Student Achievement
ELA School-Wide Goals

• Kindergarten ELA Goal:

Using current ESGI data, Kindergarten’s foci are decoding and letter sounds. By the 3rd trimester benchmark, 80% of Kindergarten students will demonstrate proficiency in decoding and 90% proficiency in letter sounds.

• First Grade ELA Goal:

Based on the district’s oral reading/phonics benchmark, 23/79 below basic students (29%)

• Second Grade ELA Goal: The percentage of 2nd-grade students scoring in levels 1 and 2 ("not mastered") was 46% on the 2021/2022 Fall district diagnostic assessment. Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).
• Third-Eighth Grade ELA Goal:

The percentage of students scoring in levels 1 and 2 ("not meeting State Standards") on the 2021/2022 Fall district diagnostic was 24%.  Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

• Third-Eighth Grade ELA English Learner Goal:

For grades 3rd-8th, the percentage of English Learner students scoring in levels 1 and 2 ("not meeting State Standards") on the 2021/2022 Fall district diagnostic was 51%.  Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

• Third-Eighth Grade ELA SPED Goal:

For grades, 3rd-8th SPED students, the percentage of English Learner students scoring in levels 1 and 2 ("not meeting State Standards") on the 2021/2022 Fall district diagnostic was 61%.  Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

Math School-wide Goal: 

• Kindergarten Math Goal:

Using current ESGI Data, Kindergarten’s focus in math is counting and representing numbers.   By the 3rd trimester benchmark in 2021/2022, 90% of Kindergarten students will demonstrate proficiency in counting and representing numbers 0-20.  

• First Grade Math Goal:

The timed math test results showed that 8/79 first graders (10%) are far below basic in adding 25 math problems in 2 minutes.  Our goal is to decrease this to 5% by the 2nd trimester.

• Second Grade Math Goal:

The percentage of 2nd-grade students scoring in levels 1 and 2 ("not mastered") was 60% on the 2021/2022 Fall district diagnostic assessments. Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

• Third-Eighth Grade Math Goal: 

The percentage of students scoring in levels 1 and 2 ("not meeting State Standards") on the 2021/2022 Fall district diagnostic was 32%.  Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

• Third-Eighth Grade Math English Learner Goal: 

For grades 3rd-8th, the percentage of English Learner students scoring in levels 1 and 2 ("not meeting State Standards") on the 2021/2022 Fall district diagnostic was 50%.  Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

• Third-Eighth Grade Math SPED Goal:

For grades, 3rd-8th SPED students, the percentage of SPED students scoring in levels 1 and 2 ("not meeting State Standards") on the 2021/2022 Fall district diagnostic was 79%.  Our goal is to decrease that percentage by at least 10% for the 2021/2022 district diagnostic assessment results (D2).

• The percentage of students in grades 3-8 scoring in levels 1 and 2 ("not meeting State Standards") on the 2021-22 Smarter Balanced Assessment Consortium (SBAC) CAASPP assessment will decrease by a minimum of 10% from the 2018-19 ELA and Mathematics results.

Major Initiatives, Actions, and Services to Improve Student Achievement

Support California Common Core Standards Curriculum

• Teachers create California Common Core Standards-based lesson plans that support the needs of students. 
• Teachers are released during the day to collaborate in PLC teams. 
• Teachers develop common formative assessments based on Guaranteed and Viable Standards. Data is analyzed and used to form Response to Intervention groups based on needs in all curricular areas. 

• Standards-based assessments are created in programs such as iReady and/or Haiku Learning Management Systems.
• Teachers use Gifted and Talented Education (GATE) strategies and implementation of school-wide Depth and Complexity Icons. Junior Great Books are offered to GATE-identified students to utilize the Shared Inquiry Method.
• Students use laptops, iPads, iPad Carts, to enhance learning. 
• Students use laptop/iPad programs and applications such as IXL for math, Accelerated Reader, BrainPop  High-Reliabilityfor ELA/math to reinforce skills and as intervention tools. Haiku Learning Management System and Google Classroom are used as learning management systems.
• Teachers use Writer's Workshop, Reader's Workshop, CGI to teach reading, writing, and math strategies.  Grade levels K-6 use Lucy Calkins' Units of Study for both Reader's and Writer's Workshop.
• Speech and Debate is offered to students in grades 4th -8th.  Students will learn about public speaking, and speech writing, and will cover skills in argumentation and debate.  Students will have the opportunity to participate in local and regional Speech and Debate competitions. 
• Middle School Grades (6-8) use Study Sync for Reading, Writing, and ELD supports, along with Listenwise to support listening skills.
• Monthly learning objectives are submitted to administration and posted in all classrooms.
• School Plays enhance learning in social students and science: 1st Grade; Biomes, 2nd Grade; Everybody Smiles in the Same Language, 3rd Grade; Pirates of Grammar Island, 4th Grade; Geology Rocks, 5th Grade; Alice's Adventures with Idioms.
• Enrichment/Extended Activities: 6th Grade Science Camp, Science Olympiad, Family Science Night, Math Field Day, Math Olympiad, Mathena Math Club,  MinecraftEdu, advanced robotics.
• 5th-8th grade students will cultivate their passions and efficacy through personal, educational, and professional discovery, guided by a college/ career pathway.  Activities include engaging parents, teachers, staff, and students. All G5-G8 students will take the Thrively strength assessment to help identify their strengths and passions.  As this information is shared with students, teachers, and parents, activities will be scheduled throughout the year to help students cultivate those identified passions, ending with a culminating event to showcase the work students have done throughout the year. All 8th-grade students will receive 1:1 counseling support in identifying pathways towards high school/college/career, supported by strength-based assessments, passion-directed PBL, and community opportunities. This will be evidenced by a 1:1 counseling form, lessons through Thrively, and artifacts from community activities.

Support for Struggling Learners

• Push-in RSP services are offered to students to meet IEP goals.
• Response to Interventions (RtI) are offered to students in small groups with targeted focus based on Universal Screenings, diagnostic tests, and common formative assessments for grades K-8.

• Saturday School opportunities are available to students for intervention support. 
• Positive Behavioral Intervention and Supports (PBIS) school-wide program helps with the implementation of Behavior Matrix to promote positive behaviors.
• Multi-Tiered Systems of Support (MTSS) meetings are held to support teachers with struggling learners based on data and referral form process.
• Programs such as BrainPOP ESL, and Study Sync ELD provide additional support for EL learners.
• The counselor supports students with academic needs, scoring below a 2.0 GPA on a quarterly basis for middle school students.  
• Support for Teacher Planning, Collaboration, and Professional Development
• On-going professional development is provided to support Common Core instruction. Professional development is focused on Marzano Strategies, Visible Learning with John Hattie, as well as training on Design Thinking and technology integration.
• Teachers meet weekly for Professional Learning Community (PLC) meetings to analyze data, share resources, plan instruction, and create common formative assessments. 
• Teachers use Grade Level Planning and Teacher Planning days to collaborate with their grade-level teams to plan curriculum and instruction.
• Teachers participate in Instructional Rounds, where teachers can observe best teaching practices during the instructional day. Teachers debrief on what was observed.
• Teachers attend trainings and in-service at the District to support student learning, topics such as Reader's Workshop, Cognitively Guided Instruction (CGI) Math, Writer's Workshop, and Thinking Maps.
• Middle School ELA and math teachers attend collaboration meetings with other middle school teachers as well as at the high school level.
• Teachers attend conferences offered by the professional community such as Cotsen Foundation Conferences on Reading, Writing, and Math, OCCGATE, CAG, and CUE.
• Teachers pursue GATE Certification (Year 1 and Year 2) at the district or university. 
• District TOSA support is offered to teachers for curricular support such as science.

Communication and Support from School Community

• Parents volunteer in the classrooms regularly.
• English Language Advisory Committee (ELAC), PTSA, School Site Council, FFAST Foundation, and Safety Committee meet regularly.

• Parent conferences are held twice a year and as needed.
• School and teacher websites are kept current.  Social media such as Instagram and Twitter are used to communicate with the community. BlackBoard Connect used to send email and voice messages to the community.  A monthly newsletter, Navigators Now, is sent to parent via BlackBoard Connect.
• Parents and school community support school events such as:

• Read Across America
• Film Festival
• Book Fairs
• Student Variety Show
• Family Science Night
• All the Arts Night (Celebrating Diversity Night)
• School Spirit Rally by PTSA
• Best Party Ever by the Foundation

Technology and Digital Literacy

• All Fisler students and staff will have access to demonstrate mastery of 21st Century learning tools, resources, and skills in support of relevant and rigorous learning experiences.

Major Initiatives, Actions, and Services to Improve Student Achievement

Support for 21st Century Curriculum and Instruction

• Students use technology to access the curriculum, reinforce skills, and extend learning. Students create, communicate, collaborate and critically think in a technology-rich environment. All students have equitable access to learning tools and devices. Students use laptops, iPads, iPad Carts, iPod Carts, Proscopes as well as laptop/iPad programs and application such as IXL for math, Accelerated Reader, BrainPop vocabulary.com, and Moby Max for ELA/math to learn and reinforce skills.  Haiku Learning Management System allows teachers to create an online class, where students can access content and materials 24/7.
• Students are given opportunities to design, create, invent, and engineer ideas and products using technology through Project-Based Learning and Design Thinking during Compass Time for enrichment. Middle school students are offered animation, Html coding, photography, robotics, rocketry, graphic design, and web design through technology class and/or electives. Students learn relevant, real-world skills and how these skills impact the world today.
• There is a school-wide focus on the progression of coding skills across the grade levels. Kindergarteners learn about coding through Kibo and Beebots; first-graders program Ozobots, second graders program Dash N Dot robots; third graders program Lego Mindstorm EV3s, 4th-grade programs circuits through Littlebits coding, 5th graders program drones using Python, and middle school students learn advanced Python, Java, and have an opportunity to program Vex Robots. In addition to programmable devices, 3rd-8th grade receives explicit instruction in the coding language. Through a partnership with TechSmart, 3rd-7th grade teachers explicitly teach block and language-based coding progressively through TechSmart's curriculum. 6th-8th grade are given an opportunity to take the AP Computer Science Principles Exam. 
• Digital citizenship is explicitly taught through Common Sense Media.  Grade levels choose a focus area and report on the lesson/project twice a year to administration. Robert C. Fisler School is  Digital Citizenship Certified School through Common Sense Media.  This certification is renewed annually.
• After-school enrichment is offered through the Foundation with classes on advanced robotics, animation, app development, and MinecraftEdu.

Support for 21st Century Professional Development

• Professional Development is provided throughout the year on campus with site-specific needs. Progressive skills in coding across grade levels require vertical articulation. Teachers are given time to collaborate and explore technology through release days, as well as PLC meetings.
• Teachers attend an annual District conference that provides flexibility for teachers to choose workshops. The workshops focus on content-rich subjects with technology integration. their,SYCC Strengthening Your Core Conference). Teachers also attend Computer Using Educators (CUE) conference annually. Attendees share ideas and best practices with their colleagues after the conference through Professional Development Wednesdays and PLCs.   
• 3rd-7th grade teachers are trained in coding through TechSmart.
• Teachers present at local and national conferences such as SYCC (Strengthening Your Core Conference) and Computer Using Educators (CUE).

Supporting a Welcoming Environment

• Buildings and campus are neat and orderly. Trash on and around campus is picked up before, during, and after school hours. Bathrooms are clean at all times.
• Staff, students, and parents promote a positive and welcoming environment, with excellent customer services by school staff.
• Positive Behavioral Intervention and Supports (PBIS) school-wide program helps with the implementation of Behavior Matrix to promote positive behaviors.  The PBIS team, comprised of administration, teachers, counselors, support staff, and students, works towards a positive school climate. 
• Administration and teachers work closely with PTSA and the Foundation to support school-wide events and assemblies to celebrate talents and diversity and promote a welcoming environment, such as Celebrating Diversity through All the Arts Night, Fisler Spirit Rally, Read Across America, Family Science Night, Family Film Festival, and The Best Party Ever.

Supporting School Safety

• Fire drills, lockdown drills, and earthquake drills are held regularly in preparation for an emergency situation and/or disaster.
• Fisler's Safety Committee, composed of administration, support staff, and parent representatives, meets regularly to debrief on drills, discuss safety concerns, and develop action plans to improve safety protocol on campus.
• A detailed emergency plan is in place with all staff members understanding their roles.  A mock drill is practiced annually, which entails having all teams (Command Center, Security, Search and Rescue, Medical, and Release and Reunion) to play out their roles with impromptu scenarios.
• Each classroom is equipped with a box of emergency food, water, and an emergency bucket with all supplies. Additional emergency supplies and water are stored in the school's emergency shed.  All supplies are kept updated annually.
• Multi-Tiered Systems of Support (MTSS) meetings are held to support teachers with struggling learners and students who exhibit emotional or behavioral difficulties. The counselor serves on this team and supports students as well as teachers in the classroom.
• The school administration works closely with the School Resource Officer of a neighboring high school as needed.
• A detailed Safe School Plan and Safe School Action Plan are in place.

• Parent groups support Team Kids activities by assisting in the school-wide carnival and helping to collect items for the charity donations.
• Positive Behavioral Intervention and Supports (PBIS) school-wide program helps with the implementation of Behavior Matrix to promote positive behaviors. Information is shared with the parent community through PTSA meetings, monthly newsletters, and emails sent by teachers. Opportunities for parent involvement are given to help support positive behaviors such as through anti-bullying assemblies, planning Red Ribbon Week, and assisting with the prizes for PBIS Rewards System.  Agenda items will focus on diversity and how the school can better embrace difference. 
• Middle school students hold pep rallies three times a year to promote school spirit and participation with school activities and events such as Middle School Dances. Parent support is needed to run the dances, provide refreshments, and help with the planning.
• Fisler has a School-Wide Cultural Proficiency Plan. The plan is based on the school’s core values of being Kind, Safe, Responsible, and Respectful. The plan seeks to shift instructional practices and school events to promote individuality, innovation, creativity, student ownership, inclusion, and safety in learning. It is meant to confront biases and support one another to provide an environment that is safe for all students and families. With the efforts of the community, staff, PBIS, and students, we promote an inclusive and safe learning environment.  A new student orientation has been established for new students to Fisler. New Parent Orientations are held for all incoming Kindergarten parents and new parents. PBIS works to support teachers with Restorative Circles and Class Meetings to address social-emotional concerns.
• An MTSS team consisting of several general education teachers, the Response to Intervention Teacher, the Resource Specialist, and administration are working toward inclusive practices in the general education classroom for students in Special Education. Together, they are finding ways to establish a co-teaching model where differentiation and student individual learning needs are attended to without excluding or removing students. It is also to improve teaching practices through a reflective and collaborative process. 

Parent Engagement

• Robert C. Fisler School will improve parent involvement and communication by amplifying the use of diverse modalities to disseminate news, events, and showcase student work among all members of our school community and within our District and city and geographic area at large. 
• Fisler Staff will promote active parent involvement in activities related to student academic, physical and emotional well-being. Information will be disseminated through PTSA, Foundation, ELAC, School Site Council, and School Safety Committee meetings. Parents will also have an active role in decision-making through these meetings. Parents will engage in this effort through various family nights provided by parent groups, administration, and staff such as the Celebration of Diversity Night, Spirit Rally, Film Festival, Science Night, showcases, Best Party Ever, and 8th Grade Promotion. Fisler Staff will communicate with parents using a variety of modes to disseminate news, events, and showcase student work.  This will be evidenced by the use of:
•  Remind App

• BlackBoard Connect: Email and text features
•  Digital Weekly Newsletter
•  Digital showcasing through Haiku/website

• Middle school communication through a Middle School Activities page on Haiku shared with students, parents, and the community, provide to parents through a one-stop-shop weblink.
• 2021 Topics will include:

• Anti Bullying
• Inclusive Practices
• Celebrating Success
• Digital Citizenship 

• Safety Procedures and Drill  through Safety Committee (Parent involvement)
• Additionally for the 2021-2022 communication will be extended to the larger Amerige Heights community on school events, enrollment procedures, special programs, and ways to get involved for our future families through: 

• Collaboration with the Amerige Heights Homeowners Association:

• Collaborate with the HOA to include information on their Community Newsletter on Fisler’s calendar of events:

• Create visible banners for the school on enrollment dates for home residents.
• Create an internal system to log future Fisler family contact info.
• Share existing newsletters and flyers that go home to our current families to upcoming families.
• Share information from FJUHS articulation meetings to the community.

Major Initiatives, Actions, and Services to Improve Student Achievement