2016-2017 Hamilton SPSA

PASADENA UNIFIED SCHOOL DISTRICT
SCHOOL ACCOUNTABILITY PLAN

2016-2017
-The Single Plan for Student Achievement
Hamilton Elementary School
19-64881-6021612
CDS Code
Date of this revision: May 5, 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:
Frances Weissenberger
Position:
Principal
Phone Number:
(626)396-5730
Address:
2089 Rose Villa Street

Pasadena, CA 91107
weissenberger.france@pusd.us
E-mail Address:
The District Governing Board approved this revision of the School Plan on .
The Single Plan for Student Achievement
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Table of Contents
Mission Statements and School Descriptions ............................................................................................................................................3
School Data for 2015-2016 School Year (Prior Year)..................................................................................................................................7
School Improvement Progress Narrative ...................................................................................................................................................8
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017 ........................................12
Planned Improvements in Student Performance Target/Goal Page.....................................................................................................14
Summary of Expenditures in this Plan .....................................................................................................................................................43
Total Allocations and Expenditures by Funding Source ......................................................................................................................43
Total Expenditures by Object Type .....................................................................................................................................................44
Total Expenditures by Object Type and Funding Source.....................................................................................................................45
Total Expenditures by Goal .................................................................................................................................................................45
Restricted Funding Personnel ..................................................................................................................................................................46
Centralized Services .................................................................................................................................................................................47
School Site Council Membership .............................................................................................................................................................48
Recommendations and Assurances .........................................................................................................................................................49
Appendices...............................................................................................................................................................................................50
School Program Improvement (PI) Activities Plan 2015-2016 ............................................................................................................51
School Accountability Report Card......................................................................................................................................................53
Site Level Parent Involvement Policy ..................................................................................................................................................54
Site Level School/Parent Compact ......................................................................................................................................................55
Attendance Improvement Implementation Plan ................................................................................................................................56
Instructional Services ..........................................................................................................................................................................58
Comprehensive School Safety Plan Sb-187 .........................................................................................................................................63
Kindergarten Transition Plan and Objectives ......................................................................................................................................64
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Mission Statements and School Descriptions

2016-2017
School Vision and Mission
Hamilton Mission Statement
As a team of teachers, staff, parents, and community members, our educational philosophy is embedded in all we do. Our Mission
is:
Hamilton Elementary nurtures, inspires, and challenges our students to become confident, creative, and successful leaders of
tomorrow.
Alexander Hamilton is a highly recognized school for the many commendations it has received including California Gold Ribbon 2016,
California Business for Academic Excellence Honor Roll School (2008, 2009, 2010,2012 & 2013) and STEM 2012 award winner,
National Blue Ribbon School of Excellence (2009), California Distinguished School (2008), Title One Academic Achievement Award
(2004, 2009, 2010, 2012). We contribute this success to our strong commitment to academic achievement through our guiding belief
that all students can learn and reach their highest potential in life. At Hamilton Elementary School every student has access to a
comprehensive, challenging and balanced curriculum.
Hamilton has established a Math, Science and Technology Academy, with an emphasis on leadership, to further promote
educational opportunities and develop academic success in these areas. The Academy Mission is as follows: The mission of the
Academy is to achieve literacy and numeric competency among all students. In doing so, we will establish foundations in science and
technology while developing the talents of motivated students so that they may become thoughtful and productive members of an
increasingly global scientific and technological society. We will educate all students to become creative problem solvers and lifelong
learners by engaging them in hand-on explorations in a safe and healthy environment. Our goal is to cultivate each childs love of
learning through artistic, imaginative, and academic avenues. We actively teach our children to embrace the wonder of the world in
which they live while striving to create confident and capable students with integrity and a sense of social responsibility. We believe
that it is our cumulative responsibility to provide a strong academic foundation and guidance in developing strong leadership and
citizenship skills in our students.
In addition, Hamilton has implemented a Leadership Academy K-5. It is our goal to work with parents and students to implement
the Seven Habits of Happy Kids (Stephen Covey). We feel by working together as a community with all stakeholders, Hamilton will
continue to thrive and we will produce students capable of being successful in the 21st Century.
The goal of Hamilton is to ensure through rigorous and differentiated instruction, we will meet or exceed the criteria set by the
State of California and work toward closing the achievement gap for all subgroups.
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
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FOR SCHOOLS IN PROGRAM IMPROVEMENT (PI) identify areas and/or subgroups not meeting AYP targets and identify
the schools year of PI status.
School Profile Description

Alexander Hamilton Elementary School, located on the southern edge of Pasadena, is one of 17 elementary schools in the Pasadena
Unified School District. Hamilton is a neighborhood school with approximately 603 students enrolled in grades K-5 and 35 Pre-School
students. Approximately 52% of Hamilton students qualify for free and reduced lunch. Hamilton has continued to retain enrollment
and has grown steady over the past five years. Students come to Hamilton from both neighborhood and open enrollment. There are
over 13 home languages spoken by our students. Our diverse student body reflects the following significant demographic groups:
11% African American
23% White
46% Hispanic
12% Asian
4 %Two or More Races
17% English Learners
51% Socioeconomically Disadvantaged
Hamilton school provides the following staff:
1 Pre-School teacher and 2 Pre-School assistants
22 Regular Education Teachers (Grades K-5)
3 Special Day Class Teachers (Grades 1-3 and Grades 4-5)
1 Resource Specialist Program Teacher
1 Instructional Coach (Teacher)
1 Computer Resource Teacher
1 Speech Teacher
1 50% School Psychologist
1 50% Librarian
1 20% Nurse
1 80% Health Clerk
1 Office Manager
1 75% Clerk/Typist
1 Cafeteria Manager and 2 assistants
1 Head Custodian and 2 Evening Custodians
2 Special Education Classroom Instructional Aides
1 20% Instrumental Music Teacher
2 Therapists through Foothill Family Services
Adventure Club (Pasadena City) After School Program
LEARNs After School Program
1 Principal
Hamilton Elementary contains the following:
1-Pre Kindergarten (A.M./P.M classes)
4- Kindergarten Classes
4-First Grade Classes
4-Second Grade Classes
4-Third Grade Classes
3-Fourth Grade Classes
3-Fifth Grade Classes
1- 1-3 SDC Class
2-4-5 SDC Class
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Technology is a critical component in the education of Hamilton students. It is especially important as we teach the Common Core
Standards. Our full-time, credentialed Computer Teacher instructs all students in grades K-5 for at minimum 40 minutes weekly. In
our computer lab, students have the opportunity to expand their knowledge of the core curriculum in project-based learning and
computer skills following the state technology and curriculum standards for each grade level. Computer programming, word
processing, robotics and podcasting are just of few of the projects that the students work on throughout the school year. Our
computer lab contains a 3-D printer, which students use to create items they can use. Eight Chromebook Carts are available for
students to use in the classroom, which is approximately one cart for two 1-5 grade classes.
In addition, all students visit the library weekly. A library coordinator works with the students to expose them to rich literature, as
well as teaching them the skills necessary to use the resources available to them in the library. During the library period students
are exposed to award-winning literature, library skills and accessing resources. In addition, students may check out books from the
library to support their core curriculum or for pleasure reading. Through our Birthday Book Club, books are added regularly through
parent donations to enhance our wide variety of genres. Book Fairs are held twice during the school year to provide the students
with opportunities to increase their home libraries and PTA donates books to classroom libraries to provide rich literature and
expository texts to our students.
Hamilton students have access to a variety of community resources. PTA, local libraries, art galleries (Armory, Southwest Museum,
Norton Simon, and Huntington. as well as, museums (CA Science Center, Natural History Museum, La Brea Tar Pits, Cabrillo Beach),
music centers (Orange County Opera Guild, Pasadena Philharmonic, California Jazz Institute), mental health facilities (Foothill Family
Services), California Institute of Technology, Pasadena City College and various others are resources are available to assist all our
students. Our strongest parent group continues to be the PTA ,which has over 300 members. We have received district awards for
increasing PTA membership the last three years. Through the PTA and our room parents, the school community works together to
promote student achievement and to support the positive climate evident at Hamilton School. In addition to the PTA, Hamilton has
formed an Annual Fund Committee to raise money to provide financial support for technology, professional development for staff
and additional school staff personnel. Our Annual Fund sets a fundraising goal each year and continues to increase donations from
both families and our community.
Teachers and staff utilize a number of assessments to guide and adjust instruction in order to improve student achievement. This
data is entered into a computer data system. Graphs and data reported are used to guide future instructional practices. This
information is shared with grade level teams and parents during conferences, staff meetings and Student Study Team Meetings. In
addition, alternating Mondays are utilized for a variety of staff development needs. An Intervention Program (RTI) delivered by the
Curriculum Resource Teacher and intervention teachers provides the students with differentiated instruction based on their
individual needs. This intervention program is designed to provide support in both English Language Arts and in Mathematics. In
addition, afterschool intervention is provided to help with the struggling students as well as accelerating learning. The creation and
implementation of vertical data teams in the three core curricular areas (English Language Arts, Mathematics and Science) assist us
in continually monitoring progress toward our goals. Programs used to monitor student growth and differentiate instruction such as
Lexia and Frontrowed are used to support student learning. Teachers frequently work in grade level teams to generate intervention
and acceleration strategies for meeting the needs of all learners. The computer lab teacher assists with generating charts and graphs
for the data teams to align instruction to meet student needs. Teachers collaborate on a consistent, on-going basis to plan
instruction and implement best practices. Classroom teachers are assisted by our curriculum resource teacher to support
differentiated instruction to meet the needs of all students. All staff members, teachers, volunteer, and LEARNs staff regularly
implement programs that support our regular instruction and utilize school resources to help students meet and exceed grade level
standards. Examples of these programs include one-to-one tutoring, small group instruction, LEARNs program, intervention,
computer lab and library. Advance students work in a small group on special projects while under the direction of the classroom
teacher, resource teacher, and computer lab teacher.
Program Improvement: Hamilton is a Program Improvement School. In 2010, we did not meet our English Learner subgroup in
English Language Arts. In 2011, we met our English Learner subgroup by increasing 7 percentage points through Safe Harbor, but
did not meet our African American subgroup in English Language Arts. In 2012 Hamilton made all 25 criteria for AYP goals. In 20112102 school year, we met all target goals by either meeting the percentage target or by reaching Safe Harbor for all subgroups and
achieved an API of 901. In the 2012-2013 school year Hamilton students did not reach the API targets and our API decreased to the
previous year API of 866. As a result of not meeting our targets, Hamilton moved into Program Improvement 2. As 2014-2015 was a
a baseline year, all PI status remained the same. Our focus is to continue strong instruction in all curricular areas and to meet the
needs of all our student subgroups while incorporating the Common Core Standards, Response to Intervention Academic and
Behavioral and Project Based Learning.
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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
96.85
97.22
--------
African American
68
11.5%
Attendance %
Asian
67
11.4%
Truancy %
Hispanic/Latino
275
46.6%
White
129
21.9%
# of
Multiple/No Response
0.2%
# of individual students
Other
29
.05%
English Learner
79
13%
# mandated
Socio-Econ. Disadvantaged
306
53%
# permissive
Special Education
64
11%
Foster Youth
0%
Total Enrollment:
28%
Suspensions
Referral for Expulsions
590
--------------Reclassification
Target
% of students who
reclassified
% of students that moved
up by 1+ levels
-------15% increase
23.2%
37
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School Improvement Progress Narrative

Target/Goal/ Focus
Area
Prior Year Goal

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

Progress (P)
Students will need to be able to demonstrate their Progress

understanding of mathematical concepts, procedural
accuracy, mathematical reasoning, problem-solving, and
articulation of meta-cognitive processess as measured by
district-level Performance Tasks and Trimester Assessments.
Analysis
Explain why met or did not meet
Analyze and address both implementation and outcomes.
Data for Trimester 3 is not yet available, however based on teacher
created assessments and Trimester 2 assessments students
averaged in the 60th percentiles for grades 3-5th and in the 80 or
above percentiles in grades K-2.
Teachers planned together during Collaboration Meetings with the
assigned District Coach. Teachers were provided collaboration
time to analyze data and plan for instruction.
Goal-Show student growth on each trimester assessment and

performance task with 80% proficiency by Trimester 3.
Hamilton implemented a schoolwide focus on teaching students to

create constructive responses in mathematics in order to clearly
explain their reasoning in producing their answers.
Math
In addition, teachers added math test questions throughout the

year that provided opportunities for students to respond to multistep math questions. Real world application of math skills were
added to all units to ensure students would be working toward
mastery of common core standards.
Students will increase their reading comprehension with Progress

informational text across all curricular areas to meet Common
Core standards and achieve proficiency targets of 80% on
Trimester 3 and Performance Task assessments.
English Language
Arts
Our Goal per the PUSD Academic Plan is to have all students
reading proficiently by the end of 2nd grade.
Data for Trimester 3 is not yet available, however based on teacher

created assessments and Trimester 2 assessments students
averaged in the 60th percentiles for grades 3-4th and in the 80 or
above percentiles in grades K-2. 5th grade students scored slightly
lower on Trimester 3, however they scored higher on Common
Core aligned teacher created tests.
Teachers provided more opportunities for students to read
informational text across all curricular areas. We subscribed to
Times 4 kids in grades K-5 and Social Science Weekly in grades 3-5
to ensure students would get opportunities to work with multiple
informational articles/texts. We focused on providing students
with strategies for responding to expository text.
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As we do not have state data as of yet, we recognize growth within

teacher created tests and trimester assessments.
Yes
All English learners will receive English Language Development
daily and make a year of growth as measured by CELDT until
they meet all reclassification critieria (EL Master Plan). A goal
of 15 % reclassification and all EL students will reclassify by
5th grade (if in EL more than 3 years).
Hamilton exceeded the reclassification rate with 21% of students

reclassifying on the CELDT. Hamilton teachers focused on
delivering differentiated instruction. We believe this is a sound
practice and will help students develop to their full potential.
Hamilton teachers focused on both integrated and designated ELD
time. Hamilton organizes classroom assignment using ELD
designations to assign classrooms.
It is our goal to continue with the following strategies and
implement them consistently schoolwide:
Kagan strategies (Title 1)
Thinking Maps across curricular areas
Hands On instruction
Protected ELD time or Oral Language Development
Addressing of the variety of Learning Modalities in classes
Intervention during school by CRT and Classroom
Teachers.(Title 1)
Home School Communication-newsletters, positive postcards,
emails, phone calls, SSTs, Data Meetings with parents (Title 1
for supplies)
Use of visuals
Critical thinking using Norman Webb Depths of Knowledge
Closing the Gap
Parent/Community
Engagement
90% of Hamilton families will participate in at least 2 school Progress

events and volunteer either on school campus or at home as a
virtual volunteer. Parent Groups (PTA, SSC, AAPC, ELAC) will
be involved in providing input on the school plan on ways in
which to improve parent engagement.
1. A system will be put in place to better monitor volunteer
hours.
2. Volunteer recognitions will occur from both the school and
individual teacher classes.
3. Arrangements will be made for translation at meetings for
Hamilton focused on increasing the number of volunteer hours.

Hamilton continues to have strong parental engagement. We
provided a variety of events throughout the school year i.e.
Cultural Fair, Jog a Thon, Halloween Parade, SMART Night, Science
Fair, Family Dance, Dine-Out Nights, Movie Nights, Parent Holiday
Party and Spring fundraiser. In addition, parent volunteerism
increased in all grade levels with over 12, 000 volunteer hours
documented.
Postcards, or written comments in student agendas were sent
home on a regular basis. Parents were invited to attend School
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parents in need of translation.
Site Council, PTA and ELAC meetings each month. Student

performances were performed at Friday Morning Assemblies by
each class and parents were invited to attend.
Hamilton will reduce the number of referrals to the office Yes

each month by 5%. By May 2016, 100% of all staff will be
using all 16 proactive strategies at least 1 time a week during
the course of the school year.
Hamilton continued focusing on our Leadership Academy where

we are teaching students to use the "7 Habits of happy Kids" . Our
reduction in referrals to the office is due to students problem
solving more and being able to express themselves in appropriate
ways when confronted with conflict.
1. Second Step Curriculum taught weekly in all grades.

2. Rules and behavioral expectations will be reviewed during 2
assemblies per grade level throughout the school year..
3. All teachers will conduct an internal and external universal
School Safety,
screening 2 times per year of students to determine students
Climate and Culture at risk (per RTI) and use the data to address student needs.
We also added a Guidance/Behavior Counselor which works with

teachers and students as a support with students.
We created an RTI team that meets monthly to review student
behavior plans and monitor student progress.
We continue implement Second Step curriculum at each grade
level.
We also met our goal of monthly fire drills and had regular
earthquake and shelter-in-place drills. Staff and students were
aware of what to do and where to go.
Students will use technology weekly across curricular areas as Yes

a tool for effective communication, personal productivity and
lifelong learning.
School Selected
Hamilton teachers used technology in presenting information to

students, as well as allowing students to use technology across all
currlicular areas. . Chromebooks were used in classrooms for
students to respond to Performance Tasks. Teachers designed
lessons to incorporate opportunities for student to use the
computers for word processing, presentations, research, Project
Based Learning, etc...
Graduation
Career/College
Ready
Formerly CAHSEE
Other Successes/Challenges/Areas for Improvement not noted above as part of a specific targeted area for improvement
Success/Challenge/Area for Improvement
Related Goal Area (if

applicable)
Analysis - What made success possible? For challenges or areas of improvement, address
the underlying needs and potential barriers.
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Challenge: Continued to struggle with providing

the opportunity for students to regularly use
technology in daily lessons. Although students did
have more access this school year, and more
teachers incorporated technology in their classes.
As teachers began to use more technology in the classroom, the chromebook availability
became limited. At the end of this school year Hamilton received an additional 160
chromebooks, which we feel will alleviate this issue in the future.
Success: School Climate-Leadership Academy
Hamilton was recognized as a Gold Ribbon School due to our signature practice of our
Leadership Academy. All Hamilton teachers focused on identifying when students were
demonstrating the use of the "7 Habits of Happy Kids" . They encouraged students to use the
habits on a daily basis. Students were able to explain each habit and provide an example.
Staff continued to use the habits to provide students with ways to problem solve, and
students began to use them independent of adult intervention.
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Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017
Area of Focus
School Targets
Math
Students scored 56% proficient and advanced on the CAASP (Smarter Balanced) 2015-2016 Assessment. Students will increase proficiency in
Math by 5% as demonstrated on the CAASP Math 2016-2017 Assessment.
English Language Arts
Students scored 63% proficient and advanced on the CAASP (Smarter Balanced) 2015-2016 Assessment. Students will increase proficiency in
ELA by 5% as demonstrated on the CAASP ELA 2016-2017 Assessment.
Our Goal per the PUSD Academic Plan is to have all students reading proficiently by the end of 2nd grade.
Closing the Gap- must include

one indicator for EL
Hamilton had a 23% reclassification rate in 2015-2016. To continue this trend, all English learners will receive Integrated and Designated
English Language Development daily and make a year of growth as measured by CELDT until they meet all reclassification critieria (EL Master
Plan). A goal of 15 % reclassification and all EL students will reclassify by 5th grade (if in EL more than 3 years). AA students scored 49%
proficient on SBAC vs. White achieving 81%. AA students will increase by 10%.
Parent and Community

Engagement
Attendance at PTA, ELAC and AAPC have declined this year. On average attendance varies from 10-30 parents. Target is to increase
attendance at these meetings by 10%.
School Safety, Climate and

Culture
Hamilton will reduce the number of referrals to the office each month by 5% utilizing an RTI team to identify at risk students.. By May 2017,
100% of all staff will be using all 16 proactive strategies at least 1 time a week and will lead one lesson per month on Leadership Habits 1-7.
School Selected*
Students will use technology daily across curricular areas as a tool for advancing 21st Century College and Career Ready Skills.
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???
Students scored 56% proficient and advanced on the CAASP (Smarter Balanced) 2015-2016 Assessment.b Students will increase proficiency in Math by 5% as demonstrated on the CAASP Math
2016-2017 Assessment and by 10% on each Trimester Assessment.
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?
Schoolwide Goal:
Hamilton students need
practice with problem
solving which currently is
averaging 30% proficiency
(SBAC) across 3-5th grade.
Students need multiple
opportunities on a daily
basis
to
work
both
individually and in groups
to solve multi-step word
problems and to apply their
learning to real life
situations.
What strategies or actions

should be implemented to
address this need?
Teachers (1-5th) will use

Motivation Math which
includes opportunities with
daily practice applying
standards into real- life
application practice.
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)
Hamilton teachers will

meet collaboratively in
grade levels to analyze data
from
trimester
assessements,
teacher
created or EADM exams
and classwork in support of
consistency of instruction
Teachers
will
require and targeting areas of need
students to complete a (K-5) (Academic Plan)
multi-step real life math
problem each week.
Students will be required to
I Do. We Do. You Do will be take a district created
the
strategy
to Performance tasks per unit
demonstrate
problem with the goal of 80%
solving
application. advanced or proficient by
Students will be expected May, 2017.
to solve a real life problem
as a group each week with Resources
or
Training
What funding source and amount will be

used in our implementation?
1000-1999: Certificated
Personnel Salaries
LCFF-LCAP
3500
Personnel Salaries
Title I
3500
4000-4999: Books And

Supplies
Title I
3000

Supplies
Title I
8000

Supplies
Donations
10000
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
August 2016-May x
2017
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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
immediate
teacher Needed:
feedback
using
Constructive
Responses. 1. Grade level Collaboration
(i.e. Problem of the week Meetings 2 per teacher
and/or use of published with substitute coverage
(Trimester Data Analysis
tests)
with
instructional
Teachers will use either planning). $7,000.00
teacher
created
or
published tests aligned to 2.
Materials/Supplies
common core with at least (21,000.00)
one question involving a
multi-step process two
times per month. 1 multiple
choice, 1 multi-step and 1
explanation
of
math
processes:
K-1st-recognize operation
used and solve 1 one-step
independently and multistep with teacher.
1st-3rd-be able to solve
multi-step problem and
orally explain why.
3rd-5th recognize, solve,
and explain (oral and
written form) the math
process by midyear.
Students will take district
trimesters & complete
Performance
Tasks
assessments as per district
pacing to monitor progress
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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
of students toward grade

level
achievement
of
common core standards.
Every class or grade level
will create a PBL or use
district created PBL.
Hamilton teachers need to

ask the student to justify
why
a
particular
mathematical statement is
true
or
where
a
mathematical rule comes
from.
Hamilton
students
foundational
skills
particularly fact fluency (K3), needs to be embedded
in daily instruction so that
the focus can be on
application vs. basic skills in
the upper grades.
Benchmark incentives for

fact fluency will be
provided by teachers to
promote the growth of
basic skills i.e fishy facts, ice
cream scoops)
K-Base 10, doubles
1st- Base 10, doubles
2nd- doubles
3rd-Mastered addition
4th
Mastered
multiplication
&
automaticity
5th-Mastered double digit
multiplication
&
automaticity
Challenging
students
already achieving mastery
of basic fact in K-3, will
provide
enrichment
opportunitis on critical
thinking skills.
Twice a week, Teachers will 0000: Unrestricted

measure
fact
fluency
(kinder-Counting
and
Cardinality) with teacher
created tests, timed tests,
and/or quizzes to monitor
to
acquisition
and
speed/fluency of basic fact
skills.
600
Twice a week
throughout
the
school year from
August 2016-May
2017
A Challenge questions will

be provided to students on
each
teacher
created
assessment.
One Constructive Response
question per grade level
will be conducted 3 times
per year for students to
show their thinking on
problem
solving
and
justifying their answers.
ACE will be the strategy to
demonstrate
proficiency
(Answer question, Cite
Evidence and Explain)
Resources
LCFF-LCAP
or
Training
16 of 64
6/9/16

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
Needed:
1. 3 teachers to attend CMC
Conference
November
2016. (Math conference to
support instruction Critical
thinking. ($600.00)
Foundational
standards
must be mastered in
primary grades in order for
students to be able to
master 4th and 5th grade
standards.
Teachers will use Common

Core Motivation Math
lessons
to address the
Common Core Standards. In
addition, they will use the
following
strategies:differentiated
instruction,
assessing
students to determine
target
groups
for
reteaching, Utilizing district
, trimesters-80% mastery
and creating and analyzing
common assessment.
Resources
or
Training 1000-1999: Certificated
Needed:
1.Intervention Personnel Salaries
Teacher or Project Aide 3
days per week (for Math &
ELA)
LCFF-LCAP
25000
August 2016-May x
2017
Use of Chromebooks and

Technology
for
mathematical enrichment.
Intervention Group for
students
who
lack
conceptual understanding
of addition and subtraction
The
standards
of
mathematically
practice
describes
variety
of
expertise that teachers at
Teachers will include these

practices 80% of the time
as they plan collaboratively
and instruct on their math
Teachers will
professional
during an
December,
provided one
development
A meeting
2016 from
September 2016
17 of 64
6/9/16

outcomes?
area?
all levels should develop in
their students.
It is
important to practice not
only
mathematical
proficiencies but also the
Mathematical
practices
that are provided in the
Common Core standards.

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
to
ensure
procedural
fluency (skill in carrying out
procedures
flexibly,
accurately, efficiently and
appropriately with the
inclination
to
see
mathematics as sensible,
useful, and worthwhile).
teachers that attend the

CMC conference to learn
about ways to provide their
students with the ability to
apply
standards
for
mathematically
practice,
3rd grade and up will work
on multiple ways to solve a
problem (See appendix for
Targeted
focus
of definition of each):
1. Make sense of problems
mathematical practices:
Kinder-#1,4,5,6
and persevere in solving
1st-#1,4,5,3,6,7,8
them.
2-5 Use all of 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 an express
regularity
in
repeated
reasoning,
Students need to be able to
respond to Webbs Depth
of Knowledge questions in
math.
Students
need
to
communicate in writing
mathematical procedures
(i.e. steps of multiplication,
reason for left over in a
division, etc.)
18 of 64
6/9/16

outcomes?
area?

address this need?

strategy?
What resources or
goal)
Resources
Needed:
or

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Training
19 of 64
6/9/16

Students scored 63% proficient and advanced on the CAASP (Smarter Balanced) 2015-2016 Assessment. Students will increase proficiency in ELA by 5% as demonstrated on the CAASP ELA 20162017 Assessment.
Our Goal per the PUSD Academic Plan is to have all students reading proficiently by the end of 2nd grade.
Area of Focus:
Math (LCAP: SA, CA, OSO, CCSS)
X English Language Arts (LCAP: SA, CA, OSO, CCSS)
Special Education,
outcomes?
area?
Students
scored
25%
proficient across grades 3-5
on ELA Claim #3- Speaking
and Listening which states:
Students
can
employ
effective speaking and
listening skills for a range of
purposes and audiences.
Schoolwide: Per PUSD

Academic Plan teachers will
need to use the prioritized
standards and scope and
sequence
provided
to

address this need?
In order to meet the

schoolwide goals Hamilton
will continue to incorporate
the following:
CLOSE Reading
RACE Writing
Comprehension Skills
and strategies:
author's purpose and
text structure, teacher
modeling by reading
aloud
vocabulary
graphic organizers
Listening and responding
opportunities
through
Guided Reading and Read-

strategy?
What resources or
goal)
Each trimester teachers will
be provided one day of
grade level collaboration to
review units, data analysis
of benchmarks and CRW
performance tasks based
on rubrics.
Grade Levels: consistent
assessment that uses the
vocabulary, CLOSE Reading
(Readworks,
Time
Magazine,
Scholastic
Magazine) and depths of
knowledge to produce a
constructed response using


Supplies
Title I
1000

Supplies
Title I
2200

Supplies
LCFF-LCAP
3000

Supplies
Title I
3000
Personnel Salaries
LCAP
2000
0000: Unrestricted
Unrestricted
2000

Supplies
LCFF-LCAP
3000
Personnel Salaries
Title I
25000
20 of 64
When will we
implement our
strategy?
July
2017
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
2016-June x
6/9/16

outcomes?
area?

address this need?
ensure full Common Core Alouds

standard instruction.
Use of differentiated
instruction
Use of Daily 5

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
RACE (Restate question,

answer, cite evidence and
explain).
80% proficiency goal on

trimester assessments or
generated
Use of district units to teacher
guide
our
instruction assessments to monitor
around
an
Essential progress.
Standard,
Enduring
Understandings and Key
questions and key skills
with opportunities with Resources and Training
teacher
feedback
on Needed:
refinement of units as per
1. Materials and supplies to
PUSD Academic Plan.
support instruction. (i.e.
paper,
whiteboards,
pencils, fine tip dry erase
To promote exposure to markers). $3,000.
higher level text teachers
Time Magazine or
will incorporate Balanced 2.
Literacy
with
student Scholastic Subscriptions (kchoice
including 5) kinder 800.00 1st-5th
independent reading, read- $2200.00
alouds, leveled guided
Reader
reading and shared reading. 4.
Theater/literature- (3-5th
Kagan structures will be grade set ) $1,000
incorporated into daily
instruction to facilitate 5. Intervention Teacher
opportunities for peer (Funding included in math
discussions involving the 4 table)
Cs. In addition to support
Kagan
Conference
PBL assignments within the 6.
Attendance (per teacher
class.
request
and
available
funding)
(1,000-Title
1)
Teachers will observe each
21 of 64
6/9/16

outcomes?
area?

address this need?
other
teach
through
Instructional Rounds (2
times per year)and will
have an opportunity to
monitor a Problem of
Practice.

strategy?
What resources or
goal)

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
7.
Grade
level
Collaboration
Meetings1
per teacher with substitute
coverage (Trimester Data
Analysis with instructional
planning). $2,000.00
Information Text to support

student comprehension
8. Information Text( i.e.
Science Weekly )
Balanced Literacy Trainings
during A Mondays in areas Project aide or instructional
such as, Daily 5, Read coach to provide ELD
Alouds, Guided Reading, support and to monitor EL
Conferencing
to
be students, Provide coaching
delivered by Instructional to teachers (25,000)
Coach,
Principal
and
teachers.
Schoolwide
Goal:
To
develop a consistency in
writing across grade levels,
students
need
to
strengthen their application
of
writing
strategies
including the identification
of
topic
sentences,
supporting details, parts of
speech. The main focus
needs to be on information
and study skills and writing
skills.
They need to
strengthen this area with
opportunities to practice
skills that can be applied in
all their writing.
Graphic
Organizers,
including Thinking Maps,
will be incorporated in
writing instruction to be
used to help create ideas
and vocabulary. Implement
a consistent use of graphic
organizers across grade
levels to serve a purpose.
Performance Tasks-75% or
higher proficiency based on
Performance Task writing
rubric and assessment
rubrics.

Supplies
Title I
2000

Supplies
Title I
1000
August 2016- June x

2017
Teacher will use the library

as one source of literature
to model various authors
Implement
the
CLOSE writing techniques for
students
and
the
response
application
of
writing
Writing
opportunities strategies to incorporate in
throughout
the
day their own writing.
including: writing process,
cold writes, journal writing,
22 of 64
6/9/16

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
etc..
Writer's Workshop Pilot
Vertical teacher discussions
and classroom observations
of peers around the writing
instruction to support
schoolwide implementation
of common expectations.
i.e. daily journal writing
across curriculum.
Resources
Needed:
and
Training
1. Instructional Coach to
work with teachers to
support students inclduing
ELs, Foster Youth, and
struggling or accelerated
students. (funding provided
by District).
The use of Mentor text as 2. Materials and Supplies

real life application by (2.000)
authors to model writing
for our students.
Students own writing will
be used as models for each
other through the use of
sentence lifting.
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Hamilton had a 23% reclassification rate in 2015-2016. To continue this trend, all English learners will receive Integrated and Designated English Language Development daily and make a year of
growth as measured by CELDT until they meet all reclassification critieria (EL Master Plan). A goal of 15 % reclassification and all EL students will reclassify by 5th grade (if in EL more than 3 years).
AA students scored 49% proficient on SBAC vs. White achieving 81%. AA students will increase by 10%.
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?
Schoolwide Goal: All English
learners
will
receive
Integrated and Designated
English
Language
Development and make a
year of growth as measured
by CELDT until they meet all
reclassification criteria (EL
Master Plan). A goal of 15%
reclassification for K-4th
grade students and all EL
students will reclassify by
5th grade who have been
ELs for more than 3 years.
AA students will increase
proficiency by 10% to close
the 32% gap between AA
and White students.

address this need?
CEIS and/or teachers will

administer the first grade
diagnostic to all first grade
students (PUSD Academic
Plan)
Identification, Assessment,
Placement Reclassification
of English Learners (EL
Master Plan)
Progress monitoring of our

AA and EL students every 68 weeks and identification
of students for SES or
school
intervention
programs (Academic plan)
Data chats and
classroom assessment
Schoolwide Goal:
data will be used to
All subgroups including EL's
identify students with

strategy?
What resources or
goal)
CEIS and/or teachers will
administer the first grade
diagnostic to all first grade
students (PUSD Academic
Plan)


Supplies
Title I
2000
2000-2999: Classified
Personnel Salaries
Annual Fund
20000
Title I
25000
LCFF-LCAP
13000
LCFF-LCAP
2000
Unrestricted
5000
ELAC meetings will included Personnel Salaries
identified subject matter as 2000-2999: Classified
per district guidelines i.e. Personnel Salaries
reclassification
process, 4000-4999: Books And
importance of attendance, Supplies
advising SSC on Title 1
5000-5999: Services And
budget.
Other Operating
Expenditures
Teachers
will
analyze
Performance Tasks and
Trimester Assessments and
will identify the gaps with
the
focus
on
80%
proficiency
(Academic
Plan)
24 of 64
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
August 2016-May x
2017
6/9/16

outcomes?
area?
and Foster Youth are to be
taught using
research
based strategies to close
the achievement gap so
that all students are
reaching proficiency or
above.

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
intervention needs.
RTI to monitor At-Risk
students as identified on
Universal
Screeners
completed by teachers in
Fall and Spring.
Hamilton
teacher
Instructional Team review
with staff the EL Master
Plan
criteria
for
reclassification.
SSTs will be conducted

after each trimester (or as Resources and Training
needed) with the parents of Needed:
students
not
meeting
1. Community Assistant
benchmark goals.
Conduct parent trainings
Students will have access to and community outreach,
library with librarian read Work with ELAC president
alouds and a growing to plan and present at ELAC
collection of rich literature meetings. (funding for
and expository texts.
position by district)
2.
Materials/Supplies
(4000.00)
3. Librarian (20 hours per
week (20,000)
4.
Project
aide
or
instructional
coach
to
provide ELD support and to
monitor
EL
students,
Provide
coaching
to
teachers (25,000)
5. Project Aide Recreationto help with P.E. instruction
during
Teacher
Collaboration
(13,000-4
25 of 64
6/9/16

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
hours per day)

6. Copier
(7,000)
Provide
Professional
Development
(training/coaching)
to
teachers on instructional
best practice strategies and
intervention strategies for
our
English
Learners
(Academic Plan, EL Master
Plan)
Hamilton
will
utilize
Professional
Learning
Communities to ensure
teacher
collaboration
around student learning
(Instructional
Leadership
Team) (ILT) (Academic Plan)
Parents will be notified via
Hamilton
Happenings,
Bobcat
Buzz,
Twitter,
Facebook, Home phone
calls or the District website
regarding District Parent
Meetings and Workshops.
for
materials
A
Professional 0000: Unrestricted
Development calendar for
Hamilton staff will be
created
by
Hamilton
Leadership
Teaml
by
September,t 2016.
Donations
3000
Augusg 2016-May
2017
Each Faculty Meeting will

allow time for sharing of
best practices beginning
September 2016.
Best
practice
may
include:
teacher video, student
work, classroom projects,
etc...
Resources
Needed:
and
Training
1. Conference attendance
on strategies to use with EL,
Foster Youth and students
from Hamilton subgroups.
(1500.00)
2. Kagan training (1500.00)
26 of 64
6/9/16

outcomes?
area?

address this need?
RTI-All
teachers
will
complete an internal and
external universal screener
in Fall and Spring for all
students to determine
students
at
risk
of
behavioral struggles that
may
affect
their
achievement potential.

strategy?
What resources or
goal)
Teachers
will
identify
students needing extra
positive
attention
by
writing their names on a
folded heart and placing it
in the room for staff only
to see and use to connect
positively with the students
during their visit.

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
By October 1st all

screeners were to
be completed.
August 2016-May
2017
By October 1, all teachers

K-5 will have completed the
Internal
and
External
Universal Screeners.
By October 31 the RTI Team
will analyze the data from
the Universal Screeners and
will identify students at risk
of behavioral or academic
struggles and will meet
with parents during parent
conference
and/or
schedule an SST to discuss
strategies to address.
During
grade
level
collaboration teachers will
share ways in which they
used
the
proactive
strategies or the good
behavior game during the
week.
RTI (behavior) strategies
will be used by teachers.
27 of 64
6/9/16

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
16 proactive strategies
Good Behavior Game
Second Step lessons
7 Habits of Happy Kids
Utilize more teaching and Use of brain friendly Create a safe and enriching
learning strategies
pedagogy expecially in classroom culture.
math.
(Multiple
intelligence based teaching,
musical-auditory,
visual,
special, kinesthetic, nature,
linguistic)
28 of 64
6/9/16

Attendance at PTA, ELAC and AAPC have declined this year. On average attendance varies from 10-30 parents. Target is to increase attendance at these meetings by 10%.
Area of Focus:
Special Education,
X Parent and Community Engagement (LCAP:PI)
outcomes?
area?

address this need?
Involvement
of
staff,
parents, and community:
Provide information to Access
to
software
parents
on
Balanced programs for reading and
Literacy, Writer's Workshop math support.
and Technology support at
home.
Provide resources to use at
home to support students.
(Academic Plan)
Parent training on how and
why Hamilton is using
technology. Include the
reason for AUP and Student
Emails.

strategy?
What resources or
goal)
5800:
Professional/Consulting
Teavhers
will
monitor Services And Operating
student reports and discuss Expenditures
levels of achievement with
0000: Unrestricted
parents on an ongoing
basis.

Title I Part A: Parent

Involvement
1900

Involvement
150
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
August 2016 - May

2017
AUP will be on file with

school and students will be
provided
access
to
programs based on parent
approvals on file.
LACOE/Teacher workshops
to be held. Parent Leaders Hamilton will have two
input will be solicited.
workshop opportunities for
parents that are parent led
by May.
Resources
and
training
29 of 64
6/9/16

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
needed:
1. parent engagement - a
discussion will take place to
determine use of funding
using Parent Involvement
monies (1,900.00)
2. Coffee and supplies
150.00
Provide Parent Workshops Principal and staff will

to
entice
parent provide a variety of parent
involvement
while workshops and encourage
supporting
student all
parents
including
learning.
parents of EL, GATE, AA,
etc to participate in school
events. Cultural events will
also be fostered to bring
about cultural awareness
and acceptances.
Hamilton parent groups will

encourage parents through
our website by listing and
describing the volunteer
opportunities
and
by
providing
a
volunteer
training on ways all parents
can support our students in
a variety of ways.
By May 2017
Hamilton
will
ensure
opportunities (i.e. ELAC,
Cultural Fair, electronic
messages, Fall festival, jog
a thon) to the extent
possible for the full
participation of parents .
The
All parents will receive the
parent/student/teacher
parent compact by the end
compact will be signed and of September 2016.
collected
A school team will be made
Parent and Teacher contact up of parents, teachers,
to build relationships
office staff, nurse and
principal. The team will
100% will receive & sign the 0000: Unrestricted

parent compact.

Involvement
50
September 2016
Needs and resources

1. paper and supplies 50.00
30 of 64
6/9/16

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
focus on working to
improve
involvement
practices and to review the
parent engagement goals in
the school plan every
quarter to determine what
is working and to make
adjustments.
Hamilton needs to plan to
proactively handle the
leadership needs of PTA,
Annual Fund, AAPC and
ELAC.
Folders (Google Drive) will

be created by PTA, ELAC,
SSC and AAPC to identify
calendared
projects,
deadlines
and
flyers
needed.
The plan will include how

new leadership will be
fostered and be created by
each leadership group: PTA,
AF, ELAC, GATE and AAPC.
By May 2017
Opportunities for informal

opportunities to speak with
school leadership needs to
continue to be provided
throughout the year.
Monthly coffee with the

principal will continue to be
held
for
informal
discussions around school
issues/concerns/ updates
Every month, the principal

will set aside one hour to
meet
informally
with
parents in the multipurpose
room.
August 2016-May
2017
Home
School The Newsletter will be sent
communication (postcards out the first week of every
for student recognition)
month.
Hamiltons newsletter will Website Calendar Postings
include
information and Ed Connect messages
regarding:
Parent Group Updates Peachjar communications
Classroom highlights
Recognition of parent
volunteers at various
events
Calendar of upcoming
events
31 of 64
6/9/16

outcomes?
area?
An electronic Volunteer
program will utilized to
measure
parent
involvement (I-Dent-a-Kid.

address this need?
All parents are to sign in

using the program to help
us monitor who is on
campus, what they are
volunteering for and how
often.

strategy?
What resources or
goal)
Monthly Reports will be
generated

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
August 2016
Resources:
Funded with 2016-2017
funds Civic Center Permits.
32 of 64
6/9/16

Hamilton will reduce the number of referrals to the office by 5% utilizing an RTI team to identify at risk students.. By May 2016, 100% of all staff will be using all 16 proactive strategies at least 1
time a week and will lead one lesson per month on Leadership Habits 1-7.
Area of Focus:
X School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)

When will we
implement our
strategy?
Students need to practice

drills:
earthquake: 2x / year
fire: monthly
shelter in place: 1x/year
to
create
a
clear
expectations of actions
needed to be taken in case
of an emergency
Practice drills will start in After each drill (100%),

August.
teachers will inform the
principal indicating any
Update and dissemination problems and successes
of the Disaster Plan to all that they encountered
during the drill.
staff.
August 2016- May

2017
Hamilton Staff needs to

review school safety plan
and what to do in various
emergency situations.
At an A Monday by
September 2016 a review
of the School Safety Plan
will be provided.
September 2016
Throughout the year after

each drill, a safety meeting
will be held to analyze
feedback from the drill and
adjust as needed.
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
An updated School Safety

Plan will be created by
October.
33 of 64
6/9/16

outcomes?
area?
Earthquake bin needs to be
inventoried
and
replenished for the 20162017 school year.
Hamilton will utilize a

Guidance Counselor to
provide
assemblies,
classroom visits, and group
social
opportunities
throughout the year.

address this need?
The Safety Committee will

conduct an inventory of the
Earthquake bin to identify
the items needed to be
replaced.
Teachers will share with the
safety
committee
any
concerns
noted
after
earthquake,
fire,
and
shelter-in-place drills

strategy?
What resources or
goal)
An inventory checklist will 0000: Unrestricted
be completed and provided
to the principal. Items will
be ordered if needed.
Resources
Needed:
and

When will we
implement our
strategy?
Title I
300
October 2016
0000: Unrestricted
Title I
50
0000: Unrestricted
Title I
200
August 2016-May
2017
Personnel Salaries
Title I
3500
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Training
1. Replacement supplies for

earthquake bin (as needed)
($300.00)
Guidance Counselor will Guidance Counselor will

keep an incident book with keep track of incidents and
all office referrals and collaborate with teachers
actions taken.
and parents for students
with repetitive referrals.
School will use literature Monitor the number
highlihting one 7 Habit each
of suspensions, which
month.
should decrease from
last year by 10%.
CPI training for all Special Referrals to principal
Ed. Staff as needed.
from teacher will be
monitored and should
decrease by10%
Resources
Needed:
and
Training
1.
Materials/Supplies
($250.00)
2.
Increase
Guidance
Counselor to 5 hours per
day (District pays 4 hours)
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outcomes?
area?

address this need?

strategy?
What resources or
goal)
Teachers will be trained on

Peaceful Playground games
so to incorporate them into
their PE lessons and
encourage students to play
the games during recess
and lunch.
Teacher
training
Guidance Counselor
Peaceful Playgrounds
Fall 2016.
To continue to promote a
well
rounded
student
Character Education will
continue to be provided
with our new Leadership
Academy.
Focus on Stephen Coveys 7 Holding

students
Habits of Happy Kids
accountable for behavioral
Second step kits
expectations on Leadership.
super flex curriculum for
SDC

by 100% of teachers will be

on trained and incorporate at
least one new game per
month into PE instruction.
Trainings are needed to Beginning with Classified

help build on our capacity Staff (Office, Custodial and
to build a culture of Noon aides) they will be
respect.
provided with training
opportunities.
August 2016
December 2016
March 2017
August 2016-June
2017
Training
on
Conflict 4000-4999: Books And
Resolution for noon aides Supplies
and instructional aides.
Resources
Needs:
and
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
LCFF-LCAP
500
September 2016
LCFF-LCAP
12000
August 2016-may
2017
LCFF-LCAP
4000
Training
Hourly pay for professional

development for office staff
($500.00)
Early Drop coverage for Students need supervision Certificated teacher and 1000-1999: Certificated
students
from 7:45-8:30 am
aide to supervise students
Personnel Salaries
Personnel Salaries
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Students will use technology daily across curricular areas as a tool for advancing 21st Century College and Career Ready Skills.
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?
K-2
Students need to be
familiar with researching
using technology to gain
information. Students will
enrich their educational
experience
by
using
technology as a tool for
effective communication,
personal productivity, and
lifelong learning.

address this need?
Areas of instruction:
Internet safety
Research skills
Computer Parts
Basic Keyboarding
Word Processing
Presentation
They should be able to

work collaboratively while
problem solving using
technology.

strategy?
What resources or
goal)
Students will conduct unit 0000: Unrestricted
projects and demonstrate
understanding of skills at 1000-1999: Certificated
least once per unit (2 per Personnel Salaries
year)
Resources
Needed:
and

Annual Fund
1500
Annual Fund
100000
When will we
implement our
strategy?
July
2017
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
2016-June
Training
1. Teacher release time to

discuss and design projects.
2. Technology Conferences
(i.e.
Google
Summit)
($289.00
x
5
staff
members-$1500.00
3. Training on Google-ITES,
Google Classroom, HAIKU,
EADMS
(Student
Data
System), AERIES Grade
Reporting System
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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
4. Staff Training on Internet

Safety
5. Computer Lab Teacher
(100,000)
Hamilton 3rd-5th Grade

Students
need
opportunities
to
use
computers in all curricular
areas to research, complete
presentation, work on
software programs aligned
to their needs
and
complete assignments.
Students will use the

internet
to
complete
research
safely
and
evaluate the quality of
information that is used for
research. The research will
be
analyzed
and
synthesized to demonstrate
competency on a topic.
Students
will
use
technology, including the
Internet,
to
produce,
publish,
and
update
individual or shared writing
products in response to
ongoing feedback, including
new
arguments
and
information.
Students need access to Teachers will choose by

programs
to
promote grade level from: Razz Kids,
student achievement
Brain Pop and Front rowed
(or another program) that
will promote their students'
Areas of Instruction:
Internet safety
Research skills
WordProcessing
Spreadsheet Skills
Presentation Skills
Keyboarding
Resources
Needed:
and
July
2017
2016-June
Training
2. Google Accounts for

students
(parent
and
student signatures on AUP)
.
Purchase
licenses
for 4000-4999: Books And
programs identified as Supplies
supports
to
teacher
instruction
37 of 64
LCAP
5000
August 2016 -May

2017
6/9/16

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
learning
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Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
39 of 64

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/9/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
40 of 64

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/9/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
41 of 64

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/9/16

Area of Focus:
Special Education,
outcomes?
area?

address this need?

strategy?
What resources or
goal)
42 of 64

When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/9/16
Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source
Total Allocations by Funding Source
Allocation
Balance (Allocations-Expenditures)
Title I
89531
9,781.00
LCFF-LCAP
103090
36,490.00
Title I Part A: Parent Involvement
2100
0.00
Unrestricted
33910
26,910.00
Funding Source
Total Expenditures by Funding Source

Funding Source
Total Expenditures
Annual Fund
121,500.00
Donations
13,000.00
LCAP
7,000.00
LCFF-LCAP
66,600.00
Title I
79,750.00
2,100.00
Unrestricted
7,000.00
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Total Expenditures by Object Type
Object Type
Total Expenditures
0000: Unrestricted
7,850.00
1000-1999: Certificated Personnel Salaries
196,000.00
2000-2999: Classified Personnel Salaries
40,500.00
4000-4999: Books And Supplies
45,700.00
5000-5999: Services And Other Operating Expenditures
5,000.00
5800: Professional/Consulting Services And Operating

Expenditures
1,900.00
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Total Expenditures by Object Type and Funding Source
Object Type
Funding Source
0000: Unrestricted
Total Expenditures
Annual Fund
1,500.00
1000-1999: Certificated Personnel Salaries Annual Fund
100,000.00
Annual Fund
20,000.00
0000: Unrestricted
Donations
3,000.00
Donations
10,000.00
1000-1999: Certificated Personnel Salaries LCAP
2,000.00
LCAP
5,000.00
0000: Unrestricted
LCFF-LCAP
600.00
1000-1999: Certificated Personnel Salaries LCFF-LCAP
40,500.00
LCFF-LCAP
17,000.00
LCFF-LCAP
8,500.00
0000: Unrestricted
Title I
550.00
1000-1999: Certificated Personnel Salaries Title I
53,500.00
Title I
3,500.00
Title I
22,200.00
0000: Unrestricted
200.00
5800: Professional/Consulting Services And Title I Part A: Parent Involvement

Operating
Expenditures
0000: Unrestricted
Unrestricted
1,900.00
5000-5999: Services And Other Operating

Expenditures
5,000.00
2,000.00
Unrestricted

Total Expenditures by Goal
Goal Number
Total Expenditures
Goal 1
53,600.00
Goal 2
44,200.00
Goal 3
70,000.00
Goal 4
2,100.00
Goal 5
20,550.00
Goal 6
106,500.00
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Restricted Funding Personnel

2016-2017
Personnel
Funding
General Duty and SPSA support
Instructional Coach
District Funds/LCFF
This teacher works directly with teachers providing coaching support for teachers in need of
strategies to improve student learning within the classroom. She also provides support to teachers of
EL students in planning their English Language Development classes.
Library Coordinator
Hamilton Annual Fund/Title 1
Library Coordinator-The Library Coordinator works directly with students providing read-alouds of
rich literature. She also organizes the books for easy check out and check in and links the read-alouds
to instructional units based on grade level standards. The Library Coordinator organizes the Birthday
Book Club which increases our library book circulation and provides multicultural rich literature. All
students visit the library weekly in grades K-2 and bi-monthly in grades 3-5. The library is also open
for check out prior to school opening and during recess and lunch.
Computer Lab Teacher
Hamilton Annual Fund/Title1
Computer Lab Teacher- The Computer Lab Teachers instructs all students weekly on computer
literacy standards. She provides hands on connections to instructional standards taught within each
grade level. Students are taught typing and word processing skills, Excel, programming, etc The
Computer Lab Teacher works directly with teachers in planning her instructional lessons so that they
are connected to grade level standards.
Hamilton
Teaching
(Intervention Teachers)
Staff LCFF-LCAP
Guidance Counselor
Intervention Teachers-To provide teacher instruction to students deemed in need of extra support
through ongoing progress monitoring, SSTs, Report Card grades as well as CST results
5 hours week school funded- Title 1 The teacher works with teachers to support student behavior needs (RTI supports).
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Centralized Services
Provided by Student Support Programs
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School Site Council Membership
Ken Lin
X
Chairperson
2nd
1st
Sarah Jensen
Secretary
2nd
Sandra Serrano
2nd
Kimberly Enriquez
1st
Nancy Maack
2nd
Jenny Lopez
2nd
Simran Malhotra
1st
Gail Samuel
1st
Michelle Harris
1st
Jennifer Goldman
2nd
Martin Thomas
1st
Karen Tamis
1st
Erika Cooper
Secondary
Students
Parent or
Community
Member
Year of
Term (1st,
2nd, etc.)
Other
School Staff
Officer Position
(President, Secretary,
etc.)
Classroom
Teacher
Name of Members
Principal
Education Code Section 64001(g) requires that the SAP/SPSA be reviewed and updated at least annually, including proposed
expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the
school site council is as follows:
Numbers of members of each category:
For elementary schools there should be parity between the number of staff on the site council and the number of
parents/community members. For secondary schools, staff should make up one half of the council, students should make up one
fourth and parents/community should make up one fourth.
The minimum number of SSC members for elementary is 10 and for secondary is 12.
For any SSC, teachers should make up the majority of staff members on the SSC.
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Recommendations and Assurances

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

Signature
African American Parent Council

Signature
Community Advisory Committee for Special Education Programs
Signature
Gifted and Talented Education Program Advisory Committee

Signature
Other committees established by the school or district (list):
Signature
4.
The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student
Achievement and believes all such content requirements have been met, including those found in district governing board
policies and in the LEA Plan.
5.
This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound,
comprehensive, coordinated plan to reach stated school goals to improve student academic performance.
6.
This school plan was adopted by the school site council at a public meeting on: May 9, 2016
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:
Typed Name of School Principal
Signature of School Principal
Date
Typed Name of SSC Chairperson
Signature of SSC Chairperson
Date
Ken Lin
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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
WHAT
All PI Levels
Hamilton is a PI 2 school. Students not achieving

proficiency and considered low socio-economic
will be offered tutoring assistance through the
district. Hamilton has remained in PI 2 as there is
no new State Data.
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

professional development
PI 3
N/A
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
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Hamilton will continue to use the four initiatives

provided by the district as a means of reaching
student achievement goals and removing
ourselves from PI status:
1. All teacher will collaborate around the
Common Core Standards including the
implementation of the 4 Cs-Collaboration,
Communication, Critical Thinking and Creativity in
daily instruction. 2 Grade level meetings will be
provided as well as A-faculty meetings which will
focus around the 4 PUSD initiatives. All teachers
will deliver PBL's.
2. Hamilton will continue our focus on the 16
proactive strategies for student behaviors
received from RTI
3. Hamilton staff will complete an internal and
6/9/16
external screening of all students 2 times per year

in order to identify students at risk of not
reaching grade level proficiency.
4. Hamilton will use an RTI team to meet monthly
to discuss and create supports for at risk
students, as well as, monitoring progress of at risk
students.
5. All teachers have committed to implementing
at least two Project Based Learning experiences
for the students in their classes.
6. Hamilton will move into year 2 of our
Leadership Academy based on Stephen Coveys
7Habits of Happy Kids to build a culture of
working together, appreciating differences and
working as a leader.
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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: Hamilton Elementary School
Principal: Frances Weissenberger
School Number: 26
Counselor: N/A
Date Completed: May5, 2016
Principal Signature:
Goal: Increase the percentage of students attending at 96% or higher.
2014-2015 Current ADA Percentage

95.92%
2015-2016 ADA Short Term Goal

97.22%
2016-2017 ADA Long Term Goal

98%
GOAL 1: ATTENDANCE & DROPOUT PREVENTION PLAN

Strategy & Activity Description
1. Hamilton is continuing to implement an Students
incentive program to increase attendance
and lower the rate of tardiness by a
schoolwide
initiative
to
monitor
attendance and tardies on a daily basis,
coloring in the letters of PERFECT
ATTENDANCE each time the class has no
absences or tardies. After 17 perfect
attendance days the class will receive one
of the following:
Popsicle party-sugar free
Treat party-healthy
Extra P.E. time
Homework pass
popcorn party
Dancing in the halls
Class free-dress
Class Choice
Frequency
Daily/Weekly/Monthly/Yearly
Target Audience/s
Daily
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Measure of Success
Each class will receive at least 7 Perfect
Attendance rewards.
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GOAL 2: TEACHING ATTENDANCE

Frequency
Target Audience/s
2.
Hamilton is continuing the Students
implementation of an incentive program
to support increased school attendance
and lower the rate of tardiness by
recognizing those students that have
perfect attendance with a special tag each
month at the Student of the Month
Assembly. When students receive 7 tags,
they are invited to a special Field Day
with the principal at the end of the year.
Monthly
Measure of Success
95% of the students will be able to
participate in the special event at the end
of the school year.
GOAL 3: PREVENTION & INTERVENTION

Hamilton will continue to monitor student Parents
attendance and will phone home to find
out the reason for the absence. In
addition, the principal will scheduled SART
meetings with parents of students labeled
as truant on a monthly basis.
Frequency
Target Audience/s
Weekly/Monthly
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Measure of Success
Decrease of 5% in the number of students
truant from last year
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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?
6/9/16
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:
--------------School Site Council Chair (typed): Ken Lin

--------------Date Approved By GATE Site Advisory Council: 5/5/2016
--------------Date Approved By School Site Council 5/10/2016
Dates and times of calendared site GATE Advisory meetings
2012-2013:
Mandatory
1st
September 9, 2016
2nd
February 17, 2017
3rd
District Led - TBD
4th
District Led-TBD
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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 Hamilton Elementary School has complied with Senate bill 187 Comprehensive School Safety plan requirements established by California Education Code EC
35294 et seq. and approved by our School Site Council for the current school year.
Principal:
Date:
(Signature)
School Safety Committee Chair:
Date:
(Signature)
In the 2002 legislative session, Senate Bill (SB) 1667, School Violence and Assembly Bill (AB) 2198, School Violent Crime were approved by the Legislature and became effective
January 1, 2003.
SB 1667 requires the following school safety plan changes:
EC 35294 requires schools to hold a public meeting at the school site to allow members of the public the opportunity to express an opinion about the plan. SB 1667 amends EC
3524.8 to require schools to notify, in writing, the public of the meeting.
This is to certify that the Pasadena Unified School District has complied with SB 1667, pursuant to EC 35294.8 to notify the public of the public meeting.
District Representative: Sonia Rodarte, Director of Child Welfare, Attendance and Safety
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6/9/16

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.
64 of 64
6/9/16
Smarter Balanced Achievement Levels

by English Language Proficiency Level and Grades
Year:
Term:
Testing Group
2014-15
2015 Year
Reporting Group
District: Pasadena Unified
School: Hamilton Elementary
Teacher: All Teachers
Report created on 5/3/2016 by MMARS Version 15.0.5924 for Pasadena Unified.

Multiple Measures Online Assessment Reporting System (MMARS) 2016 by Multiple Measures, LLC. All Rights Reserved.
Page 1 of 2

by English Language Proficiency Level and Grades
Year:
Term:
Testing Group
2014-15
2015 Year
Reporting Group

Page 2 of 2
PUSD
351 South Hudson Avenue

Pasadena, California 91101
Phone: (626) 396-3600
www.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
Hamilton
Elementary School
2089 Rose Villa Street Pasadena, CA 91107
Phone: (626) 396-5730
CDS Code: 19-64881-6021612
Frances Weissenberger, Principal
weissenberger.france@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
Hamilton Elementary School has a long and proud history of high standards and academic
excellence. Our school continues to grow with approximately 640 children in Pre-K through fifth
grade. We are continuing on our path of working together to create a world-class education.
Our staff is organized in collaborative grade level teams and each team works to ensure all
students find success in their learning. Hamilton integrates best practices as we instruct our
students including opportunities throughout the year for Project Based Learning. Teachers
work together to create common projects for different essential learning outcomes in English
Language Arts, Mathematics, Science and Social Studies. Our plan is to continue this important
piece, while working on meeting the Common Core Standards at each grade level and attaching
the standards to real life application.
Hamilton School epitomizes an effective school with dedication to continuous improvement
through advanced instructional strategies, techniques and materials; a skilled and energetic
staff; a clean and safe facility; and an involved, supportive community, with a positive attitude
toward learning and life.
We, the staff at Hamilton School commit ourselves to these basics:
1. We believe that all children can and will succeed.
2. Collaborative teams will communicate and cooperatively make decisions that reflect the best
interests of home/school community.
3. We will teach using differentiated strategies for successful development.
4. We will demonstrate our dedication to continuous improvement.
5. We will create a positive environment that will recognize and respect the various cultural,
intellectual, and social differences among the members of the school community.
6. We will provide an effective and innovative program that is sufficiently creative and flexible to
maximize each childs capabilities.
7. We will encourage development of the whole child including academic mastery, physical
fitness, and self-esteem.
8. We believe a safe, respectful and responsible campus is key in building a culture of learning.
Published: February 2016
School Attendance (School Year 2014-15)
Hamilton has taken on the journey to becoming a safe and engaging place
for all students to learn; a place where every student is included regardless
of ability and every student/teacher/staff member is a bucket filler. This
year we are working on becoming part of the family of schools across the
nation where leadership for all students is a priority by focusing on the
Seven Habits of Happy Kids.
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each day.
Most importantly, attendance is critical to academic achievement. Student
attendance is carefully monitored to identify those students exhibiting
excessive absences. Alexander Hamilton Elementary School is part of
the Abolish Chronic Truancy (ACT) program, which monitors student
attendance and is proactive in encouraging daily student attendance,
which leads to higher academic achievement.
School Mission Statement

Hamilton Elementary School nurtures, inspires, and challenges our
students to become confident, creative, and successful leaders of
tomorrow.
Attendance, tardy, and truancy policies are clearly stated, consistently

enforced, and consequences fairly administered. Parents are advised
of their responsibilities, including proper notification of when and why
students are absent. The school monitors student attendance very closely
and reports excessive unexcused absences to designated authorities.
Community & School Profile

(School Year 2015-16)
Students are referred to the districts School Attendance Review Board

(SARB) when they have persistent attendance and behavior problems
in school and when the normal avenues of classroom, school and district
counseling are not effective.
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. Hamilton Elementary School, located on the southern edge of
Pasadena, is one of 28 schools in the Pasadena Unified School District.
A. Conditions of Learning
State Priority: Basic
School Enrollment (School Year 2014-15)
The SARC provides the following information relevant to the Basic State
Priority (Priority 1):
In the 2014-15 school year, the school served 601 students in grades
kindergarten through five. The charts display school enrollment broken
down by grade and student group.
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.
Enrollment Trend by Grade Level

2012-13
2013-14
2014-15
94
90
93
Teacher Assignment
1st
108
107
96
2nd
96
103
113
The district recruits and employs qualified credentialed teachers. This

chart shows information about teacher credentials.
3rd
104
94
100
4th
84
99
103
5th
72
76
96
Teacher Credential Status

School
Enrollment by Student Group

2014-15
Percentage
Black or African American
14-15
15-16
15-16
Fully Credentialed
22
27
21
615
Without Full Credentials
Teaching Outside Subject

Area of Competence (with full
credential)
11.0%
American Indian or Alaska Native
0.5%
Asian
12.7%
Filipino
3.5%
Hispanic or Latino
45.9%
Native Hawaiian or Pacific Islander
0.3%
White
22.5%
Two or More Races
3.5%
English Learners
17.2%
Socioeconomically Disadvantaged
51.8%
Students with Disabilities

Foster Youth
District
13-14
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
0.7%
Misassignments of Teachers of
English Learners
0.5%
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)

Wings A and B of Hamilton Elementary School were originally constructed in 1929. Wing C was added in 1950 and a full remodel of the first two wings
occurred in 1957.
A D Wing was added in the 2006, which includes the computer lab and library. The campus is currently comprised of 26 classrooms, a pre-K facility, a
curriculum/resource room, a library, a computer lab, a staff lounge, a cafeteria, an auditorium/multipurpose room, and a playground. Measure TT funds
enabled the school to add a Multipurpose Room in June 2011 to provide space for professional development and parent workshops. In addition, the room
serves as the much needed extra space for itinerant teachers as they work with students on campus. A sun shade has been placed on the playground
with work tables, which serve as an outdoor classroom for outdoor learning opportunities.
In Fall 2014, Measure TT funding also has provided Hamilton with a completely remodeled kitchen, cafeteria and school auditorium. 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: 12/02/2015
Overall Summary of School Facility Conditions: Exemplary
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/

HVAC, Sewer)
Interior
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
Electrical
Restrooms/Fountains
Safety (Fire Safety,

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

Doors, Gates, Fences)
Fair
Deficiency & Remedial

Actions Taken or Planned
Poor
A108, D114- Damaged ceiling

tiles. (Work order submitted.)
Boys Restroom by A101,

D Bldg. Girls RestroomMissing one soap dispenser.
(Work orders submitted.)
Playground by D Bldg &

A103- Asphalt needs some
repair. Girls Restroom by
A205- Wood rot around
window. D Bldg. Entry by
D115- Double doors need
some repair at Threshold.
(Work orders submitted.)
Cleaning Process
Hamilton Elementary School 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
custodians to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair

A scheduled maintenance program is administered by Hamilton Elementary Schools 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.
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).
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
63
36
44
Mathematics (Grades 3-8 and 11)
57
28
33
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.
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
All Students
101
Male
101
Female
Black or African
American
Student Groups
Percent
Tested
One
Two
Three
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
100
99
16
26
24
34
47
46.5
23
30
19
28
100
99
24
20
30
26
47
46.5
30
19
28
23
101
53
52.5
23
28
40
53
52.5
19
21
32
28
101
10
9.9
--
--
--
--
10
9.9
--
--
--
-36
Asian
101
14
13.9
14
14
29
43
14
13.9
14
43
Filipino
101
--
--
--
--
--
--
--
--
Hispanic or Latino
101
48
47.5
23
33
19
25
48
47.5
29
23
25
23
Native Hawaiian or
Pacific Islander
101
--
--
--
--
--
--
--
--
White
101
20
19.8
20
40
40
20
19.8
20
25
25
30
Two or More
Races
101
--
--
--
--
--
--
--
--
Socioeconomically
Disadvantaged
101
54
53.5
22
35
24
19
54
53.5
31
31
24
13
English Learners
101
18
17.8
44
39
11
18
17.8
39
33
22
Students with
Disabilities
101
20
19.8
45
35
20
20
19.8
65
20
15

Mathematics

Total
Enrollment
Number
Tested
All Students
101
Male
101
Female
Black or African
American
Percent
Tested
One
Two
Three
Four
Number
Tested
101
100
22
18
24
37
60
59.4
30
17
25
28
101
41
40.6
10
20
22
101
14
13.9
21
21
American Indian or
Alaska Native
101
--
Asian
101
14
13.9
Filipino
101
5.9
--
--
--
--
5.9
--
--
--
--
Hispanic or Latino
101
44
43.6
34
16
20
30
44
43.6
25
30
23
23
White
101
20
19.8
10
15
35
40
20
19.8
10
30
30
30
Two or More
Races
101
--
--
--
--
--
--
--
--
Socioeconomically
Disadvantaged
101
51
50.5
35
22
24
20
51
50.5
27
39
24
10
English Learners
101
11
10.9
64
18
18
11
10.9
45
18
18
18
Students with
Disabilities
101
10
9.9
--
--
--
--
10
9.9
--
--
--
--
Student Groups
Percent
Tested
One
Two
Three
Four
101
100
17
29
29
26
60
59.4
20
25
32
23
49
41
40.6
12
34
24
29
29
29
14
13.9
21
29
43
--
--
--
--
--
--
--
29
57
14
13.9
14
36
43

Mathematics

Total
Enrollment
Number
Tested
All Students
97
Male
97
Female
Black or African
American
Percent
Tested
One
Two
Three
Four
Number
Tested
96
99
14
16
36
33
96
50
51.5
16
16
34
32
50
97
46
47.4
11
15
39
35
46
97
11
11.3
27
27
27
18
Asian
97
7.2
--
--
--
Filipino
97
4.1
--
--
--
Hispanic or Latino
97
52
53.6
19
15
Student Groups
Percent
Tested
One
Two
Three
Four
99
21
19
26
33
51.5
26
16
22
34
47.4
15
22
30
33
11
11.3
36
45
--
7.2
--
--
--
--
--
4.1
--
--
--
--
38
25
52
53.6
25
25
23
25
White
97
18
18.6
11
39
50
18
18.6
11
22
61
Two or More
Races
97
4.1
--
--
--
--
4.1
--
--
--
--
Socioeconomically
Disadvantaged
97
59
60.8
20
22
39
19
59
60.8
27
24
29
20
English Learners
97
7.2
--
--
--
--
7.2
--
--
--
--
Students with
Disabilities
97
9.3
--
--
--
--
9.3
--
--
--
--
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
Science (Grades 5, 8,
and 10)
School
District
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
65
94
80
50
52
49
59
60
56
California Standards Test

Percentage of Students
Meeting or Exceeding State
Standards
Subgroups
Subject
Science
District
49
School
80
Hispanic or Latino
75
White
94
Males
76
Females
84
Socioeconomically
Disadvantaged
72
*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, Hamilton Elementary School 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
7.4%
14.9%
76.6%
C. Engagement
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.
Parent & Community Involvement (School Year 2015-16)

Hamilton Elementary School successfully supports parent involvement. Parents, students and teachers sign home-school compacts striving to raise
academic achievement. We provide a school handbook for all parents that include a staff list, school standards and curriculum expectancies. Parents
and the community are very supportive of the educational program at Hamilton Elementary School, and participate on many committees such as, the
Parent Teacher Association (PTA), School Site Council (SSC), which approves annual budgets, revises site level plans and provides governance for
schoolwide, English Learners Advisory Council (ELAC), and African American Parent Council (AAPC).
Parents also volunteer in classrooms and at fundraisers. Our PTA sponsors study field trips, assemblies, Red Ribbon Week Celebrations, Literacy
Week, Book Fairs, a Family Dance, Cultural Events, Photo/Art Contests, a school carnival, Fall Festival, Holiday Boutique, and Bistro Night. Hamilton
has forged partnerships Armory Center of the Arts, as well as local community businesses. These businesses provide financial assistance for academic
programs, awards, and field trips.
Every year, Hamilton staff members write Grants for a variety of items. In the 2015-16 school year, Hamilton received new lunch benches, classroom
monitors, soccer goals, and funding towards the Arts program, which now includes Improvisation classes.
Contact Information
Parents who wish to participate in Hamilton Elementary Schools leadership teams, school committees, school activities, or become a volunteer may
contact the main office at (626) 396-5730, or visit the districts website at www.pusd.us.
State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
Safe School Plan (School Year 2015-16)

The safety of students and staff is a primary concern of Hamilton Elementary School. Students are supervised throughout the day by teachers and noon
aides. Gates are locked throughout the school day. Visitors must sign in at the front office and receive a visitors badge prior to touring the campus. The
School Site Safety plan is updated annually by the Safety Committee; all revisions are shared immediately with the staff. The plan was most recently
updated with faculty and School Site Council in October 2015.
The key elements of the Safety Plan focus on campus beautification and displaying students work. 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 a disaster. Fire, earthquake, and lockdown drills are conducted on a monthly basis throughout the school year.
Discipline & Climate for Learning

Students at Hamilton Elementary School 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, a warm, friendly classroom environment, and demonstrates that good
discipline is a solid foundation on which to build an effective school. The goal of Hamilton Elementary Schools discipline program is to provide students
with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior.
Hamilton students follow the Seven Habits of Happy Kids: Be Proactive, Begin with the End in Mind, Put First Things First, Think Win-Win, Seek First to
Understand-Then to Be Understood, Synergize, and Sharpen the Saw.
The district provides an annual Student Conduct Code for each of its sites, supplemented by a set of behavioral standards developed by Hamilton.
Parents and students are informed of discipline policies through classroom orientation and individual student handbooks. Appropriate behavior is
encouraged through praise and motivational incentives, as well as assertive discipline and conflict resolution tools to further develop personal growth.
Hamilton has a school wide anti-bullying campaign, which focuses on the positive by Filling each others buckets with positive praise and feedback.
Hamilton Elementary has a Leadership Center in which the Behavior Interventionist works with students by teaching them skills they will need to help
them positively navigate social interactions, while inspiring others. Leadership at Hamilton is doing the right thing when nobody is looking.
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.
Suspensions & Expulsions

Suspensions
12-13
13-14
14-15
Expulsions
12-13
13-14
14-15
School
0.3%
0.5%
0.5%
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%
D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
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
Program Improvement (PI) Status
First Year in PI
Year in PI (2015-16)
District
In PI
In PI
2011-2012
2011-2012
Year 2
Year 3
# of Title I Schools Currently In PI
20
% of Title I Schools Currently In PI
90.9%
School Leadership
Leadership at Hamilton Elementary School is a responsibility shared among district administration, the principal, instructional staff, students, and parents.
Principal Frances Weissenberger has led the school for five years. She was named Pasadena Beginning Principal of the Year in 2009, Association of
California School Administrators Most Promising Elementary Principal in 2010, and Pasadena Administrator of the Year in 2013. Mrs. Weissenberger
also received the 2014 Association of Pasadena School Administrators Charter Leadership Golden Bell Award.
Staff members are encouraged to participate on various committees that make decisions regarding the priorities and direction of the educational plan.
These committees ensure instructional programs are consistent with students needs and comply with district goals. Opportunities for involvement
include:
African American Parent Council (AAPC)
Data Teams
English Language Advisory Council (ELAC)
Instructional Leadership Team
Parent Teacher Association (PTA)
Safety Committee
School Site Council
Professional Development
Hamilton Elementary School provides an after-school tutoring program for

students in grades 4-5, as well as a during school Intervention Program
AKA Reading/Math Club for students needing additional instructional
support. Hamilton Elementary School also offers a Gifted And Talented
Education (GATE) program to students who qualify. GATE students work
on various projects that deepen their understanding of the curriculum.
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.
During these sessions, teachers are offered a broad-based variety of
professional growth opportunities in curriculum, teaching strategies, and
methodologies.
Class Size
The table indicates the average class size by grade level, as well as the
number of classrooms that fall into each size category.
Counseling & Support Staff

(School Year 2014-15)
Class Size Distribution
In addition to academics, the staff at Hamilton Elementary School strives

to assist students in their social and personal development. Staff members
are trained to recognize at-risk behavior in all students. The school
values the importance of on-site counseling and has procedures in place
to ensure that students receive the services they need. Psychologists
and counselors are devoted to helping students deal with problems and
assisting them to reach positive goals.
Classrooms Containing:
Average
Class Size
13
14
15
1-20
Students
13
14
15
21-32
Students
13
33+
Students
14
15
13
14
15
By Grade Level
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.
Counseling & Support Services Staff
24
22
23
26
27
24
30
25
27
25
25
21
39
25
32
27
26
26
Other
10
25
Number of
Staff
Full Time
Equivalent
Behavior Specialist
0.75
English Language
Development (ELD)
Teacher
0.5
Additional Internet Access/Public Libraries
Health Aide
1.0
Librarian
0.5
Nurse
0.5
For additional research materials and Internet availability, students are

encouraged to visit the libraries located in Los Angeles County, which
contain numerous computer workstations.
Psychologist
0.2
Resource Specialist
Program (RSP) Teacher
DataQuest
1.0
RSP Aide
1.0
SDC Aide
1.0
Special Day Class

(SDC) Teacher
3.0
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).
Speech/Language
Specialist
1.0
Therapist
2.0
District Revenue Sources

(Fiscal Year 2014-15)
In addition to general state funding, Pasadena Unified School District
received state and federal categorical funding for the following support
programs:
Foothill Family Services offers the services of its counselors to students

who qualify. Students must first have a parents permission to see a
counselor and qualify financially to receive counseling.
Title I, Parts A & D - Basic & Delinquent Funds

Title II, Parts A & D - Teacher Quality & Technology
Title III, Limited English Proficient (LEP)
The school provides a Special Day Class (SDC) for students in grades
kindergarten through second and third through fifth. SDC students are
integrated into regular classroom settings when appropriate. Hamilton
Elementary School also offers a Resource Specialist Program, where
students are pulled-out of their regular classes or the RSP teacher
Pushes-in to provide assistance in areas identified by the students
Individualized Education Plan (IEP). RSP students are also assisted in
class. An Adaptive P.E. Teacher and a Speech and Language Specialist
are also provided through the district.
The Language Development Teacher provides small group and in-class
instruction for English Learner (EL) students.
10
Expenditures & Services Funded (Fiscal Year 2013-14)

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.
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.
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.
Expenditures per Pupil

School
Total Expenditures Per Pupil
$5,677
From Supplemental/Restricted Sources
$1,610
From Basic/Unrestricted Sources
$4,066
District
$4,991
Percentage of Variation between School & District
-18.5%
State
$5,348
Percentage of Variation between School & State
-24.0%
School Site Teacher Salaries (Fiscal Year 2013-14)

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.
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%
Teacher & Administrative Salaries (School Year 2013-14)

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.
Average Salary Information

Teachers - Principal - Superintendent
2013-14
District
State
Beginning Teachers
$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
Teacher Salaries
33.0%
39.0%
Administrative Salaries
6.0%
5.0%
11

by Gender and Grades
Year:
Term:
Testing Group
2014-15
2015 Year
Reporting Group

Page 1 of 1
doing so, we will establish foundations in science

and technology while developing the talents of motivated students, so that they may become thoughtful and productive members of an increasingly glob-
confident, creative,
and successful
al, scientific and technological society.

We will educate all students to become creative
2016 Gold Ribbon
problem solvers and life long learners by engaging

them in hands-on explorations in a safe and healthy
leaders of
tomorrow.
SAFE, RESPECTFUL AND RESPONSIBLE
environment.
Hamilton School
2089 Rose Villa St.
Pasadena, Ca 91107
Ph: (626) 396-5730
Frances Weissenberger, Principal
2009 National Blue Ribbon
Parent
Student Name _________________________ Grade_____________________Teacher___________________
and numeric competency amongst all students. In
Student
students to become
The mission of the Academy is to achieve literacy
Staff
and challenges our
Compact
areas. The Academy Mission is as follows:
________________
nurtures, inspires,
opportunities and develop academic success in these
Family/Staff/Student
________________
Hamilton Elementary
nology Academy to further promote educational
________________
Hamilton has established a Math Science, and Tech-
understand, support, and agree to abide by the above responsibilities.
School
carry out this compact to promote student learning and growth. By signing below, I acknowledge that I fully
Hamilton Elementary
In order for our children in Hamilton to learn and grow, we must all do our part. Together, we pledge to
School Vision and Mission Statement
Math, Science and

Technology
Leadership Academy
**********************************************************************************************************************************
Hamilton
ards while teaching students to think critical-
(except when ill), dresses appropriately, and gets
ly, work creatively, collaborate purposeful-
attention to be prepared for optimal learning
Have high expectations for all students
Notify school promptly by phone whenever my
Provide a safe and positive environment con-
Be responsible for updating emergency information
Provide a quiet time and place for homework
Encourage my child to complete homework and
each school day
procedures
Prepare meaningful, daily homework assignments for students (30 minutes for grades
students learning, progress, and behavior
that homework is completed and accurate
Regularly monitor my childs progress in school
Communicate with the teacher if I have a concern
Participate in school activities, such as school decision
Communicate regularly with families about
Be an active participant in learning and

ask for help when I need it
kinder 3 and 60 minutes for grades 4-6)

assignments in a timely manner and make sure
Know and follow school rules, playground rules, and classroom rules and
ducive to learning
child cannot attend
Bring my completed homework and

assignments and necessary materials
ly, and communicate effectively.
adequate sleep, good nutrition, and regular medical
Keep classroom and school clean
Be respectful of my school, teachers,
Provide opportunities for parent involve-
and classmates
ments such as volunteering in the classroom,

PTA, special family nights, and other
school-wide events
making, parent/ teacher conferences, and other school

events as possible
Review all school communication, notices, and
Respect the school, staff, students, and families
Follow the 7 Habits of Happy Kids
Student Name _________________________ Grade_____________________Teacher___________________
Ensure that my child attends school every day
and work
Parent
tion aligned with the Common Core Stand-
Arrive at school on time ready to learn
Student
up my child on time
Provide high quality curriculum and instruc-
Staff
________________
responsibilities to the best of my ability:
________________
Help my child arrive at school on time and pick
________________
I agree to carry out the following
agree to abide by the above responsibilities.
compact to promote student learning and growth. By signing below, I acknowledge that I fully understand, support, and
Student Pledge:
In order for our children in Hamilton to learn and grow, we must all do our part. Together, we pledge to carry out this
Staff Pledge:
Parent Pledge:

by Grades and Years
Year:
Term:
Grade:
Testing Group
2014-15
2015 Year
All Grades
Reporting Group

Page 1 of 1

by Grades and Years
Year:
Term:
Grade:
Testing Group
2014-15
2015 Year
All Grades
Reporting Group

Page 1 of 1

by Grades and Years
Year:
Term:
Testing Group
2014-15
2015 Year
Reporting Group

Page 1 of 1

by Grades and Years
Year:
Term:
Testing Group
2014-15
2015 Year
Reporting Group

Page 1 of 1
The following monies reflect dollars that are recommended be held centrally to support District priorities. These are monies that are above the administrative setaside, which is generally 10% and indirect costs that are approximately 5% ( these fluctuate each year based on state formulas - total is never higher than 15%).
Title I guidelines require consultation and input from SSC, not approval.
Site Services 2016-17

School:
Hamilton
Resource
Total District
Setaside
30100 Title I
Intervention Support
Total Cost to School

`
300,000.00
# of students
Per Pupil Cost to School
# of FRL students @ school Setaside/District FRL #
7,619
312 $
Total Cost to School
39.38 $
12,286.56
12,286.56

2016-2017 Hamilton SPSA

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PASADENA UNIFIED SCHOOL DISTRICT

SCHOOL ACCOUNTABILITY PLAN

2089 Rose Villa Street

The Single Plan for Student Achievement

The Single Plan for Student Achievement

Mission Statements and School Descriptions

School Profile Description

School Profile Description

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

Prior Year Goal

Met? Yes (Y) No (N)

Students will need to be able to demonstrate their Progress

Goal-Show student growth on each trimester assessment and

Hamilton implemented a schoolwide focus on teaching students to

In addition, teachers added math test questions throughout the

Students will increase their reading comprehension with Progress

The Single Plan for Student Achievement

Data for Trimester 3 is not yet available, however based on teacher

As we do not have state data as of yet, we recognize growth within

Hamilton exceeded the reclassification rate with 21% of students

Closing the Gap

90% of Hamilton families will participate in at least 2 school Progress

The Single Plan for Student Achievement

Hamilton focused on increasing the number of volunteer hours.

parents in need of translation.

Site Council, PTA and ELAC meetings each month. Student

Hamilton will reduce the number of referrals to the office Yes

Hamilton continued focusing on our Leadership Academy where

1. Second Step Curriculum taught weekly in all grades.

We also added a Guidance/Behavior Counselor which works with

Students will use technology weekly across curricular areas as Yes

Hamilton teachers used technology in presenting information to

Related Goal Area (if

Challenge: Continued to struggle with providing

Success: School Climate-Leadership Academy

The Single Plan for Student Achievement

English Language Arts

Closing the Gap- must include

Parent and Community

School Safety, Climate and

Graduation/Career and College

The Single Plan for Student Achievement

CDE MEASURES(not exhaustive list)

Conditions for Learning

Rate of teacher misassignment

Implementation of CCSS (CCSS)

Implementation of CCSS for all students, including ELs and students

Course Access (CA)

Student Achievement (SA)

Performance on standardized tests

Other Student Outcomes (OSO)

Parent Involvement (PI)

Efforts to seek parent input

Student Engagement (SE)

School attendance rates

School Climate (SC)

Student suspension rates

The Single Plan for Student Achievement

Planned Improvements in Student Performance Target/Goal Page