Cupertino Union School District

CUPERTINO UNION SCHOOL DISTRICT

School-based Coordinated Plan

2010 - 2011 School Year Garden Gate School

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SCHOOL-BASED COORDINATED PLAN AT __________ Garden Gate__________ SCHOOL

_________43-69419-6046841___________ CDS Code

Date of this revision: May 2010

This is a plan of actions to be taken to raise the academic performance of students and improve the school's educational program. For additional information on school programs and how you may become involved, please contact the following person: Contact Person: Nancy Wood Position: Principal Telephone Number: 408.252.5414 Address: 10500 Ann Arbor Ave., Cupertino, CA 95014 E-mail address: wood_nancy@cupertino.k12.ca.us

Cupertino Union School District

The District Governing Board approved this revision of the School Plan on ___March 17, 2010_______

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School Vision and Mission

Garden Gate is a neighborhood and community-oriented elementary school. Our school serves an international population and we welcome and embrace our diversity. The mission of Garden Gate is to provide an education so that all students can develop their full potential for academic excellence, social responsibility, and respect for others. To this end, all staff members are united in their commitment and dedication to our students and their development into caring, educated, and responsible adults who will make a positive impact on society. Garden Gates educational program supports the adopted Cupertino Union School Districts mission: The mission of the Cupertino Union school district is to provide a child-centered environment that cultivates character, fosters academic excellence, and embraces diversity. District families, community and staff join as partners to develop creative, exemplary learners with the skills and enthusiasm to contribute to a constantly changing global society. The staff and parent community set and expect high levels of academic achievement and performance for students. This year, Garden Gate School was named a California Distinguished School. We use a standardsbased report card and students are expected to meet and, in many cases, they often exceed their grade level standards. We now are in the eighth year of using a standards-based report card and our students and parents are familiar with the grade level expectations. Since the inception of the statewide STAR test and the API rankings, Garden Gate has been recognized as a high performing school. STAR test scores and API scores demonstrate that students perform at very high levels at Garden Gate. Over the years, Garden Gate has shown continued improvement in API scores. Our first API score in 1999 was 865; our current API score is 980. Our 2009 statewide ranking is 10 and our 2009 similar schools ranking is 10. In conjunction with the academic focus, the overall social and emotional needs of the students are supported through classroom and school activities. Five years ago, we instituted a life skills program at Garden Gate. The teachers and their students focus on a number of different life skills throughout the year. An excellent program called Project Cornerstone has superceded our life skills program. Many of the life skills we recognized are incorporated in the broader aspect of Project Cornerstone. The Project Cornerstone program focuses on the "Forty + Developmental Assets necessary for students to grow into healthy, well-balanced and contributing adults. In the 2006-07 school year we piloted Project Cornerstone in over 20 of our classrooms. During the 2009-10 school year all of our classrooms participated in Project Cornerstone. Our PTA has funded a part-time Project Cornerstone coordinator. In addition, some of our fourth grade students participated in the half day Expect Respect training sponsored by Project Cornerstone this year. These students were trained in order that they may become part of the fifth grade Cornerstone Kids teams that help our primary grades students at lunch recess. In addition to the Expect Respect training, these fifth grade students had regular meetings and were supported by our Project Cornerstone coordinator and two teacher advisors. Some other key activities include but are not limited to: Library Read-A-Thon / Reading is COOL/Reading Counts, Walk-a-Thon, International Day, Discovery Day, JFK counselors, Book Exchange, PTA pizza and icecream socials, buddy classroom activities, Student Council Spirit Days, GATE, Spectra Art, Music, after-school classes, including band and theater, Destination Imagination, Math Olympiads, National Geographics GeoBee, field trips, and a variety of assemblies. Three years ago, we also made it a goal to have at least one community/school activity evening a month. It was very successful and we plan to continue during the 20102011 school year. Garden Gate School has a shared decision-making process that includes, staff, parents and students. Through Garden Gates PTA, School Site Council, Faculty Advisory Committee, Leadership Team and Student Council, parents, staff, and students share and have input to the decision-making process at the school. Parents are welcomed and considered integral and valuable assets in the classrooms and in school programs. Many of the
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rich programs at Garden Gate such as Spectra Art, Primary PE, the GATE after-school program, special projects, events, and field trips would not be possible without that strong partnership between parents and staff.

School Profile
Garden Gate School is a K - 5 school in the Cupertino Union School District. Our students attend either Lawson Middle School or Cupertino Middle School. Lawson students attend Monta Vista High School and Cupertino students attend Homestead High School. Both belong to the Fremont Union High School District. Garden Gate Elementary School serves the area from DeAnza Blvd. and Homestead to Hwy. 85 and Stevens Creek Blvd. Located on Ann Arbor Avenue in the city of Cupertino, the school site has approximately 690 students, kindergarten through fifth grade. Our student population is ethnically diverse with 60% of our students classified as Limited English Proficient and Fluent English Proficient: 86.7% Asian, 8.9% White, 2.2% Hispanic, 2.2% other. There are 29 regular education classrooms and an RIS preschool speech intervention classroom. There is a part-time Resource Specialist teacher. We have a total of 31 teachers at Garden Gate. Our community is also socio-economically diverse, with a combination of single-family dwellings and duplexes or apartments. Before and after school fee-based childcare is available on site through the Child Development Center (CDC). After school enrichment programs are available to Garden Gate students. These include: Cupertino Parks and Recreation classes offered on Monday and Thursday. Our Happily Ever After Theater Group meets on Monday afternoons. The Gifted and Talented (GATE) enrichment program is scheduled for Tuesday afternoons. Band for fourth and fifth grade students meets on Wednesdays and Fridays. Garden Gate was the first school to be renovated in the district to include a Guided Learning Center (GLC). A former Model Technology School, Garden Gate is equipped with a computer lab housing 40 computers connected to the Internet. Every classroom is supplied with computers that also have access to Internet. Three years ago, our computer lab was completely upgraded. We have set up a second computer lab with the older computers in the library. Here students can work on the Type to Learn program and word process documents for projects. To provide for staff collaboration, planning and training, every Tuesday is a minimum day when all students are dismissed at 1:30 p.m. During this time, teachers meet together or in grade levels to plan, discuss curriculum, assessments and school programs. Staff meetings, staff development, as well as do individual teacher planning time, also occur on Tuesdays.

School Accountability Report Card

The School Accountability Report Card is available from the Cupertino Union School Districts and Garden Gates School websites.

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ANALYSIS OF CURRENT EDUCATIONAL PRACTICE

The following statements characterize educational practice at this school: 1. Alignment of curriculum, instruction and materials to content and performance standards: Reading: Garden Gate uses the standards-based series Reading California by Houghton-Mifflin. Teachers also use other literature books to supplement their reading programs. The standards-based Santillana materials are available in kindergarten rooms to help our students whose first language is not English. In addition to whole group and small group instruction, many of our teachers use the Readers Workshop format. Writing/Spelling: In the area of writing, the Step Up to Writing program is used at Garden Gate. All of our teachers have received the training. In addition to the Step Up to Writing program, many teachers incorporate the standardsbased Write Source program, Writers Workshop strategies, as well as Six Traits writing materials and assessments. Spelling programs vary from grade level to grade level. Mathematics: Garden Gate uses the mathematics standards-based series by Houghton Mifflin. We implemented the new adoption of the Houghton Mifflin mathematics curriculum during the 2009 - 2010 school year and will continue to use it as our basic mathematics program. In addition, over the past four years the district, our PTA and the Garden Gate School Site Council have invested in an intensive mathematics training and coaching program. To date, approximately eight teachers have participated in the two-year week-long summer institute and five follow-up coaching days during the school year. In turn, those teachers have worked with their colleagues, sharing instructional strategies and knowledge. We have school-wide participation in the Problem of the Month and many teachers conduct math talks with their students. Our third through fifth grade students participate in the annual MARS assessment. This assessment gives teachers additional information on what their students know about mathematical thinking and problem-solving. In addition to the afore-mentioned program, many teachers also supplement their mathematics program by incorporating strategies/materials from Marcy Cook, Marilyn Burns and other mathematics resources. Science: The science curriculum consists of kit based hands-on experiences in grades K-5. Social Studies: Social studies in grades K-5 consists of the adopted Scott Foresman standards-based series Adventures in Time and Place. Art: Art is provided to every K-5 student through the standards-aligned Spectra Art program. Parent volunteers under the direction of a Spectra Art coordinator teach lessons every other week. Music: A credentialed teacher provides music for grades 4 and 5 once a week for 45 minutes. The curriculum is aligned to enrich the grade level social studies standards. Grades K-3 receive a weekly music program funded through PTA and CEEF and perform an evening grade level program for the community. P.E.: P.E. is provided for an hour and a half by the district for grades 4 and 5 as part of the classroom teachers prep time. Instruction for grades 4 and 5 is provided by a credentialed teacher. For grades K-3, parent volunteers and/or the classroom teachers provide instruction. The Robin Reese P.E. grade level binders are available for lesson ideas and preparation. P.E. materials are purchased using SIP and other discretionary dollars to supply both the primary and upper grade programs.
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2. Availability of standards-based and other instructional materials appropriate to all student groups: The district supplies standards-based materials and textbooks for teachers and students. In addition, Garden Gate has site-based materials including, but not limited to: leveled books, math manipulatives, Soar to Success, classroom libraries, and diversity books.

3. Alignment of staff development to standards, assessed student performance and professional needs: Teachers at Garden Gate attend a variety of training and staff development opportunities to address school and individual professional growth, including, but not limited to: Staff learning days, Tuesday staff development opportunities, T.E.A.M. Thursdays (teachers are released to observe and collaborate with others), during, after-school, and weekend training sessions offered by the district and outside sources, summer trainings, including SUTW, science, math and language arts summer classes, CLAD courses, BTSA for new teachers, and first and second year new teacher meetings at Garden Gate. Specific trainings include, but are not limited to: Step Up to Writing Writers Workshop Readers Workshop Santa Clara Valley Math Initiative (SCVMI) 5 Release Days During School Year SCVMI Coaching Institute Marcy Cook Trainings CEEA Conference Reading World Conference Debbie Miller Workshop Mosaic of Thought training 4. Services provided by the regular program to enable underperforming students to meet standards: Within the classroom, Garden Gate teachers use a variety of strategies to help underperforming students meet the standards. Strategies include, small group instruction, classwork and homework modifications, seating modifications, and after-school tutorials, when available. DeAnza aides, student teachers, high school students, parent volunteers, and retirees are all utilized in the classrooms to tutor individual and small groups of children in need of additional support. Student Success Plans are developed for those students who are atrisk of retention. Teachers bring individual student concerns to the Intervention Strategies Team (IST). The team meets every other week and consists of the following members: the principal, psychologist, nurse, speech therapist, and the resource teacher. At this meeting, intervention and instructional strategies are discussed and plan of action is developed for the student. If there are concerns, social/emotional/academic, which are more involved than what can be handled through the IST, then a Student Success Team (SST) meeting is held. A team of teachers, along with the principal, and members of the IST as needed meet with the parents to share information and concerns through a formal process and develop a plan of action. 5. Services provided by categorical funds to enable underperforming students to meet standards: The district provides an ELD tutor to work with kindergarten students who are not English proficient. Underperforming students are referred for summer school when its available.

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6. Use of state and local assessments to modify instruction and improve student achievement: Garden Gate teachers review the STAR test results at the beginning of the year in grades 3-5 to map out curriculum instruction to focus on identified areas of need. K-3 teachers assess all students with the Cupertino reading assessments that include: concepts of print, letter/sound identification, phonemic awareness, running records, and the orthographic spelling test. Fourth and fifth grade teachers use the Record of Reading Behavior to assess students. Students scoring 35% and below on the STAR test are considered at-risk or low performing. When looking at a childs progress, teachers use multiple measures (different assessments) in addition to the STAR. In ELD classes, the CELDT/IPT test is used for assessment and instruction modification. Grade level writing prompts along with the information from the fourth grade STAR writing results are used to evaluate and analyze student strengths and weaknesses in to identify best practices to improve instruction 7. Number and percentage of teachers in academic areas experiencing low student performance: Fourteen teachers in grades kindergarten through third grades had students who did not demonstrate proficiency in reading as measured by district early literacy assessment tools administered in December 2009. This means that in December 2009, 64% of teachers in grades kindergarten through third said they were experiencing low student performance with some of their students. At this point in time, we do not have the data for the spring assessments since that data was not available at the time this report was written. In addition, five teachers teaching fourth and fifth grade had students who do not demonstrate proficiency in reading as measured by the Record of Reading Behavior administered in December 2009. This means that 71% of teachers in grades four and five in experienced some low student reading performance. 8. Family, school, district and community resources available to assist these students: In addition to classroom/classwork modifications and Student Success Plans, the following resources are available at Garden Gate: RS teacher, school psychologist, school nurse, JFK counselor, referrals to ACCI and JFK Counseling Center. For those students referred through the SST process and qualify for special education, Garden Gate has a resource program that provides additional support in reading, writing, and math. This consists of both a pushin and pullout model with a full-time RS aide under the direction of a part-time RS teacher. Other resources include: Project Cornerstone, parent interpreters, parents who demonstrate class-mini lessons, CAPP, Project COOL volunteer 1:1 readers, K-5 Spectra Art Program, a PTA/CEEF funded K-3 music program, and CDC Homework Club. The following events are also held on our campus: International Day, Discovery Day, Family Science or Math Night and the Book Exchange and other monthly school/community events. 9. School, district and community barriers to improvements in student achievement: Inconsistent effective communication with non-English speaking parents. Difficulty in finding translators. Parents withdrawing students from ELD program before student is ready to be exited from program. Lack of trained and consistent aides & reading specialists, large classes in grades four and five Emotionally-challenged students need regular counseling and the staffing available isnt enough to meet the needs of all of the referred students. We usually have a waiting list. Loss of the half-time intervention specialist position 10. Limitations of the current program to enable Underperforming students to meet standards: Limitations to the current program at Garden Gate include the shortage of experienced classroom aides, having only a part-time resource teacher, and the difficulty in finding credentialed teachers to run the Success, Inc. program. The loss of our half-time intervention specialist position four years ago has had a significant negative impact on our ability to meet the needs of our underperforming students, academically, socially and emotionally. In addition, the intervention specialists role of supporting and training teachers with intervention strategies to help their students no longer exists.
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STUDENT PERFORMANCE DATA SUMMARY

See Required Appendix A at end of this plan for complete reports.

Includes the following reports:

1. 2. 3. 4.

Academic Performance Index (API) School Report (http://www.cde.ca.gov/ds/sp/ap/) Adequate Yearly Progress (AYP) (http://www.cde.ca.gov/ds/sp/ay/) California English Language Development Test (CELDT) (http://celdt.cde.ca.gov) Student Performance By Content StandardsLongitudinal Studies a. Longitudinal Performance Level Analysis of CST-ELA b. Longitudinal Performance Level Analysis of CST-Math c. Longitudinal Proficiency of CST-ELA d. Longitudinal Proficiency of CST-Math CUSD Local Measures of Student Performance School Program Measures (Optional) Conclusions from Student Performance Data

5. 6. 7.

Student performance data summaries for schools and districts are available online at the California Department of Education web site at http://www.cde.ca.gov/.

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PLANNED IMPROVEMENTS IN STUDENT PERFORMANCE

The content of this school plan is aligned with school goals for improving student achievement. School goals are based upon an analysis of verifiable state data, including the Academic Performance Index and the English Language Development Test, and include local measures of pupil achievement. The school site council analyzed available data on the academic performance of all students, including English learners, educationally disadvantaged students, gifted and talented students, and students with exceptional needs. The council also obtained and considered the input of the school community. Based upon this analysis, the council has established the following performance improvement goals, actions and expenditures. NOTE: Student Performance Data and analysis of the data can be found at the end of the Plan (Appendix A).

GOAL # _1_ for Improving Student Achievement: GOAL # _2_ for Improving Student Achievement
To increase the number of students performing at or above grade level proficiency In the area of mathematics. Implementation of recently adopted math curriculum. Participation in the SAMS and MARS alternative math assessments. Participation in SCVMI Math trainings & activities. Student groups participating In this goal: All students in Grades K-5. Performance gains expected for these students: Student growth in mathematics performance, especially in the area of problem solving. Improvement of reading comprehension at all grade levels.

Student groups participating in this goal: All Students in Grades

K-5. Performance gains expected for these students: Student growth in reading comprehension, especially in the area of expository text. Means of evaluating progress toward this goal: STAR scores in grades 2-5, classroom assessments, teacher observation. Group data needed to measure academic gains: Gain in reading

Means of evaluating progress toward this goal: STAR scores in grades 2-5, classroom assessments,
Group data needed to measure academic gains.

comprehension, STAR scores.

Description of Specific Actions to Improve Educational Practice

Implementers/ Timeline

Related Expenditures

Estimated Cost

Funding Source

Goal 1
Alignment of instruction with content standards: Lesson plans/curriculum standards maps focused on Teachers/ Year-long Same as Above None None None

Use of the recently-adopted Houghton Mifflin Same as Above Mathematics program to support standards-based instruction

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Goal 1
Substitute teachers to release GG teachers for SCVMI follow-up training 2 teachers 2nd Year:
(1 3 grade tchr- 2nd year) nd (1 2 grade tchr 2dn year)
rd

Substitute costs during the school year

$1,500

SIP

Participation in the SCVMI Summer Institute and 1 teacher five follow-up days during the school year. Encourage school-wide participation in Problems of the Month Goal 1 Encourage the implementation of Number Talks (Part of SCVMI math program) Use of SCVMI materials & lessons Support teachers efforts to differentiate their math curriculum to best meet the needs of all of their students. In addition to classroom assessments, participate in the SAM assessments, the MARS assessments, and other assessments as deemed appropriate Goals 1 & 2 Improvement of instructional strategies & materials: T.E.A.M. Thursdays (Release of teachers to observe others, model lessons for other teachers, collaborate and plan. Use of readers workshop strategies (Goal 2)
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SCVMI Summer Institute & 5 follow-up days during the school year None

1,800

PTA SIP

Teachers/Year-long

None

Same as Above Same as Above Same as Above

None None None

Same as Above

None

Once a trimester

Substitute costs

$1000

SIP

Same as Above

None
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Staff development and professional collaboration: Goals 1 & 2 Extended learning time & increased educational opportunity, contd: Goals 1 & 2 Use of aide or volunteer. Individualized instruction is provided when available.

Tuesdays Learning Days

None None

On-going Parents are encouraged to participate in their childrens education Increased educational opportunities include: After school academic support (when available) In-school GATE plans At risk students are on Student Success Plans Staff development and professional collaboration: Goals 1 & 2: T.E.A.M. Thursdays (Collaboration, lesson observations, lesson modeling, team planning 1st Year Teachers/Principal meetings 2nd Year Teachers/Principal meetings Involvement of staff, parents, and community: Goals 1 & 2 Once a trimester 1x a month 1x a month On-going

None

None

On-going On-going

District Supported None

Cost of substitute teachers None None

$1,000

SIP

PTA Parent education/community evenings On-going Cost varies Unknown

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Monitoring program implementation and results: Goals 1 & 2

Staff/SSC

None

None

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CENTRALIZED SERVICES EXPENDITURES

The following services in support of this plan are to be provided by district staff from categorical funds allocated to the school through the Consolidated Application and other sources. At least 85 percent of expenditures from Consolidated Application programs must be spent for direct services to students at school sites. (List here proposed expenditures for administration, assessment, training, instruction, or support activities to be managed by district staff from funds allocated to the school through the Consolidated Application.) Proposed Expenditures Estimated Cost Funding Source

$2,500 Library books/Materials $26,080 School Media Clerk Library (.625) 32,275 School Media Clerk Tech (.75) 17,376 Special Programs Coor. (.438) 5,000 Instructional materials & supplies 2,500 Substitute teachers 2,500 Conferences/training Classroom materials purchases GATE Program 2,000 0

PTA PTA District SIP PTA SIP SIP

$2,500 $10,432 $10,432 $5,216 $18,827 $13,448 $17,376

District /SIP/PTA SIP PTA SIP SIP $2,500 $1,000 1,500 $2,000

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CATEGORICAL AND LOCAL FUNDING ALLOCATED TO THIS SCHOOL

The following state and federal categorical funds were allocated to this school through the Consolidated Application, Part II. Additional funds (listed under "Other") may be allocated to the school in accordance with district policy.

State Programs
Economic Impact Aid/ Emergency Immigrant Aid
Purpose: Help educationally disadvantaged students succeed in the regular program.

Amount: $ Amount: $ Amount: $

N/A N/A

Economic Impact Aid/ English Learner Program

Purpose: Develop fluency in English and academic proficiency of English learners.

Professional Development
Purpose: Promote school improvement by long-term professional development of school staff.

School and Library Improvement Program

Purpose: Improve school response to educational, personal and career needs of all students.

Amount: $43,248

Other State or local funds (list and describe) (CEEF grants, PTA/PTO grants) CEEF Arts & Technology Matching Grant: $2,000 CEEF/PTA K-3 Matching Grant $6,000 PTA Personnel Funding $67,500

Amount: $75,500

Federal Programs Elementary and Secondary Education Act:

Title I: Targeted Assistance Program
Purpose: Help educationally disadvantaged students achieve grade level proficiency.

Amount: $ N/A Amount: $ N/A Amount: $

Title VI: Federal Class-Size Reduction Title V: Innovative Programs

Purpose: Support educational improvement, library, media, and at-risk students.

Total amount of local, state and federal categorical funds allocated to this school:

$118,748

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SCHOOL SITE COUNCIL MEMBERSHIP

Education Code Section 64001 requires that this plan 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 council is as follows:

Other School Staff

Parent or Community Member

X X X X X 5

Names of Members

Roxanne Wolff (06-11) Marty Higgins (06-10) Erica Ornelas (06-10) Alicia Hancock-Shepard (06-10) Xy Liang (06-11) David Hodges (06-11) Alexandra Chong (06-11) Carolyn Young Patti Wolf Nancy Wood X

X X X

Numbers of members of each category

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Secondary Student

Classroom Teacher

Principal

RECOMMENDATIONS AND ASSURANCES

The school site council recommends this school plan and its related expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): ___ English Learner Advisory Committee ___ Community Advisory Committee for Special Education Programs _X__ Gifted and Talented Education Program Advisory Committee ___ Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement, and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based upon a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: ___March 17, 2010______ Attested: ___Nancy Wood_________________ Typed name of school principal Alicia Hancock-Shepard ___ Typed name of SSC chairperson _______________________ Signature of school principal _______________________ Signature of SSC chairperson _______________ Date _______________ Date

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Appendix A (Required)
STUDENT DATA SUMMARY Includes the following reports: 1. Academic Performance Index (API) School Report (http://www.cde.ca.gov/ta/ac/ar/index.asp) Select API School Reports 2. Adequate Yearly Progress (AYP) (http://www.cde.ca.gov/ta/ac/ar/index.asp) 3. California English Language Development Test (CELDT) (http://celdt.cde.ca.gov) 4. Student Performance By Content StandardsJust 5 Clicks-Longitudinal noncohort (https://www.just5clicks.biz/cupertino/Adhoc/scripts/index.asp) a. Longitudinal Performance Level Analysis of CST-ELA b. Longitudinal Performance Level Analysis of CST-Math c. Longitudinal Proficiency of CST-ELA d. Longitudinal Proficiency of CST-Math 5. CUSD Local Measures of Student Performance 6. School Program Measures (Optional) 7. Conclusions from Student Performance Data

Student performance data summaries for schools and districts are available online at the California Department of Education web site at http://star.cde.ca.gov/

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Appendix A (Required)

STUDENT PERFORMANCE DATA SUMMARY CUSD Local Measures of Student Performance

Scores are stated as described: % of students meeting grade level standards All Students Student Groups (list) Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Subject: Language Arts Early Assessment Tools Year: 2007 % 98 98 87 80 Year: Year: Subject: Language Arts Record of Reading Behavior Year: Year: Year: Subject: Math SAMS Year: Year: Year:

2008
% 98 93 89 89

2009
% 93 95 93 92

2007
%

2008
%

2009
%

2007
%

2008
%

2009
%

95 96

97 98

92 97

89.5 89.6 84.6

89.6 89.4 83.4

89 89 55

Conclusions from local measures: Overall, our students do very well in the area of Reading/Language Arts. Their progress remains consistently high. We do have a number of students whose first language is not English. ELD kindergarten students not scoring at benchmark are not included in the 2009 totals. After kindergarten, some of our ELD students enroll at one of our ELD centers. In the 2009 SAMS assessment, grades three and four scored well. There was a drop with our fifth grade students. In talking with fifth grade teachers, were not sure why there was such a drop. The students continue to th show progress in 5 grade math as measured by classroom performance and other assessments.

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Appendix A (Required)

Conclusions from Student Performance Data: (areas of strengths/weaknesses, groups needing

more academic support, etc.) Whole School Longitudinal Performance Analysis of CST- ELA (2001-09) When comparing the data from 2001 with that of 2009, the percentage of students scoring at the Advanced level in CST-ELA has increased from 39% in 2001 to 55% in 2009. Students scoring at Below Basic have decreased from 6% in 2001 to 1% in 2009. Students scoring at Basic have decreased from 21% in 2002 to 8% in 2009. When looking at the data of students scoring Proficient or better in CST-ELA, 92% of second through fifth grade students scored Proficient or better in CST-ELA in 2009 as opposed to 70% in 2001. The longitudinal graph shows a steady increase of students scoring in the advanced and/or proficient levels over a period of nine years. We can attribute this in part to our school goals of increasing student reading comprehension and writing skills. Much of the staff development we have done in CST-ELA supports those goals. Staff development has included training in Readers & Writers Workshop, Mosaic of Thought Thinking Skills, and Step Up to Writing. Our teachers are also proficient in working with ELD students and in using materials and strategies to help the students gain understanding. All of our teachers have their CLAD certification. The CLAD indicates additional and targeted training for students whose first language is not English. Our focus will continue to be helping those students who scored Basic or below meet proficiency. We will do this by monitoring student classroom performance and the use of various assessments. Students who are experiencing difficulties will be monitored by our Intervention Resource Team in collaboration with the classroom teacher. Additional support may be provided in the form of small group instruction with the teacher, an instructional aide, or volunteer. Whole School Longitudinal Strand Analysis of CST- ELA (2007-09) Student performance in the strands of Writing Strategies and Reading Comprehension remain high. In 2007, our second through fifth grade students answered the writing strategies questions with 80% accuracy. That accuracy increased to 84% in 2009. In 2007, our second through fifth grade students answered the reading comprehension questions with 80% accuracy. That accuracy increased to 85% in 2009. Again, we would attribute the student growth to our school-wide goals focusing on that subject matter. As mentioned above, part of the reason for the higher STAR scores in reading comprehension is the staff development focus we have had on reading comprehension. As a staff, we have read Mosaic of Thought, (K-5), Reading with Meaning (K-3) and I Read It but I Dont Get It. During 2007-08, staff selected from several professional book choices surrounding reading comprehension, readers workshop, writers workshop and using mentor texts. For several years, we have received training focused on reading comprehension. Teachers are expected to use the thinking strategies from Mosaic and quite a few have implemented, are in the process of implementing, or are investigating how to implement readers workshop in their classrooms.
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Whole School Longitudinal Performance Analysis of CST-Math (2002-09) When comparing the data from 2001 with that of 2009, the percentage of students scoring at the Advanced level in CST-ELA has increased from 50% in 2001 to 84% in 2009. Students scoring at Below Basic have decreased from 5% in 2001 to 1% in 2009. Students scoring at Basic have decreased from 12% in 2001 to 3% in 2009. We are especially proud of our growth in the area of mathematics. We have focused on using the optimal strategies in teaching mathematics. For the past four years we have participated in the Noyce Mathematics Institute. It is now called the Silicon Valley Mathematics Initiative. Eight of our teachers have had the week-long summer institute training and the five follow-up staff development trainings during the school year. This is a two-year commitment on the part of the teacher and school. In addition to our eight teacher participants, we have a SCVMI coach on our staff. Our participation has resulted in Garden Gate doing a school-wide Problem of the Month from kindergarten through fifth grade. Also, we have quite a few of our teachers doing Number Talks with our students. Our teachers who have participated in the two year program have shared ideas and strategies with their colleagues, both informally and on our TEAM Thursdays. In addition to the above, Garden Gate students in grades three through five participate in the MARS assessment given in the spring. Our participation began when the assessment was first offered in the district and we have been a participated continuously since the assessments inception. Teachers use the data to supplement their understanding of student learning and how students process mathematics problem-solving.

Longitudinal Strand Analysis of CST-Math (2007-09) Garden Gate continues to do well in each of the mathematics strands. Student average percent of correct answers has remained consistently high in all of the strands. Variations have been only a few percentage points at most. In 2009, we experienced increased accuracy in seven of the nine strands tested. See attached data. Our focus will continue to be helping those students who scored Basic or below meet proficiency. We will do this by monitoring student classroom performance and the use of various assessments, including the MARS (2nd - 5th grades) and SAM (3rd, 4th & 5th grades). Our Intervention Strategy Team, in collaboration with the classroom teachers, will monitor students who are experiencing difficulties. Additional support may be provided in the form of small group instruction with the teacher, an instructional aide, or volunteer.

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Appendix A (Required)

Conclusions from Parent and Student Input: (ideas, areas for improvement, areas doing well,
school needs, etc.) PARENT SURVEY: We had a 78% response to our parent survey. The results were overwhelmingly positive. Below are some of the responses: 95% of the respondents either strongly agreed or agreed that Garden Gate has high academic standards for students. 90% of the respondents either strongly agreed or agreed that the instructional program at Garden Gate meets the needs of their children. 92% of the respondents either strongly agreed or agreed that their children are making progress in reading ability and reading comprehension. Reading comprehension is one of our school goals. 88% of the respondents either strongly agreed or agreed that their children are making progress in writing. Writing was one of our school goals. Areas of Improvement: Several areas of suggested improvement: traffic congestion at arrival and dismissal times, homework (either too much or too little), more enrichment programs (beyond the standards-based instructional program) STUDENT SURVEY: (Grades 3, 4, & 5) 71% said they always like coming to school at Garden Gate. (29% sometimes) 66% said they always feel like they fit in at school. (35% sometimes) 64% said they always feel comfortable in talking to their teacher (35% sometimes) 48% said they always feel comfortable in talking with the principal. (43% sometimes) Areas of Improvement: Our survey needs more gradation in the answers available to the students. We will use the Project Cornerstone survey next school year. That should give us more specific information regarding areas of improvement.

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Appendix B (Required)

Library Plan 2010-2011 (See Attached)

(As of 2005, school sites are required to include a library plan in the Comprehensive Single Plan for Student Achievement. If your school site has a Library Plan, please insert it into the School Plan here. If your site does not have a Library Plan, please provide responses to the following sections to create one.)

Vision statement/Introduction Mission Statement Current Library program description Needs to included the following items description Staffing Schedule and activities Technology aspect Collection description: whats available in your library Collection management Standards Needs Assessments for 2009-2010 school year Proposed 2009-2010 budget

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Appendix C (Optional) SUPPLEMENTAL LOCAL ASSESSMENTS, GOALS, AND EXPENDITURES Your school site may choose to include local assessments and school wide goals that are unrelated to the Consolidated Application programs. These school goals may not correlate to the student assessment data provided by the State. SUPPLEMENTAL LOCAL ASSESSMENTS, GOALS, AND EXPENDITURES Your school site may choose to include local assessments and school wide goals that are unrelated to the Consolidated Application programs. These school goals may not correlate to the student assessment data provided by the State. LOCAL ASSESSMENT DATA This year, as in the past, Garden Gate participated in the Mathematics Assessment Collaborative (MAC) assessment, Mathematics Assessment Resource Service (MARS). In addition, our third, fourth and fifth grade students take the Standards-Based Assessment on Mathematics (SAM). Teachers use both assessments to give themselves a fuller picture in determining student strengths and areas of need. The data from both assessments also aids teachers when working with parents.

CONCLUSIONS OF LOCAL ASSESSMENT DATA The students performed well overall, but the data indicated that we need to encourage students to continue to explore different ways to problem solve and to explain their reasoning. Students need more experience with multi-step problems. In addition, in several grade levels we see a need to focus on measurement and geometry as well as probability.

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Appendix C (Optional) SUPPLEMENTAL LOCAL ASSESSMENTS, GOALS, AND EXPENDITURES Your school site may choose to include local assessments and school wide goals that are unrelated to the Consolidated Application programs. These school goals may not correlate to the student assessment data provided by the State. Appendix C (Optional) SUPPLEMENTAL LOCAL ASSESSMENTS, GOALS, AND EXPENDITURES Your school site may choose to include local assessments and school wide goals that are unrelated to the Consolidated Application programs. These school goals may not correlate to the student assessment data provided by the State. GOAL #_____3_____: Student Well-being & Positive School Climate
Our goal at Garden Gate is to provide students, staff, and parents with a positive, safe, and healthy environment, support students social, emotional and physical well-being to enhance learning. We also want to provide the tools and materials necessary to support student academic and social success, including technology. Description of Specific Actions to Achieve Goal Lunch Laps Project Cornerstone Implementers/ Timeline Contracted Employee & GG Parents/ Sept.- June Contracted Employee/Parents/Staff Related Expenditures Incentive awards Incentive awards Materials, training, incentives Progress toward this goal will be measured by: Reduction in number of office referrals & suspensions Use of class meetings in classrooms 4th grade students receiving Expect Respect training Cornerstone Kids (5th graders) helping primary students on the playground Number of students participating in our Lunch Lap program. Student Survey Project Cornerstone program in every classroom
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Estimated Cost $1,000 $500 $1,500

Funding Source PTA PTA SIP/PTA

GOAL #__________:

Description of Specific Actions to Achieve Goal

Implementers/ Timeline

Related Expenditures

Estimated Cost

Funding Source

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