The Single Plan for Student Achievement Cherry Avenue Middle School School Name
54-72231-6054464 CDS Code
Date of this revision: December 2015 The Single Plan for Student Achievement (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: Position: Telephone Number: Address: E-mail Address:
Greg Anderson Principal (559) 685-7320 540 North Cherry Street Tulare, CA 93274
[email protected]
Tulare City School District School District
Superintendent: Telephone Number: Address: E-mail Address:
Dr. Clare Gist (559) 685-7200 600 North Cherry Street Tulare, CA 93274
[email protected]
The District Governing Board approved this revision of the School Plan on January 26, 2016.
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Table of Contents 2015-2016 Single Plan for Student Achievement Cherry Avenue Middle School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 25 Table 2: Title III Accountability (District Data) ................................................................................................................... 27 Table 3: California English Language Development (CELDT) Data ................................................................................ 28 Table 4: CBEDS................................................................................................................................................................ 29 Table 5: California Standards Test - All Students ............................................................................................................. 30 Table 6: California Standards Test - African American Students ..................................................................................... 31 Table 7: California Standards Test - Asian Students ........................................................................................................ 33 Table 8: California Standards Test - Hispanic/Latino Students ........................................................................................ 35 Table 9: California Standards Test - White Students ....................................................................................................... 37 Table 10: California Standards Test - English Learner Students ..................................................................................... 39 Table 11: California Standards Test - Socio-Economically Disadvantaged Students ...................................................... 41 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 43 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 47 Total Expenditures by Object Type and Funding Source ................................................................................................. 47 Total Expenditures by Funding Source............................................................................................................................. 48 Total Expenditures by Object Type ................................................................................................................................... 49 Total Expenditures by Goal .............................................................................................................................................. 50 Appendix D - Recommendations and Assurances (Cherry Avenue Middle School) ............................................................ 51 Appendix E - Home/School Compact ................................................................................................................................... 52 Appendix F - School Site Council Membership: Cherry Avenue Middle School ................................................................... 53 Appendix G - Miscellaneous Items for Cherry Avenue Middle School ................................................................................. 54 Appendix H – TCSD Planned Professional Development .................................................................................................... 55
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I. District and State Priorities
Tulare City School District Priorities (DP) 1. Safe and Secure Learning and Work Environment for All Alignment: SP 1, 5, 6 2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All Alignment: SP 1, 2, 4, 5, 6, 7, 9 3. Connect to the Local and Global Communities Alignment: SP 3, 5, 6 Eight State Priorities (SP) *The LCAP groups the eight state priorities (Education Code sections 52060 and 52066) into three categories: 1. Conditions of Learning a. Basic Services: including facilities, qualified teachers and instructional materials (State Priority 1) b. Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners (State Priority 2) c. Course access: pupil enrollment in a broad course of study (State Priority 7) 2. Pupil Outcomes a. Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate (State Priority 4) b. Other pupil outcomes: pupil outcomes in the subject areas. (State Priority 8) 3. Engagement a. Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (State Priority 3) b. Pupil engagement: as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (State Priority 5) c. School climate: as measured pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (State Priority 6)
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II. School Vision and Mission Cherry Avenue is committed to: • Providing a safe and secure learning environment, relevant and purposeful learning, and connecting our students to the local and global community • Promoting strong ethical character traits, critical thinking skills, social, emotional, and physical well-being • Provide students with opportunities to excel in athletics, fine arts, and other supplemental academic activities
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III. School Profile Cherry Avenue Middle School is one of four middle schools in the Tulare City School District, and houses grades six through eight, with a population of approximately 507 students. Sixth grade students are taught in a 3 Core block and rotate 3 times daily, while seventh and eighth grade students rotate classrooms and instructors for each subject area. Ethnicity counts were taken from the 2015 CBEDS and can be found in Appendix A-Table 6. Technical Assistance provided by the District Office:
Data collection and analysis of student performance data Effective lesson design and implementation Intensive intervention programs Strategic interventions School budgets School wide planning Parent involvement/School climate Professional Development for Staff (State Standard Implementation, Learning Focused Conversations-LFC, Lexia, 95% Group, AVID, Strategies for Special Needs, Interventions etc.) Tulare City School District Technical Assistance Team: Joyce Nunes-Assistant Superintendent of Business, Psychological Services Paula Adair-Assistant Superintendent of Student Services Brian Hollinghead-Director of Curriculum Paul Reagan-Bilingual Coordinator Martin Suey-Director of Education Data Systems Tricia Grissom-District Nurse (Title IV) Debbie Terry-District Homeless Liaison Susie Boyett-District Compliance Teacher
***Over 10% of the Title 1 budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teacher and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) Based upon the TCSD benchmark data as well as SBAC data we have for our current students, the following needs are evident: 1. Continue to increase, maintain, and accelerate student proficiency in math and language arts for all students. (Special attention needs to be given to proficient and advanced students to prevent them from backsliding) 2. Being a Program Improvement School, staff will focus on accelerating the level of proficiency for students in significant subgroups. (Hispanic and Socio-Economically Disadvantaged) 3. Staff will provide interventions for students below the proficiency level in the areas of math and language arts. 4. Staff will focus on providing specific interventions for students with disabilities. 5. School will provide after school interventions for students who demonstrate a need in reading and math.
B. Surveys Parent Survey Thirty-two percent of Cherry Avenue families responded to the annual Cherry Avenue Parent Survey in March of 2015. Of those families, eighty-eight percent responded positively to all aspects of the school environment and school-to-home communication. Some parents are still unsure of all the parent volunteer opportunities that Cherry Avenue has to offer. (12%) Student Survey In Spring of 2015 eighty-three percent of students responded that teachers explain lessons well and eighty-seven of students felt that teachers were available to provide extra help when needed. Areas of student concern were: •
Students fail to show respect to one another. (59%) * Students indicated that they did not know that they could go to a staff member for help if they were unable to solve a problem on their own. (32%).
Staff Survey All staff members participated in the Staff Survey in April of 2015. Areas to note were: •
Staff indicated that they provide individual instruction/modification of lessons 100 percent of the time.
•
Ninety-three percent of the staff agreed that they are aware of the needs of middle school students.
•
100% of teachers said that they use a variety of strategies and techniques to engage their students.
C. Classroom Observations Based upon staff conversations, principal observations, and grade level meetings, the following needs are evident: 1. Teachers need to continue to focus on higher level tasks based on Webb's Depth of Knowledge. 2. Continue to use strategies that maximize student engagement. 3. Continue to frequently use a wide variety of strategies for checking student understanding. 4. Continue using heterogeneous grouping for purposeful collaboration.
D. Student Work and School Documents The 2015 CAASSP English Language Arts assessment show: 6th- 4.0% of students exceeded standards, 16.0% of students met standards, 17% of students nearly met standards, and 63% did not meet standards; 7th- 4.6% of students exceeded standards, 20.6% met standards, 37.6% nearly met standards, and 37.1% did not meet standards; 8th- 6.3% of students exceeded standards, 25.4% met standards, 26.5 nearly met standards, and 41.8% did not meet standards. The 2015 CAASSP Math assessment show: 6th-1.0% of students exceeded Standards, 5.0% met standards, 33.0% nearly met standards, and 61.0% did not meet standards; 7th- 6.2% of students exceeded standards, 12.9% met The Single Plan for Student Achievement
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standards, 40.2% nearly met standards, and 40.7% did not meet standards; 8th- 14.2% of students exceeded standards, 23.2% met standards, 29.5% nearly met standards, and 33.2 did not meet standards. The School Site Council conducted a local monitor and review of the school-wide program in March of 2015. Findings included: Evidence of Project Based Learning in Math, Shop, Band, and Science. Evidence of cooperative groups or partner work in 7 out of 18 of classrooms Teachers were using student engagement and checking for understanding strategies to instruct students in all classrooms, and DOK level 1 tasks were observed in 9 classrooms, DOK level 2 tasks in seven classrooms, and DOK level 3 in five classrooms. Commendations: Student behavior was positive with most students being at Compliant engagement or higher. Over half of the tasks were at DOK level 2 or higher. After the School Accountability Report Card is provided, it will be analyzed for needs.
E. Analysis of Current Instructional Program (See Appendix B) Out of the 16 areas listed on Appendix B, there is one area that is listed as "not meeting performance goals": Cherry Avenue currently has one teacher who is not yet highly qualified and is operating under an Internship status.
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V. Description of Barriers and Related School Goals Barriers present at Cherry Avenue include the following: Scheduling to accommodate our school population is a perpetual challenge Finding time for students that need intensive intervention within the school day Large class sizes in Mathematics, Social Studies and Science are a challenge for staff Poverty and the home environment for Socio-Economically Disadvantaged students *Although we have as a district and school made great gains in technology, our ratio of device to student is still greater that 1:1.
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VI. Planned Improvements in Student Performance SUBJECT: English Language Arts ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 2015-2016-------LCAP GOAL: All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century. SCHOOL GOAL #1: By June of 2016, all students, which include all identified subgroups, will reach high standards and increased achievement in reading/language arts as measured by state and district assessments. Data Used to Form this Goal: See Appendix A Findings from the Analysis of this Data: The data displays our need as a school to continue to improve our instruction to help all students be proficient or above in English Language Arts school-wide. As a school, we are in our first year of using SBAC data to gauge our students. 20% of our 6th grade students met or exceeded standards, 25.2% of of 7th grade students met or exceeded standards, and 31.7% of our 8th grade students met or exceeded standards. How the School will Evaluate the Progress of this Goal:
District trimester summative assessments Ongoing teacher formative assessments to inform instruction * State Testing Actions to be Taken to Reach This Goal
Implement the district Language Arts Common Core Units of Study utilizing district adopted programs (California Treasures, grade 6; Pearson Literature grades 7 and 8) by providing mandated daily instructional minutes, and using research based programs, strategies and materials such as:
Timeline August 2015 to June 2016
Person(s) Responsible
Proposed Expenditure(s) Description
Teachers, Principal, Vice Principal, RTI Teacher
Type 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies
Funding Source
Amount
Title I
1500.00
Title I
1872.05
Title I
799.82
Title I
9000.00
Instructional Rounds Year 3
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Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s) Description
which will focus on Cherry Avenue as a system that engages our students in learning as well as concentrating on Depth of Knowledge questioning and tasks. 21st Century Teaching PBL Learning Walks LEXIA Professional development *FLEX Literacy *Renaissance Place,Accelerated Reader *Renaissance University *6th grade 3 Core Block schedule Provide supplemental materials and supplies, equipment, and human resources Ongoing Common Core staff development and training. 95% group strategies AVID for grades 7th and 8th AVID Bridges for 6th grade Full Time RTI Teacher * Instructional Aide Symposium
Implement intensive reading/language August 2015 to arts intervention programs for June 2016 students who are significantly behind in ELA. This may include:
Person(s) Responsible
Teachers, Principal, Vice Principal, RTI Teacher
Read Naturally Live after school tutorial twice weekly Accelerated Reader-all students LEXIA Core 5-Classroom and after school tutorial usage FLEX Literacy Intervention class
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Type
Funding Source
Amount
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
9582.45
LCFF Sup/Con
400.78
LCFF Sup/Con
875.00
LCFF Sup/Con
186.26
LCFF Sup/Con
1620.64
LCFF Sup/Con
1500.00
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies
Title I
1872.04
Title I
798.81
Title I
457.72
Title I
780.00
LCFF Sup/Con
1620.64
1/19/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Read Naturally Live classroom use SAT meetings for struggling students
Hold LFC's (Learning Focused Conversations) on staff development days to: • Evaluate student progress to guide instruction • Plan units of instruction • Share teaching strategies • Provide staff development • Continued transition to Common Core
August 2015 to June 2016
Teachers, Principal, Vice Principal, and RTI Teacher
4000-4999: Books And Supplies
Utilize additional services and assistance from:
August 2015 to June 2016
Teachers, Principal, Vice Principal, RTI Teacher
1000-1999: Title I Certificated Personnel Salaries 3000-3999: Employee Title I Benefits
Amount
District Curriculum Specialists, RTI Teacher, Peer coaches School psychologist, Social workers, Attendance Officer, Middle School Counselors, Title I Homeless Liaison, Health Services, GATE Program, SARB, Community Day School, * Tulare Youth Services Bureau
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Title I
457.71
4637.89
798.81
1/19/16
VI. Planned Improvements in Student Performance (continued) SUBJECT: Mathematics ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 2015-2016.-------LCAP GOAL: All Students will have opportunities to engage and participate in extra-curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century.-------SCHOOL GOAL #2: By June of 2016, all students, which include all identified subgroups, will reach high standards and increased achievement in mathematics as measured by state and district assessments. Data Used to Form this Goal: See Appendix A.-------Findings from the Analysis of this Data: The data displays our need as a school to continue to improve our instruction to help all students be proficient or above in mathematics school-wide. As a school, we are in our first year of using SBAC data to gauge our students. 6% of our 6th grade students met or exceeded standards, 19.1% of of 7th grade students met or exceeded standards, and 37.4% of our 8th grade students met or exceeded standards. How the School will Evaluate the Progress of this Goal:
• •
District trimester summative assessments State Testing Ongoing teacher formative assessments to inform instruction Actions to be Taken to Reach This Goal
Implement and provide mandated daily instructional minutes for the district adopted Math programs, and use research-based programs, strategies, and materials such as:
Timeline August 2015 to June 2016
Person(s) Responsible
Proposed Expenditure(s) Description
Principal, Vice Principal, RTI Teacher, Classroom Teachers
1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies
Year 3 of Instructional Rounds, which will help Cherry Avenue as a system to engage our students in their learning. District Math Units of Study
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Type
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Funding Source
Amount
Title I
1500.00
Title I
1872.05
Title I
198.22
Title I
304.14
1/19/16
Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s) Description
21st Century Teaching PBL's continued staff development Learning Walks CPM for grades 7 and 8 Cooperative Learning, direct instruction strategies small group instruction, one-on-one instruction, differentiated instruction, kinesthetic learning 6th grade math groups for primary instruction and intervention 6th grade 3 Core Block schedule Manipulatives / Promethean Boards Materials, supplies, human resources Supplemental materials: BBY; What's My Place, What's My Value?, online CD rom Ongoing State Standards staff development Depth of Knowledge questioning strategies SAT meeting for struggling math students Dreambox for use within the classroom setting and tutorials AVID 6th, 7th and 8th Full Time RTI Teacher at school site
Implement intensive math intervention August 2015 to programs for students who are June 2016 significantly behind in mathematics. This may include:
Person(s) Responsible
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Principal, Vice Principal, RTI Teacher, Classroom Teachers
Funding Source
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Amount
Title I
5181.23
LCFF Sup/Con
400.78
LCFF Sup/Con
875.00
LCFF Sup/Con
187.27
LCFF Sup/Con
1620.64
LCFF Sup/Con
1500.00
2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits 4000-4999: Books Title I And Supplies
Dreambox STAR Math CPM website
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Type
1872.04 198.22 305.14
1/19/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Front Row Small group instruction
Type
Funding Source
5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies
Title I
5181.22
LCFF Sup/Con
1621.64
Title I
305.14
Hold LFC's (Learning Focused Conversations) on staff development days to: • Evaluate student progress to guide instruction Plan units of instruction Share teaching strategies Provide staff development Continued transition to Common Core
August 2015 to June 2016
Principal, Vice Principal, RTI Teacher, Classroom Teachers
4000-4999: Books And Supplies
Utilize additional services and assistance from:
August 2015 to June 2016
Principal, Vice Principal, RTI Teacher, Classroom Teachers
1000-1999: Title I Certificated Personnel Salaries 3000-3999: Employee Title I Benefits
*District Curriculum Specialists, *RTI Teacher, *Peer coaches, *Consultants *School psychologist, *Social workers, *Attendance Officer, *Middle School Counselors, *Title 1 Homeless Liaison, *Health Services, *SARB, *Community Day School, *Tulare Youth Services Bureau
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Amount
4637.89
2000.00
1/19/16
VI Planned Improvements in Student Performance (continued) SUBJECT: English Language Learners ALIGNMENT: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. LCAP GOAL: All EL students will increase proficiency in English, reach high standards and increase student achievement in English Language Arts so that they can meet all of their educational goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #3: By June of 2016, all limited-English-proficient students will meet the Title III AMAO 1 and AMAO 2 targets as measured by the CELDT.-------Data Used to Form this Goal: See Appendix A Findings from the Analysis of this Data: 16% of EL students tested scored at grade level in reading using the Gates McGinite Assessment tool. Approximately 24% of EL students were Proficient or Advanced in the area of Mathematics using the Tulare City Schools End of Year Benchmark score. We will continue to focus, utilizing Common Core State Standards, on both Language Arts and Mathematics to improve upon these percentages. How the School will Evaluate the Progress of this Goal:
• •
District trimester summative assessments State Testing Ongoing teacher formative assessments to inform instruction Actions to be Taken to Reach This Goal
Implement daily use of adopted LA and math interventions for students significantly below grade level, including programs, strategies, materials and resources such as:
Timeline August 2015 to June 2016
Person(s) Responsible
Proposed Expenditure(s) Description
Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers
1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies
Instructional Rounds Year 3 ELD instructional materialsInside LEXIA *Lexia Staff Development
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Type
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Funding Source
Amount
Title I
2000.00
Title I
1618.90
Title I
396.43
Title I
1915.43
1/19/16
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s) Description
*AVID strategies school wide *AVID Bridges in 6th grade *Renaissance PlaceAccelerated Reader *Renaissance Place-STAR Math *Dreambox *FrontRow BBY, What's My Place, What's My Value ELD/SDAIE strategies, Step Up to Writing, Thinking Maps, guided reading groups, INSIDE (SEI class) Cooperative learning, direct instruction strategies, small group instruction, differentiated instruction, one-on-one instruction, visual aids *Webb's Depth of Knowledge Questioning Strategies Manipulatives / Promethean technology Continued State Standard staff development training *Full time RTI Instructor *6th grade 3 Core Block Schedule PBL training Read Naturally Live in after school tutorial twice weekly
Utilize additional services and assistance from:
Timeline
District Curriculum Specialists, RTI Teacher, peer coaches School psychologist, Social workers, Attendance Officer, Middle School Counselors, Title 1 Homeless Liaison,
The Single Plan for Student Achievement
Type 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
August 2015 to June 2016
Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers
Funding Source Title I
780.00
LCFF Sup/Con
750.00
LCFF Sup/Con
187.27
LCFF Sup/Con
1495.64
LCFF Sup/Con
1500.00
1000-1999: Title I Certificated Personnel Salaries 2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
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Amount
2637.89
1618.89 2000.00
1/19/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Health Services, Tulare Youth Services Bureau RTI teacher will monitor LEXIA usage every two weeks and report to principal.
Provide strategic classroom placement for EL students. This may include SEI (Structured English Immersion) classroom and placement is determined by current ELD proficiency levels.
August 2015 to June 2016
Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers
5000-5999: Services And Other Operating Expenditures
Title I
780.00
Implement the TCSD English Learner Master Plan.
August 2015 to June 2016
Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers
4000-4999: Books And Supplies
LCFF Sup/Con
1495.64
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VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals.-------LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 2016, 100 % of instructional staff will have an opportunity to participate in professional development that focuses on 21st Century Learning, State Standards, and research based strategies to increase students' achievement in order for them to learn and thrive. Data Used to Form this Goal: Teacher surveys Evaluations Instructional Rounds Learning Walks Findings from the Analysis of this Data: All staff have attended District office training pertaining to their academic area, and are a part of on-going state standard training. How the School will Evaluate the Progress of this Goal:
Year 3 of Instructional Rounds *Learning Walks All staff will have on-going state standard training at school-site, district, or county level Sign-in sheets Agendas Classroom observations End of Year Survey Mid Year Technology Survey Actions to be Taken to Reach This Goal
Cherry Avenue staff will utilize a variety of means to improve classroom instruction:
Timeline August 2015 to June 2016
Person(s) Responsible
Proposed Expenditure(s) Description
Principal, Vice Principal, RTI Teacher
Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries
Amount 2000.00
Early release Wednesdays
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Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s) Description
Staff Development days Instructional Rounds Year 3 ELA Units of Study Math Units of Study Ongoing State Standard staff development District sponsored staff development days Middle School staff development sessions *LFC's *AVID school wide *21st Century Teaching-PBL BTSA Workshops Conferences Demonstration lessons Peer coaching
Focus staff development topics on areas of need such as:
Timeline
August 2015 to June 2016
Principal, Vice Principal, RTI Teacher
Continued implementation of district adopted materials / programs ELA Units of Study 95% Group for RSP and RTI Instructors Eclipse for Mathematics lessons Utilization of direct instruction strategies Webb's Depth of Knowledge Focus on questioning strategies to reach higher levels of thinking and to engage all students Implementation of Promethean technology Using data to guide instruction and evaluate
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Type
Funding Source
Amount
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
200.00
Title I
1198.22
Title I
152.57
Title I
130.00
LCFF Sup/Con
500.98
LCFF Sup/Con
93.63
LCFF Sup/Con
124.28
LCFF Sup/Con
250.00
1000-1999: Certificated Personnel Salaries 3000-3999: Employee Benefits 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
4637.89
Title I
1198.21
Title I
130.00
LCFF Sup/Con
500.97
LCFF Sup/Con
93.63
LCFF Sup/Con
124.27
LCFF Sup/Con
693.84
1/19/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
student progress to proficiency-LFC's Calibrating and grading student assessments Lexia staff development RTI/SAT State Standards 21st Century learning
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VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning. LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 2016, 100% of students will be educated in learning environments that promote the partnership between home and school, foster parent/community involvement, and are safe, drug-free and conducive to learning.-------Data Used to Form this Goal: The Parent Survey was used to find the data for this area. Findings from the Analysis of this Data: We will continue to use the results of the parent survey to meet the needs of our students and parents to be partners in education. How the School will Evaluate the Progress of this Goal:
• • •
Annual Parent Survey results Annual Self Study of Parent Involvement Student participation in Fine Arts, Athletics, Spelling Bee, Math Super Bowl, Cyber Quest, and Student Council Actions to be Taken to Reach This Goal
Recruit and organize student, parent and community help and support with the following: Chaperons / volunteers for school functions and trips
Timeline August 2015 to June 2016
Person(s) Responsible
Proposed Expenditure(s) Description
All Cherry Avenue staff, parents, and students
2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 4000-4999: Books And Supplies
PTO / SSC / ELAC /DLAC/DAC
Annual Title 1 Meeting
School Compact (Three-Way Pledge)
The Single Plan for Student Achievement
Type
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Funding Source
Amount
Title I
200.00
Title I
152.57
Title I
260.00
LCFF Sup/Con
200.39
LCFF Sup/Con
248.55 1/19/16
Actions to be Taken to Reach This Goal
Parent Education (Antibullying)
Student Leadership groups
Local Site Review
Back-to-School Night and/or Open House
Annual school play
Mid-Valley Jazz Festival
Monster Mash
*School dances
Sports / Fine Arts programs
Fundraisers / toy and food drives
Prose and Poetry
*School and county spelling bee
CJSF
*Class Field Trips
Timeline
Include parents in the decision making August 2015 to process regarding activities that June 2016 impact their child's education: SSC / ELAC / PTO / DAC / DELAC Parent / teacher conferences Annual Parent Survey Student Orientation - August Migrant Parent meetings Participation of band parents The Single Plan for Student Achievement
Person(s) Responsible
Proposed Expenditure(s) Description
All Cherry Avenue staff, parents, and students
Type
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
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Funding Source
Amount
Title I
2837.70
LCFF Sup/Con
250.00
1/19/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
as chaperons and volunteers AVID Parent night *Parent Graduation Committee
Communicate the importance of August 2015 to education and their child's progress June 2016 through: Parent / Teacher conferences Phone calls / translators as needed Parent Link phone system Trimester Progress Reports (mailed) Trimester Report Cards Academic Attitude *AVID Intervention letters IEP meetings and forms *Student Study Teams *Attendance incentive program *Positive Referral calls School Accountability Report Card; Three-Way Pledge Student Calendars Renaissance Place Home Connection School website with teachers' webpages
All Cherry Avenue staff, parents, and students
Provide families with information and August 2015 to ideas about how to help students with June 2016 homework, decision-making, and planning through: Provide parents with tips at parent conferences (for homework, decision-making, and planning) 5th Grade to Middle School Transition Program School Accountability Report Card
All Cherry Avenue staff, parents, and students
The Single Plan for Student Achievement
1000-1999: Certificated Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 3000-3999: Employee Benefits
Title I
2637.89
Title I
2396.43
Title I
978.05
LCFF Sup/Con
187.27
1000-1999: Title I Certificated Personnel Salaries
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1000.00
1/19/16
Actions to be Taken to Reach This Goal
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Student Orientation meetings in August Annual Title I meeting Parent Link phone, email and message system *School Calendars Renaissance Place Home Connection
Provide a safe and secure environment in order to ensure a successful middle school experience by implementing:
Timeline
August 2015 to June 2016
All Cherry Avenue staff, parents, and students
1000-1999: Title I Certificated Personnel Salaries
1000.00
RTI- SAT meetings School Counsel Student Council Activities Character Counts! Student Leadership groups 5th Grade to Middle School Transition Program School / Community Service Officer Community safe-havens Drill procedures School Play Athletics Math Super Bowl Cyber Quest Spelling Bee CJSF Prose and Poetry PBIS (Positive Behavioral Interventions Supports)
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Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) English Language Arts/Literacy Overall Achievement # of Students Enrolled
# of Students Tested
% of Enrolled Students Tested
# of Students With Scores
Mean Scale Score
Standard Exceeded
Standard Met
Standard Nearly Met
Standard Not Met
Grade 6
101
99
98.0
99
2471.9
3
17
36
43
Grade 7
210
206
98.1
206
2501.5
6
25
26
42
Grade 8
275
265
96.4
265
2524.8
4
30
31
35
All Grades
586
570
97.3
570
5
26
30
39
Grade Level
Grade Level
READING
WRITING
LISTENING
RESEARCH/INQUIRY
Demonstrating understanding of literary & non-fictional texts
Producing clear and purposeful writing
Demonstrating effective communication skills
Investigating, analyzing, and presenting information
At or At or At or At or Above Below Above Below Above Below Above Below Near Near Near Near Standar Standar Standar Standar Standar Standar Standar Standar Standar Standar Standar Standar d d d d d d d d d d d d
Grade 6
4
48
47
7
42
51
6
65
29
5
69
26
Grade 7
14
39
47
12
45
43
10
59
31
11
54
35
Grade 8
14
43
43
12
49
38
7
68
25
11
54
35
All Grades
12
43
45
11
47
42
8
64
28
10
56
33
Conclusions based on this data: 1.
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Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) Mathematics Overall Achievement # of Students Enrolled
# of Students Tested
% of Enrolled Students Tested
# of Students With Scores
Mean Scale Score
Standard Exceeded
Standard Met
Standard Nearly Met
Standard Not Met
Grade 6
101
99
98.0
99
2455.4
4
8
36
52
Grade 7
210
207
98.6
207
2519.9
14
23
29
33
Grade 8
275
265
96.4
265
2558.0
20
19
32
29
All Grades
586
571
97.4
571
15
19
32
35
Grade Level
CONCEPTS & PROCEDURES
PROBLEM SOLVING & MODELING/DATA ANALYSIS
COMMUNICATING REASONING
Applying mathematical concepts and procedures
Using appropriate tools and strategies to solve real world and mathematical problems
Demonstrating ability to support mathematical conclusions
Above Standard
At or Near Standard
Below Standard
Above Standard
At or Near Standard
Below Standard
Above Standard
At or Near Standard
Below Standard
Grade 6
6
27
67
5
33
62
4
52
44
Grade 7
19
36
45
16
52
32
14
72
14
Grade 8
27
41
32
20
54
26
18
58
24
All Grades
20
37
43
16
50
34
14
62
24
Grade Level
Conclusions based on this data: 1.
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Appendix A - School and Student Performance Data (continued) Table 2: Title III Accountability (District Data) Annual Growth AMAO 1 2012-13
2013-14
2014-15
Number of Annual Testers
2,288
2227
2,207
Percent with Prior Year Data
100.0
100.0
100.0
Number in Cohort
2,288
2227
2,207
Number Met
1,431
1304
1,166
Percent Met
62.5
58.6
52.8
NCLB Target
57.5
59.0
60.5%
Met Target
Yes
No
No
Attaining English Proficiency 2012-13
2013-14
2014-15
Years of EL instruction
Years of EL instruction
Years of EL instruction
AMAO 2 Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
1,851
838
1806
796
1,778
797
Number Met
458
477
437
396
365
372
Percent Met
24.7
56.9
24.2
49.7
20.5
46.7
NCLB Target
20.1
47.0
22.8
49.0
24.2%
50.9%
Met Target
Yes
Yes
Yes
Yes
No
No
Number in Cohort
Adequate Yearly Progress for English Learner Subgroup at the LEA Level AMAO 3 2012-13
2013-14
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Target for AMAO 3
No
No
2014-15
English-Language Arts
Mathematics
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Appendix A - School and Student Performance Data (continued) Table 3: California English Language Development (CELDT) Data California English Language Development Test (CELDT) Results for 2014-15 Grade
Advanced #
Early Advanced
%
6
Intermediate
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
%
#
5
28
7
39
4
22
2
11
18
7
3
7
18
43
13
31
5
12
3
7
42
8
3
7
21
50
14
33
1
2
3
7
42
Total
6
6
44
43
34
33
10
10
8
8
102
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Appendix A - School and Student Performance Data (continued) Table 4: CBEDS Student Enrollment by Group Percent of Enrollment
Student Group
Number of Student
2013-14
2014-15
2013-14
2014-15
American Indian
1.21%
1.0%
8
6
African American
3.95%
5.8%
26
34
Asian
0.76%
0.9%
5
5
Filipino
0%
0.0%
0
0
Hispanic/Latino
69.65%
69.2%
459
406
Pacific Islander
0.30%
0.0%
2
0
White
24.13%
22.7%
159
133
Multiple/No Response
0%
0.0%
0
0
Total Enrollment:
659
587
Student Enrollment by Grade
Grade
Number of Students 2013-14
2014-15
Kindergarten
0
0
Grade 1
0
0
Grade 2
0
0
Grade3
0
0
Grade 4
0
0
Grade 5
0
0
Grade 6
99
100
Grade 7
301
209
Grade 8
259
278
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12 Total Enrollment:
The Single Plan for Student Achievement
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0
0
659
587
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Appendix A - School and Student Performance Data (continued) Table 5: California Standards Test - All Students English-Language Arts Performance Data by Grade Level English-Language Arts Grade Level
% At or Above Proficient 201213
201314
201415
% Basic 201213
201314
% Below Basic 201415
201213
201314
201415
% Far Below Basic 201213
Grade 6
44
41
11
4
Grade 7
46
36
12
6
Grade 8
57
30
8
5
201314
201415
All Students Mathematics Performance Data by Grade Level Mathematics Grade Level
% At or Above Proficient 201213
201314
201415
% Basic 2012-13
201314
% Below Basic 201415
201213
201314
201415
% Far Below Basic 201213
Grade 6
47
28
20
4
Grade 7
53
32
11
4
201314
201415
Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards) Grade Level
% At or Above Proficient 201213
Grade 8
201314
201415
24
% Basic 201213
201314
% Below Basic 201415
34
201213
201314
201415
32
% Far Below Basic 201213
201314
201415
10
Performance Data by Grade Level Algebra I Grade Level
% At or Above Proficient 201213
Grade 8
201314
77
The Single Plan for Student Achievement
201415
% Basic 201213
201314
% Below Basic 201415
20
201213 3
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201314
201415
% Far Below Basic 201213
201314
201415
0
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Appendix A - School and Student Performance Data (continued) Table 6: California Standards Test - African American Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
*
*
Grade 7
*
*
Grade 8
36
332.6
2013-14
2014-15
African American Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
*
*
Grade 7
*
*
2014-15
Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)
Grade Level
% At or Above Proficient 2012-13
Grade 8
2013-14
2013-14
*
2014-15
Mean Scale Score 2012-13 *
31
2013-14
2014-15
Performance Data by Grade Level Algebra I
Grade Level
% At or Above Proficient 2012-13
Grade 8
The Single Plan for Student Achievement
2013-14
*
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
*
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Appendix A - School and Student Performance Data (continued) Table 7: California Standards Test - Asian Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
*
*
Grade 7
*
*
Grade 8
*
*
2013-14
2014-15
Asian Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
*
*
Grade 7
*
*
33
2013-14
2014-15
Performance Data by Grade Level Algebra I
Grade Level
% At or Above Proficient 2012-13
Grade 8
The Single Plan for Student Achievement
2013-14
*
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
*
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Appendix A - School and Student Performance Data (continued) Table 8: California Standards Test - Hispanic/Latino Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
41
347.2
Grade 7
39
338.0
Grade 8
55
351.1
2013-14
2014-15
Hispanic/Latino Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
49
351.2
Grade 7
44
352.3
2014-15
Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)
Grade Level
% At or Above Proficient 2012-13
Grade 8
2013-14
2013-14
23
2014-15
Mean Scale Score 2012-13 314.0
35
2013-14
2014-15
Performance Data by Grade Level Algebra I
Grade Level
% At or Above Proficient 2012-13
Grade 8
The Single Plan for Student Achievement
2013-14
72
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
388.8
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Appendix A - School and Student Performance Data (continued) Table 9: California Standards Test - White Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
53
353.6
Grade 7
62
365.5
Grade 8
63
365.9
2013-14
2014-15
White Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
38
341.6
Grade 7
73
391.4
2014-15
Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)
Grade Level
% At or Above Proficient 2012-13
Grade 8
2013-14
2013-14
29
2014-15
Mean Scale Score 2012-13 324.1
37
2013-14
2014-15
Performance Data by Grade Level Algebra I
Grade Level
% At or Above Proficient 2012-13
Grade 8
The Single Plan for Student Achievement
2013-14
81
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
402.4
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Appendix A - School and Student Performance Data (continued) Table 10: California Standards Test - English Learner Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
12
309.9
Grade 7
8
300.9
Grade 8
12
306.5
2013-14
2014-15
English Learner Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
19
312.8
Grade 7
26
320.1
2014-15
Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)
Grade Level
% At or Above Proficient 2012-13
Grade 8
2013-14
2013-14
4
2014-15
Mean Scale Score 2012-13 287.4
39
2013-14
2014-15
Performance Data by Grade Level Algebra I
Grade Level
% At or Above Proficient 2012-13
Grade 8
The Single Plan for Student Achievement
2013-14
*
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
*
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Appendix A - School and Student Performance Data (continued) Table 11: California Standards Test - Socio-Economically Disadvantaged Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
41
346.0
Grade 7
39
335.7
Grade 8
50
346.7
2013-14
2014-15
Socio-Economically Disadvantaged Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 6
48
348.3
Grade 7
44
349.3
% At or Above Proficient 2012-13
The Single Plan for Student Achievement
2014-15
Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)
Grade Level
Grade 8
2013-14
2013-14
23
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
313.7
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Performance Data by Grade Level Algebra I
Grade Level
% At or Above Proficient 2012-13
Grade 8
The Single Plan for Student Achievement
2013-14
77
2014-15
Mean Scale Score 2012-13
2013-14
2014-15
391.9
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Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:
Not meeting performance goals Meeting performance goals Exceeding performance goals
Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB)
Meeting performance goals. 2015-16 Evidence *Analyze student data for State testing in LA, Math, and Science Analyze student data for district benchmarks in LA and Math Monitor district data for significant subgroups Staff development aligned with analysis of local assessment data. Monitoring district benchmark data to determine the intervention needs of the students in LA and Math.
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)
Meeting performance goals. 2015-16 Evidence: *State testing data in LA, Math and Science District benchmarks derived from adopted materials; given at the end of each trimester and/or unit District adopted supplemental support state adopted materials (ROLA, McGinitie, STAR testing in Reading and Math, ) Aeries Net *ELA Units of Study and Eclipse mathematical lesson plan source are being used to assess and monitor our students.
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB)
•
Not meeting performance goals 2015-16 Evidence: 96% of certificated and 100% of classified staff working with students are highly qualified. One Physical Education teacher is working on an Intern basis.
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)
• • • •
Meeting performance goals 2015-16 Evidence: District office assistance from curriculum specialists RTI teacher and VP provide site coaching BTSA support providers for new teachers Outside consultants
5. Teacher collaboration by grade level (EPC) The Single Plan for Student Achievement
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•
Meeting performance goals 2015-16 Evidence: Cherry Avenue has incorporated LFC's into the Cherry Avenue Staff Development Schedule for all teachers. Time has been set aside during the school day for teachers to meet and develop SMART goals as well as conduct learning focused conversations.
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB)
Meeting performance goals 2015-16 Evidence: District created LA, Math, and Science Bookmarks: ELA Units of Study District Assessment Calendar for all core subject areas ECLIPSE lesson support in Math and Language Arts
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB)
Meeting performance goals 2015-16 Evidence: State adopted materials District adopted supplementary materials Researched based interventions for classroom and after school use.
8. Use of standards-aligned instructional materials, including intervention materials
Meeting performance goals 2015-16 Evidence: Continued implementation of Language Arts and Math intervention programs and embedded intervention within adopted curriculum *95% group materials for struggling readers *FLEX Literacy for struggling readers After school tutorial utilizes Dreambox, Read Naturally Live, Lexia and one on one instruction.
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB)
Meeting performance goals 2015-16 Evidence: Cherry Avenue is Title 1 School Wide and School-Based Coordinated Program allowing all funds to be used with all students to meet standards Multiple measures are used to identify and monitor the progress of under-performing students. o *RTI teacher monitors under-performing students through the SAT process
10. Research-based educational practices to raise student achievement at this school (NCLB)
Meeting performance goals 2015-16 Evidence: All district adopted supplementary materials are research-based o *All after school intervention programs are research-based. o *Monitored by staff through Instructional Rounds process
11. Opportunities for increased learning time (Title I SWP and PI requirement) The Single Plan for Student Achievement
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Meeting performance goals 2015-16 Evidence: Before and after school reading and math academic intervention *Four study skills classes have been added as elective classes. *One elective reading class for struggling readers
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB)
Meeting performance goals 2015-16 Evidence: Youth Service Bureau Student Attendance Review Board District Attendance Officer School Counselor District Support Staff o *Library tutorials offered during after school hours o *Grandma's House tutorials o *Dreambox and STAR parent access
13. Strategies to increase parental involvement (Title I SWP)
• • • • • •
Meeting performance goals 2015-16 Evidence: Annual Parent Survey ) School Site Council / ELAC PTO Title 1 Parent Meeting Parent Conferences Parent volunteers/chaperons
14. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932)
• • •
Meeting performance goals 2015-16 Evidence: District Advisory Committee (DAC) / District Parent Teacher Organization (PTO) District English Language Advisory Committee (DELAC) School Site Council / ELAC.
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB)
Meeting performance goals 2015-16 Evidence: Cherry Avenue is a Title 1 School-Wide and School-Based Coordinated Program allowing all funds to be used with all students to meet standards Vice Principal, RTI Teacher and instructional aides assist teachers with curriculum implementation. o *Continues use of the LCAP funding model
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16. Fiscal support (EPC)
• • •
Meeting performance goals 2015-16 Evidence: Cherry Avenue is a Title 1 School-Wide and School-Based Coordinated Program allowing all funds to be used with all students to meet standards Budgets and School-Wide School-Based Coordinated plans reflect allocation for student achievement School Site Council and ELAC have input in the development of the school-wide plan and budget.
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Appendix C - Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type
Funding Source
Total Expenditures
1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
2,003.90
2000-2999: Classified Personnel Salaries
LCFF Sup/Con
2,500.00
3000-3999: Employee Benefits
LCFF Sup/Con
935.33
4000-4999: Books And Supplies
LCFF Sup/Con
9,971.94
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
5,693.84
Title I
28,189.45
2000-2999: Classified Personnel Salaries
Title I
11,125.97
3000-3999: Employee Benefits
Title I
11,983.17
4000-4999: Books And Supplies
Title I
14,028.47
5000-5999: Services And Other Operating Expenditures
Title I
25,642.60
*
LCFF Sup/Con formerly known as EIA-SCE LCFF Sup/Con (LEP) formerly known as EIA-LEP
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Funding Source Funding Source
*
Total Expenditures
LCFF Sup/Con
21,105.01
Title I
90,969.66
LCFF Sup/Con formerly known as EIA-SCE LCFF Sup/Con (LEP) formerly known as EIA-LEP
The Single Plan for Student Achievement
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
30,193.35
2000-2999: Classified Personnel Salaries
13,625.97
3000-3999: Employee Benefits
12,918.50
4000-4999: Books And Supplies
24,000.41
5000-5999: Services And Other Operating Expenditures
31,336.44
The Single Plan for Student Achievement
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
38,760.62
Goal 2
29,760.62
Goal 3
19,176.09
Goal 4
12,028.49
Goal 5
12,348.85
The Single Plan for Student Achievement
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Appendix D - Recommendations and Assurances (Cherry Avenue Middle School) 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
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
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 Local Improvement 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 on: January 19, 2016
Attested: Greg Anderson Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Ryan Turner Typed name of SSC chairperson
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Appendix E - Home/School Compact It is important that families and schools work together to help students achieve high academic standards. Through a process that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out to support student success in school and life. Student Pledge: I realize that my education is important. I know I am the one responsible for my own success. Therefore, I agree to carry out the following responsibilities to the best of my ability: • arrive on time and be prepared for class every day • maintain assignment planner and return completed homework on time • be responsible for my own behavior and conform to rules of student conduct • be a cooperative learner • ask for help when needed • regularly talk to my parents and teachers about my progress in school • present a positive image at school • respect my school, classmates, staff, and family
Parents Pledge: I understand that participation in my student's education will help his/her achievement and attitude. Therefore, I will continue to carry out the following responsibilities to the best of my ability: • make every effort to be sure my student attends school every day, on time, and with completed work • review all school communications and the assignment planner in my student's binder • attend Back-to-School event, Parent Conferences, Open House and other school events • support the school/district homework, behavior, attendance, and dress code policies • monitor my child's activities and encourage at-home reading • respect school staff, students, and families
Staff Pledge: We understand the importance of the school experience for every student and our role as educators and models. Therefore, we agree to carry out the following responsibilities to the best of our ability: • teach grade level skills and concepts • strive to address the individual needs of all students • communicate with families regarding student progress • provide a safe, positive, and healthy learning environment for all students • communicate homework and classwork expectations
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Appendix F - School Site Council Membership: Cherry Avenue Middle School Education Code Section 64001 requires that the 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 council is as follows (43):
Name of Members Greg Anderson
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
Secondary Students
X
Sherie Altermatt
X
Kristine Harper
X
Carlos Neverez
X
Ryan Turner
X
Mike Roberts
X
Melinda Garcia
X
Rekah Gridley
X
Elizabeth Lopez
X
Lauren Salazar
X
Graysen Young
X
Richard Lopez
X
Numbers of members of each category
1
4
1
3
3
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Cherry Avenue Middle School
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Appendix H – TCSD Planned Professional Development
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Cherry Avenue Middle School Three-Way School Pledge Staff Section We understand the importance of the school experience for every student and our role as educators and models. Therefore, we agree to carry out the following responsibilities to the best of our ability: teach grade level skills and concepts strive to address the individual needs of all students communicate with families regarding student progress provide a safe, positive and healthy learning environment for all students communicate homework and classwork expectations ________________________________________________________________________ Principal’s Signature (on behalf of staff) Date Student Section I realize that my education is important. I know I am the one responsible for my own success. Therefore, I agree to carry out the following responsibilities to the best of my ability: arrive on time and be prepared for class every day maintain assignment planner and return completed homework on time be responsible for my own behavior and conform to rules of student conduct be a cooperative learner ask for help when needed regularly talk to my parents and teachers about my progress in school present a positive image at school respect my school, classmates, staff, and family ________________________________________________________________________ Student’s Signature Date Parent Section I understand that my participation in my student’s education will help his/her achievement and attitude. Therefore, I will continue to carry out the following responsibilities to the best of my ability: make every effort to be sure my student attends school every day, on time and with completed homework review all school communications and the assignment planner in my student’s binder attend Back to School event, Parent Conferences, Open House, and other school events support the school/district homework, discipline, attendance and dress code policies monitor my child’s activities and encourage at-home reading respect school staff, students and families ________________________________________________________________________ Parent/Guardian’s Signature Date
Cherry Avenue Middle School Compromiso De tres vías De la Escuela Maestros: Entendemos la importancia de la experiencia de la escuela para cada estudiante y nuestro papel como educadores. Por lo tanto, acordamos realizar las responsabilidades siguientes al mejor de nuestra capacidad: enseñar a grado las habilidades y los conceptos tratar las necesidades individuales de todos los estudiantes comunicarme con las familias con respecto a progreso del estudiante proporcionar un ambiente seguro, positivo y sano en el aprendisaje para todos los estudiantes comunicar las expectativas de rarea y trabajo de clase ________________________________________________________________________ Firma de Principal Fecha Estudiantes: Realizo que mi educación es importante, y soy el que esta' responsable de mi propio éxito. Convengo: llegara tiempo y alistarme para clase cada día entregar tarea a tiempo y completa seguir las reglas ser un principiante cooperativo pedir ayuda cuando este necesitado hablar con mis padres y profesores sobre mi progreso en escuela presentar una imagen positiva en la escuela respetar a mi escuela, companeros de clase, profesores, y familia ________________________________________________________________________ Firma De Estudiante Fecha Padres: Entiendo que mi participación en la educación de mi nino ayudará su logro y actitud. Por lo tanto: ser seguro que mi estudiante atiende a la escuela cada día, a tiempo y con la tarea terminada revisar todas las comunicaciones de la escuela y planificador de la asignación en mi carpeta de los estudiantes atenderde acontecimientos de la escuela, a conferencias del padre, y casa abierta, y a otros acontecimientos de la escuela apoyar la preparación del distrito escolar, la disciplina, la atención y las políticas del código del vesturio supervisar las actividades de mi nino y animar la lectura en la casa respectar a maestros, estudiantes, y familias de la escuela ________________________________________________________________________ Firma De Los Padres Fecha
TCSD Planned Professional Development 2015-2016 Developing Instructional Leaders – Checking for Understanding Book Study (7 sessions) •
District Administrators
Kagan Cooperative Meetings – (2 full day sessions) • • •
District Administrators RTI teachers Psychologists
Learning Focused Conversations (20 on site sessions) •
TK-8
21st Century Skills/Project Based Learning (7 sessions) •
4th -8th
ELA & Math – Units of Study (7 sessions) •
1st – 3rd
Developmental Instruction ELA & Math (7 sessions) •
TK-K
95% Group – Literacy Skills (2 on site coaching sessions) • •
TK-3rd SPED
Visualizing and Verbalizing – (2 full day session w/ classroom follow up ongoing) • •
SPED Psychologists
Suicide Prevention – (2 full day sessions) • • •
Middle School Counselors Social workers Psychologists
AVID (5 sessions) • Middle Schools & Wilson Elementary LEXIA (1 session per site) • 4th – 8th Educational Symposium (1 day/Multiple sessions) •
Paraprofessional Instructional Staff
Unpacking the CCSS (1 full day session) • •
TK-8 ELA SPED
BTSA – (monthly sessions) •
New Teachers/Support Providers
Live Oak Middle School Parent Survey Spring 2015 Parent Survey Questions My child is receiving a quality education at Live Oak School. My Child’s needs are being met at Live Oak School. Live Oak School provides opportunities for my child to get involved with activities outside of class. (For example: after school sports, Leadership, Prose and Poetry, Spelling Bee, After School Intervention, CJSF, etc…) There are adequate academic support programs to help my child achieve success at Live Oak. There are adequate social and behavioral support programs available at Live Oak School. (For example: counseling, tutoring YSB, Academic Review, RTI etc…)
YES (A)
NO (B)
100% 0% 99.5% .5%
98.1% 1.9%
97.5% 2.5% 97.1% 2.9%
Do you find our school planner helpful in assisting you with information about your child’s assignments?
95.1% 4.9%
Do you use the Tulare City School’s Website resources to retrieve information such as district calendars, school events etc…?
84.9% 15.1%
Is every aspect of the school’s climate open, helpful and friendly? Is communication between school and home frequent, clear and twoway? Do parents feel they are collaborators in the educational process? Do parents feel they have a strong role in assisting the school with learning behavior?
97.6% 2.4% 97.1% 2.9% 98.1% 1.9%
Are parents encouraged both formally and informally to comment on school policies and to share in the decision-making process?
95.6% 4.4%
Do school site administrators actively express and promote the philosophy of partnership with all families?
97.6% 2.4%
Does the school encourage volunteer participation for parents and the community at large?
92.7% 7.3%
Does the school recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available?
95.6% 4.4%
Does the school provide parents with resources to support their child’s academic success?
96.6% 3.4%
Does the school provide a safe and secure environment for your child? 97.1%
2.9%
Cherry Avenue Middle School Local Monitor and Review Findings March 26, 2015
Project Based LearningOne group saw evidence of project based learning. A 7th grade math class was doing a project on the stock market. The final project is to create a portfolio in teams and invest in companies. The assignment employed math concepts taught throughout the lesson with the final comparing their choices to the S and P 500. The second project took place in shop class in which the students had created a band saw box and they were beginning work on a derby car. A third group saw the orchestra class preparing for an upcoming concert. There was a science class that was preparing to move into a project. There was evidence of a completed project in the same class. Cooperative Groups and Partnering Seven out of eighteen classes were working in groups of some sort. It was brought up that due to the time of year being just before a week long break, classes may have been finishing units, giving tests, etc. DOK Tasks DOK 1 Task- 9 DOK 2 Task- 7 DOK 3 – 4 Task- 5 There was a lot of discussion on the DOK tasks that shows evidence of our teachers using higher level thinking tasks in their lessons. Student Engagement Strategies- Out of 18 classes- Compliant Engagement or higher All Most Many Some
5 7 2 4
Checking For Understanding- Methods *Thumbs up / down *Questions – individual, group, whole class *Written questions *Choral Response *Talk to your neighbor *Checking homework *Quiz *Playing the note *Group check *Answer on Promethean Board *Checked individual car for progress Commendations Overall, student behavior was positive. There was nothing major that interrupted the learning. In a case where a student was off task the teacher quickly redirected the student back to task. Many of the teachers were directing the students to work on higher level tasks. Some students were very passionate about what they were doing as evidence by their participation in the lesson. Over half of the observed tasks were at a DOK level 2 or higher ( 12 out of 21). Most of the students were at least compliantly engaged in the task. (12 out of 20). Recommendations It was brought up that there could be more work displayed on the walls or halls. It is recommended that teachers use diverse methods in the way they ask their students to answer questions, participate, etc. It was observed that in some cases it is more of a conversation between a few students and the teacher. Our students observed that some teachers consistently call on the same people who have their hands up. Teachers and students would benefit by leading their classes in team-building activities. This could make it easier for some of our shy students to participate in groups.
PRIMARIA CHERRY AVENUE Encuesta de Padres Primavera 2015 Esta encuesta es muy importante para nosotros. Es un método esencial de evaluación de las percepciones/opiniones de los padres y/o tutores de la Escuela Cherry Avenue, usado para evaluar los programas de la escuela, determinar las necesidades de la escuela y proponer metas escolares. Los resultados de la encuesta también son una las herramientas más valiosas usadas para continuar apoyo de nuestra sociedad “hogar-escuela”. Participación 32% 1. Asisto a todas las conferencias de los padres. 2. Recibo informes de trajano a la mitad del camino (en el correo) con cada trimestre. 3. Estoy enterado del progreso académico de mi niño (tarjetas del informe, informes sobre la marcha de los trabajos, resultados de la prueba) 4. El maestro de mi hijo(a) me informa acerca del progreso de mi hijo(a). 5. Recibo la comunicación regular de la escuela de cereza. (batir de Bulldog, notas del lanzamiento de días festivos, salida temprana, avisos de juntas) 6. Estoy enterado que los profesores están disponibles para ayudar a mi niño antes, durante, y después de escuela. 7. Estoy enterado de las actividades extracurricular disponibles para los estudiantes en la escuela cereza (juego de la escuela, deportes después de la escuela, equipos académicos del desafío, poesía y prosa, CJSF) 8. ¿Cada aspecto del ambiente de la escuela es abierto, útil y amigable? 9. ¿Es frecuente, clara y de doble vía la comunicación entre la escuela y la casa? 10. ¿Los padres sienten que son colaboradores en el proceso educativo? ¿Los padres sienten que ellos tienen un papel fuerte en apoyar a la escuela con aprendizaje y comportamiento? 11. ¿Se motiva a los padres formal e informalmente a hacer comentarios sobre las políticas y a compartir en la toma de decisiones? 12. ¿La administración de plantel escolar expresa y promueve activamente la filosofía de sociedad con todas las familias? 13. ¿La escuela motiva el voluntariado de padres y comunidad en general? 14. ¿La escuela reconoce su responsabilidad de forjar una sociedad con todas las familias en la escuela, no sólo aquellas que están mayormente disponibles? 15. ¿La escuela brinda a los padres recursos para apoyar el éxito académico de su hijo(a)? 16. ¿La escuela brinda un ambiente seguro para su hijo(a)?
Sí 93%
No 5%
No Opinión 3%
89%
7%
4%
94%
5%
1%
80%
10%
9%
92%
6%
2%
94%
6%
1%
88%
10%
2%
88%
5%
7%
88%
8%
5%
90%
5%
5%
80%
7%
13%
78%
8%
13%
71%
12%
17%
81%
6%
13%
90%
2%
8%
90%
5%
5%
As of
7/27/2015
Cherry TITLE I INSTRUCTIONAL
2015-2016 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides (1) Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID Reserve
TOTALS
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000 58000
10000 $5,000.00
LIBRARY PARENT TECHNOLOGY PARTICIPATION LABS INTERPRETING 24200
24950
31100 $23,189.45
$3,866.57 $10,000.00 $3,051.44
$1,000.00 $240.45
$7,875.13
$5,200.00
$19,561.00
15/16 Quote Amt. Field trips & conference.
$56,804.97 $1,240.45 2015-2016 Cherry BUDGET
$89,110.00 $1,859.66 $90,969.66
ASSISTANCE TO SCHOOLS: Teacher on Assingment/ Behaivior:
TOTALS
$10,125.97
$0.00 DIFFERENCE
2015-2016 Cherry BUDGET PARENT INVOLVEMENT TOTAL TITLE I BUDGET
Counselor
$ 100,000.00
$31,064.58
$5,000.00 $0.00 $23,189.45 $10,125.97 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $1,000.00 $11,982.15 $10,000.00 $3,051.44 $0.00 $0.00 $5,200.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $19,561.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $89,110.00
$89,110.00 $0.00
As of
7/27/2015
Cherry LCAP INSTRUCTIONAL
2015-2016 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID Reserve
TOTALS
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000
10000 $2,003.89
LIBRARY PARENT TECHNOLOGY PARTICIPATION LABS INTERPRETING 24200
24950
$2,500.00
$936.34 $4,970.94 $5,000.00 $5,000.00 $693.84
$21,105.01 2015-2016 LCAP BUDGET
$0.00
$0.00 DIFFERENCE
2015-2016 LCAP BUDGET
$21,105.01
Counselor TOTALS 31100 $2,003.89 $0.00 $0.00 $0.00 $2,500.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $936.34 $0.00 $4,970.94 $5,000.00 $5,000.00 $0.00 $693.84 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $21,105.01
$21,105.01 $0.00
$5,440.23
Cherry Avenue Student Survey RESULTS Spring 2015 A = strongly agree
B = agree
C = disagree
D = strongly disagree A
1.
I feel safe in my classrooms.
2.
I feel safe on the playground (quad area).
3.
B
C
D
46
46
5
3
33
53
10
3
I feel safe when taking the bus or walking to and from school.
39
42
12
5
4.
Overall I feel safe at Cherry Avenue.
41
47
8
3
5.
Students treat each other with respect.
9
32
40
19
6.
If students have a problem they can’t solve on their own, they know they can go to a staff member for help.
33
35
23
9
7.
I am glad to come to school most of the time.
30
43
15
12
8.
I am proud of Cherry Avenue.
43
41
11
4
9.
My teachers clearly explain lessons in the classroom.
34
49
13
5
10.
Graded assignments and tests are returned to me quickly.
25
42
24
8
11.
My teachers make it easy for me to be involved in the lessons.
36
45
13
5
12.
My teachers call on different students to answer questions.
46
39
10
6
13.
My teachers grade fairly.
40
40
11
8
14.
Teachers treat students with respect.
33
43
17
6
15.
Teachers are available to provide extra help to students.
42
45
9
4
16.
The principal and vice principal treat students with respect and enforce school rules in a fair and consistent manner.
58
31
9
2
17.
I feel comfortable asking for help from the counselor.
32
35
18
14
18.
School rules are clearly explained.
51
36
8
4
19.
My teachers talk to me about my grades and I know what is expected of me in the classroom.
47
38
9
5
20.
Cherry Avenue provides opportunities for extracurricular student activities (example: sports, clubs, plays, student council, tutorials, etc.).
65
30
4
2
Cherry Avenue Middle School 540 N. Cherry Street Tulare, CA 93274 (559) 685-7320 FAX (559) 685-5621 cherry.tcsd.k8.org Greg Anderson, Principal Tracy Bert, Vice Principal
Home of the Bulldogs
Sherie Altermatt, RTI Teacher Shannon Harrow, Counselor
California Distinguished School
Política sobre Participación de los Padres de la Escuela Cherry La Escuela Cherry reconoce que la escuela y el hogar deben colaborar juntos para ayudar todos los niños a sobresalir en la escuela, especialmente aquellos de distintos orígenes culturales y lingüísticos. Es la meta la Escuela Cherry forjar una firme sociedad con el hogar como esfuerzo para fomentar rendimiento estudiantil y para promover una actitud positive sobre sí mismo y la escuela. Esfuerzos para forjar una firme sociedad entre la escuela y el hogar incluirán algunos de los siguientes: 1. Convenir una reunión anual, en un horario conveniente, a la cual todos los padres/tutores de alumnos participando serán invitados y alentados asistir, a fin de informar los padres/tutores de la participación de la Escuela Cherry en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) realizaras el 1er martes del mes a las 6:00 p. m. b. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) realizadas por las tardes (típicamente a las 2:30 p. m. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Cherry y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares.
1/11/2016
b. Todas las reuniones son incluidas en el sitio web con antelación para propósitos de planificación. b. Una descripción y explicación del currículo la Escuela Cherry, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Se enviará una boleta separada de calificaciones o nota de progreso para los alumnos con un promedio menor al 2.0 y el Director, Sub-Director, orientador o maestro de Respuesta a la Intervención (RTI, por sus siglas en inglés) supervisa su progreso hasta que los alumnos superen la meta de 2.0. c. Si es solicitado por los padres/tutores, oportunidades para reuniones sistemáticas para formular sugerencias y para participar, según corresponda, en decisiones relacionadas a la educación de sus hijos, y, lo más pronto que sea posible, respuestas a las sugerencias de los padres/tutores. a. Es una política de Puerta Abierta para que los padres programen y reúnan con el director del sitio escolar 5. Si el Plan a Nivel Escolar de la Escuela Cherry no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Cherry haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de PTO, pueden programar reuniones con la Administración y/o asistir a SSC o ELAC para compartir su inquietud sobre el Plan Escolar. Además de haber tenido la oportunidad de colaborar y formar parte de la aprobación del plan en cada reunión SSC/ELAC mensualmente. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Cherry y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Cherry al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. b. Los padres también tienen la oportunidad de hablar con la administración en la escuela si son incapaces de asistir o participar en dichas reuniones. Este contrato debe abordar: a. La responsabilidad de la Escuela Cherry en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: 1/11/2016
(1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón. 7. Establecer la Capacidad de Cherry y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. Anualmente se realiza un Monitoreo Local y repaso mediante las reuniones SSC/ELAC. b. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases a lo largo del año brindan la oportunidad de forjar un vínculo de colaboración. b. Los eventos de Educación para Padres ofrecen información en relación al rendimiento, currículo y aprendizaje estudiantil. (consulte nuestro calendario para los eventos “Night at the Nest” y oportunidades de aprendizaje.) c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Noche con padres AVID y Repaso y Monitoreo Local (LMAR, por sus siglas en inglés) es ofrecido anualmente con valiosa capacitación sobre incorporando los padres como socios equitativos. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de Eventos para ayudar a asociarse con el maestro, a la administración y a los padres en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación f.
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Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. b. Reuniones SSC/ELAC siempre están abiertas a los padres. c. PTO se reúne el 1er martes del mes y todos los padres están invitados y a formar parte de la planificación e implementación de actividades
8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Cherry debe estar disponible para la comunidad local y distribuida a los padres/tutores de alumnos participando en un formato comprensible y uniforme y, al nivel práctico, proporcionar en un lenguaje que entiendan los padres/tutores. El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Cherry para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Cherry realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar.
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Cherry Avenue Middle School 540 N. Cherry Street Tulare, CA 93274 (559) 685-7320 FAX (559) 685-5621 cherry.tcsd.k8.org Greg Anderson, Principal Tracy Bert, Vice Principal
Home of the Bulldogs
Sherie Altermatt, RTI Teacher Shannon Harrow, Counselor
California Distinguished School
Política sobre Participación de los Padres de la Escuela Cherry La Escuela Cherry reconoce que la escuela y el hogar deben colaborar juntos para ayudar todos los niños a sobresalir en la escuela, especialmente aquellos de distintos orígenes culturales y lingüísticos. Es la meta la Escuela Cherry forjar una firme sociedad con el hogar como esfuerzo para fomentar rendimiento estudiantil y para promover una actitud positive sobre sí mismo y la escuela. Esfuerzos para forjar una firme sociedad entre la escuela y el hogar incluirán algunos de los siguientes: 1. Convenir una reunión anual, en un horario conveniente, a la cual todos los padres/tutores de alumnos participando serán invitados y alentados asistir, a fin de informar los padres/tutores de la participación de la Escuela Cherry en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) realizaras el 1er martes del mes a las 6:00 p. m. b. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) realizadas por las tardes (típicamente a las 2:30 p. m. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Cherry y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares.
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b. Todas las reuniones son incluidas en el sitio web con antelación para propósitos de planificación. b. Una descripción y explicación del currículo la Escuela Cherry, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Se enviará una boleta separada de calificaciones o nota de progreso para los alumnos con un promedio menor al 2.0 y el Director, Sub-Director, orientador o maestro de Respuesta a la Intervención (RTI, por sus siglas en inglés) supervisa su progreso hasta que los alumnos superen la meta de 2.0. c. Si es solicitado por los padres/tutores, oportunidades para reuniones sistemáticas para formular sugerencias y para participar, según corresponda, en decisiones relacionadas a la educación de sus hijos, y, lo más pronto que sea posible, respuestas a las sugerencias de los padres/tutores. a. Es una política de Puerta Abierta para que los padres programen y reúnan con el director del sitio escolar 5. Si el Plan a Nivel Escolar de la Escuela Cherry no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Cherry haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de PTO, pueden programar reuniones con la Administración y/o asistir a SSC o ELAC para compartir su inquietud sobre el Plan Escolar. Además de haber tenido la oportunidad de colaborar y formar parte de la aprobación del plan en cada reunión SSC/ELAC mensualmente. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Cherry y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Cherry al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. b. Los padres también tienen la oportunidad de hablar con la administración en la escuela si son incapaces de asistir o participar en dichas reuniones. Este contrato debe abordar: a. La responsabilidad de la Escuela Cherry en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: 12/11/2015
(1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón. 7. Establecer la Capacidad de Cherry y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. Anualmente se realiza un Monitoreo Local y repaso mediante las reuniones SSC/ELAC. b. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases a lo largo del año brindan la oportunidad de forjar un vínculo de colaboración. b. Los eventos de Educación para Padres ofrecen información en relación al rendimiento, currículo y aprendizaje estudiantil. (consulte nuestro calendario para los eventos “Night at the Nest” y oportunidades de aprendizaje.) c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Noche con padres AVID y Repaso y Monitoreo Local (LMAR, por sus siglas en inglés) es ofrecido anualmente con valiosa capacitación sobre incorporando los padres como socios equitativos. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de Eventos para ayudar a asociarse con el maestro, a la administración y a los padres en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación f.
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Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. b. Reuniones SSC/ELAC siempre están abiertas a los padres. c. PTO se reúne el 1er martes del mes y todos los padres están invitados y a formar parte de la planificación e implementación de actividades
8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Cherry debe estar disponible para la comunidad local y distribuida a los padres/tutores de alumnos participando en un formato comprensible y uniforme y, al nivel práctico, proporcionar en un lenguaje que entiendan los padres/tutores. El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Cherry para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Cherry realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar.
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Cherry Avenue Middle School 540 N. Cherry Tulare, CA 93274 (559) 685-7320 FAX (559) 685-7561
Cherry Avenue Middle School Parent Involvement Policy Cherry Avenue Middle School recognizes that school and home must collaborate together to help all children succeed in school, especially those from different cultural and language backgrounds. It is the goal of Cherry Avenue Middle School to forge a strong partnership with the home in an effort to foster student achievement and to promote a positive attitude about self and school. Efforts to forge a strong partnership between school and home will include the following: 1. Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of Cherry Avenue Middle school’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. An annual Title I Parent meeting is held at the beginning of each school year expressing the importance of staying connected, visiting the school and engaging in school related activities. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement. a. PTO meetings are held. b. SSC/ELAC meetings are held in the early afternoons 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of Cherry Avenue Middle School's Parent Involvement Policy and, if applicable, the joint development of the plan for school wide programs. a. SSC meetings provide an opportunity for parents to be involved in the planning of such policies and programs. 4. Provide the parents/guardians of participating students all of the following: a. Timely information about Title I programs. a. Notices and information provided in flyers, electronic parent information system and Parent Link bridges the communication for invitations to upcoming school meetings. b. A description and explanation of Cherry Avenue Middle School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at Parent conferences twice during the school year b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement.
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c. If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children’s education, and, as soon as practicably possible, responses to the suggestions of parents/guardians. a. It’s an Open Door policy for parents to schedule and meet with school site principal. 5. If Cherry Avenue Middle School’s School wide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Cherry Avenue Middle School makes the plan available to the district. a. Parents may attend PTO meetings, schedule appointments with Administration and/or attend SSC or ELAC to share their concern over the school’s School wide Plan. In addition to already having the opportunity of collaborating and being a part of the approval of the plan at each month’s SSC/ELAC meeting. 6. Jointly develop with the parents/guardians of participating students a school-parent compact that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which Cherry Avenue Middle School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Cherry Avenue’s Middle School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. This compact shall address: a. Cherry Avenue Middle School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. b. Ways in which parents/guardians will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children’s education and the positive use of extracurricular time. c. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: (1) Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. (2) Frequent reports to parents/guardians on their children’s progress. (3) Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the Capacity of Cherry Avenue Middle and parents/guardians for strong parent involvement. a. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children. (20 U.S.C. § 6318 (e)(1).) a. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference. b. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).) a. Meet and Greet, Open House and Back to School Night throughout the school year provide an opportunity to build a collaborative relationship.
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b. Parent Education events provide information regarding student achievement, curriculum and learning. c. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners. (20 U.S.C. § 6318 (e)(3).) a. AVID parent night and LMAR (Local Monitor and Review) is offered yearly with valuable training in incorporating parents as equal partners. d. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the education of their children. (20 U.S.C. § 6318 (e)(4).) a. Meet and Greet, Open House and Back to School Night support parents in more fully participating in the education of their children. e. Distribute information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent practicable, in a language the parents understand. (20 U.S.C. § 6318 (e)(5).) a. Our school produces a Calendar of Events to assist the teacher, administration and parents in partnering with one another in future events. b. Parent Link (website) provides parents with information about site activities. c. Tulare City School District Electronic Application for communication f. Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) a. Our school’s Calendar of Events and the Title I Parent meeting both support parental involvement and encourages the support in and out of the classroom. 8. To the extent practicable, provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migrant children, including providing information and school reports in a format and language such parents/guardians can understand. Cherry Avenue Middle School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Cherry Avenue Middle School's policy to meet the changing needs of parents/guardians and the school. Cherry Avenue Middle School will conduct an annual self-study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships. .
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