2016-2017 Cleveland SPSA

PASADENA UNIFIED SCHOOL DISTRICT
SCHOOL ACCOUNTABILITY PLAN

2016-2017
-The Single Plan for Student Achievement
Cleveland Elementary School
19-64881-6021547
CDS Code
Date of this revision: 05/31/16
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:
Shannon Malone
Position:
Principal
Phone Number:
(626) 396-5670
Address:
524 Palisade Street

Pasadena, CA 91103
Malone.shannon@pusd.us
E-mail Address:
The District Governing Board approved this revision of the School Plan on .
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)..................................................................................................................................5
School Improvement Progress Narrative ...................................................................................................................................................6
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017 ........................................10
Planned Improvements in Student Performance Target/Goal Page.....................................................................................................13
Summary of Expenditures in this Plan .....................................................................................................................................................33
Total Allocations and Expenditures by Funding Source ......................................................................................................................33
Total Expenditures by Object Type .....................................................................................................................................................34
Total Expenditures by Object Type and Funding Source.....................................................................................................................35
Total Expenditures by Goal .................................................................................................................................................................35
Restricted Funding Personnel ..................................................................................................................................................................36
Centralized Services .................................................................................................................................................................................37
School Site Council Membership .............................................................................................................................................................38
Recommendations and Assurances .........................................................................................................................................................39
Appendices...............................................................................................................................................................................................40
School Program Improvement (PI) Activities Plan 2015-2016 ............................................................................................................41
School Accountability Report Card......................................................................................................................................................43
Site Level Parent Involvement Policy ..................................................................................................................................................44
Site Level School/Parent Compact ......................................................................................................................................................45
Attendance Improvement Implementation Plan ................................................................................................................................46
Instructional Services ..........................................................................................................................................................................47
Comprehensive School Safety Plan Sb-187 .........................................................................................................................................52
Kindergarten Transition Plan and Objectives ......................................................................................................................................53
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Mission Statements and School Descriptions

2016-2017
School Vision and Mission
Cleveland Vision:
The students of Cleveland Elementary become productive citizens of the world, able to successfully contribute to the continuing
quest of creating a better world for all. In order to realize this vision, we at Cleveland Elementary School are committed to meeting
the academic and social needs of all of our students in a respectful, responsible, safe, and productive environment everyday.
Cleveland Mission:
All students will engage in STEAM relevant educational experiences that develop and utilize the 21st Century skills of
communication, collaboration, creativity and critical thinking. These experiences will support middle and high school success in
order to prepare our students for success in college, career, and life.
Cleveland Motto:
With courage and creativity, all will exceed.
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.
Located in the residential area of northwest Pasadena, Cleveland Elementary School is one of 20 elementary schools in the Pasadena
Unified School District, which also includes three intermediate schools and five high schools. During the 2014-15 school year, 213
students were enrolled at Cleveland Elementary School in grades kindergarten through five. Cleveland Elementary also supports the
districts Pre-Kindergarten students with two Pre-K classrooms, one morning class and one afternoon class and two Special Day Pre-K
classroom, one morning class and one afternoon class. Total student enrollment has been declining by between 5 10% for the past
3 school years. Slightly over 90% of our students were on Free or Reduced Lunch. Our student body is made up of 72% Hispanic
students, 24% African-American students and 4% Asian students. Approximately 40% of students at Cleveland Elementary are
designated at English Learners.
Cleveland Elementary had 10 classroom teachers, K 5. We also had a 50% Science Teacher, a 50% Intervention Teacher (half of the
year), a 37.5% Library Coordinator, and one Instructional Aide. To assist with our Special Education population, we were staffed
with a School Psychologist, one Resource Specialist Program teacher and one Special Education Instructional Assistant.
Cleveland Elementary completed an upgrade to its facilities in August on 2013. The construction project provided our school three
new classrooms, a computer lab, new offices for the Family Center, a new Main Office, and office space for other staff members. The
school already had a beautiful library for the students. After the new building was completed, we removed the portable classrooms,
which allowed more playground space for the students.
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In order to include our parents in our school activities, events and meetings, all communication from Cleveland is delivered in both
English and Spanish. Information during our meetings and workshops, like student data and academic goals, are also delivered in
both languages. We are constantly encouraging our parents to get involved in the activities hosted by our school. We are planning
to re-establish our school's PTA in the 2015 - 2016 school year. It will be responsible for the many events and fundraisers regularly
held at Cleveland.
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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
95.46
95.48
--------
African American
41
21.74%
Attendance %
Asian
1.08%
Truancy %
143
75.54%
White
1.63%
# of
Multiple/No Response
0.0%
# of individual students
Other
0%
English Learner
68
36%
# mandated
Socio-Econ. Disadvantaged
179
95%
# permissive
Special Education
28
15%
Foster Youth
4%
Hispanic/Latino
Total Enrollment:
Suspensions
51
37
Referral for Expulsions
189
--------------Reclassification
Target
% of students who
reclassified
% of students that moved
up by 1+ levels
-------15% increase
17
53.28
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School Improvement Progress Narrative

Target/Goal/ Focus
Area
Prior Year Goal

Use either annual goal/target (if available) or monitoring
indicators
Met? Yes (Y) No (N)

Progress (P)
Analysis
Explain why met or did not meet
Analyze and address both implementation and outcomes.
Based on the established 2015 - 2016 base line of student No

scores on Performance Tasks and District Trimester tests,
Students in grades 1 - 5 will demonstrate 10% gains each
trimester, working towards 70% proficiency by May of 2016.
Upon analysis, we made some progress towards this goal, but our
students continue to have a difficult time with comprehending
Performance Task questions and written explanations. With the
implementation of CCSS, our math assessments require more
literacy skills than before. The students have to read the prompt,
figure out what is being asked, create a response, and then explain
their thinking in writing. Since English Language Arts has been a
weakness at Cleveland, it makes sense that it is negatively
affecting our math scores. We often have a large number of
students who are just below Proficient on the Performance Tasks.
When we analyze the results, there are a large number of students
in Basic because of weak writing skills and/or the lack of
understanding of parts of the problem. Students are lacking the
endurance to complete the tasks being presented. Many students
only partially complete the tasks.
Based on the established 2015 - 2016 base line of student No

scores on Performance Tasks and District Trimester tests,
Students in grades 1 - 5 will demonstrate 10% gains each
trimester, working towards 70% proficiency by May of 2017.
Even though we made some progress towards these goals,

Cleveland students continue to struggle with reading
comprehension and writing skills. Many of our students in grades
3 5 are at least one grade level below proficiency. Kindergarten
and 1s grade students have made some growth in reading
decoding, but continue to to struggle with Reading
Comprehension. We are seeing some progress in the reading skills
of these students, as recorded by data from Reading Partners and
Lexia Core 5 Reading. Yet, the progress is not enough to get the
students to grade level by the end of the school year. The students
are struggling to meet a standard that is constantly increasing.
Students are lacking the endurance to complete the tasks being
presented. Many students only partially complete the tasks.
During the 2015 2016 school year, we will reclassify at least Yes
15% of our English Learners.
During the 2015 2016 school year, we reached the goal of

reclassifying at least 15% of our English Learners. With the
consistent implementation of Designated ELD and other supports
like small group instruction, our English Learners are growing. We
paid special attention to those students who are at risk of
Math
English Language
Arts
Closing the Gap

During the 2015 2016 school year, we will establish a social
skills group/male mentorship program for our male students.
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This is an attempt to address the data that shows 95% of our

suspensions are from male students.
becoming Long Term English Learners.

During the 2015 - 2016 school year, we experienced a great
decrease in the number of office referrals than in the previous
year. The success is that many of the referrals are from repeat
offenders for whom we found appropriate supports. Once the
necessary supports were in place, the number of referrals
decreased for these students and had a great an affect on our
overall goal of better supporting our male students. The male
support group, later named Boys to MENtor, was created during
the second semester and served to support the Social Emotional
Development of our students.
By May of 2016, Cleveland Elementary will have re- No

established our school's PTA by having an elected board, at
Parent/Community
least 8 meetings, at least two PTA hosted events, and
Engagement
submission of paperwork to District Council.
During the 2015 - 2016 school year, we held 5 PTA meetings and
were on our way to re-establishing our charter. Unfortunately, 3
of our 5 Board Members moved away due to elements out of our
control. The lack of a full Board decimated our momentum and
the team stopped short of applying for a new charter.
During the 2015 2016 school year, Cleveland Elementary will Yes
decrease the number of suspensions and office referrals by
paying more attention to repeat offenders, which will then
indicate more productive instructional minutes for all
students.
At this point in the 2015 - 2016 school year, we have 39

suspensions, which is a decrease from last year's 61 suspensions.
At this point we have 141 office referrals as opposed to last year's
254. These are decreases from the previous school year.
Many of these suspensions are from students who are in foster
care and who needed a maximum amount of support upon their
arrival at Cleveland. There were many students who are
suspended multiple times. Many of these students are now
receiving the support they need to be successful in the school
environment, either on our campus or elsewhere. If the
suspensions of those students were removed from our data, you
would see a much lower rate.
School Safety,
Climate and Culture
Our data on Office Referrals mirror the same phenomenon as the

suspension data. Our students are responding positively to the
strong implementation of the Behavior RTI Tier I strategies.
School Selected
By May of 2016, 70% of students at Cleveland Elementary will Progress

demonstrate at least 70% proficiency in science as
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We decided not to administer the district science exams, since

they are based on the old State Science Standards.
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demonstrated by district and site performance tasks.

We did have increased exposure to the STEAM topics during the
2015 - 2016 school year. Cleveland introduced the Engineering
Design Process to all classrooms in order to support our students'
need to practice their problem solving skills. This year, the process
was used to create projects for event celebrating the school-wide
read of The Lorax and again for Earth Day. These student projects
were not graded. The students were given feedback from their
peers, their teachers, and the community representatives who
represented an authentic audience for our students at the events.
Students were given the opportunity to improve upon their
projects as part of the Engineering Design Process.
Throughout the 2015 2016 School Year, Cleveland students

will continue with weekly exposure to STEAM topics, such as
Science, Music, Technology, and Engineering, as they will be
integrated throughout the school day within varying curricular
areas.
Students in grade levels K - 2 visit the STEAM Integration room

weekly. Students 3 - 5 visited during their 4 - 8 week modules.
Lessons are led by our STEAM Integration teacher. All teachers
continued to grow in their knowledge of the NGSS and effective
science instruction techniques.
By the end of the school year, all students were regularly using
technology as part of their regular instructional week. Students
were also using Lexia Core 5 and Accelerated Reader to increase
overall reading skills and motivation in our students.
This was our third year partnering with Education Through Music.
Standards based music instruction continued to be provided to all
students, K-5. Students in grades 3 - 5 were also provided
instruction in instrumental music with recorders and ukuleles.
PUSD Music Department also provided violin instruction for 3rd
graders and band instruction for 4th and 5th grade students who
were interested.
Graduation
Career/College
Ready
Formerly CAHSEE
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
Analysis - What made success possible? For challenges or areas of improvement, address
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applicable)
Success - At Cleveland, we successfully opened the Closing the Achievement Gap
Focus Point Academy Satellite Classroom that
serves as a transitional classroom where students
are slowly mainstreamed into general education
classrooms in an effort to return them to a fully
comprehensive setting.
the underlying needs and potential barriers.

The creation of this class was successful due to the careful collaboration between the Special
Education Department, Focus Point Academy, and the staff of Cleveland Elementary. The
class is appropriately staffed and the teaching staff at Cleveland have welcomed the students
into their classrooms for mainstreaming purposes. All of the students are working towards
returning to a Comprehensive General Education Setting. They are all male students, 50% of
whom at students of color. We believe two of the four students currently in the class will be
ready to transition back to a fully comprehensive setting by the end of the 2015 - 2016
school year.
One of the challenges is filling the class with more students who are ready to transition back
into the General Education setting. The maximum number of students for the class has been
set at 10 students. There has also been a struggle identifying female students who can
enroll.
The other challenge is constantly having to protect the vision and mission of the classroom.
Many want to place students in the classroom that are not ready or do not have the goal of
transitioning back to the general education setting. Having students assigned to this class
that are not ready can cause all of the other students to regress into old patterns. It is
important that students are appropriately placed in this classroom.
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Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017
Area of Focus
School Targets
Math
Based on the established 2015 - 2016 base line of student scores on Performance Tasks and District Trimester tests, Students in grades 1 - 5
will demonstrate 10% gains each trimester, working towards 70% proficiency by May of 2017.
English Language Arts
Based on the established 2015 - 2016 base line of student scores on Performance Tasks and District Trimester tests, Students in grades 1 - 5
will demonstrate 10% gains each trimester, working towards 70% proficiency by May of 2017.
Closing the Gap- must include

one indicator for EL
During the 2016 2017 school year, we will reclassify at least 15% of our English Learners.
During the 2016 - 2017 school year, we will set a goal of 10 office referral per month, with an annual maximum of 100 office referrals per
year.
Parent and Community

Engagement
By May of 2017, Cleveland Elementary will have re-established our school's PTA by having an elected board, at least 8 meetings, at least two
PTA hosted events, and submission of paperwork to District Council.
During the 2016 - 2017 School Year, the staff of Cleveland Elementary will identify parents for leadership roles in our stakeholder groups. We
will then support these parents in their development of leadership skills.
School Safety, Climate and

Culture
During the 2016 2017 school year, Cleveland Elementary will support all students by getting trained in strengths-based strategies to employ
with students in the development of strong Social-Emotional Skills. The debrief sessions after an office referral will become more studentdirected and we will decrease in the number of in-school suspensions as a consequence so that students continue to spend the maximum
amount of time in their appropriate educational setting.
School Selected*
By May of 2017, 70% of students at Cleveland Elementary will demonstrate at least 70% proficiency in science as demonstrated by the new
district and site performance tasks.
Throughout the 2016 2017 School Year, Cleveland students will continue with an average of weekly exposure to STEAM topics, such as
Science, Music, Technology, and Engineering, as they will be integrated throughout the school day within varying curricular areas and during
our time in specialty classrooms.
Graduation/Career and College

Ready (High Schools Only)
must include an indicator for
CAHSEE
N/A
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* Select one of the following: Science, Social Studies/History, VAPA, Technology, Special Education.
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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???
Based on the established 2015 - 2016 base line of student scores on Performance Tasks and District Trimester tests, Students in grades 1 - 5 will demonstrate 10% gains each trimester, working
towards 70% proficiency by May of 2017.
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?
Students
need
more
opportunities to develop
critical thinking skills that
can be applied to math
performance tasks.
What strategies or actions

should be implemented to
address this need?
Students will spend more

time on Number Sense,
Concept Building, and
Problem Solving skills. This
will occur during Math
Workshop (whole class)
and After School Tutoring
(small groups.)
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)
Students will be initially
assessed by September and
then reassessed every two
weeks.
5800:
Professional/Consulting
Services And Operating
Expenditures
Benchmarks as set by
district instructional units.
What funding source and amount will be

used in our implementation?
Title I Part A:
Professional
Development (PI
Schools)
5000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
At
Staff x
Development
Meetings, during
the 2016 2017
School Year
During
"Math
Workshop"
sessions, 2 - 3
times per week
during the 2016 2017 school year.
District Performance Tasks

Front
Row
Education
Assessments (Online)
Site created assessments/
performance
tasks
to
measure growth in area of
Number Sense
During Afterschool
tutoring sessions
Goal: 70% Proficiency on

all assessments/70% of
students hitting target
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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
Measurements will be
recorded on the Data Wall.
Students need stronger

reading and writing skills to
comprehend
math
problems
and
clearly
explain their thinking in
writing, as demanded by
district/state performance
tasks.
1000-1999: Certificated
Use of journaling/writing Classroom Observations
Personnel Salaries
during math time
Site created assessments
Focus
on
written for
Math
Workshop
explanations of thinking sessions
(Administered
when solving problems
every two weeks)
Title I
4383
During the 2016

2017 School Year
During afterschool
tutoring sessions
Use of cooperative learning Progress will be monitored

strategies
at
Staff
Development
Meetings and recorded on
Afterschool tutoring with a the Data Wall.
focus on writing in math
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Based on the established 2016 - 2017 base line of student scores on Performance Tasks and District Trimester tests, Students in grades 1 - 5 will demonstrate 10% gains each trimester, working
towards 70% proficiency by May of 2017.
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?

strategy?
What resources or
goal)
Increased proficiency in Full Implementation of District Trimester Tests

English
Language
Arts Balanced Literacy practices
Unit ELA Performance Tasks
across all grade levels
None Specified

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
During the 2016 x

2017 school year
None Specified
Regular testing with Next

Steps Assessments
Tracking of progress on
Data
Wall
at
Staff
Development Meetings
Full Implementation of
An increase in reading Balanced Literacy practices.
practice by all students
Full Implementation of
Accelerated
Reader
Program
Regular testing with Next 4000-4999: Books And

Steps Assessments
Supplies
PEF
700
2000-2999: Classified
Every two weeks, students'
Personnel Salaries
amount of reading will be
calculated
by
the
Accelerated
Reader
Program
LCAP
15000
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During the 2016 x

2017 school year
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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
Students will be rewarded

with incentives as they
reach their reading goals.
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During the 2016 2017 school year, we will reclassify at least 15% of our English Learners.
During the 2016 - 2017 school year, we will set a goal of 10 office referral per month, with an annual maximum of 100 office referrals per year.
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?
During the 2015 - 2016
School Year, we met the
goal of reclassifying at least
15% of our English Learner
students.

address this need?

strategy?
What resources or
goal)
CELDT Scores
Continue
with
strong
implementation
of District ELA assessments
designated ELD times in
every classroom, everyday. Unit Performance Tasks in
ELA
Continue with small group
instruction for English Next Steps Assessments
Learner students.
(Scholastic)

Personnel Salaries
LCAP
19123
1000-1999: Certificated
Personnel Salaries
Title I
29002
Based on data, our focus More

small
group Teacher
generated 1000-1999: Certificated
will need to switch towards intervention with focused assessments, based on Personnel Salaries
our 4th and 5th English instructional
techniques identified skills and ELD
Title I
4383
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Throughout
the x
2016 2017 school
year
Progress of English Learner

students will be measured
on the Data Wall.
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Throughout
the X
2016 - 2017 school
year
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outcomes?
area?

address this need?

strategy?
What resources or
goal)
Learners in an effort to
reclassify them before
promoting from Cleveland
(if
they
have
been
identified as a English
Learner for at least 4
years.) Data shows that
weak areas are Reading
Comprehension
and
Writing.
with EL Instructional coach
During the 2015 - 2016

school year, our Office
Referrals decreased from
247 to 141 (ytd). Data from
the Review 360 Screener
shows that many of our
students still need Social
Emotional support.
Our
recently
decreased
percentage of Externalizing
students jumped by 5%
back to the rate of 34%,
same as two years ago.
Office
Referral
Data 2000-2999: Classified
Individual Learning Plans (reviewed monthly)
Personnel Salaries
(ILP) for every student,
especially
for
at-risk Implement use of Review
students and foster youth
360 to track data on Tier 2
and Tier 3 students
Continued implementation
Progress Monitoring with
of Behavior RTI Strategies
ILPs (At least 3 times per
Continued use of Second year)
Step, the recommended
SEL Curriculum.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
standards
Focus
on
Reading Reading Partners
Comprehension, Academic when applicable
Vocabulary, and Writing
Skills during daily lessons.
data,
Afterschool
Writing
Intervention Classes
LCAP
6850
Throughout
the x
2016 - 2017 school
year
Continued support from

School Counselor with
Anger
Replacement
Therapy, self regulation
training,
and
other
interventions.
Project Behavior Aide will
continue
to
support
students with behavioral
needs as identified by Site
Student Support Team
Implement the Strengths
Builder program, which will
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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
help students understand

how to more easily work
from their strengths.
Pre-Assessment
data
indicates that many of our
students
enter
Kindergarten and 1st grade
with a lack of classroom
experience
and
foundational
language
skills.
Utilizing
pre-assessment
data to re-group student
into smaller instructional
settings to target the needs
of our students, especially
our English Learners, at-risk
and foster youth.
Assessments administered 2000-2999: Classified

by CEIS Teacher (1st grade) Personnel Salaries
LCFF-LCAP
25,000
Throughout
the x
2016 - 2017 school
year
4500
Throughout
the
2016 -2017 school
year
Benchmarks as established
by District Instructional
Units
Performance Tasks
Assign CEIS teachers to
address the needs of the Next Steps Assessments
students
(Scholastic)
Hire Instructional Aides for
the Kindergarten and 1st
grade classrooms (2)
Data shows that 90% of our

suspensions involve our
foster students and/or
students who are in foster
care environments.
We
would like to implement
preventative measures to
support our foster youth
that get
involved in
suspensions. Our goal will
continue to decrease the
overall
number
of
suspensions.
Teacher
Professional
Development in Restorative
Practices and de-escalation
techniques.
Suspension data will be 5000-5999: Services And LCFF-LCAP

reviewed monthly at Site Other Operating
Student Support Team Expenditures
Meetings.
1000-1999: Certificated LCFF-LCAP
Personnel Salaries
Teacher
Professional Office Referrals and Review
Development in Strength 360 data will be reviewed
Building
to
determine
how
concepts/strategies.
restorative practices are
being implemented.
Implement
Strength
Building strategies
50000
At A-Monday Staff
Development
meetings
Monthly SSS Team
Meetings
Continue
with
Anger
Replacement Therapy, SelfThe Single Plan for Student Achievement
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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
Regulation, and Social Skills

groups by School Counselor
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By May of 2017, Cleveland Elementary will have re-established our school's PTA by having an elected board, at least 8 meetings, at least two PTA hosted events, and submission of paperwork to
District Council.
During the 2016 - 2017 School Year, the staff of Cleveland Elementary will identify parents for leadership roles in our stakeholder groups. We will then support these parents in their development
of leadership skills.
Area of Focus:
Special Education,
X Parent and Community Engagement (LCAP:PI)
outcomes?
area?

address this need?

strategy?
What resources or
goal)
Increase
Parent Have the meetings on
Involvement in School Site varying days and times to Attendance sheets from Personnel Salaries
regular site meetings
Committees by 20%
catch more parents
Personnel Salaries
Offer
incentives
for Volunteer Sign in sheets
5000-5999: Services And
attending meetings and
participating
more Sign in sheets from Parent Other Operating
Expenditures
productively on campus
Workshops

Title I Part A: Parent

Involvement
500
LCFF-LCAP
11900
Title I Part A: Parent

Involvement
500
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Monthly at regular x
site meetings
Offer child care for all

school site committee
meetings
Community Assistant will
monitor volunteer hours
and recruit new volunteers
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outcomes?
area?

address this need?
and
participants
stakeholder meetings.

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
for
More opportunities to Vote in a new PTA Board

Meeting Sign-in sheets
become involved at the site
by re-establishing the PTA Schedule regular meeting Documentation of PTA
dates for PTA meeting
sponsored events
at Cleveland.
By the end of the

2016 - 2017 school
year
Submit
documents
to
district council to request a
new charter.
Evidence tells us that we Provide Leadership training
need more support of
parents
in
parents in leadership roles Mentor
leadership roles, i.e. helping
them to develop agendas
for
meetings,
lead
meetings, and plan for
follow through of items
that are discussed in
meetings. Parent leaders
must participate in district
level stakeholder meetings
in order to collaborate with
parent leaders throughout
the district.
Pre-meetings with staff to

prepare parent leaders
Throughout 2016 2017 school year
Agendas delineating who is

leading parts of the
stakeholder meetings
Attendance
of
district
meetings, updates from
district meetings agendized
at site meetings
Offer transportation
district level meetings
to
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During the 2016 2017 school year, Cleveland Elementary will support all students by getting trained in strengths-based strategies to employ with students in the development of strong SocialEmotional Skills. The debrief sessions after an office referral will become more student-directed. We will decrease the use of in-school suspensions as a consequence so that students continue to
spend the maximum amount of time in their appropriate educational setting.
Area of Focus:
X School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Special Education,
outcomes?
area?
Continue to strengthen Tier
I as encouraged by
Behavior RTI.
School
experienced a decrease
office
referrals
that
resulted
in
students
spending more time in the
instructional setting.

address this need?
Hold regular SSS Team

meetings
to
discuss
supporting students who
demonstrate need - Repeat
Offenders and Foster Youth

strategy?
What resources or
goal)
Teachers will be trained 2000-2999: Classified
during A-Monday Staff Personnel Salaries
Development - Restorative
Practices

LCAP
6850
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Throughout 2016 x
2017 school year
Individual student cases will

Continue to implement SEL be monitored and assessed
curriculum
at our monthly Site Student
Support Team meetings.
School
will
utilize
counseling being provided Overall implementation of
by School Site Social Tier 1 strategies will be
Worker (School Counselor) reviewed at our monthly
Behavior RTI meetings.
School Site Social Worker
will continue to facilitate
social skills groups to
address some of the
behavioral and social needs
of our at-risk students and
foster youth.
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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
Continue
to
offer
counseling services to
students (Pacific Clinics)
continue
to
support
students with behavioral
needs in their classrooms,
and as part of the student's
Individual Behavior Plan.
continue to offer activities
during unstructured time
(recess and lunch) to
discourage participation in
undesirable
student
behaviors
Cleveland staff, including
classified
staff,
will
implement the 16 proactive
classroom
management
strategies weekly, with our
top six being used daily by
all classroom teachers.
Continuous implementation Teacher training at Aof the 16 Proactive Monday Staff Development
Classroom
Management Meetings
Strategies.
Classroom Observations
Teacher
self-evaluative
system
for
daily Walk-throughs
implementation of top six
strategies.
Data from Office Referrals
Review 360 data shows that Educate parents in our

we need to continue to efforts to support their
develop Social Emotional children
skills in students
Participate in Strengths
Academy through Learning
Together
During 2016 - 2017

School Year
At least monthly at Staff 5000-5999: Services And LCFF-LCAP

Development Meetings
Other Operating
Expenditures
Classroom
Observations/Walkthroughs
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4500
Throughout 2016 2017 school year
6/7/16

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
Data
captured
during
student-led debriefs after
being referred to the office
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By May of 2017, 70% of students at Cleveland Elementary will demonstrate at least 70% proficiency in science as demonstrated by the new district and site performance tasks.
Throughout the 2016 2017 School Year, Cleveland students will continue with an average of weekly exposure to STEAM topics, such as Science, Music, Technology, and Engineering, as they will be
integrated throughout the school day within varying curricular areas and during our time in specialty classrooms.
Area of Focus:
Special Education, X STEAM Integration
outcomes?
area?

address this need?

strategy?
What resources or
goal)

Students need increased

5000-5999: Services And LCAP
the
Schools New Science Performance Other Operating
opportunities to integrate Using
science throughout other Community Garden to Tasks
Expenditures
apply
Earth
Science
curricular areas
standards
and
Math New District Science Tests
concepts.
Observations
during
Using science as the Science Labs
content
for
Reading
Instruction
Evidence
in
Science
Journals
Apply
the
use
of
engineering design method Classroom Observations
to solve problems in other
curricular
areas
Engineering is Elementary
Curriculum
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2500
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
During the 2016 x

2017 School Year
6/7/16

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
LEARNs support:
Science
Olympiad,
Enginering is Elementary,
and other science topics
being covered afterschool
Student participation in
STEAM Integration Room
with 50% Science Teacher
Continued Implementation
of Science Wednesdays!
Continued growth in use of

music
integration
for Continue partnership with
Education Through Music
student engagement
Los Angeles (ETM-LA) to
provide music education for
every student, K 5.
5800:
Pre- and Post- tests of 3rd Professional/Consulting
grade students in music Services And Operating
concepts
Expenditures
Classroom Observation
Use of music techniques,

rhythms, beats, songs, etc.
to help with foundational
skills that require the use of
memorization and patterns.
(In
regular
classroom
settings.)
Establish grade level goals

for
student
use
of
technology throughout the
regular school week.
Implementation of routines
for Accelerated Reader,
Lexia Core 5, Front Row
Education Math software,
keyboarding practice, and
other general computer
Site Based Gifts and

Donations
2500
Other
5500
5000-5999: Services And Title I

Other Operating
Expenditures
1500
5800:
Professional/Consulting
Services And Operating
Expenditures
Monitoring of use of 1000-1999: Certificated

software
(Lexia, Personnel Salaries
Accelerated Reader, and
Front Row Educations)
None Specified
40000
September 2016
May 2017
A-Monday
Staff
Development
Training
Weekly
throughout
Classroom Observation
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the
6/7/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)
skills.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
2016 - 2017 school

year
Teacher
Professional
Development - Integration
of technology in lessons
Support
from
District
Technology Coaches
50% Technology Teacher
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Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
29 of 53

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/7/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
30 of 53

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/7/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
31 of 53

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/7/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
32 of 53

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/7/16
Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Allocation
Balance (Allocations-Expenditures)
LCAP
55500
5,177.00
Title I
50218
10,950.00
Title I Part A: Parent Involvement
1070
70.00
Funding Source
Total Expenditures by Funding Source

Funding Source
Total Expenditures
LCAP
50,323.00
LCFF-LCAP
95,900.00
None Specified
40,000.00
Other
5,500.00
PEF
700.00
Site Based Gifts and Donations
2,500.00
Title I
39,268.00
1,000.00
Title I Part A: Professional Development (PI Schools)
5,000.00
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Total Expenditures by Object Type
Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
127,768.00
2000-2999: Classified Personnel Salaries
85,223.00
4000-4999: Books And Supplies
700.00
5000-5999: Services And Other Operating Expenditures
13,500.00
5800: Professional/Consulting Services And Operating

Expenditures
13,000.00
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Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
Total Expenditures
LCAP
47,823.00
5000-5999: Services And Other Operating LCAP

ExpendituresCertificated Personnel Salaries LCFF-LCAP
1000-1999:
2,500.00
50,000.00
36,900.00
LCFF-LCAP
5000-5999: Services And Other Operating LCFF-LCAP

ExpendituresCertificated Personnel Salaries None Specified
1000-1999:
9,000.00
40,000.00
5800: Professional/Consulting Services And Other

Operating
4000-4999:Expenditures
Books And Supplies
PEF
5,500.00
5800: Professional/Consulting Services And Site Based Gifts and Donations

Operating
1000-1999:Expenditures
Certificated Personnel Salaries Title I
2,500.00
5000-5999: Services And Other Operating

ExpendituresClassified Personnel Salaries
2000-2999:
700.00
37,768.00
Title I
1,500.00
500.00
5000-5999: Services And Other Operating Title I Part A: Parent Involvement

Expenditures
5800:
Professional/Consulting Services And Title I Part A: Professional Development (PI
Operating Expenditures
Schools)
500.00
5,000.00

Total Expenditures by Goal
Goal Number
Total Expenditures
Goal 1
9,383.00
Goal 2
15,700.00
Goal 3
138,858.00
Goal 4
12,900.00
Goal 5
11,350.00
Goal 6
52,000.00
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Restricted Funding Personnel

2016-2017
Personnel
Funding
General Duty and SPSA support
Library Coordinator
Title I
Support literacy development in our students. Maintain library. Support projects and programs
created to increase literacy levels.
Bilingual Instructional Aide
LCAP
Assists in the support of English Learners, small group instruction and in-class support.
Project Behavior Aide II
Title I and LCFF
Support of Restorative Discipline Practices and student behavioral and academic success.
EL Instructional Coach
Title I
Support of English Learner Students, small group instruction, professional development of teachers
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Centralized Services
Provided by Student Support Programs
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School Site Council Membership
Shannon Malone
X
Secretary
Ella Farinas
Sally Bagshaw
William Creim
Ana Robles
Wendy Valencia
Secondary
Students
Jeri Cunningham
Christine Chang
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:
X
President
Patricia Cortez-Romero
Araceli Vargas
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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Recommendations and Assurances

The school site council recommends this school plan and proposed 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):
X
English Learner Advisory Committee

Signature
African American Parent Council
Signature
Community Advisory Committee for Special Education Programs
Signature
Gifted and Talented Education Program Advisory Committee
Signature
Other committees established by the school or district (list):
Signature
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 LEA Plan.
5.
This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound,
comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This school plan was adopted by the school site council at a public meeting on: 5/31/16
The English Learner Advisory Committee had the opportunity to provide input and advice on the development of this school plan
specifically as it relates to EL students:
Signature of ELAC chairperson
Signature of ELAC committee member
Meeting Date
Attested:
Shannon Malone
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Wendy Valencia
Typed Name of SSC Chairperson
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Appendices
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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
All PI Levels
WHAT
PI Year
Decrease management authority

(eg., District provides increase administrative oversight
over decisions made previously at site level )
PI 3
Site Administration will collaborate with District

administration in decisions made for the
improvement of student achievement.
Replace school staff relevant to the failure of making AYP

(eg., specific grade levels of content areas that are not
meeting targets)
PI 3
For the 2016 2017 School year, we will continue

with the changes that were made during the 2015
- 2016 school year that were successful.
Implement a new curriculum, including appropriate

professional development
PI 3
At Cleveland, we will implement the Balanced

Literacy strategies that will support our
development in Reading and Writing. All teachers
will be fully trained by October 2106. We will
continue to implement the Instructional units
provided by the district. All teachers will be
encouraged to attended as many professional
development sessions as possible. Teachers will
continue to collaborate with each other with a
focus on school wide goals.
Extend school year or day
PI 3
Site teachers will work after school 2 - 3 times per

week to tutor students with weaknesses in the
areas of English Language Arts and Mathematics.
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
PI All levels
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Reallocating resources to support smaller

group instruction based on prior years CSTs,
pre-assessment data, and teacher
input/recommendations
Re-institution of consistent ELD time based
on ILP for EL students
Parent Education on understanding the new
CCSS; how they can support learning at home
Science Room with a 50% Science Teacher.
All classes visit the Science Room weekly.
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Lessons taught will always have a Language

Arts goal.
Continue to strengthen Tier I and Tier II
Behavior RTI strategies to keep students in
class for instruction
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School Accountability Report Card

Insert the latest, always a year behind.
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Site Level Parent Involvement Policy
All schools will address actions to promote parent involvement/engagement. School sites must work with parents through committee to develop and review site level policy
based on the criterion provided.
This must be reviewed annually and updated to reflect current practice
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Site Level School/Parent Compact
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Attendance Improvement Program

Attendance Improvement Implementation Plan
School: Cleveland Elementary School
Principal: Shannon Malone
School Number: 12
Counselor: N/A
Date Completed: 5/30/16
Principal Signature:
Goal: Increase the percentage of students attending at 96% or higher.
2014-2015 Current ADA Percentage

96%
2015-2016 ADA Short Term Goal

97%
2016-2017 ADA Long Term Goal

98%
GOAL 1: ATTENDANCE & DROPOUT PREVENTION PLAN

Strategy & Activity Description
Frequency
Daily/Weekly/Monthly/Yearly
Target Audience/s
Highlight good attendance at Monthly Students

Student of the Month Assemblies
Monthly
Measure of Success
Increased number of students being
recognized monthly for coming to school
everyday in any given month
GOAL 2: TEACHING ATTENDANCE

Continued
Program
participation
in
the
Frequency
Target Audience/s
ACT Families who consistently exhibit poor Monthly

attendance
Measure of Success
Decrease number of families enrolled in
the ACT program
GOAL 3: PREVENTION & INTERVENTION

Continue to educate families about the All families
importance of school attendance
Frequency
Target Audience/s
Measure of Success
Monthly at various Parent Engagement Decrease number of daily absences,

meetings
especially in families with poor
attendance.
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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?
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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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:
Cleveland Elementary School
--------------Principal:
Shannon Malone
--------------School Site Council Chair (typed): Wendy Valencia

--------------Date Approved By GATE Site Advisory Council: 05/31/16
--------------Date Approved By School Site Council 05/31/16
Dates and times of calendared site GATE Advisory meetings
2012-2013:
Mandatory
1st
9/15/16
2nd
11/14/16
3rd
2/27/17
4th
5/4/17
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Comprehensive School Safety Plan Sb-187
Pursuant to Education Code EC 35294 et seq., every school in California is required to develop a comprehensive school safety plan to address safety concerns identified through
a systematic planning process. A school site council or safety planning committee shall review and update the plan by March 1st of each year. Each school shall report on the
status of the plan in the annual School Accountability Report Card (SARC).
This is to certify that Cleveland Elementary School has complied with Senate bill 187 Comprehensive School Safety plan requirements established by California Education Code
EC 35294 et seq. and approved by our School Site Council for the current school year.
Principal:
Date:
(Signature)
School Safety Committee Chair:
Date:
(Signature)
In the 2002 legislative session, Senate Bill (SB) 1667, School Violence and Assembly Bill (AB) 2198, School Violent Crime were approved by the Legislature and became effective
January 1, 2003.
SB 1667 requires the following school safety plan changes:
EC 35294 requires schools to hold a public meeting at the school site to allow members of the public the opportunity to express an opinion about the plan. SB 1667 amends EC
3524.8 to require schools to notify, in writing, the public of the meeting.
This is to certify that the Pasadena Unified School District has complied with SB 1667, pursuant to EC 35294.8 to notify the public of the public meeting.
District Representative: Sonia Rodarte, Director of Child Welfare, Attendance and Safety
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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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2016-2017 Cleveland SPSA

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PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN

524 Palisade Street

The Single Plan for Student Achievement

The Single Plan for Student Achievement

Mission Statements and School Descriptions

The Single Plan for Student Achievement

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

Referral for Expulsions

The Single Plan for Student Achievement

School Improvement Progress Narrative

Prior Year Goal

Met? Yes (Y) No (N)

Based on the established 2015 - 2016 base line of student No

Based on the established 2015 - 2016 base line of student No

Even though we made some progress towards these goals,

During the 2015 2016 school year, we reached the goal of

Closing the Gap

This is an attempt to address the data that shows 95% of our

becoming Long Term English Learners.

By May of 2016, Cleveland Elementary will have re- No

At this point in the 2015 - 2016 school year, we have 39

Our data on Office Referrals mirror the same phenomenon as the

By May of 2016, 70% of students at Cleveland Elementary will Progress

The Single Plan for Student Achievement

We decided not to administer the district science exams, since

demonstrated by district and site performance tasks.

Throughout the 2015 2016 School Year, Cleveland students

Students in grade levels K - 2 visit the STEAM Integration room

Related Goal Area (if

the underlying needs and potential barriers.

The Single Plan for Student Achievement

English Language Arts

Closing the Gap- must include

Parent and Community

School Safety, Climate and

Graduation/Career and College

The Single Plan for Student Achievement

CDE MEASURES(not exhaustive list)

Conditions for Learning

Rate of teacher misassignment

Implementation of CCSS (CCSS)

Implementation of CCSS for all students, including ELs and students

Course Access (CA)

Student Achievement (SA)

Performance on standardized tests

Other Student Outcomes (OSO)

Parent Involvement (PI)

Efforts to seek parent input

Student Engagement (SE)

School attendance rates

School Climate (SC)

Student suspension rates

The Single Plan for Student Achievement

Planned Improvements in Student Performance Target/Goal Page

What strategies or actions

Students will spend more

How and when will we

What funding source and amount will be

District Performance Tasks

Goal: 70% Proficiency on

What are the needs that

What strategies or actions

How and when will we