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Woodlake Educational Options Program » WCDS 2009-10 Single Plan for Student Achievement
WCDS 2009-10 Single Plan for Student Achievement

The Single Plan for Student Achievement

 

 

 

Woodlake Community Day School

School Name

 

 

54-72280-5430285

CDS Code

 

 

 

Date of this revision: September 2009

 

 

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.

 

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

 

Contact Person:

Richard Villanueva

Position:

Director-Principal, Educational Options Programs

Telephone Number:

(559) 564-8716

Address:

36220 Millwood Dr.

Woodlake, CA 93286

E-mail Address:

rvillanueva@woodlake.k12.ca.us

           

 

Woodlake Union High School District

School District

 

 

Superintendent:

Tim Hire

Telephone Number:

(559) 564-8081

Address:

300 West Whitney Ave.

Woodlake, CA 93286

E-mail Address:

thire@woodlake.k12.ca.us

 

 

The District Governing Board approved this revision of the School Plan on November 4, 2009.

 


 

II.  School Vision and Mission

 

VISION STATEMENT
A structured and safe learning environment that meets the educational needs of each student while developing self-esteem, social skills and civic responsibility.

MISSION STATEMENT
The mission of the Woodlake Community Day School program is to assess the educational needs of each student; to provide an individualized course of instruction for completion; to utilize all available resources to provide opportunities for academic and social success; and to teach our students to accept personal responsibility for their present and future actions.



 

III.  School Profile

 

WCDS is located in Woodlake, California, on the district’s school farm. The school serves approximately 16 currently enrolled seventh through twelfth grade students. The student population is 94% Hispanic and 6% Anglo. The Limited English proficiency level is approximately 31%. One hundred percent (100%) of the students are eligible for free or reduced lunch. WCDS utilizes a trimester schedule that involves three 12-week terms per school year. Students are required to attend 360 minutes of instruction per day to meet the state required instructional minutes for community day schools. Other support programs available to students during the required instructional day include but are not limited to Special Education, counseling, mental and physical health referral assistance, and career exploration.

WCDS is its own digital high school under the Woodlake Union High School District technology plan with Internet access in the classroom. Technology continues to be integrated across the curriculum and students are provided Internet access before and during school.

WCDS staff includes one full time director-principal, one full time certificated teacher, one full time instructional assistant, one full time secretary/registrar, and one three quarter FTE custodian. Three full days of staff development are provided over the course of the school year. In addition, the district sanctioned “Professional Learning Community Days” provide professional development opportunities over the course of 12 weeks from September – April for the Educational Options Professional Learning Community (EOPLC), which has oversight over all matters of curriculum and instruction in the Educational Options Programs, including WCDS.

Woodlake Valley Middle School, Woodlake High School, and BLHS serve as the main feeder schools for WCDS. The Woodlake Family Resource Center provides social services to the students and parents of the district, including WCDS. A Community Based English Tutoring (CBET) program for parents and adults living in the district is available as well as Adult Education classes leading to an adult education diploma.


 

IV.  Comprehensive Needs Assessment Components

 

A.   Data Analysis (See Appendix A)

The Educational Options Programs Learning Community, which includes WCDS instructional staff, met to discuss STAR data from Spring 2009. In addition, CAHSEE scores, CELDT scores, district proficiency scores, and entry level math and ELA assessment scores were reviewed and discussed. We focused on STAR data for the purposes of goal setting in this SPSA revision.

We found that typically 1-5 students repeat year to year as STAR test participants in all EOP programs. This fact results in an inadequate foundation for looking at annual progression of a student cohort. We also noted that students are testing with us in spring who do not represent 85% of the instructional year spent with us in our classrooms.

In spite of the above, we did conclude that most of our students testing each year, whether repeat participants or not, are mainly in the Basic, Below Basic, or Far Below Basic bands in all of the CSTs, as evidenced by the STAR 2009 CST data sample provided. In some cases, students did not receive scores because they did not respond to enough questions to receive a score. Unfortunately, in our discussion we also noted that several of our students who should be testing at Proficient or Advanced did not take the 2009 STAR test seriously and consequently did not score at the level expected. This is a trend that we have observed periodically over the last three years. We will continue to try and motivate all students to do their best during 2010 STAR testing. In spite of these issues, WCDS met API and AYP growth benchmarks. As a result, WCDS is now out of Program Improvement.

Due to our success, we will again revise this year’s SPSA to align with the district's Instructional Action Plan (IAP) goals in all of the core subject areas. In addition, as we did in 08-09, the teacher's instructional goals will align with both the IAP and the SPSA so that our instructional goals are supportive top to bottom and vice versa.

We will continue to treat all of our students as focal students, and we will work with individual students per instructional goals to move students toward proficient levels on the STAR test in 2010.

 

B.   Surveys

Official surveys are not typical protocol at WCDS. The Principal's Student Advisory Team members serve as the voice of the WCDS student body along with other EOP programs and is a direct line of information to the Principal. PSAT members and any WCDS students are always welcome to meet with the principal to discuss any ideas, concerns, or issues to improve the WCDS program.

In addition, the traditionally low student teacher ratio allows for daily one-to-one mentoring and advising so students are comfortable conferencing with any teacher on any matter on any given day.

Parents are connected to the program through the School Site Council-Parent Leadership Team which meets monthly on the BLHS campus. In addition, parents are always welcome to contact WCDS instructional staff regarding his/her student's progress in school. Parents are encouraged to drop in or call at any time to discuss any issues or concerns regarding their son or daughter.

 

C.   Classroom Observations

The principal visits the WCDS classroom weekly. Formal observations are conducted per contractual agreements with the local bargaining units. Curriculum is standardized across the core subject areas so all students receive the same standards based curriculum and instruction in all core subject areas.

 

D.   Student Work and School Documents

WCDS instructional staff maintain student work files which include a portfolio of all work completed and units of credit earned as a result.

All school documents legally mandated for viewing by the public are available for viewing in the WCDS classroom or the EOP Administrative main office on the BLHS campus.

 

E.   Analysis of Current Instructional Program (See Appendix B)

See Appendix B.


 

V.  Description of Barriers and Related School Goals

 

Student achievement barriers identified include, but are not limited to the following:
• Low entry level reading skills prevent students from comprehending grade level material.
• Low entry level ELA and math skills prevent students from comprehending grade level material.
• Some students struggle with the English language as a second language with Spanish as the primary language spoken at home.
• Parental academic expectations, although well intentioned, are sometimes not enforced due to the long working hours of many of our community’s parents.
• The majority of our single parent households are managed by mothers who work long hours, are not as available to their children as needed, and consequently also lack a male role model in the home. The result is that the strong, healthy, familial foundation of support is often lacking and guidance in matters of life, including the importance of education, is sorely missing.
• Gang involvement, including heavy peer pressure existent in these gangs, undermines even a modicum of desire to earn a diploma. It is not chic to be a “school boy/girl.”
• Drug/alcohol use, including marijuana, and especially the recent development of the heavy use of ‘crank” in our community, is destroying our students’ ability to function normally in an academic setting.
• Parent education levels influence the academic expectations of their children.
• Some students’ attendance levels remain below the 94% district standard.

 


 

VI.  Planned Improvements in Student Performance

 

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 API and AYP growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of student groups not meeting state standards:

 

SCHOOL GOAL # 1

(Based on conclusions from Analysis of Program Components and Student Data pages)

Increase by 15% student benchmark assessment scores.
English/Language Arts-Mathematics/Algebra-World History-US History-Biology

Student groups and grade levels to participate in this goal:

All students grades 7-12

Anticipated annual performance growth for each group:

15%

Means of evaluating progress toward this goal:

Monitor benchmark assessment scores, Standards Plus assessments

Group data to be collected to measure academic gains:

STAR Test data, benchmark assessment data, and district proficiencies

 

SCHOOL GOAL #1

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

Provide small group and individualized instruction in core subjects during school day and extension hours.

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.

Ongoing

Software and Intervention Materials previously purchased

N/A

N/A

Use District Best Practice strategies to engage learning for all students.

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

 


 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #2

(Based on conclusions from Analysis of Program Components and Student Data pages)

Increase by 15% the number of students at Basic level of proficiency or below, to at least one performance level higher on the STAR CST’s.
English/Language Arts-Mathematics/Algebra-World History-US History-Biology

Student groups and grade levels to participate in this goal:

All students grades 7-12

Anticipated annual performance growth for each group:

15%

Means of evaluating progress toward this goal:

Monitor benchmark scores, Standards Plus assessments

Group data to be collected to measure academic gains:

STAR Test data, Edusoft Benchmarks, District Proficiencies

 

SCHOOL GOAL #2

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

Provide small group & individualized instruction in core subjects during school day and extension hours.

(S)Aug. 2009

(C)Aug. 2010

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.

(S)Aug. 2009

(C)Aug. 2010

Software and Intervention Materials previously purchased

N/A

N/A

Use District Best Practice strategies to engage learning for all students.

(S)Aug. 2009

(C)Aug. 2010

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

 


 

VI.  Planned Improvements in Student Performance (continued)

 

SCHOOL GOAL #3

(Based on conclusions from Analysis of Program Components and Student Data pages)

Increase by 15% student passing rate on CAHSEE.
English/Language Arts-Mathematics

Student groups and grade levels to participate in this goal:

All students grades 7-12

Anticipated annual performance growth for each group:

15%

Means of evaluating progress toward this goal:

Monitor test scores in Edusoft, entry level STAR reading-math assessments and CAHSEE scores, Standards Plus assessments

Group data to be collected to measure academic gains:

STAR test data, Edusoft benchmark assessments, previous CAHSEE scores and data, CELDT scores, district proficiencies, and standardized rubrics for essay grading process

 

SCHOOL GOAL #3

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

Provide small group & individualized instruction in English, Math and Algebra during school day and extension hours


Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.

Ongoing

Software and Intervention Materials previously purchased

N/A

N/A

Use District Best Practice strategies to engage learning for all students.

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

 


 

VIPlanned Improvements in Student Performance (continued)

 

SCHOOL GOAL #4

(Based on conclusions from Analysis of Program Components and Student Data pages)

Develop, revise and implement standards based Curriculum-Instruction-Pacing guides for Fine Arts, Careers and Earth Science.

Student groups and grade levels to participate in this goal:

All students grades 7-12

Anticipated annual performance growth for each group:

15% per goals 1-3

Means of evaluating progress toward this goal:

CAHSEE data, Edusoft Benchmark tests, STAR data, District Proficiencies, Senior Portfolio, Art Projects

Group data to be collected to measure academic gains:

Benchmark assessment scores in Edusoft; STAR CST data, NovaNet Data, CAHSEE data, District Proficiencies, Senior Portfolio, Art Projects

 

SCHOOL GOAL #4

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

Completion of Curriculum-Instruction-Pacing guides in Fine Arts, Careers, Earth Science.



(S)Aug. 2009

(C)June 2010

Copying, binders

$200.

Title I
General Fund
Title III
EIA

Provide small group & individualized instruction in Fine Arts, Careers, Earth Science during the school day and extension hours.

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.

Ongoing

Software and Intervention Materials previously purchased

N/A

N/A

Use District Best Practice strategies to engage learning for all students.

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

 


 

VIPlanned Improvements in Student Performance (continued)

 

SCHOOL GOAL #5

(Based on conclusions from Analysis of Program Components and Student Data pages)

Provide focal, targeted, differentiated, individualized instruction for all EOP students in all core subject areas.

Student groups and grade levels to participate in this goal:

All students grades 7-12

Anticipated annual performance growth for each group:

15% per goals 1-3

Means of evaluating progress toward this goal:

CAHSEE data, Edusoft Benchmark tests, STAR data, District Proficiencies, Standards Plus assessments

Group data to be collected to measure academic gains:

Benchmark assessment scores in Edusoft; STAR CST data, NovaNet Data, CAHSEE data, District Proficiencies Data

 

SCHOOL GOAL #5

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

Provide small group & individualized instruction in all core subject areas during the school day and extension hours

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

Provide Intervention using Nova Net and Standards Plus during regular school day and during extension.

Ongoing

Software and Intervention Materials previously purchased

N/A

N/A

Use District Best Practice strategies to engage learning for all students.

Ongoing

Teacher Salaries

Per WUHSTA Contract

Title I
General Fund
Title III
EIA

 


 

VIPlanned Improvements in Student Performance (continued)

 

SCHOOL GOAL #6

(Based on conclusions from Analysis of Program Components and Student Data pages)

Provide professional development, instructional materials, administrative support, and funding streams to meet goals 1-5 of this Action Plan.

Student groups and grade levels to participate in this goal:

All students grades 7-12

Anticipated annual performance growth for each group:

15% per goals 1-3

Means of evaluating progress toward this goal:

CAHSEE data, Edusoft Benchmark tests, STAR data, District Proficiencies

Group data to be collected to measure academic gains:

Benchmark assessment scores in Edusoft; STAR CST data, NovaNet Data, CAHSEE data, District Proficiencies Data, Senior Portfolios, Art Projects

 

SCHOOL GOAL #6

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

Provide staff development opportunities targeted to meet goals 1-5
goals 1-5

Ongoing

Registration Fees and Materials

$2,000.

Title I
General Fund
Title III
EIA

Purchase standards based instructional materials and supplies to supplement the core curriculum

Ongoing

Instructional Materials and Supplies

$10,177.

Title I
General Fund
Title III
EIA

Provide administrative support and instructional leadership to support instructional staff’s efforts to meet goals 1-5

Ongoing

Administrator Salary

Per Contract

Title I
General Fund
Title III
EIA

 


 

VIPlanned Improvements in Student Performance (continued)

 

SCHOOL GOAL #7

(Based on conclusions from Analysis of Program Components and Student Data pages)

Student groups and grade levels to participate in this goal:

Anticipated annual performance growth for each group:

Means of evaluating progress toward this goal:

Group data to be collected to measure academic gains:

 

SCHOOL GOAL #7

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date

Proposed

Expenditures

Estimated

Cost

Funding

Source

 


 

VIPlanned Improvements in Student Performance (continued)

 

SCHOOL GOAL #8

(Based on conclusions from Analysis of Program Components and Student Data pages)

Student groups and grade levels to participate in this goal:

Anticipated annual performance growth for each group:

Means of evaluating progress toward this goal:

Group data to be collected to measure academic gains:

 

SCHOOL GOAL #8

Actions to be Taken to Reach This Goal

Consider all appropriate dimensions (e.g., Teaching and Learning, Staffing and Professional Development)

Start Date

Completion Date