2016-2017 Jackson SPSA

PASADENA UNIFIED SCHOOL DISTRICT
SCHOOL ACCOUNTABILITY PLAN

2016-2017
-The Single Plan for Student Achievement
Jackson STEM Dual Language Magnet Academy
19-64881-6021620
CDS Code
Date of this revision: May 16, 2016
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:
Rita M. Exposito
Position:
Principal
Phone Number:
(626) 396-5700 ext. 28099
Address:
593 West Woodbury Road

Altadena, CA 91001
exposito.rita@pusd.us
E-mail Address:
The District Governing Board approved this revision of the School Plan on June 2016.
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)..................................................................................................................................7
School Improvement Progress Narrative ...................................................................................................................................................8
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017 ........................................16
Planned Improvements in Student Performance Target/Goal Page.....................................................................................................21
Summary of Expenditures in this Plan .....................................................................................................................................................49
Total Allocations and Expenditures by Funding Source ......................................................................................................................49
Total Expenditures by Object Type .....................................................................................................................................................50
Total Expenditures by Object Type and Funding Source.....................................................................................................................51
Total Expenditures by Goal .................................................................................................................................................................52
Restricted Funding Personnel ..................................................................................................................................................................53
Centralized Services .................................................................................................................................................................................55
School Site Council Membership .............................................................................................................................................................56
Recommendations and Assurances .........................................................................................................................................................57
Appendices...............................................................................................................................................................................................58
School Program Improvement (PI) Activities Plan 2015-2016 ............................................................................................................59
School Accountability Report Card......................................................................................................................................................60
Site Level Parent Involvement Policy ..................................................................................................................................................61
Site Level School/Parent Compact ......................................................................................................................................................62
Attendance Improvement Implementation Plan ................................................................................................................................63
Instructional Services ..........................................................................................................................................................................66
Comprehensive School Safety Plan Sb-187 .........................................................................................................................................71
Kindergarten Transition Plan and Objectives ......................................................................................................................................72
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Mission Statements and School Descriptions

2016-2017
School Vision and Mission
School Mission:
Jackson STEM Dual Language Magnet Academy seeks to provide a challenging academic environment where our students develop a
love of learning through exploration, problem-solving, critical thinking, collaboration, and discovery. We encourage our students to
be innovative thinkers while preparing for an increasingly global future and fostering a community of mutual respect and social
responsibility. Jacksons students will develop the knowledge, communication skills, and confidence to become transformational
leaders of the 21st century.
Shared School Philosophy:
The community of Jackson STEM Dual Language Magnet Academy has a shared stake in the educational philosophy of the school.
We believe that:
1. All children can discover and develop their passion for learning.
2. Knowledge and academic success instill self-motivation in our students.
3. A rigorous, meaning-centered, thinking curriculum based on significant content and 21st century skills is the centerpiece of
instruction.
A. An academic program that seamlessly integrates the STEM disciplines will prepare students for a highly technological future.
B. Early second language acquisition leads to bilingual, bi-literate, and bi-cognitive students with a multi-cultural understanding that
helps them develop a global perspective.
4. The involvement of parents and community members is integral to the success of our students.
School Profile Description

Please include:
geographical, social, cultural, educational and economic community base
grade levels/school configuration
student enrollment figures/trends
poverty level (e.g., percentage of students that are on free/reduced price lunch)
feeder program and schools
language, racial and ethnic make-up of the student body
school staffing
school facilities, including technology, library and media resources
how the school community works together to establish and promote the culture of the school
description of how the school provides individual student academic assessment results in language the parents understand,
including an interpretation of those results
other important characteristics of the school and
FOR SCHOOLS IN PROGRAM IMPROVEMENT (PI) identify areas and/or subgroups not meeting AYP targets and identify
the schools year of PI status.
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Jackson STEM Dual Language Magnet Academy (Jackson Magnet) lies nestled in the foothills of the San Gabriel Mountains just a
short distance from NASAs Jet Propulsion Laboratory and the Rose Bowl. Built in 1910, Jackson Magnet has a blended student
population. Historically a neighborhood school, Jackson has become a widely popular school of choice and one of the most popular
elementary schools in the Pasadena USD with 215 parents seeking spots for their children through Open Enrollment during the first
and second lotteries in 2016. Our dedicated staff members work as a community to create a safe and attractive environment that
supports learning and provides services to meet the individual needs of our students. Our school serves 554 students in grades PreKindergarten through 5th grade. Our outstanding preschool program prepares our students for a seamless transition to
kindergarten. Our total student population includes 14.57% African American, 8.07% Caucasian, 75.59% Hispanic or Latino, 0.79%
Asian, and 82.3% of our students receive free or reduced lunch. Among our kindergarten through fifth grade students, 36% are
English learners, and 15% have been reclassified as fluent English-proficient. About 8.8% percent are students with disabilities. As of
August 2015, our students have fed into Washington STEAM Magnet Academy and subsequently attend John Muir High School,
although many of our students take advantage of the districts Open Enrollment program and attend alternate middle and high
schools. In the future, Jacksons students will have the choice to feed into Blair Middle/High School to continue with the
Spanish/English Dual Language Immersion Program.
Jackson Magnet has 21 full-time classroom teachers as well as instructional support staff: one preschool teacher, and 4 full-time,
out-of-classroom teachers who provide services to our teachers, parents, and students (an LDRT/CRT, DLIP TOSA, STEM Coach, and a
science teacher), supporting our STEM program, Common Core-aligned lesson development, the language needs of our English
learners, and the academic needs of each of our subgroups. In addition, we employ the services of a full-time RSP teacher, a 50%
coordinated early interventionist (CEIS teacher), a 40% speech and language specialist, a 20% psychologist, and over 20 additional
caring classified staff members who provide a variety of school services directly affecting student success (during and after school).
Classified staff includes a part-time library coordinator, scientist-in-residence, and a computer technician who works with both
teachers and students.
Other services include art and music programs such as My Masterpieces, made possible through the Pasadena Educational
Foundation (PEF), Artful Connections programs aligning art instruction with math and science (made possible by the Armory
Center for the Arts), and 3rd, 4th and 5th grade band and orchestra programs. Partnerships with JPL, Caltech, Reading Partners, Side
Street Projects, and the Garden School Foundation add greatly to the instructional opportunities we offer our students.
STEM Magnet Academy

Our school is a STEM Magnet Academy in the Pasadena Unified School District. We have developed and implemented plans to
provide a vital and engaging science, technology, engineering, and math program for our students and have received the resources
needed to develop it further in that we were one of four schools to receive the federal Magnet School Assistance Grant as of
October 1, 2013. We employ an MSAP Site Coordinator to help build our program and currently have a full-time science/engineering
teacher (paid for with school district funds). Our STEM Coach provides additional professional development and coaching for our
teachers as well as increased access to STEM instruction for our students.
We have established partnerships with JPL and Caltech, including the Caltech/PUSD Community Science Partnership, helping to
provide additional content knowledge to assist our classroom and support teachers. Our partnerships assist our STEM instructional
team in continued development of hands-on lessons integrated throughout the curriculum. Designed to engage our students in the
scientific process and in critical, exploratory thinking, units of study and daily instruction are aligned with life science, earth science,
and physical science and engineering lessons. Part of our plan includes ongoing support for the professional development needs of
our teachers.
Jackson Magnet hosts events to support science and academic instruction in general, both during class time and in the evenings so
that parents can enjoy the activities with their children. Partnerships with Reading Partners and Kids Reading to Succeed (KRS) add
to the learning activities and support offered to our students. Field trips also enhance the overall experience. Our STEM Academy
supports the general mission of our school which is to provide a rigorous comprehensive curriculum that inspires our students to
reach academic excellence.
Lachelt Healthy Start Center

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The Healthy Start Family Center provides student and family school support structures so that PUSD students residing in Northwest
Pasadena can be more effectively served using a community schools framework that integrates and aligns community resources to
maximize student achievement and help students and families overcome the academic, social, emotional, and physical barriers
which may impede student success. Jackson is one of three elementary schools in the PUSD that offers such an outreach to parents
to help reduce barriers to their childrens school success.
Garden School Foundation Grant
In June of 2013, Jackson Magnet received a local grant from the Garden School Foundation (GSF) entitled From Seed to Table,
further enhancing our STEM academy and encouraging parent and community involvement in our school. The grant helps to develop
our garden and provides a part-time instructor to teach lessons across disciplines that are aligned to the California Common Core
State Standards and the Next Generation Science Standards (NGSS). The lessons engage students in healthy living and eating and life
science, language arts, and mathematics-related activities. Our community is very engaged in its gardening efforts, and many local
organizations have donated time and effort in the development and maintenance of our Jackson Pride Garden. Next year, the
partnership with the Garden School Foundation may be altered. If so, we will train our teachers in the Farm to School curriculum
used districtwide.
Spanish/English Dual Language Immersion Program
In addition to our STEM academy, Jackson Magnet is the home of the popular Spanish/English Dual Language Immersion Program.
Beginning with one kindergarten class in the 2012-13 academic year, we have added a grade each year until dual language
immersion will be offered from preschool to fifth (in 2017-18). In the 2016-17 school year, we will house thirteen DLIP classes: one
preschool class, three kindergarten classes, three first grade classes, three second grade classes, two third grade classes, and one
fourth grade class. Beginning in kindergarten with a 90/10 model (90% Spanish instruction and 10% English instruction), 10%
additional English instruction is added each year until, at the fourth grade level, students spend 50% of their time learning in Spanish
and 50% in English. Because of our STEM focus, our students receive science instruction in two languages, capitalizing on their
common Latin roots and enhancing their vocabularies in English as well as in Spanish.
Facilities
To help with our mission and in addition to our STEM Academy and Spanish/English dual language immersion program, Jackson
Magnet is home to the Lachelt Healthy Start Center which provides a great deal of information regarding community resources and
valuable health-related support to our students and their families. Our school also houses a multimedia Mac computer lab and a
spacious library, both staffed by part-time employees. The Science Lab is set up in such a way as to encourage collaborative
engagement in science and engineering challenges. Home to several school pets, including a desert tortoise and Bearded Dragon,
our Science Lab is an attractive and inviting place where students are encouraged to explore scientific concepts and make their own
discoveries.
Jackson Magnet has a fully remodeled cafeteria and a beautifully modernized auditorium which hosts many family-friendly events
and parent meetings throughout the year. Some of these events include Science and Astronomy Night, Book Fairs, musical
programs, Back-to-School Night, and Open House.
Parent Involvement
Parent involvement is encouraged through monthly English Learner Advisory Council (ELAC), Parent/Teacher Association (PTA), DLIP
Advisory Council (bi-monthly), and School Site Council (SSC) meetings, all of which are open to the public. Our PTA Board is actively
involved and boasts the largest membership in years with 234 members, all of whom have paid dues. All school-to-home
communication is provided in English and Spanish, thus accommodating our large population of parents who speak the Spanish
language. Individual student academic results are provided in both languages as well and made available and interpreted through
trimester report cards, parent conferences, and Student Study Team meetings (SSTs). Translation is available at all parent meetings.
Our website is informative and up-to-date and includes electronic copies of parent newsletters and weekly messages. The calendar
on our website is updated monthly, and a marquee located at the front of the school displays brightly colored announcements of
upcoming events.
Student Achievement
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Jackson Elementary School has been in Program Improvement for over 5 years; however, there was a 27 point increase in the
statewide Academic Performance Index (API) in the three school years between 2010-11 and 2012-13. SBAC (Smarter Balanced
Assessment Consortium) field tests were piloted and unreported in April of 2014. In April 2015, students took the newly designed
SBAC tests, the results of which were individually reported for the first time in September of 2016. The state of California did not
issue an API score for 2014-15. Federally-mandated AYP results (Adequate Yearly Progress) were determined based on SBAC
participation rates and average daily attendance (95% student participation and attendance rates are the minimum requirement)
until 2015-16 CAASPP results are released.
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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
95.81
TBD
--------
African American
64
12.9%
Attendance %
Asian
0.8%
Truancy %
Hispanic/Latino
382
76.9%
White
43
8.7%
# of
15
Multiple/No Response
0.0%
# of individual students
Other
0.79%
English Learner
183
36%
# mandated
Socio-Econ. Disadvantaged
409
82.3%
# permissive
Special Education
45
8.8%
Foster Youth
1.7%
Total Enrollment:
---
---
Suspensions
Referral for Expulsions
497
--------------Reclassification
Target
% of students who
reclassified
% of students that moved
up by 1+ levels
-------15% increase
15%
49.3%
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School Improvement Progress Narrative

Prior Year Goal
Target/Goal/ Focus
Use either annual goal/target (if available) or monitoring
Area
indicators
Analysis
Met? Yes (Y) No (N)
Explain why met or did not meet
Progress (P)
Analyze and address both implementation and outcomes.
Students will demonstrate their understanding of No

mathematical concepts, procedural accuracy, mathematical
reasoning, problem-solving, and articulation of meta-cognitive
processes as measured by district-level Performance Tasks
(PTs) and Trimester Assessments.
Math
Students will use the 8 Standards for Mathematical Practice

when engaged in problem-solving:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of
others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning
The majority of students in grades 3,4,5 were in the standard not

met category on the 2015 SBAC. On average, 20% of students
scored proficient or above.
Additionally, Our 3-5 graders scored, as an average, below 50% on
all district trimester exams for 2016. Both of these assessments
engage the students in problems that require mathematical
reasoning beyond standard calculations.
See trimester comparative data here:
https://docs.google.com/spreadsheets/d/1t2vSGPXfjtSFWfa130WioSKULXOpXf3eDITE0WL6IA/edit#gid=0
We did not meet our 2014-15 gain goal for trimester scores. Most
grade levels remained flat in % proficient or above, with
kindergarten being the only grade that met the 5% increase
benchmark.
Compared to the data on 2014-15 student scores on

Performance Tasks, students in Grades 1-5 will demonstrate
10% gains towards 70% proficiency.
Based on 2014-15 data, there will be a 5% average gain in the
number of students performing at Proficient or above on the
Trimester Assessments when compared to the scores per
grade in 2014-15.
English Language
Arts
Our instructional team will continue to refine the shift in No

instructional focus to the CA Common Core State Standards
and 21st Century Skills, including technology. Instructional
practices include the use of complex, content-rich nonfiction
and informational texts with academic vocabulary, in order to
build usable knowledge in reading, writing, speaking and
listening for all students.
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Summative 2015 CAASPP assessments revealed much

improvement needed in the area of English Language Arts (ELA).
Greater emphasis in targeted skills is needed to ensure that every
child meets the rigorous state reading and writing standards.
CAASPP data for 2015 resulted in the following ELA scores:
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Met or Exceeded Standards:

Nearly Met Standards:
Did Not
Meet Standards:
Grade 3: 11.1%
20%
68.9%
Grade 4: 15.4%
12.3%
70.8%
Grade 5: 17.5%
27.5%
55%
AVE. 3-5: 14.67%
19.93%
64.9%
Students will increase their reading comprehension with

informational text across all curricular areas to meet the
Common Core standards and achieve proficiency targets on all
assessments throughout the year.
Teachers will need to use the prioritized standards and scope
and sequence provided to ensure full common core
instruction.
Average Rates of Proficiency on Interim Performance Tasks in

2015-16 are reported below (Proficiency = 70% and above). Scores
were incomplete in 2014-15; therefore, a comparison is not
possible.
ELA goals will be measured using the following:

1. Compared to student data on the 2014-15 Performance
Tasks (PTs), students in Grades 1-5 will demonstrate 10%
gains towards 70% proficiency.
Grade 1: 69%
Grade 2: 42.5%
Grade 3: 29%
Grade 4: 14%
Grade 5: 17%
2. Based on the student data on the 2014-15 Trimester

Assessments, 70% of Kindergarten and First Grade students
will score an average of proficient or above on Trimester
Assessments. Fifty percent of the students in Grades 2-5 will
score an average of proficient or above on Trimester
Assessments.
Average Results of the Interim 2016 Trimester 1 and 2

Assessments did not show significant changes when compared
with 2014-15 results.
The kinder and first grade students did not meet the goal of 70%
proficient (when proficiency is identified as scoring 70% on the
assessments). In 2015-16, Trimester 1 and 2 ELA Assessments
resulted in an average proficiency rate of 53.7%.
In 2015-16, Grades 2-5 did not meet the goal of a 50% proficiency
rate on Trimester 1 and 2 Assessments: an average of 12.7% of the
students in grades 2-5 scored proficient or above (when
proficiency is identified as 70%).
A comparison of scores in Trimester Assessments is not possible
between 2014-15 and 2015-16. The former year's scores are not
available electronically, and the paper records for ELA results were
not complete. A comparison will be made between 2015-16 and
2016-17. Problems with the online test procedures in grades 3-5,
especially in Trimester 1, may have negatively skewed the results.
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PROFICIENCY RATES:
2015-16
*Grade K: 64%
*Grade 1: 43.5%
*Grade 2: 18%
AVE. K-2: 41.8%
* DLIP classes not included in English average
(2016 Grade K DLIP Spanish Average Proficiency Rate on T1 and T2
Exams: 89%)
*Grade 3: 10.3%
Grade 4: 16%
Grade 5: 6.5%
AVE. 3-5: 10.93%
* Ave. does not include T1 DLIP class results.
1. Thirty percent of the students in our subgroups will perform Progress
on average at proficient or above level on the trimester
assessments for both ELA and Math.
2. In 2015-16, at least 15% of ELL students will reclassify by
the end of the school year.
The English Learner reclassification rate increased significantly

from 9.4% in 2014-15 to 15% in 2015-16.
The Trimester 1 and 2 Assessment scores (by subgroup), including
the average percentage of students scoring Proficient and above
in Grades 2-5, are reported below. English Learners were the only
subgroup to increase the rate of proficiency, although only by
0.5%.
3. 60% of all ELL students at Levels 1, 2, and 3 will increase

one performance level overall as measured by the CELDT
assessment.
Closing the Gap
AMAO1 = 49.3%
4. Foster Youth and Free/Reduced students will perform at

proficient or better as compared to the general education
population.
ELA
Subgroup
2014-15
English Learners 4%
Hispanics
15.75%
African-Americans 21.5%
2015-16
4.5%
13.6%
17.85%
2015-16 ELA Trimester Assessments (Average Percent Correct).

Will provide a comparison in 2016-17.
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ALL
Youth
K
T1 93%
T2 87.4%
T3 92.7%
T1 83%
T2 75%
T3 80%
T1 90%
T2 96%
T3 95%
T1 94%
T2 85%
T3 90%
T1 100%
T2 100%
T3 100%
Grade 1
T1 59%
T2 64%
T3 71%
T1 57%
T2 62%
T3 64%
T1 57%
T2 64%
T3 73%
T1 58%
T2 66%
T3 70%
T1 54.3%
T2 64.7%
T3 76.45%
Grade 2
T1 48%
T2 53%
T3 54%
T1 49%
T2 48%
T3 45%
T1 42%
T2 52%
T3 51%
T1 49%
T2 54%
T3 52%
T1 33%
T2 50%
T3 66.7%
Grade 3
T1
T2 40%
T3 40%
T1 34%
T2 29%
T3 33%
T1 40%
T2 48%
T3 33%
T1 39.65%
T2 38%
T3 37%
Grade 4
T1 45%
90.5%
T2 49%
T3 32%
55.6%
Grade 5
T1 50%
50.05%
T2 23%
27.75%
T3 47%
39.45%
EL
African-Amer
T1 37%
T1 45%
T2 34%
T3 23%
T2 41%
T3 30%
Hispanic
Foster
T1 46%
T1
T2 50%
T2 80%
T3 33%
T3
T1 33%
T1 60%
T1 50%
T1
T2 13%
T2 19%
T2 25%
T1
T3 29.5%
T3 50.4%
T3 41.35%
T1
The foster youth population is represented by the following

number of students at each grade level:
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Kinder:
Grade 1:
Grade 2:
Grade 3:
Grade 4:
Grade 5:
TOTAL:
1 student
2 students
1 student
0 students
1 student
2 students
7 Foster Students
Most of our foster youth exceeded the Trimester Assessment

average for their particular grade. In grades 2 and 3, notable
improvement was made by our foster youth that exceeded the
rate of improvement of the general population. In grade 5, one of
the two students performed significantly above his peers (68.6%,
44.4%, 52.6%) on Trimester assessments 1, 2,and 3, respectively.
It is also notable that our kindergarten and fourth grade foster
students scored significantly above their peers on all three
assessments.
As part of our MSAP goals, Jackson will hold monthly events Yes
where parents and members of the community are invited to
attend. Plans include Back-to-School Night in September, a
Hispanic Heritage Assembly and Halloween parade in October,
a Friendship Soup and Community Service Day in December,
and many more, including Science and Astronomy Night (as
part of our efforts to foster academic growth in a family
atmosphere where community bonds are built and sustained).
Our MSAP Sustainability Plan calls for increased involvement
with community partners. In 2015-16, we will initiate a
Parent/Community
partnership with Lakeshore Learning and expand our
Engagement
partnerships with the Garden School Foundation and Cal Tech.
Jackson Magnet has a vibrant community where parents and

members of the community show enthusiasm for volunteering
with the intent to enrich the lives of our students.
Monthly events included the following:
September: Back-to-School Night
October: Hispanic Heritage Assembly, Halloween Parade
November: Community Stone Soup and School Beautification Day
December: Holiday Program
January: Clothing and Book Swap
February: Father/Daughter Dance, African-American Assembly
(Baba the Storyteller)
March: Jackson Astronomy Night: A Celebration of Science,
Technology, and Space
April: Mother/Son Game Night
May: Open House, Volunteer Breakfast, Promotion Ceremonies
Partnerships in 2015-16 were expanded. An additional day was
added to the Garden School Foundation's schedule and our
partnership with Caltech was deepened and expanded. The
Garden School Foundation began a composting effort at our school
that contributed greatly to our recycling efforts and helped us win
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2nd place in the multi-district "Trash-Free Lunch Challenge"

contest (sponsored by Grades of Green). Many of our teachers
have attended the Caltech Community Science PD events, and
Caltech outreach efforts have brought scientists to Jackson on a
consistent basis. Our students learned to communicate their
scientific reasoning using the SKIES app, created by Caltech
scientists. Caltech scientists also supported our teachers and
students, significantly enhancing our students' participation in
scientific exploration. The scientists' support was evident at the
PEF Spring event where our third grade students explained how
they created their ant habitats, measured the atmosphere within,
and improved their designs in an effort to keep their ants alive.
(Caltech's support included all grades, but focused on grades 2, 3,
and 4 primarily).
We initiated a relationship with Side Street Projects in an effort to
integrate the arts and sciences. Collaboration with Side Street
Projects lasted for half of the year and included the students in the
2nd and 5th grades. (*Note: we began a relationship with
Lakeshore, but there were more opportunities for ongoing
collaboration with the Garden School Foundation, Caltech, and
Side Street Projects).
Our school community will foster a wholesome and family- Yes
centered culture that promotes inclusiveness and diversity
using the "4 Bees" rules and expectations (safe, respectful,
responsible, and the recently added, sustainable).
The number of suspensions in the 2015-16 academic year was 7

students for a total of 15 suspensions. The number of individual
suspensions increased, but the number of students suspended
(multiple offenders) remained below 10 individual students.
We will include all stakeholders in creating a school vision, in

light of the MSAP grant, and inform all stakeholders of our
shared school vision.
Our goal is to continue to keep suspension rates low (not more

than 10 students per year).
Possibly undergoing a third and final revision, we have developed a
second draft of our School Vision with the help of all of our
stakeholders:
School Safety,
Climate and Culture
Jackson STEM Dual Language Magnet Academy will support the

whole child by empowering students to reach their full potential
and strive for academic excellence and exemplary citizenship. We
will provide an interdisciplinary approach to teaching and learning,
inspiring our students to work as a team in developing creative
solutions to real-world problems. We will equip our students with
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the skills to make positive choices, motivating them through

engaging, research-based instruction that builds resilience and is
relevant to their experiences.
We will inspire parents and members of the community to
participate collaboratively with the school staff as we foster a
nurturing atmosphere among our diverse population. We will be
united in purpose and emerge as a significant force in developing
innovative and ethical strategies with the potential to make the
world a better place.
School Selected
All students K - 5 will receive weekly direct instruction Yes

focusing on technology and collaboration skills in order to
develop their proficiency in using technology to improve
achievement.
Increased use of Chromebooks has led to improved computer skills

among our students. Chromebook carts have been checked out
daily, and teachers have collaborated to place themselves on a
Chromebook check-out schedule.
Objectives:
Chromebook procedures have been clearly spelled out and can be

viewed here:
1. By the end of the year, kindergartners will be able to log in

(with minimal teacher guidance), use the trackpad to click on
the beach ball (google chrome), open the window, type in a
URL (tyingclub.com or pbskids.org) and go to a teacher
selected area of the site. Students will also be able to, with
guidance, create a basic spreadsheet.
2. By the end of the year, 1st graders will be able to, w/
teacher support, individually or collaboratively, and over
several class periods, be able to go to a teacher-selected
website such as a-z-animals.com, for example, search for info
about a particular animal, find pre-assigned information (like
what it eats, where it lives, etc.), create a doc. and type the
information in sentence or paragraph form, and insert an
appropriate graphic at the beginning or end of the document.
3. By the end of the year, 2nd graders will be able to present
a Google slide presentation with graphics and images, as well
as relevant written/typed information about the chosen
research subject.
4. By the end of 3rd grade, students will be able to
independently create a document, format the text (e.g., font,
size, style, line spacing, margins, etc.) and include a relevant
image. They will collaborate to brainstorm and peer-edit.
5. By the end of 4th grade students will be able to use age
https://docs.google.com/document/d/1PfBPBucalLQJCiuEuhVnYzl
gmOrCmwNh3qk23fseSJM/edit
An aide in the computer lab has ensured that our 35 Mac
computers are well-maintained and operational. With her
assistance, our students have practiced the district-level
expectations for technology. She has also supported our teachers
with their technology needs.
With the help of our resource staff and TOSAs, classroom teachers
have implemented plans to integrate technology into lessons in
the classroom.
Classroom teachers have reinforced the grade-level expectations
through use of specific URLs and Internet-based programs,
research projects, the publishing of writing, the creation of
spreadsheets, and the inclusion of images into presentations.
Upper grade students have engaged in word processing (Google
Docs) and presentation programs (Google Slides).
In addition to the district level, grade-specific technology
expectations, our second and third grade students have learned to
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appropriate online tools to research and create a presentation

using a word processing program (like Word or Google Docs)
for note taking and a presentation program (like Powerpoint
or Google Slides) that includes, graphics, audio and videos.
They will collaborate to brainstorm and peer-edit. Students
will also be able to, with guidance, create a basic spreadsheet.
6. By the end of 5th grade students will be able to use age
appropriate online tools to research and create a presentation
using a word processing program (like Word or Google Docs)
for note taking and a presentation program (like Powerpoint
or Google Slides) that includes, graphics, audio and videos;
and be able to independently create a spreadsheet. They will
collaborate to brainstorm and peer-edit.
Graduation
Career/College
Ready
Formerly CAHSEE
use the SKIES app, provided by our Caltech partners.

In the 2015-16 school year, we have developed one-sheets that
describe grade-level standards for technology that go beyond the
district's expectations. The text of the one-sheets is included in the
"Summary of School Targets" section of this site plan.
N/A
Other Successes/Challenges/Areas for Improvement not noted above as part of a specific targeted area for improvement
Success/Challenge/Area for Improvement
Our EL reclassification rate increased to 15%;
therefore, we met our reclassification target for
the 2015-16 academic year. The reclassification
rate increased by 5.4% when compared to the rate
of 9.6% in 2014-15.
Related Goal Area (if

applicable)
CAASPP English Language

Arts scores will be greatly
affected by the performance
of our English Learners (ELs).
Gains in reclassification and
in proficiency levels can
There was, however, a decrease in 2015-16 of 1% determine results on state
in the rate of positive CELDT movement. In 2014- standardized testing.
2015 the movement was documented as 50.4%,
and in 2015-2016 it was 49.3%.
Analysis - What made success possible? For challenges or areas of improvement, address
the underlying needs and potential barriers.
The implementation of Balanced Literacy in 2016-17 will help our teachers differentiate
instruction in a more targeted way, especially in view of the leveled libraries that will be
arriving during the summer for teacher and student use.
After-school tutoring is needed for ELs not meeting proficiency standards. Many of our EL
students do not have the support they need at home, and extra time with caring teachers
who will support their academic needs is necessary.
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Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017
Area of Focus
Math
School Targets
Jackson students will be able to demonstrate and articulate the standards of mathematical practice in the exploration and integration of
mathematical concepts. Following a concrete - pictorialabstract progression, they will engage in student centered lessons which allow for
inquiry and exploration as the foundation for abstract reasoning.
5% increase in SBAC math scores (proficient or above) for 2016, 10% increase for 2017
3rd grade - 2015: 21% (projected: 2016 25%, 2017 35%)
4th grade - 2015: 23% (projected: 2016 28%, 2017 38%)
Based on 2015-16 data, there will be a 5% average gain in the number of students performing at Proficient or above on the Trimester
Assessments when compared to the scores per grade in 2015-16. Based on 2015-16 data, there will be a 5% average gain in the number of
students performing at proficient or above on the PUSD Performance tasks.
English Language Arts
To gain proficiency in 21st Century Skills, our students will be able to actively listen and express themselves clearly when speaking. Our
students will be able to read with sufficient grade-level ease and fluency to facilitate deep-level comprehension of text. They will understand
the structures of fiction as opposed to nonfiction text. They will be able to refer to textual selections and provide evidence for their claims
and understandings related to what they have read.They will be able to write effectively, according to grade-level expectations, and express
their ideas in well-developed single paragraphs and multi-paragraph essays, maintaining focus on the topic and using the structure
appropriate to particular genres of writing.
At least 5% increase in SBAC ELA scores (proficient or above) for 2016, 10% increase for 2017
3rd grade - 2015: 11.1% (projected: 2016 20%, 2017 25%)
Based on 2015-16 data, there will be a 5% average gain in the number of students performing at Proficient or above on the Trimester
Assessments when compared to the scores per grade in 2015-16. Based on 2015-16 data, there will be a 5% average gain in the number of
students performing at proficient or above on the PUSD Performance tasks.
Closing the Gap- must include

one indicator for EL
1. Twenty-five percent of our subgroups will perform on average at proficient or above level on the trimester assessments for both ELA and
Math.
2. In 2015-16, at least 20% of EL students will reclassify by the end of the school year.
3. 60% of all EL students at Levels 1, 2, and 3 will increase one performance level overall as measured by the CELDT assessment.
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4. Foster Youth and Free/Reduced students will perform at proficient or better as compared to the general education population.
Parent and Community
Engagement
1. We will provide parent workshops designed to foster an understanding of the importance of Balanced Literacy, the socio-emotional needs
of students, the relationship of attendance and academic achievement, and parent leadership in schools.
2. Healthy Start will case-manage 30 Jackson families in 2016-17.
3. Reading Partners will tutor 60 students in 2016-17.
4. We will expand our partnership with Caltech to include PD for teachers and increased classroom support of STEM integration into the
curriculum.
School Safety, Climate and

Culture
1. Maintain the number of individual suspensions to less than 12.

2. Increase our average attendance rate to over 96%.
3. Decrease tardy and late students by 20% in 2016-2017
School Selected*
Technology Goal: Jackson students will be able to integrate technology effectively into learning experiences by using tools to collaborate,
create, and research. They will develop digital citizenship and build skills in an age appropriate progression in order to matriculate to middle
school with the skills to navigate multiple digital platforms fluidly.
Technology Benchmarks:
2015-2016 Jackson STEM Dual Language Magnet Academy School
Technology Curriculum/Pacing
Kindergarten:
By the end of Kindergarten, students will be able to:
Use the trackpad/mouse to move around. Rudimentary keyboarding skills.
Login to lab desktops & chromebooks, open a browser.
Navigate Lexia & ST Math.
Identify safe practices on the internet: digital citizenship (Common Sense Education).
Identify key components in multi-media presentations & spreadsheets.*
Collaborate with teachers and parents in research.
Grade level websites: ABCya, starfall, popcorn typing
1st Grade:
By the end of 1st grade, students will be able to:
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Engage in basic keyboarding (key location, capitalization, punctuation, necessary special characters, etc.).
Create a document using Microsoft word or Google docs.
Engage in basic coding** (Code.org).
Describe safe practices on the internet: Common Sense Education.
Identify key components in multi-media presentations & spreadsheets.
2nd Grade:
By the end of 2nd grade, students will be able to:
Keyboard with increasing accuracy and speed.
Use editing toolbars in documents for refinement of work.
Create basic spreadsheets to transfer data collected in math or science.
Develop basic slide presentation skills to present a group project.
Engage in basic coding to describe the process as a series of steps. (code.org)
Engage in digital citizenship curriculum from Common Sense Education.
Explore online resources using webquests.
3rd Grade:
By the end of 3rd grade, students will be able to:
Keyboard with proper finger placement and accuracy (15 WPM).
Revise collaborative documents, using editing tools.
Create and edit spreadsheets to analyze data.
Create and edit a slide presentation in multiple platforms.
Relate coding to the Engineering Design Process to create a digital solution to a problem.
Use designated websites to research topics of inquiry.
4th Grade:
By the end of 4th grade, students will be able to:
Keyboard with continuing accuracy (20 WPM).
Integrate use of Google apps for collaborative work (shared documents, spreadsheets, presentations, forms).
Create, edit, and analyze spreadsheets with rudimentary formulas.
Transfer digital work between platforms (e.g. Google Slides to PowerPoint).
Create and build animated projects using coding software.
Conduct academic online searches to explore content.
5th Grade:
Keyboard with precision and proper finger placement (25 WPM).
Create and build 3D models (Tinkercad).
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Integrate use of multiple platforms (text, graphics, spreadsheets, video, audio, animation) into collaborative projects.
When researching online, cite digital sources and identify the significance of plagiarism.
The skill is to be introduced in the grade level indicated and will be reinforced and developed as the student progresses through the program.
*Spreadsheets include charts, tables, graphs.
**Coding is defined as a process of transforming discrete pieces of data into a set of data that solves a specific problem, whether
electronically or physically.
Graduation/Career and College
Ready (High Schools Only)
must include an indicator for
CAHSEE
* 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???
Jackson students will be able to demonstrate and articulate the standards of mathematical practice in the exploration and integration of mathematical concepts. Following a concrete - pictorialabstract progression, they will engage in student centered lessons which allow for inquiry and exploration as the foundation for abstract reasoning.
5% increase in SBAC math scores (proficient or above) for 2016, 10% increase for 2017
3rd grade - 2015: 21% (projected: 2016 25%, 2017 35%)
Based on 2015-16 data, there will be a 5% average gain in the number of students performing at Proficient or above on the Trimester Assessments when compared to the scores per grade in 201516. Based on 2015-16 data, there will be a 5% average gain in the number of students performing at proficient or above on the PUSD Performance Tasks.
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?
The majority of students in
grades 3,4,5 were in the
standard
not
met
category on the 2015 SBAC.
On average, 20% of
students scored proficient
or above.
Additionally,
Our 3-5
graders scored, as an
average, below 50% on all
district trimester exams for
What strategies or actions

should be implemented to
address this need?
Explicit instruction in the

language of critical thinking
through the standards of
mathematical practice is
essential. Instruction in
how to approach the
language of a problem,
break it down visually, and
then determine what needs
to be solved in necessary.
We would like to engage in
PD for Singapore Math
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)
SBAC scores will serve as a 1000-1999: Certificated
summative assessment.
Personnel Salaries
What funding source and amount will be

used in our implementation?
Other
1000-1999: Certificated Other

District performance tasks
Personnel Salaries
and trimester assessments
will serve to measure 5000-5999: Services And Title I
Other Operating
progress.
Expenditures
Rubric/portfolio - standards
of mathematical practice:
checklist done on a
trimester
basis
will
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117,544
19,500
3,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Grade level STEM X

meetings
X
Individual coaching
sessions
(STEM
Coach
&
Instructional
X
Coach)
A Monday PD
5/31/16

outcomes?
area?

address this need?
2016. Both of these

assessments engage the
students in problems that
require
mathematical
reasoning beyond standard
calculations.
strategies to help achieve

these outcomes. We also
need to continue to
develop lessons that teach
specific
skills
in
an
interdisciplinary manner, so
that students can apply the
See trimester comparative skills in multiple contexts to
contextualize relevancy in
data here:
math.
https://docs.google.com/sp
readsheets/d/1t2vSGPXfjtS Need for a rubric based
FWfassessment tool for the
a130WioSKULXOpXf3eDITE standards of mathematical
0WL6IA/edit#gid=0
practice.
We did not meet our 201415 gain goal for trimester
scores. Most grade levels
remained
flat
in
%
proficient or above, with
kindergarten being the only
grade that met the 5%
increase benchmark.

strategy?
What resources or
goal)
measure and
progress.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
document
Example:
https://docs.google.com/sp
readsheets/d/1STHmj1vNuf
4NtS14xQDs6KBdujqww9Ca
UhVTwQV6m_8/edit#gid=0
An example can be found

in:
https://drive.google.com/a
/pusd.us/file/d/0B7ooLrHgS
6J-OW4xRGthaklVZVU/view
Teachers would use this
tool
with
classroom
evidence to assess student
progress on a trimester
basis.
Targeted instruction in
small groups is essential in
order to meet students'
individual needs. Training in
small group organization
and pedagogy will be
important for teachers to
effectively teach small
group lessons.
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outcomes?
area?

address this need?

strategy?
What resources or
goal)
23 of 72

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/31/16

To gain proficiency in 21st Century Skills, our students will be able to actively listen and express themselves clearly when speaking. Our students will be able to read with sufficient grade-level ease
and fluency to facilitate deep-level comprehension of text. They will understand the structures of fiction as opposed to nonfiction text. They will be able to refer to textual selections and provide
evidence for their claims and understandings related to what they have read.They will be able to write effectively, according to grade-level expectations, and express their ideas in well-developed
single paragraphs and multi-paragraph essays, maintaining focus on the topic and using the structure appropriate to particular genres of writing.
At least 5% increase in SBAC ELA scores (proficient or above) for 2016, 10% increase for 2017
3rd grade - 2015: 11.1% (projected: 2016 20%, 2017 25%)
Based on 2015-16 data, there will be a 5% average gain in the number of students performing at Proficient or above on the Trimester Assessments when compared to the scores per grade in 201516. Based on 2015-16 data, there will be a 5% average gain in the number of students performing at proficient or above on the PUSD Performance tasks.
Area of Focus:
Math (LCAP: SA, CA, OSO, CCSS)
X English Language Arts (LCAP: SA, CA, OSO, CCSS)
Special Education,
outcomes?
area?
The focus of instruction in
English Language Arts will
be two-fold in 2016-17 as
the school district invests in
Balanced
Literacy,
providing half of the
materials
to
each
elementary school. Writers'
Workshop will also be

address this need?
Full-day teacher release

time will be utilized for
collaborative planning of
instructional units among
grade-level teams. The
meetings will take place
school-wide at least 3 times
in the 2016-17 academic
year. Working with district

strategy?
What resources or
goal)
Ongoing
principal
observations of instruction,
focused on the key
elements
of
Balanced
Literacy
and
Writer's
Workshop, are key to the
success of the reading and
writing initiatives. They will
also be key to optimal use

1000-1999: Certificated
Personnel Salaries
District Funded
298,000
Personnel Salaries
Title I
57,000
Personnel Salaries
Other
117,544
Personnel Salaries
LCAP
15,000
24 of 72
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
100% EL Coach: X
ongoing support to
X
teachers
100% Instructional X
Coach:
ongoing
support
to X
teachers
X
5/31/16

outcomes?
area?
implemented at some
schools as the first phase of
district-wide
implementation in 2016-17.
At Jackson, all of our
teachers will implement
Balanced Literacy with
fidelity,
choosing
the
elements to concentrate on
at strategic times in the
school year until all of the
elements have become
routine in the classroom by
the end of the school year.
Writers' workshop will be
implemented
in
Kindergarten at the start of
the year, and by mid year,
we will have begun first
grade implementation in
preparation
for
full
implementation in the
2017-18 academic year.
We will need to invest in
additional leveled readers,
books for read-alouds
(including e-books), and
tubs and bookcases (and
other options) for storage.
We will actively search for
appropriate books that
support
the
interdisciplinary units of
study that we developed in

address this need?

strategy?
What resources or
goal)
coaches, a STEM Coach,

science teacher, DLIP TOSA,
and our EL and instructional
coaches, teachers will work
on
integrating
STEM
disciplines throughout the
curriculum,
including
English
and
Spanish
language arts.
of
Kagan
Cooperative 2000-2999: Classified
Learning Strategies in the Personnel Salaries
classroom.
2000-2999: Classified
Personnel Salaries
Instructional Rounds will
allow teachers to observe 4000-4999: Books And
each other implement Supplies
specific
instructional
strategies
and
have
supportive conversations
Planning will include the with their colleagues for
integration of Balanced the purpose of improving
Literacy with the STEM instruction.
disciplines, accomplished
through
the
careful SBAC scores will serve as a
selection of texts for read- summative assessment.
alouds, guided reading, and
independent
reading. District performance tasks
Planning
for
Writer's and trimester assessments
Workshop (integrated with will serve to measure
STEM) will be incorporated progress throughout the
at the grades implementing year.
the strategies at Jackson.
Diagnostic assessments will
Data Analysis will take be used at the beginning of
place during additional the
year.
Reading
grade level meetings to diagnostic assessments will
determine our students include
the
Scholastic
strengths and weaknesses Assessment for students in
for the purpose of re- the English program and
teaching (as indicated on the Developmental Reading
PTs,
Trimester Assessment
(DRA)
for
Assessments, and interim students in the Spanish
assessments),
especially DLIP program.
during
small
group
instruction.
Both
the
Scholastic
Assessment and the DRA
Our 50% library coordinator will be used to monitor
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Title I
25,000
Other
8,000
LCAP
17,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
DLIP
TOSA
(Spanish): ongoing X
support
to
teachers
X
50%
LDRT/CRT:
ongoing support to X
teachers, parents,
X
and students
STEM
Coach:
ongoing support to
teachers
and X
students
Science Teacher
X
50%
Library
Coordinator: daily
support
to
students
and X
ongoing support to
teachers
X
Hourly Scientist-inResidence:
ongoing support to X
teachers
and
students
X
Substitute
teachers
to
provide
teacher
release time for
collaborative
meetings
Library Time:
5/31/16

outcomes?
area?
2015-16 to support our
STEM program, designed to
develop critical thinking
skills among our students.
Challenges will include
finding sufficient space for
leveled book libraries in
two languages and the
storage of sufficient books
in classroom libraries.

address this need?
will be instrumental in
ordering books used to
support
instruction,
including
fiction
and
nonfiction books to be used
as read-alouds and leveled
readers for independent
reading.
The
library
coordinator will plan with
classroom teachers during
collaborative
planning
meetings and consult with
our instructional coaches
and DLIP TOSA in ordering
appropriate
books
to
support instruction.
Another need will be

continued support and
professional development
for teachers
on the
elements
of
Balanced
Literacy
and
the Our Library coordinator will
implementation of Writer's read to students, asking
Workshop.
guiding questions to help in
comprehension, and check
Emphasis will be continue out books and other
materials
to
to be placed (and PD will be reading
offered)
on
Kagan students and teachers. She
Cooperative
Learning will also provide recess and
Structures.
Ongoing lunchtime opportunities for
coaching and emphasis on children to read during
particular structures at their break times. She will
different times in the year coordinate author visits to
will develop a culture of encourage students to read
collaboration
and books by contemporary
articulation of academic authors.
understandings among our
Our Scientist in Residence
students.
will continue to plan
Nonfiction Literacy Cafes
for our students, beginning
with the primary grades.

strategy?
What resources or
goal)
student progress during
two additional time frames
of the school year.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
4 times Weekly
Reading Partners
Tutoring:
Onsite Four
Times per Week
Student work, including

writing, will be displayed in
the classroom and scored
by teachers using rubrics
provided by the school
district.
CEIS Services: Daily

LEXIA Core 5:
At
Least
45
Minutes Weekly
Pre-and Post-Assessments,
used by Reading Partners,
will serve to determine the
progress
of
individual
students who are enrolled
in Reading Partners in the
specific area of reading.
LEXIA provides student
usage and progress reports.
The
CEIS
Teachers
Schedule will identify the
students served and the
duration and frequency of
the tutoring sessions.
Documentation of SST
meetings will demonstrate
the process involved in
student
progress
monitoring and reporting to
parents.
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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
She
will
integrate
nonfiction literature with
hands-on
science
experiences
for
the
students, culminating in a
writing assignment where
the students demonstrate
what they have learned.
First grade students will
have
priority
for
Coordinated
Early
Intervention Services (CEIS)
providing support in ELA.
Reading
Partners
will
provide individual tutoring
to FBB and BB students (at
no cost to the school).
Second grade will continue
to be the focus so that all
students will be able to
read by third grade. A
secondary focus will be on
third grade students who
need additional support.
Increased effort through
Collaborate Pasadena will
be placed on finding a
greater
number
of
volunteers
to
tutor
struggling readers
Jackson has purchased
unlimited LEXIA licenses for
its students through the
2016-17 academic year. A
sequential and targeted
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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
English
language
arts
Internet-based
program,
LEXIA
facilitates
differentiated instruction.
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Goal:
1. Twenty-five percent of the students in our subgroups will perform on average at proficient or above level on the trimester assessments for both ELA and Math.
2. In 2016-17 at least 20% of ELL students will reclassify by the end of the school year.
3. 60% of all ELL students at Levels 1, 2, and 3 will increase one performance level overall as measured by the CELDT assessment.
4. Foster Youth and Free/Reduced students will perform at basic or better as compared to the general education population.
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?

address this need?
English Learners compose All subgroups, including

36% of student population. African
Americans,
Hispanics, English learners,
The Hispanic population is Socio-Economically
Disadvantaged,
and
76%
Students with Disabilities
from
our
African-Americans compose benefit
intervention
programs.
15%.
Interventions are available
Foster Youth is .08% and to foster youth, as well.
Socio-Emotionally
Disadvantaged is 82.3 %.
Interventions include, but
are not limited to, the

strategy?
What resources or
goal)
District-Wide
Trimester
Assessments
and
Performance Tasks in ELA
and math will determine
specific standards that our
students need support
with. Results will be
monitored school-wide, by
grade, and by subgroups.
EL and Literacy coaches and
DLIP TOSA will determine
PD
around
balanced

Personnel Salaries
District Funded
228,000
Personnel Salaries
District Funded
57,000
Personnel Salaries
LCAP
25,000
5000-5999: Services And Title I

Other Operating
Expenditures
29 of 72
3,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Teacher PD will X
begin
in
the
summer
with
Balanced Literacy
at the district level X
and Kagan training
at the school level.
Strategies
and
training
will X
continue through
the end of school
X
year 2016-2017
5/31/16

outcomes?
area?
Our EL reclassification rate
increased from 9.6% in
2014-15 to
15% in 2015-2016
Target
for
CELDT
movement was 60%. There
was a decrease of 1% from
last year. 2014-2015 was
50.4%. 2015-2016 was
49.3%

address this need?
following: A 100% English

Learner coach who will
provide
coaching
and
lesson to teachers with
English language learners.

strategy?
What resources or
goal)
literacy and differentiated
instruction
for
all
subgroups.
When will we
implement our
strategy?
Reading Partners
Tutoring:
Onsite
Four Times per
Week
X
Teacher
training
and
coaching
models
for
A 100% Instructional coach teachers will be provided.
who will provide coaching
and lesson demos in Assessments
and
balanced literacy. The assessment guidelines will
coaches will team with our be used to assess and
DLIP TOSA to provide monitor student targets.
teachers with support and
strategies for
struggling Teacher PD will begin in the
students, with attention summer with Balanced
paid to our subgroups.
Literacy at the district level
and Kagan training at the
The resource teachers will school level.
also meet with teachers,
facilitate collaboration, and Reclassification
provide ongoing PD aimed documentation, including
to
continue
training the criteria met, will be
teachers
on
effective placed in the EL file of each
strategies
for
the reclassified EL student.
differentiation
of
Students participating in
instruction.
Reading Partners will be
A full-time STEM Coach in assessed through specific
2015-16 will be able to measures used by the
monitoring
address specific needs in organization,
math, particularly, and reading achievement and
work with teachers in the targeting specific skills that
to
reading
effort to integrate STEM contribute
instruction throughout the ability.
curriculum (yet be able to
provide
access
and The LEXIA and ST Math
effective
strategies
to Internet-Based
Systems
support our struggling provide ongoing monitoring

X if included
as part of
Program
Improvement
(PI) Schools
ONLY
LEXIA
and
ST
Math:
Daily Access to
Students;
Usage
Depends
on
Teachers
Class
Schedules
Healthy Start: Daily
Support
RSP
Schedule:
Meet
with
students according
to the minutes
required
per
individual
students IEPs per
week.
Speech Schedule:
Meet
with
students once or
twice a week,
individually and/or
in small groups as
stipulated
in
individual
students IEPs.
30 of 72
5/31/16

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
learners).
of
students'
progress
towards ELA and math
TOSAS and support staff standards.
will need to establish clear
goals and targets for all The RSP Schedule, Speech
subgroups. They will also Schedule,
and
IEP
work on assessments for documentation on SEIS and
math and ELA to measure in the RSP and speech files
and
monitor
student will provide documentation
progress.
regarding
our
SWD
subgroup.
The first and second grade
students will have priority CEIS Teachers Schedule
documented
SST
for
Coordinated
Early and
Intervention Services (CEIS) meetings will demonstrate
frequency of support.
providing support in ELA.
Reading Partners focuses
on second grade primarily,
and third grade as well, but
there are some fourth and
fifth
grade
students
participating
in
the
intervention program, as
well as some first grade
students who have been
retained.
Strategies and training will

continue through the end
of the school year 20162017.
After-school tutoring in ELA

and math is needed for
struggling
students
in
addition to enrichment
opportunities
provided
through after-school clubs,
encouraging
a
school
culture of critical and
creative thinking where
children
have
the
31 of 72
5/31/16

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
opportunity to engage in
STEM-related exploration.
Our
English
Learners
compose the subgroup with
the greatest academic
needs. Students at ELD
Levels 1 and 2 receive
vocabulary instruction and
opportunities
for
oral
language
development
through
daily
ELD
instruction.
Students at ELD Levels 3, 4
and 5 receive targeted
writing
instruction
in
addition to vocabulary
instruction
and
oral
language development.
DLIP classes team-teach for
ELA/ELD instruction.
Jackson has a 50% Speech
Teacher and a full time RSP
teacher.
Ongoing
collaboration with our
Special Education team is
necessary to ensure that
students with disabilities
are
accessing
the
curriculum with sufficient
support, both in the general
education classroom and
the RSP and Speech
centers.
32 of 72
5/31/16

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
LEXIA and ST Math

Internet-based programs
identify needs and track
student
progress.
The
companies provide ongoing
for our teachers to help
them maximize the use of
the programs through
alignment with classroom
instruction.
Students are encouraged to
attend summer school, and
a school-wide effort is
spent to register our
students to participate in
summer programs.
Support for low SES families
will
continue
to
be
provided
through
our
Healthy
Start
Center,
including Mental Health
services.
District-Wide
Trimester
Assessments
and
Performance Tasks in ELA
and math will determine
specific standards that our
students need support
with. Results will be
monitored school-wide, by
grade, and by subgroups.
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1. We will provide parent workshops designed to foster an understanding of the importance of Balanced Literacy, the socio-emotional needs of students, the relationship of attendance and
academic achievement, and parent leadership in schools.
2. Healthy Start will case-manage 30 Jackson families in 2016-17.
3. Reading Partners will tutor 60 students in 2016-17.
4. We will expand our partnership with Caltech to include PD for teachers and increased classroom support of STEM integration into the curriculum.
Area of Focus:
Special Education,
X Parent and Community Engagement (LCAP:PI)
outcomes?
area?
There is a need for more
parenting classes in the
realm of attendance and
academic achievement in
order to increase our
attendance rate to over
96%.We will provide parent
training in the areas of
homework,
Balanced
Literacy, socio-emotional
needs for students and
parent leadership. The
parent workshops will help
create a better support

address this need?
We will schedule weekly

parenting classes based on
need
and
income,
academics,
health,
or
parenting goals.
Parent
education will be a
collaborative
effort
between Jackson's Healthy
Start, resource teachers
and coaches, community
assistant, PEN, and the
Family Resource Center of
PUSD.

strategy?
What resources or
goal)
Parent weekly training will
have sign-in sheets for
measured participation and
metrics.
Parents who are approved
for volunteering purposes
through
the
districts
volunteer requirements are
documented
and
monitored on a schoolwide spreadsheet.
5800:
Professional/Consulting
Services And Operating
Expenditures

Other
31,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Parent classes will X

be implemented
weekly
with
specified dates and
times
and
in
accordance with
availability
of
space.
Healthy Start will
provide ongoing X
case management
of families based
on needs.
Parents
can
become
leaders in focus groups,
34 of 72
5/31/16

outcomes?
area?

address this need?
system between home and Healthy Start will provide

school.
support
through
case
management to 30 Jackson
Healthy Start will provide families in need.
support in the area of case
management for those We
will
work
with
families that need socio- Collaborate Pasadena and
emotional
and
health other partners to increase
resources.
the volunteer pool for
Reading Partners.
We will expand our
partnership with Reading We will enter into an
Partners to provide support agreement where we use
with reading to students our Caltech partners as
who are significantly below consultants to strengthen
grade level. The focus will our classroom curricular
be on grades 2 and 3 with connections with the STEM
the goal of 60 students disciplines. Caltech PD
serviced in 2016-17.
proposal will include the
benefits to ELs of their
We will expand our services, including PD for
partnership with Caltech in teachers and in-class stateorder
to
continue of-the art support.
integration
of
STEM
instruction throughout the
curriculum in ways that are
innovative
and
that
encourage
student
participation and academic
dialogue.

strategy?
What resources or
goal)
ELAC, PTA, School Site
Council and other school
committees. Each meeting
is
documented
with
agendas, minutes, and signin sheets.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Reading Partners
services students
twice
weekly
during 45-minute
sessions.
Reading
Partners
will
continue to work providing
one-on-one reading tutors
for 60 Jackson students.
Reading
Partners
administers their own
assessments to measure
student progress.
Caltech partners
will
provide
support
weekly
according to set
schedules
and
grade-level
integrated units.
The success of our Caltech

partnership
will
be
monitored using 2016-17
district-level
science
assessments for students.
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o Maintain the number of individual suspensions to less than 12
o Increase our average attendance rate to over 96%.
o Decrease tardy and late students by 20% in 2016-2017
Area of Focus:
X School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Special Education,
outcomes?
area?

address this need?
The number of suspensions Socio-Emotional Support is

in the 2015-16 academic addressed as follows:
year was 7 students for a
total of 15 suspensions.
Jacksons staff follows a
School-Wide Positive
Our goal is to continue to Behavior Support Plan and
keep suspension rates low continues
to
develop
(not more than 12 students strategies in line with the
per year).
district-wide Behavior RtI
Initiative.
Our attendance rate in
2014-2015 was
Our Morning Message is
95.81%. We did not meet led by a different teacher
the 96% goal, but came every week at 7:55 a.m.
very close.
and
encourages
a
positive
We currently have well character trait each time.

strategy?
What resources or
goal)
Principal observations
Personnel Salaries

Title I
18,000
LCAP
32,000
LCAP
Records
of
behavior 2000-2999: Classified
Personnel
Salaries
referrals (in writing and
entered on Aries)
5000-5999: Services And LCAP
Other Operating
Review
360
Universal Expenditures
Screener Results
10,000
Aries.net student discipline

records
Personnel Salaries
Volunteer Sign-In Binder in

the Front Office
Copies
flyers,
18,500
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Proactive vigilance X
and
alternate
consequences to
suspension (unless
a student commits
an
especially
grievous act) will X
take place all year.
Behavior Aide and
Noon Aides are on
duty on a daily
X
basis.
Clinical
Social
Worker on duty X
every day (District
of newsletters,
and
School
36 of 72
5/31/16

outcomes?
area?
over 300 students in grades
kindergarten
and
first
grade, almost half of our
school population. Young
students become ill much
more often, negatively
affecting
our
overall
attendance rate.

address this need?
Students also recite the

School Creed and Pledge
of Allegiance, led by fellow
students.
In
addition,
students demonstrating
positive
citizenship are
complemented during the
"Morning Message."

strategy?
What resources or
goal)
Messenger online history of
phone blasts.
Leadership Team holds

triennial
Behavior
RtI
meetings to identify needs
and monitor student socioemotional progress. The
The truancy rate has been team consists of the
unavailable for the last 3 Principal, resource staff,
years.
behavior aide, clinical social
worker, and Healthy Start
In 2015-2016 we had Coordinator.
students coming to school
late 1772 times between The Behavior RTI team will
8/18/2015- 5/12/2016
address Students who are
and tardy (less than 30 identified as having sociominutes) 4,022 times. We emotional
need to develop ways to needs through the Review
promote promptness and 360 Universal Screener).
decrease
tardy/late
students by 20%
A behavior aide assists the
principal
in
resolving
The SSC made it a priority disciplinary
problems
to fund a clinical social through proactive vigilance.
worker to
The aide will follow through
work with students who with consequences when
currently are not receiving students misbehave, in
services from Pacific Clinics consultation
with
the
or other site-based mental principal and/or classroom
health agencies, if funds teacher. Increase to 7 noon
become available. Our aides to supervise students
When will we
implement our
strategy?
Funded).
X
Positive Behavior
Plan
and
RtI
strategies will take X
place all year.
Health Office Daily Student

Sign-In Sheets
Pacific Clinics Roster
Morning Message
takes place every
day.
Attendance Records
Our attendance rate among
students in grades 4 and 5
was 96.84% in the 2014-15
academic year.

X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Attention 2 Attendance
online system will
document truancy letters
as well as letters for
excessive absenteeism.
X
Attendance Clerk:
Phone calls home
when students are X
absent will take
place all year (25%
of cost is covered
by school site LCAP
funds).
SARB letters and SST notes.

The Master Calendar will
document SST meetings
and awards assemblies.
Community
Assistant
to
support the efforts
of the Attendance
Clerk.
The district does not track a

truancy rate for the school
or district according to the
CWAS Dept.
Awards Assemblies
take
place
monthly.
We will track the rate of

tardy/late students month
to month and schedule
parent meetings to discuss
the importance of being on
time to school.
37 of 72
5/31/16

outcomes?
area?
previous clinical social
worker, paid for with grant
money,
left
her
employment in January
2016.
We
need
a
person
(community asst, office
clerk, office manager) to
pull
reports
and
communicate with the
Principal
and
possibly
CWAS staff to promote
punctuality.

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
on the playground and in

the cafeteria (one is paid
for through the district).
The 7 aides are necessary
given our increase in
student enrollment.
Jackson has instituted
Recess Before Lunch" in
2015-16 and implemented
"Peaceful Playgrounds" in
order to enhance our
students' play activities
during unstructured
recesses. In 2016-17, we
will
implement
the
Playworks Team-Up Model
to
encourage
student
leadership and to train our
supervisory staff to lead
collaborative games.
Mental Health and Antibullying Strategies include:
Pacific Clinics continues to
offer counseling services to
social or emotional
difficulties.
Healthy Start personnel
continue to help refer
students to Pacific Clinics,
provide information about
health services to parents,
and
provide
healthy
lifestyle, parenting, and
anti-bullying classes to our
38 of 72
5/31/16

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
parents and students.

Healthy Start will provide
Case management for 30
students
in
2016-17
(parents will come in
weekly, would provide
metrics) based on needs
and income, academic,
health, parenting goal.
Focused on attendance and
academic achievement.
Student of the Month
Assemblies that focus on
positive citizenship will be
held every other month. A
positive message fostering
good citizenship will be
reinforced
at
each
assembly.
Attendance issues will be
addressed by:
The importance of daily
school attendance is
communicated to parents
through meetings, parent
groups,
special
events,newsletters,
and
phone blasts.
We will need to hire a
consistent
Community
Assistant to support our
Attendance Clerk in 201617 at least 5 hours daily.
39 of 72
5/31/16

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
among his/her roles, the

Community Assistant will
contact
parents
and
encourage punctuality as
well
as
stress
the
importance
of
school
attendance.
The district-wide Attention
2 Attendance system
continues to produce and
mail out truancy letters to
help curtail unexcused
absences. Attention 2
Attendance
will
help
produce letters for
chronic absenteeism as
well.
Inquire with CWAS about
strategies
to
promote
punctuality.
The SARB process is used
for chronic absenteeism.
40 of 72
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Goal: Jackson students will be able to integrate technology effectively into learning experiences by using tools to collaborate, create, and research. They will develop digital citizenship and build
skills in an age appropriate progression in order to matriculate to middle school with the skills to navigate multiple digital platforms fluidly.
Technology Benchmarks:
2015-2016 Jackson STEM Dual Language Magnet Academy School
Technology Curriculum/Pacing
Kindergarten:
By the end of Kindergarten, students will be able to:
Use the trackpad/mouse to move around. Rudimentary keyboarding skills.
Login to lab desktops & chromebooks, open a browser.
Navigate Lexia & ST Math.
Identify safe practices on the internet: digital citizenship (Common Sense Education).
Identify key components in multi-media presentations & spreadsheets.*
Grade level websites: ABCya, starfall, popcorn typing
1st Grade:
By the end of 1st grade, students will be able to:
Engage in basic keyboarding (key location, capitalization, punctuation, necessary special characters, etc.).
Create a document using Microsoft word or Google docs.
Engage in basic coding** (Code.org).
Describe safe practices on the internet: Common Sense Education.
Identify key components in multi-media presentations & spreadsheets.
2nd Grade:
By the end of 2nd grade, students will be able to:
Keyboard with increasing accuracy and speed.
Use editing tool bars in documents for refinement of work.
Create basic spreadsheets to transfer data collected in math or science.
Develop basic slide presentation skills to present a group project.
Engage in basic coding to describe the process as a series of steps. (code.org)
Explore online resources using web-quests.
3rd Grade:
By the end of 3rd grade, students will be able to:
41 of 72
5/31/16
Keyboard with proper finger placement and accuracy (15 WPM).

Revise collaborative documents, using editing tools.
Create and edit spreadsheets to analyze data.
Create and edit a slide presentation in multiple platforms.
Relate coding to the Engineering Design Process to create a digital solution to a problem.
Use designated websites to research topics of inquiry.
4th Grade:
Keyboard with continuing accuracy (20 WPM).
Integrate use of Google apps for collaborative work (shared documents, spreadsheets, presentations, forms).
Create, edit, and analyze spreadsheets with rudimentary formulas.
Transfer digital work between platforms (e.g. Google Slides to PowerPoint).
Create and build animated projects using coding software.
Conduct academic online searches to explore content.
5th Grade:
Keyboard with precision and proper finger placement (25 WPM).
Create and build 3D models (Tinkercad).
Integrate use of multiple platforms (text, graphics, spreadsheets, video, audio, animation) into collaborative projects.
When researching online, cite digital sources and identify the significance of plagiarism.
The skill is to be introduced in the grade level indicated and will be reinforced and developed as the student progresses through the program.
*Spreadsheets include charts, tables, graphs.
**Coding is defined as a process of transforming discrete pieces of data into a set of data that solves a specific problem, whether electronically or physically.
Area of Focus:
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, XTechnology,
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
42 of 72

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/31/16

outcomes?
area?
Based on local formative
assessments, we have
identified common needs
for our students in order to
gain digital literacy and be
able
to
integrate
technology
as
an
educational tool.

address this need?
Digital Citizenship lessons

through Common Sense
Media (digital passport for
grades 3-5) should be
implemented in all grade
levels. With the addition of
touch-screen Chromebooks
and iPads on campus, these
interactive lessons will be
manageable and engaging
for students. They can even
be
delivered
through
Nearpod.
These needs include typing

skills, word processing,
digital presentations, the
fundamentals of coding,
online research skills, and
We also need to improve
digital citizenship.
on natural integration of
technology skill based
lessons in the context of
content
learning
experiences by identifying
the tech skills and lessons
necessary to support a unit
of study.

strategy?
What resources or
goal)
Typing assessments will be
given for beginning and end
of year in 2016-17 (targets
indicated in benchmarks
document).

Personnel Salaries
Other
117,544
Personnel Salaries
Other
19,500
Other
18,000
Benchmark evidence in Personnel Salaries
word processing, digital
presentations, and coding
will be documented in
teacher shared drives.
Digital
citizenship
curriculum
through
Common Sense Media
includes assessments.
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
STEM grade level X

planning days include
digital
components
to
STEM units
X
Individual coaching
days with STEM
Coach to build X
competencies in
teachers
A Monday PD for X
Common
Sense
Media
lessons,
games
and
assessments
Collaboration with
technology
specialists during
planned computer
lab times.
We need to develop online

research lessons that are
age-appropriate. Nearpod
will be an important tool to
create and deliver these
lessons.
In order to develop
research skills, explicit
instruction in how to
capture information and
determine if a source is
relevant is needed for
grades 3-5.
43 of 72
5/31/16

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
Additional actions include:

1. iPad integration in K-2
(coaching and PD)
2. Continued PD in tools for
student coding projects and
robotics
3. District PD in Nearpod
and
touch
screen
Chromebook applications
(provided by Technology
TOSAs).
4. Coaching and PD in how
to develop webquests for
students - safe Internet
research practices
5.
Common
sense
education lessons using
nearpod
PD/Coaching
(district technology TOSA)
44 of 72
5/31/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
45 of 72

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/31/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
46 of 72

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/31/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
47 of 72

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/31/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
48 of 72

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
5/31/16
Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Allocation
Balance (Allocations-Expenditures)
Title I
$114,209
$1,209
LCAP
$122,700
$5,200
Unrestricted
$21,325
$3,218
District Funded
$305,000
$0
$355,556.77
$13,412.77
Funding Source
Other
Total Expenditures by Funding Source

Funding Source
Total Expenditures
Title I 30100.0
$113,000
LCFF 70910.0
$117,500
Unrestricted
$18,107
District-Funded
$305,000
MSAP Grant
$342,144
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Total Expenditures by Object Type
Object Type
Total Expenditures
Title 1: 50% LDRT/CRT
$57,000
Title 1: Behavior Aide
$28,000
Title 1: Library Coordinator
$25,000
Title 1: ST Math (Mind Research Institute)
$3,000
LCAP: Office Depot
$8,000
LCAP: Southwest
$1,500
LCAP: Clerk/Typist Additional Hours
$10,000
LCAP: Noon Aides (7)
$32,000
LCAP: Balanced Literacy Library
$13,000
LCAP: DRA Kits (Reading Diagnostic Assessments)
$4,000
LCAP: Substitute Teachers for Teacher-Release Time (ELD

Planning
and Data Analysis)
LCAP:
After-School
Tutoring
$15,000
LCAP: Garden School Foundation Instructor for Cooking

ClassesPlayworks Team-Up
LCAP:
$5,000
$10,000
$18,500
LCAP: Extra Custodial Services for Weekend Events
$500
District Funded: DLIP TOSA
$114,000
District Funded: EL Instructional Coach
$114,000
District Funded: Science Teacher
$70,000
District Funded: 1 Noon Aide
$7,000
MSAP Grant: STEM Coach
$117,544
MSAP Grant: Computer Aide
$18,000
MSAP Grant: Scientist in Residence
$8,000
MSAP Grant: Supplemental Pay for Teachers (After-School

Clubs) Grant: Substitute Teachers for Teacher Release Days
MSAP
$12,000
(Collaborative
Planning:
MSAP
Grant: Science
LabIntegrated
EquipmentInstruction and Coaching)
$12,000
MSAP Grant: Informational Text in Support of STEM
$33,000
MSAP Grant: STEM-Related Field Trips
$22,000
MSAP Grant: Professional Development and Consultants Fees
$31,000
MSAP Grant: Conferences and Travel
$6,600
MSAP Grant: Furniture to Support Student Collaboration and

SchoolGrant:
CultureSchool
and Climate
MSAP
Beautification
$27,000
MSAP Grant: Marketing
$8,500
Unrestricted: Copy Machine
$6,500
Unrestricted: Flexible Student Desks ($149 cost per desk X 77

desks)
Unrestricted:
Student Chairs ($62 cost per chair X 107 chairs)
$11,473
$19,500
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$27,000
$6,634
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Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
Total Expenditures
50% LDRT/CRT
Title 1
$57,000
Behavior Aide
Title 1
$18,000
50% Library Coordinator
Title 1
$25,000
ST Math (Mind Research Institute)
Title 1
$3,000
Office Depot
LCAP
$8,000
Southwest
LCAP
$1,500
Clerk/Typist (Additional Hours)
LCAP
$10,000
Noon Aides (7)
LCAP
$32,000
Balanced Literacy Library
LCAP
$13,000
DRA Kits (Reading Diagnostic Assessments) LCAP
$4,000
Substitute Teachers: Release Time for

Teachers
for ELD Planning
and(AfterData
Teacher Supplemental
Hourly
Analysis
School Tutoring)
Garden
School Foundation (Cooking
Classes/Maintenance
Playworks Team-Up of Garden)
LCAP
$15,000
LCAP
$10,000
LCAP
$5,000
LCAP
$18,500
Extra Custodial Services for Weekend

Events
DLIP TOSA
LCAP
$500
District Funded
$114,000
EL Instructional Coach
District Funded
$114,000
Science Teacher
District Funded
$70,000
Noon Aide (1)
District Funded
$7,000
STEM Coach
MSAP Grant
$117,544
Computer Aide
MSAP Grant
$18,000
Scientist in Residence
MSAP Grant
$8,000
Teacher Supplemental Hourly (AfterSchoolGrant:

Clubs)Release Time for Teachers
MSAP
MSAP Grant
$12,000
MSAP Grant
$19,500
(Collaborative
Instructional
MSAP Grant: Science
Lab Equipment
Planning/Coaching)
Informational Text in Support of STEM
MSAP Grant
$12,000
MSAP Grant
$33,000
STEM-Related Field Trips
MSAP Grant
$22,000
MSAP Grant: Professional Development

and Consultants
Fees
MSAP
Grant: Conferences
and Travel
MSAP Grant
$31,000
MSAP Grant
$6,600
MSAP Grant: Furniture to Support Student MSAP Grant

Collaboration
and School
Culture and
MSAP
Grant: School
Beautification
MSAP Grant
Climate
MSAP Grant: Marketing
MSAP Grant
$35,000
Copy Machine
Unrestricted
$6,500
Unrestricted: Flexible Student Desks ($149 Unrestricted

cost per desk Student
X 77 desks)
Unrestricted:
Chairs ($62 cost per Unrestricted
chair X 107 chairs)
$11,473
$35,000
$12,000
$6,634

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Total Expenditures by Goal

Goal Number
Total Expenditures
Goal 1
$140,044
Goal 2
$537,544
Goal 3
$313,000
Goal 4
$31,000
Goal 5
$78,500
Goal 6
$155,044
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Restricted Funding Personnel

2016-2017
Personnel
Funding
General Duty and SPSA support
50% LDRT/CRT
Title I
30100.0
LDRT/CRT:
Supports teachers and students, in particular English Learners. The RT provides professional
development and coaching for teachers, manages district-wide and state-level testing (including the
CELDT and SBAC tests), and facilitates the meetings of our parent groups (in particular, our ELAC).
The RT also provides intervention services for ELs and students in our subgroups when such
intervention is deemed helpful in terms of academic achievement (according to available data).
Mavonwe Banerdt
Title I
30100.0
Library Coordinator:
Ensures that our library is open for students to use and that the library is properly maintained. Reads
to and interacts with students. Helps students check out books. Collaborates with our instructional
coaches and classroom teachers to provide needed literature to support integrated units of study
per grade. Researches digital resources for students. Makes purchasing suggestions.
Aracelly Mendoza
LCFF
70910.0
Clerk Typist:
Additional office support to incorporate the additional documentation involved with respect to our
DLIP program, Open Enrollment, and tutoring and summer school registration.
Garden Instructor: Cooking Class
LCFF
70910.0
Garden School Foundation Instructor:

To provide the funds needed to conserve our nutrition and cooking program. The instructor teaches
healthy living and eating and engages the students in cooking classes that incorporate our garden's
bounty. Students harvest the vegetables and fruits and learn to use them in healthy recipes from
around the world. The instructor, in addition, helps to maintain our garden.
Behavior Aide: Currently Vacant
LCFF
70910.0
Project Aide-Behavior:
Helps supervise noon aides and helps with student discipline.
Carl Townsend
LCFF
70910.0
Noon Aide:
Supervises the playground and ensures student safety.
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Noon Aides (5)
LCFF
70910.0
Noon Aides:
Supervises the playground and ensures student safety.
Substitute Teachers
LCFF
70910.0
Provide release time for our classroom teachers to engage in collaborative planning of
interdisciplinary units, including Balanced Literacy connections, English Language Development
(ELD), and data analysis. The collaborative planning time will be facilitated by our EL Instructional
Coach, DLIP TOSA, STEM Coach, Science Teacher, LDRT/CRT, Librarian/Scientist in Residence, and
district-level coaches.
Teachers: Supplemental Hourly
LCFF
70910.0
Supplemental pay for teachers to provide instruction for after-school tutoring and clubs.
Supplemental Custodial Hours
LCFF
70910.0
Custodians:
To ensure that appropriate clean-up and security measures are implemented at weekend events
(school beautification days, Fun and Field Day, Kids Reading to Succeed's monthly reading programs).
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Centralized Services
Provided by Student Support Programs
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School Site Council Membership
Sara Aparicio
President
Secretary
X
X
Rebecca Graf
Beatriz Gutierrez
Patty Lacey
Nile Malloy
Lisbeth Medrano
Kristy Orzewalla
Shanon Smith
Numbers of members of each category:
Secondary
Students
Gabriela Flores
Vice President
2
N/A
Rita M. Exposito
Parent or
Community
Member
X
Mavonwe Banerdt
Karla Castro
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
X
X
X
X
1
N/A
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:
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:
Rita M. Exposito
Typed Name of School Principal
Signature of School Principal
Date
Signature of SSC Chairperson
Date
Sara Aparicio
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
PI Year
Decrease management authority

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

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

PI 3
Yes
Extend school year or day
PI 3
N/A
Appoint or contract with outside expert to advise the

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

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

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

improvements/restructuring activities planned based on
data
PI All levels
Yes
All PI Levels
WHAT
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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: Jackson STEM Dual Language Magnet Academy
Principal: Rita M. Exposito
School Number: 28
Counselor: N/A
Date Completed: May 16, 2016
Principal Signature:
Goal: Increase the percentage of students attending at 96% or higher.
2014-2015 Current ADA Percentage

95.65%
2015-2016 ADA Short Term Goal

96%
2016-2017 ADA Long Term Goal

96.1%
GOAL 1: ATTENDANCE & DROPOUT PREVENTION PLAN

Strategy & Activity Description
Frequency
Daily/Weekly/Monthly/Yearly
Target Audience/s
We will continue the procedures regarding Parents/Students

tardiness that were implemented in the
2013-14 academic year. Any child arriving
after 8:15 will need to check in at the front
office before entering class.
Daily
Measure of Success
Measurable reduction in tardiness among
our students, resulting in a measurable
increase in attendance rate: averaging at
least 96%.
GOAL 2: TEACHING ATTENDANCE

Importance of attendance will be the topic Parents
of conversation at an identified ELAC
meeting, DLIP PAC, and PTA meetings.
Principals newsletters will explain the
importance of school attendance to
Frequency
Target Audience/s
Twice a Year at each group
Measure of Success
Measurable increase in attendance rates
measuring at least 96% in 2015-16.
Measurable decrease in truancy rates to

Twice a Year (once in the fall and another fewer than 50%.
in spring)
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parents and guardians.

SSTs will be held for students who have
poor attendance in school.
Reviewed on a Trimester Basis
GOAL 3: PREVENTION & INTERVENTION

Frequency
Target Audience/s
Measure of Success
The district-wide Attention 2 Attendance Parents

system produces and mails out truancy
letters to help curtail unexcused absences.
Daily
The SARB process is used for chronic Students/Teachers

absenteeism. Attention 2 Attendance
will help produce letters for chronic
absenteeism as well.
As needed; Attendance is monitored daily. Measurable increase in attendance rate:

averaging at least 96%
Once a Month
The principal will continue to give out

awards and certificates for perfect
attendance.
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Measurable reduction in truancy: less than

50%.
Increase in the number of students with

exemplary attendance rates, according to
Attention2 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?
X
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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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?
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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:
--------------Principal:
Rita M. Exposito
--------------School Site Council Chair (typed): Sara Aparicio

--------------Date Approved By GATE Site Advisory Council: May 20, 2016
--------------Date Approved By School Site Council May 20, 2016
Dates and times of calendared site GATE Advisory meetings
2012-2013:
Mandatory
1st
September 15, 2016
2nd
December 14, 2016
3rd
March 8, 2017
4th
May 4, 2017
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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 Jackson STEM Dual Language Magnet Academy 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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PASADENA UNIFIED SCHOOL DISTRICT

JACKSON ELEMENTARY SCHOOL COMPACT
2016-2017
Staff
As a Pasadena Unified School District teacher/administrator I will:
Teach classes through interesting and challenging lessons that promote student
achievement, engagement and mastery of grade level standards.
Endeavor to motivate my students to learn.
Have high expectations and help every child to develop a love of learning.
Communicate regularly with families about student progress.
Encourage parent involvement in school activities.
Enforce rules equitably and provide a safe, orderly and caring learning environment.
Provide meaningful, daily homework assignments to reinforce and extend learning.
Participate in professional development opportunities that improve teaching and
learning.
Support the formation of partnerships with families and the community.
Participate in collaborative decision making with other school staff and families for the
benefit of students.
Respect the school, students, staff and families.
__________________________________________________________
Teacher Signature/Date Principal Signature/Date Superintendent Signature/Date
Student
I agree to carry out the following responsibilities:
Come to school ready to learn, work hard and engage in my own learning.
Bring necessary materials, completed assignments and homework.
Know and follow school and class rules.
Communicate regularly with my parents and teachers about school experiences so that
they can help me to be successful in school.
Limit my TV watching and playing of video games and instead study or read after school.
Respect the school, classmates, staff and families.
____________________________________________________________
Student Signature/Date Grade
Family/Parent
I agree to carry out the following responsibilities:
Provide a quiet time and place for homework and monitor TV viewing.
Read to my child or encourage my child to read every day
Ensure that my child attends school every day, gets adequate sleep, regular medical
attention and proper nutrition.
Regularly monitor my childs progress in school.
Support the schools discipline and dress codes.
Participate at school in activities such as school decision making, volunteering and/or
attending parent-teacher conferences, Open House and Back to School Night.
Communicate the importance of education and learning to my child.
Respect the school, staff and families.
____________________________________________________________
Parent Signature/Date
DISTRITO ESCOLAR UNIFICADO DE PASADENA

ACUERDO DE ESCUELA ELEMENTAL
2016-2017
MAESTROS:
Como maestro de Distrito Escolar unificado de Pasadena yo:
Ensear lecciones interesantes y desafiantes, promoviendo el logro acadmico del estudiante, el

compromiso y la maestra de los estndares del nivel de grado.
Intentar motivar a mis estudiantes a aprender.
Tendr altas expectativas y ayudar a cada estudiante a desarrollar el amor al aprendizaje.
Me comunicar regularmente con los padres de familia acerca del progreso del estudiante.
Motivar a los padres de familia a involucrarse en las actividades de la escuela.
Esforzar las reglas de una manera justa, proporcionar seguridad, orden y cuidando el ambiente
escolar.
Proveer y asignare tareas diariamente para reforzar y extender el aprendizaje del estudiante.
Participar en las oportunidades del desarrollo profesional para mejorar la enseanza y el

aprendizaje.
Apoyar la informacin de asociaciones con familias y la comunidad.
Participar tomando decisiones colaborativas con maestros y familias de otras escuelas para el
beneficio del estudiante.
Respetar a la escuela, estudiantes, maestros, administradores y padres de familias.

_____________________________________________________
Firma del maestro/fecha Firma del Director/fecha Firma del superintendente/fecha
ESTUDIANTE:
Yo estoy de acuerdo en cumplir las siguientes responsabilidades:
Venir a la escuela preparado para aprender, trabajar duro y comprometerme en mi propio

aprendizaje.
Traer materiales necesarios, tareas y trabajos asignados.
Conocer y seguir las reglas de la escuela y la clase.
Comunicarme regularmente con mis padres y maestros acerca de las experiencias escolares para
que me puedan ayudar a ser exitoso en la escuela.
Limitar el tiempo de ver televisin y de jugar videojuegos en lugar de estudiar o leer despus de la
escuela.
Respetar la escuela, compaeros, maestros y padres de familias.

_____________________________________________________
Firma del estudiante/fecha Grado
PADRE DE FAMILIA:
Yo estoy de acuerdo en cumplir las siguientes responsabilidades:
Proporcionar un lugar y tiempo calmado para hacer las tareas y limitar el tiempo de mirar
televisin.
Leer con mi hijo o motivarlo a leer todos los das.
Asegurarme que mi hijo asista a la escuela todos los das, duerma adecuadamente, tenga atencin
mdica y nutricin adecuada.
Monitorear regularmente el progreso de mi hijo en la escuela.
Apoyar la disciplina de la escuela y el reglamento del uso de uniformes.
Participar en actividades escolares, tomando decisiones escolares, siendo voluntaria, asistiendo a

conferencia de padres y maestros y la noche de regreso a clases.
Comunicar la importancia de educacin y aprendizaje para mi hijo.
Respetar la escuela, maestros, administradores y padres de familias.

_____________________________________________________
Firma de Padre de familia

Parent Involvement Policy
This policy and the related implementation procedures were jointly developed with and agreed upon by parents of
participating children in the Student Support Programs at Jackson STEM Dual Language Magnet Academy.
Policy Involvement
Annual Meeting: September 9, 2015
The purpose of the annual meeting is to inform parents of their schools participation in Student Support Programs to
explain what the program is about, its requirements, and the right of parents to be involved. The annual meeting
includes a description of the Student Support Programs services and how the services are delivered.
Scheduling and Special Support for Parent Involvement Meetings:
o
o
o
o
o
Parent meetings are scheduled in the morning and in the evening at the school in order for all parents to be
able to participate in the decisions relating to the education of their children.
Childcare is provided at the monthly ELAC meetings.
The schools ELAC meetings are scheduled on the fourth Wednesday of the month at 8:00 am in the school
auditorium.
The School Site Council meetings are scheduled on the second Wednesday of the month at 2:30 pm in the
Library.
PTA meetings are held on the third Wednesday of the month, alternating between morning and evening times
(8:00 am and 6:00 pm) in the auditorium.
Planning, Review and Improvement of the Student Support Programs:

o
o
Parents were presented with the plans and design of the Student Support Programs according to the Districts
funding timeline on September 9, 2015.
The school has an ELAC (English Learners Advisory Committee, SSC (School Site Council), DLIP PAC (Dual
Language Immersion Program Parent Advisory Council), and PTA (Parent Teacher Association). All parents are
encouraged to join these parent advisory committees. Nominations and elections are held in early May or
September.
The school is currently forming an African American Parent Council (AAPC). The school is looking for a
chairperson who will begin to attend district level meetings to learn about the responsibilities and procedures of
such a council and will be informed of the dates in which all of the district-level meetings will take place in the
2016-17 academic year.
The District Uniform Complaint Procedure is available in the school office (BP 1312.3) and parents have been
informed on how to contact the district with complaints.
Maintaining Two-Way Communication with Parents:

o
o
o
o
Jackson STEM Dual Language Magnet Academy provides a calendar for parents to ensure that they are
informed about parent meetings and school events to be held during the year.
Jackson STEM Dual Language Magnet Academy provides a bilingual newsletter twice a year, a Weekly Message,
and calendar to inform parents about special school programs and school events. Newsletters, messages,
and calendars are posted on the school website.
Events at Jackson STEM Dual Language Magnet Academy are posted on the marquee in front of the school
building in Spanish and English.
Jackson STEM Dual Language Magnet Academy maintains a parent bulletin board next to the auditorium. All
notices and agendas for parent meetings are posted 72 hours prior to the meetings around the campus. A
schedule of meetings is posted in an enclosed bulletin board within the main entrance of the school.
1
Jackson STEM Dual Language Magnet Academy sends weekly bilingual messages about meetings and school
information through the districts School Messenger phone system.
Jackson STEM Dual Language Magnet Academy informed parents about:

School performance through the School Accountability Report Card, individual student assessment
results and what they mean through district mailed test information, and November Teacher/Parent
Conferences and Individual Learning Plans
Description and explanation of the curriculum, assessments used to measure student progress, and
expectations for student performance was presented at Back-To-School Night on September 16, 2015.
The Student Study Team (SST) process is used when there is a concern about a student that needs to be
communicated to the parents. Additional support for the student through cooperation between the
home and school is discussed at an SST meeting. All parties brainstorm possible interventions available
during and after school.
Parents formulated suggestions and participated in decisions relating to the school plan and other concerns during the
open forum portion of the meetings: ELAC and SSC.
Shared Responsibilities to High Student Performance
School/ Parent Compact: The Jackson STEM Dual Language Magnet Academy/Parent Compact outlines how parents,
the entire school staff, and students share the responsibility for improved student achievement and the means by which
the school and parents build and develop a partnership to help children achieve the states high standards. Parents had
input into the development of the Parent/School Compact on October 20, 2009. Parents, teachers and students
reviewed and signed the compact during the month of November 2014.
Building Capacity for Involvement
Parent Education Opportunities and Topics:
o
o
o
o
o
o
o
o
Jackson STEM Dual Language Magnet Academy provided information at the Back-To-School Night about the
California Common Core State Standards and programs such as Project-Based Learning, Houghton Mifflin
Math, STEM Magnet Academy, science lab, and various learning settings such as Structured English Immersion,
Spanish Dual Language Immersion Program, After School Programs and English mainstream.
Information about the GATE Program will be provided during designated School Site Council meetings, Backto-School Night, and Open House.
Understanding the California Common Core State Standards, Balanced Literacy, expectations, assessments and
supplemental programs at parent meetings, workshops, newsletters, and conferences.
Monitoring a childs progress and working with the teacher to improve student performance at the October
parent conferences, SST meetings, and when creating Individual Learning Plans.
Participation in decisions relating to the education of our children.
Skills and strategies for improving the childs success.
Chromebook operation and applications.
Jackson STEM Dual Language Magnet Academy coordinates with other resources:
LACOE for training to assist parents in helping their children
Education Center Program Coordinators
Parenting Classes coordinated by our Healthy Start Office.
Training for Teachers, Principals and Other Staff

Jackson STEM Dual Language Magnet Academy provided ongoing coaching to staff in regards to:
The use of volunteers in the classroom
The value, benefits and purpose of contributions of parents
Communication, reaching out and working with parents as partners
Building ties between home and school
Implementing and coordinating parent programs
Jackson STEM Dual Language Magnet Academy coordinated with the Pasadena Education Network (PEN) the PUSD
Parent Engagement Office, Huntington Hospital, the Pasadena Police Department, Nutrition Network, Kaiser
Permanente, and Planned Parenthood in providing opportunities for parents to learn about child development and child
rearing issues.
Accessibility
Jackson STEM Dual Language Magnet Academy makes every effort to increase opportunities for the participation of
parents with limited English proficiency or with disabilities, through translation of all information and school profiles
in a language and form that all parents understand.
This policy was read and agreed to by the Jackson STEM Dual Language Magnet Academy Council and the English
Learners Advisory Committee and will be presented at the beginning of each school year for approval and changes to
all school committees.
PUSD
351 South Hudson Avenue

Pasadena, California 91101
Phone: (626) 396-3600
www.pusd.us
Jackson STEM
Dual Language
Magnet Academy
593 West Woodbury Road Altadena, CA 91001
Phone: (626) 396-5700
CDS Code: 19-64881-6021620
Rita Exposito, Principal
exposito.rita@pusd.us
DISTRICT MISSION STATEMENT

The Pasadena Unified School
Districts mission is to provide
a caring, engaging, challenging
educational experience for every
student every day.
SUPERINTENDENT
Brian McDonald, Ed.D.
superintendent@pusd.us
BOARD OF EDUCATION
Elizabeth Pomeroy, President
District 5
pomeroy.elizabeth@pusd.us
Kimberly Kenne, Vice President

District 1
kenne.kimberly@pusd.us
Roy Boulghourjian, Clerk
District 2
boulghourjian.roy@pusd.us
Adrienne Ann Mullen, Member
District 3
mullen.adrienne@pusd.us
Patrick Cahalan, Member
District 4
cahalan.patrick@pusd.us
Larry Torres, Member
District 6
torres.larry@pusd.us
Scott Phelps, Member
District 7
phelps.scott@pusd.us
2014-2015 School Accountability Report Card

Published in the 2015-2016 School Year
SARC Information
Every school in California is required by state law to publish a School Accountability Report Card
(SARC) by February 1 of each year. The SARC contains information about the condition and
performance of each California public school. Under the Local Control Funding Formula (LCFF)
all local educational agencies (LEAs) are required to prepare a Local Control Accountability
Plan (LCAP), which describes how they intend to meet annual school-specific goals for all
pupils, with specific activities to address state and local priorities. Additionally, data reported in
an LCAP is to be consistent with data reported in the SARC.
For more information about SARC requirements, see the California Department of Education
(CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
View this SARC online at the school and/or LEA Web sites.
For more information about the LCFF or LCAP, see the CDE LCFF web page at
http://www.cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents and community members should contact
the school principal or the district office.
Principals Message
Welcome to Jackson STEM Dual Language Magnet Academy, a proud recipient of the Magnet
Site Assistance Program Grant! As one of the few schools in the nation to have been awarded
the federal grant in October 2013, our community has been industriously exploring the varied
and innovative ways to support an upper tier, cross-curricular academic program emphasizing
science, technology, engineering, and math (STEM). For the last five years, Jackson has been
developing a vibrant and continuously unfolding science program enhanced by upgrades in
technology, a science lab, a garden program with connections to life science, nutrition, and
cooking, and a full-time science/engineering teacher. As a magnet school, we are able to offer
opportunities for our students greatly surpassing the previous advancements to our program.
In 2015-16, we added a STEM Coach who has been helping to elevate our program to much
higher levels and helping our students make deeper interdisciplinary connections. At Jackson,
we are forward-thinking in our approach to our students education, preparing them for the
cognitive demands that will be placed on them in the future.
The 21st century has become a highly technological and global era, one where marketable
advantages will include an education rich in the STEM disciplines and the ability to speak
multiple languages. Therefore, as an option for parents and in addition to our excellent
mainstream English program, Jackson is exceedingly proud of its Spanish/English dual
language immersion program (DLIP). Beginning with one kindergarten class in the 2012-13
academic year, the program has grown by one additional grade each subsequent year and
serves both Spanish- and English-dominant students with the goal of nurturing bilingualism,
bi-literacy, and bi-cognitive thinking.
Capitalizing on our STEM academy, students in the DLIP receive science instruction in
both English and Spanish, enabling them to make connections between the languages and
understand their linguistic commonalities. In a highly competitive world of innovation, math
and science are crucial disciplines arming our students with highly marketable skills. When
enhanced with early instruction in a foreign language, students will be equipped for success in
the 21st century.
Published: February 2016
School Enrollment (School Year 2014-15)
Jacksons teachers, staff, parents, and members of the greater community

are dedicated to addressing the needs of a diverse student population.
Our highly trained teachers demonstrate a unity of purpose, motivating our
students to achieve to the best of their abilities. Our goal is to create an
environment that encourages our students to set high expectations and
to be active participants in their learning. Parents and the community are
actively involved, providing support and leadership while striving to meet
the school and district visions. We are the Jackson Dolphins, as highly
intelligent and cooperative as our mascot would indicate. Each and every
stakeholder is part of a collaborative team, striving to reach a common
goal through creative thinking. As a result, Jacksons students thrive and
learn that there is no limit to what they can achieve. In the words of Andrew
Jackson: Ive got big shoes to fill. This is my chance to do something. I
have to seize the moment. Like the great president our school is named
after, our students will understand that their education will give them the
power to shape their own lives. Each and every day, they will seize the
moment and learn all that they can.
During the 2014-15 school year, the school served 419 students in grades
kindergarten through five. The charts display school enrollment broken
down by subgroup and grade.
Enrollment Trend by Grade Level
School Mission Statement
2012-13
2013-14
2014-15
65
82
107
1st
56
75
95
2nd
68
46
62
3rd
43
64
51
4th
47
41
64
5th
37
49
40
Enrollment by Student Group
Jackson Magnet STEM Dual Language Academy seeks to provide

a challenging academic environment where our students develop a
love of learning through exploration, problem-solving, critical thinking,
collaboration, and discovery. We encourage our students to be innovative
thinkers while preparing for an increasingly global future and fostering a
community of mutual respect and social responsibility. Jacksons students
will develop the knowledge, communication skills, and confidence to
become transformational leaders of the 21st century.
2014-15
Percentage
Staff Philosophy
The community of Jackson Magnet STEM Dual Language Academy has a
shared stake in the educational philosophy of the school. We believe that:
- All children can discover and develop their passion for learning.
- Knowledge and academic success instill self-motivation in our students.
- A rigorous, meaning-centered, thinking curriculum based on significant
content and 21st century skills is the centerpiece of instruction.
An academic program that seamlessly integrates the STEM disciplines
will prepare students for a highly technological future.
Early second language acquisition leads to biliterate and bi-cognitive
students with a multi-cultural understanding that helps them develop a
global perspective.
Black or African American
15.5%
Asian
0.7%
Filipino
0.5%
Hispanic or Latino
76.1%
Native Hawaiian or Pacific Islander
0.2%
White
6.4%
Two or More Races
0.5%
English Learners
42.7%
Socioeconomically Disadvantaged
88.1%
Students with Disabilities
0.7%
Foster Youth
1.7%
School Attendance (School Year 2014-15)

School districts receive financial support from the state for the education
of the students they serve based on how many students attend school
each day. Most importantly, regular attendance is critical to academic
achievement; therefore, it is a priority at Jackson Magnet. Student
attendance is carefully monitored for accuracy and for the identification of
recurrent problems as well as possible solutions.
- The involvement of parents and community members is integral to the

success of our students.
Community & School Profile

(School Year 2015-16)
Attendance, tardy, and truancy policies are clearly stated and consistently
documented with the help of a district-wide, monitoring system.
Independent study is available for students who require extended leaves
from school. Parents are advised of their responsibilities, including proper
notification of when and why students are absent. Incentives to promote
consistent and excellent attendance are provided through individual and
class certificates awarded in monthly assemblies.
Pasadena is located just 15 minutes from downtown Los Angeles,

at the base of the San Gabriel Mountains. The citys popular shops
and restaurants blend comfortably with tree-lined streets, distinctive
neighborhoods, historic buildings and a vibrant cultural scene. Pasadena
is most famous for the annual Tournament of Roses Parade and Rose
Bowl Game.
Students are referred to the districts School Attendance Review Board

(SARB) when they have persistent attendance issues and when the normal
avenues of classroom, school, and district counseling are not effective.
Jackson Magnet STEM Dual Language Academy lies nestled in the

foothills of the San Gabriel Mountains just a short distance from NASAs
Jet Propulsion Laboratory and the Rose Bowl. It is one of 28 schools in the
Pasadena Unified School District.
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State
Priority (Priority 1):
Degree to which teachers are appropriately assigned and fully
credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair.
Teacher Assignment
The district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials.
Teacher Credential Status

School
District
13-14
14-15
15-16
15-16
Fully Credentialed
12
22
615
Without Full Credentials
Teaching Outside Subject

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

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

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

Jackson STEM Dual Language Magnet Academy was originally constructed in 1922 and thoroughly modernized between 2002 and 2005 as a result
of Measure Y Bond funding. Under Measure TT, the F building received a number of repairs and new equipment, including new carpeting, tack boards
in the classrooms, repair of a drainage problem, and the construction of a new retaining wall. In the 2011-12 academic year, the office, cafeteria, and
auditorium were completely remodeled. Four single portable classrooms were added to our campus prior to the beginning of the 2015-16 academic year
and refurbished in the Fall of 2015, replacing an older double unit on the playground.
The campus is currently comprised of 27 classrooms in the permanent buildings, including a science lab, a computer lab, a library, a garden/cooking
room doubling as a Parent Room, a Reading Partners tutoring room, and a preschool classroom. The campus also has a cafeteria, an auditorium, a
Healthy Start Family Center, a large playground, and two smaller playgrounds for our kindergarten and preschool programs. The four additional portable
classrooms house a regular class as well as our RSP program, Intervention Services, out-of-classroom teachers, and the LEARNs coordinator.
Cleaning Process
Jackson Magnet STEM Dual Language Academy provides a safe and clean environment for students, staff, and volunteers. The district governing board
has adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with
emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free.
The Principal works daily with three full-time custodians to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair

A scheduled maintenance program is administered by Jackson Magnet STEM Dual Language Academys custodial staff on a regular basis, with heavy
maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Pasadena Unified School
District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate
attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received.
The chart displays the results of the most recent school facilities inspection. Facilities information was collected in December 2015.
School Facility Conditions

Date of Last Inspection: 12/09/2015
Overall Summary of School Facility Conditions: Good
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/

HVAC, Sewer)
Interior
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
Fair
Deficiency & Remedial

Actions Taken or Planned
Poor
Kitchen- Stained ceiling tiles.

(Work order submitted.)
Electrical
Girls Restroom by Room

B105- Light cover missing.
Cafeteria Kitchen- Electrical
outlet cover is missing. (Work
orders submitted.)
Restrooms/Fountains
Room B104- Low water

pressure at drinking fountain.
(Work orders submitted.)
Safety (Fire Safety,

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

Doors, Gates, Fences)
Textbooks & Instructional Materials (School Year 2015-16)

Pasadena Unified School District held a public hearing on October 30, 2015, and determined that each school within the district has sufficient and good
quality textbooks, including instructional materials, texts for Visual and Performing Arts, Health, and Foreign Languages, and science lab equipment,
pursuant to the settlement of Williams vs. the State of California.
All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for
use in the classroom and to take home. Additionally, all textbooks and instructional materials used within the district must be aligned with the California
Content Standards and Frameworks, with final approval by the Board of Education. The table displays information collected in November 2015 about the
quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.
District-Adopted Textbooks
Grade
Levels
Subject
Publisher
Adoption
Year
Sufficient
% Lacking
K-5
Mathematics
Houghton
Mifflin
2008
Yes
0.0%
K-5
Reading/
Language Arts
SRA/McGrawHill
2002
Yes
0.0%
K-5
Science
Houghton
Mifflin/
Harcourt
2007
Yes
0.0%
K-5
Social
Science/
History
Scott
Foresman
2006
Yes
0.0%
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor the Standardized Testing and
Reporting Program); and
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the
California State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress (CAASPP)

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

(Grades 3-8 and 11)
Subject
15
36
44
Mathematics (Grades 3-8 and 11)
20
28
33
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the
National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the students parents was a high school graduate.
California Assessment of Student Performance and Progress - Grade 3

English-Language Arts
Mathematics
Percent Achievement Level

Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
All Students
49
45
91.8
69
20
Male
49
22
44.9
68
18
Female
49
23
46.9
70
Black or African
American
49
18.4
Hispanic or Latino
49
33
White
49
Socioeconomically
Disadvantaged
49
English Learners
Students with
Disabilities
Student Groups
Four
Number
Tested
Percent
Tested
One
Two
Three
45
91.8
60
16
13
22
44.9
59
18
22
23
46.9
61
13
17
--
--
--
--
18.4
--
--
--
--
67.3
67
21
33
67.3
61
15
6.1
--
--
--
--
6.1
--
--
--
--
44
89.8
70
18
44
89.8
61
16
11
49
21
42.9
81
19
21
42.9
76
10
49
--
--
--
--
--
--
--
--
Four

Mathematics

Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
All Students
68
65
95.6
71
12
Male
68
28
41.2
82
Female
68
37
54.4
62
Black or African
American
68
8.8
Hispanic or Latino
68
58
White
68
Socioeconomically
Disadvantaged
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
11
65
95.6
37
40
20
11
28
41.2
32
50
14
16
11
37
54.4
41
32
24
--
--
--
--
8.8
--
--
--
--
85.3
71
14
58
85.3
36
41
21
1.5
--
--
--
--
1.5
--
--
--
--
68
61
89.7
72
13
11
61
89.7
38
41
18
English Learners
68
29
42.6
90
29
42.6
52
41
Students with
Disabilities
68
11
16.2
100
11
16.2
82
18
Student Groups

Mathematics

Student Groups
All Students
Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
42
42
100
52
29
14
41
97.6
54
32
10
Male
42
27
64.3
56
30
26
61.9
54
38
Female
42
15
35.7
47
27
27
15
35.7
53
20
20
Black or African
American
42
14.3
--
--
--
--
14.3
--
--
--
--
Hispanic or Latino
42
33
78.6
55
21
18
32
76.2
56
25
13
White
42
4.8
--
--
--
--
4.8
--
--
--
--
Two or More
Races
42
2.4
--
--
--
--
2.4
--
--
--
--
Socioeconomically
Disadvantaged
42
37
88.1
51
30
16
36
85.7
56
33
English Learners
42
14
33.3
93
14
33.3
93
Students with
Disabilities
42
11.9
--
--
--
--
11.9
--
--
--
--
California Standards Test (CST) - Science

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

Percentage of Students Meeting or Exceeding State Standards
Subject
School
Science (Grades 5, 8,
and 10)
District
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
50
64
44
50
52
49
59
60
56
California Standards Test

Percentage of Students
Meeting or Exceeding State
Standards
Subgroups
Subject
Science
District
49
School
44
Hispanic or Latino
40
Males
52
Females
33
Socioeconomically
Disadvantaged
45
English Learners
16
*Scores are not disclosed when

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

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

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

2014-15
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
17.1%
31.7%
9.8%
C. Engagement
The district annually provides a Student Conduct Code for each of its
sites, which is supplemented by school-developed behavioral standards.
The programs design establishes guidelines to provide students with a
meaningful, productive, and enjoyable school experience. Appropriate
behavior is encouraged through praise and motivational incentives, as well
as a school-wide positive behavior plan to further develop personal growth.
Parents and students are informed of school policies through classroom
newsletters, parent-teacher meetings, Open House, Back-to-School-Night,
school bulletins, and calendars.
State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental
Involvement State Priority (Priority 3):
Efforts the school district makes to seek parent input in making
decisions for the school district and each school site.
After-school programs at Jackson Magnet include Pasadena LEARNs and

the Pasadena Parks and Recreation Program. Both programs provide
homework help, academic enrichment activities, and sports.
Parent & Community Involvement

The table displays the suspension and expulsion rates at the school, in the
district, and throughout the state. Expulsions occur only when required by
law or when all other alternatives are exhausted.
Parents and the community are very supportive of the educational

programs at Jackson Magnet. Parents can participate in the Parent
Teacher Association (PTA), School Site Council (SSC), English Learner
Advisory Council (ELAC), Dual Language Immersion Program Parent
Advisory Council (DLIP PAC), and the Garden Committee. Parents are
encouraged to volunteer in classrooms and in the library, in the garden, at
special events, and as Reading Partners tutors. They can also participate
in workshops offered by the Healthy Start Program. The school has forged
a number of partnerships with local community businesses. Organizations
contributing much needed support and resources include:
Suspensions & Expulsions

Suspensions
Altadena Rotary Club

Altadena Town Council
Armory Center for the Arts
Blessings in a Backpack
Boy Scouts
Cal Tech Classroom Connections
Garden School Foundation
Girl Scouts
Huntington Hospital
Jet Propulsion Laboratories (JPL)
Kids Reading to Succeed (KRS)
La Canada Methodist Church
Lake Avenue Church
Pasadena Education Network (PEN)
Pasadena Educational Foundation (PEF)
Pasadena Masons
Pasadena Rotary Club
Reading Partners
Side Street Projects
Tom Sawyer Camps
Young and Healthy
12-13
13-14
14-15
Expulsions
12-13
13-14
14-15
School
1.0%
0.8%
1.3%
0.0%
0.0%
0.0%
District
6.8%
6.4%
4.9%
0.0%
0.0%
0.0%
State
5.1%
4.4%
3.8%
0.1%
0.1%
0.1%
Safe School Plan (School Year 2015-16)

The safety of students and staff is of primary concern at Jackson Magnet
STEM Dual Language Academy. To ensure maximum security, there
is only one gate open during school hours, and it leads directly into the
front office. Visitors to the campus must sign in at the office and wear a
visitors pass at all times. Supervision is provided to ensure the safety
of each student before school, during breaks, at lunch, and after school.
Supervision is a responsibility shared among project aides, support staff,
noon assistants, teachers, and the administration.
The School Site Safety Plan is revised annually in the fall by the School
Site Council and the principal. The Safety Plan is reviewed with all
staff members at the beginning of each school year. The plan was
most recently updated and reviewed with school staff in October 2015.
Key elements covered in the Safety Plan include an evacuation plan in
response to emergencies, methods to improve attendance, school-tohome communication, and alternatives to suspension.
Parents who wish to participate in the schools leadership teams, school

activities, or become a volunteer may contact the office at (626) 396-5700.
The districts website, www.pusd.us, also provides a variety of resources.
The school is in compliance with the laws, rules, and regulations

pertaining to hazardous materials and state earthquake standards. The
schools disaster preparedness plan includes steps for ensuring student
and staff safety during an emergency. Fire, disaster, and intruder drills are
conducted on a regular basis throughout the school year.
State Priority: School Climate
D. Other SARC Information
Contact Information
The SARC provides the following information relevant to the School

Climate State Priority (Priority 6):
The information in this section is required to be in the SARC but is not

included in the state priorities for LCFF.
Pupil suspension rates;

Pupil expulsion rates; and
Other local measures on the sense of safety.
Professional Development
Staff members build teaching skills and concepts through participation in
conferences and workshops throughout the year. For the past three years,
the district offered two staff development days.
Discipline & Climate for Learning
During these sessions, teachers are offered a broad-based variety of

professional growth opportunities in curriculum, teaching strategies, and
methodologies.
Students at Jackson STEM Dual Language Magnet Academy are guided

by specific rules and classroom expectations that promote respect,
cooperation, courtesy, and acceptance of others. The schools discipline
philosophy promotes a safe school, an orderly and nurturing classroom
environment, and demonstrates that a positive approach to discipline is a
solid foundation on which to build a high-achieving school. Jackson Magnet
is implementing the district-sponsored Behavior Response to Intervention
program to encourage appropriate behavior and to offer support systems
for our students.
Counseling & Support Staff

In addition to the federal Magnet Grant, Jackson Magnet was awarded

a local grant from the Garden School Foundation. The grant provides an
instructor who teaches life science and health lessons in our beautiful
outdoor classroom, the Jackson Pride Community Garden. Students are
taught the life cycles of plants and how they progress from seed to table.
Students plant seeds, tend to the plants, harvest the fruit and vegetables,
and learn to cook them using healthy recipes.
The staff at Jackson STEM Dual Language Magnet Academy strives to

help students develop strong socio-emotional skills. A full-time clinical
social worker assists with efforts to encourage a positive, nurturing school
climate. She holds individual and group counseling sessions to help
students develop positive self-images and a sense of social responsibility.
The school values the importance of on-site counseling and has procedures
in place to ensure that students receive the services they need; therefore,
Pacific Clinics is housed on our campus. Jackson also offers students and
their families the services of the Healthy Start Program.
Providing focused academic services, a resource teacher, library

coordinator, and computer lab technician address student needs and work
with teachers to develop and implement cross-curricular lessons based on
the Common Core State Standards (CCSS) using Project-Based Learning
(PBL).
The school does not have an academic counselor. The chart displays a
list of support services that are offered to students. Note: One Full Time
Equivalent (FTE) equals one staff member working full time; one FTE
could also represent two staff members who each work 50 percent of full
time.
Working in collaboration, our instructional staff works to achieve

the common goal of offering a dynamic educational experience that
encompasses 21st century skills, thus preparing our students for a highly
technological and global future.
Class Size
Counseling & Support Services Staff

Number of
Staff
Full Time
Equivalent
Behavior Aide
1.0
CEIS Teacher
0.5
Clinical Social Worker
1.0
The table indicates the average class size by grade level, as well as the
number of classrooms that fall into each size category.
Class Size Distribution

Classrooms Containing:
Average
Class Size
1-20
Students
Computer/Technology
Aide
0.5
Garden/Cooking
Instructor
0.4
Health Clerk
0.6
26
25
25
Healthy Start Case

Manager
0.5
29
28
25
Healthy Start
Coordinator
28
24
20
1.0
30
32
26
Healthy Start Parent

Advocate
0.5
30
30
32
37
29
20
32
21
Language Development
& Curriculum Resource
Teacher
1.0
Librarian
0.5
Magnet Site Teacher
1.0
Nurse
0.2
Primary Instructional
Assistant
0.5
Psychologist
0.2
Resource Specialist
Program (RSP) Teacher
0.5
RSP Aide
0.5
Science/Technology
Teacher
1.0
Speech and Language

Specialist
0.4
Speech/Language Aide
0.2
13
15
13
14
15
13
33+
Students
14
15
13
14
15
By Grade Level
Other
Computer Resources
Integrated instruction of computer skills throughout the curriculum prepare
students for technological growth and opportunities. The schools computer
lab contains 35 Internet-connected Mac workstations, a mounted LCD
projector, and a printer. All classrooms have a minimum of one Internetconnected computer, an LCD projector, a document camera, and access
to a digital camera. In addition to the above, all students have access to
Chromebooks housed in four carts containing 40 Chromebooks each,
and each teacher has a district-issued Chromebook for school use. The
Chromebooks are used in the classroom as research tools in connection
with Project Based Learning and to access LEXIA and ST Math,
school-wide Internet-based English language arts and math programs,
respectively. The science lab and the two fifth grade classrooms are also
equipped with ENO boards, encouraging whole class access to webbased, interactive enrichment activities. In addition, an increasing number
of iPads in the science lab are used by students to access SKIES, an
application created by Caltech scientists to foster collaboration among
students as they document the results of their scientific explorations. Our
students also use the iPads and Chromebooks to design three-dimensional
objects and make them come to life on our 3-D printer.
Jackson Magnet has a full-time science and engineering teacher who

provides hands-on lessons in our fully equipped science lab. Together
with our partners from the local scientific community, she fosters critical
and creative thinking while implementing (and helping classroom teachers
deliver) a rigorous and varied science and engineering program. In
addition, our lab is home to a variety of animals and has a patio area that
houses a desert tortoise and a turtle pond.
14
21-32
Students
Additional Internet Access/Public Libraries

For additional research materials and Internet availability, students are
encouraged to visit the libraries located in Los Angeles County, which
contain numerous computer workstations.
School Leadership
Leadership at Jackson Magnet STEM Dual Language Academy is a responsibility shared among the district administration, the principal, the leadership
team, instructional staff, parents, and members of the community. Prior to becoming principal in July 2010, Mrs. Exposito served for 10 years as a
resource teacher in the Pasadena Unified School District. She also served as a classroom teacher for 12 years, having taught in Monrovia Unified and
El Monte City School Districts.
Members of Jacksons staff participate in various committees that make decisions regarding the priorities and direction of the educational plan. Input
from the staff ensures that instructional programs are consistent with student needs and comply with district goals. These committees include:
School Site Council (SSC)
Parent Teacher Association (PTA)
English Learner Advisory Council (ELAC)
Dual Language Immersion Program Parent Advisory Council (DLIP PAC)
MSAP Steering Committee
Healthy Start Collaborative Council
Garden Committee
Grade Level Teams
Adequate Yearly Progress (School Year 2014-15)

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

School
Made AYP Overall
District
Yes
No
English Language
Arts
Mathematics
Participation Rate
Yes
Yes
Percent Proficient
N/A
N/A
Met AYP Criteria
State
English Language
Arts
Yes
Mathematics
English Language
Arts
Mathematics
No
No
Yes
Yes
N/A
N/A
N/A
N/A
Met Attendance Rate
Yes
Yes
Yes
Met Graduation Rate
N/A
Yes
Yes
Federal Intervention Program (School Year 2015-16)

Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same
content area (English/Language Arts or Mathematics) or on the same indicator (graduation rate). After entering PI, schools and districts advance to the
next level of intervention with each additional year that they do not make AYP.
For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Federal Intervention Programs

School
District
In PI
In PI
2004-2005
2011-2012
Year 5
Year 3
# of Title I Schools Currently In PI
20
% of Title I Schools Currently In PI
90.9%
Program Improvement (PI) Status

First Year in PI
Year in PI (2015-16)
10
Expenditures & Services Funded

(Fiscal Year 2013-14)
Teacher & Administrative Salaries

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

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

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

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

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

School
Total Expenditures Per Pupil
$6,758
From Supplemental/Restricted Sources
$1,583
From Basic/Unrestricted Sources
$5,176
State
$41,415
$43,062
Mid-Range Teachers
$60,566
$67,927
Highest Teachers
$85,450
$87,811
Elementary School Principals
$108,937
$110,136
Middle School Principals
$109,039
$115,946
High School Principals
$115,962
$124,865
Superintendent
$247,200
$211,869
Salaries as a Percentage of Total Budget
District
District
Beginning Teachers
Teacher Salaries
33.0%
39.0%
Administrative Salaries
6.0%
5.0%
$4,991
Percentage of Variation between School & District
3.7%
District Revenue Sources

State
$5,348
Percentage of Variation between School & State
-3.2%
In addition to general state funding, Pasadena Unified School District

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

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

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

School & District
School
$0
District
$70,542
Percentage of Variation
0%
School & State

All Unified School Districts
$71,529
Percentage of Variation
0%
11

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PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN

(626) 396-5700 ext. 28099

593 West Woodbury Road

The Single Plan for Student Achievement

The Single Plan for Student Achievement

Mission Statements and School Descriptions

School Profile Description

The Single Plan for Student Achievement

STEM Magnet Academy

Lachelt Healthy Start Center

The Single Plan for Student Achievement

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

Students will demonstrate their understanding of No

Students will use the 8 Standards for Mathematical Practice

The majority of students in grades 3,4,5 were in the standard not

Compared to the data on 2014-15 student scores on

Our instructional team will continue to refine the shift in No

The Single Plan for Student Achievement

Summative 2015 CAASPP assessments revealed much

Met or Exceeded Standards:

Students will increase their reading comprehension with

Average Rates of Proficiency on Interim Performance Tasks in

ELA goals will be measured using the following:

2. Based on the student data on the 2014-15 Trimester

Average Results of the Interim 2016 Trimester 1 and 2

The Single Plan for Student Achievement

The English Learner reclassification rate increased significantly

3. 60% of all ELL students at Levels 1, 2, and 3 will increase

4. Foster Youth and Free/Reduced students will perform at

2015-16 ELA Trimester Assessments (Average Percent Correct).

The foster youth population is represented by the following

Most of our foster youth exceeded the Trimester Assessment

Jackson Magnet has a vibrant community where parents and

The Single Plan for Student Achievement

2nd place in the multi-district "Trash-Free Lunch Challenge"

The number of suspensions in the 2015-16 academic year was 7

We will include all stakeholders in creating a school vision, in

Our goal is to continue to keep suspension rates low (not more

Jackson STEM Dual Language Magnet Academy will support the

the skills to make positive choices, motivating them through

All students K - 5 will receive weekly direct instruction Yes

Increased use of Chromebooks has led to improved computer skills

Chromebook procedures have been clearly spelled out and can be

1. By the end of the year, kindergartners will be able to log in

The Single Plan for Student Achievement

appropriate online tools to research and create a presentation

use the SKIES app, provided by our Caltech partners.

Related Goal Area (if

CAASPP English Language

The Single Plan for Student Achievement

English Language Arts

Closing the Gap- must include

The Single Plan for Student Achievement

School Safety, Climate and

1. Maintain the number of individual suspensions to less than 12.

The Single Plan for Student Achievement

The Single Plan for Student Achievement

CDE MEASURES(not exhaustive list)

Conditions for Learning