English Language Arts

1. English Language Arts Single Plan for Student Achievement

2. OBJECTIVES • Provide guidance and support with completing 5 critical areas for the English Language Arts section of the SPSA. • 1) Data Resources • 2) Determine Findings • 3) School Goal • 4) Key Strategies • 5) Actions/Tasks

3. Key Principles for English Language Arts • Schooling must help all students achieve their highest potential. • The responsibility for learners’ literacy and language development is shared. • ELA/ELD curricula must be well designed, comprehensive, and integrated. • Effective teaching is essential to student success. • Motivation and engagement play crucial roles in learning. - From Draft ELA/ELD Framework

4. Indicate all student data used to determine Findingsand School Goal

5. Examples of Data Sources • Elementary: CST Data (2012-2013), CORE Waiver Data Report, MyData, Curriculum-Based Data (Benchmark Assessments, Progress-Monitoring Assessments, etc.), Student Work Samples • Secondary: CST Data (2012-2013), Student Grades, CAHSEE Data, CORE Waiver Data Report, MyData, Curriculum-Based Data (Intervention Program Data), Student Work Samples

6. Use the guiding questions to help determine Findings

7. Sample Findings Our school has increased its API every year for the past 4 years. Although our students with disabilities are also progressing, they are still performing well below other subgroups in English Language Arts. 44% of students with disabilities scored BB and FBB on the ELA portion of the CST, while only 16% of students without disabilities scored BB and FBB. Further investigation of the data showed the following distribution of scores : Students with Disabilities:Students without Disabilities: EO – BB/FBB = 69%; B = 25%; P = 6% (no A) EO – BB/FBB = 12%; B = 34%; P/A = 54% LEP – BB/FBB = 59%; B = 41%; P/A = 0% LEP – BB/FBB = 62%; B = 33%; P = 5% (no A) RFEP – BB/FBB = 20%; B = 55%; P/A = 25% RFEP – BB/FBB = 11%; B = 37%; P/A = 53% CST content strand analysis indicates that all students in grades 9 and 10 struggled with Word Analysis & Vocabulary. Extensive PD has been provided to the staff on strategies to support English learners, and LEP students receive specific support on English Language Development in both general education and special education settings. However, no specific training on strategies to support students with disabilities has been provided. Data indicate that Tier 2 and Tier 3 English Language Arts intervention programs must be implemented, with specific support for students with disabilities included in the instructional programs.

8. The School Goal sets a measurable target for improvement based upon the LEA Goal and Findings from student data [limit: one (1) School Goal per each Goal Matrix section]

9. Writing SMART School Goals – See Resource Guide pp. 75-76

10. Sample SMART Goal By ________ (e.g., June 2016), students will improve/gain ___% in the area of _________ (e.g., Word Analysis and Vocabulary) as measured by ____________ (e.g., curriculum assessments, performance tasks data.)

11. SampleSchool Goal By June 2016, 75% of students in grades 9 and 10 who participate in intervention will improve their proficiency in the area of Word Analysis and Vocabulary as measured by curriculum based assessments in Tier 2 and Tier 3 intervention programs. • Students in the general population will improve 10% in proficiency. • Students with special needs will show accelerated growth with a 15% increase in proficiency.

12. Determine Key Strategy(ies) needed to achieve the School Goal

13. SampleKey Strategy • Implement a Tier 2 intervention program in ELA (Read 180), that supports the Core curriculum and has an emphasis on Vocabulary Development for grades 9 and 10 to address the needs of students not meeting proficiency levels in the content area of Word Analysis and Vocabulary, and to accelerate the growth of students with disabilities.

14. Determine Actions/ Tasks needed to execute Key Strategy(ies)

15. 3 Focus Areas • Effective Instructional Program (Professional Learning and Classroom Instruction) • Maximizing Instructional Time • Interventions to Close Achievement Gaps

16. Effective Instructional Program (Professional Learning and Classroom Instruction) Questions to Surface Thinking: • What training will we need in pedagogy and/or content? • What will we learn as a school about effective teaching for students with disabilities? • What training is necessary to successfully implement our intervention (Tier 2) program in the classroom? • Who is going to support teachers in their instruction?

17. Maximizing Instructional Time Questions to Surface Thinking: • How will we apply our professional learning to maximize our instructional impact on students with disabilities? • In what ways will we provide support and promote effective learning to address the needs of our students with disabilities in an integrated setting? • How might our scheduling need to be modified to maximize instructional time and provide interventions during the day?

18. Interventions to Close Achievement Gaps Questions to Surface Thinking: • What will we do for our students with disabilities who need more than good first instruction? • How will we differentiate our instruction to meet the needs of students with a variety of disabilities? • How will we implement our intervention program and conduct ongoing evaluations to determine student and program outcomes and inform ongoing program needs?