SPSA - Ceres Unified School District

IV. Comprehensive Needs Assessment ComponentsA. Data Analysis (See Appendix A)In 2008-2009, Blaker-Kinser students performed well on the state assessments. Proficiency leveltargets were met by all student subgroups and the school's API grew by 26 points. The school alsomet growth targets in both growth in English acquisition (AMAO1) as well as in attaining Englishproficiency (AMAO2). Analysis of AYP information reveals all student subgroups met AYP criteria inEnglish Language Arts. However, no student subgroups met the AYP criteria in the area ofmathematics.B. SurveysStudents, families and staff complete surveys related to school safety, climate, technology andfacilities on an annual basis. Results from these surveys are analyzed and program improvement isplanned to address areas of concern.C. Classroom ObservationsFormal and informal classroom observations are conducted throughout the year. Feedback isprovided and reflective conversations with teaching staff are held regularly. In addition to contentknowledge and classroom management, observations focus on active engagement strategies andbest instructional practices as teachers continue to hone their craft.D. Student Work and School DocumentsStudent work is evaluated by teachers on an individual and department basis. Students takebenchmark exams each quarter and data is analyzed. Teachers work together to analyze benchmarkresults, adjusting and re-teaching as necessary to provide multiple opportunities for student masteryof key curriculum standards.E. Analysis of Current Instructional Program (See Appendix B)Standards, Assessment and Accountability: Blaker-Kinser staff use state and district assessments tomodify instruction with the goal of improving student achievement. Teachers regularly reviewbenchmark data, adjusting instructional plans and delivery to provide opportunities for students tolearn and demonstrate mastery of key curriculum standards.Staffing and Professional Development: 36 of 38 teachers have met the requirements for highlyqualified staff (NCLB). The two teachers who have not met all of the criteria do have degrees andcredentials that allow them to teach in their subject areas. Both teachers are working on completingrequirements to meeting the NCLB criteria. All English and math teachers have completed AB466training on state adopted Holt curriculum and every teacher continues to receive staff development tofurther expand and refine best instructional practices. In addition, all administrative staff havecompleted similar training and have completed requirements for clear administrative credentials.Teaching and Learning: English and mathematics classes use state adopted, standards-basedinstructional materials and adhere to a pacing schedule which allows for alignment of curriculum,instruction and materials to content and performance standards.Opportunity and Equal Educational Access: All students are placed in rigorous and appropriateeducational programs. Teachers use research-based educational practices to raise studentachievement. Students in need of additional support have the opportunity for enrollment in supportclasses for English and/or mathematics during the school day. In addition, there are three after schoolprograms: math and English instruction, homework support and activity-based enrichment programs.Involvement: The focus of the Blaker-Kinser Family Engagement team is on increasing parentalinvolvement in the school's decision-making and implementation of academic and enrichmentprograms.