2016-2017 Washington Elementary SPSA

PASADENA UNIFIED SCHOOL DISTRICT
SCHOOL ACCOUNTABILITY PLAN

2016-2017
-The Single Plan for Student Achievement
Washington Elementary STEM Magnet
19-64881-6119549
CDS Code
Date of this revision: 3-22-16
The Single Plan for Student Achievement (SAP/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:
Karrone Meeks
Position:
Principal
Phone Number:
(626) 396-5840
Address:
1520 N. Raymond Avenue

Pasadena, CA 91103
meeks.karrone@pusd.us
E-mail Address:
The District Governing Board approved this revision of the School Plan on 3-22-16.
The Single Plan for Student Achievement
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Table of Contents
Mission Statements and School Descriptions ............................................................................................................................................3
School Data for 2015-2016 School Year (Prior Year)..................................................................................................................................4
School Improvement Progress Narrative ...................................................................................................................................................5
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017 ........................................17
Planned Improvements in Student Performance Target/Goal Page.....................................................................................................22
Summary of Expenditures in this Plan .....................................................................................................................................................66
Total Allocations and Expenditures by Funding Source ......................................................................................................................66
Total Expenditures by Object Type .....................................................................................................................................................67
Total Expenditures by Object Type and Funding Source.....................................................................................................................68
Total Expenditures by Goal .................................................................................................................................................................68
Restricted Funding Personnel ..................................................................................................................................................................69
Centralized Services .................................................................................................................................................................................71
School Site Council Membership .............................................................................................................................................................72
Recommendations and Assurances .........................................................................................................................................................73
Appendices...............................................................................................................................................................................................74
School Program Improvement (PI) Activities Plan 2015-2016 ............................................................................................................75
School Accountability Report Card......................................................................................................................................................77
Site Level Parent Involvement Policy ..................................................................................................................................................78
Site Level School/Parent Compact ......................................................................................................................................................79
Attendance Improvement Implementation Plan ................................................................................................................................80
Instructional Services ..........................................................................................................................................................................82
Comprehensive School Safety Plan Sb-187 .........................................................................................................................................87
Kindergarten Transition Plan and Objectives ......................................................................................................................................88
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Mission Statements and School Descriptions

2016-2017
Vision:
School Vision and Mission

The vision of Washington Elementary STEM Magnet is to be a state and nationally recognized school by demonstrating
success of all students. We will provide a safe, collaborative environment built
on the pillars of respect, trust and academic excellence in a positive and caring atmosphere.
Mission:
Washington STEM exists for the purpose of preparing ALL students to become future-ready students in the 21st Century.
As a community of learners, we are committed to the
development of Critical thinking, Communication skills, Collaboration, Creativity, positive attitudes and respect for self and others.
As a community of learners, we will address the individual needs
of every child every day.
Values:
In order to fulfill the vision of Washington Accelerated STEM Elementary School, we will:
1. Provide a creative, inviting, safe learning environment;

2. Foster partnerships with students, staff, families and community to work for the success and well-being of all;
3. Establish high expectations to maximize learning potential by addressing individual needs;
4. Model a positive and respectful attitude;
5. Accept responsibility for global learning and personal growth;
6. Utilize data to drive instruction and meet the needs of every child every day.
School Profile Description
Please include:
geographical, social, cultural, educational and economic community base
grade levels/school configuration
student enrollment figures/trends
poverty level (e.g., percentage of students that are on free/reduced price lunch)
feeder program and schools
language, racial and ethnic make-up of the student body
school staffing
school facilities, including technology, library and media resources
how the school community works together to establish and promote the culture of the school
description of how the school provides individual student academic assessment results in language the parents understand,
including an interpretation of those results
other important characteristics of the school and
FOR SCHOOLS IN PROGRAM IMPROVEMENT (PI) identify areas and/or subgroups not meeting AYP targets and identify
the schools year of PI status.
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School Data for 2015-2016 School Year (Prior Year)

Student Enrollment by Group
Student Demographics
Culture/Climate
14-15
15-16
96
95.15
10%
6%
--------
African American
82
13.6%
Attendance %
Asian
11
1.82%
Truancy %
Hispanic/Latino
494
82%
White
12
1.99%
# of
54
70
Multiple/No Response
0.66%
# of individual students
33
38
Other
0.33%
English Learner
324
53.7%
# mandated
Socio-Econ. Disadvantaged
525
87%
# permissive
Special Education
56
9.29%
Foster Youth
17
2.8%
Total Enrollment:
603
Suspensions
Referral for Expulsions
--------------Reclassification
Target
-------15% increase
% of students who
reclassified
15%
% of students that moved

up by 1+ levels
51.6
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School Improvement Progress Narrative

Prior Year Goal
Target/Goal/ Focus
Use either annual goal/target (if available) or monitoring
Area
indicators
Analysis
Met? Yes (Y) No (N)
Explain why met or did not meet
Progress (P)
Analyze and address both implementation and outcomes.
Strengths: The decision to adopt a new mathematics program Yes

for our school resulted in great results on the concepts that
were taught in the programs first modules. Specifically, the
students performed well on the PUSD Trimester Assessment
items that were related to Number Concepts (Numbers and
Base Ten). The 2013-2014 school-wide average on these
items was 71%.
Math
Weaknesses: The students have trouble understanding and

using appropriate strategies for problem solving.
The
students difficulty in using these strategies is still in evidence
when the students are proficient in the requisite
computational skills. The 2013-2014 school-wide average on
these items was 47%.
While the goal of improving student success rates on problem

solving items was met, the results were significantly limited by the
difficulty the 4th and 5th grade students had with fraction
problems (30% success rate on those items).
To meet the goal of improving school-wide performance, teachers
were trained in the construction and integration of the appropriate
types of problems into the classroom curriculum, as well as the
teaching of the problem solving process to the students.
Specifically, the students used various problem solving strategies
(EPSE: Explore, Plan, Solve, and, Examine; RICE: Read, Illustrate,
Compute, and Explain; etc.) as part of their regular classroom
routines.
The 2014-2015 goal was to sustain school-wide performance

on items related to Number Concepts while closing the gap
between student performance on computational items and
problem solving items.
The 2014-2015 school-wide average on computational items
was 72%, while the 2014-2015 school-wide average on
problem solving items was 55% (as of Trimester 2
Assessment).
The gap between student success rates on computational and
problem solving items has decreased from 24% in 2013-2014
to 17% in 2015-2016.
WESM School Goal
Progress
English Language
Arts
I. K-5 Teachers will fully implement the components of the

Balanced Literacy
Instruction as listed below in order to support the school's goal:
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Read Aloud
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The English Language Arts(ELA)Goal for the 2016-2017 school

year is to have 70% of our students in Kindergarten through
the 5th grade show progress toward Proficiency and Advance
in reading, writing, speaking and listening, and language as
evidenced by the PUSD Benchmark Assessments. This means
that 70% of our students will make a minimum of 1-band gain
on the District Assessment Band-Level as indicated below:
Shared Reading & Writing

Guided Reading & Writing
Word Study
II. K-5 Teachers will conduct Daily Read Aloud using authentic
books from
various genres to model, encourage, motivate, and inspire
students to
read voluminously wide range of texts.
III. MODELED WRITING
A. K-5 Teachers will model writing to teach skills and implement
Think
Aloud to demonstrate what proficient writers do.
Advanced = 85% or More

Proficient = 70% - 84.99%
Basic = 50% - 69.99%
Below Basic = 0% - 49.99%
B.
Teachers will also implement Interactive Read Aloud
experiences for
the students to invite students into literacy experiences and model
what
fluent readers do with text.
IV. SHARED READING
A.
K-5 Teachers will implement Shared Reading incorporating
Interactive
Read Aloud and Shared Writing for whole-class instruction.
V. GUIDED READING
A.
K-5 Teachers will implement Guided Reading and Guided
Writing
Instruction to meet the needs of individual students by provide
differentiated leveled instruction and intervention.
B. Two 15-MIN Daily GUIDED READING mini-lessons are conducted
with a group of 5-6 students per group who share similar CA
Standards Reading skills and strategies intervention needs,
incorporating, "You Do, I HELP!." Gradual Release Instruction
Model.
VI. INDEPENDENT READING / WRITING
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A. K-5 Teachers will implement Daily Independent Reading and

Writing.
VII. WORD STUDY
A. Daily Whole Class WORD STUDY lesson is incorporated to teach
the
CA Reading Foundations Skills using OCR Word Knowledge (Green
Section). In addition, teachers in grades 1st - 5th will instruct
PrefixSuffix-Root Word Study for their grade level and review the
previous
grade-level to ensure proficiency.
VIII. ACCOUNTABLE TALK
A. Teachers in K-5 classrooms will implement Accountable Talk.
Using
sentence strips and sentence starters, teachers will model and
directly
teach the academic vocabulary necessary to converse about what
students are reading, learning, and discovering in the classroom.
XI. CLASSROOM SUPPORT
A. The Instructional Coach and the EL Instructional Coach will
provide inclass support to K-5 teachers and students with the Balanced
Literacy
Initiative throughout the year.
B. Teacher support will include planning and modeling highquality
research-based instruction. Student support will include working
with
students in Guided Groups to build independence with grade level
skills as indicated by the CA Standards.
XII. PROFESSIONAL LEARNING COMMUNITIES
A. K-5 Teachers, Resource Staff, and the Principal will work
together in
Professional Learning Communities (PLC) to plan and review highquality research-based instruction and analyze formal and informal
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assessments to support all students in their progress towards

proficiency.
English Language Development (ELD)
Yes
We know that the CELDT is the measure of how well our

English Learners are progressing and will focus on the
underlying standards that will be addressed to support our
teachers...resulting in increased student proficiency.
I. English Learner s Progress

II. English Language Learners will gain a 15% increase in the areas
of
listening, speaking, reading, and writing
I. ENGLISH LANGUAGE DEVELOPMENT

A. 51.60% of our English Language Learners met the State
criterion
for AMAO 1 proficient on the CELDT
Closing the Gap
III. ELD Domains, Standards, and Modes of Communication

A. Domains: Collaborative, Interpretive, and Productive
B. Modes of Communication:
* Emerging:
Early Stages & Exit Level
* Expanding:
* Bridging:
B. 324 EL STUDENTS
Reclassified 28 Initially + an additional 11 for a total of 39
IFEPS
27
RFEPS
53
SBAC PROF. 29%
IV. Monitoring ELA assessment results for EL students and develop

ILPs for
intervention...teacher guided instruction.
II Reclassification Goal
A.
At least 15% of English Learners (ELs) or 91 ELs will
reclassify
and become Reclassified Fluent English Proficient (R-FEP)
students this year.
B. 16 - 17 GOAL:
a) Minimum of 30 - 35% of our ELIGIBLE (2nd - 5th)
b) To move up at least one level in the CELDT language
proficiency scale every year
grade ELs
V.
Unpacking the ELD standards by modalities and proficiency
levels
A. Modes of Communication:
* Emerging:
* Expanding:
* Bridging:
C. (PROJECTED NUMBER OF ELIGIBLE ELS for 16 - 17 )

a) 124 eligible EL for reclassification and 30% of that will be
37
VI. Supported through true integration of ELA / ELD standards and

language goals throughout the content areas (i.e. math science)
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students
V. Our Foster Student goals were met this year through the
support of our Clinical Social Worker who meets consistently with
staff, foster parents, students, and community agencies to ensure
that students are receiving appropriate support. In addition,
teacher are provided strategies and suggestions to help students
acclimate to their new environment.
III. WESM will develop it's Scope & Sequence that paces out
all of the
ELD Meaning Interactions, Standards, and Modes of
Communication
A. Meaningful Interactions: Collaborative, Interpretive, and
Productive
B. Modes of Communication:
* Emerging:
* Expanding:
* Bridging:
C. How English works
Text Structures
Language Conventions
IV. WESM will provide a Daily 30 - 40 minute ELD block which
includes
the following:
A. Whole Group Instruction which focuses on grade level
ELD Standards, Meaningful Interactions, and Modes of
Communication
B. Teachers will provide small group mini lessons that identify
and
address EL students' area of weaknesses based on Meaningful
Interactions and Standard analysis
C. Our EL Coach will help all teachers identify each EL's target
goal
and focus for each trimester
D. Our EL Coach will help all teachers modify and develop
instructional practices that build students' capacity toward
reclassification
E. Our EL Coach will help monitor on-going Individual
Learning
Plans for identified English Learners and conduct annual Data
Chats to discuss progress
F. Our EL Coach will actively monitor EL progress in ELA and
Math
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and will Coach teachers on appropriate strategies to meet the

INDIVIDUAL needs of students
G. Even-though our Designated ELD block is scheduled for 30
- 40
minutes each day, OUR EL COACH will work with our
Instructional
Coach and teachers to ensure that all ELD standards are
appropriately presented and integrated to support our EL
student population
H. All ELs will have a daily 10 - 20 minute session on Imagine
Learning
1. This year parent communication between staff and parents Yes

will be
measures through a minimum of 75% satisfaction survey.
2. This year parent volunteerism will increase as measured by
monthly
volunteer sign in sheets
3. This year 90 - 100% of all teachers will utilize the Tuesday
folders
to send home school wide and classroom communications
Parent/Community 4. (African American Parent Association) AAPA will be
Engagement
developed and
run by parent representatives
5. Our EL Coach will work with parent groups on strategies
to support
the English Language Learner
6. Washington will continue to grow its parent run Annual
Fund
Committee
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Measurement:
1. Back to School, Open House, Parent STEM Nights, etc. sign in
sheets
2. Increased Parent Volunteer sign-in sheets
3. Parent participate in school wide events and meetings
4. Annual Parent Survey
5. Monthly Family Fun Nights
6. Formation of AAPA with agendas and sign-in sheets
7. School is sending home each Tuesday the Tuesday Folder
contain school
information and classroom communications
5/19/16
1. During the 16 - 17 school year, student suspensions will be Yes

reduces as we move toward full implementation of RTI
Behavior
goals (Meet & Greet; 5 to 1; Check In / Check Out; Rainbow
Chart
or similar reflection of positive discipline
2. RTI Behavior Teams will continue to meet monthly to
review student
progress (lead by our Clinical Social Worker and Behavior
Assistant
3. Safety teams will meet every other month to review school
safety
needs. This group will be lead by our Head Custodian and
Security)
4. During the 2016 - 17 school year, teacher anxiety will be
School Safety,
reduced
Climate and Culture as they receive continued support from resource staff and
principal
5. During the 16 - 17 school year we will move back to Grade
Level
Planning Time in an effort to support Planning for our
Balanced
Literacy Program
6. Our "A" Mondays will be dedicated to grade level content
meetings
so that Science (STEM), Math, ELD, and ELA all have multiple
opportunities to meet with grade levels to provide content
support
and monitor student progress.
School Selected
1. 100% of TK-5 students will complete one NGSS-aligned

performance task and 3 benchmark assessment for 16 - 17
and
one Engineering Design project using school-created rubric
and
baseline data for NGSS in 16 - 17 created through
analysis of NGSS assessments scored in 15 - 16
2. 5th grade students continue to improve on CST, with target
of 65%
Measurement:
1. Monthly review of Referral logs submitted by Behavior Aide
2. Classroom visitations, Reduction of classroom referrals, Rainbow
Charts
posted. Teachers greeting students in the morning in line or at the
door
3. Behavior Logs reflect alternative solutions to suspensions
4. Agendas reflecting Safety Teams items discussed
5. Agendas reflecting RTI Behavior Teams items discussed
6. RTI Action Plan
7. RTI School Wide Goals
8. Professional Development Plan reflecting appropriate topics
9.
Schedule of GLPs for the school year reflecting Balanced
Literacy
planning progression
Measurement:
1. EADMS Trimester data review
2. Grade Level discussions during Planning meetings and / or "A"
Mondays
3. Evidenced on yearly CST results, district assessments, and / or
school designed
assessments
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of students testing proficient or above.

3.
All TK - 5th Grade students will organize, analyze, and
confirm their
understanding of the NGSS standards evidenced in their
Science
Journals (which will be consistently organized across the grade
levels)
STUDENT ENGAGEMENT
1. All students are involved equally."
2. Anecdotal evidence gathered from classroom teachers and
principal using STEM
observation sheets from district
Student Engagement
1. "Majority of students are actively participating in all
aspects of the science
activities.
SCIENCE KNOWLEDGE
1. Increase in co-teaching in lab setting (with coaching / content
PD /peer modeling
provided by STEM specialist);
2. observation of accuracy of science content presented to
students in regular
classroom; evidence of student learning (coaching regarding use of
formative
assessments)
Science Knowledge
1. All teachers improve their content knowledge of relevant
science
Science Practices
1. All teachers increase their use of inquiry practices during
science activities
SCIENCE PRACTICES
1. Observation of increasing rigor and critical thinking in classroom
discussions
using district STEM observation checklist
Academic Achievement
1. Fifty percent of students will achieve proficiency on school
trimester science
assessments by trimester two
ACADEMIC ACHIEVEMENT
1. scoring sheet or rubric for assessments in grades two - five
Graduation
Career/College
Ready
Formerly CAHSEE
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Other Successes/Challenges/Areas for Improvement not noted above as part of a specific targeted area for improvement
Success/Challenge/Area for Improvement
Related Goal Area (if

applicable)
Analysis - What made success possible? For challenges or areas of improvement, address
the underlying needs and potential barriers.
K STRENGTHS
Closing the GAP
KINDERGARDEN and FIRST GRADES
Print Features
Following Words
Spoken Words represented by written
language
Syllables (in spoken words)
Letter-Sound correspondence
Blending
Initial, Medial, Final Sounds
Decoding Words in text and in isolation
K WEAKNESSES
Opinion Writing
Classifying Objects
Rhyming Words
*
Ask and Answer Questions
1.
a)
b)
c)
STRENGTHS:
Small workshop groups
Focused Site Word study
CEIS teacher support
2. WEAKNESS:
a) lack of exposure to rhyming text
b) lack of acknowledging the lack of rhyming in students first language
c) minimal exposure to multiple text...fables, nursery rhymes, Read Aloud books, etc.
d) lack of developing within students a love for reading
e) Minimal understanding of what the standard required of teachers and students
f) lack of in-depth instruction on the rules of segmentation and syllabication
1st Grade STRENGTHS
Ask and Answer Questions (key details,

meaning of
words / phrases)
Vocabulary (in context, categorical
sorting/defining)
Rhyming
Blending
Initial, Medial, Final sounds
Segmenting
Digraphs
Syllabication
Final e long vowel sounds
1st Grade WEAKNESSES
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Features of a Sentence
Attributes of word families
Illustrative Text
Short vowel sounds - CVC Words
Oral Blending
Transferring Skills and Strategies
Closing the Gap
SECOND and THIRD GRADE
2nd Grade STRENGTHS
Textual Connections
Narrative Structure
Character Response
Writers Workshop (revising , editing)
Grammar (nouns, pronouns,
Legible Print
Writing Mechanics
Vocabulary & Phrases
Textual Response (using adjectives, adverbs)
2nd Grade WEAKNESSES
Understanding Text Features (captions, bold

print)
Conventions (Grammar Usage, capitalization,
punctuation)
Text Features
Informational / Expository Text
Know and Answer Questions
Grammar (plurals, past-tense verbs,
adjectives,
adverbs, )
1.
a)
b)
c)
STRENGTHS:
Training in understanding and identifying Complex Text and RALLI
Intervention Staff supporting student's individual academic deficits
2. WEAKNESS:
a) Explicit instruction to address student deficits
b) Full understanding of Chunking instruction
c) minimal exposure to multiple text... fables. poetry, multiple genre selections, Read Aloud
books, etc.
d) lack of developing within students a love for reading...no student inventory reflecting their
interests
f) lack of in-depth instruction on the rules of segmentation, syllabication, and word study
3rd Grade STRENGTHS
Writing Mechanics (context of writing)

Spelling (contextual)
Vocabulary (word relationships, nuances)
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3rd Grade WEAKNESSES
Domain Specific Words

Ask and Answer Questions
(Informational/Narrative)
Compare and Contrast
(Informational/Narrative)
Describing Characters in a story (traits,
motivation,
feelings)
Narrative themes, central message, lessons,
morals
Grammar
Writing Mechanics (out of context)
Closing the Gap
FOURTH and FIFTH GRADES
4th Grade STRENGTHS
Conventional Patterns
Vocabulary (unknown words, multiple
meaning words)
4th Grade WEAKNESSES
Meaning of Domain Specific Words

Informational Text Structure
Quoting Accurately to support conclusions
Choose Word Phrased to convey an idea
Figurative Language
Poems, Dramas, and Pros
Sentence Formation (fragments/run-ons)
1.
a)
b)
c)
STRENGTHS:
Training in understanding and identifying Complex Text and RALLI
Intervention Staff supporting student's individual academic deficits
2. WEAKNESS:
a) Explicit instruction to address student deficits
b) Full understanding of Chunking instruction and allowing time for students to apply and
build understanding on
skills learned
c) minimal exposure to multiple text... fables. pros, poetry, multiple genre selections, Read
Aloud books, etc.
d) lack of developing within students a love for reading...no student inventory reflecting their
interests
f) lack of in-depth instruction on the rules of segmentation, syllabication, and word study
5th Grade STRENGTHS
Academic & Domain-Specific Words Greek
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and Latin
affixes and roots
Command of conventions
Vocabulary (unknown/multiple meaning
words, Greek
/
Latin affixes, figurative language, word
relationships,
nuances, Domain-specific words)
Reading Foundations
Figurative Language
5th Grade WEAKNESSES
Main Idea and Details or Themes and Details

Compare and Contrast (Informational
Text/Genres)
Explaining relationships and series of things
Informational Text / Literature
Comprehension
Relationship between 2 or more events, ideas,
concepts
Figurative Language (Narrative Form)
Quote accurately from text drawing inferences
Greek & Latin Roots
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Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017
Area of Focus
Math
School Targets
Strengths: The decision to adopt a new mathematics program for our school resulted in great results on the concepts that were taught in the
programs first modules. Specifically, the students performed well on the assessment items that were related to Number Concepts (Numbers
and Base Ten). The school-wide average on these items was 71%
Weaknesses: The students have trouble understanding and using appropriate strategies for problem solving. The students difficulty in using
these strategies is still in evidence when the students are proficient in the requisite computational skills. The school-wide average on these
items was 55%. *** The average was significantly impacted by the 4th and 5th grade students difficulty with fraction problems. (30%
success rate on those items)
2015-2016 Goal: Sustained increase in problem solving. Target of 63% success rate (with focus on development of individual fraction skills)
English Language Arts
Reading Comprehension
*Literature
*Informational Text
*Through the building of Reading Foundations
Blending letter sounds
Letter recognition
Phonics
Word Structure
Segmentation
Close Reading
Closing the Gap- must include

one indicator for EL
ELD Goals:
Students in grades 1st and 2nd will be grouped based on their language level in order to receive daily ELD instruction.
Monitoring daily 30 - 35 minute-ELD instruction.
Teachers including in their lesson plans strategies that will be utilized to support their ELs based on their level
Trimester Data Chats to Discuss Student Progress.
Intervention group in 2nd 3rd grade addressing academic gaps of identified students.
* Goals on ILPs are monitored and reviewed each Trimester to monitor progress
* EL IEPs will be shared with the next school year's teacher to provide insight on strategies that worked or not
* Continue focusing on the ELD Standard: Collaboration and move toward INTERPRETIVE (Listening actively; Reading closely to determine
how meaning is
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conveyed explicitly and implicitly; Evaluating how well writers/speakers use language to support ideas
* Training to help teachers differentiate instructional practices to move ELs from Early to Emerging to Bridging...as well as movement within
each band from early
to exit
SED GOALS
Tri-annual Data Chats to Discuss Student Progress.
Intervention group in K - 1 to support academic gaps of identified students. (CEIS)...Students will receive support during their Guided
Reading time based on
the data obtained from their Balanced Literacy - Scholastic Assessments
Intervention group in 2nd 3rd grade addressing academic gaps of identified students....Students will receive support during their
Guided Reading time based
on the data obtained from their Balanced Literacy - Scholastic Assessments
* K - 5 Guided Reading time to pre-teach, re-teach, or enhance student learning
Parent and Community

Engagement
1. This year parent communication between staff and parents will be measures through a minimum of 75% satisfaction survey.
2. This year parent volunteerism will increase as measured by monthly volunteer sign in sheets
3. This year 90% of all teachers will utilize the Tuesday folders to send home school wide and classroom communications
4. (African American Parent Association) AAPA will be continue to address students progress and needs
Measurement:
1. Back to School, Open House, Parent STEM Nights, etc. sign in sheets
2. Increased Parent Volunteer sign-in sheets
3. Parent participate in school wide events and meetings
4. Annual Parent Survey
5. Monthly Family Fun / STEM Nights
6. Continue monthly AAPA with agendas and sign-in sheets
7. Continue sending home each Tuesday the Tuesday Folder that contain school information and classroom communications
School Safety, Climate and

Culture
1. During the 2016 - 17 school year, student suspensions will be reduces as we move toward full implementation of RTI Behavior goals (Meet
& Greet; 5 to 1;
Check In &
Check Out; Rainbow Chart or similar reflection of positive discipline
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2. RTI Behavior Teams will continue to meet monthly to review student progress (lead by our Clinical Social Worker and Behavior Counselor)
3. Safety teams will meet every other month to review school safety needs. This group will be lead by our Head Custodian and Security)
4. During the 2016 - 17 school year, teacher anxiety will be reduced as they receive continued support from resource staff and principal
5. During the 2016 - 17 school year PLCs (Professional Learning Communities) allow for collaborative planning time for teachers to focus
instruction on Balance
Literacy, Math Standards, and STEM integration.
Measurement:
1. Monthly review of Referral logs submitted by Behavior Counselor
2. Classroom walk throughs, Reduction of classroom referrals, Rainbow Charts posted. Teachers greeting students in the morning in line or at
the door
3. Behavior Logs reflect alternative solutions to suspensions
4. Agendas reflecting Safety Teams items discussed
5. Agendas reflecting RTI Behavior Teams items discussed
6. Review 360 will reflect less students in Tier 3 and more of the Tier 2 students receiving support
School Selected*
Science / STEM GOALS:

1. Greater implementation of integrated STEM Curriculum, including growth in technology use in the classroom by both teachers and
students.
2. Greater implementation of connection between STEM and computer Labs to classroom instruction
3. Growth in quality and level of ambition for Project Based Learning ( PBL)
4. Continued progress in changing the image of the school and rebranding ourselves in the community as a model STEM Magnet school.
5. Close the achievement gap between incoming / recruited students and current students
Graduation/Career and College

Ready (High Schools Only)
must include an indicator for
CAHSEE
19 of 88
5/19/16
* Select one of the following: Science, Social Studies/History, VAPA, Technology, Special Education.
20 of 88
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CDE MEASURES(not exhaustive list)

These are the measures identified within the LCAP as per CDE
PRIORITIES
Conditions for Learning
Basics (B)
Rate of teacher misassignment

Student access to standards-aligned instructional materials
Facilities in good repair
Implementation of CCSS (CCSS)
Implementation of CCSS for all students, including ELs and students
Course Access (CA)
Student access and enrollment in a broad course of study that includes all of the subject areas
Student Achievement (SA)
Performance on standardized tests

Score on API
Share of students that are college and career ready
Share of ELs that become English proficient
EL reclassification rate
Share f students that pass AP exams with 3 or higher
Share of students determined prepared for college as measure by the EAP
Other Student Outcomes (OSO)
Other indicators of student performance in required areas of study. May include performance
on other exams
Parent Involvement (PI)
Efforts to seek parent input

Promotion of parental participation
Student Engagement (SE)
School attendance rates

Chronic absenteeism rates,
Middle and high school drop out rates
Graduation rates
School Climate (SC)
Student suspension rates

Student expulsion rates
Other local measures
Student Outcomes
Engagement
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Planned Improvements in Student Performance Target/Goal Page

Target : (insert annual target/goal)
Each school should write a goal that will be measured against internal measures; benchmarks, trimesters, performance tasks, end of course exams???
Students will demonstrate their understanding of mathematical concepts, procedural accuracy, mathematical reasoning, problem-solving, and articulation of meta-cognitive processes as measured
by district-level Performance Tasks (PTs) and Trimester Assessments.
Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
X Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
What strategies or actions

should be implemented to
address this need?
The students have trouble

understanding and using
appropriate strategies for
problem
solving.
The
students difficulty in using
these strategies is still in
evidence
when
the
students are proficient in
the requisite computational
skills.
To improve the students

problem solving skills, we
have instituted the practice
of providing students with
grade level relevant word
problems.
The students are provided
instruction and continual
practice in the use of
various problem solving
strategies (EPSE: Explore,
These problem solving skills Plan, Solve, and, Examine;
Read,
Illustrate,
are taught and required at RICE:
all grade levels (and Compute, and Explain; etc.)
throughout life).
Therefore, it is extremely In addition to providing the
important that we provide mathematical
problem
students
with
explicit solving practice, these
How and when will we

monitor the progress of our
strategy?
What resources or
training will be needed to
-who will be measured
implement our strategy?
when using what tool?
-what is the target (base &
goal)
As the year progresses, and
the
students
computational
skills
increase (as measured by
classroom and school-wide
assessments) the problems
will evolve into those that
require the use of more
difficult
computational
procedures.
The problems are intended
to be tech friendly and can
be accessed via web link so
the students can complete
them with their various
personal devices (at home
or at school).
What funding source and amount will be

used in our implementation?
4000-4999: Books And

Supplies
LCFF-LCAP
20,000
1000-1999: Certificated
Personnel Salaries
Title I
121,447
Personnel Salaries
LCFF-LCAP
198,273
None Specified
None Specified
None Specified
None Specified
2000-2999: Classified
Personnel Salaries
Title I
47,626
Personnel Salaries
EIA Funds
55,626
5000-5999: Services And

Other Operating
Expenditures
22 of 88
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
The
initial X
implementation
has begun as of
the first week of
school, beginning
with
teacher
coaching
and
training
on
constructing the
appropriate types
of
problems,
teaching
the
problem
solving
strategies,
and
guiding
the
students in using
the
personal
devices
as
a
5/19/16

outcomes?
area?

address this need?
instruction in these areas as

well as ample opportunities
to practice/reinforce their
skills.
problems
reinforce/emphasize
the
integration of the school
day curriculum by requiring
students to use their
reading comprehension and
writing skills (main idea,
details,
inference,
sequencing, etc.).
2015-2016
The students have shown
improvement
in
the
previously targeted area of
problem solving.
The implementation of
problem
solving
instructional practices has
shown measurable gains in
the students' performance
in those areas.
The 2014-2015 school-wide

average on these items was
47% (as opposed to 71% on
computational items), while
as of Trimester 2 the 20152016 school-wide average
on these items is 56%.
The next step is to further

refine the integration of the
process by increasing the
rigor
of
classroom
discussions and activities.

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
delivery
system
and
problem
solving aid.
Benchmark
assessments
(School-wide and district
level) will continue to be
used monitor progress.
However, the need for
more frequent feedback
requires that the individual
classroom teachers assess
(teacher
created)
the
students understanding of
the
problem-solving
instruction
on
a
weekly/biweekly basis.
The
strategies
have
been
implemented and
continue to be
revised.
The teachers are
continuously being
coached in the
strategies,
delivery,
and
reflection
on
instruction.
Teachers are being coached

in developing complexity in Additionally, the goal of
increasing the rigor in
classroom routines.
classroom
discussion
necessitates the use of an
inquiry rubric (Math Inquiry
Rubric) to measure the
quality
of
classroom
activities. These rubrics will
be used by teachers as a
tool to revise and improve
instructional practices.
The teachers are

being
provided
training on the use
of the rubrics and
instructional tools
as needed.
Target 1: 2016-2017 schoolThe Single Plan for Student Achievement
23 of 88
5/19/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
wide average of 65% on

problem solving items.
Target 2: 2016-2017 goal of
classroom average of 2.5 on
WESM Math Inquiry Rubric
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WESM School Goal
The English Language Arts(ELA)Goal for the 2016-2017 school year is to have 70% of our students in Kindergarten through the 5th grade show progress toward Proficiency and Advance in reading,
writing, speaking and listening, and language as evidenced by the PUSD Benchmark Assessments. This means that 70% of our students will make a minimum of 1-band gain on the District
Assessment Band-Level as indicated below:
Advanced = 85% or More
Proficient = 70% - 84.99%
Basic = 50% - 69.99%
Below Basic = 0% - 49.99%
Area of Focus:
Math (LCAP: SA, CA, OSO, CCSS)
X English Language Arts (LCAP: SA, CA, OSO, CCSS)
Special Education,
outcomes?
area?

address this need?
Support #1
BALANCED LITERACY
Action #1
Leveled books provided by
the District will be utilized
K-5 Teachers will fully with Grades K-5.
implement the components
of the Balanced Literacy Action #2
Instruction as listed below District
will
provide
in order to support the Classroom Library books for
school's goal in:
Grades K-5.
Read Aloud
Action #3

strategy?
What resources or
goal)

Monitor #1
K-5 Teachers will check-in Supplies
and check-out the leveled
books in the Book Room
from
the
Curriculum
Resource Teacher (CRT) as
needed basis.
Title I
121,447
LCFF-LCAP
198,273
Title I
47,626
LCFF-LCAP
55,626
Monitor #2
K-5 Teachers beginning of
the year will check-out the
LCFF-LCAP
20,000
When will we
implement our
strategy?
Support
#1
Implementation of
Instruction
will
begin at the start
of the 2016-2017
school year.
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
None Specified
25 of 88
5/19/16

outcomes?
area?
Shared Reading &

Writing
Guided Reading &
Writing
Independent Reading
& Writing
Word Study

address this need?
Action #1
K-5 Teachers will spend
about 5-minutes daily,
reading authentic and
K-5 Teachers will conduct quality books from various
Daily Read Aloud using genres.
authentic
books
from
various genres to model, Action #2
encourage, motivate, and K-5 Teachers will use Tone,
inspire students to read Mood, Intensity, and Pacing
voluminously wide range of in order to model what
texts.
fluent readers do.
Teachers
will
also
implement Interactive Read
Aloud experiences for the
students to invite students
into literacy experiences
and model what fluent
readers do with text.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
District will provide Read Classroom Library Books as

Aloud books for grades K-5. well as the Read Aloud
books from the Curriculum
Resource Teacher (CRT) and
Action #4
K-5
Teachers
will then check-in the books at
incorporate Anchor Charts the end of the school year
for every component of before their summer break.
Balanced Literacy in order
to establish structure and
expectations with students.
Support 1A
Component One
READ ALOUD
MODELED WRITING
K-5 Teachers will model
writing to teach skills and
implement Think Aloud to
demonstrate
what
proficient writers do.

strategy?
What resources or
goal)
Action #3
K-5 Teachers will make sure
to integrate I do, you watch
strategy model in their
Teaching Point with every
skill and content both in
reading and writing.
Action #4
Curriculum
Resource
Teacher (CRT) will provide
support to K-5 Teachers by
modeling
Read
Aloud
throughout the school year
Monitor #1
K-5 Teachers will include Supplies
Read Aloud plans in their
Unit Planning with the
Curriculum
Resource
Teacher (CRT).
Support
#1A X
Implementation of
Instruction
will
begin at the start
of the 2016-2017
school year.
Monitor #2
K-5 Teachers will include
Daily Read Aloud and
Modeled Writing in their
weekly lesson plans to the
Principal.
Monitor #3
K-5 Teachers will conduct
Beginning-of-the year and
Mid-Year Reading Surveys.
They
will
use
the
information to establish
student reading interest in
order to build classroom
libraries accordingly, guide
students in their book
selections,
and
select
instructional
books
accordingly.
26 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
as well as modeling Think

Aloud in writing as part of
the I do, you watch gradual
release teaching model.
Support 1B
Component Two
SHARED
READING
WRITING
&
K-5
Teachers
will
implement Shared Reading
incorporating
Interactive
Read Aloud and Shared
Writing for whole-class
instruction.
Action #1
As part of the Reading
Workshop instruction, K-5
teachers
will
conduct
Shared Reading that is
interactive and engaging
students in I do, you help
gradual
release
instructional model.
Monitor #1
K-5 Teachers will plan with
the Curriculum Resource
Teachers (CRT) Minilessons
identifying their Teaching
Points for their Shared
Reading and Shared Writing
lessons that target and
chunk CA Standards skills
and strategies.
Action #2
Curriculum
Resource
Teacher (CRT) will provide
support to K-5 Teachers by
continually
modeling
Shared Reading that is
Interactive.
The CRT will also provide
support in the form of
modeling Shared Writing
routinely and consistently.
Monitor #2
K-5 Teachers will provide
their Shared Reading and
Shared Writing lesson plans
and submit them to the
principal.
Support
#1B X
Implementation of
Instruction
will
begin at the start
of the 2016-2017
school year.
Monitor #3
Listening Comprehension
Assessment in Literacy and
Informational Text to and
Action #3
Student
Assessment
K-5 Teachers will make sure Conferences to target their
that Shared Reading and instruction.
Shared
Writing
is
conducted
through
minilessons
that
incorporate
student
interactive engagement.
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outcomes?
area?
Support 1C
Component Three
GUIDED READING &
GUIDED WRITING
K-5
Teachers
will
implement Guided Reading
and
Guided
Writing
Instruction to meet the
needs
of
individual
students
by
provide
differentiated
leveled
instruction
and
intervention.
Two 15-MIN Daily GUIDED
READING mini-lessons is
conducted with a group of
5-6 students per group who
share similar CA Standards
Reading skills and strategies
intervention
needs,
incorporating, "You Do, I
HELP!." Gradual Release
Instruction Model.

address this need?

strategy?
What resources or
goal)
Action #1
small group instruction
consisting of 5-6 students
per group.
Monitor #1
K-5 Teachers will plan every Supplies
ELA Unit outlining their
Guided Reading Student
Groups and Teaching Point
for their skills and content
with
the
Curriculum
Action #2
K-5 Teachers will conduct Resource Teacher (CRT).
Guided Reading Group
differentiated instruction Monitor #2
on a daily basis meeting K-5 Teachers will include
minimum of two groups per their
Guided
Reading
day in order to provide Instructional Plans in their
intervention as well as weekly
planning
and
accelerated learning for provide it to the Principal.
students.
Monitor #3
Action #3
WESM Resource Teachers Running
Record
will provide in-class teacher Assessments
for
all
support through Guided students either on a
Reading modeled lessons monthly basis or for every
throughout the school year. 6-weeks in order to direct
instruction and work on
Action #4
student progress in their
K-5 Teachers will receive in- instructional reading level.
house
Professional
Development through the
WESM Resource Staff as
well as through UCLA
Center-X in Guided Reading
Planning and Instruction.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Support
#1C X
Implementation of
Instruction
will
begin
midSeptember of the
2016-2017 school
year.
Action #5
K-5 Teachers will use
Leveled Books in the book
room in order to conduct
Guided Reading Instruction
28 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
matching students' reading

to instructional book levels.
Action #6
K-5 Teachers will utilize
"You do, I help," Gradual
Release Model in order to
provide ample support and
guidance to students with
the content, skills, and
strategies.
Support 1D
Action #1
Component Four
K-5 Teachers will build
Independent Reading and students'
independent
Writing
reading and writing stamina
by
providing
daily
K-5
Teachers
will opportunities so students
implement
Daily can extend this essential
block
as
their
Independent Reading and ELA
opportunity to practice the
Writing.
skills and strategies taught
in the class.
Action #2
K-5
Teachers
will
incorporate
consistency
and effective independent
reading and writing block
by
ensuring
student
accountability piece.
Monitor #1
Teachers will Conference
with individual students
weekly to monitor their
progress in reading and
writing to provide specific
feedback.
Support
#1D
Implementation of
Instruction
will
begin at the start
of the 2016-2017
school year.
Monitor #2
Each K-5 student will have a
Literacy
Folder
where
teachers will track their
content
learning
and
progress throughout the
school year in order to keep
accountability
between
teacher and student.
Action #3
K-5 Teachers will utilize
"You do, I watch" and
provide ample support to
students as they practice
the content, skills, and
29 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
strategies.
Action #4
Every student will have a
book bag to keep their 5-6
books of choice for their
independent reading time.
Weekly students will have
the opportunity to select
new books for their books
bags by visiting the
classroom library, school
library, and the public
library.
Action #5
Every class will have a
Classroom
Library
consisting of 375 books that
are labeled according to
student reading levels as
prescribed by Scholastic.
The Library will contain a
variety of books from
different genres and text
complexity; about 50%
literature and 50 %
informational text.
Support 1E
Component Five:
WORD STUDY
Action #1
Teachers will have daily
Word Study Instruction
using Shared Practice and
Daily Whole Class WORD Guided Practice to build
STUDY
lesson
is student competency and
Monitor #1
Support
#1E
Implementation of
Instruction
will
begin at the start
of the 2016-2017
school year.
K-5 Students will have three

trimester
assessments
using the Developmental
Word
Knowledge
30 of 88
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outcomes?
area?
incorporated to teach the
CA Reading Foundations
Skills using OCR Word
Knowledge (Green Section).
In addition, teachers in
grades 1st - 5th will instruct
Prefix-Suffix-Root
Word
Study for their grade level
and review the previous
grade-level
to
ensure
proficiency.

address this need?
fluency.
Action #2
Teachers will utilize the
Gradual Learning Model to
guide
students
Word
Knowledge development.
Action #3
Teachers will incorporate
Word Knowledge Literacy
Centers in order to allow
for ample practice in
phonics
and
word
acquisition.
Goal #2
Teachers in K-5 classrooms
will implement Accountable
Talk. Using sentence strips
and sentence starters,
teachers will model and
directly teach the academic
vocabulary necessary to
converse
about
what
students
are
reading,
learning, and discovering in
the classroom.
Action #1
K-5 Teachers will build
Accountable Talk using
direct instruction and in
small increments to build
fluency.
Goal #3
The Instructional Coach and
the EL Instructional Coach
will provide in-class support
to K-5 teachers and
students with the Balanced
Action #1
K-5 Teachers and the CRT
will together plan each ELA
Unit standards during the
school year as scheduled by
the PUSD Scope and

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Assessment to monitor
their development in Word
Study. As part of the
assessment, teachers will
complete Student Profile
Sheet as well as Class
Profile Sheet to be used in
their lesson planning and in
building
Word
Study
Literacy Centers.
Monitor #1
ILP Rounds will include
Accountable
Talk
and
feedback will be provided
to teachers by the Principal.
The
implementation of
this goal will begin
in August at the
start of the 20162017 school year.
Monitor #1
Both CRT and LDRT support
systems for the classroom
teacher will be tracked
using Google Calendar as
their planned scheduling
The
implementation of
the month of
October for the
2016-2017 school
Action #2
K-5 Teachers will use
Accountable Talk to engage
students
in
academic
conversations
using
sentence
strips
and
sentence starters.
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outcomes?
area?

address this need?
Literacy
Initiative Sequence.
throughout the year.
Action #2
The CRT and the LDRT will
Teacher
support
will work closely with K-5
include
planning
and Teachers as designated by
modeling
high-quality the Principal, to plan for the
research-based instruction. high-quality research-based
Student
support
will instructional coaching and
include
working
with support.
students in Guided Groups
to build independence with Action #3
grade level skills as The CRT and the LDRT will
indicated by the CA work closely with students
needing the same skills as
Standards.
indicated by the ELA Test
Data in the form of Guided
Groups in order to support
their
progress
toward
proficiency.
Goal #4
K-5 Teachers, Resource
Staff, and the Principal will
work
together
in
Professional
Learning
Communities (PLC) to plan
and review high-quality
research-based instruction
and analyze formal and
informal assessments to
support all students in their
progress
towards
proficiency.
Action #1
Each Grade-level will meet
with the support of the
CRT,
LDRT,
and
as
necessary with the Principal
twice a month for 1-hour to
plan and collaborate on
topics that focus on highquality
research-based
instructional practices that
support
and
monitor
student progress toward
proficiency.

strategy?
What resources or
goal)
tool with teachers and
Principal.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
year.
Monitor #2
Principal observations of
the CRT, and LDRT as
support systems will be
progress
with
the
classroom teacher as well
as with student groups.
Monitor #3
CRT and LDRT will conduct
informal
student
assessments
to
track
student progress in their
Guided Groups and share
the data with the classroom
teacher.
Monitor #1
All PLCs will be documented
and kept in the CRT's office
for future referencing.
The
implementation of
in the month of
September for the
2016-2017 school
year.
Monitor #2
PLC Calendar and topical
calendar will be published
each month by the gradelevel lead in order to
ensure instructional focus
and data-driven instruction.
Action #2
List of PLC topics will be
provided to every gradeThe Single Plan for Student Achievement
32 of 88
5/19/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
level teams to engage and

manage the focus of
planning and collaboration
that
is
high-quality
research-based instruction.
Furthermore, meetings will
be
documented
for
referencing.
Goal #5
K-5
Grade-Level
Representatives, Resource
Staff, and the Principal will
work
together
in
Instructional
Leadership
Team (ILT) to
1-Strengthen the core
instruction focusing on the
academic
needs
of
students.
2-Establish
academic
discourse around student
achievement.
Action #1
The ILT Group will meet
once a month to strategize
the implementation of its
goals in the k-5 ELA
classroom.
Monitor #1
The ILT Team will conduct
surveys every Trimester to
assess and evaluate its
goals and the effectiveness
of its strategies in order to
direct and redirect its focus
to instruction that supports
Action #2
The ILT Group will conduct both teachers and students
ELA Instructional Rounds to meet WESM School Goal.
every Trimester in order to
assess and strengthen the
elements of the selected
high-quality research-based
instruction.
The
implementation of
in the month of
September for the
2016-2017 School
Year!
3-Examine
and
communicate
student
performance data.
4-Establish and Examine
the impact of schoolselected best practices on
student
achievement
toward proficiency.
5-Guide the professional
development of staff.
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outcomes?
area?
6-Realign resources
meet
the
needs
students.

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
to
of
7-ILT Teachers will also

model new strategies for
K-5 teachers as they share
best practices in the field.
Goal #6
The Instructional Coach and
he EL Instructional Coach
with the partnership of K-5
lead teachers, will provide
Professional Development
to their colleagues on
proven
high-quality
research-based
instructional practices that
will help both teachers and
students
achieve
proficiency with the CA
standards.
Action #1
The Instructional Coach
under the direction of the
school
principal
will
conduct survey to glean K-5
teachers
instructional
needs and plan Professional
Development to meet
those needs.
Monitor #1
Teachers throughout the
2016-2017 school year will
have
Professional
Development
options
during their A-Monday
planning meetings. For
every
Professional
Development
teachers
attend, they will fill out
surveys that provide WESM
Action #2
The Instructional Coach Administration feedback for
with the assistance of EL the quality of the PD as well
Instructional Coach and the as future PD needs.
Principal will determine
needed for K-5 Teachers
based on the District
Benchmarks and WESM
School Assessments.
The
implementation of
the month of
October
and
continue to the
month of March
for the 2016-2017
school year.
Action #3
WESM
Instructional
Coaches
will
conduct
to K-5 Teaching Staff under
the direction of the District
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Specialized
Coaches
throughout the school year
as is mandated.
Goal #7
Partnership with UCLA
Center-X will continue this
school
year
with
Shervaughnna AndersonDemiraz providing teacher
and Resource Staff training
on
Guided
Reading
instruction that is driven by
formal
and
informal
teacher assessments using
Scholastic Assessment Tool
Kit.
Action #1
Shervaughnna will work
alongside WESM teachers
planning for their Guided
Group instruction based on
student literacy needs as
determined by student
assessments.
Monitor #1
Through teacher surveys
and ILT walk thru, we will
measure the successful
implementation of this
goal.
Action #2
Shervaughnna will model
and demonstrate Guided
Group Instruction to K-5
Teachers and through
voice-over coach and direct
teachers as they observe.
Action #3
K-5 Teachers under the
guidance of Shervaughnna
will conduct Guided Group
instruction in order to
practice the skills and
strategies
covered
by
Shervaughnnas trainings.
Goal #8
Instructional Coach will
coordinate WESM Teacher
Mentorship Program with
McKinley
Elementary,
Norma
Coombs
Action #1
Mentoring will occur across
all grade-levels with all
teachers as needed basis.
Action #2
Monitor #1
Throughout the year, the
Instructional Coach will
conduct
one-on-one
information check-in to
ensure
accessibility,
35 of 88
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outcomes?
area?
Elementary,
and
15th
Street Elementary in San
Pedro to provide teachers,
Instructional Coaches, and
Resources Staff support
with other grade-level
teachers for the District's
Balanced Literacy Initiative
for the 2016-2017 school
year.

address this need?

strategy?
What resources or
goal)
Teachers may use their productivity,

mentor
teachers
for effectiveness
observation,
lesson program.
planning, data analysis, and
simply for their expertise
with Balanced Literacy
instruction.
of

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
and
the
36 of 88
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Our key goal is to provide students with an education that ensures that every student has a chance to excel, both in school and in life. We will employ instructional strategies, methodologies, and
practices which are designed to improve the education of student learning regardless of their status as an English Learner, poverty, race, or economic disadvantage.
Area of Focus:
X Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
Special Education,
outcomes?
area?
Based on the outcomes we
can identify:
1) The need to increase the
language proficiency of our
English Learners as shown
by a one level or more
proficiency
fluency
as
measured by the next years
CELDT scores.

address this need?
I. Meet with students (by

class
not enough, time to meet
individually) prior to the
CELDT in order to explain
the
purpose of the assessment,
its implications, and
encourage them to try their
best.

strategy?
What resources or
goal)
1) 74 students will score

proficient or advanced on
the 2016-2017 CELDT.
1a) 35% or 49 students in
3rd -5th grade students will
score
proficient
or
advanced on the 2016-2017
CELDT. Numbers will vary
based on enrollment but
based on the current years
EL enrollment; 141 ELs will
a) Incentives in the be represented in those
grades.
classroom
that will ensure that 1b) 25% or 15 students in
students
2nd grade will score
are trying their best
proficient or advanced on
(Incentive card).
the 2016-2017 CELDT.
Numbers will vary based on
b) Ensure that teachers are enrollment but based on
the current years EL
well trained on CELDT
administration and fully
enrollment; 63 ELs will be
understand how to provide represented in this grade.

Personnel Salaries
LDRT
94,944

Supplies
CRT
20,000
When will we
implement our
strategy?
1)
AugustSeptember 2016
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
2)
2016-2017
Trimester1
Trimester3
3)
2016-2017
November-May
4)
2016-2017
Trimester1
Trimester3
5)
2016-2017
Trimester1
Trimester3
6) Low SocioEconomic
(see
ELA/Math data)
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outcomes?
area?

address this need?
EXPLICIT instruction that

address and integrate the
ELD Standards
What students are
required
to do to demonstrate their
proficiency in Speaking &
Listening
Teachers
understanding of
students' structures for
Learning

strategy?
What resources or
goal)
1c) 20% or 10 students in
1st grade students will
score
proficient
or
advanced on the 2016-2017
CELDT. Numbers will vary
based on enrollment but
based on the current years
EL enrollment; 67 ELs will
be represented in those
grades.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
7) Hispanic / Latino
(see
ELA/Math
data)
8)
August-May
2016-2017
9)
August-May
2016-2017
10)
August-May
2016-2017
c)
Provide the most
optimal
conditions for CELDT
administration. EL Coach
will administer group tests
(listening, reading, writing)
in a separate room.
d)
Stagger
the
administration
of the test in order not to
overwhelm students with
too
many sections of the test at
the same time.
e) We will also postpone
administration of the
Reading and Writing
portions of the CELDT to
October when the students
have had enough practice
in
these areas.
II
Supporting teachers in
38 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
the
implementation of the
Balanced Literacy Initiative.
a) Supporting teachers
implement Language Arts
instructional strategies for
all ELs.
b)
Reinforce fluency
practice
for students ELs
c) Support vocabulary
instruction
in
the
classroom.
d) Set language goals for all
content areas.
e) Ensure proficiency of
grade
level CCSS.
f) Integration of ELD and
ELA
through themes
2) Increase the number of g) team with teachers in
English
Learners
who order
reclassify every school year. plan and teach lessons that
will support ELs in the
classroom. Coach will use
different coaching
approaches i.e. modeling,
co-teaching, scaffolding,
observations, etc.
2) 90% or 66 students who

are eligible to reclassify will
meet the criteria (ELA
Trimester
assessments,
Reading and writing report
card grades) in order to
reclassify by the end of T3.
3)LDRT along with grade
level teachers will organize
the regrouping for ELD
instruction after the CELDT
testing period (10/31/16)
so that ELs students receive
ELD instruction based on
their EL level.
4) Organize and monitor
the implementation of an
effective ELD/ELA standards
integration
that
will
address the language needs
of our ELs.
III Organize ELD so that

students are receiving
3) A need for
daily, instruction at or close to
strategic, and effective ELD their
language level but not
block.
more
39 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
than one level above or

below
it.
a) Plan, monitor, and
demonstrate effective ELD
lessons in the classroom.
b) Promote the integration
of
ELD and ELA standards in
the classroom. Plan and
demonstrate lessons that
will
support ELD and ELA
4) The need to promote integration.
and closely monitor the c) Organize the
integration of ELD/ELA implementation of Imagine
Learning in the classroom
standards.
for the purpose of
developing language skills.
d) Plan and monitor the
integration of all language
domains, Speaking,
Listening, Reading, and
Writing during the ELD
block.
5) Closely monitor EL
students'
benchmark
assessment results in order
to ensure that they are at
performing at a Basic or
above in the ELA Trimester
assessments as well as
created
IV Reviewing CELDT data school
assessments.
with
teachers in order to make
teachers aware of the
language needs of their
students.
a) Previewing the trimester
units from the districts
scope and sequence in
order to identify the ELA
standards that will need
reinforcement.
40 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
b) Identify ELA CCSS that

can
be integrated and reinforce
in other subject areas.
c) Monitor fluency practice
and assessment in order to
ensure that ELs are able to
decode with high accuracy
so they can focus on
comprehension when
reading.
V.
Low Socio-Economic 6) Low Socio-Economic (see
(see
ELA/Math data)
ELA/Math data)
7) Hispanic / Latino (see
ELA/Math data)
5) The need to closely VI Hispanic / Latino (see
8) Contact parents of EL
monitor EL progress in ELA ELA/Math data)
students so that they can
become more involved in
the language and academic
VII Provide informational
meetings regarding EL progress of their children.
levels
and the implications on the
educational progress of
students.
a) Work closely with the
community assistant in
order to facilitate
teacher/parent
communication regarding
the academic progress of
their children.
b) Provide workshops that
address how parents can
have effective conferences
with teachers.
41 of 88
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outcomes?
area?

address this need?
VIII Review and encourage

implementation of Kagan
cooperative learning
strategies.
a) Ensure that teachers are
checking for understanding
during lesson delivery.
b) Use of scaffolding
strategies (e.g., graphic
organizers) in order to
ensure comprehensible
input.
c) Integration of subject
matter throughout the day
6) Low Socio-Economic (see using thematic units in
ELA/Math data)
order
to support acquisition of
academic language.
7) Hispanic / Latino (see
IX Provide multiple
ELA/Math data)
opportunities for students
expressive modes (i.e.,
8) Need increase parent ways of communication).
involvement in Parent a) Ensure that all lessons
taught in the classroom
Councils
have a language goal that
will reinforce academic
vocabulary and provide
opportunities for students
communication (speaking).
b) Create opportunities for
students to interact with
each other (speaking and
listening) in order for them
to practice expressing their
thinking (e.g., discussing,
expressing, describing,

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
9)
Support
the
implementation of proven
instructional practices in
the classroom in order to
address
the
academic
needs of students.
10) Targeting
Speaking and
domains
of
acquisition.
of the
Listening
language
42 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
supporting, etc.)
c) Promote pair and group
classroom assignments in
order
to
promote
interaction
amongst students in order
to use the targeted
academic vocabulary.
d) Reinforce the
implementation of PBLs so
that students have
9) Need to daily use opportunities to present
research
proven the
instructional practices in results of their projects
using various media.
the classroom.
43 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

X if included
as part of
Program
Improvement
(PI) Schools
ONLY
When will we
implement our
strategy?
10) Need to focus on

specific
domains
of
Language
Acquisition
during designated and
integrated ELD
School Goal #1
Grades K - 5th will focus on
the Collaborative Mode of
Communication engaging
students in dialogue with
others in the Emerging,
Expanding, and Bridging
ELD
Proficiency
Level
Continuum.
School Goal #2
Teacher Anchor Goal
With the modeling and
support of teachers, English
Learners in K-5th Grades
will ask and answer
questions about the keydetails in a text across the
curriculum.
Teacher Goal #1
Throughout the school day,
teachers
will
actively
engage and monitor all
English Learners to ensure
they exchange information
and ideas with others
through oral collaborative
conversations in social and
academic topics.
Teacher Goals #1-4

Teachers with the support
and guidance of the
resource staff will analyze,
review, and track EL
students'
performance
using the District Trimester
1-3
Assessments
in
conjunction with the WESM
School
Pre-Trimester
Assessments focusing on
student achievement and
progression
toward
proficiency in the CCSS
Speaking and Listening 1
and 6 Language 1,3, 6. and
Writing 6 for Grades K-5th.
Personnel Salaries
LDRT

Supplies
CRT
2) October 2015
3) November-May
2015
4) Trimester1
Trimester3
Teacher Goal #2
teachers will ensure all
English Learners in K-5th
Grades are interacting daily
with others in written
English
using
print,
technology, and multimedia Teacher Anchor Goal
across the curriculum.
Teachers with the support
and guidance of the
resource staff will analyse,
Teacher Goal #3
Throughout the school day, review, and track EL
teachers will promote and students'
performance
establish opportunities for using the District Trimester
all English Learners in K-5th 1-3
Assessments
in
Grades to offer and support conjunction with the WESM
their opinions as well as School
Pre-Trimester
negotiate with others in Assessments focusing on
communicative exchanges student achievement and
within and outside of the progression
toward
1)
August- x
September 2015
5) September- May
2015
6) Low SocioEconomic
(see
ELA/Math data)
7) Hispanic / Latino
(see
ELA/Math
data)
44 of 88
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outcomes?
area?

address this need?
classroom
domains.

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
all proficiency in the CCSS

Reading Information 1 and
Reading Literature 1 for
Grades K-5th.
Teacher Goal #4
teachers will instruct and
guide all English Learners in
K-5th Grades to adapt their
language choices to various
contexts based on task,
purpose, audience, and text
type.
across
45 of 88
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Our goal is to ensure that parents have multiple opportunities to engage in meaningful communication involving their students academic learning and other school activities. We will ensure that
parents play an integral role in assisting their childs learning; are encouraged to be actively involved in their childs education at school; are full partners in their childs education and are included,
as appropriate, in decision-making and on advisory committees to assist in the education of their child.
Area of Focus:
Special Education,
X Parent and Community Engagement (LCAP:PI)
outcomes?
area?
Continue to improve the
School /Teacher / Parent
Communication
(i.e.
Upcoming events, student
progress,
student
recognition, etc.)

address this need?

strategy?
What resources or
goal)
Training
and/or Principals monitoring of
communication on student Teacher
/
Parent
agendas and homework Conference Schedules
folders as a means for two
way communication
Increase
parents
understanding about the
function of the Tuesday
Folders for two way
communication

Personnel Salaries
LDRT
99,832
Personnel Salaries
CRT
94,944
Personnel Salaries
Title I
18,500
Personnel Salaries
LCFF - Supplemental
30,000
0000: Unrestricted
District Funded
When will we
implement our
strategy?
Fall 2016
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
Notification on Marquee
Encourage more teachers
to utilize the Dojo portal
Monthly Coffee w/ the
Principal
Monthly Newsletters
46 of 88
5/19/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Weekly Phone Blast
Parents
would
like
additional
training
on
supporting their children
with Reading
Community Liaisons will Community Liaisons will 2000-2999: Classified

utilize District contacts and monitor /
of
parent Personnel Salaries
staff to provide monthly, attendance at events
Parent selected, trainings
to support their students.
LCFF - Supplemental
Fall 2016
Personnel Salaries
LCFF - Supplemental
Fall 2016
Parent Leaders will work Monthly Council Agendas

with ELAC, SSC, teaching &
Personnel Salaries
School staff, custodians, Monthly Council Sign-in
and community partners to sheets
LCFF - Supplemental
FALL 2016
LACOE will be contacted to

provide, Parent Selected,
trainings
Parents voiced a need for Community Liaisons will Parent Surveys

additional parent classes
utilize District contacts and
staff to provide monthly, Sign-In Sheets
Parent selected, trainings
to support their students.
LACOE will be contacted to
provide, Parent Selected,
trainings
We will be working with
Pasadena City College to
provide ongoing classes for
parents and community
members during and after
school
Parents voiced a need to

organize community groups
to support school needs
(i.e. school clean-up days)
47 of 88
5/19/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
plan
Monthly School
Beautification Days
Parents would like school
funds to build teacher
training
in
Reading
Strategies
Utilize funds to secure

UCLA Center X to support
academic
instructional
practices
to
support
student
knowledge
in
English Language Arts
Principal Classroom Visits

Coaches Support Calendars
Profession
Calendars
Development
Personnel Salaries
CRT
94,944
Personnel Salaries
LDRT
99,832
48 of 88
Fall 2015
5/19/16

Washingtons safety goal is to make our school a safe, pleasant, joyful place to learn. Students will feel safe coming to school. They will not be concerned with for their personal physical nor
psychological well being.
Area of Focus:
X School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Special Education,
outcomes?
area?

address this need?
Washingtons safety goal is Review of school wide

to make our school a safe, safety plan
pleasant, joyful place to Monthly Safety
learn.
committee
meetings
Students will feel safe Continue housing the
coming to school. They will comment box in the office
not be concerned with for to address safety
their personal physical nor concerns
psychological well being.
Work with Operations
&
We will create a climate Maintenance to correct
that will allow students to safety issues
express themselves as *
Daily Student
individuals.
Recognition
through the use of Bear
We will reinforce and Tickets
reward expected good *
Student of the Month
behavior, try to minimize
Monthly Perfect

strategy?
What resources or
goal)
Review of school wide

safety plan
Monthly Safety
committee
meetings
Continue housing the
comment box in the office
to address safety
concerns
Work with Operations
&
Maintenance to correct
safety issues
See
appendix
Comprehensive Plan

When will we
implement our
strategy?
Fall 2016
Personnel Salaries
District Funded
Personnel Salaries
LCFF-LCAP
18,060
Personnel Salaries
Title I
18,060
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
for
49 of 88
5/19/16

outcomes?
area?
student time out of the
classroom. We will reduce
student the number of
student suspensions.
We will strengthen our
student/teacher
and
student/staff relationship

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Attendance Awards
Monthly Perfect
Attendance Awards
*
PD and Staff Coaching
by
Cultural Sensitivity Coach
(as funds become
available)
SARB
Parent phone calls
End of the Year
Trophies
attendance the entire year
Classroom
support
to
ensure that teachers have
the needed support to
diffuse
student
interruptions,
minimize
student
inappropriate *
On-going student
behavior, and maximize support
student engagement
from our Clinical Social
Worker
Utilization of our Clinical
Social Worker's support to * On-going presence and
students
who
need support from our school
additional
emotional based Mental Health
intervention
Provider, Five Acres
Utilization of our School
Based
Mental
Health
Provider, Five Acres, to
provide ongoing support to
identifies students.
Five Acres must have a
daily in-house presence on
campus to support students
as occurrences present
themselves
More Push-In support from
our Mental Health Provider,
50 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Behavior Aides, Special Ed.

support
services,
and
Clinical Social Worker
RTI Behavior Teams will

continue to meet monthly
to
review student progress
(lead by our Clinical Social
Worker
and
Behavior
Assistants)
Continued
Implementation of school
identified RTI Tier 1
strategies
a. Meet & Greet
b. 5 to 1
c. Rainbow Chart
d. Alternative Discipline
actions
Quarterly meetings
Personnel Salaries
*
Data review by RTI
team
Personnel Salaries
and teacher
recommendations provided 2000-2999: Classified
Personnel Salaries
District Funded
LCFF-LCAP
18,060
Title I
18,060
Fall 2016
Fall 2016
Implementation of Tier
II
strategies
*
Classroom support
from
our Clinical Social Worker
* Practical strategies to
minimize students'
inappropriate
outburst
from
our Clinical Social Worker,
RSP teacher, School
Psychologist, and Five
Acres
Safety teams will meet * Meeting Agendas
*
Quarterly Meetings
every three month to
*
Review of Work orders * Review of Safety Work
review school
safety needs. This group and their completion
Orders placed
Personnel Salaries
District Funded
Personnel Salaries
LCFF-LCAP
51 of 88
18,060
5/19/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)
will be lead by our Head

Custodian and Security)
Personnel Salaries

Title I
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
18,060
During the 2016 - 17 school *

Staff Surveys
year, teacher anxiety will
*
Staff extra Curricular
be
reduced as they receive engagement
continued support from
resource staff and
principal
Yearly
Fall 2016
*
During the 2016 - 17
school
year PLCs (Professional
Learning Communities) will
be conducted by teacher
with the support of the
appropriate Coach.
* Bi- Monthly PLC Logs
Fall 2016
* 2 times a month, Grade

Level PLC time to review
student Data
*
Monthly ILT Agendas
and
*
Training by District minutes
Coaches
* Input through Site Based

* Focus for all PLCs will be Coaches
student data and planning
to
support
the
implementation
of Balanced Literacy, ELD
instruction,
Math
proficiency,
and STEM integration
* Monthly ILT meetings to
discuss school wide data
52 of 88
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
. Washington will work to

ensure that class sizes in
the upper grades does not
except 28 student per
classroom to support
teacher's ability to facilitate
student learning, provide
efficient opportunities for
students to receive small
group instruction, and to
minimize inappropriate and
off task behavior
* In addition, Washington
will
work to ensure that K -3
classrooms are smaller
during ELA and Math and
eliminate the possibility of
split classrooms
* During the 2016 -- 17

school year, student
suspensions will be reduced
as we continue the
implementation of RTI
Behavior goals (Meet &
Greet; 5 to 1; Check In /
Check Out; Rainbow Chart
or similar reflection of
positive discipline
* Student of the month

recognition
* Self Esteem classes
* Character Education
Classes
* Achievement Awards
* Increase Counseling
support opportunities
* Perfect Attendance
Awards
* Grade Level Incentives
*
Provide opportunities * Conduct monthly SART
meetings to provide
for
students to engage in
intervention prior to SARB
*
We will minimize
student
time out of the classroom.
Fall of 2016
*
We will reduce our
number
of student suspensions.
* We will strengthen our
student/teacher
relationship.
* We will strengthen our
student/staff relationship.
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Character Education
* Increase Counseling
support opportunities
*
Provide opportunities * Students will engage in
for
weekly
team
building
students to release stress
sports
and
tension
through * Students will work on
strategies that build
physical
activity and role playing
sportsmanship and
teamwork
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Goal for CST Science (5th) is that 65% of students will reach proficiency in 2014-2015, as measured by the State.
Area of Focus:
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): XScience, Social Studies/History, VAPA, Technology,
Special Education, X Science / STEM
outcomes?
area?

address this need?
Majority of students are

actively participating in all
aspects of the science
activities.
All students are involved
equally.
All teachers improve their increase in co-teaching in

content knowledge of lab setting (with coaching /
relevant science
content PD /peer modeling
provided
by
STEM
specialist)

strategy?
What resources or
goal)
Anecdotal
evidence
gathered from classroom
teachers and principal using
STEM observation sheets
from district
observation of accuracy of
science content presented
to students in regular
classroom; evidence of
student learning (coaching
regarding use of formative
assessments)

Personnel Salaries
District Funded
104,482
5800:
Professional/Consulting
Services And Operating
Expenditures
LCAP
53,698

Supplies
Title I
23,573
CRT
94,291
LDRT
107,396
Personnel Salaries
LDRT

Supplies
CRT
5800:
Expenditures
LCFF-LCAP
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
District Funded
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outcomes?
area?

address this need?
All teachers increase their

use of inquiry practices
during science activities

strategy?
What resources or
goal)
observation of increasing
rigor and critical thinking in
classroom discussions using
district STEM observation
checklist

Personnel Salaries
LDRT

Supplies
CRT
5800:
Expenditures
LCFF-LCAP
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
District Funded
Fifty percent of students scoring sheet or rubric for
will achieve proficiency on assessments in grades two school trimester science five
assessments by trimester
two
Personnel Salaries
District Funded

Supplies
LCFF-LCAP
5800:
Expenditures
Personnel Salaries
District Funded

Supplies
LCFF-LCAP
5800:
Expenditures
Title I
Personnel Salaries
CRT

Supplies
Title I
5800:
Expenditures
LCFF-LCAP
56 of 88
August 2015 - June X

2016
5/19/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
District Funded
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All students K - 5 will receive weekly direct instruction focusing on technology and collaboration skills in order to develop their proficiency in using technology to improve achievement.
Area of Focus:
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, XTechnology,
Special Education,
outcomes?
area?
Teachers
will
further
integrate student use of
technology lessons into
classroom lessons.

address this need?

strategy?
What resources or
goal)
The implementation of
these strategies requires a
large investment in the
technological
infrastructure.
2015-2016
Washington
STEM Elementary School
Technology
Curriculum/Pacing
(Year
End Goals)
Interactive boards are

being installed in all 5th
grade classrooms as well as
the Math and STEM labs
(should be completed by
end of May).
The
student:personal
device ratio is 1 to 1 in
grades 2 -5 (chromebooks);
Students will develop skills ; 3 to 1 in grade K-1 (ipads
as outlined in the 2015- and chromebooks).
2016 Washington STEM
Elementary
School 2016-2017 goal of installing
K
Students will learn to login
to computer/ipad
Students will learn to
navigate the homescreen
(click on appropriate icons
for apps)
Students will learn to open
a
browser
window
(chrome/safari) and go to
grade
level
websites
(www.ABCya, www.Starfall,
etc.)
Teachers
will
develop
extracurricular
programs
(Extend 3-D printing club to
include 4th grade students,
reestablish Lego design club
for 2nd and 3rd grade
students, establish a coding
club for 3-5th grade
students, etc.).

Personnel Salaries
Other
Personnel Salaries
General Fund
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150,000
When will we
implement our
strategy?
August 2016
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
X
5/19/16

outcomes?
area?
Technology
Curriculum/Pacing

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
an interactive board in 3rd - Students will learn basic

5th grade math / science coding (Bee Bots,)
class.
1st
2016-2017
goal
of Students will learn basic
establishing a 2 to 1 keyboarding (key location,
student:personal
device capitalization, punctuation,
ratio in grades K-2.
necessary
special
characters, etc.)
2016-2017 goal of growing Students will learn to
a larger software library for create a document word
educational
processing (typing a short
paragraph,
inserting
Teachers will continue to images, etc.)
receive training on the use Students will learn basic
of
Excel,
Powerpoint, coding (Bee Bots, Lego
Google Sheets, Google Design)
Slides,
Google
Forms,
Tinkercad
(3D
model 2nd
design), Scratch (coding), Students will learn to use
Skype, IOS apps, etc.
the toolbar for refinement
of student work (cut/paste,
spellcheck, thesaurus, etc.)
create
a
presentation
(create slides with graphics,
information,
transitions,
etc.)
browse in a safe and
appropriate manner to
conduct research
Students will extend coding
(Lego Design, Code.org)
3rd
create a spreadsheet (use
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
the correct cells, symbols,

and formulas to enter data
and perform calculations)
(Code.org, Scratch.com)
4th
Students will learn to use
online
tools
for
collaborative work (shared
documents, spreadsheets,
presentations, forms, etc.)
Students will learn to use
the computer as a primary
mechanism as opposed to a
secondary transfer.
create and build 3D models
(Tinkercad)
Typing objectives: 20 wpm
5th
Students will learn basic
web design (create a
homepage,
navigation,
filecabinet, etc.)
(HTML)
create projects that use a
variety of text, graphics,
video, and audio
Typing objectives: 25 wpm
***The skill is to be
introduced in the grade
level indicated and will be
reinforced and developed
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
as the student progresses

through the program.
61 of 88
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Area of Focus:
Special Education, X STEM
outcomes?
area?

address this need?
STEM proficient students

Students need to become
more proficient at applying
math and science to real
world problem solving

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
district STEM observation

tool used on a consistent
basis for all classrooms.
Goal is for 75% of teachers
demonstrating
progress
toward full implementation
of STEM based movement
up on step on the STEM
rubric and observation tool
results.
In
addition,
teachers
surveys
will
indicate
teacher confidence and
frequency of STEM Lessons
improved by 20%.
Greater implementation of
integrated
STEM
Curriculum,
including
growth in technology use in
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outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
the classroom by both

teachers and students.
Growth in quality and level

of ambition for PBLs
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Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
64 of 88

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/19/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
65 of 88

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/19/16
Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Funding Source
Title I
Allocation
Balance (Allocations-Expenditures)
151,911.27
(-53,539.39)
Title I
(-784.60)
LCFF-LCAP
207,000
Total Expenditures by Funding Source
Funding Source
Total Expenditures
TITLE I
205,450.66
LCFF - LCAP
207,000
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5/19/16

Total Expenditures by Object Type
Object Type
Total Expenditures
Instructional Coach (50% District & 50 Site funds)
99,832
English Learner Instructional Coach (District)
94,944
Class Size Reduction Teacher I
70,000
Class Size Reduction Teacher II
70,000
50% Intervention Teacher
35,000
6 hour Community Liaison (3 hrs. District Funds & 3 hrs. Site

funds)
Behavior Aide I (4 hrs. District Funds & 2 hrs. Site funds)
24,667
Behavior Aide I (2 hrs. Site Funds)
21,000
4 hour Librarian
15,120
HOURLY STAFF for Extended Work, Tutoring, PD
37,000
Clinical Social Worker (50% District Funds & 50% Site Funds)
22,132
Substitutes
22,500
Instructional Materials
40,000
Thematic Aides
45,000
12,333
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Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
Total Expenditures
CERTIFICATED
TITLE I
85,873
CLASSIFIED (MONTHLY)
TITLE I
21,814
CLASSIFIED HOURLY EMPLOYEES
TITLE I
22,635
CERTIFICATED HOURLY
TITLE 1
14,831
CERTIFICATED MONTHLY
LCFF - LCAP
81,115
CLASSIFIED (MONTHLY)
LCFF - LCAP
62,550,

Total Expenditures by Goal
Goal Number
Total Expenditures
Goal 1
432,621
Goal 2
432,621
Goal 3
432,621
Goal 4
432,621
Goal 5
432,621
Goal 6
432,621
Goal 7
432,621
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Restricted Funding Personnel

2016-2017
Personnel
Funding
General Duty and SPSA support
INSTRUCTIONAL COACH
DISTRICT
LCFF
Curriculum & Instruction

TK 5 Teacher / Student Classroom Support
English Language Learners Support
ILP / SSTs for K 2 students
GATE
ENGLISH LANGUAGE COACH
TITLE I
LCFF
Progress of ELs
New Comers
School Wide Data
TK 5 Assessments
Student Data Chats
Data Teams Coordinator
TK - 5th grade teacher / Student Classroom Support
Hourly Certificated
TITLE I
LCFF
Student Support & Tutoring

Student Behavior RTI Initiative
Curriculum & Assessments Development
Community Liaison (6 hrs)
TITLE I
LCFF
Parent Education Classes

Weekly Parent Volunteer Sessions
Parent Classroom Connection
Volunteer Coordinator
Monthly Newsletters
Weekly Parent Phone Communiqu
Behavior Assistant II
TITLE I
Behavior RTI Coordinator
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LCFF
Character Education
Supports Positive Classroom Behavior
Behavior Assistant I
TITLE I
LCFF
Student Positive Behavior Activities and Coordinator

Student Programs
Supports Positive Classroom Behavior
Thematic Aides (5)
TITLE I
LCFF
Support Student Activities
Substitutes
TITLE I
LCFF
CSR TEACHERS
TITLE I
LCFF
REDUCE UPPER GRADE CLASS SIZES

ALLOW ADDITION OPPORTUNITIES FOR TEACHERS TO SUPPORT ELS
INTERVENTION TEACHER
LCFF
TITLE I
PROVIDE TARGET ACADEMIC INTERVENTION FOR STRUGGLING 2ND & 3RD GRADE STUDENTS
HOURLY STAFF
TITLE I
LCFF
PROVIDE ADDITION SUPPORT TO STUDENTS (SAFETY, ACADEMIC, SCHOOL CLIMATE, ETC.)
LIBRARIAN
TITLE I
LCFF
ENHANCE THE JOY OF READING

EXPOSE STUDENTS TO AUTHORS THAT AWAKEN THEIR IMAGINATION
GUIDANCE COORDINATOR
TITLE I
LCFF
SUPPORT SITE SAFETY PLAN
Supports Classroom Teachers Professional Development
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Centralized Services
Provided by Student Support Programs
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School Site Council Membership
Karrone Meeks
Debbie Afsharian
Chair
X
X
Laura MacDonald
Mel Renteria
X
Secretary
Mr. Parker
Araceli Cervantes
Luis Gonzalez
Secondary
Students
Mark Tremper
Maria Chavez-Gonzalez
Parent or
Community
Member
Year of
Term (1st,
2nd, etc.)
Other
School Staff
Officer Position
(President, Secretary,
etc.)
Classroom
Teacher
Name of Members
Principal
Education Code Section 64001(g) requires that the SAP/SPSA be reviewed and updated at least annually, including proposed
expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the
school site council is as follows:
Vice Chair
Tatsuo-Kaori Hagiwara
Numbers of members of each category:
For elementary schools there should be parity between the number of staff on the site council and the number of
parents/community members. For secondary schools, staff should make up one half of the council, students should make up one
fourth and parents/community should make up one fourth.
The minimum number of SSC members for elementary is 10 and for secondary is 12.
For any SSC, teachers should make up the majority of staff members on the SSC.
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Appendices
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5/19/16
Pasadena Unified School District

Program Improvement Schools ONLY
School Program Improvement (PI) Activities Plan 2015-2016
Per ESEA Section 1116, LEAS must report school level PI activities related to Title I Part A. This includes, but is not limited to, student
participation and PI compliance activities based on the number of years a school is in PI status.
Site completes ONLY sections relevant to their PI level, and ONLY sections in which they have related actions/activities (e.g., PI 4
school might only have information in section 1, sections 7, 8, or 9, and section 10). Rather than leave a section blank, please mark
unused sections with N/A.
Information
WHO
PI Year
Decrease management authority

(eg., District provides increase administrative oversight
over decisions made previously at site level )
PI 3
Replace school staff relevant to the failure of making AYP

(eg., specific grade levels of content areas that are not
meeting targets)
PI 3
Implement a new curriculum, including appropriate

professional development
PI 3
Extend school year or day
PI 3
Appoint or contract with outside expert to advise the

school on making AYP based on its school plan
PI 3
Restructure or plan to restructure the internal

organization
PI 3-5
Plan to or open school as a public charter school
PI 4-5
Plan to or did replace all or most of school staff

(eg., broader action taken to change staff at the site)
PI 4-5
10
Description of internal organizational

improvements/restructuring activities planned based on
data
All PI Levels
PI All levels
75 of 88
WHAT
PI1
*
Ensure that all teachers are trained in
strategies to provide appropriate
instruction to build student knowledge and
comprehension for Instructional Text
* Provide training to support teachers ability to
provide instruction to support Text
Complexity
* Provide Professional Development to support
California Reading Literacy
Project's strategies (RALLI & RESULTS)
* Engage teachers Lesson Studies in Reading
* Work with Coaches to support CCCSS in ELA
and Math
* Provide teachers bi-weekly PLC opportunities
to review student data and design
appropriate lessons to support student needs
* Continued training in ELD strategies to support
Els
* Ensure that all TK - 5 teachers are properly
trained in Balanced Literacy
5/19/16
* Ensure that all TK 5 teachers are properly

implementing all Balanced Literacy
components with fidelity
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PUSD
351 South Hudson Avenue

Pasadena, California 91101
Phone: (626) 396-3600
www.pusd.us
DISTRICT MISSION STATEMENT
The Pasadena Unified School
Districts mission is to provide
a caring, engaging, challenging
educational experience for every
student every day.
SUPERINTENDENT
Brian McDonald, Ed.D.
superintendent@pusd.us
BOARD OF EDUCATION
Elizabeth Pomeroy, President
District 5
pomeroy.elizabeth@pusd.us
Kimberly Kenne, Vice President

District 1
kenne.kimberly@pusd.us
Roy Boulghourjian, Clerk
District 2
boulghourjian.roy@pusd.us
Adrienne Ann Mullen, Member
District 3
mullen.adrienne@pusd.us
Patrick Cahalan, Member
District 4
cahalan.patrick@pusd.us
Larry Torres, Member
District 6
torres.larry@pusd.us
Scott Phelps, Member
District 7
phelps.scott@pusd.us
Washington
Elementary
STEM Magnet
1520 North Raymond Avenue Pasadena, CA 91103
Phone: (626) 396-5840
CDS Code: 19-64881-6021588
Karrone Meeks-Clark, Principal
meeks.karrone@pusd.us
2014-2015 School Accountability Report Card

Published in the 2015-2016 School Year
SARC Information
Every school in California is required by state law to publish a School Accountability Report
Card (SARC) by February 1 of each year. The SARC contains information about the condition
and performance of each California public school. Under the Local Control Funding Formula
(LCFF) all local educational agencies (LEAs) are required to prepare a Local Control
Accountability Plan (LCAP), which describes how they intend to meet annual school-specific
goals for all pupils, with specific activities to address state and local priorities. Additionally, data
reported in an LCAP is to be consistent with data reported in the SARC.
For more information about SARC requirements, see the California Department of
Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
View this SARC online at the school and/or LEA Web sites.
For more information about the LCFF or LCAP, see the CDE LCFF web page at
http://www.cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents and community members should
contact the school principal or the district office.
Principals Message
It is with great pleasure and enthusiasm that I welcome you to the 2015-16 school year at
Washington Elementary STEM Magnet, a Science, Technology, Engineering, and Mathematic
Magnet School. Our aim is to continue providing a safe, respectful, and stimulating learning
environment which prepares all students with the necessary skills needed to compete in the
21st Century.
Washington Elementary STEM Magnet is dedicated to the efficacy of public education by
adopting the following 5 Major Principles for Learning:
1. Project Based Learning with integrated Content Across STEM Subjects
2. Integrated technology and virtual Learning
3. Authentic Assessments and exhibition of STEM Skills
4. Professional Development on integrated STEM curriculum and community partnerships
5. Connections to effective In and Out of school STEM programs
Our school, centered on these five principles, has clear goals, a common language, and
shared beliefs about learning amongst all members of the school community. Together, we
will systematically define our own challenges and search for unique solutions that build on
our strengths. Integral components of our philosophy include providing meaningful staff
development and support, establishing trust and communication between home and school,
developing and implementing Inquiry/Project Based Learning, and adopting a No Excuses
attitude when it comes to our students achievement.
Published: February 2016
School Enrollment (School Year 2014-15)
I am confident that we will work together as students, educators, families,

and community partners to create the best inquiry based learning
(approaches to learning that are based on the investigation of questions,
scenarios or problems) environment for all students. It is my belief that
communication is one of the most important keys to a positive learning
environment and that is exactly what we, at Washington Elementary STEM
Magnet, aim to provide.
During the 2014-15 school year, Washington Elementary STEM Magnet

served 621 students in grades kindergarten through five. The charts
display school enrollment broken down by grade and student group.
Enrollment Trend by Grade Level
Again, welcome to our Washington Community and best wishes for an

enjoyable, productive, and successful school year! I look forward to
meeting each of you, and encourage you to take an active role in your
childs educational journey.
2012-13
2013-14
2014-15
106
128
123
School Vision & Purpose

Washington Elementary STEM Magnet will be a culturally diverse school,
nationally recognized as an exemplary leader in STEM Education for
Elementary students. We will provide a safe, nurturing, and collaborative
learning environment that encourages respect, trust, and academic
excellence.
1st
116
80
106
2nd
103
99
85
3rd
101
104
107
4th
120
94
98
5th
108
115
102
Enrollment by Student Group
School Mission Statement
2014-15
Percentage
Washington Elementary STEM Magnet will provide a rigorous Science,

Technology, Engineering, and Mathematics based curriculum while
maintaining a commitment to address the individual needs of each student.
Through a focus on the development of Critical Thinking, Communication,
Collaboration, and Creativity students will become high achieving,
responsible, future-prepared citizens and leaders for the 21st Century.
Community & School Profile

(School Year 2015-16)
Pasadena is located just 15 minutes from downtown Los Angeles,
at the base of the San Gabriel Mountains. The citys popular shops
and restaurants blend comfortably with tree-lined streets, distinctive
neighborhoods, historic buildings and a vibrant cultural scene. Pasadena
is most famous for the annual Tournament of Roses Parade and Rose
Bowl Game. Washington Elementary STEM Magnet is one of 28 schools
in the Pasadena Unified School District and enrolls students in grades prekindergarten through five.
7.9%
Asian
0.7%
Filipino
0.8%
Hispanic or Latino
88.0%
Native Hawaiian or Pacific Islander
0.2%
White
2.4%
English Learners
60.2%
Socioeconomically Disadvantaged
101.2%
Students with Disabilities
0.8%
Foster Youth
1.2%
A. Conditions of Learning
School Attendance (School Year 2014-15)
State Priority: Basic
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each day.
Most importantly, attendance is critical to academic achievement. Student
attendance is carefully monitored to identify those students exhibiting
excessive absences.
The SARC provides the following information relevant to the Basic State
Priority (Priority 1):
Degree to which teachers are appropriately assigned and fully
credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair.
Attendance, tardy, and truancy policies are clearly stated, consistently

enforced, and consequences fairly administered. Parents are advised
of their responsibilities, including proper notification of when and why
students are absent. Independent study is available for students who
require extended leaves from school.
Teacher Assignment
The district recruits and employs qualified credentialed teachers. This
chart shows information about teacher credentials.
Community Volunteers visit the families of students with excessive

absences. To reduce tardiness, the school bell rings ten minutes early at
the beginning of the day to ensure that students are on time.
Teacher Credential Status
Students are referred to the districts School Attendance Review Board

(SARB) when they have persistent attendance and behavior problems in
school and when the normal avenues of classroom, school, and district
counseling are not effective.
Black or African American
School
District
13-14
14-15
15-16
15-16
Fully Credentialed
25
31
27
615
Without Full Credentials
Teaching Outside Subject

Area of Competence (with full
credential)
Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group,
etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the
year for an entire semester or year.
Misassignments/Vacancies
13-14
14-15
15-16
Misassignments of Teachers of English Learners
Misassignments of Teachers (other)
Total Misassignments of Teachers
Vacant Teacher Positions
Highly Qualified Teachers (School Year 2014-15)

The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly
Qualified. Minimum qualifications include: possession of a Bachelors Degree, possession of an appropriate California teaching credential, and
demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://
www.cde.ca.gov/nclb/sr/tq/.
Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty
schools have student eligibility of approximately 39 percent or less.
NCLB Compliant Teachers

% of Core
Academic
Courses
Taught
By Highly
Qualified
Teachers
% of Core
Academic
Courses
Taught By
Non-Highly
Qualified
Teachers
School
100.0%
0.0%
All Schools in District
88.8%
11.2%
High-Poverty Schools in District
87.0%
13.0%
Low-Poverty Schools in District
100.0%
0.0%
Textbooks & Instructional Materials (School Year 2015-16)

Pasadena Unified School District held a public hearing on October 30, 2015, and determined that each school within the district has sufficient and good
quality textbooks, including instructional materials, texts for Visual and Performing Arts, Health, and Foreign Languages, and science lab equipment,
pursuant to the settlement of Williams vs. the State of California.
All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for
use in the classroom and to take home. Additionally, all textbooks and instructional materials used within the district must be aligned with the California
Content Standards and Frameworks, with final approval by the Board of Education. The table displays information collected in November 2015 about the
quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
District-Adopted Textbooks
Grade
Levels
Subject
Publisher
Adoption
Year
Sufficient
% Lacking
K-5
Mathematics
Houghton
Mifflin
2008
Yes
0.0%
K-5
Reading/
Language Arts
SRA/McGrawHill
2002
Yes
0.0%
K-5
Science
Houghton
Mifflin/
Harcourt
2007
Yes
0.0%
K-5
Social
Science/
History
Scott
Foresman
2006
Yes
0.0%
School Facilities (School Year 2015-16)

Washington Elementary STEM Magnet was originally constructed in 1923, and is currently comprised of 35 classrooms, a counseling room, one RSP/
Special Education room, a library, two computer labs, a staff lounge, a cafeteria, and two playgrounds. The most recent renovations to the campus
occurred between 2001 and 2005 and included relocation of the main office, classroom upgrades, and new landscaping around the campus. The school
has begun construction on a new multipurpose room/cafeteria, science lab, and a fourth and fifth grade wing.
The chart displays the results of the most recent school facilities inspection. Facilities information was collected in December 2015.
School Facility Conditions

Date of Last Inspection: 11/30/2015
Overall Summary of School Facility Conditions: Good
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/

HVAC, Sewer)
Fair
Deficiency & Remedial

Actions Taken or Planned
Poor
Interior
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
Electrical
Restrooms/Fountains
Safety (Fire Safety,

Hazardous Materials)
Structural (Structural
Damage, Roofs)
External (Grounds, Windows,

Doors, Gates, Fences)
B101- Small hole in wall

in storage room. B bldg
Hallway- Outside staff
restroom, minor plaster
damage and wall. (Work
orders submitted.)
E Building Boys RestroomHand dryer not working.

B Building Hallway by
B108- Drinking fountains
not working. (Work orders
submitted.)
A112, A110, A108, A106,

A203- Window frame is
damaged. (Work orders
submitted.)
Cleaning Process
Washington Elementary STEM Magnet provides a safe and clean environment for students, staff, and volunteers. The district governing board has
adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with
emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily
with four custodians to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair

A scheduled maintenance program is administered by Washington Elementary STEM Magnets custodial staff on a regular basis, with heavy maintenance
functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Pasadena Unified School District to
ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention.
Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor the Standardized Testing and
Reporting Program); and
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the
California State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress (CAASPP)

California EC Section 60640 authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program,
referred to as the CAASPP. All students in grades three through eight and eleven were assessed using computer-based tests in English/Language Arts
and Mathematics; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based and included California
Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).
Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels:
Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework.
Performance Level 2: Standard nearly met - May require further development for success in future coursework.
Performance Level 3: Standard met - Demonstrates progress toward mastery.
Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery.
ELA results include information about the students performance in the areas of reading, writing, listening, and research. Reports of mathematics results
include information about students performance in problem solving, using concepts and procedures, and communicating mathematical reasoning. The
first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English Language
Arts/Literacy (grades 3-8 and 11) and math (grades 3-8 and 11).
The following tables display information on student achievement at each performance level in English/Language Arts and Mathematics for the school by
student groups for grades three through five.
California Assessment of
Student Performance and Progress
Percent of Students Meeting or Exceeding the State Standards
School
District
State
English Language Arts/Literacy

(Grades 3-8 and 11)
Subject
17
36
44
Mathematics (Grades 3-8 and 11)
18
28
33
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the
National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the students parents was a high school graduate.
California Assessment of Student Performance and Progress - Grade 3

English-Language Arts
Mathematics
Percent Achievement Level

Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
All Students
108
107
99.1
50
32
Male
108
56
51.9
55
27
Female
108
51
47.2
45
Black or African
American
108
14
13
American Indian or
Alaska Native
108
Asian
108
Filipino
108
Hispanic or Latino
White
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
13
107
99.1
45
30
20
13
56
51.9
45
27
20
37
14
51
47.2
45
33
20
57
29
14
14
13
36
57
0.9
--
--
--
--
0.9
--
--
--
--
1.9
--
--
--
--
1.9
--
--
--
--
1.9
--
--
--
--
1.9
--
--
--
--
108
85
78.7
51
34
11
85
78.7
47
28
19
108
2.8
--
--
--
--
2.8
--
--
--
--
Socioeconomically
Disadvantaged
108
105
97.2
50
31
13
105
97.2
45
30
20
English Learners
108
66
61.1
64
29
66
61.1
58
29
11
Students with
Disabilities
108
10
9.3
--
--
--
--
10
9.3
--
--
--
--
Student Groups

Mathematics

Total
Enrollment
Number
Tested
Percent
Tested
One
Two
All Students
100
98
98
71
Male
100
51
51
75
Female
100
47
47
Black or African
American
100
Hispanic or Latino
100
Socioeconomically
Disadvantaged
Three
Four
Number
Tested
17
99
99
47
10
12
51
51
45
68
26
48
48
--
--
--
--
91
91
71
18
100
98
98
71
17
English Learners
100
40
40
93
Students with
Disabilities
100
11
11
73
18
Student Groups
Percent
Tested
One
Two
Three
Four
39
11
35
18
50
44
--
--
--
--
92
92
49
37
12
99
99
47
39
11
40
40
68
25
11
11
18
55
18

Mathematics
Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
All Students
104
102
98.1
56
22
21
Male
104
59
56.7
61
20
17
103
99
55
27
14
60
57.7
62
22
13
Female
104
43
41.3
49
23
26
43
41.3
47
35
14
Black or African
American
104
3.8
--
--
--
--
3.8
--
--
--
--
Filipino
104
--
--
--
--
--
--
--
--
Hispanic or Latino
104
91
87.5
Native Hawaiian or
Pacific Islander
56
22
20
92
88.5
58
27
13
104
--
--
--
--
--
--
--
--
White
104
Two or More
Races
2.9
--
--
--
--
2.9
--
--
--
--
104
--
--
--
--
--
--
--
--
Socioeconomically
Disadvantaged
104
101
97.1
56
21
21
102
98.1
55
27
14
English Learners
104
49
47.1
80
18
49
47.1
84
12
Students with
Disabilities
104
6.7
--
--
--
--
6.7
--
--
--
--
Student Groups
California Standards Test (CST) - Science

The California Standards Test (CST), a component of the CAASPP Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in Science (for
grades 5, 8, and 10), for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or
Advanced level (meeting or exceeding the state standards) for the most recent testing period.
For detailed information regarding the results for each grade and performance level, see the CDE CAASPP Results Web site at http://caaspp.cde.
ca.gov/caaspp2015/Index.aspx.
California Standards Test

Percentage of Students Meeting or Exceeding State Standards
Subject
Science (Grades 5, 8,
and 10)
School
District
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
47
53
32
50
52
49
59
60
56
California Standards Test

Percentage of Students
Meeting or Exceeding State
Standards
Subgroups
Subject
Science
District
49
School
32
Hispanic or Latino
29
Males
36
Females
26
Socioeconomically
Disadvantaged
31
English Learners
12
*Scores are not disclosed when

fewer than 10 students are tested
in a grade level and/or subgroup.
State Priority: Other Pupil Achievement

The SARC provides the following information relevant to the Other Pupil Outcomes State Priority:
Pupil outcomes in the subject areas of English, Mathematics, and Physical Education.
Physical Fitness (School Year 2014-15)

In the spring of each year, Washington Elementary STEM Magnet is required by the state to administer a physical fitness test to all fifth grade students.
The physical fitness test measures each students ability to perform fitness tasks in six major areas. Students who either meet or exceed the standards in
all six fitness areas are considered to be physically fit or in the healthy fitness zone (HFZ).
Percentage of Students in Healthy Fitness Zone

2014-15
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
18.6%
23.5%
16.7%
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
Efforts the school district makes to seek parent input in making decisions for the school district and each school site.
Parent & Community Involvement (School Year 2015-16)

Parents and the community are very supportive of the educational programs at Washington Elementary STEM Magnet. Parents may participate in the
Parent Teacher Association (PTA), School Site Council (SSC), African American Parent Council, and the English Language Advisory Council (ELAC).
Washington Elementary STEM Magnet has formed numerous partnerships with local community businesses and organizations including, but not limited
to, Citibank and Kaiser Permanente.
Contact Information
Parents who wish to participate in Washington Elementary STEM Magnets leadership teams, school committees, school activities, or become a
volunteer may contact the main office at (626) 396-5840.
State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
Safe School Plan (School Year 2015-16)

The safety of students and staff is a primary concern of Washington Elementary STEM Magnet. Students are supervised throughout the day by teachers,
parent volunteers, noon aides, security personnel, and campus aides. Visitors must sign in at the front office and wear a visitors badge at all times, while
on campus.
The School Site Safety plan is updated annually in the spring by the School Site Council. The plan was most recently updated and reviewed with school
staff in September 2015. Key elements of the safety plan include steps for the ingress and egress of traffic, dress code, and a stringent visitor policy.
The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The schools
disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, earthquake, and lockdown drills are conducted on
a monthly basis throughout the school year.
Discipline & Climate for Learning

Students at Washington Elementary STEM Magnet are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy,
and acceptance of others. The schools discipline philosophy promotes a safe school, a warm, friendly classroom environment, and demonstrates that
good behavior is a solid foundation on which to build an effective school.
The goal of Washington Elementary STEM Magnets behavior program is to provide students with opportunities to learn self-discipline through a system
of consistent rewards and consequences for their positive actions. Parents and students are informed of discipline policies at the beginning of each
school year through classroom orientation and individual student handbooks. Parents are encouraged guide students toward a commitment to respect
and adherence to the discipline policies which were established to ensure the safety and well-being for all.
The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law
or when all other alternatives are exhausted.
Suspensions & Expulsions

Suspensions
Expulsions
12-13
13-14
14-15
12-13
13-14
School
7.8%
6.4%
5.5%
0.0%
0.0%
14-15
0.0%
District
6.8%
6.4%
4.9%
0.0%
0.0%
0.0%
State
5.1%
4.4%
3.8%
0.1%
0.1%
0.1%
Student Recognition
Certificates, ribbons, prizes, and various other awards are given to students at assemblies and special presentations throughout the school year.
Activities, honors, and programs include:
Achievement Awards
Honor Roll
Perfect Attendance
Principals Honor Roll
Student-of-the-Month
Extracurricular Activities
Students are encouraged to participate in the schools additional academic and extracurricular activities that are an integral part of the educational
program. These school wide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral
problems. Activities include:
Kindergarten BeeBot after school Club
Character Counts
Reading Partners
Math Club
Safety Patrol
1st Grade Lunar Exploration Club
3rd Grade Robotics
3rd Grade Wind Instruments
4th Grade Solar Energy Club
4th Grade Math Field Day Club
ASB Student Council
4th & 5th Grade Instrumental Classes
3rd 5th Grade Crew Club (designed to build self esteem, responsibility & leadership)
D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
School Leadership
Leadership at Washington Elementary STEM Magnet is a responsibility shared among district administration, the principal, instructional staff, students,
and parents. Principal Karrone Meeks-Clark has led the school for the past 12 years. Prior to this position, Mrs. Meeks-Clark served as a curriculum
resource teacher and a math teacher.
Staff members are encouraged to participate on various committees that make decisions regarding the priorities and direction of the educational plan.
These teams ensure instructional programs are consistent with students needs and comply with district goals. Opportunities for involvement include:
English Language Advisory Council (ELAC)
Learning Center Leadership Team
Parent Teacher Association (PTA)
Safety Committee
School Site Council
Adequate Yearly Progress (School Year 2014-15)

No Child Left Behind (NCLB) is a Federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the State academic achievement standards for Mathematics and English/Language Arts by 2014. Schools
must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal.
The Federal NCLB Act requires that all schools and districts meet the following AYP requirements:
Participation rate on the States standards-based assessments in English/Language Arts (ELA) and Mathematics.
Percent proficient on the States standards-based assessments in ELA and Mathematics.
Graduation rate.
There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also
be allowed to transfer to schools (within their District) that have met their AYP, and the former school would be required to provide transportation to the
new site. Results of school, District, and State performance are displayed in the chart.
More information about Title I and NCLB requirements can be found on the California Department of Educations website http://www.cde.ca.gov/ta/ac/ay/
and the U.S. Department of Educations website http://www.nclb.gov.
Adequate Yearly Progress (AYP)

School
Made AYP Overall
District
Yes
No
English Language
Arts
Mathematics
Participation Rate
Yes
Yes
Percent Proficient
N/A
N/A
Met AYP Criteria
State
English Language
Arts
Yes
Mathematics
English Language
Arts
Mathematics
No
No
Yes
Yes
N/A
N/A
N/A
N/A
Met Attendance Rate
Yes
Yes
Yes
Met Graduation Rate
N/A
Yes
Yes
Federal Intervention Program

Counseling & Support Staff

Schools and districts receiving Federal Title I funding enter Program

Improvement (PI) if they do not make AYP for two consecutive years in
the same content area (English/Language Arts or Mathematics) or on the
same indicator (graduation rate). After entering PI, schools and districts
advance to the next level of intervention with each additional year that they
do not make AYP.
In addition to academics, the staff at Washington Elementary STEM

Magnet strives to assist students in their social and personal development.
Staff members are trained to recognize at-risk behavior in all students. The
school values the importance of on-site counseling and has procedures in
place to ensure that students receive the services they need. Psychologists
and counselors are devoted to helping students deal with problems and
assisting them to reach positive goals. Washington is honored to have a
Clinical Social Worker on staff to provide daily support to all students.
For detailed information about PI identification, see the CDE PI Status

Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.
asp.
The academic counselor-to-pupil ratio is 1:621. The chart displays a list

of support services that are offered to students. Note: One Full Time
Equivalent (FTE) equals one staff member working full time; one FTE
could also represent two staff members who each work 50 percent of full
time.
Federal Intervention Programs

School
District
In PI
In PI
2011-2012
2011-2012
Year 2
Year 3
# of Title I Schools Currently In PI
20
% of Title I Schools Currently In PI
90.9%
Program Improvement (PI) Status

First Year in PI
Counseling & Support Services Staff

Number of
Staff
Full Time
Equivalent
Behavior Aide
1.25
Campus Security
Officers
1.0
Curriculum Coach
1.0
English Language
Development (ELD)
Teacher
0.5
GREAT Program Officer
1.0
Health Clerk
0.6
Literacy Coach
0.5
Nurse
0.2
Our staff receives yearly training on:
Psychologist
0.2
1. Project Based Learning

2. Inquiry Based Learning
3. Technology Integration
4. Lesson Studies which build instruction in Reading, Math, and Science
5. English Language Development
6. Step Up to Writing
7. Kagan Strategies
8. Thinking Maps
Resource Specialist
Program (RSP) Teacher
1.0
Science Resource
Teacher
1.0
Speech and Language

Specialist
1.0
Technology Coach
1.0
Year in PI (2015-16)
Staff members build teaching skills and concepts through participation in
conferences and workshops throughout the year. For the past three years,
the district offered two staff development days. During these sessions,
teachers are offered a broad-based variety of professional growth
opportunities in curriculum, teaching strategies, and methodologies.
Weekly, Washingtons staff is provided time to work collaboratively to
enhance their understanding of the STEM practices and Attributes.
Class Size
Washington Elementary STEM Magnet provides several opportunities for

students to receive additional support in Language Arts and Mathematics.
The school offers a Resource Specialist Program (in-class and pull-out) to
students based on their Individualized Education Plans (IEPs).
The table indicates the average class size by grade level, as well as the
number of classrooms that fall into each size category.
Class Size Distribution
A Language Development Resource Teacher and Bilingual Aides are

provided for English Learner (EL) students. EL students either receive
help in a pull-out program or within their regular classroom settings.
Classrooms Containing:
Average
Class Size
13
14
15
1-20
Students
13
14
15
21-32
Students
13
33+
Students
14
15
13
14
15
Additional Internet Access/Public Libraries

For additional research materials and Internet availability, students are
encouraged to visit the libraries located in Los Angeles County, which
contain numerous computer workstations.
By Grade Level
K
26
25
24
29
27
24
26
23
23
25
27
27
24
31
20
35
29
26
Other
29
28
18
10
Expenditures & Services Funded

(Fiscal Year 2013-14)
Teacher & Administrative Salaries

At the time this report was published, the most recent financial and
salary comparison data from the State of California was for the 2013-14
school year. The Expenditures Per Pupil table provides a comparison of a
schools per pupil funding from unrestricted sources with other schools in
the district and throughout the state.
This table displays district salaries for teachers, principals, and

superintendents, and compares these figures to the state averages for
districts of the same type and size. The table also displays teacher and
administrative salaries as a percent of the districts budget, and compares
these figures to the state averages for districts of the same type and size.
Detailed information regarding salaries may be found at the CDE Web
site.
Supplemental/Restricted expenditures come from money whose use is

controlled by law or donor. Money designated for specific purposes by the
district or governing board is not considered restricted. Basic/Unrestricted
expenditures, except for general guidelines, is not controlled by law or
donor.
Average Salary Information

Teachers - Principal - Superintendent
For detailed information on school expenditures for all districts in

California, see the CDE Current Expense of Education & Per-pupil
Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information
on teacher salaries for all districts in California, see the CDE Certificated
Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look
up expenditures and salaries for a specific school district, see the Ed-Data
Web site at: http://www.ed-data.org.
2013-14
Expenditures per Pupil

School
Total Expenditures Per Pupil
$6,554
From Supplemental/Restricted Sources
$1,381
From Basic/Unrestricted Sources
$5,173
Percentage of Variation between School & District
$4,991
$43,062
Mid-Range Teachers
$60,566
$67,927
Highest Teachers
$85,450
$87,811
Elementary School Principals
$108,937
$110,136
Middle School Principals
$109,039
$115,946
High School Principals
$115,962
$124,865
Superintendent
$247,200
$211,869
Teacher Salaries
33.0%
39.0%
Administrative Salaries
6.0%
5.0%
3.6%
District Revenue Sources

State
$5,348
Percentage of Variation between School & State
-3.3%
In addition to general state funding, Pasadena Unified School District

received state and federal categorical funding for the following support
programs:
School Site Teacher Salaries

Title I, Parts A & D - Basic & Delinquent Funds

Title II, Parts A & D - Teacher Quality & Technology
Title III, Limited English Proficient (LEP)
The Average Teacher Salaries table illustrates the average teacher salary
at the school and compares it to the average teacher salary at the district
and state.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page
at http://dq.cde.ca.gov/dataquest/ that contains additional information
about this school and comparisons of the school to the district, the
county, and the state. Specifically, DataQuest is a dynamic system that
provides reports for accountability (e.g., test data, enrollment, high school
graduates, dropouts, course enrollments, staffing, and data regarding
English learners).
Average Teacher Salaries

School & District
School
$0
District
$70,542
Percentage of Variation
State
$41,415
Salaries as a Percentage of Total Budget
District
District
Beginning Teachers
0%
School & State

All Unified School Districts
Percentage of Variation
$71,529
0%
11
Daily/Weekly/Monthly/Yearly
SART Meetings
K 5 Students
Yearly
81 of 88
Decreased number of student referrals
5/19/16

Instructional Services
GIFTED AND TALENTED EDUCATION
GATE Principals Checklist
The grey portions detail State requirements of school districts for GATE programs. The white portions that follow are ways that the District expects the schools to implement the
state requirements in the grey. Please review this revised Checklist that is now aligned with the current District GATE Plan that has been approved by the State and the Board of
Education. Rate your school using the rubric below to show how well the school is implementing the School GATE program in alignment with the District GATE Plan.
Rubric
1 = This is an established practice that has been in place since before the current school year.
2 = This practice is being implemented for the first time during the current school year.
3 = This practice is being developed now to be implemented during the upcoming school year.
Section 1: Program Design
1:1 The plan for the district program has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.
1:2 The program provides administrative groupings and structures appropriate for gifted education and available to all gifted learners.
1:3 The program is articulated with the general education programs.
Does the school administrative leadership team have access to and review the LEA GATE plan on an annual basis to ensure that
the school plan is articulated with the District plan?
Do K-2 teachers observe for potential giftedness and use flexible groupings in response to observed characteristics of
giftedness in the classroom?
Are GATE students in grades 3-5 placed in cluster groupings or part-time groupings?
Are GATE students in grades 6-12 encouraged to participate in rigorous classes such as Pre AP, AP and Honors?
Are GATE services provided to students during the regular instructional school day?
Are all parents informed of the schedule of the GATE Parent Leadership meetings?
Are all parents informed of the GATE Parent Education Workshops offered by the District?
Do secondary counselors review their case loads to be aware of which students are GATE so that they can be appropriately
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Section 1: Program Design

1:1 The plan for the district program has a written statement of philosophy, goals, and standards appropriate to the needs and abilities of gifted learners.
1:2 The program provides administrative groupings and structures appropriate for gifted education and available to all gifted learners.
1:3 The program is articulated with the general education programs.
counseled and encouraged to participate in rigorous academic courses as they transition from elementary to middle school and
middle school to high school?
Section 2: Identification
2:1 The nomination/referral process is ongoing.
2.2 An assessment/identification process is in place to ensure that all potentially gifted students are appropriately assessed for identification as gifted students.
2:3 Multiple service options are available within the gifted education program and between other educational programs. Placement is based on the assessed needs of the
student and is periodically reviewed.
Has a process been developed at the school for teachers and/or parents to request that any student in grades 2-11 be
evaluated for GATE identification? Has a process been developed at the school for teachers and/or parents to request that any
student in grades 2-11 be evaluated for GATE identification?
Is there a plan to articulate the plan above to parents and teachers on an annual basis?
Does the plan inform parents and teachers of the GATE referral window of September December?
Does the school testing calendar include GATE testing administered by classroom teachers in grades 2 during the GATE testing
window of November January?
Has a process been developed at the school to review research-based characteristics of giftedness with all teachers, but with
special emphasis on 2nd grade teachers?
Section 3: Curriculum and Instruction

3:1 A differentiated curriculum is in place, responsive to the needs, interests, and abilities of gifted students.
3:2 The differentiated curriculum for gifted students is supported by appropriate structures and resources.
Elementary
Are teachers trained on the development and implementation of an Individual Learning Plan (ILP) for GATE students?
Do all teachers include a discussion of the ILP during the November parent conference for GATE students?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the
unique expression and application of student understanding?
Are the following instructional options used in the development of the School GATE Plan:
Individual Learning Plan
Independent projects
GATE clusters
Curriculum compacting
Vertical subject-matter acceleration
Grade skipping
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Section 3: Curriculum and Instruction

3:1 A differentiated curriculum is in place, responsive to the needs, interests, and abilities of gifted students.
3:2 The differentiated curriculum for gifted students is supported by appropriate structures and resources.
Outside tutoring
IB program
Middle School
Are high-achieving GATE students placed in accelerated or honors classes?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the
unique expression and application of student understanding?
Honors class
Pre-AP classes
IB classes
Enrichment classes
Vertical subject-matter acceleration
High School
Do honors classes offered in the core subject areas of ELA and math provide a more rigorous educational experience?
Are Advanced Placement classes are available?
Is the IB diploma program available?
Do students qualify for enrollment in Honors, Advanced Placement, and/or IB classes based on teacher recommendation, GPA,
grades in the specific subject, standardized test scores, and/or portfolio or demonstration options?
Honors classes
AP classes
IB classes
Career Pathways classes
All Grades
Does the Principal provide leadership in supervising and monitoring implementation of the GATE Principals Checklist to ensure
that GATE students are receiving an appropriate education?
Does the Principal lead the work of the School GATE Team (Principal, GATE Site Representative, GATE Parent) to review and
modify the GATE Principals Checklist annually as needed?
Does the School Site Council review and approve the GATE Principals Checklist annually?
Is the GATE Principals Checklist developed in response to the specific and varied learning needs of the individual school
population?
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Section 4: Social and Emotional Development

4:1 Actions to meet the affective needs of gifted students are ongoing.
4:2 At risk gifted students are monitored and provided support (e.g. underachievement, symptoms of depression, suicide, substance abuse).
Do schools provide enrichment activities that foster social interaction among GATE students?
Do elementary GATE students have the opportunity to visit secondary schools and/or shadow secondary students in Honors or
AP classes to help ease anxiety about transitioning to secondary school?
X
X
Are high school students informed of the opportunity for concurrent enrollment at Pasadena City College?
Do GATE students have access to small-group counseling sessions offered at the school and are made aware of services
available outside of the school?
Section 5: Professional Development

5:1 The district provides professional development opportunities related to gifted learners on a regular basis.
Does the Principal schedule time for the GATE Coordinator to provide professional development at the school site during A
meetings on any of the following topics:
PUSD GATE Program Overview
GATE Identification Process
Characteristics of Gifted Learners from Diverse Populations
How to get or renew GATE Certification
How to create and use the Individual Learning Plan
Does the Principal schedule other GATE-related professional development at the school site during A meetings on any of the
following topics:
Kaplans Icons of Depth and Complexity
Kaplans Content Imperatives
Tiered Assignments
Curriculum Compacting
Flexible Grouping
Dabrowskis Over-excitabilities
Other
Section 6: Parent and Community Involvement

6:1 Open communication with parents and the community is maintained.
6:2 An active GATE advisory committee with parent involvement is supported by the district.
Does the school have a GATE Parent Advisory Committee (PAC) that meets four times per year?
Does the GATE PAC review the School GATE Plan for the purpose of suggesting improvements?
Is the socioeconomic, linguistic and ethnic diversity of the school represented on the GATE Parent Advisory Committee?
Does the school regularly send a parent representative to the District GATE Parent Leadership meetings?
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X
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Section 6: Parent and Community Involvement

6:1 Open communication with parents and the community is maintained.
6:2 An active GATE advisory committee with parent involvement is supported by the district.
Is the School GATE Plan shared with parents and the community effectively and systematically?
Section 7: Program Assessment

7:1 The district provides ongoing student and GATE program assessment that is consistent with the programs philosophy, goals, and standards.
Do all stakeholders (GATE PAC, administrators, teachers, community members and students) have an opportunity to give input
on the development, implementation, and effectiveness of the school GATE program on an annual basis?
Name of School Site:
--------------Principal:
Karrone Meeks
--------------School Site Council Chair (typed): Datavik Afsharian

--------------Date Approved By GATE Site Advisory Council: 5-4-16
--------------Date Approved By School Site Council 4-18-16
Dates and times of calendared site GATE Advisory meetings
2012-2013:
Mandatory
1st
9-17-15
2nd
10-15-15
3rd
2-17-16
4th
5-4-16
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Kindergarten Transition Plan and Objectives
Objective
One of the major challenges children have to faces in their early childhood years is the transition to kindergarten. It sets the tone and
direction of a childs school career. In 2006, the Pasadena Unified School District convened a Transition to Kindergarten Focus Committee in
conjunction with the City of Pasadenas Childcare Office, Head Start, and the Los Angeles Office of Childcare. PUSD representation on this
committee includes preschool and Kindergarten teachers and administrative leadership.
Mission
The mission of this committee is to collaborate with educators and members of the community in order to plan and develop policies that will
serve to provide effective transitions from preschool to Kindergarten.
Findings
Findings by the National Center for Early Development and Learning indicate a need for greater communication among Kindergarten
teachers, families and the school. With the support of Transition to Kindergarten Focus Committee, the PUSD organized an informational
forum for parents whose children were transitioning to Kindergarten and developed Kindergarten Readiness Packets that are distributed
annually each spring to families.
Instruction is provided to families, in English and Spanish, on the use of the materials in the kit. Materials included: pamphlets on activities
parents and children could do together to get ready for Kindergarten, arts and craft supplies, transition booklet, PreK literature selections
from Open Court, picture books and much more. Our plan is to improve and expand this effort to provide support and instruction to parents
combined with engaging school readiness materials that are given to graduating PUSD preschool students.
Actions
A key component of our Early Reading First plan is to expand promising practices to support the language development and literacy of
English learners (ELs), we continue looking to expand the promising practices being developed at our three English Learner Acquisition and
Development Pilot Program schools; Longfellow, Washington and Willard. PUSD utilizes the lessons learned from these promising English
learner strategies as well as from a successful Reading First program. We continue to seek to improve alignment, continuity and the sharing
of best practices in language development and literacy for preschool and elementary schools, our proposed professional development plan
includes training teachers in the adopted reading program (now Open Court, with potential new adoption anticipated next year) as well as
training for English learner strategies and providing ongoing coach support.
Increased communication between our preschool and Kindergarten teachers will also strengthen the transition to Kindergarten and the
types of promising practices being used at our elementary schools, including the development of Individual Learning Plans, newcomer
support, intervention strategies, Reclassification, and follow-up.
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WESM 2015-2016 PUSD ELA Benchmark Assessment

Trimester 1 Kindergarten
Standard Summary
100
90
80
70
60
50
Series 1
40
30
20
10
0
RF.1
RF.1a
RF.1b
RF.1c
RF.1d
RF.2a
RF.3a
RF.3c
CA Standards
RF.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
RF.2a Recognize and produce rhyming words.
RF.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent
sounds for each consonant.
RF.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Trimester 2 - Kindergarten
Standard Summary
100
90
80
70
60
50
Series 1
40
30
20
10
0
L.2
L.2d
RF.1d
RF.2b
RF.3a
RF.3b
RF.3c
W.2
CA Standards
L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.1d Recognize and name all upper- and lowercase letters of the alphabet.
RF.2b Count, pronounce, blend, and segment syllables in spoken words.
RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five
major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are
targeted in the grade 1 phonics standards.) CA
W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.

Trimester 1 First Grade
Standard Summary
100
90
80
70
60
50
Series 1
40
30
20
10
0
L.1b
L.2d
L.2e
RF.2
RF.2b
RF.2c
RF.2d
RF.3b
RF.3d
RF.3e
RF.3g
RL.1
RL.2
W.1
CA Standards
L.1b Use common, proper, and possessive nouns.
L2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.3b Decode regularly spelled one-syllable words.
RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.3g Recognize and read grade-appropriate irregularly spelled words.
RL.1 Ask and answer questions about key details in a text.
RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

Trimester 2 - First Grade
Standard Summary
110
100
90
80
70
60
50
40
30
20
10
0
Series 1
L1
L.1d
L.1e
RF.3a
RF.3b
RF.3c
RF.3f
RI.1
RI.2
RI.3
RI.5
L.5a
CA Standards
L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1d Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CA
L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
RF.3a Know the spelling-sound correspondences for common consonant digraphs.
RF.3c Know final -e and common vowel team conventions for representing long vowel sounds.
RF.3f Read words with inflectional endings.
RI.1 Ask and answer questions about key details in a text.
RI.2 Identify the main topic and retell key details of a text.
RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text. CA

Trimester 1 Second Grade
Standard Summary
60
50
40
30
Series 1
20
10
0
L.1
RF.3
RI.1
RI.3
RL.1
RL.2
CA Standards
RF.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Standard Summary
80
70
60
50
40
Series 1
30
20
10
0
L.1a
L.1e
L.1f
L.2a
RI.1
RI.3
RI.5
CA Standards
L.1a Use collective nouns (e.g., group).
L.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie;
The action movie was watched by the little boy).
L.2a Capitalize holidays, product names, and geographic names.
RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently.
Trimester 1 Third Grade

Standard Summary
70
60
50
40
Series 1
30
20
10
0
L.1a
L.1f
L.2a
RI.1
RI.2
RI.7
RL.5
W.2
CA Standards
L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.1f Ensure subject-verb and pronoun-antecedent agreement.*
L.2a Capitalize appropriate words in titles.
RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections.
W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Standard Summary
60
50
40
30
Series 1
20
10
0
RL.1
RL.3
RL.4
RL.5
RL.9
CA Standards
RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (See grade 3 Language
standards 46 for additional expectations.) CA
RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books
from a series).

Trimester 1 Fourth Grade
Standard Summary
80
70
60
50
40
Series 1
30
20
10
0
L.1
L.2
L.5
L.5a
RI.2
RI.7
RL.2
RL.4
RL.5
CA Standards
L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
(e.g., Herculean). (See grade 4 Language standards 46 for additional expectations.) CA
RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Standard Summary
80
70
60
50
40
Series 1
30
20
10
0
L.1
L.2
RI.5
CA Standards
L..1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text
or part of a text.

Trimester 1 Fifth Grade
Standard Summary
60
50
40
30
Series 1
20
10
0
RI.2
RI.4
RI.7
RL.2
RL.3
RL.4
RL.5
RL.9
L.4a
CA Standards
RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See
grade 5 Language standards 46 for additional expectations.) CA
RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or
how the speaker in a poem reflects upon a topic; summarize the text.
RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how
characters interact).
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade
5 Language standards 46 for additional expectations.) CA
RL.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Standard Summary
30
25
20
15
Series 1
10
5
0
RI.1
RI.3
RI.8
RL.1
RL.5
RL.6
CA Standards
RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which
point(s).
RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.6 Describe how a narrators or speakers point of view influences how events are described.

K-5 African-American Population
Standard Summary
K
First
Second
Third
Fourth
Fifth -
Trimester 2
14
12
10
Exceeded
Met
Nearly Met
Not Met
8
6
4
2
0
Kinder
First
Second
Third
Fourth
Fifth
Trimester 1
12
10
8
Exceeded
Met
Nearly Met
Not Met
6
4
2
0
Kinder
First
Second
Third
Fourth
Fifth

Trimester 1 Kindergarten
Standard Summary
120
100
80
Aviles
Boone
Earnhart
Martin
60
40
20
0
RF.1
RF.1a
RF.1b
RF.1c
RF.1d
RF.2a
RF.3a
RF.3c
CA Standards
RF.1 Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-by-page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
RF.2a Recognize and produce rhyming words.

Trimester 2 - Kindergarten
Standard Summary
120
100
80
Aviles
Boone
Earnhart
Martin
60
40
20
0
L.2
L.2d
RF.1d
RF.2b
RF.3a
RF.3b
RF.3c
W.2
CA Standards
L.2d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
RF.1d Recognize and name all upper- and lowercase letters of the alphabet.
RF.2b Count, pronounce, blend, and segment syllables in spoken words.
RF.3b Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (Identify which letters represent the five
major vowels [Aa, Ee, Ii, Oo, and Uu] and know the long and short sound of each vowel. More complex long vowel graphemes and spellings are
targeted in the grade 1 phonics standards.) CA
W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about
and supply some information about the topic.

Trimester 1 First Grade
Standard Summary
100
90
80
70
Ms. J
Evans
Trujillo
Vasquez
60
50
40
30
20
10
0
L.1b
L.2d
L.2e
RF.2
RF.2b
RF.2c
RF.2d
RF.3b
RF.3d
RF.3e
RF.3g
RL.1
RL.2
W.1
CA Standards
L.1b Use common, proper, and possessive nouns.
L2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.3g Recognize and read grade-appropriate irregularly spelled words.
RL.1 Ask and answer questions about key details in a text.
RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

Trimester 2 - First Grade
Standard Summary
120
100
80
Ms. J
Evans
Trujillo
Vasquez
60
40
20
0
L1
L.1d
L.1e
RF.3a
RF.3b
RF.3c
RF.3f
RI.1
RI.2
RI.3
RI.5
L.5a
CA Standards
L.1d Use personal (subject, object), possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). CA
L.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
RF.3a Know the spelling-sound correspondences for common consonant digraphs.
RF.3c Know final -e and common vowel team conventions for representing long vowel sounds.
RF.3f Read words with inflectional endings.
RI.1 Ask and answer questions about key details in a text.
RI.2 Identify the main topic and retell key details of a text.
RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text. CA

Standard Summary
80
70
60
50
Banks
Gonzalez
Kim
Renteria
40
30
20
10
0
L.1
RF.3
RI.1
RI.3
RL.1
RL.2
CA Standards
RF.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA
RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Standard Summary
100
90
80
70
Banks
Gonzalez
Kim
Renteria
60
50
40
30
20
10
0
L.1a
L.1e
L.1f
L.2a
RI.1
RI.3
RI.5
CA Standards
L.1a Use collective nouns (e.g., group).
L.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie;
The action movie was watched by the little boy).
L.2a Capitalize holidays, product names, and geographic names.
RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently.

Standard Summary
70
60
50
Oh
Rosales
Sandberg
Thompson
40
30
20
10
0
L.1a
L.1f
L.2a
RI.1
RI.2
RI.7
RL.5
W.2
CA Standards
L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.1f Ensure subject-verb and pronoun-antecedent agreement.*
L.2a Capitalize appropriate words in titles.
RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Standard Summary
80
70
60
50
Oh
Rosales
Sandberg
Thompson
40
30
20
10
0
RL.1
RL.3
RL.4
RL.5
RL.9
CA Standards
RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (See grade 3 Language
standards 46 for additional expectations.) CA
RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books
from a series).

Standard Summary
90
80
70
60
Blackford
Green
MacDonald
Ward
50
40
30
20
10
0
L.1
L.2
L.5
L.5a
RI.2
RI.7
RL.2
RL.4
RL.5
CA Standards
L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RL.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology
(e.g., Herculean). (See grade 4 Language standards 46 for additional expectations.) CA
RL.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Standard Summary
100
90
80
70
60
L.1
L.2
RI.5
50
40
30
20
10
0
Blackford
Green
MacDonald
Ward
CA Standards
L..1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text
or part of a text.

Standard Summary
70
60
50
Aburto
Caruso
Cu
Munoz
40
30
20
10
0
RI.2
RI.4
RI.7
RL.2
RL.3
RL.4
RL.5
RL.9
L.4a
CA Standards
RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. (See
grade 5 Language standards 46 for additional expectations.) CA
RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a
problem efficiently.
RL.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or
how the speaker in a poem reflects upon a topic; summarize the text.
RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how
characters interact).
RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (See grade
5 Language standards 46 for additional expectations.) CA
RL.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
L.4a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

Standard Summary
45
40
35
30
Aburto
Caruso
Cu
Munoz
25
20
15
10
5
0
RI.1
RI.3
RI.8
RL.1
RL.5
RL.6
CA Standards
RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text
based on specific information in the text.
RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which
point(s).
RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.6 Describe how a narrators or speakers point of view influences how events are described.

K-5 African-American Population
Standard Summary
Trimester 2
14
12
10
Exceeded
Met
Nearly Met
Not Met
8
6
4
2
0
Kinder
First
Second
Third
Fourth
Fifth
Trimester 1
12
10
8
Exceeded
Met
Nearly Met
Not Met
6
4
2
0
Kinder
First
Second
Third
Fourth
Fifth

2016-2017 Washington Elementary SPSA

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2016-2017 Washington Elementary SPSA

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PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN

1520 N. Raymond Avenue

The Single Plan for Student Achievement

The Single Plan for Student Achievement

Mission Statements and School Descriptions

School Vision and Mission

1. Provide a creative, inviting, safe learning environment;

The Single Plan for Student Achievement

School Data for 2015-2016 School Year (Prior Year)

Referral for Expulsions

% of students that moved

The Single Plan for Student Achievement

School Improvement Progress Narrative

Strengths: The decision to adopt a new mathematics program Yes

Weaknesses: The students have trouble understanding and

While the goal of improving student success rates on problem

The 2014-2015 goal was to sustain school-wide performance

I. K-5 Teachers will fully implement the components of the

The Single Plan for Student Achievement

The English Language Arts(ELA)Goal for the 2016-2017 school

Shared Reading & Writing

Advanced = 85% or More

A. K-5 Teachers will implement Daily Independent Reading and

assessments to support all students in their progress towards

English Language Development (ELD)

We know that the CELDT is the measure of how well our

I. English Learner s Progress

I. ENGLISH LANGUAGE DEVELOPMENT

Closing the Gap

III. ELD Domains, Standards, and Modes of Communication

IV. Monitoring ELA assessment results for EL students and develop

C. (PROJECTED NUMBER OF ELIGIBLE ELS for 16 - 17 )

VI. Supported through true integration of ELA / ELD standards and

and will Coach teachers on appropriate strategies to meet the

1. This year parent communication between staff and parents Yes

The Single Plan for Student Achievement

1. During the 16 - 17 school year, student suspensions will be Yes

1. 100% of TK-5 students will complete one NGSS-aligned

The Single Plan for Student Achievement

of students testing proficient or above.

Related Goal Area (if

Closing the GAP

KINDERGARDEN and FIRST GRADES

1st Grade STRENGTHS

Ask and Answer Questions (key details,

Closing the Gap

SECOND and THIRD GRADE

2nd Grade STRENGTHS

2nd Grade WEAKNESSES

Understanding Text Features (captions, bold

3rd Grade STRENGTHS

Writing Mechanics (context of writing)

The Single Plan for Student Achievement

3rd Grade WEAKNESSES

Domain Specific Words

Closing the Gap

FOURTH and FIFTH GRADES

4th Grade STRENGTHS

4th Grade WEAKNESSES

Meaning of Domain Specific Words

5th Grade STRENGTHS

Academic & Domain-Specific Words Greek

The Single Plan for Student Achievement