The Single Plan for Student Achievement
School:
Louis Pasteur Fundamental Middle School
CDS Code:
34-67447-6034821
District:
San Juan Unified School District
Principal:
Janet Deal
Revision Date:
9/2013
The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students.
California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act
(ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program
Improvement into the SPSA.
For additional information on school programs and how you may become involved locally, please contact the following
person:
Contact Person:
Janet Deal
Position:
Principal
Phone Number:
(916) 971-7891
Address:
8935 Elm Avenue
Orangevale CA, 95662
[email protected]
E-mail Address:
The District Governing Board approved this revision of the SPSA on 11/19/13.
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Table of Contents
School Mission ........................................................................................................................................................................ 3
School Profile .......................................................................................................................................................................... 3
Comprehensive Needs Assessment Components .................................................................................................................. 4
Introduction ................................................................................................................................................................... 4
Data Analysis .................................................................................................................................................................. 4
Parental Involvement..................................................................................................................................................... 4
Description of Barriers and Related School Goals .................................................................................................................. 5
School and Student Performance Data ................................................................................................................................... 6
Academic Performance Index by Student Group .......................................................................................................... 6
English-Language Arts Adequate Yearly Progress (AYP) ................................................................................................ 7
Mathematics Adequate Yearly Progress (AYP) .............................................................................................................. 8
Title III Accountability (School Data) .............................................................................................................................. 9
Local Assessment Data................................................................................................................................................. 10
Planned Improvements in Student Performance ................................................................................................................. 12
Planned Improvements: Goal/Tactic #1 ...................................................................................................................... 12
Planned Improvements: Goal/Tactic #2 ...................................................................................................................... 14
Planned Improvements: Goal/Tactic #3 ...................................................................................................................... 18
Planned Improvements: Goal/Tactic #4 ...................................................................................................................... 20
Summary of Expenditures in this Plan .................................................................................................................................. 22
Total Allocations and Expenditures by Funding Source ............................................................................................... 22
Total Expenditures by Object Type and Funding Source ............................................................................................. 22
School Site Council Membership .......................................................................................................................................... 23
Recommendations and Assurances ...................................................................................................................................... 24
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School Mission
Louis Pasteur Fundamental Middle School’s Mission Statement
Pasteur's Site Strategic Planning team created the following mission statement in January of 2012:
Louis Pasteur Fundamental Middle School, dedicated to promoting exceptional character, challenges and empowers our students to
think critically and become confident leaders through committed partnerships and diverse instructional strategies in an inclusive and
safe community.
School Profile
Pasteur Middle is an open and inclusive school. We regularly welcome parents and community members to our campus to
showcase our excellent academic and social programs. Our experienced staff, most of whom have worked together for years,
provide a cohesive, student-centered program for all. Our API has increased steadily from 783 in 2007 to 852 in 2012 and most
recently has settled at 831 in 2013.
We offer a broad spectrum of academic programs, supports, and social opportunities for 675 students in our suburban middle
school. Academic offerings include: Honors program, grade level instruction, some modified options for general education students
and a cohesive Special Education program. All of our teachers are available for help with class work every Wednesday from 2:30 3:30. Many teachers help students at lunch and before and after school. And our elective offerings allow students experiences that
include the only remaining Shop program at the middle school level in our district.
We offer opportunities for students to engage in social activities such as Skate Nights, Movie Nights, and dances throughout the
school year. Pasteur students and their families support the Orangevale Food Bank through our annual canned food drive. We also
encourage community involvement by requiring community service for all students. Parents are encouraged to attend quarterly
workshops/events as well supporting classrooms and attending field trips.
Pasteur student demographics are as follows:
White: 78%
Hispanic: 12%
African American: 4%
American Indian 2%
Asian 2%,
Filipino 1%
Pacific Islander: 1%
* Two percent of our students are English learners who are supported in an extra English class taught by a certified English Language
Development specialist.
* The percentage of students who are designated as Low Socio-Economic has grown from about 31% to 41% in the last four years.
* Twelve percent of our students receive special education services.
Pasteur's Strategic Plan focuses our work in two areas:
1. We will ensure that all staff are implementing effective instructional strategies including: Integration of technology, collaboration
within & across disciplines, and
meaningful student dialogue, while utilizing assessment data to enhance critical thinking and 21st century skills.
2. We will design and implement challenging educational plans in collaboration with students and families.
We believe that focus on this work will ensure our students are ready for the rigors of high school and will support their career or
college plans.
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Comprehensive Needs Assessment Components
Introduction
Pasteur staff, students, families, and community members completed the Site Strategic Planning in 2012. The process allowed the
25 planning team members to consider multiple perspectives in regards to instruction, parent engagement and school culture. The
team also considered multiple sources of data to craft a plan that would engage and support students, their families and the larger
community.
Data Analysis
Describe the use of data both during the 2 day planning meeting and action planning. Refer to research done during action
planning.
The following data was discussed and analyzed during the Strategic Planning process:
* Attendance and truancy rates
* Behavior: suspension and expulsion data
* Communication with families and community
* English Learners
* Enrollment trends
* Facility safety & cleanliness
* Intervention programs
* Professional development
* Socioeconomic data
* Student participation in extra-curricular activities
* Student achievement data:
* STAR, API & AYP, Grades, and class assignments
The team drew the following conclusions after the data review:
All of Pasteur's significant subgroups have met the state's performance goals for the last three years except for one year. In 2012,
our low socio-economic students did not meet the growth target set by the state.
The team decided to continue a focus on insuring that all students receive effective instruction that includes: Common Core State
Standards focused units, including effective assessments, the integration of technology, meaningful student dialogue and
collaboration among staff within and across disciplines.
Parental Involvement
Resources available from family, school, district, and community to assist under-achieving students (ESEA)
Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools,
in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)
Parents are an integral part of Pasteur's community. They support the work of our PTSO with their annual contributions. Our
parents also attend the Superintendent’s monthly meetings and serve on the School Site Council.
The following activities are very successful because of our parent commitment:
* 6th grade four day field trip Westminister Woods
• Skate and Movie Nights
• Classroom field trips
• School beautification
• Community service opportunities
• PTO sponsored activities and resources
• Student Recognition Programs
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We also have a close relationship with Orangevale Rotary which has provided numerous grants for our teachers each year.
Broad, representative involvement on the Site Strategic Planning Teams and our PTSO members proved to be critical to the
development of our
improvement plans. While we do not have student populations which give us access to ConnApp funds, we do have plans which
address the needs of all students.
Description of Barriers and Related School Goals
Include the strongest themes from critical issues or Gap to Goal Review of Data
The critical issues identified through our planning process include the following:
1. One of Pasteur's two significant subgroups, Low Socio-Economic students, continues to perform about 10% lower on standardized
tests than the whole school in
general.
2. Although not considered significant subgroups, 100 students (African American, Hispanic, English Learners and students with
disabilities) have made minimal gains,
and in some cases losses, on standardized tests in the past three years.
3. Pasteur has opportunity to increase our parental and community involvement.
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School and Student Performance Data
Academic Performance Index by Student Group
API GROWTH BY STUDENT GROUP
PROFICIENCY LEVEL
All Students
White
African-American
Asian
2011
2012
2013
2011
2012
2013
2011
2012
2013
2011
2012
2013
Number Included
623
695
632
484
533
501
22
24
19
12
10
9
Growth API
813
843
831
820
854
844
708
779
758
806
Base API
801
813
852
806
820
863
723
708
798
819
Target--
A
A
A
A
A
A
Growth--
12
30
-21
14
34
-19
Met Target
Yes
Yes
Yes
Yes
Yes
Yes
806
API GROWTH BY STUDENT GROUP
PROFICIENCY LEVEL
English
Learners
Hispanic
Socioeconomically
Disadvantaged
Students with
Disabilities
2011
2012
2013
2011
2012
2013
2011
2012
2013
2011
2012
2013
Number Included
80
99
80
29
28
26
224
284
258
74
87
77
Growth API
796
787
774
760
713
693
756
795
784
595
679
698
Base API
775
796
793
755
760
720
749
756
806
584
595
697
Target--
5
5
A
Growth--
7
39
-22
Yes
Yes
No
Met Target
Conclusions based on this data:
1. As a school, Pasteur's Growth API has increased steadily for the last three years (aside from a dip this year) from 801 to 831.
2. African American, English Learners and Special Education students' API scores increased at well but remain below 800 mark
(California's goal for all schools and students).
White students' API was higher than the whole school score at 844.
3. Students from Low Socio-economic backgrounds, were almost at the 800 API goal in 2012 (at 795) but dropped to 784 in 2013.
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School and Student Performance Data
English-Language Arts Adequate Yearly Progress (AYP)
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
All Students
White
African-American
Asian
2011
2012
2013
2011
2012
2013
2011
2012
2013
2011
2012
2013
Participation Rate
99
99
100
99
99
100
92
97
100
100
100
100
Number At or Above Proficient
372
485
377
299
388
319
9
14
10
7
--
Percent At or Above Proficient
59.8
69.8
59.7
61.9
72.8
63.7
40.9
58.3
52.6
58.3
--
--
AYP Target: ES/MS
67.6
78.4
89.2
67.6
78.4
89.2
67.6
78.4
89.2
67.6
78.4
89.2
AYP Target: HS
66.7
77.8
88.9
66.7
77.8
88.9
66.7
77.8
88.9
66.7
77.8
88.9
No
Yes
No
No
Yes
No
--
--
--
--
--
--
Met AYP Criteria
ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
English
Learners
Hispanic
Socioeconomically
Disadvantaged
Students with
Disabilities
2011
2012
2013
2011
2012
2013
2011
2012
2013
2011
2012
2013
Participation Rate
100
100
99
100
100
100
98
99
100
97
98
100
Number At or Above Proficient
41
56
34
13
11
5
109
176
129
25
48
42
Percent At or Above Proficient
51.2
56.6
42.5
44.8
39.3
19.2
48.9
62.0
50.0
34.2
55.2
54.5
AYP Target: ES/MS
67.6
78.4
89.2
67.6
78.4
89.2
67.6
78.4
89.2
67.6
78.4
89.2
AYP Target: HS
66.7
77.8
88.9
66.7
77.8
88.9
66.7
77.8
88.9
66.7
77.8
88.9
--
--
--
--
--
--
No
Yes
No
--
--
--
Met AYP Criteria
Conclusions based on this data:
1. The percentage of all students who scored proficient or better in English AYP scores dropped across the board by 10% compared
to 2012.
2. The most significant drops were in the following student groups: White, Hispanic, English Learners and Low Socio-economic
students.
3. Students with disabilities English AYP scores didn't drop significantly.
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School and Student Performance Data
Mathematics Adequate Yearly Progress (AYP)
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
All Students
White
African-American
Asian
2011
2012
2013
2011
2012
2013
2011
2012
2013
2011
2012
2013
Participation Rate
99
99
100
99
99
100
88
97
100
100
100
100
Number At or Above Proficient
383
467
425
298
367
349
10
14
10
6
--
Percent At or Above Proficient
61.8
67.3
67.2
61.8
69.0
69.7
47.6
58.3
52.6
50.0
--
--
AYP Target: ES/MS
68.5
79.0
89.5
68.5
79.0
89.5
68.5
79.0
89.5
68.5
79.0
89.5
AYP Target: HS
66.1
77.4
88.7
66.1
77.4
88.7
66.1
77.4
88.7
66.1
77.4
88.7
Met AYP Criteria
Yes
Yes
No
No
Yes
No
--
--
--
--
--
--
MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP
AYP
PROFICIENCY LEVEL
English
Learners
Hispanic
Socioeconomically
Disadvantaged
Students with
Disabilities
2011
2012
2013
2011
2012
2013
2011
2012
2013
2011
2012
2013
Participation Rate
100
100
98
100
100
100
98
99
99
96
98
100
Number At or Above Proficient
53
58
45
19
11
8
120
163
154
24
39
37
Percent At or Above Proficient
66.2
58.6
56.3
65.5
39.3
30.8
54.1
57.4
59.7
33.3
45.3
48.1
AYP Target: ES/MS
68.5
79.0
89.5
68.5
79.0
89.5
68.5
79.0
89.5
68.5
79.0
89.5
AYP Target: HS
66.1
77.4
88.7
66.1
77.4
88.7
66.1
77.4
88.7
66.1
77.4
88.7
--
--
--
--
--
--
Yes
Yes
Yes
--
--
--
Met AYP Criteria
Conclusions based on this data:
1. School-wide the percentage of all students who were proficient in math stayed the same at 67% after increasing by 6 percentage
points between 2011 and 2102.
District target is 90%.
2. The ten African American students and 45 Hispanic students scored 15% lower than white students.
3. English Learners' percent proficient scores have fallen by half in the last three years.
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School and Student Performance Data
Title III Accountability (School Data)
Annual Growth
AMAO 1
2010-11
2011-12
2012-13
Number of Annual Testers
0
17
16
Percent with Prior Year Data
--
94.1%
100.0%
Number in Cohort
0
16
16
Number Met
--
--
--
Percent Met
--
--
--
NCLB Target
54.6
56.0
57.5
Met Target
*
*
*
Attaining English Proficiency
AMAO 2
2010-11
2011-12
2012-13
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
0
0
1
17
1
16
Number Met
--
--
--
--
--
--
Percent Met
--
--
--
--
--
--
NCLB Target
18.7
43.2
20.1
45.1
21.4
47.0
Met Target
*
*
*
*
*
*
AMAO 3
Adequate Yearly Progress for English Learner Subgroup
2010-11
2011-12
2012-13
Met Participation Rate
--
--
--
Met Percent Proficient or Above
--
--
--
Met Participation Rate
--
--
--
Met Percent Proficient or Above
--
--
--
English-Language Arts
Mathematics
Conclusions based on this data:
1. Not Applicable
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School and Student Performance Data
Local Assessment Data
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Conclusions based on this data:
1. Despite academic growth in almost all areas over the last three years, we are not on pace to achieve the State's goal that 90% of
all students will score in the Proficient or Advanced range by 2016 - 2017.
2. Despite a decrease in suspension rates for all groups over the last three years, African American and Special Education students
are suspended at greater rates than other students.
3. The survey data shows that only eight parents responded to the survey (which could skew the results) while 60% (397) of
students and 95% (18) of teachers responded. The greatest discrepancy in responses among teachers, students and parents
were focused on the setting of academic goals for/with students and a perceived lack of opportunities for parents to be involved
in the school and classrooms.
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Planned Improvements in Student Performance
Planned Improvements: Goal/Tactic #1
The School Site Strategic Planning Team and Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of
the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the
following tactics, results statements, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
Focus: Instructional Strategies
District Strategy:
Strategy 1: We will ensure all staff are implementing effective instructional strategies integrating technology and utilizing assessment data to actively engage each student to
increase achievement on state standards 21st century skills and personal educational plans. -------Tactic #1:
Implement Common Core Standards, in a phase in model, to improve students' critical thinking and 21st Century skills in order to help them be successful in high school, college
and beyond.-------Data Used to Form this Tactic:
Department Meeting agendas and notes, Lesson plans, assessment data from CCSS aligned classroom tasks, student feedback-------Findings from the Analysis of this Data:
Data included in this Plan shows that our students, as a whole, are below the State's goal of 90% proficiency. Our classroom assessments show that our students are making
progress since we adopted a school-wide focus on Critical Reading and Writing. We began with a core group of teachers last year and have expanded the instruction to all
classrooms this year. We have found that adopting common language in all classrooms has helped improve student's ability to think and write in the format required by
Common Core Standards.
When classroom assessments and MAP scores show that students are struggling with the content or process, classroom teachers confer with one another and the students to
provide modifications and supports. Particular attention will be paid to scores of Low SES students, African American, Hispanic, English Learners and students in Special
Education.
-------Related Objective and how it will be Measured:
Institute school-wide protocol that supports the use of MAP data with students and families in order to support students in the transition to CCSS standards and assessments.
Will be measured by classroom assessments, parent meeting agendas, classroom discussions.--------
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Actions to be Taken
to Reach This Tactic
(Results Statement)
1.1
Professional Development:
Professional development time
will be structured so that all
staff can continue to construct
CCSS aligned units, lessons and
assessments.
Timeline
2013 - 2014
Person(s)
Responsible
Administrators,
leadership Team,
Department Chairs
and Teachers
Leadership Team has
designated
numerous Thursday
collaboration
hours for teachers to pursue
instructional strategies
(including student talk) which
will
increase student learning and
performance.
Leadership Team and Dept.
Chairs will create a plan and
protocol outlining the efficient
way to share the trimester
academic data from MAP
testing with staff, students and
their families and how we can
use the results as a guide for
classroom instruction.
The Single Plan for Student Achievement for Louis Pasteur Fundamental Middle School
Proposed Expenditure(s)
Description
Type
Funding Source
Amount
All departments commit None Specified
time during weekly
department meetings
and staff meetings to
share data regarding
next steps for
instruction which will
include: the need to
provide more support
and/or instruction to
assure all students
understand and have an
opportunity for practice
and reflection as we
transition to Common
Core.
Considerable time will
be spent administering
these assessments. The
results are much more
targeted and timely than
the STAR data.
Time is always an issue
so we will design a plan
that will
allow students to review
data with their teachers
and parents in order to
identify areas for
growth.
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Planned Improvements in Student Performance
Planned Improvements: Goal/Tactic #2
The School Site Strategic Planning Team and Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of
the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the
following tactics, results statements, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
Focus: Personal Education Plan
District Strategy:
Strategy 4: We will design and implement a system that creates challenging personal educational plans at each appropriate level in collaboration with students families and staff.
-------Tactic #2:
We will design and implement challenging personal educational plans in collaboration with students and families.-------Data Used to Form this Tactic:
Teacher input, Zangle and Naviance reports, MAP testing results, students' plans-------Findings from the Analysis of this Data:
We have begun using Naviance as the platform for the student designing Educational Plans. Our counselor has spoken to most classes regarding the use of Naviance and
regularly works with students to compose plans. Some teams are using Naviance as the platform for setting up student goals at conferences. We need to expand the number of
adults and settings in which to construct goals to enable us to assist every student in making a plan.
The use of MAP data will provide targeted goals for students to meet.
-------Related Objective and how it will be Measured:
Do personal education plans lead to more engagement and better grades? Anecdotal evidence from staff and participation reports from Naviance and report cards.--------
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Actions to be Taken
to Reach This Tactic
(Results Statement)
Timeline
Person(s)
Responsible
The Single Plan for Student Achievement for Louis Pasteur Fundamental Middle School
Proposed Expenditure(s)
Description
Type
Funding Source
Amount
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Actions to be Taken
to Reach This Tactic
(Results Statement)
2.1
Counselor, principal and
teachers will collaborate to
create a roll out plan for both
students and their families.
Timeline
2013 - 2014
Person(s)
Responsible
All staff
Students will learn about and
practice on Naviance regularly
in their Advisory classes
throughout the year.
Staff will also create
opportunities for families to
receive instruction at school,
regarding the Naviance system
and how to use it to create an
educational plan at home and
or at school.
Leadership Team and
Department Chairs in
consultation with Site Council
will design a plan that will
address the need to share MAP
testing results with students
and their families twice a year.
Proposed Expenditure(s)
Description
Type
Designated staff will will None Specified
work with principal,
Leadership Team and
Site Council to construct
a plan to roll out general
Naviance information to
our families.
Funding Source
Amount
00.00
Leadership Team
Department Chairs, and
Counselor, will work
with staff to design how
and when Naviance will
be expanded into
Advisory classes.
Current opportunities
for parents to access
Zangle and Naviance at
school: COW and
District technology staff
was here during
schedule pick up day to
help parents with
passwords and signing
into Zangle and
Naviance.
Will expand parent
instruction at the Site by
providing laptops and
District technology staff
at our annual academic
planning night in
October and perhaps
back to School Night
next year
The Single Plan for Student Achievement for Louis Pasteur Fundamental Middle School
Preliminary planning to
start second quarter of
2013 to design school wide plan. Departments
and teachers will be
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Planned Improvements in Student Performance
Planned Improvements: Goal/Tactic #3
The School Site Strategic Planning Team and Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of
the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the
following tactics, results statements, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
Focus: School Climate
District Strategy:
Strategy 6: We will identify model and integrate positive character traits as well as develop means for assessment to help our students become contributing responsible and
caring members of a diverse community. -------Tactic #3:
We will identify, model, and integrate positive character traits to ensure our students become responsible, contributing leaders who will strengthen our diverse community.------Data Used to Form this Tactic:
Attendance reports, discipline reports and information from Student Government and AVID classes.-------Findings from the Analysis of this Data:
While we have solid attendance at dances, Movie Nights, Skate Nights, etc, need to add to the on-campus opportunities for students to get involved in school activities and take
leadership roles.-------Related Objective and how it will be Measured:
Can we expand the Peer Leadership groups' reach beyond the planning and participation in our incoming 6th grade lunch and tour at the end of the year? Attendance at school
activities, anecdotal evidence regarding student attitudes and behavior, and behavior incidence reports.--------
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Actions to be Taken
to Reach This Tactic
(Results Statement)
Timeline
Person(s)
Responsible
Proposed Expenditure(s)
Description
3.1
Student Government Positions:
2013 -2014
We will establish positions in
Student Government to spearhead
school-wide positive character
traits campaign. We will also
examine opportunities for all
students to assume a leadership
position, at some level, at each
grade level.
St. Government
Adviser and
students in Student
Government class
The Student
Government class, with
input from class room
representatives, will
create a list of
leadership opportunities
on our campus and
devise a plan to invite
students to participate.
Students in the Student
Government class will
also survey the student
body to ensure that
activities and
opportunities are
relevant for all students
3.2
Pasteur has increased
2013 - 2014
opportunities for family and
community participation in the last
several years. We have hosted an
Academic planning Night, hosted
the district's IB/HA Info Night and
have invited parent participation
through our PTSO and teacher
contacts with parents. We would
like to look into other
opportunities to invite parents to
our campus.
All stakeholders
The Leadership Team
and Site Council will
begin the process of
gathering baseline
information in order to
assess our current
parent opportunities
and to construct a plan
of improvement.
Type
Funding Source
Amount
0.00
Input could include
parent, student and staff
surveys.
The Leadership Team, all staff,
students, families and community
members will be asked for input as
to how Pasteur can expand it's
opportunities for parents and
community members to be
involved
with our school.
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Planned Improvements in Student Performance
Planned Improvements: Goal/Tactic #4
The School Site Strategic Planning Team and Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of
the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the
following tactics, results statements, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:
Focus: Goal 4 ELL students
District Strategy:
Strategy 1: We will ensure all staff are implementing effective instructional strategies integrating technology and utilizing assessment data to actively engage each student to
increase achievement on state standards 21st century skills and personal educational plans. -------Tactic #4:
EL students will receive academic support in order to build proficient academic English skills.-------Data Used to Form this Tactic:
Collection of regular assessment and assignment data from teachers.-------Findings from the Analysis of this Data:
EL students continue to struggle on standard state assessments. Most students score better on classroom assignments than standardized tests. ELD teacher is working to
increase EL students' understanding of academic language and terms used in the classroom. She works closely with the students' English teachers to provide information to the
teachers and support for the students.-------Related Objective and how it will be Measured:
Are ELL students able to participate fully in all of their classes? Observational data, conversation with classroom teachers, formative and summative assessments, CELDT scores.-------
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Actions to be Taken
to Reach This Tactic
(Results Statement)
Timeline
4.1
The District has provided
2013 - 2014
funding for a teacher to lead a
one period English Language
Development class EL Students.
4.2
ELD class for EL students.: EL
students who have been
classified as EL for more than 5
years will take an ELD class,
taught by an experienced ELD
teacher, to help improve their
academic English abilities.
Person(s)
Responsible
Principal, ELD
teacher, classroom
teachers
The Single Plan for Student Achievement for Louis Pasteur Fundamental Middle School
Proposed Expenditure(s)
Description
Type
The funding
1000-1999:
provided by the district Certificated
will be used to secure an Personnel Salaries
ELD teacher to support
EL students in becoming
proficient in English.
Funding Source
Amount
Local Control Funding 15,519.00
Formula (LCFF)
ELD teacher designs
curriculum that will
meet the needs (based
on multiple
assessments) of the
students in her class.
ELD teacher
communicates with her
students' classroom
teachers to inform of
the particular support EL
students may need. The
teacher also creates
opportunities for
students to use English
in multiple settings (field
trips, visits to the
cafeteria and other oncampus departments.)
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Summary of Expenditures in this Plan
Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Funding Source
Local Control Funding Formula (LCFF)
Allocation
Balance (Allocations-Expenditures)
12,689
-2,830.00
Total Expenditures by Funding Source
Funding Source
Total Expenditures
Local Control Funding Formula (LCFF)
15,519.00
Total Expenditures by Object Type and Funding Source
Funding Source
Local Control Funding Formula (LCFF)
Object Type
1000-1999: Certificated Personnel Salaries
The Single Plan for Student Achievement for Louis Pasteur Fundamental Middle School
Total Expenditures
15,519.00
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School Site Council Membership
Principal
Classroom
Teacher
Other
School Staff
Parent or
Community
Member
Secondary
Students
California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the
principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school
personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected
by pupils attending the school. The current make-up of the SSC is as follows:
Jerry Feldmann
[ ]
[X]
[ ]
[ ]
[ ]
Davin Bowker
[ ]
[X]
[ ]
[ ]
[ ]
Tim Slattery
[ ]
[X]
[ ]
[ ]
[ ]
Janet Deal (Chair)
[X]
[ ]
[ ]
[ ]
[ ]
Jeanne Larsson
[ ]
[ ]
[ ]
[X]
[ ]
Jennifer Kendall
[ ]
[ ]
[ ]
[X]
[ ]
James Olivera
[ ]
[ ]
[ ]
[X]
[ ]
Kassandra Kendall
[ ]
[ ]
[ ]
[ ]
[X]
Wyatt Larsson
[ ]
[ ]
[ ]
[ ]
[X]
Rigel Apeldoorn
[ ]
[ ]
[ ]
[ ]
[X]
Laura Garcia
[ ]
[ ]
[X]
[ ]
[ ]
Numbers of members of each category:
1
3
1
3
3
Name of Members
At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers,
and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers
must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers
of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Recommendations and Assurances
The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval
and assures the board of the following:
1.
The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.
2.
The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating
to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.
3.
The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check
those that apply):
[ ]
State Compensatory Education Advisory Committee
[ ]
English Learner Advisory Committee
4.
The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content
requirements have been met, including those found in district governing board policies and in the local educational agency plan.
5.
This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound,
comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This SPSA was adopted by the SSC at a public meeting on 09/24/2012.
Attested:
Janet Deal
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Janet Deal
Typed Name of SSC Chairperson
The Single Plan for Student Achievement for Louis Pasteur Fundamental Middle School
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