The Single Plan for Student Achievement Kohn Elementary School School Name
54-72231-6054472 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:
Whitney Avila Principal 685-7340 500 South Laspina 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 Kohn Elementary 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).......................................................................................................................... 27 Table 2: Title III Accountability (District Data) ................................................................................................................... 29 Table 3: California English Language Development (CELDT) Data ................................................................................ 30 Table 4: CBEDS................................................................................................................................................................ 31 Table 5: California Standards Test - All Students ............................................................................................................. 32 Table 6: California Standards Test - African American Students ..................................................................................... 33 Table 7: California Standards Test - Asian Students ........................................................................................................ 34 Table 8: California Standards Test - Hispanic/Latino Students ........................................................................................ 35 Table 9: California Standards Test - White Students ....................................................................................................... 36 Table 10: California Standards Test - English Learner Students ..................................................................................... 37 Table 11: California Standards Test - Socio-Economically Disadvantaged Students ...................................................... 38 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 39 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 44 Total Expenditures by Object Type and Funding Source ................................................................................................. 44 Total Expenditures by Funding Source............................................................................................................................. 45 Total Expenditures by Object Type ................................................................................................................................... 46 Total Expenditures by Goal .............................................................................................................................................. 47 Appendix D - Recommendations and Assurances (Kohn Elementary School) .................................................................... 48 Appendix E - Home/School Compact ................................................................................................................................... 49 Appendix F - School Site Council Membership: Kohn Elementary School ........................................................................... 50 Appendix G - Miscellaneous Items for Kohn Elementary School ......................................................................................... 51 Appendix H – TCSD Planned Professional Development .................................................................................................... 52
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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 The Frank Kohn Elementary staff is committed to excellence in education and our mission is to provide each student an opportunity to reach his/her full potential; academically, ethically, emotionally, physically and socially. Along with the mission statement, Kohn School's vision is for all Kohn students to have equal access to the core curriculum and to be provided an integrated instructional program emphasizing basic skills in language arts, math, problem-solving techniques and critical thinking skills. Kohn School staff will provide a comprehensive learning environment, which will include intellectual, social, emotional and physical development for all students in a caring, safe and supportive school climate.
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III. School Profile Frank Kohn Elementary School, a Title I School Wide Program school, is one of eleven elementary schools and four middle schools in the Tulare City School District. Frank Kohn has an average student population of 610 Transitional Kindergarten through sixth grade students, including a Tulare County Preschool. The 2015 CBEDS reports the following data: See 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, PBL, Lexia, 95% Group, Strategies for Special Needs, Interventions, Kagen) Targeted professional development and support 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 Teachers and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) The following comprehensive analysis of needs assessment are based upon current students' District Benchmark data: • • • • • • • •
Continue to improve on district benchmarks for all students and numerically significant student subgroups. Continue to implement scientifically researched based teaching strategies for continued growth towards proficiency on district benchmarks for tier II and tier III at risk students and students in our significant subgroups. Continue to implement scientifically researched-based academic programs and instructional strategies; i.e., differentiated instruction, Kagan Structures in conjunction with the implementation of California Common Core State Standards. Focus on Essential Instructional Practices (EIP's) including Depth of Knowledge, Checking for Understanding and Student Engagement. Continue to work towards being at or above the district's overall percentage of students being proficient by the end of the year for all grades on the end of the year ELA Performance Task. Continue to work towards being at or above the district's overall percentage of students reading at or above grade level as measured by ROLA in grades 4th through 6th. Continue to work towards being at or above the districts percentage of students at or above grade level in all grades as measured by the end of the year math compilation scores. Increase the number of students who are at benchmark by at least 10% from the Beginning of the Year Benchmark to the End of the Year Benchmark as measured by DIBELS in grades 2nd and 3rd.
B. Surveys The analysis of perceptual data is based on Kohn School's teacher, parent and student surveys in the spring of 2015: Teacher Survey • • • •
Teachers felt that the school and district provided time for grade level meetings and professional development with the implementation of Common Core. Teachers felt that there was consistency in curriculum instruction and learning materials among teachers in the same grade level and predominantly felt supported by the principal and district support staff. Teachers felt that they maintain an open line of communication between themselves and parents and that they encourage parental involvement. The majority of teachers felt that the technology they currently have enough technology to service their students adequately.
Parent Survey • • • •
The majority of parents indicated their child's teacher informed them of the State and District Standards their child is expected to learn at his/her grade level. Most parents indicated they were kept informed of their child's progress. The majority of parents indicated Kohn School provides a safe and secure environment. The majority of parents indicated Kohn staff communicates with parents in a timely manner.
Student Survey (3rd through 5th grade students) • • • • • •
The majority of Kohn students indicated they know their teacher cares about them. Students indicate that they know their teacher expects them to do their best. Most Kohn students indicated they plan to graduate from High School and plan on attending college. Over half of the Kohn students indicated they like coming to Kohn School. Most students indicate that they know that they can talk to teachers and staff members if they have a problem. Kohn students feel safe at school.
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C. Classroom Observations The analysis of the following needs were based upon the School Site Council (SSC) Local Monitor and Review, grade level meetings and principal observations: • • • •
Use of technology including Promethean Boards and IPADS was evident. Positive, interactive conversations among students was evident and focused around the tasks they were working on. Overall, students appeared to be engaged in their work and there was evidence of higher level thinking skills. The expected outcome of the task is related to the learning objective.
D. Student Work and School Documents The trimester I TCSD assessments provide information of the implementation of student work and grade level standards TCSD 1st Trimester Assessments by Grade Levels--% of Students Proficient or Above. Writing Benchmark: First Grade - 14.9% Second Grade - 27.1% Third Grade - 4.9% Fourth Grade - 34.8% Fifth Grade - 56.2% Sixth Grade - 54.4% Math Benchmark: First Grade - 74.6% Second Grade - 54.1% Third Grade - 32.1% Fourth Grade - 38.1% Fifth Grade - 41.5% Sixth Grade - 18.9% Based on the results from the TCSD Trimester 1 assessments, the following needs are evident: 1. Overall, our Language Writing Assessment indicates that our primary students are not proficient or advanced in writing in various genres. Kohn teachers will meet in their LFC's to grade the assessments, analyze the data and are developing lessons to reteach all areas of weaknesses. 2. Math Benchmark Assessment (given in grades K-6) were revised by teachers throughout the district. To develop new math assessments teachers used ideas from the State's Smarter Balance assessment ideas and the math Common Core State Standards. The results of the math assessment indicates that percent of students that were proficient or advanced in math standards varied by each grade level. This assessment has also been revised/changed to better review math standards. 3. The School Site Council and English Language Advisory Committees will conduct a local monitor and review of the school wide program on February, 2016. 4. The math results from our first trimester benchmark indicate that our first and second grade students are scoring proficient or above with first grade scoring significantly higher than all other grades. Only 18.9% of our students in sixth grade performed at a proficient or advanced level. Interventions that intensively support our sixth graders need to be a priority.
E. Analysis of Current Instructional Program (See Appendix B) Based on the results stated in Appendix B, Kohn School is Meeting all Performance Goals in all areas. The Single Plan for Student Achievement
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V. Description of Barriers and Related School Goals Barriers evident at Kohn School include, but not limited to, the following: •
Results from the transition of California State Standards to the full implementation of Common Core State Standards.
•
Results from newly district-created math benchmarks and writing performance tasks.
•
Full implementation of the new California Common Core State Standards will take time.
•
Limited support staff (classroom aides and RSP staff).
•
Limited availability of up to date technology (i.e. computers, Promethean projectors, ipads)
•
Time to plan well thought out lessons utilizing the essential instructional practices (depth of knowledge, checking for understanding and engagement).
The fundamental teaching needs at Kohn School are to continue to provide teachers with scientifically researched-based programs and provide time to learn programs and technology that will positively enhance student learning. The fundamental learning needs of Kohn School are to continue to move forward with the transition from California State Standards to California Common Core State Standards (CCCSS) with an emphasis on essential instructional practices which include student engagement, checking for understanding and higher depth of knowledge leveled tasks. With the transition to California Common Core State Standards, teachers will continue to work in Learning Focused Conversations to create conceptual lessons that promotes deeper levels of thinking. Kohn School will continue to use Tulare City School Common Core Curriculum Maps as well as supplemental programs / materials as tools when creating lessons centered around Common Core Standards.
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VI. Planned Improvements in Student Performance SUBJECT: ENGLISH/LANGUAGE ARTS ALIGNMENT: 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 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: Students at Kohn need to improve all English Language Arts Scores. Over 50% of our third through 6th graders scored at Below Standards in the SBAC in Reading. We need to closely examine our Units of Study, teaching methodologies, student engagement and intervention plan to determine a plan to improve these scores.-------How the School will Evaluate the Progress of this Goal:
• • • • • • • • • • • • • • • •
Ongoing teacher formal and informal assessments to inform instruction: ENI for administrators and RTI Teacher Instructional Rounds ELA Units of Study Weekly progress monitoring using DIBELS in grades K-3 Project Based Learning (4-6) District Math Benchmarks District Language Writing Performance Tasks AR Data Trimester ROLA reading assessments for grade levels 4th - 6th DIBELS Next data and progress monitoring information for grades K-3rd LEXIA Core 5 progress monitoring information Evaluation of students in k-3 based on results of 95%group instruction RSP/RTI project (SLICK) Walk To Intervention Read NaturallyLive Learning Walks
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Actions to be Taken to Reach This Goal
Timeline
Implement the state adopted Common August 2015-June Core Language Arts standards by 2016 providing daily instruction in ELA (K60 min., 1st through 3rd -150 min., 4th through 6th-120 min.) and by using research based programs, materials and strategies such as:
•
Use district created ELA units of study.
•
California differentiated materials, Lexia, LeapTrack, Accelerated Reader, Spelling through Morphographs, SRA materials/resources/strategies,Co rrective Reading, Grammar Mastery, 95% Group Literacy materials
•
Principal RTI Teacher ClassroomTeachers
Provide supplemental materials and supplies, equipment, technology, i.e., Fun Brain, Brain Pop ,Flocabulary, and human resources
•
TCSD Components of an early literacy and intermediate literacy program, TCSD Language Arts Bookmarks
•
Use newly purchased non-fiction titles in the library
Implement intensive reading/language August 2015-June arts intervention programs for 2016 students who are significantly behind in ELA. This may include, but are not limited to: California Treasures The Single Plan for Student Achievement
Description Substitute Teachers
Instructional Aides Instructional Aides Time Sheets Clerk/Library/Materials Time Sheets Fringe Benefits Fringe Benefits Books Materials and Supplies Materials and Supplies
Differentiated Instruction, Step Up to Writing, guided reading, small group instruction, explicit and direct language instruction, district Language Arts Bookmarks
•
Proposed Expenditure(s)
Person(s) Responsible
Copier Cost per Copy
Type 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
Title I
9,985.64
Title I
250.01
Title I
400.00
Title I
3638.95
LCFF Sup/Con
167.28
LCFF Sup/Con
4500.00
Title I
2,891.77
LCFF Sup/Con
4,761.17
Title I
630.00
Child Dev Programs
Principal RTI Teacher Classroom Teachers Instructional Aides
Instructional Aides Fringe Benefits
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2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
9,985.64 3638.95
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Resources i.e., Triumphs books and materials, K-3 Intervention books (Fluency, Phonemic Awareness,Comprehension, Vocabulary, Phonics/Word Study, Writing and Grammar) Corrective Reading Read Naturally Live 95% Group Literacy materials, specifically the Phonics Lesson Library, Basic Chip Kit and Advanced Chip Kit DIBELS Next strategies/activities Use of additional IPADS in grades 4-6 for a total of 6 IPADS in each class.
Description Books Materials and Supplies Materials and Supplies Copier Cost per Copy
DIBELS
Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
4,500.00
Title I
2891.77
LCFF Sup/Con
4,761.18
Title I
630.00
Title I
2295.00
The mandated additional daily instructional minutes for these interventions are: K-30 min., 1st through 3rd-30 to 45 min., 4th through 6th, 30 to 45 min. LEXIA LeapTrack California Treasures ELD books and materials 95% Group Literacy Use of the ERC to allow students to develop research and inquiry skills. Full time RTI on campus
•
•
August 2015- June Continue to provide extended day 2016 intervention programs. i.e., S.T.E.P.S. (Students Taking Extraordinary Procedures to Succeed) 2 days each week for 2nd through 6th grade students not meeting grade level standards in reading and/or math.
Principal RTI Teacher Instructional Aides
Instructional Aides Time Sheets Choices
2000-2999: Classified Title I Personnel Salaries 5000-5999: Services Title I And Other Operating Expenditures
250.00 1350.00
Use Chrome books To access Read Live Naturally and the Tulare Public Library Children's Library
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Actions to be Taken to Reach This Goal
•
CHOICES (after school tutorial program,which assists 2nd through 6th grade students, with all curricular areas).
•
Use IPADS to access intervention and assessment programs such as Read Live Naturally and DIBELS.
•
RTI/RSP project (SLICK)
Timeline
Person(s) Responsible
Schedule regular Learning Focused August 2015-June Conversations (grade level) and 2016 school-site Assistance Meetings to: • Plan effective lessons • Plan for strategic and intensive intervention groups based on DIBELS Next assessment data • Develop pacing calendar • Share teaching strategies and "best" practices • Collaborate and monitor progress of all students and focus students • Analyze and collaborate on student work • Collaborate with cross grade-level LFC's • Subs provided twice during the year to allow for planning Common Core lessons
Principal RTI Teacher
Design and implement grade level August 2015-June pacing calendars that include 2016 backwards mapping of standards and assigns specific times for teaching/implementing and assessing the ELA Key Standards, as outlined in the adopted curriculum and in the district bookmarks. It may also include: • Trimester guidelines for standards based instruction • Use ELA units of study • Key standards continuum
Principal
The Single Plan for Student Achievement
Proposed Expenditure(s) Description
Substitute Teachers
Fringe Benefits
Copier Cost per Copy
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Type
Funding Source
Amount
1000-1999: LCFF Sup/Con Certificated Personnel Salaries 3000-3999: Employee LCFF Sup/Con Benefits
2000.00
5000-5999: Services And Other Operating Expenditures
630.00
Title I
167.28
1/21/16
Actions to be Taken to Reach This Goal •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Trimester writing genres with rubrics
Provide paraprofessionals reading/English Language Arts program specific training for use with students that are at risk/not meeting grade level ELA standards, during school hours and for extended day programs such as 95%.
August 2015-June 2016
Continue to monitor student progress in Reading/English Language Arts by evaluating student work, analyzing data, evaluating weekly teacherdeveloped and formative standards assessments and by using DIBELS Next weekly progress monitoring data to differentiate instruction and guide instruction
August 2015-June 2016
RTI teacher, Instructional aides
Fringe Benefits
Principal RTI Teacher
Copier Cost per Copy
DIBELS
Communicate explicit "kid-friendly" August 2015-June standards to students and post the 2016 standards in the classroom, so they can be readily available to the teacher and students.
Classroom Teachers
Provide staff and students with August 2015-June additional support and assistance 2016 from: • District Curriculum Specialist, District Title I Resource Teacher, School Site RTI Teacher, School Site Professional Learning Communities, School-site Assistance meetings, consultants • School psychologist, Attendance officer, Title I Homeless Liaison, Health Services, Univ. of Calif. Cooperative Extension Nutrition program and resources, GATE program, Special Friends, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
Principal RTI Teacher Classroom Teachers District Curriculum Specialists
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Instructional Aides
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2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
9,985.64
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
630.00
Title I
2295.00
3638.96
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VI. Planned Improvements in Student Performance (continued) SUBJECT: MATHEMATICS ALIGNMENT: 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 reach high standards and increase student achievement in Math 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: Students in grades three through five scored at Below Standards in Concepts and Procedures, Problem Solving and Modeling/Data Analysis. Fifth grade scores were the lowest overall. Although the SBAC is a new assessment, we need to coordinate and collaborate at all grade levels on plans to improve our math instruction. Examining our Units of Study, student engagement, teaching methodologies and plan for intervention and making necessary changes will help move our students forward. The Trimester 1 Benchmark for 2015-2016 indicates that first grade and second grade have more than 50% of proficient or advanced. The remaining grade levels scored significantly lower. Sixth grade had only 18.9% of students proficient and advanced. -------How the School will Evaluate the Progress of this Goal:
• • • • • • • • •
Math units of study EnVision Materials as referenced in Math Units of study InTel-Assess Program to design teacher-made assessments Ongoing teacher formal/informal assessments used to guide instruction LFC evaluation of student work to inform instruction LFC's development and evaluation of weekly assessment of standards Instructional Rounds Dreambox Data Learning Walks
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Actions to be Taken to Reach This Goal Implement mandated daily instructional minutes for the district adopted Math program and Common Core Math Standards (K-30 minutes and 1st through 6th - 60 minutes) by using provided scienticifically researched-based programs, strategies and materials, such as:
•
•
Timeline August 2015- June 2016
Person(s) Responsible Principal RTI Teacher Classroom Teachers
Proposed Expenditure(s) Description Instructional Aides Instructional Aides Time Sheets Clerk/Library/Materials Time Sheets Fringe Benefits
enVision Math Program, bby, Baits, What's My Place, What's My Value, Number Literacy, District created Units of Study
Materials and Supplies
Cooperative learning, direct instruction strategies, one-on-one instruction, differentiated instruction, Thinking Maps, classroom discussion, drill and practice, Kagan activities
Copier Cost per Copy
•
Manipulatives, math games, other supplemental and hands-on materials
•
TCSD Math Bookmarks
•
enVision Technology enhancements
•
District-adopted Technology: Dreambox
Implement intensive math August 2015 - June interventions for students who are 2016 significantly behind in Math; (K through 3rd - 15 minutes daily, 4th through 6th - 30 minutes daily). Interventions are embedded within the district's newly adopted math instructional program. The following additional programs may also be used:
The Single Plan for Student Achievement
Materials and Supplies
Choices
Principal RTI Teachers Classroom Teachers
Materials and Supplies Materials and Supplies
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Type
Funding Source
Amount
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
4279.56
Title I
250.00
Title I
400.00
Title I
1559.55
Title I
2891.77
LCFF Sup/Con
4761.17
Title I
2520.00
Title I
1350.00
4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
2891.78
LCFF Sup/Con
4761.18
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
enVision Math Diagnosis and Intervention System Kathy Richardson Math -- Developing Number Concepts School site Assistance Meetings
•
bby Math Literacy
Frontrowed Math Number Literacy Dreambox Math using additional IPADS in 4th-6th grade Full Time RTI on campus Implement regularly scheduled Professional Learning Community (grade level) and school-site Assistance Meetings to: • Plan effective lessons • Evaluate student work • Discuss student progress • Analyze student math data • Share teaching Strategies • Discuss and plan pacing calendars and backwards mapping • Craft teacher-made math assessments/questions (i.e., Use of InTel-Assess Program) • Develop a grade level pacing calendar that specifies times for implementing/teaching and assessing the "Key Math Grade Level Standards" as outlined in the Common Core Scope and Sequence. • Implement the Common Core Math Grade Level Standardsbased instruction as recorded in lesson plans. The Single Plan for Student Achievement
August 2015 - June 2016
Principal RTI Teacher Classroom Teacher
Substitute Teachers
Fringe Benefits
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1000-1999: LCFF Sup/Con Certificated Personnel Salaries 1000-1999: LCFF Sup/Con Certificated Personnel Salaries
2000.00
334.56
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Continue to provide extended day August 2015 - June intervention programs. i.e., S.T.E.P.S. 2016 (Students Taking Extraordinary Procedures to Succeed) 2 days each week for 2nd through 6th grade students not meeting grade level standards in reading and/or math, and the CHOICES (after school tutorial program,which assists 2nd through 6th grade students, with all curricular areas).
Principal RTI Teacher Classroom Teachers
Provide teachers with a variety of instructional strategies, training and continued support for teaching the newly adopted California Common Core Math Standards and technology components.
Principal RTI teacher District Curriculum Specialists
August 2015 - June 2016
Communicate explicit "kid-friendly" August 2015- June standards to students and post the 2016 standards in the classroom,so they can be readily available to the teacher and students.
•
• •
August 2015- June Support and assistance for 2016 teachers and students will be provided by: District Curriculum Specialists, School Site RTI Teacher, consultants PLC meetings, School Site Assistance meetings School psychologist, Attendance officer, Title I Homeless Liason, Health Services, GATE program, CHOICES, Special Friends, Univ. of Calif. Coopereative Extension Nutrition program and resources, SARB, Community Day School, Tulare Support School, Social Workers, Tulare Youth Services Bureau
The Single Plan for Student Achievement
Proposed Expenditure(s) Description Instructional Aides Instructional Aides Time Sheets Fringe Benefits
Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
Amount 4,279.56 250.00 1559.55
Classroom Teachers
Principal RTI Teacher
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VI Planned Improvements in Student Performance (continued) SUBJECT: ENGLISH LANGUAGE LEARNERS ALIGNMENT: 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 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 become proficient 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: The majority of our EL students are in the primary grades. These students CELDT scores indicate that most of our EL students in the primary grades are functioning at the intermediate level. As students move into the intermediate grades many students exit the program, but not necessarily by moving into the Early Advanced or Advanced categories. Our intervention efforts need to focus on moving all of our EL students into the Early Advanced and Advanced categories and ultimately exiting them from the program.-------How the School will Evaluate the Progress of this Goal:
• • • •
District Created Math Units of Study District Created English Language Arts Units of Study Ongoing teacher formative assessments to inform instruction Instructional Rounds Actions to be Taken to Reach This Goal
Timeline
Provide and implement daily use of August 2015 - June adopted English Language Arts and 2016 Math interventions for students significantly below grade level. Provide and use district-adopted texts, supplementary materials/resources and strategies such as: • California Treasures ELD materials, (SRA programs) The Single Plan for Student Achievement
Person(s) Responsible Principal RTI teacher Classroom Teachers Bilingual Coordinator
Proposed Expenditure(s) Description Instructional Aides Materials and Supplies Materials and Supplies
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 4000-4999: Books Title I And Supplies 4000-4999: Books LCFF Sup/Con And Supplies
Amount 2139.78 1,445.89 2,380.59
1/21/16
Actions to be Taken to Reach This Goal
•
•
•
• •
Timeline
Person(s) Responsible
Language for Learning, Reading Mastery/Corrective Reading, LEXIA, Accelerated Reader, Leap Track, District created ELA Units of Study, What's My Place, What's My Value, BAITS, and Number Literacy. Hands-on math activities, What's My Place, What's My Value, BAITS, bby math materials, District created Math units of Study ELD/SDAIE teachers and strategies, Step Up to Writing, guided reading groups, Thinking Maps Cooperative learning groups, small group instruction, differentiated instruction, one-onone instruction, Kagan activities Literacy centers and manipulatives Highly qualified paraprofessionals
Description Copier Cost per Copy
Fringe Benefits DIBELS
Provide strategic classroom placement for EL students, i.e., SEI (Structured English Immersion) classroom placement and CTC authorized teachers.
August 2015- June 2016
Principal
Ensure that EL students have access to and implement the daily use of LEXIA for a minimum of 15 minutes and that "high-priority/at-risk" EL students are allotted additional minutes, on a daily basis, to implement the use of LEXIA.
August 2015 - June 2016
Principal RTI Teacher
Utilize the annual CELDT results to identify EL students that may be academically prepared for FEP redesignation. Annually review student achievement data required by the district's criteria to redesignate students to FEP status.
August 2015 - June 2016
Principal RTI Teacher Classroom Teachers
Implement the school's English
August 2015 - June
Principal
The Single Plan for Student Achievement
Proposed Expenditure(s)
Choices
19 of 52
Type
Funding Source
Amount
5000-5999: Services Title I And Other Operating Expenditures 3000-3999: Employee Title I Benefits 5000-5999: Services Title I And Other Operating Expenditures
315.00
5000-5999: Services And Other Operating Expenditures
300.00
Title I
779.78 510.00
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Learner Master Plan.
2016
Provide support and assistance to teachers and EL Learners, such as: • District Curriculum Specialists, District Bilingual Director and Personnel, School Site Title I RTI Teacher, consultants • School psychologist, Attendance officer, District Migrant Director, Title I Homeless Liason, Health Services, GATE program, Social Workers, Tulare Youth Services Bureau
August 2015- June 2016
The Single Plan for Student Achievement
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Classroom Teachers
Instructional Aides Fringe Benefits
20 of 52
2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
2139.78 779.77
1/21/16
VI Planned Improvements in Student Performance (continued) SUBJECT: STAFF DEVELOPMENT ALIGNMENT: 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: Staff Survey Evaluations Student Performance Scores Instructional Rounds Findings from the Analysis of this Data: There are many opportunities for Staff Development at Kohn School. The district has provided multiple Kagan training events. In addition there have been opportunities for continued 95 percent group training and coaching. Dreambox Webinars have been provided and will continue throughout the year. EADM's training has been piloted and staff members participating have been trained. Intermediate teachers are receiving continued inservice on 21st Century Teaching with Project Based Learning. Transitional kindergarten and Kindergarten teachers are undergoing training in administering the DRDP. There are LEXIA trainings for fourth- sixth grade teachers. The majority of teachers at Kohn School recognize that our school and district provide opportunities and time for professional development. In addition to the above certificated trainings, classified personnel have opportunities for Professional Development. Library Aides have received training and Instructional Aides, SPED aides and other classified personnel have received training through the Symposium established by the district. How the School will Evaluate the Progress of this Goal:
• • • • •
California Standards for the Teaching Profession form Monitoring form for meeting 40 hour practicum of newly adopted Language Arts Instructional materials Wednesday Staff Development Early Release Days Sign-in sheets Agendas
The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Provide teachers and staff, allotted August 2015- June time for staff development and 2016 opportunities for: • Early release Wednesday Staff Development Days • 40 hours of training/practicum on California Treasures English Language Arts Program • Gaining knowledge / continue using newly adopted Common Core State Standards • Learning scientifically researched-based instructional strategies and programs, i.e., DIBELS Next and 95% Group • Paid staff development time / providing subs for planning time • PLC collaboration meetings for discussion of tier 2 focus students progress • Grade level PLC collaborations to develop and analyze weekly assessments • Teacher "Assistance" meetings • District Sponsored Staff Development Days • BTPAP (Beginning Teacher Professional Assistance Program) • New teacher staff development • Workshops; seminars • Conferences • Professional/ educational growth • Demonstration lessons
Principal RTI Teacher Classroom Teachers
Schedule and focus staff development August 2015 - June topics on areas of need based on: 2016 • New Common Core State Standards • Use of newly acquired supplemental programs / materials, such as, Standards Plus, Spelling through Morphographs, 95% Group Phonemic Awareness and
Principal RTI Teacher Classroom Teachers
The Single Plan for Student Achievement
Proposed Expenditure(s) Description
Type
Instructional Aides Time Sheets Books
2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Materials and Supplies Materials and Supplies Copier Cost per Copy
Instructional Aides Time Sheets
22 of 52
Funding Source
Amount
Title I
333.33
LCFF Sup/Con
1,000.00
Title I
722.94
LCFF Sup/Con
1,190.29
Title I
315.00
2000-2999: Classified Title I Personnel Salaries
333.33
1/21/16
Actions to be Taken to Reach This Goal
• • • •
• • • •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Multisyllabic Routines Continued implementation of district adopted curriculum, materials and documents Calibrating, scoring and analyzing student assessments Continued implementation of Thinking Maps Intervention programs, such as, Reading Mastery, Corrective Reading, Language for Learning, Read Naturally Student assessment data Assessment programs, i.e., InTelAssess Teacher curriculum / program survey results Use of new technology hardware and software in all subject areas
Schedule yearly professional development (with flexibility for revising) and PLC (Professional Learning Community) grade level and cross-grade level meetings to ensure clear staff communication of time, place and activities.
The Single Plan for Student Achievement
August 2015 - June 2016
Principal Classroom Teachers
Instructional Aides Time Sheets
23 of 52
2000-2999: Classified Title I Personnel Salaries
333.34
1/21/16
VI Planned Improvements in Student Performance (continued) SUBJECT: PARENT/COMMUNITY INVOLVEMENT AND SCHOOL CLIMATE ALIGNMENT: 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: Parent Survey PTO Parent Conferences Findings from the Analysis of this Data: The results of our parent survey indicate that a large majority (90% +) feel Kohn has created a positive learning environment through timely, open, friendly and two-way communication. Parents indicate that they feel they are collaborators in a formal and informal way in their child's education. Parents also acknowledge that the school makes an effort to create partnerships with all families in the school and provide resources that support their child's education. Our Fall Carnival, book fair, Back-to - School night and Open House are well attended by the families of Kohn School. In addition our students actively participate in various school and community events. United for Good, Pennies for the shelter, Jump for Heart and the canned food drive are supported by our students. How the School will Evaluate the Progress of this Goal:
• •
Survey results Annual Self Study of Parent involvement Actions to be Taken to Reach This Goal
Organize parent and community assistance and support with the following school functions / activities: • PTO (Parent/Teacher Organization) • SSC (School Site Council) • ELAC (English Learner Advisory Committee) The Single Plan for Student Achievement
Timeline August 2015 - June 2016
Person(s) Responsible Principal RTI Teacher Classroom Teachers
Proposed Expenditure(s) Description Clerk/Library/Materials Time Sheets Materials and Supplies Materials and Supplies
24 of 52
Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 4000-4999: Books Title I And Supplies 4000-4999: Books LCFF Sup/Con And Supplies
Amount 200.00 722.94 1,190.30
1/21/16
Actions to be Taken to Reach This Goal
• • • • • • • • • • • •
Timeline
Person(s) Responsible
Three-way Compact Annual Title I Parent Meeting Local Monitor and Review Student programs and performances Fall Carnival Open House Scholastic Book Fair School Fundraisers Classroom volunteers Monthly Student Recognition Assemblies Parent Recognition / School Volunteer Brunch Parent Surveys
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Parent Involvement
5000-5999: Services And Other Operating Expenditures
Title I
470.86
Include parents in school decisions by August 2015- June encouraging their participation in the 2016 following: • SSC/ELAC/PTO • School-wide plan • DAC (District Advisory Committee) • DELAC (District English Learner Advisory Committee) • Parent / Teacher Conferences • Annual Parent Surve
Principal Clerk
Parent Involvement
5000-5999: Services And Other Operating Expenditures
Title I
470.86
Provide information to parents about August 2015 - June the importance of education and their 2016 child's progress through: • Parent / Teacher conferences, meetings, school activities and events • Phone calls home, notes, Parent Link Communication System • Language translation resources • Kindergarten - 6th grade Teacher Meet and Greet • 3-way Compact • School Accountability Report Card • Student Study Team meetings • Homework Policy
Principal Classroom Teachers Clerk
Copier Cost per Copy
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
630.00
Title I
470.86
The Single Plan for Student Achievement
Parent Involvement
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1/21/16
Actions to be Taken to Reach This Goal
•
School Newsletter
•
Provide parents with a wealth of educational and community resources and ideas through: Kindergarten through 6th grade teacher Meet and Greet TCOE Preschool to Kindergarten Parent meeting California Common Core informational meeting Parent education meetings (Special Services Preschool) Annual Title I meeting Kohn School Newsletter School Site Council and English Learner Advisory Committee meetings PTO
• • • • • • •
Ensure a safe school environment, parental support, assistance and knowledge of resources that will promote a safe and healthy school environment and the academic success of students. • School Psychologist • Attendance Officer • Tulare Youth Services Bureau • Second Step • Red Ribbon Week • Character Counts • Kohn School End of the Year Achievement / Recognition Assembly • Student Council and student volunteer activities • Too Good for Drugs • GATE
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
August 2015- June 2016
Principal Clerk
August 2015- June 2016
Principal Classroom Teachers
Proposed Expenditure(s) Description
Parent Involvement
26 of 52
Type
5000-5999: Services And Other Operating Expenditures
Funding Source
Title I
Amount
470.87
1/21/16
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 3
97
96
99.0
96
2379.8
3
26
23
48
Grade 4
92
91
98.9
91
2416.7
7
15
29
49
Grade 5
86
86
100.0
86
2437.4
6
19
20
56
Grade 6
80
80
100.0
79
2486.3
4
25
34
36
All Grades
355
353
99.4
352
5
21
26
48
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 3
7
40
53
4
49
47
5
64
31
9
55
35
Grade 4
8
36
56
7
48
45
5
63
32
7
54
40
Grade 5
9
35
56
7
45
48
6
53
41
8
52
40
Grade 6
6
38
56
5
56
39
10
66
24
8
73
19
All Grades
8
37
55
6
49
45
7
61
32
8
58
34
Conclusions based on this data: 1. Over 50% of Kohn's third - sixth grade students scores "Below Standards" in Reading. This indicates that reading intervention needs to continue to be a primary intervention in these grades. 2. Kohn students scored slightly better in writing, listening and research/Inquiry than in reading. Kohn's scores were highest in Listening with between 54%-66 % of Kohn students scoring at or near the standard. 3. Kohn needs to continue to work on aligning our instruction, curriculum and intervention with the Common Core State Standards in order to meet the demands of the SBAC.
The Single Plan for Student Achievement
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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 3
97
96
99.0
96
2384.5
3
22
28
47
Grade 4
92
91
98.9
90
2439.9
5
19
47
27
Grade 5
86
86
100.0
86
2430.3
1
9
28
62
Grade 6
80
79
98.8
79
2466.0
5
14
32
49
All Grades
355
352
99.2
351
4
16
34
46
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 3
9
36
54
6
39
55
7
53
40
Grade 4
11
37
52
9
38
53
14
44
41
Grade 5
6
22
72
2
30
67
5
38
57
Grade 6
6
34
59
6
46
48
8
43
49
All Grades
8
32
59
6
38
56
9
45
46
Grade Level
Conclusions based on this data: 1. Concepts and Procedures: Over 50% of third through sixth grade students scored at Below Standards. 72% of fifth graders scored at Below Standards. Moving forward we need to closely examine our instruction and units of study to determine if we are providing enough conceptual discussion and practice, especially in fifth grade. 2. Problem Solving and Modeling/Data Analysis: Over 50% of third through fifth grade scored at Below Standards. 48% of Sixth graders scored at below standards. A close examination of our units of study and their implementation in the classroom and their alignment with the SBAC may help us address this need. 3. Communicating and Reasoning: Third and Fourth grade had 53% and 44% of students, respectively score At or Near Standard. 57% of Fifth grade students and 49% of sixth grade students scored Below standards. Kohn needs to examine our methodologies,student engagement levels and units of study to determine how we can move students closer to meeting Standards.
The Single Plan for Student Achievement
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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
The Single Plan for Student Achievement
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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
%
#
%
K
Intermediate
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
2
40
1
20
2
40
5
1
1
4
3
13
16
67
3
13
1
4
24
2
1
5
3
14
15
68
2
9
1
5
22
3
4
16
8
32
7
28
4
16
2
8
25
4
3
17
8
44
5
28
2
11
2
15
9
69
1
8
5 6
2
13
4
27
7
47
2
13
Total
11
9
28
23
61
50
15
12
The Single Plan for Student Achievement
30 of 52
18 1
8
13 15
7
6
122
1/21/16
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
0.47%
0.2%
3
1
African American
3.46%
3.1%
22
19
Asian
0.31%
0.7%
2
4
Filipino
0.31%
0.3%
2
2
Hispanic/Latino
68.98%
70.5%
438
430
Pacific Islander
0%
0.0%
0
0
26.30%
25.1%
167
153
White Multiple/No Response
0%
0.0%
0
0
Total Enrollment:
635
610
Student Enrollment by Grade
Grade
Number of Students 2013-14
2014-15
Kindergarten
99
85
Grade 1
93
88
Grade 2
97
83
Grade3
89
95
Grade 4
97
91
Grade 5
86
88
Grade 6
74
80
Grade 7
0
0
Grade 8
0
0
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
635
610
1/21/16
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 2
70
22
6
3
Grade 3
47
36
11
6
Grade 4
61
27
10
2
Grade 5
59
27
11
3
Grade 6
59
19
13
9
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 2
61
27
10
2
Grade 3
66
19
12
2
Grade 4
66
21
13
0
Grade 5
60
24
12
4
Grade 6
56
13
19
13
The Single Plan for Student Achievement
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201314
201415
1/21/16
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 2
*
*
Grade 3
*
*
Grade 4
*
*
Grade 5
*
*
Grade 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 2
*
*
Grade 3
*
*
Grade 4
*
*
Grade 5
*
*
Grade 6
*
*
33
2013-14
2014-15
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 2
*
*
Grade 3
*
*
Grade 5
*
*
Grade 6
*
*
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 2
*
*
Grade 3
*
*
Grade 5
*
*
Grade 6
*
*
34
2013-14
2014-15
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 2
72
361.5
Grade 3
47
347.5
Grade 4
54
356.9
Grade 5
58
359.0
Grade 6
46
341.5
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 2
56
360.2
Grade 3
68
402.6
Grade 4
56
366.7
Grade 5
60
364.8
Grade 6
46
329.9
35
2013-14
2014-15
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 2
66
378.4
Grade 3
45
342.9
Grade 4
71
378.4
Grade 5
57
352.2
Grade 6
*
*
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 2
77
390.8
Grade 3
64
380.9
Grade 4
85
406.2
Grade 5
57
370.4
Grade 6
*
*
36
2013-14
2014-15
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 2
64
361.9
Grade 3
17
295.8
Grade 4
32
319.5
Grade 5
*
*
Grade 6
*
*
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 2
64
354.1
Grade 3
39
330.8
Grade 4
37
342.8
Grade 5
*
*
Grade 6
*
*
37
2013-14
2014-15
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 2
67
361.2
Grade 3
47
344.6
Grade 4
59
356.8
Grade 5
57
355.6
Grade 6
55
342.6
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 2
60
364.8
Grade 3
66
391.6
Grade 4
58
367.2
Grade 5
58
366.6
Grade 6
45
325.0
The Single Plan for Student Achievement
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2013-14
2014-15
1/21/16
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) 2015-2016 Meeting performance goals
Evidence:
•
Analyzed student data of district Writing Performance Tasks and Math benchmarks
•
Backwards mapping of Language Arts and Math Common Core Standards in each grade level PLC
•
Monitoring of district Writing Performance Tasks and Math benchmark data for Tier 2 students, developed from individual teacher's meeting with school site Assistance Team.
•
Staff development designed to align with analysis of state data, local benchmarks and development of Learning Focused Conversations to share teaching strategies, evaluate student work and monitor the progress of focus students
•
Analyzed Math data from trimester benchmarks
•
Use of student data to drive instruction for whole class, differentiated instruction and to improve student progress for the 2015-2016 school year
•
Used Dynamic Indicators of Basic Early Literacy skills as a progress monitoring tool for all students in grade K-3.
•
Used 95 Percent Group PSI/PASI assessments to establish placement for Walk to intervention in grades 1-3. This assessment was also used to determine the needs of 4-6 grade students who were struggling in reading.
•
Used ROLA as a progress monitoring tool for all students in grades 4-6
•
95% Group literacy materials and English Language Arts were used to improve student achievement.
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) 2015-2065 Meeting performance goals Evidence:
•
District Language Arts Performance Tasks and Math benchmarks three times a year as a means of on-going assessment and progress monitoring.
•
District adopted supplemental assessments support state adopted materials (ROLA, Read Naturally, Reading Mastery, Benchmark assessments, DIBELS, Gates-MacGinitie, DRDP, STAR assessment, and 95% group PASI and PSI)
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Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) 2015-2016 Meeting performance goal Evidence: •
All teachers and paraprofessionals working with students are highly qualified
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) 2015-2016 Meeting performance goals Evidence:
•
District office curriculum specialists
•
RTI teacher provides on site support, assistance and coaching
•
BTSA support providers for new teachers
•
Outside consultants
5. Teacher collaboration by grade level (EPC) 2015-2016 Meeting performance goals Evidence: •
Grade level collaboration is incorporated into some Wednesday staff development days
•
Grade level LFC's meet regularly to analyze the student data and develop lessons in math and ELA focusing on Depth of Knowledge.
•
All grade levels submit evidence to principal of learning objectives for the following week as well as activities to support student learning of the stated objectives in the area of math and language arts.
•
Weekly lesson plans created by teachers with objectives and common core standards being addressed notated in lesson plans
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) 2015-2016 Meeting performance goals. Evidence: •
District created language arts, math and science bookmarks
•
District Math pacing charts
•
District writing assessment calendar
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•
District benchmarks aligned with California Common Core Standards
•
Grade level lesson plans of backwards mapping of standards in language arts and math.
•
Curriculum maps and units of study with links to resources on Eclipse Database.
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) 2015-2016 Meeting performance goal Evidence: •
State adopted materials and district adopted supplemental materials are provided for all students
8. Use of standards-aligned instructional materials, including intervention materials 2015-2016 Meeting performance goal Evidence: •
Continued implementation of Math intervention at each grade level.
•
Dreambox intervention math software program
•
Strategic intervention groups created for students with similiar needs and deployed for 30 minutes with highly qualified teachers and/or instructional aides to receive additional support based on the area of need.
•
In the extended day program (after school tutorial) use of Read Live Naturally Reading Fluency Intervention Program, Lexia and Dreambox math
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) 2015-2016 Meeting performance goals Evidence: •
Kohn School is a Title I School Wide and School Based Coordinated Program, which enables funds to be used with all students
•
Multiple data measures are used to identify and monitor the progress of underperforming students
•
Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Reading Mastery, AR books and quizzes, and LEXIA and ROLA are all programs used to assists under performing students in reaching proficiency
•
PASI and PSI assessments from 95% group are used to assess students proficiency
10. Research-based educational practices to raise student achievement at this school (NCLB) 2015-2016 Meeting performance goal Evidence: •
All district adopted and supplemental materials are research-based materials
11. Opportunities for increased learning time (Title I SWP and PI requirement) The Single Plan for Student Achievement
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2015-2016 Meeting performance goal Evidence: •
Kohn School has an after school tutorial program (S.T.E.P.S.) for all 2nd through 6th grade students
•
Kohn School has been granted the CHOICES (for 1st thru 6th grades) after school homework program that began in January 2011
•
Migrant tutoring during the school day
•
After school tutoring for Migrant students
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) 2015-2016 Meeting performance goals Evidence: •
Parent education opportunities
•
Tulare Youth Services Bureau
•
District Suppport Staff
•
B.E.S.T. club after school on all elementary school campuses
•
CHOICES
•
Boys and Girls Club
•
Grandma's House
•
Tulare Public Library (TAP Program)
13. Strategies to increase parental involvement (Title I SWP) 2015-2016 Meeting performance goals Evidence: •
School Site Council
•
ELAC (English Learner Advisory Committee)
•
Parent Volunteers
•
School Annual Volunteer Brunch to honor volunteers
•
Parent Teacher Organization (PTO)
•
Teleparent communication service
•
Translators
•
Annual Parent Survey
•
Annual Self-Study of Parent Involvement Survey
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•
Parent Conferences
•
Back to School Night
•
Open House
•
Teacher Meet n' Greet
•
Family Nights
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) 2016-2016 Meeting performance goal Evidence: •
District Advisory Committee (DAC)/District Parent Teacher Organization
•
District English Learner Advisory Committee (DELAC)
•
School Site Council (SSC)
•
English Learners Advisory Committee (ELAC)
•
Parent Survey
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) 2015-2016 Meeting performance goals Evidence: •
RTI Resources and instructional aides assist teachers with implementation of curriculum and intervention reading programs, i.e., DIBELS Next, 95% Group, Read Live Naturally
•
RTI Teacher and instructional aides assist students in the after school tutorial program
•
Kohn School is a Title I School Wide and School Based Coordinated Program, which enables all funds to be used with all students
16. Fiscal support (EPC) 2015-2016 Meeting performance goals Evidence:
•
Kohn School is a Title I School Wide and School Based Coordinated Program, which enables all funds to be used with all students
•
Budgets and schoolwide, school-based coordinated plans reflect allocations for student achievement
•
SSC and ELAC have input in the development of the Schoolwide Plan and budgets
•
Resource Teacher and instructional aides assist teachers with implementation of curriculum and intervention programs
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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
4,334.56
3000-3999: Employee Benefits
LCFF Sup/Con
334.56
4000-4999: Books And Supplies
LCFF Sup/Con
33,805.88
2000-2999: Classified Personnel Salaries
Title I
45,795.61
3000-3999: Employee Benefits
Title I
15,595.51
4000-4999: Books And Supplies
Title I
14,458.86
5000-5999: Services And Other Operating Expenditures
Title I
16,283.45
*
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
38,475.00
Title I
92,133.43
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 Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
4,334.56
2000-2999: Classified Personnel Salaries
45,795.61
3000-3999: Employee Benefits
15,930.07
4000-4999: Books And Supplies
48,264.74
5000-5999: Services And Other Operating Expenditures
16,283.45
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
76,874.24
Goal 2
34,088.68
Goal 3
10,790.59
Goal 4
4,228.23
Goal 5
4,626.69
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Appendix D - Recommendations and Assurances (Kohn Elementary 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: Dec.17, 2015
Attested: Whitney Avila Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Amyrose Lardner 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: As a student at Kohn I agree to carry out the following responsibilities to the best of my ability: • I will arrive on time and be ready to learn everyday. • I will let my parents and teacher know if I need help. • I will read daily and complete my homework. • I will demonstrate the pillars of Character Counts, by being a good citizen, being trustworthy, respectful, caring, responsible and fair. _____________________________________________ Student's signature
__________________________ Date
Parents Pledge: As a parent of a child at Kohn School I agree to carry out the following responsibilities to the best of my ability: • I will get my child to school on time everyday. • I will bring my child to school ready to learn; i.e., glasses, medications, proper clothing, etc. • I will provide a quiet place for my child to complete homework and read 20 minutes each day. • I will tell my child about the importance of learning and education. • I will respect and support school rules and school district discipline policies. • I will take responsibility for monitoring my child's daily progress. • I will do my best to participate in school activities. _____________________________________________ Parent's signature
__________________________ Date
Staff Pledge: As a Kohn teacher I agree to carry out the following responsibilities to the best of my ability: • I will motivate my students. • I will have high expectations for my students and provide a challenging curriculum, based on the California Common Core Standards. • I will maintain a safe and positive learning environment. • I will participate in professional development opportunities that improve teaching and learning. • I will respect the school, staff, students, parents and school community. _____________________________________________ Teacher's signature
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Appendix F - School Site Council Membership: Kohn Elementary 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 Whitney Avila
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
X
AmyRose Lardner
X
Jennifer Orr
X
Cathy Langford
X
Courtney Sequenzia
X
Marcela DeLanda
X
Christy Price
X
Tracy Baker
X
Olivia Saldana
X
Natalia Mayberry
X
Numbers of members of each category
Secondary Students
1
3
1
5
(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 Kohn Elementary School
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Appendix H – TCSD Planned Professional Development
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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
Frank Kohn Elementary School 2014– 2015 Teacher Survey Professional Development:
No
Sometimes
Yes
1. The school and district provide staff development and time for grade level meetings
4.17%
37.5%
58.33%
2. My professional development helps with the implementation of Common Core.
12.5%
62.5%
25%
3. There is consistency in curriculum instruction, and learning materials among teachers in the same grade level at Kohn School.
0.00%
37.5%
62.5%
4. If requested, we receive assistance as needed from the principal, as it relates to instruction.
0.00%
4.17%
95.83%
5. If requested, we receive assistance as needed from the RTI teacher.
0.00%
0.00%
100%
6. If requested, we receive assistance as needed from the district Office Curriculum Specialists.
0.00%
8.33%
91.67%
7. If requested, we receive assistance as needed from Tech Support.
0.00%
0.00%
100%
Instruction:
If you marked "no" for any of the above, a-d, please provide a brief explanation: ___________________________________________________________________________________________ ___________________________________________________________________________________________ _________________________________________________________________________ 8. I provide differentiated learning environment for my students.
0.00%
4.17%
95.83%
9. I encourage parents to feel welcome at school / my class and advocate parental involvement
0.00%
4.17%
95.83%
10. I contact parents during the school year outside of the scheduled parent conferences.
0.00
8.33%
91.67%
Parent Communication:
If you answered "yes" to the above question, what means do you use to contact parents? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Programs / Special Services: 11. Do you feel you have enough support from Speech?
8.33%
33.33%
58.33%
12. Do you feel you have enough support from GATE?
26.09%
13.04%
60.87%
13. Do you feel you have enough support from Psychological Services?
8.33%
20.83%
70.83%
14. Do you feel you have enough support from Bilingual Department?
8.33%
4.17%
87.5%
15. The district referral process for the above programs are completed in a timely manner, with feedback
0.00%
8.33%
70.83%
Not Applicable (didn’t make referrals ) 20.83% _____________________________________________________________________________________ _____________________________________________________________________________________ Materials / Equipment: 16. As funds allow, additional equipment / materials are provided.
0.00%
16.67%
83.33%
17. All equipment / materials at Kohn School are available to teachers.
0.00%
20.83%
79.17%
18. I have enough technology hardware in my classroom to service my students daily.
13.04%
34.78%
52.17%
19. I feel safe working at Kohn School.
0.00%
8.70%
91.30%
If you marked "no", please explain:________________________________ ______________________________________________________________ ______________________________________________________________ 20. I feel I am supported by the principal at Kohn School.
0.00%
12.5%
87.5%
21. I feel I am supported by the staff at Kohn School.
0.00%
16.67%
83.33%
22. I feel I am a valuable member of the Kohn Staff.
4.17%
20.83%
75%
23. I feel I am a valuable member of my grade level.
0.00%
20.83%
79.17%
School Climate
Teaching Strategies
Strongly Agree
Somewhat Agree
Strongly Disagree
24. I feel I use the district Math Common Core Curriculum Guide efficiently.
29.17%
62.5%
8.33%
25. I feel I use the ELA units of study efficiently.
37.5%
58.33%
4.17%
26. I feel I am efficiently incorporating Depths of Knowledge into my Common Core Lessons.
0.00%
43.48%
56.52%
27. I feel I am efficiently incorporating engagement strategies into my Common Core Lessons.
0.00%
37.5%
62.5%
28. I feel I am efficiently incorporating Checks for Understanding into my Common Core Lessons.
4.17%
41.67%
54.17%
29. Additional Comments (please include areas you would like more professional development in), please be as specific as possible: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
Frank Kohn Elementary School 2014 – 2015 Student Survey Please bubble in your response to the 19 statements below: 1. My grade level is: 2. My gender is:
A.) 3rd 32% A.) Male 50%
B.) 4th 22% B.) Female 50%
C.) 5th 23%
D.) 6th 23%
3. My teacher cares about me.
Yes A 88%
Sometimes B 10%
No C 2%
4. Students are kind to each other at Kohn School.
18%
75%
7%
5. My teacher expects me to do my best.
96%
3%
1%
6. If I have a problem there is someone at school I can talk to about it.
67%
26%
7%
7. If I don’t understand my class work I can ask my teacher for help.
77%
21%
2%
8. There is someone at home who can help me with my homework, if I need it.
76%
18%
6%
9. I like Kobee the Cobra
80%
10%
10%
10. I plan to graduate from high school.
94%
4%
1%
11. I plan to go to college.
87%
9%
4%
12. I feel safe in my classroom.
71%
25%
3%
13. I feel safe on the playground.
46%
42%
11%
14. I feel safe when taking the bus or walking to and from school.
57%
27%
13%
15. Overall, I feel safe at school.
68%
28%
4%
16. Students treat each other with respect.
22%
68%
9%
17. If students have a problem they can't solve on their own, they know they can go to a staff member for help.
68%
26%
6%
18. I am glad to come to school most of the time.
64%
28%
8%
19. I am proud of my school.
78%
18%
4%
FRANK KOHN ELEMENTARY Parent Survey 2014- 2015 This survey is very important to us. It is an essential method of assessing parents and / or guardians' perceptions / opinions of Kohn School, used to evaluate school programs, determine school-wide needs and set school-wide goals. The survey results are also one of the most valuable tools used to continue support of our strong "home-school" partnership.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
Participation Rate: 60% Kohn staff creates a positive learning environment. Kohn staff communicates with parents in a timely manner. My child's teacher has informed me about the Common Core State Standards that my child is expected to learn at the / her grade level. My child's teacher informs me about my child's progress. Kohn School has high expectations for my child. I am an important part of my child's learning. I provide a quiet, well-lit and supportive atmosphere, at home, for my child to complete his / her homework. I feel satisfied with the overall operation and performance of Kohn School. Kohn School has clear guidelines in place about the importance of student non-absences and tardies. Is every aspect of the school’s climate open, helpful and friendly? Is communication between school and home frequent, clear and two-way? Do parents feel they are collaborators in the educational process? Do parents feel they have a strong role in assisting the school with learning and behavior? Are parents encouraged both formally and informally to comment on school policies and to share in the decisionmaking? Does school site administration actively express and promote the philosophy of partnership with all families? Does the school encourage volunteer participation for parents and the community at large? Does the school recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available? Does the school provide parents with resources to support their child’s academic success? Does the school provide a safe and secure environment for your child?
Yes 98% 91%
No
97%
4%
94% 93% 96%
5% 6% 4%
95%
6%
93%
7%
97%
3%
92%
7%
92%
8%
96%
3%
91%
8%
88%
11%
89%
10%
89%
10%
92%
7%
93%
6%
3% 8%
PRIMARIA FRANK KOHN Encuesta de Padres 2014 - 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 Kohn, 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”.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
13. 14. 15. 16.
Participación: 60% El personal de la escuela Kohn crea un ambiente de aprendizaje positivo. El personal de Kohn se comunica con los padres de manera oportuna. El maestro de mi hijo(a) me ha informado acerca de los Estándares Estales Básicos Comunes que se espera que mi hijo(a) aprenda en el/su nivel de grado. El maestro de mi hijo(a) me informa acerca del progreso de mi hijo(a). La Escuela Kohn tiene expectativas altas para mi hijo(a). Yo soy una parte importante del aprendizaje de mi hijo(a). Brindo un ambiente tranquilo, iluminado y de apoyo, en la casa, para que mi hijo(a) realice sus tareas. Me siento satisfecho con el funcionamiento y desempeño de la Escuela Kohn. La Escuela Kohn tiene lineamientos claros en el lugar acerca de la importancia de la asistencia y puntualidad del estudiante. ¿Cada aspecto del ambiente de la escuela es abierto, útil y amigable? ¿Es frecuente, clara y de doble vía la comunicación entre la escuela y la casa? ¿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? ¿Se motiva a los padres formal e informalmente a hacer comentarios sobre las políticas y a compartir en la toma de decisiones? ¿La administración de plantel escolar expresa y promueve activamente la filosofía de sociedad con todas las familias? ¿La escuela motiva el voluntariado de padres y comunidad en general? ¿La escuela reconoce su responsabilidad de forjar una sociedad con todas las familias en la escuela, no sólo aquellas que están mayormente disponibles?
17. ¿La escuela brinda a los padres recursos para apoyar el éxito académico de su hijo(a)? 18. ¿La escuela brinda un ambiente seguro para su hijo(a)?
Si
No
98%
3%
91%
8%
97%
4%
94%
5%
93% 96%
6% 4%
95%
6%
93%
7%
97%
3%
92%
7%
92%
8%
96%
3%
91%
8%
88%
11%
89%
10%
89%
10%
92%
7%
93%
6%
As of
7/23/2015
Kohn TITLE I INSTRUCTIONAL
2015-2016
LIBRARY PARENT TECHNOLOGY PARTICIPATION LABS INTERPRETING
10000
Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides (4) 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
24200
24950
$42,795.60 $2,000.00
$1,000.00 $15,473.53
$121.98
$14,458.88 $6,300.00
$3,000.00 $5,100.00
15/16 Quote Amt.
$0.00
$89,128.02 2015-2016 BUDGET
$1,121.98
$0.00 DIFFERENCE
2015-2016 BUDGET PARENT INVOLVEMENT TOTAL TITLE I BUDGET 1/12/2016
$90,250.00 $1,883.45 $92,133.45
Counselor TOTALS 31100 $0.00 $0.00 $0.00 $42,795.60 $2,000.00 $0.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $15,595.51 $0.00 $14,458.88 $0.00 $0.00 $6,300.00 $0.00 $0.00 $0.00 $0.00 $0.00 $3,000.00 $5,100.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $90,250.00
$90,250.00 $0.00
As of
7/23/2015
Kohn 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 58000
LIBRARY PARENT TECHNOLOGY PARTICIPATION LABS INTERPRETING
10000 $4,000.00
24200
24950
$669.12 $10,000.00 $23,805.88
$38,475.00 2015-2016 BUDGET
$0.00
$0.00 DIFFERENCE
2015-2016 BUDGET
$38,475.00
Counselor TOTALS 31100 $4,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $669.12 $10,000.00 $23,805.88 $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 $0.00 $0.00 $0.00 $0.00 $38,475.00
$38,475.00 $0.00
$4,669.12
Frank Kohn Elementary School 500 S. Laspina St. Tulare, CA 93274 (559) 685-7340 FAX (559) 685-7344
Política sobre Participación de los Padres de la Escuela Kohn La Escuela Kohn 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 Kohn 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 Kohn en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se tiene una reunión anual de Padres de Título I al inicio de cada curso para expresar la importancia de estar conectados, de visitar la escuela y de implicarse con las 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. Se tienen reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) durante las tardes. b. Se tiene reuniones del Comité Asesor del Estudiante de Inglés por la mañana. c. Se tiene reuniones del Consejo Escolar (SSC, por sus siglas en inglés)/Comité Asesor del Estudiante de Inglés a primera hora de la tarde. 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 Kohn y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC proporcionan una oportunidad para que los padres se impliquen con la planeación de tales 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 a través de volantes, del sistema de información para padres electrónico y de Parent Link permiten invitar a los padres a las reuniones escolares previstas. b. Se envían calendarios mensuales con fechas importantes de reuniones e información para el mes actual y el siguiente. b. Una descripción y explicación del currículo la Escuela Kohn, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan expectativas en las conferencias de Padres dos veces durante el curso.
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b. Se proporcionan informes de progreso y boletas de calificaciones durante el curso. En estos informes se mide el progreso de los alumnos y las áreas de mejora. c. Indicadores Dinámicos de Habilidades Básicas de Alfabetización Temprana (DIBELS, por sus siglas en inglés) para alumnos de 1º a 3º, se hacen evaluaciones comparativas tres veces al año (al inicio, a mitad y a final de curso), y la información se comparte con los padres en conferencias y en las boletas de calificaciones. 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. La Escuela Kohn tiene una política de puertas abiertas para que los padres programen reuniones con el maestro o el director del centro escolar 5. Si el Plan a Nivel Escolar de la Escuela Kohn no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Kohn haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de la PTO, concertar citas con la administración y/o asistir al SSC o ELAC para compartir sus preocupaciones sobre el Plan Escolar. Además los padres tienen la oportunidad de colaborar y ser parte del proceso de aprobación del plan en cada reunión mensual del SSC/ELAC. 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 Kohn y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. El debate empieza en la reunión de Padres de Título I de la Escuela Kohn al inicio del curso y sigue a lo largo del año con las reuniones de la PTO y del SSC/ELAC. La colaboración entre padres, alumnos y personal en el debate del Contrato Escuela-Padres ofrece la guía necesaria hacia la implementación del Plan Único de Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa a Nivel Escolar (SWP, por sus sigla sen inglés). Todos los componentes comparten el desarrollo continuo en la mejora del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Kohn 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) 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 Kohn 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. El seguimiento del rendimiento de los alumnos se documenta en la boleta de calificaciones de los alumnos y se comparte con los padres durante las reuniones entre Padres/Maestros. 1/11/2016
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. Las reuniones de bienvenida, de Visita Escolar y la Noche de Regreso a Clases, así como una variedad de noches familiares incluyendo la Noche de Películas, la Noche de Bingo el Día de la Tierra, que se organizan a lo largo del curso ofrecen una oportunidad para crear relaciones de colaboración. b. Los eventos de Educación a Padres ofrecen información sobre el rendimiento de los alumnos, el currículo y el 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. Al inicio de cada año tenemos una Reunión de Padres de Título I en la que se pone en valor la importancia de la participación de los padres así como las oportunidades disponibles para implicarse a lo largo del curso. 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. Las reuniones de bienvenida, de Visita Escolar y la Noche de Regreso a Clases así como las noches familiares a lo largo del curso apoyan a los padres para que participen de forma plena 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 asistir a los maestros, a la administración y a los padres para que colaboren en futuros eventos. b. Parent Link (página Web) ofrece a los padres información sobre las actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para la comunicación. f. 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. El Calendario de Eventos de nuestra escuela y la reunión de Padres de Título I sirven de apoyo a la mejora de los padres y fomenta el apoyo tanto dentro como fuera del salón de clases 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 Kohn 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 Kohn para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Kohn 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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Frank Kohn Elementary School 500 S. Laspina St. Tulare, CA 93274 (559) 685-7340 FAX (559) 685-7344
Kohn School Parent Involvement Policy Kohn 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 Kohn 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 Kohn 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 during the evenings b. ELAC meetings are held in the mornings c. SSC 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 Kohn School's Parent Involvement Policy and, if applicable, the joint development of the plan for schoolwide 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. Monthly calendars are sent out with students with important meeting dates and information for the current month and the following month b. A description and explanation of Kohn 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. c. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for students in grade 1st – 3rd, benchmark assessments are given three times a year (beginning, middle and end), and information is shared with parents at conferences and on report cards. 1/11/2016
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. Kohn School has an Open Door policy for parents to schedule a meeting with the teacher or school site principal 5. If Kohn School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Kohn 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 Schoolwide 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 Kohn School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Kohn 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. Kohn 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 Kohn 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, Back to School Night as well as a variety of family nights including Movie Night, Bingo Night and Earth Day throughout the school year provides an opportunity to build a collaborative relationship. 1/11/2016
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. At the beginning of each year we hold a Title 1 Parent Meeting emphasizing the importance of parent involvement at school as well as the opportunities available for parents to become involved throughout the year. 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, Back to School Night as well as a variety of family nights through the year 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. Kohn 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 Kohn School's policy to meet the changing needs of parents/guardians and the school. Kohn 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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FRANK KOHN ELEMENTARY As partners in learning, this compact between teachers, students and parents is an agreement and supports the Frank Kohn Elementary School Mission/Vision statement: The Frank Kohn Elementary staff is committed to excellence in education and our mission is to provide each student an opportunity to reach his/her full potential. Along with the mission statement, Kohn School’s vision is for all Kohn students to have equal access to the core curriculum and be provided an integrated instructional program emphasizing basic skills in language arts and math, problem-solving techniques and critical thinking skills. Kohn School staff will provide a comprehensive learning environment, which will include intellectual, social, emotional and physical development for all students in a caring, safe and supportive school climate.
TEACHER/PARENT/STUDENT COMPACT
Teacher Pledge—As a Kohn teacher I agree to carry out the following responsibilities to the best of my ability:
I will motivate my students.
I will have high expectations for my students and provide a challenging curriculum, based on the California State Content Standards.
I will maintain a safe and positive learning environment.
I will participate in professional development opportunities that improve teaching and learning.
I will respect the school, staff, students, parents and school community.
_____________________________________________
__________________________
Teacher’s signature
Date
Student Pledge—As a student at Kohn I agree to carry out the following responsibilities to the best of my ability:
I will arrive on time and be ready to learn everyday.
I will let my parents and teacher know if I need help.
I will read daily and complete my homework.
I will demonstrate the pillars of Character Counts, by being a good citizen, being trustworthy, respectful, caring, responsible and fair.
_____________________________________________
__________________________
Student’s signature
Date
Parent Pledge—As a parent of a child at Kohn School I agree to carry out the following responsibilities to the best of my ability:
I will get my child to school on time everyday.
I will bring my child to school ready to learn; i.e., glasses, medications, proper clothing, etc.
I will provide a quiet place for my child to complete homework and read 20 minutes each day.
I will tell my child about the importance of learning and education.
I will respect and support school rules and school district discipline policies.
I will take responsibility for monitoring my child’s daily progress.
I will do my best to participate in school activities.
____________________________________________
__________________________
Parent’s signature
Date
FRANK KOHN ELEMENTARY PROMESA DE MAESTRO/PADRE/ESTUDIANTE
Como socios en el aprendizaje, este compacto entre maestros, los estudiantes y los padres es un contrato y apoya la declaración de Misión/Visión de La Escuela Frank Kohn Primaria: Los empleados de Frank Kohn Primaria están comprometidos con la excelencia en la educación y nuestra misión es proveer a cada estudiante la oportunidad de llegar a su potencial. Junto con la declaración de la misión, la visión de la escuela Kohn es que todos los estudiantes de Kohn tengan acceso igual al currículo básico y proporcionar un programa de instrucción integral enfatizando las habilidades básicas en lenguaje y matemáticas, técnicas de resolución de problemas y habilidades de pensamiento crítico. Empleados de la escuela Kohn proveerá un ambiente de aprendizaje integral, que incluirá el desarrollo intelectual, social, emocional y física para todos los estudiantes en un ambiente cariñoso,, seguro y propicio. La Promesa del maestro—Como maestro en Kohn yo concuerdo en llevar a cabo las responsabilidades siguientes al mejor de mi capacidad: Motivaré a mis estudiantes. Tendré altas expectativas de mis estudiantes y proporcionaré un plan de estudios exigente, basado en las normas estatales de California. Mantendré un ambiente de aprendizaje seguro y positivo. Tomaré las oportunidades de desarrollo profesional que mejoren la enseñanza y el aprendizaje. Respetaré la escuela, el personal, estudiantes, padres y la comunidad escolar.
_____________________________________________ __________________________ Firma del Maestro
Fecha
Estudiante Promesa—Como estudiante en Kohn yo concuerdo en llevar a cabo las responsabilidades siguientes al mejor de mi capacidad: Llegaré a tiempo y estaré listo para aprender diario. Les diré a mis padres y maestros si necesito ayuda. Leeré todos los días y terminare mi tarea. Demostraré los pilares de Carácter, siendo un ciudadano bueno, siendo confiable, respetuoso, cariñoso,, responsable y justo.
_____________________________________________ __________________________ Firma del estudiante
Fecha
Promesa de Padre—Como padre de un niño en la Escuela Kohn yo concuerdo en llevar a cabo las responsabilidades siguientes al mejor de mi capacidad: Traeré a mi hijo a la escuela a tiempo todos los días. Traeré a mi hijo a la escuela listo para aprender; es decir, gafas, medicamentos, ropa adecuada, etc. Proporcionaré un lugar tranquilo y callado para mi niño para completar la tarea y leer 20 minutos cada día. Le diré a mi hijo acerca de la importancia del aprendizaje y la educación. Respetaré y apoyaré reglas de escuela y políticas de disciplina de distrito de escuela. Tomaré responsabilidad de supervisar el progreso diario de mi hijo. Haré mi mejor esfuerzo para participar en las actividades escolares. _____________________________________________________ ________________________________ Firma de los padres Fecha
