Jefferson Elementary School

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

In 2007, Jefferson had been recognized as one of the leading schools functioning as a PLC. In 2008 the school exited Program Improvement (PI) status as a result of the consistent academic progress of its students. However, teacher turnover rate was high and morale was low. In 2010 we were back in PI status. Thus, we started our journey by evaluating the key elements needed to function as a Professional Learning Community (PLC). Although logistically we had all the elements to qualify us as a model PLC, we were lacking the foundation to make it successful: meaningful relationships.

This was the beginning of a process where we focused on developing meaningful relationships among all stakeholders and more importantly, with our students. We knew that building capacity and leadership was fundamental to achieve our goals. Hence, we trained teachers, welcomed parents into the conversation, and once again begun to move in the right direction. By 2012, we were was again, one of only two schools in the Riverside county to exit PI status.

At Jefferson, leadership is a shared responsibility among all team leaders and administrators. We relate to each other professionally and hold each other accountable to ensure we move the school in the right direction. Our commitment is stronger than ever, as we make sure that our students show academic growth within the context of a caring community where we all learn together, where failure is not an option!

In 2014-2015 Jefferson was nomiated for the Golden Bell Award as a result of the practices implemented school wide. As we transition to CCSS, our teachers have implemented Structure Collaborative Learning in all grade levels creating an environment where all students are engaged in the learning process. This effort was accomplished as a result of Learning Rounds taking place systematically where teachers have an opportunity to maximize their learning together. It is definitely a collaborative effort and the school is moving ahead in the right direction. 

1. Monitoring student learning on a timely basis.

  • Grade level teams meet two hours  as a PLC as part of their weekly schedule. Unofficially, they meet regularly to support each other, collaborate and refine their practices.
  • Grade level teams have developed Essential Standards by trimester and Common Assessments that give them frequent (weekly or biweekly) real data that allows them to intervene and to immediately adjust instruction.
  • Grade level teams submit Writing, English Language Development (ELD), Reading and Math (“WERMs”) scores to the Principal and within their teams, teachers establish targets and interventions.
  • Administration keeps a database of all students not proficient and supports timely interventions. 

2. Creating systems of intervention to provide students with additional time and support for learning.

  • Jefferson allocates time within the day to ensure all students who need interventions receive it in a timely fashion. 
  • PLC meetings allow teachers to monitor student learning to ensure support is provided throughout the day.
  • ASES (After School Education and Safety) staff collaborates with teachers to support those students who are not meeting academic expectations. 
  • Data is continually analyzed to support students who are struggling and to make sure we recognize those students who are showing positive growth.
  • Parents are included in the discussion when students fall behind, so that we create the conditions to ensure academic success.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

  • Teachers participate in continuous professional development. 
  • Leadership team and administration take a yearly PLC retreat to establish goals and create optimal conditions for team support and development.
  • Staff meetings are instructional and purposeful focused on the four questions of a PLC.
  • The staff engages in ongoing professional reading.
  • Leadership team actively participates in Instructional Rounds to ensure we learn from each other as professionals. 
  • Common practices have been established horizontally and vertically highlighting best practices at the district and county levels. 

Additional Achievement Data

California Standards Test (CST) – English Language Arts:
Adequate Yearly Progress (AYP) – NCLB

% Students At or Above Proficient   2012 2013 2014    
School   51.1 50  -     
ELLs   46.6 44.7  -     
State   40.6 38.9  -    
NCLB Required    -  -  -    

California Standards Test (CST) – English Language Arts:

Academic Performance Index (API)– Based on student proficiency levels (all levels and movement)

API Score       2012 2013 2014
School       786 771  -
State       788 790 NA


  • Jefferson was recognized at the Riverside English Language Symposium in March 2008 as the only PI year 4+ school to exit PI status.
  • Jefferson was one of only two schools in the county to exit PI status in 2012.
  • CNUSD publicly recognized Jefferson Elementary school as the school with the greatest improvement in STAR test scores for 2007.
  • Dr. Patricio Vargas was given the BEST award as Princiipal of the Year in 2015.
  • CNUSD Board has recognized Jefferson Elementary at Board meetings.
  • Jefferson and CNUSD showcased at riverside county Office of Education (RCOE) as an exemplary model of a school and an LEA working together for students success in a PI setting.
  • The Comprehensive Early Literacy Program (CELL/ExLL) has showcased Jefferson elementary School as an exemplary model of 100% implementation of this literacy program which is research based best practices for the delivery of the core curriculum.
  • Jefferson has been nominated for the Golden Bell Award for the implementation of Structured Collaborative Learning accross the grade levels.
  • Jefferson has been selected as a model school to support the implementation of PLC and Learning Runds district wide.