45.0 Yes
American Indian or Alaska Native 90 43 47.8 --
Asian 1254 897 71.5 Yes
Filipino 503 351 69.8 Yes
Hispanic or Latino 11895 4137 34.8 Yes
Pacific Islander 125 67 53.6 Yes
White (not of Hispanic origin) 10543 6436 61.0 Yes
Socioeconomically Disadvantaged 10039 3090 30.8 Yes
English Learners 5333 1243 23.3 Yes
Students with Disabilities 2450 368 15.0 Yes AJ
Adjusted Percent 35.0
Mathematics
2005 AYP Subgroup Report –
Target 23.7
Percent Proficient
Met all percent proficient rate criteria?
Corona-Norco Unified School District
Yes
Number Percent Met
At or At or 2005
Valid Above Above AYP
GROUPS Scores Proficient Proficient Criteria
LEA-wide 25990 13349 51.4 Yes
African American or Black (not of Hispanic origin) 1596 678 42.5 Yes
American Indian or Alaska Native 90 37 41.1 --
Asian 1255 967 77.1 Yes
Filipino 503 356 70.8 Yes
Hispanic or Latino 11875 4828 40.7 Yes
Pacific Islander 125 70 56.0 Yes
White (not of Hispanic origin) 10525 6400 60.8 Yes
Socioeconomically Disadvantaged 10012 3722 37.2 Yes
English Learners 5322 1848 34.7 Yes
Students with Disabilities 2441 484 19.8 Yes AJ
Adjusted Percent 39.8
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7. California High School Exit Exam (CAHSEE) Results
for Mathematics and English Language Arts (ELA)
by Program (Combined 2006) for (All Grades)
Corona-Norco Unifie 33-67033
 Click on "COUNTYWIDE" to generate a report at that level.
 To protect privacy, asterisks appear in place of test scores wherever those scores are based on 10 or fewer students.
Redesignated
Special Fluent-English Socio- Not socio-
Education English Learner Proficient economically economically
Subject All Students Students (EL) Students (RFEP) Students Disadvantaged Disadvantaged
DISTRICTWIDE: # Tested Math 6,237 1,018 1,054 541 2,606 3,006
Passing 3,775 (61%) 210 (21%) 278 (26%) 390 (72%) 1,268 (49%) 2,196 (73%)
# Tested ELA 6,117 1,136 1,243 442 2,637 2,918
Passing 3,718 (61%) 208 (18%) 234 (19%) 365 (83%) 1,218 (46%) 2,199 (75%)
COUNTYWIDE: # Tested Math 53,267 8,206 11,820 4,634 26,486 21,314
Passing 29,137 (55%) 1,491 (18%) 3,706 (31%) 3,337 (72%) 11,868 (45%) 14,510 (68%)
# Tested ELA 51,207 8,418 13,062 4,179 26,094 20,069
Passing 29,556 (58%) 1,589 (19%) 3,383 (26%) 3,353 (80%) 11,843 (45%) 14,835 (74%)
STATEWIDE: # Tested Math 795,182 101,389 176,649 92,656 374,443 300,726
Passing 467,143 (59%) 21,711 (21%) 62,571 (35%) 69,728 (75%) 179,895 (48%) 220,246 (73%)
# Tested ELA 777,599 107,660 199,728 85,723 374,263 288,865
Passing 473,880 (61%) 25,178 (23%) 56,905 (28%) 70,547 (82%) 181,145 (48%) 224,120 (78%)
California High School Exit Exam – Combined Results 2005
Mathematics and English-Language Arts
Redesignated
Special Fluent-English Socio- Not socio-
Education English Learner Proficient economically economically
 Subject All Students Students (EL) Students (RFEP) Students Disadvantaged Disadvantaged
DISTRICTWIDE: # Tested Math 4,562 677 678 314 1,771 2,231
CNUSD Passing 3,041 (67%) 157 (23%) 203 (30%) 256 (82%) 906 (51%) 1,769 (79%)
# Tested ELA 4,541 680 738 307 1,796 2,203
Passing 3,135 (69%) 165 (24%) 186 (25%) 277 (90%) 969 (54%) 1,810 (82%)
COUNTYWIDE: # Tested Math 39,484 5,406 7,852 2,957 18,192 17,095
Passing 23,907 (61%) 1,141 (21%) 2,803 (36%) 2,253 (76%) 8,794 (48%) 12,588 (74%)
# Tested ELA 39,371 5,689 8,435 2,882 18,406 16,794
Passing 24,988 (63%) 1,292 (23%) 2,534 (30%) 2,402 (83%) 9,289 (50%) 13,106 (78%)
STATEWIDE: # Tested Math 639,860 73,534 142,251 66,326 290,550 259,173
Passing 402,151 (63%) 16,799 (23%) 56,601 (40%) 50,788 (77%) 146,546 (50%) 199,891 (77%)
# Tested ELA 639,329 79,049 155,537 63,571 294,943 255,574
Passing 415,856 (65%) 20,059 (25%) 51,839 (33%) 52,875 (83%) 151,330 (51%) 206,472 (81%)
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8. California Department of Education
2005-06 Title III Accountability Report Language Policy and Leadership Office
Release Date: September 15, 2006
LEA: Corona-Norco Unified
County: Riverside
CD Code: 3367033
Click here for school information
The Title III Accountability Report indicates the status of each local educational agency (LEA) in
meeting the three Annual Measurable Achievement Objectives (AMAOs).
AMAO 1 - Percent of Students Making Annual Progress in Learning English
Number of 2005 Annual CELDT Takers 7,084
Number / Percent with Required Prior CELDT Scores 7,074 / 99.9%
Number in Cohort Meeting Annual Growth Target 4,563
Percent Meeting AMAO 1 in LEA 64.5%
2005-2006 Target 52.0%
Met Target for AMAO 1 Yes
AMAO 2 - Percent of Students Attaining English Proficiency on CELDT
Number of 2005 Annual CELDT Takers in Cohort 3,196
Number in Cohort Attaining English Proficient Level 1,431
Percent Meeting AMAO 2 in LEA 44.8%
2005-2006 Target 31.4%
Yes
Met Target for AMAO 2
AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA Level
English-Language Arts
Met Participation Rate for English Learner Subgroup Yes
Met Percent Proficient or Above for English Learner Subgroup Yes
Mathematics
Met Participation Rate for English Learner Subgroup Yes
Met Percent Proficient or Above for English Learner Subgroup Yes
Met Target for AMAO 3 Yes
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9. Title III – District Report
2004-05 Title III Accountability Report – Corona-Norco USD
AMAO 1 – Percent of Students Making Annual Progress in Learning
English
Number of 2004 Annual CELDT Takers 7,103
Number / Percent with Required Prior CELDT
7,101 / 100%
Scores
Number in Cohort Meeting Annual Growth Target 4,894
Percent Meeting AMAO 1 in LEA 68.9%
2004-2005 Target 51.5%
Met Target for AMAO 1 Yes
AMAO 2 - Percent of Students Attaining English Proficiency on CELDT
Number of 2004 Annual CELDT Takers in Cohort 3,524
Number in Cohort Attaining English Proficient Level 1,693
Percent Meeting AMAO 2 in LEA 48%
2004-2005 Target 30.7%
Yes
Met Target for AMAO 2
AMAO 3 - Adequate Yearly Progress for English Learner Subgroup at the LEA
English-Language Arts
Met Participation Rate for English Learner Subgroup Yes
Met Percent Proficient or Above for English Learner Subgroup Yes
Math
Met Participation Rate for English Learner Subgroup Yes
Met Percent Proficient or Above for English Learner Subgroup Yes
Met Target for AMAO 3 Yes
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10. Year:
State: California
County: Riverside County Code: 33
District: Corona-Norco Unified District Code: 67033
Assessme
Schools: nt:
SubGroup
:
Note: Subgroups vary by year.
Reports:
English Proficiency Report - All Students
Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested
Students Meeting State Board of Education Criterion for English Proficiency
# Students 5 542 432 277 230 275 188 251 244 182 230 204 134 3,194
% Students 15% 48% 38% 28% 33% 53% 40% 56% 62% 52% 66% 64% 61% 45%
Number tested 34 1,135 1,152 1,004 695 518 467 451 395 348 348 319 218 7,084
*** Summary data are not provided for groups of three or less.
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11. District Local Education Agency Plan (LEAP) Goals
• Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency
or better in reading-language arts and mathematics by 2013-2014.
• Performance Goal 2: All limited-English proficient students will become proficient in English
and reach high academic standards, at a minimum attaining proficiency or better in reading-
language arts and mathematics.
• Performance Goal 3: By 2007-2008, all students will be taught by highly qualified teachers.
• Performance Goal 4: All students will be educated in learning environments that are safe, drug-
free, and conducive to learning.
• Performance Goal 5: All students will graduate from high school.
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12. Section Two: School
School Vision and Mission
Our Motto
“I Believe in myself, I believe in my future. My future begins today.”
Mission Statement
At Clara Barton Elementary, we believe that each student is unique and has the ability and
right to find success at school. We seek to develop the total child; socially, physically and
academically. Clara Barton Elementary will promote self-esteem in an environment whereby each
child has the opportunity to excel and is eager to learn.
Barton students will develop their maximum potential in a partnership with their
parents, the Barton educational staff, and members of the community
Assessment will be ongoing; staff and parents will communicate student progress on a
regular basis
Relationships in a nurturing environment are an important factor in the success of our
school
Together as a community we will seek to continuously improve our children’s educational
experience
On-going high expectations for student achievement within a friendly, caring learning
community
No child will be left behind as we strive for excellence by utilizing a variety of
strategies, materials and educational techniques, maximizing each student’s
learning potential
Barton Elementary School Pledge
The goal of Barton Elementary School is to provide academic instruction and learning activities
which empower each student to reach his/her personal best and full potential. Barton
Elementary will strive to provide a nurturing, challenging, and disciplined environment in which
all students, staff and parents experience the joy of learning. At Barton, each student is
prepared for a productive work life in a culturally diverse society, and is empowered to make
sound moral and ethical decisions.
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13. School Profile
Barton is a multi-track year-round standards-based K-6 elementary school located in the Corona Valley,
approximately sixty miles southeast of Los Angeles. Currently, it has an enrollment of over 1,300 students.
This is Clara Barton’s fourth year of operation having been completed in July 2003. We are very fortunate to
have a beautiful new facility with a computer lab of thirty-six state-of-the-art computers, a library that would
rival the size of many high school libraries and thirty-nine beautifully equipped regular classrooms. We have
fifty-four general education teachers, a full time reading specialist, 2 full time resource specialists, one special
day class teacher of non-severely handicapped students and two special education preschool/Kindergarten
teachers. A school-site counselor, school psychologist and speech language pathologist are assigned to our
school on a weekly basis and a Bilingual Assistant is assigned on a daily basis part-time. Class sized reduction
has been fully implemented in kindergarten through third grade. Clara Barton is an Accelerated Reader school
in all grades K-6 and this, along with our strong focus on literacy, helps us to build strong readers by the age of
nine. Students are encouraged to continue their progress in reading even when they are off-track and are
given the opportunity to come to school to take AR quizzes and check out books. Inter-sessions are also
provided during off-track time for students requiring additional academic support. The ethnic make-up of our
student population is: approximately 32% white; 48% Hispanic; 10% African-American and 10% other
ethnicities. Less than 25% of our students qualify for free/reduced lunch. Our yearly mobility rate is difficult to
determine due to the rapid growth in our district and the yearly boundary changes affecting our area of
attendance.
Barton is part of the Corona-Norco Unified School District, which has an enrollment of over 50,000 students.
There are thirty K-6 elementary schools in the district. The surrounding area is a largely suburban, greatly
diverse community with working and middle class families.
Because we are still new with this being our fourth year, we continue to have many needs such as acquiring
books for our school library, increasing our number of AR quizzes, providing software for students to use in the
computer lab as well as trying to obtain other instructional materials such as dictionaries and supplemental
aids to assist with challenging our brighter students and the remediation skills for our low performing students.
Our parents, PTA members, and other community members have been very involved in volunteering in and
making donations to classrooms to ensure student success by helping to promote the acquisition of needed
materials and providing for field trips. Each general education teacher provides instruction in a self-contained
classroom. Teachers use a variety of instructional techniques such as directed whole group instruction,
cooperative learning, inquiry, Kagen strategies, and guided reading as well as individual and small group
instruction as they cover the State Standards and meet the unique individual needs of each student. Our
students with special needs (Special Education, GATE and ELL students) are supported and challenged to
develop to their fullest potential through assistance from any and/or all of the following school-site staff;
Resource, Reading, and Speech specialists, a GATE coordinator, SDC teachers, a bilingual paraprofessional,
and teachers on special assignment from the district office. Specialists and consultants confer regularly with
general education teachers regarding the instructional programs of our students. Our program coordination is
also enhanced through the Student Study Team process. This process gives parents, teachers, students and
support staff an opportunity to collaborate and provide the necessary resources for the success of each child.
We adhere to the state requirements of 208 instructional minutes per regular day for kindergarten; 303 minutes
for grades 1-3; and 323 minutes for grades 4-6. All grades have 185 instructional minutes for minimum days.
We have 11 scheduled minimum days for the year with additional minimum days on the last day before
tracking off.
At Clara Barton recognizing students’ efforts and accomplishments are very important. We have several
opportunities to recognize students; Principal’s Proud Board, Accelerated Reader (AR) announcements,
Barton Bear Paw drawings, monthly attendance awards, Friday Spirit days, as well as, individual classroom
incentives.
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14. School Accountability Report Card
Our School Accountability Report Card (SARC) is available on our school’s website address at
cnusd.k12.ca.us/bartones and is a valuable source of information on student performance and
conditions effecting the learning environment including:
• Pupil achievement, and progress toward meeting academic goals
• Progress in reducing dropout rates
• Expenditures per pupil and types of services funded
• Progress toward reducing class sizes and teaching loads
• The total number of credentialed teachers, the number relying upon emergency credentials, and the
number of teachers working outside their subject areas of competence
• The quality and currency of textbooks and other instructional materials
• The availability of qualified personnel to provide counseling and other pupil support services
• The availability of qualified substitute teachers
• The safety, cleanliness, and adequacy of school facilities
• The adequacy of teacher evaluations and opportunities for professional improvement
• Classroom discipline and climate for learning, including suspension and expulsion rates
• Staff training and curriculum improvement
• The quality of instruction and school leadership
• The degree to which pupils are prepared to enter the work force
• The number of instructional minutes provided
• The number of minimum days scheduled
Section Three: Student Academic Achievement
STUDENT PERFORMANCE DATA SUMMARY
Academic Performance Index (API) School Report
The API is a system for ranking schools statewide according to results of student performance based on the
Student Testing and Reporting System (STAR). The ranking includes ten deciles, decile one being the lowest.
Number 2006
Star 2006 Included 2006 2006 Similar 2006-07 2007
Percent in the API Statewide Schools Growth API
Tested 2006 API (Base) Rank Rank Target Target
99% 885 805 7 6 A A
Number
of Pupils 2006 2006-2007 2007
Included in Numerically Subgroup Growth API
Student Groups 2006 API Significant API Base Target Target
African American, not Hispanic 78 No
American Indian or Alaska Native 1 No
Asian 87 No
Filipino 20 No
Hispanic or Latino 405 Yes 771 5 776
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15. Pacific Islander 0 No
White not Hispanic 282 Yes 838 A A
Economically Disadvantaged 236 Yes 723 5 728
At the time this Single Plan for Student Achievement was presented to the
School Site Council, the CELDT data for our school site was not available from
the California Department of Education. This data will be added to our 2007-2008
Single Plan for Student Achievement during our Fall 2007 Data Meeting.
California English Language Development Test
Year 2006-2007
Clara Barton Elementary School
English Proficiency Report - All Students
Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested
Students Meeting State Board of Education Criterion for English Proficiency
# Students
% Students
Number tested
California English Language Development Test
Year 2005-2006
__________________________ School
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16. English Proficiency Report - All Students
Grades K 1 2 3 4 5 6 7 8 9 10 11 12 Total Tested
Students Meeting State Board of Education Criterion for English Proficiency
# Students
% Students
Number tested
Conclusions from Student Performance Data:
At this time this Single Plan for Student Achievement was presented to the School Site Council, the
CELDT data for our school site was not available from the California Department of Education. This
data will be added to our 2007-2008 Single Plan for Student Achievement during our Fall 2007 Data
Meeting.
In the areas of English Language Arts and Mathematics, we have grown significantly in the number of
students who are at or above proficient in our significant sub-groups. In addition, we have shown
continued growth in both our API (Academic Performance Targets) and AYP (Adequate Yearly
Progress) scores and have met our growth targets.
Our emphasis will remain on providing our most at-risk populations, socio-economically
disadvantaged, Gate, and English learners with support aimed at increasing academic achievement.
This support would include after school intersession programs, targeted explicit standards-based
instruction, and professional development for the staff in the areas of best practice in addition to the
programs and support we already provide.
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17. Section Four: Analysis of Current Education Practice
The following statements characterize educational practice at this school:
1. Alignment of curriculum, instruction and materials to content and performance standards:
The district adopted core curriculum is aligned to the standards. District adopted textbooks and supplemental
materials are also aligned to the standards. District and school-wide grade level assessments provide
information and feedback on student performance standards.
2. Availability of standards-based instructional materials appropriate to all student groups:
District has adopted and schools are using standards-based instructional materials in all core academic areas
including English Language Development materials. Teachers are expected to use the District adopted
materials in their courses. Additionally, Barton utilizes other supplemental materials that support standards
based instruction such as Mountain Math, Mountain Language, United Streaming, and Spalding phonics on a
daily basis.
The district has adopted standards-based instructional materials in all core academic areas including English
Language Development materials. Teachers are expected to use the District adopted materials in their
courses.
3. Alignment of staff development to standards, assessed student performance and professional needs:
District staff development is based on standards and/or intervention strategies or other instructional strategies.
Teachers at Barton have participated in Step Up To Writing, Kagan Cooperative Learning, CELDT testing,
Running Record training, language arts series trainings, and workshops on working with GATE students. All
teachers have their CLAD and received in depth training on our ELL program and working with ELD students.
Teachers are provided opportunities to work with grade level teams to review and discuss district
assessments, the use of district pacing guides to ensure that standards are taught in a timely manner
throughout the year, and to develop lessons and curriculum to meet the individual needs through differentiated
instruction for our GATE learners.
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18. On an ongoing basis, our resource specialist and special day class teachers provide assistance to grade level
teams and individual teachers that deal with the specific learning needs of our special education students.
Teachers are provided with opportunities for professional development opportunities outside the school as
budget permits.
4. Services provided by the regular program to enable under-performing students to meet standards:
Services provided to under-performing students at Barton include: standards based instruction, services of the
reading specialist, intersession/intervention classes, parent classes, after school programs, small group and
one to one instruction through the use of parent volunteers, community helpers, teachers, and encouraging
student participation in the Accelerated Reading Program while off track by providing access to the library and
computer lab. Additional service/access is provided on the school-site web page with information to parents
regarding upcoming events, AR quizzes and teacher’s e-mail addresses.
5. Services provided by categorical funds to enable under-performing students to meet standards:
Services provided to under-performing students that are supported by categorical funding include: a full time
resource specialist, three special day classes, two of which are preschool / Kindergarten, seven special
education instructional assistants, a bilingual instructional assistant who works with our Option 1 students in
Structured English Immersion classes, teacher on special assignment who assists staff with our English
Language Learners, after school programs and support materials funded through EIA, ELAP, GATE and SIP, a
library clerk who assists students on track as well as students that come in while off track to take AR quizzes
and choose books within their reading range, and a part-time computer resource instructional assistant.
Teachers are also sent to in-services on research based, best practice strategies to assist our ELL, GATE, and
at-risk students. In addition to these services, teachers and administrators meet to discuss plans for
achievement and assessment results both individually and in groups for students at risk.
6. Use of state and local assessments to modify instruction and improve student achievement:
Instruction is based on the assessed needs of students using district, criterion, and norm referenced tests, and
teacher developed tests. Assessments are used to recommend students for intervention programs. Teachers
meet monthly to identify areas of need, plan remediation and focus strategies, and prioritize resources to best
fulfill meeting the needs of identified students. Techniques, lessons, and a variety of approaches to assist
struggling students trying to meet grade level standards are regularly discussed at grade level team meetings
and monthly staff meetings. In addition, district personnel are used to conduct staff training to help with the
interpretation of district and state test results and how this information can be best used to affect student
achievement.
7. Number and percentage of teachers in academic areas experiencing low student performance:
All of our classes have students that are under performing with divergent needs to be addressed both
academically and emotionally. Though the numbers vary for every classroom, assisting these students in their
areas of need remains a classroom and school-wide focus.
8. Family, school, district and community resources available to assist these students:
• District Healthy Start Grant
• FACT/Mental Health Services for Special Education Students and students “at risk”
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19. • Weekly school-site counseling
• English Language Development (ELD)
• School Psychologist
• Bilingual instructional assistant
• Access to Health, Dental, and Mental Health Medical providers
After conducting an inventory of classroom/school furniture/equipment that needs to be replaced at
Barton ES, the following items need to be purchased: copiers for office/staff, computer tables for each
classroom, new laptops for staff use to allow interface with audio/visual equipment, additional classroom
computers, classroom materials, reading materials to supplement school-wide reading focus. These
items are needed to ensure safety for the students and/or to enhance the learning environment. Items such as
these as well as technology will continue to be evaluated and addressed as needs arise.
9. School, district and community barriers to improvements in student achievement:
• Increasing enrollment, changing enrollment
• Diverse economic base of parents, thus diverse educational expectations of students by parents
• Language barriers close to 30% of our students and their parents
• Newer school (and population), working to establish effective traditions, procedures and
expectations for student achievement
• High number of homes with working parents
• High number of children living/being raised by guardians
• High number of multi family homes
• Changing populations due to boundary changes
10. Limitations of the current program to enable Under performing students to meet standards:
• Training for teachers to meet the divergent needs of EL, GATE, and special education students
• Training for teachers to broaden the repertoire of strategies to assist low performing students
• Teachers and administrators need to become more familiar with our new community of learners and
their needs
• Develop and maintain effective intervention programs, including attracting and retaining effective
teachers to assist struggling and “at risk” students
Section Five: Parent, Teacher, Student Input
Conclusions from Parent, Teacher and Student Input:
Parent Survey Conclusions
Each year Barton Elementary School surveys are parents for input regarding several areas. These
areas include student achievement, learning environment, parent involvement, Community support and
participation, and school climate. We are proud to say that are overall combined approval rating is 3.84 on a 4
point scale. Some of the specific outstanding strengths include:
- high expectations for student achievement
- high regard for the teaching staff
- appreciation for our Accelerated Reader program
xix

20. - an overall feeling of child safety
Teacher Survey Conclusions
Teachers were also surveyed in regards to school climate, school focus, and overall effectiveness of
administration. The survey results are as follows:
- Overwhelmingly, the staff feels the schools climate is very positive and that the administrators are
both supportive and approachable.
- the majority of teachers agree with the directional focus of increasing teacher collaboration to
increase
student achievement.
Student Survey Conclusions
Student surveys indicated that they feel safe at school, are academically challenged, and comfortable
with their teachers.
Collective Areas of Improvement
Areas needing improvement were indicated to be:
- improved communication between home and school
- the need for more inter-sessions
- increased collaboration among the staff
Overall, our focus as indicated by these results will be on providing more effective communication between
home and school. We will begin by involving parents early in the process in PTA, SSC, ELAC, and other
parent participation groups/activities. As part of Barton’s ongoing effort to increase the number of students in
the proficient and advanced levels in each grade level, and understanding the role of communication in this
process, teachers confer with parents in a variety of ways: parent conferences, Back-to-School nights, Open
House, and Family Literacy nights. Teachers further their communication with parents via email, phone, notes
home, in person visits, the SST process, and positive notes home. Many school and PTA events are offered
throughout the year to enhance communication as well as strengthen students’ connection to school. At Clara
Barton we recognize the importance of effective communication to complete the cycle of education.
In addition to the above, we will focus on increasing collaboration among the staff by providing opportunities
for grade level and across grade level articulation. Finally, we will investigate options for inter-sessions in an
attempt to provide assistance and enrichment opportunities to promote student learning.
xx

21. Section Six: School Library Plan
Library Plan for Clara Barton Elementary School
Mission Statement:
It is the goal of Clara Barton Elementary to provide students and faculty with a well-stocked, well-
staffed library that provides a current, relevant, print-rich environment as well as current technology to
support the curricular and recreational needs of all stakeholders.
Collection Development
The goal is to increase the number of books per student to reach the American Library Association
acceptable level of twenty books per student.
The current number of books in our library collection is six per student.
Selection
The goal is to select current and relevant print, audiovisual, and electronic resources that meet
curricular as well as recreational reading needs. Book selection is done primarily by the Clara Barton
Library Committee with input from site administration, faculty, student, and parent requests.
Technology
The use of on-line catalog and automated circulation needs to be available daily.
Funding
Funds available through the School and Library Improvement Block Grant and other sources such as
parent donations, PTA, etc. will be used to purchase library books, materials, and technology support.
Library Leadership Team
The library leadership team is made up of a librarian/library clerk, teachers, parents, students, and
administrator(s) and will provide guidance in developing use policies and selection policies.
xxi

22. Section Seven: School Site Goals for Improving Student Achievement
Goal #1 for Improving Student Achievement in Reading-Language Arts:
All students will become proficient or better in reading-language arts by 2013-2014 as measured by the CST
reading-language arts test.
Currently at Clara Barton School 51.4 percent of students are scoring proficient or better on the CST’s.
Goal for 2007-2008: A minimum of 57% of the students will score at proficient or better on the 2008 CST
reading-language arts tests.
Student groups participating in this goal:
Schoolwide: 51.4% are currently scoring proficient or above.
Hispanic Students: 43.2% are currently scoring proficient or above.
English Learners: 33.2% are currently scoring proficient or above.
Special Education Students: 19.4% are currently scoring proficient or above.
Socio-Economically Disadvantaged Students: 30.9% are currently scoring proficient or above.
Goal #2 for Improving Student Achievement in Mathematics:
All students will become proficient or better in mathematics by 2013-2014 as measured by the CST
mathematics test.
Currently at Clara Barton Elementary School 62.7 percent of students are scoring proficient or better on
the CST’s.
Goal for 2007-2008: A minimum of 68% of the students will score at proficient or better on the 2008 CST
mathematics tests.
Student groups participating in this goal:
Schoolwide: 62.7% are currently scoring proficient or above.
Hispanic Students: 52.8% are currently scoring proficient or above.
English Learners: 48.1% are currently scoring proficient or above.
Special Education Students: 24.2% are currently scoring proficient or above.
Socio-Economically Disadvantaged Students: 47% are currently scoring proficient or above.
Goal #3 for Improving Student Achievement in English Language Development:
AMAO #1 The percent of English Learner students gaining one CELDT level per year will increase by
at least .5% annually.
xxii

23. AMAO #2 The percent of English Learner students attaining proficiency in English will increase by at
least .7% annually.
AMAO #3 ELA The percent of English Learners making proficiency or better in reading-language arts
on the annual CST test will reach a minimum of 35.2% in 2008.
Math The percentage of English Learners making proficiency or better in mathematics on the annual
CST test will reach a minimum of 50% in 2008.
Goal #4 for Improving Student Achievement for all Special Education Students in Reading and Math:
All Special Education Students will become proficient or better in reading-language arts and mathematics by
2014 as measured by the CST or a state-approved alternative assessment.
Currently 19.4% of Special Education Students are scoring proficient or better on the CST in reading-
language arts.
Currently 24.2% of Special Education Students are scoring proficient or better on the CST in
mathematics.
Goal for 2007-2008: A minimum of 35.2% of the students will score at proficient or better on the 2008 CST
tests in reading-language arts.
Goal for 2007-2008: A minimum of 37.0% of the students will score at proficient or better on the 2008 CST
tests in mathematics.
xxiii

24. Section Eight: Action Steps for Improving Student Achievement
PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE
The content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis of
verifiable state data, including the Academic Performance Index and the English Language Development Test, and include local measures of
pupil achievement. The school site council analyzed available data on the academic performance of all students, including English learners,
educationally disadvantaged students, gifted and talented students, and students with exceptional needs. The council also obtained and
considered the input of the school community. Based upon this analysis, the council has established the following performance improvement
goals, actions and expenditures.
GOAL # 1 Improving Student Achievement in Reading-Language Arts:
All students will become proficient or better in reading-language arts by 2013-2014 as measured by the CST reading-language arts test.
Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitor
reading-language arts progress for all students.
Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by grade
level for academic gains in reading-language arts.
Description of Specific Actions to Improve Educational Implementers/ Estimated Funding
Related Expenditures
Practice Timeline Cost Source
Alignment of instruction with content standards: Administration Possible Release time for $ 3,000 SIP, EIA,
• Continue to provide full implementation of state-standards / Teachers teachers, presenters, supplies, GATE,
through the district-adopted core curriculum and through materials, and conferences ELAP
staff development on content strategies.
• Provide uninterrupted ELA time. (K – 60 min.; 1-3 2.5
hours; 4-6 2 hours; 7-12 45-60 min. daily).
Improvement of instructional strategies and materials: Administration Conferences / in- $ 2,000 SIP, EIA,
• Continue staff development for administrators to increase / Teachers services/trainings, materials, ELAP
their knowledge and skills in reading instruction to ensure supplies
full-implementation of the core language arts program and
instruction of grade level content standards through
classroom walk-throughs, observations, and analysis of
curriculum embedded and district assessment results.
• Provide grade/course level meeting time for teachers
Release time for teachers, subs $ 3,000
facilitated by administrators tied to reading assessments,
SIP, EIA,
issues, lesson planning and delivery.
• Monitor district wide pacing guide schedules for reading so
GATE,
that there is grade level and school coherence and ELAP
consistency.

25. Extended learning time: Admin/ Pay teachers and instructional $ 3,000 Extra duty
(Before or after school, at lunch, Saturdays, Teachers assistants for time beyond school pay, inter-
intersessions, summer) day or yearly contract, materials session
for program funds, EIA,
• Design the before and after school tutoring program to SIP, ELAP
meet the needs of students who require additional Summer
instruction to meet grade level standards. School
• Provide an intersession/summer school program of Pay teachers to teach $ 3,000 Funds
additional instructional support to students not working at intersession, materials, copying
grade level. The instruction will be aligned to the grade
level core program in reading/language arts.
Description of Specific Improvements to be Made in Implementers/ Estimated Funding
Related Expenditures
Educational Practice Timeline Cost Source
Increased educational opportunity: Admin/ Pay teachers and instructional $ 3,000 Extra duty
• Provide daily additional instructional time of Universal Teachers assistants for time beyond school pay, inter-
Access instruction for all students with scaffolding of day or yearly contract, materials session
instruction based on the student’s instructional needs. for program funds, EIA,
• Continue to leverage all funding to target an increase in Admin/Teachers Materials, supplies, copying, $15,000 GATE, SIP,
reading-language arts based on the students’ printing ELAP
instructional needs as measured by the CA Standards
test.
Staff development and professional collaboration: Admin/D.O./ Possible teacher release time, $ 1,000 SIP, EIA,
• Provide training for administrators and teachers in Teachers materials, conferences, in- ELAP
Universal Access. services GATE, C&I
• Provide training for administrators and teachers in how Admin/D.O./ Possible teacher release time, $ 1,000
to analyze and use assessment data during Teachers copying of materials, in-services SIP, EIA,
grade/course meetings in order to facilitate discussions ELAP
about reading assessments, lesson pacing, and GATE, C&I
delivery.

26. Involvement of staff, parents and community:
• Continue to provide parents with information on grade Teachers/Staff Pay for time beyond work day to $ 500 SIP, EIA,
level standards and expectations for learning in parent’s assist in translating of materials ELAP
language, where applicable. to send home, copying, printing
• Continue to involve parents in the education of their Admin/Teachers/ Teacher release time, materials, $ 1,500 SIP, EIA,
child(ren) with parent training events designed to help Staff Supplies, Pay beyond work day ELAP
parents support their child’s learning. for parent classes
• Send home student assessment results in a timely District/Teachers N/A
manner including CST test results, report cards, and on-
going assessment results in parents’ language(when
applicable) and in a format that is easily understood by
parents.
Auxiliary services for students and parents: (including
transition from preschool, elementary and middle
school) SIP, EIA,
• Continue to provide a transition program for students Teachers Copying of materials $ 500 ELAP
matriculating to the next school setting through
kindergarten orientation and sixth grade bridging. Teachers Bussing to middle schools $ 500 SIP, EIA,
ELAP
Monitoring program implementation and results:
• Continue to use curriculum embedded and/or district Admin/Teachers Provide release time, subs, or $ 900 SIP, EIA,
assessment results to monitor student progress in pay beyond work day ELAP
reading-language arts every 6-8 weeks.
• Continue to use the CST and CEDLT assessment “ “ $ 900
results to make instructional decisions for each student SIP, EIA,
in reading-language arts. ELAP
• Continue to monitor students who are in reading “ “
intervention programs to ensure their progress and to
identify when it is appropriate to cease the intervention
program.

27. Improving Student Achievement in Mathematics:
GOAL # 2 All students will become proficient or better in mathematics by 2013-2014 as measured by the CST mathematics test.
Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitor
mathematics progress for all students.
Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by grade
level for academic gains in mathematics.
Description of Specific Actions to Improve Educational Implementers/ Estimated Funding
Related Expenditures
Practice Timeline Cost Source
Alignment of instruction with content standards: Admin/ Possible release time for $ 3,000 SIP, EIA,
• Continue to provide full implementation of state-standards Teachers teachers, presenters, supplies, GATE,
through the district-adopted core curriculum and through materials, conferences ELAP
staff development on content strategies. Admin/
• Provide uninterrupted mathematics time. Teachers
Improvement of instructional strategies and materials: Admin/ Conferences/inservices/trainings, $ 2,000 SIP, EIA,
• Continue staff development for administrators to increase Teachers materials, supplies ELAP
their knowledge and skills in mathematics instruction to
ensure full-implementation of the core language arts
program and instruction of grade level content standards
through classroom walk-throughs, observations, and
analysis of curriculum embedded and district assessment
results.
“ Release time for teachers, subs $ 3,000
• Provide grade/course level meeting time for teachers
SIP, EIA,
facilitated by administrators tied to mathematics
assessments, issues, lesson planning and delivery. GATE,
• Monitor district wide pacing guide schedules for “ ELAP
mathematics so that there is grade level and school
coherence and consistency.

28. Extended learning time: Admin/ Pay teachers and instructional $ 3,000 Extra duty
(Before or after school, at lunch, Saturdays, Teachers assistants for time beyond school pay, inter-
intersessions, summer) day or yearly contract, materials session
for program funds, EIA,
• Design the before and after school tutoring program to SIP,
meet the needs of students who require additional Summer
instruction to meet grade level standards. School
• Provide an intersession/summer school program of Pay teachers to teach $ 3,000 Funds
additional instructional support to students not working at intersession, materials, copying
grade level. The instruction will be aligned to the grade
level core program in mathematics.
Description of Specific Improvements to be Made in Implementers/ Estimated Funding
Related Expenditures
Educational Practice Timeline Cost Source
Increased educational opportunity: Admin/ Pay teachers and instructional $ 3,000 Extra duty
• Provide daily additional instructional time of Universal Teachers assistants for time beyond school pay, inter-
Access instruction for all students with scaffolding of day or yearly contract, materials session
instruction based on the student’s instructional needs. for program funds, EIA,
• Continue to leverage all funding to target an increase in Admin/Teachers Materials, supplies, copying, $15,000 ELAP,
mathematics based on the students’ instructional needs printing GATE, SIP
as measured by the CA Standards test.
Staff development and professional collaboration: Admin/D.O./ Possible teacher release time, $ 500 SIP, EIA,
• Provide training for administrators and teachers in Teachers materials, conferences, ELAP
Universal Access. inservices GATE, C&I
• Provide training for administrators and teachers in how Admin/D.O./ Possible teacher release time, $ 500
to analyze and use assessment data during Teachers copying of materials, inservices SIP, EIA,
grade/course meetings in order to facilitate discussions ELAP
about reading assessments, lesson pacing, and GATE, C&I
delivery.

29. Involvement of staff, parents and community:
• Continue to provide parents with information on grade Teachers/Staff Pay for time beyond work day to $ 500 SIP, EIA,
level standards and expectations for learning in parent’s assist in translating of materials ELAP
language, where applicable. to send home, copying, printing
• Continue to involve parents in the education of their Admin/Teachers/ Teacher release time, materials, $ 1,500
child(ren) with parent training events designed to help Staff Supplies, Pay beyond work day SIP, EIA,
parents support their child’s learning. for parent classes ELAP
• Send home student assessment results in a timely District/Teachers N/A
manner including CST test results, report cards, and on-
going assessment results in parents’ language (when
applicable) and in a format that is easily understood by
parents.
Auxiliary services for students and parents: (including
transition from preschool, elementary and middle
school) SIP, EIA,
• Continue to provide a transition program for students Teachers Copying of materials $ 500 ELAP
matriculating to the next school setting through
kindergarten orientation and sixth grade bridging. Teachers Bussing to middle schools $ 500 SIP, EIA,
ELAP
Monitoring program implementation and results:
• Continue to use curriculum embedded and/or district Admin/Teachers Provide release time, subs, or $ 900 SIP, EIA,
assessment results to monitor student progress in pay beyond work day ELAP
mathematics every 6-8 weeks.
• Continue to use the CST and CEDLT assessment “ “ $ 900
results to make instructional decisions for each student SIP, EIA,
in mathematics. ELAP
• Continue to monitor students who are in mathematics “ “
intervention programs to ensure their progress and to
identify when it is appropriate to cease the intervention
program.

30. Goal #3 Improving Student Achievement in English Language Development:
AMAO #1 The percent of English Learner students gaining one CELDT level per year will increase by at least .5% annually.
AMAO #2 The percent of English Learner students attaining proficiency in English will increase by at least .7% annually.
AMAO #3 ELA The percent of English Learners making proficiency or better in reading-language arts on the annual CST test will
reach a minimum of 35.2% in 2008.
Math The percentage of English Learners making proficiency or better in mathematics on the annual CST test will reach a minimum of
50% in 2008.
Student groups participating in this goal: All English Learners
Performance gains expected for these students: See AMAO above
Means of evaluating progress toward this goal: Annual CST results, annual CELDT results, and the district “Catch Up Plan” will be used to
monitor reading program and English Language Proficiency for all English Learners. Curriculum-embedded and district assessments in
reading-language arts and mathematics will be used to monitor progress throughout the school year.
Group data needed to measure academic gains: CELDT assessments and annual AMAO data will be analyzed for grade level, subgroup,
and individual academic gains.
Description of Specific Actions to Improve Educational Implementers/ Estimated Funding
Related Expenditures
Practice Timeline Cost Source
Alignment of instruction with content standards: Admin/ Provide release time for teachers $ 3,000 EIA, ELAP,
• Provide English Learners full access to grade level content Teachers/Staff for planning, pay beyond regular SIP
Instruction in reading-language arts and English Language work day for teachers and
Development instruction based on the students’ language classified
proficiency level daily. Teacher/Staff Provide after school tutoring, $ 2,000 EIA, ELAP,
• Develop students’ academic English language proficiency in intersessions, and assistance SIP
alignment with state ELD standards. from teachers/classified beyond
• Provide full implementation of state-standards through the regular work day
core adoption for all EL students.
• Provide uninterrupted ELA time (60 min. grade K; 2.5 hrs.
Grades 1-3; 2 hrs. grades 4-6; 45-60 min. grades 7-12)
Improvement of instructional strategies and materials: Admin/ Materials, copying, printing $ 500 EIA, ELAP,
• Ensure full support for English Learner students with the Teachers SIP
use of the reading-language arts program supplementary

31. materials observed in use in all classes by administration. Admin/D.O./ Inservices, conferences, release
• Provide all administrators and teachers with additional staff Teachers/ time, materials, district experts $ 4,000 EIA, ELAP
development in how to design and deliver the most Staff SIP
effective instruction for English Learners including direct,
systematic, explicit development of vocabulary, grammar, Admin/ Provide release time for planning $ 500 EIA, ELAP
comprehension, and expression in both oral and written
Teachers of ELD time, materials, copying
English.
Admin/D.O. Provide classified staff member $10,000 EIA, ELAP
• Provide ELD instruction daily for a minimum of 30 minutes
to assist with option 1 students
using the district-adopted curriculum program for all English
Learner students. Students will be provided instruction and to provide after school
based on their language proficiency level. support
• Follow the district redesignation plan and procedures to Adm/Teachers/
support English Learners as they redesignate. Site ELL rep Pay beyond work day, copying $ 500 EIA, ELAP
• Continue to support our English Learners by providing a
teacher on special assignment to assist with English
Learner lesson design, model SDAIE strategies, and Admin / D.O./ Certificated Staff, Materials, $45,000 EIA, ELAP
support the redesignation process. Teachers Copying, printing
Extended learning time:
(Before or after school, at lunch, Saturdays,
intersessions, summer)
• Continue Before and After School tutoring programs Teachers/Staff Pay beyond regular day, $ 5,000
designed to meet the needs of students who require materials, supplies, copying,
additional instruction to meet grade level standards printing
including additional time for English Learners to gain skills EIA, ELAP,
in academic language and increased vocabulary. SIP,
• Continue the development of the district “Catch Up Plan” to Admin/ Release time $ 300 summer
identify students that are not meeting grade level and Teachers school
language acquisition expectancies.
funds
• Refer students not meeting expectancies to extended
Teachers N/A EIA, ELAP
learning time programs.
• Provide state-adopted supplemental ELD materials for use
in extended learning time programs.
Teachers Materials, Supplies $ 500
• Provide intersession/summer school to support students
not working at grade level. Adm/Teachers Pay beyond workday/intersession
Materials, supplies

32. Description of Specific Improvements to be Made in Implementers/ Estimated Funding
Related Expenditures
Educational Practice Timeline Cost Source
Increased educational opportunity:
• Provide daily additional instructional time of Universal Teachers/Staff Materials, Supplies $ 500 EIA, ELAP
Access instruction for all students with scaffolding of
instruction based on the student’s instructional needs.
• Continue to leverage all funding to target an increase in Admin/Teachers/ Materials, Supplies, Release $10,000 EIA, ELAP
reading-language arts and English Language Staff time, conferences, extended pay
proficiency based on the students’ instructional needs
as measured by the CA Standards test and annual
CELDT test.
Staff development and professional collaboration:
• Provide training for administrators and teachers in Admin/Teachers Release time, inservices, $ 1,500 EIA, ELAP
Universal Access instructional strategies and materials conferences
located in the core adoptions.
• Ensure that all administrators and teachers have Admin/Teachers Release time, inservices, $ 1,000 EIA, ELAP
training in ELD and SDAIE strategies and how to build conferences
academic language for English Learners through the
acquisition of the CLAD or comparable CTC
credential/training and on-going professional
development. Admin/D.O./ Inservices, trainings $ 1,000 EIA, ELAP
• Use district Teachers on Assignment to support the
implementation of the ELD and SDAIE instruction.
Admin/D.O./ Release time, inservices, $ 500 EIA, ELAP
• Provide training for teachers in how to analyze and use
Teachers conferences
assessment data during the grade level/course meeting
in order to facilitate discussions about English Learners
academic progress, lesson planning, and lesson
delivery.
Involvement of staff, parents and community:
• Continue to provide parents with information on English Teachers/Staff/ Pay for time beyond work day to $ 1,000 ELAP, EIA
language development standards and expectations in ELAC/ELL rep assist in translating of materials
the parent’s language (where applicable). to send home, copying, printing
• Continue to involve parents in the education of their Admin/Teachers/ Teacher release time, materials, $ 1,500 ELAP, EIA
children with parent trainings designed to help parent Staff/ELAC/ELL Supplies, Pay beyond work day

33. support their child’s learning. Rep. for parent classes
• Send home student assessment results in a timely N/A
manner including annual CELDT test results, report District/Teachers
cards, and on-going assessment results.
• Provide English Language Acquisition classes for Teachers / Staff Pay for time beyond work day to $ 5,000 ELAP, EIA
parents and students teach / support parent / student
classes
Auxiliary services for students and parents: (including
transition from preschool, elementary and middle
school)
• Continue to provide the following transition program for Teachers Provide extra duty pay for $ 2,000 ELAP, EIA
student matriculating to the next school setting: teacher/staff to provide training
for new/incoming kindergarteners
Monitoring program implementation and results:
• Monitor English learner student progress in listening, Admin/Teachers Release time for teachers, $ 500 ELAP, EIA
speaking, reading, and writing using curriculum
embedded ELD assessments every 6-8 weeks.
• Continue to use the CELDT assessment results to make Admin/Teachers Release time for teachers $ 500 ELAP, EIA
instructional decisions for each English learner in
reading-language arts and to monitor each student’s
progress in acquiring English proficiency.
• Evaluate the effectiveness of the English learner
Admin/Teachers/ Release time for teachers $ 500 ELAP, EIA
program annually and make adjustments according to
DO/ELLrep/ELAC
annual AMAO assessment results.
• Use the district “Catch Up Plan” to evaluate English
learner programs, to modify lesson delivery, and to
Admin/Teachers Release time for teachers $ 500 ELAP, EIA
develop interventions based on the data contained in
the “Catch Up Plan.”
Goal #4 for Improving Student Achievement for all Special Education Students in Reading and Math:
All Special Education Students will become proficient or better in reading-language arts and mathematics by 2014 as measured by the CST or
a state-approved alternative assessment.
Means of evaluating progress toward this goal: Every 6 to 8 weeks curriculum-embedded or district assessments will be used to monitor
reading-language arts and mathematics progress for all students.
Group data needed to measure academic gains: District assessment results will be analyzed for individual students, by class, and by grade
level for academic gains in reading-language arts and mathematics.

34. Description of Specific Actions to Improve Educational Implementers/ Estimated Funding
Related Expenditures
Practice Timeline Cost Source
Alignment of instruction with content standards:
• Provide Special Education students with full access to grade Admin/ N/A N/A
level content Instruction in reading-language arts and Teachers
Mathematics.
• Provide uninterrupted ELA time (60 min. grade K; 2.5 hrs.
Grades 1-3; 2 hrs. grades 4-6; 45-60 min. grades 7-12)
Improvement of instructional strategies and materials:
• Ensure full support Special Education students with the use Admin/ Materials, Supplies $ 500 EIA, ELAP,
of the reading-language arts program supplementary Teachers SIP, Sp.Ed.
materials observed in use in all classes by administration
through classroom walk-throughs and observations. EIA, ELAP,
• Provide all administrators and teachers with additional staff Admin/ Inservices, Conferences, $ 1,500 SIP, D.O.,
development related to supplemental materials including Teachers/ Trainings, Release time SpEd
how to design and deliver the most effective instruction for Staff/D.O.
Special Education students based on their identified
area(s) of disability.
Extended learning time:
(Before or after school, at lunch, Saturdays,
intersessions, summer)
• Continue Before and After School tutoring programs Teachers Provide extra pay for $ 1,000 EIA, ELAP,
designed to meet the needs of students who require teachers/staff, materials, SIP, SpEd.
additional instruction to meet grade level standards supplies, printing
including additional time for Special Education students.
• Refer students not meeting expectancies to extended Adm/Teachers/ N/A N/A
learning time programs. IEP team
• Provide state-adopted supplemental reading-language arts Admin/ Materials $ 500 EIA, ELAP,
and mathemactics materials for use in extended learning Teachers SIP, SpEd
time programs.
• Provide intersession/summer school to support students
Teachers Extra pay $ 1,000 Summer
not working at grade level.
school,
SIP, EIA,
ELAP,
SpEd

35. Description of Specific Improvements to be Made in Implementers/ Estimated Funding
Related Expenditures
Educational Practice Timeline Cost Source
Increased educational opportunity:
• Provide daily additional instructional time of Universal Teachers N/A N/A
Access instruction for all students with scaffolding of
instruction based on the student’s instructional needs.
• Continue to leverage all funding to target an increase in Admin/Teachers Materials, Supplies, Extra duty $ 2,000 SIP, EIA,
reading-language arts and mathematics proficiency pay, printing, copying ELAP,
based on the students’ instructional needs as measured SpEd
by the CA Standards test and the student’s IEP.
Staff development and professional collaboration:
• Provide training for administrators and teachers in Admin/Teachers Release time, inservices, $ 500 SIP, EIA,
Universal Access instructional strategies and materials conferences ELAP
located in the core adoptions. SpEd
• Provide training for teachers in how to analyze and use Admin/Teachers Release time, inservices, $ 500 SIP, EIA,
assessment data during the grade level/course meeting conferences ELAP
in order to facilitate discussions about Special Education SpEd
student’s academic progress, lesson planning, and
lesson delivery.
Involvement of staff, parents and community:
• Continue to provide parents with information on grade Teachers/Staff Materials, Supplies, extended $ 200 SIP, EIA,
level standards and expectations in the parent’s day pay, printing, copying ELAP
language (where applicable). SpEd
• Continue to involve parents in the education of their Teachers/Staff/ Trainings, parent classes, $ 1,000 SIP, EIA,
children with parent trainings designed to help parent D.O. materials, copying, supplies ELAP
support their child’s learning. SpEd
• Send home student assessment results in a timely N/A N/A
manner including annual CST test results, report cards,
and on-going assessment results.

36. Auxiliary services for students and parents: (including
transition from preschool, elementary and middle
school)
• Continue to provide the following transition program for Admin/Teachers Extended day pay for meetings $ 300 SIP, EIA,
student matriculating to the next school setting: with parents for transition ELAP
meetings SpEd
Monitoring program implementation and results:
• Monitor students’ progress toward attainment of IEP Teachers/Admin N/A N/A
goals and benchmarks to ensure the Special Education
students are making adequate progress toward
achieving the goals on their IEP’s.