The Single Plan for Student Achievement Los Tules Middle School School Name
54-72231-0100495 CDS Code
Date of this revision: December 2016 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:
Ira Porchia Principal 559-687-3156 801 West Gail Avenue 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 24, 2017.
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Table of Contents 2016-2017 Single Plan for Student Achievement Los Tules Middle School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals .......................................................................................................... 10 VI. Planned Improvements in Student Performance ............................................................................................................ 11 Table 1: CAASPP Results (All Students).......................................................................................................................... 31 Table 2: Title III Accountability (District Data) ................................................................................................................... 35 Table 3: California English Language Development (CELDT) Data ................................................................................ 36 Table 4: CBEDS................................................................................................................................................................ 37 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 38 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 42 Total Expenditures by Object Type and Funding Source ................................................................................................. 42 Total Expenditures by Funding Source............................................................................................................................. 43 Total Expenditures by Object Type ................................................................................................................................... 44 Total Expenditures by Goal .............................................................................................................................................. 45 Appendix D - Recommendations and Assurances (Los Tules Middle School) .................................................................... 46 Appendix E - Home/School Compact ................................................................................................................................... 47 Appendix F - School Site Council Membership: Los Tules Middle School ........................................................................... 48 Appendix G - Miscellaneous Items for Los Tules Middle School .......................................................................................... 49 Appendix H – TCSD Planned Professional Development .................................................................................................... 50
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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 Introduction Los Tules Middle School is one of 15 schools in the Tulare City School District. Tulare is a semi-rural community situated in the Central San Joaquin Valley with approximately 60,000 residents. Tulare is a predominantly agricultural community with local businesses and small industries. Four middle schools and eleven elementary schools provide educational services for Tulare and the surrounding areas. District Mission
School Mission The mission of Los Tules Middle School is to ensure all students experience success academically, socially, morally and physically. Students are expected to be responsible, respectful, and safe at Los Tules Middle School.
School Vision Los Tules Middle School Staff will utilize current -- and continue to search out-- best instructional practices to develop students' abilities in demonstrating character, academic improvement in a standards-based curriculum, and responsibility for themselves and their community. Staff, parents, and students will work together to provide a climate that empowers everyone to maximize learning. The Los Tules Staff believes that all students can learn by engaging in higher levels of thinking and problem solving which will prepare them for the 21st Century.
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III. School Profile School Profile Los Tules Middle School is located in the west section of Tulare, California, which is a semi-rural community with approximately 60,000 residents. Tulare is an agricultural area with small businesses and industry. Los Tules is one of four middle schools that comprise the fifteen schools of the Tulare City School District. The enrollment reflects a diverse student population. See Appendix A, Table 6.
Technical Assistance provided by the District Office: o Data collection and analysis of student performance data (EADMS, DIBELS, STAR Reading, STAR Math, DRDP) o Effective lesson design and implementation (Lessoneer, 95% Group) o Intensive intervention programs o Strategic interventions School budgets o School wide planning o Parent involvement/School climate o Professional Development for Staff (State Standard Implementation, Learning Focused Conversations-LFC, Lexia, 95% Group, AVID, Strategies for Special Needs, Interventions etc.)
Tulare City School District Technical Assistance Team: o Joyce Nunes-Assistant Superintendent of Business, Psychological Services o Paula Adair-Assistant Superintendent of Student Services o Brian Hollinghead-Assistant Superintendent of Curriculum o David Freitas - Director of Progress and Performance o Paul Reagan-Director II Bilingual o Martin Suey-Director I of Education Data Systems o Tricia Leslie -District Nurse (Title IV) o Debbie Terry-District Homeless Liaison o 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) Intermediate grades, sixth through eighth, are serviced on the Los Tules campus. Our student population consists of three significant subgroups. These subgroups are English Language Learners, Socioeconomically Disadvantaged, and Hispanic or Latino Learners. District ELA and Math Benchmarks and reading assessments are used to determine academic growth and mastery of standards. For the 2015-2016 school year, Los Tules showed an increase in proficiency on the SBAC in ELA and Math in all grade levels. Reading assessment data from ROLA and Gates MacGinitie showed that students are making growth that is consistent with the previous year. For the 2016-2017 school year, we will be using STAR Reading and STAR Math as our means of assessing growth and proficiency. Based upon this data analysis, all students in significant subgroups will continue to need intensive oral and written language instruction and explicit and direct math instruction. Los Tules needs to continue with practices that have been successful in the past and incorporate new strategies to effectively improve student achievement. Based upon the district-wide benchmark data we have for our current students, the following needs are evident: 1. Focus on increased student achievement for all learners, including English Learners, in English Language Arts (ELA). 2. Continue to increase and accelerate students' achievement and proficiency school-wide in Mathematics. 3. An ongoing commitment to weekly grade level planning meetings and Learning Focused Conversations with a focus on: o How we teach utilizing the State Standards and Units of Study o Increasing the engagement of all students through meaningful academic tasks o Increasing the Depth of Knowledge within our instruction o Checking for Understanding 4. Continued intervention for identified students. 5. Critical thinking and higher order questioning will continue throughout all curricular areas with a focus on academic conversations and accountable talk. B. Surveys Student Survey The results of the student survey for the 2015-2016 school year indicate that 74% of students feel that teachers do a good job of making sure students know how they can get help if they fall behind. The majority of students (90%) believe that the principal and vice principal treat students with respect and enforce rules in a fair and consistent manner. Ninety-two percent of students are proud to be a student at Los Tules, and the majority of students believe that Los Tules provides opportunities for extracurricular activities. Seventy-seven percent of students believe that staff members treat them with respect, and 87% agree that the rules are clearly explained to students on campus. Parent Survey Forty-nine percent of parents participated in the parent survey for the 2015-2016 school year. The majority of parents (97%) agree that every aspect of the school's climate is open, helpful, and friendly. Nintey-three percent of parents feel that the communication between school and home is frequent and clear, and 93% agree that the school provides them with resources to support their child's success. Ninety-two percent of parents agree that they are made aware of their child's progress through report cards, progress reports, and/or testing results. Ninety-four percent of parents believe that Los Tules provides a safe and secure environment for their child. Staff Survey The 2015-2016 results of the Staff Survey indicate that teachers continue to appreciate the changes that have taken place at Los Tules, and vast improvements have been made with behavior and school culture. Eighty-six percent of teachers feel that students treat each other respectfully in the classroom, and 83% agree that students treat staff members with respect. Eighty-nine percent of staff members believe that teachers do a good job at letting students know when they fall behind, and 97% agree that students are proud to come to Los Tules. The Single Plan for Student Achievement
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Educational Experiences: In improving the educational experiences at Los Tules, the staff would like to see more staff development regarding Checking for Understanding in order to develop a better understanding of how to effectively use CFU strategies to drive instruction. They appreciate the time given to work within their department LFC's and would like to continue to have that time to focus on better teaching practices. Continued Growth as an Educator: The goal of the Los Tules staff is to effectively utilize Checking for Understanding strategies to help drive instruction and understand where students are in their learning process. The staff will continue to receive time to collaborate within their grade levels/departments to work towards maintaining higher level DOK tasks, student engagement, and creating ways to check for students' understanding. Discipline Based Program: The Los Tules staff states that they would like to see us continue a school-wide discipline based program to help with classroom management and follow through. They would like to see programs that will remove disruptions from class and that support the teacher in their disciplining of students through positive reinforcements and appropriate consequences. C. Classroom Observations School Site Council Observation During the School Site Council Local Monitor and Review, it was observed that Los Tules continues to make progress towards their goal of increasing student engagement, collaboration and higher level learning. It is evident that staff has worked towards these goals by raising expectations of students and creating an environment that is rich in discussion, problem solving, and collaboratively-centered activities. Teachers are planning to State Standards and focusing on improving lessons by increasing students' depth of knowledge through well-planned and focused activities. Teachers are finding an effective balance between direct teaching and being a learning facilitator that allows students to discover knowledge through academic discussions and research with their peers. During observations, it was noted that the majority of students observed were engaged in collaborative learning through small groups or pairs. It was evident that collaboration takes place on a daily basis because desks were arranged in formations that are conducive to group learning and evidence of group projects were posted on the walls. It was evident that a respectful environment had been established between teacher-student and student-student. Teachers were actively monitoring students as they were working on their tasks, and students' answers/responses/questions were quickly addressed by teachers. Recommendations The LMAR team recommended Los Tules continue to focus on increasing levels of Depth of Knowledge, student engagement, and accountable talk. The School Site Council and English Language Advisory Committees will conduct a local monitor and review of the school-wide program in March of 2017. D. Student Work and School Documents For the 2016-2017 school year, student work and assessments will be aligned to State Standards. Benchmark assessments are based on a performance task model that is similar to the Smarter Balanced Assessment. Teachers will continue to encourage and challenge students to complete higher level learning assignments that focus on Depths of Knowledge Levels 3 and 4, student engagement, and meaningful tasks. Teachers will utilize engagement strategies, Units of Study, and Checking for Understanding to support student work and knowledge acquisition. Teachers will also use data from STAR Reading, STAR Math, and ELA and Math District Benchmarks to determine student proficiency and drive instruction. 2015-2016 T-3 Assessment Data Results indicate the average percentage of students by grade level who were proficient on the district benchmark: ELA Performance Task: 6th = 63.2 7th = 34 8th = 80.8 EOY Math: The Single Plan for Student Achievement
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6th = 33.6 7th = 12.8 8th = 24.9 2016-2017 T-1 Assessment Data Results indicate the average percentage of students by grade level who are Exceeding, Meeting or Nearly Meeting standards: ELA District Benchmark: 6th = 54.24 7th = 42.85 8th = 42.48 Math District Benchmark: 6th = 9.8 7th = No data available 8th = No data available Science Benchmark: 7th = 78.77 8th = 49.12 Social Studies Benchmark: No data available E. Analysis of Current Instructional Program (See Appendix B) Los Tules is currently meeting or exceeding 16 of the 16 performance goals listed in Appendix B. Prioritized Needs Assessment *Language Arts Meet AYP for EL significant subgroups for all grade levels Meet AYP for SED and Hispanic subgroups for all grade levels Continue intervention programs Focus on State Standards based instruction *Mathematics Meet AYP for EL significant subgroups for all grade levels Meet AYP for All students and all significant sub groups for 8th grade general math Continue intervention programs Focus on State Standards based instruction *Professional Development Provide ongoing professional development to support the effective implementation of supplemental strategic teaching strategies, such as Learning Focused Conversations, Checking for Understanding, Standard Bookmarks, Cornell Notes, Thinking Maps, Depth of Knowledge, DreamBox, Accelerated Math, STAR, Read Naturally Live, 95% Group, and Lexia. Provide ongoing professional development in the effective use of Project Based Learning, Units of Study, Checking for Understanding, and Instructional Technology Provide time for teachers to collaborate with one other in the development of standards based curriculum and assessments. *Parent Involvement/ School Climate
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Continue to foster positive parent relationships, which support two-way communication between school and home, parent decision-making, and frequent communication regarding student progress towards meeting academic standards though Parent Education meetings held three times a year. Continue to foster a safe school climate where students can be successful through positive reinforcement and appropriate consequences at school. *Program Improvement Status Program Improvement Status has been frozen until further notice from the state. Utilize the Instructional Rounds Model to support student achievement.
Collaborate effectively with the district office in their efforts to provide technical assistance in the following areas: o o o o o o o o
Analysis of student performance data Effective lesson/assessment design and implementation Intensive intervention programs Strategic interventions School budgets School Wide Planning Professional Development Parent Involvement
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V. Description of Barriers and Related School Goals Los Tules Middle School has a varied and diverse population - many ethnic groups and cultures are present and represent varying attitudes toward education. Los Tules has a high population of children who are English Language Learners who are at various stages of acquiring the English Language. Los Tules also has a high percentage of students living in poverty.
With the full implementation of State Standards, Los Tules must continue to address the following barriers: o
Teachers must continue to implement State Standards and focus on higher level thinking (Depth of Knowledge) and engaging students in meaningful tasks.
o
All staff must continue to improve best teaching practices utilizing skills and knowledge acquired through site and district staff development, grade level planning meetings, Learning Focused Conversations, Checking for Understanding, and Instructional Rounds.
o
Teachers must continue to utilize effective strategies that promote collaboration and create an environment where all students can learn and thrive.
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VI. Planned Improvements in Student Performance SUBJECT: English Language Arts ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 2016-2017. LCAP GOAL: All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century. SCHOOL GOAL #1: By June of 2017, 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: During the 2015-2016 school year, LosTules Middle School was able to increase the number of students that scored proficient or advanced in English Language Arts in all grade levels. Continuing to challenge students with activities that increase Depths of Knowledge, check for understanding, and are highly engaging will prepare our students for meeting district and state standard benchmarks and assessments.-------How the School will Evaluate the Progress of this Goal: 1. Units of Study Assessments 2. District ELA Benchmark Assessments 3. Grade level planning meetings 4. Ongoing formative assessments to guide instruction 5. Site and district professional development 6. Principal Observations 7. Lesson Plans 8. Learning Focused Conversations 9. STAR Reading Initial Screener and Assessments 10. EADMS (Educators' Assessment Data Management System) The Single Plan for Student Achievement
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11. Lessoneer 12. Class Mosaic Actions to be Taken to Reach This Goal
Timeline
Implement the district Language Arts August 2016 - June State Standards Units of Study 2017 utilizing district adopted programs (California Treasures, Grade 6; Pearson Literature Grades 7 and 8) by providing mandated daily instructional minutes, and using research based programs, strategies and materials such as:
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Paraprofessionals
Description Instructional Aides Books Fringe Benefits Materials and Supplies Materials and Supplies
o
o o o o o o o o o o o o o o o o o
Instructional Rounds Year 6 which will focus on Los Tules as a system to Check for Understanding as well as continue to engage our students in learning and Depths of Knowledge questioning. ELA Units of Study District Adopted Curriculum Lessoneer STAR Reading Initial Screener and Assessments Checking for Understanding Strategies EADMS LEXIA Core 5 Renaissance Place - Accelerated Reader Step Up to Writing Thinking Maps AVID/WICOR Strategies for all grade levels Small group instruction Cooperative Learning Differentiated instruction One-on-one instruction District Bookmarks Academic Language (Kinsella Strategies) Accountable Talk
The Single Plan for Student Achievement
Copier Cost per Copy
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Type 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
3169.83
LCFF Sup/Con
1000.00
LCFF Sup/Con
27.96
Title I
2899.10
LCFF Sup/Con
3877.02
Title I
1227.45
1/21/17
Actions to be Taken to Reach This Goal
o o
o o o o o o o
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
21st Century Teaching PBL Ongoing State Standards staff development and training 95% Group RSP/RTI Project Technology - Chromebooks Google Classroom Google Docs Promethean Technology New schedule for all grade levels
Provide supplemental materials, supplies, equipment, technology, and human resources. August 2016 - June Implement intensive reading/language 2017 arts intervention programs for students who are significantly behind in ELA or accelerated programs for students who are at or above grade level. This may include:
o o
o o o o o o
Principal RTI Teacher Special Education Teachers Paraprofessionals
Instructional Aides Fringe Benefits Materials and Supplies Copier Cost per Copy
Read Naturally Live: Students are placed according to need and reading level Literature Studies: Students receive appropriate grade level literature and are engaged in rigorous activities using various reading intervention strategies. STAR Reading 95% Group RTI/RSP Project Full-time RTI Teacher Site Specific RTI Model Visualize/Verbalize - SPED
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
3169.84
LCFF Sup/Con
27.96
Title I
621.24
Title I
350.70
4000-4999: Books And Supplies
Title I
621.24
Provide mandated daily instructional minutes for these interventions: 6th8th = 45-60 minutes Implement extended day tutoring for students who are not proficient in ELA. The Single Plan for Student Achievement
August 2016- June 2017
Principals RTI Teacher
Materials and Supplies
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Actions to be Taken to Reach This Goal
Timeline
o
Implement reading/language arts August 2016 - June summative and formative 2017 assessments to frequently monitor student progress towards meeting academic standards for the purpose of informing the instructional program.
o
Give Units of Study Assessments, District ELA Benchmarks, STAR Reading assessments, and reading level assessments.
o
Distribute Units of Study Assessment, District ELA Benchmarks, STAR Reading assessments, and reading level student performance data to teachers.
o
Implement daily/weekly formative assessments
o
Hold weekly teacher collaboration meetings for the purpose of examining standards-aligned student work to inform instruction.
o o o o o o o o o o o o o
Learning Focused Conversations Gain assistance from: District Curriculum Specialists District Compliance Teacher Clerk RTI Teacher Consultants Middle School Counselor School Psychologist Instructional Aide GATE Program SARB SART
The Single Plan for Student Achievement
August 2016 - June 2017
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Copier Cost per Copy
5000-5999: Services And Other Operating Expenditures
Title I
87.68
Principal RTI Teacher
Copier Cost per Copy
5000-5999: Services And Other Operating Expenditures
Title I
87.67
Principal RTI Teacher School Counselor
Middle School Counselor 1000-1999: Certificated Personnel Salaries Instructional Aides 2000-2999: Classified Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Choices 5000-5999: Services And Other Operating Expenditures
Title I
3627.97
Title I
3169.83
Title I
3406.17
LCFF Sup/Con
900.00
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Actions to be Taken to Reach This Goal
o o o o o o o
Community Day School Social Workers Tulare Youth Services Bureau Tulare Police Department Officer on Campus AVID Coaches Choices
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Substitute Teachers
Substitute Teachers
Fringe Benefits
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries 1000-1999: LCFF Sup/Con Certificated Personnel Salaries 3000-3999: Employee LCFF Sup/Con Benefits
Amount 180.00
300.00
18.64
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VI. Planned Improvements in Student Performance (continued) SUBJECT: Mathematics ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 2016-2017. LCAP GOAL: All students will have opportunities to engage and participate in extra-curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century. SCHOOL GOAL #2: By June of 2017, 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: During the 2015-2016 school year, Los Tules Middle School continued to increase the number of students that scored proficient or advanced in Math in all grade levels. Adjusting the curriculum to meet State Standards and implementing Depth of Knowledge lessons that challenged students to problem solve allowed for more students to score proficient or advanced on the district benchmarks. How the School will Evaluate the Progress of this Goal:
o o o o o o o o o o o o
Units of Study Assessments District Math Benchmarks STAR Math Initial Screener and Assessments Grade level planning meetings Ongoing formative assessments to guide instruction Site and district professional development Principal Observations Lesson Plans Learning Focused Conversations EADMS (Educators' Assessment Data Management System) Lessoneer Class Mosaic Actions to be Taken to Reach This Goal
Implement and provide mandated daily instructional minutes for the district adopted Math program (60 The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Person(s) Responsible Principal RTI Teacher Paraprofessionals
Proposed Expenditure(s) Description Instructional Aides
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries
Amount 3169.83
1/21/17
Actions to be Taken to Reach This Goal minutes or 1 period daily) and use research based programs, strategies, and materials such as:
o o o
o
o o o o o o o o o o o o o o o o o o o o o o
Math Units of Study District Adopted Curriculum State Standards Based Guidelines and Key Standards Continuum Use of SBE adopted intervention resources that are embedded within the district adopted program. Instructional Rounds Year 6 which will focus on Los Tules as a system to Check for Understanding as well as continue to engage our students in learning and Depths of Knowledge questioning. CPM Depth of Knowledge Checking for Understanding STAR Math Initial Screener and Assessments Cooperative Learning Small Group instruction One on One instruction Differentiated Instruction Academic Language (Kinsella Strategies) Accountable Talk Project Based Learning Thinking Maps TCSD Math Bookmarks AVID/WICOR Strategies for all grade levels RSP/RTI Project 21st Century Teaching PBL Technology - Chromebooks Google Classroom Google Docs Promethean Technology EADMS Lessoneer
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Fringe Benefits Materials and Supplies Materials and Supplies Copier Cost per Copy
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Type 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
27.96
Title I
2899.10
LCFF Sup/Con
3877.02
Title I
1227.45
1/21/17
Actions to be Taken to Reach This Goal
o
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
New Schedule for all grade levels
Provide supplemental materials, supplies, equipment, technology, and human resources. Implement Math Intervention programs for students who are significantly behind in Math.
o o o o o o
o o
o o
o
RTI Teacher Paraprofessionals
Instructional Aides Fringe Benefits August 2016 - June 2017
The Single Plan for Student Achievement
Principal RTI Teacher
Materials and Supplies Copier Cost per Copy
Implement math summative and August 2016 - June formative assessments to 2017 frequently monitor student progress towards meeting academic standards for the purpose of informing the instructional program. Give Units of Study Assessments, District Math Benchmarks, and STAR Math Assessments Distribute Units of Study Assessment, District Math Benchmark, and STAR Math data to teachers Implement daily/weekly formative assessments Hold weekly teacher collaboration meetings for the purpose of examining standards-aligned student work to inform instruction Learning Focused Conversations
Gain assistance from:
Materials and Supplies Copier Cost per Copy
Dream Box Business Math Elective Front Row STAR Math Site Specific RTI Model Accelerated Math
Implement extended day tutoring for students who are not proficient in math.
o
August 2016 - June 2017
August 2016-June 2017
4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits
Title I
621.24
Title I
350.70
Title I
3169.84
LCFF Sup/Con
27.96
4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
621.24
Title I
87.68
Title I
87.67
Principal RTI Teacher
Copier Cost per Copy
5000-5999: Services And Other Operating Expenditures
Principal RTI Teacher
Instructional Aides
2000-2999: Classified Title I Personnel Salaries
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3169.83 1/21/17
Actions to be Taken to Reach This Goal
o o o o o o o o o o o o o o o o o o
District Curriculum Specialists/ CPM Training Specialists District Compliance Teacher Clerk RTI Teacher Consultants Middle school counselor School Psychologist Instructional Aide GATE SARB SART Community Day School Social Workers Tulare Youth Services Bureau Tulare Police Department Officer on Campus AVID Coaches Choices
The Single Plan for Student Achievement
Timeline
Person(s) Responsible School Counselor
Proposed Expenditure(s) Description Fringe Benefits
Type
3000-3999: Employee Benefits Choices 5000-5999: Services And Other Operating Expenditures Middle School Counselor 1000-1999: Certificated Personnel Salaries Substitute Teachers 1000-1999: Certificated Personnel Salaries Substitute Teachers 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits
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Funding Source
Amount
Title I
3406.17
LCFF Sup/Con
900.00
Title I
3627.97
Title I
180.00
LCFF Sup/Con
300.00
LCFF Sup/Con
18.64
1/21/17
VI Planned Improvements in Student Performance (continued) SUBJECT: English Language Learners 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 increase proficiency in English, reach high standards and increase student achievement in English Language Arts so that they can meet all of their educational goals in order to be prepared for the demands of the 21st century.-------SCHOOL GOAL #3: By June of 2017, 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: CELDT Data, Appendix A, Table 5 Data shows that the majority of our EL students fall into the Advanced and Early Advanced performance levels. We will continue to move our EL students forward and increase language acquisition using best teaching practices, research-based EL interventions, and district adopted curriculum. How the School will Evaluate the Progress of this Goal:
o o o o o o o o o o o o o o
Aeries print outs of the distribution of ELL students with appropriate teachers STAR Reading Assessments Intervention lists District ELA Benchmark Assessments Ongoing teacher formative assessments to inform instruction CELDT Testing Data Learning Focused Conversations Grade level planning meetings Site and district professional development Principal Observations Lesson Plans EADMS (Educators' Assessment Data Management System) Lessoneer Class Mosaic
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Actions to be Taken to Reach This Goal Implement daily use of adopted ELA and math interventions for students significantly below grade level including programs, strategies, materials and resources such as:
Timeline August 2016- June 2017
Person(s) Responsible Principal RTI Teacher Paraprofessionals
Proposed Expenditure(s) Description Instructional Aides Fringe Benefits Materials and Supplies
o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o
INSIDE Curriculum ELA Units of Study District Adopted Curriculum ELD instructional materials from California Treasures and Pearson Literature LEXIA Core 5 Accelerated Reader STAR Reading Initial Screener and Assessments Lessoneer ELD/SDAIE strategies Step Up to Writing Guided reading groups Thinking Maps Cooperative Learning Academic Language (Kinsella Strategies) Accountable Talk Checking for Understanding Small group instruction Differentiated instruction One-on-one instruction Promethean technology Literacy center Manipulatives AVID/WICOR Strategies for all grade levels 21st Century Teaching Project Based Learning Learning Focused Conversations Technology - Chromebooks Google Classroom Google Docs Promethean Technology New schedule for all grade levels Instructional Rounds Year 6 which will focus on Los Tules as a system to Check for
The Single Plan for Student Achievement
Materials and Supplies Copier Cost per Copy
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Type 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
Funding Source
Amount
Title I
1188.68
LCFF Sup/Con
9.32
Title I
1005.81
LCFF Sup/Con
1107.72
Title I
425.85
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Understanding as well as continue to engage our students in learning and Depths of Knowledge questioning. Implement extended day tutoring for students who are not proficient in language arts or/and math.
August 2016 - June 2017
Implement English/Language Arts and August 2016 - June Math summative and formative 2017 assessments to frequently monitor student progress towards meeting academic standards for the purpose of informing the instructional program. o Give Units of Study ELA and Math Assessments, District ELA and Math Benchmarks, and STAR Reading and STAR Math Assessments
o
Distribute ELA and Math Units of Study Assessments, District ELA and Math Benchmark, and STAR Reading/STAR Math data to teachers
o
Implement daily/weekly formative assessments
o
Hold weekly teacher collaboration meetings for the purpose of examining standards-aligned student work to inform instruction
o
Learning Focused Conversations
Implement the use of ELD Proficiency Levels Student Placement Report: End-of-the-year report to principals to assist in placing EL students in classrooms with teachers who are CTC authorized to teacher ELD/SDAIE. The Single Plan for Student Achievement
August 2016 - June 2017
Principal RTI Teacher Certificated Staff
Materials and Supplies
Principal RTI Teacher
Copier Cost per Copy
Copier Cost per Copy
4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
177.50
Title I
25.05
5000-5999: Services And Other Operating Expenditures
Title I
50.10
Principal RTI Teacher
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Implementation of District EL Master Plan
August 2016 - June 2017
Principal Bilingual Coordinator
Gain assistance from: o District Curriculum Specialists o District ComplianceTeacher o District Bilingual Coordinator o RTI Teacher o Consultants o Middle School Counselor o School Psychologist o Instructional Aide o GATE o SARB o Community Day School o Social Workers o Tulare Youth Services Bureau o Tulare Police Department o Resource Officer on campus o AVID Coaches o Choices
August 2016- June 2017
Principal RTI Teacher School Counselor
The Single Plan for Student Achievement
Proposed Expenditure(s) Description
Type
Middle School Counselor 1000-1999: Certificated Personnel Salaries Instructional Aides 2000-2999: Classified Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Choices 5000-5999: Services And Other Operating Expenditures Fringe Benefits 3000-3999: Employee Benefits
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Funding Source
Amount
Title I
2418.65
Title I
1188.69
Title I
2270.78
LCFF Sup/Con
300.00
LCFF Sup/Con
9.32
1/21/17
VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals.-------LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 2017, 100 % of instructional staff will have an opportunity to participate in professional development that focuses on 21st Century Learning, State Standards, and research based strategies to increase students’ achievement in order for them to learn and thrive. Data Used to Form this Goal: Teacher Evaluations Teacher Surveys Sign-in-sheets from Staff Development Findings from the Analysis of this Data: At Los Tules Middle School educators will conduct the following:
o o o o o o
Early Release Wednesday Staff Development District Sponsored Staff Development District Sponsored Workshops NTSS (New Teacher Support System), New Teacher Staff Development Instructional Rounds On-site staff development
How the School will Evaluate the Progress of this Goal:
o o o o o o o o
Sign-In Sheets/Agendas/minutes Surveys Principal RTI Teacher District Curriculum Specialists District Compliance Teacher Lesson Observations Learning Focused Conversations
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Actions to be Taken to Reach This Goal Provide staff development opportunities such as:
o o o o
o o o o o o o o o o o o o o o o o
o o
o
August 2016- June 2017
Person(s) Responsible Principal, curriculum specialist, RTI, consultants
Early release Wednesday Staff Development Days Instructional Rounds Professional Development Days District Sponsored Staff Development Days - State Standards, Units of Study, PBL, 95% Group, Lessoneer NTSS (New Teacher Support System) New Teacher Staff Development EADMS - Educators' Assessment Data Management System Workshops Conferences Demonstration Lessons STAR Math STAR Reading Technology Chromebooks Google Docs Google Classroom Google Email AVID/WICOR Strategies Aeries.net Learning Focused Conversations Checking for Understanding
Focus staff development topics on areas of need such as:
o
Timeline
Alignment of State Standards with curriculum Assessment and instruction utilizing State Standards Strategies to promote student critical thinking, Depth of Knowledge, Checking for Understanding, and academic conversations/collaboration Increasing student engagement through meaningful tasks
The Single Plan for Student Achievement
August 2016 - June 2017
Principal RTI Teacher
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Middle School Counselor 1000-1999: Certificated Personnel Salaries Instructional Aides 2000-2999: Classified Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Substitute Teachers 1000-1999: Certificated Personnel Salaries Substitute Teachers 1000-1999: Certificated Personnel Salaries Travel and Conference 5000-5999: Services And Other Operating Expenditures Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures AVID 1000-1999: Certificated Personnel Salaries
Title I
2418.65
Title I
2377.37
Title I
2270.78
LCFF Sup/Con
18.64
Title I
591.65
LCFF Sup/Con
553.86
Title I
840.00
LCFF Sup/Con
1400.00
LCFF Sup/Con
2000.00
Title I
250.50
Title I
1000.14
Materials and Supplies
Title I
591.66
LCFF Sup/Con
553.86
Title I
250.50
Materials and Supplies Copier Cost per Copy
25 of 50
4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
1/21/17
Actions to be Taken to Reach This Goal
o o o o o
o o o o o o o o o o o o o
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Evaluation of student work in grade level collaboration Learning Focused Conversations Data analysis to guide instruction Collecting Data (both formative and summative) Use of research based, standards-aligned intensive interventions and supplemental instructional materials, strategies and programs in ELA and Math Step Up to Writing AVID/WICOR Strategies PBL techniques and structures Dream Box Read Naturally Live STAR Reading STAR Math EADMS - Educators' Assessment Data Management System Technology Chromebooks Google Docs Google Classroom Google Email
The Single Plan for Student Achievement
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VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning. LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 2017, 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 Surveys PTO Meetings SSC/ELAC Meetings Findings from the Analysis of this Data: Los Tules Middle School will include parents in school decisions and communicate the importance of education through the following: o SSC / ELAC / PTO / DAC / DELAC o Parent Teacher Conferences o Annual Parent Survey o Parent Education Meetings o Parent Conferences o School meetings o Special school events o Blackboard o Phone calls / translators as needed o School Accountability Report Card o Parent, Teacher, Student Compact o School Newspaper o Report Cards o Progress Reports o Intervention Reports o Aeries Parent Portal How the School will Evaluate the Progress of this Goal:
o o o
Survey Results Annual Self-Study of parent involvement Parent Education Meetings
The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal During each year of this plan, the Los Tules Staff will continue to find ways to recruit and organize parent and community help and support.
o o o o o o
o o o o o
Principal
August 2016- June 2017
Principal Clerk
Participating in SSC, ELAC, and PTO Participating in Migrant meetings Participation in district advisory committees (DELAC and DAC) Use parent conference time to communicate with parents Program Improvement School Choice School Compact
During each year of this plan, Los Tules staff will provide two-way communication to parents regarding the importance of education and their child's progress towards meeting academic standards.
o
August 2016- June 2017
Person(s) Responsible
Parent Training Student of the Month PTO/SSC/ELAC Annual Title I meeting Review and sign the Title I Parent Compact Local Site Review
During each year of this plan, the Los Tules staff will continue to include parents in school decisions, developing parent leaders and representatives.
o
Timeline
Communicate the message that education is important in schoolto-home contacts, parent conferences, mid-trimester student progress reports, Student Study Team Meetings,IEP meetings, Fall and Spring
The Single Plan for Student Achievement
August 2016 - June 2017
Principal Clerk
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Parent Involvement 5000-5999: Services And Other Operating Expenditures Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures
Title I
1209.32
Title I
1135.39
Title I
118.33
Title I
578.45
Title I
25.05
Middle School Counselor 1000-1999: Certificated Personnel Salaries Materials and Supplies 4000-4999: Books And Supplies Fringe Benefits 3000-3999: Employee Benefits Parent Involvement 5000-5999: Services And Other Operating Expenditures Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures
Title I
1209.32
Title I
118.33
Title I
1135.39
Title I
578.45
Title I
25.05
Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Parent Involvement 5000-5999: Services And Other Operating Expenditures Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures
Title I
4232.63
Title I
3973.86
Title I
118.33
Title I
578.45
Title I
175.35
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Intervention Letters, student report cards, biweekly progress reports (8th Graders who are below 2.0 GPA), parent/teacher meetings, and special events by all staff.
o
Communicate the message that education is important through positive postcards and phone calls, Blackboard, and Student of the Month celebrations.
o
School Accountability Report Card
During each year of this plan, Los Tules will provide information and ideas to families on a variety of topics and/or resources to assist parents to support child's academic progress.
o
o o o o o o
August 2016 - June 2017
Provide parents with homework, decision-making, and planning tips at parent conferences and parent meetings Monthly Progress Reports Biweekly progress reports (8th Graders who are below 2.0 GPA) Transition meetings to ease students from elementary to middle school Middle School Elective Registration Process Annual Title I Meeting Parent Education Meetings
Provide a safe school environment for August 2016 - June students to experience success in 2017 school. (School Climate).
o o o
Principal
Red Ribbon Week Family Life Web
The Single Plan for Student Achievement
Principal
Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Parent Involvement 5000-5999: Services And Other Operating Expenditures Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures
Title I
4232.63
Title I
3973.87
Title I
118.34
Title I
578.45
Title I
175.35
Middle School Counselor 1000-1999: Title I Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Title I Benefits Materials and Supplies 4000-4999: Books Title I And Supplies 29 of 50
1209.32
1135.39 709.98 1/21/17
Actions to be Taken to Reach This Goal
o o o o o
AVID College Making It Happen CAST Program - Choices Adopt Program - Partnership with high school Choices
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Materials and Supplies
Type
4000-4999: Books And Supplies Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Instructional Aides 2000-2999: Classified Personnel Salaries Certificated Time Sheets 1000-1999: Certificated Personnel Salaries Instructional Aides Time 2000-2999: Classified Sheets Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Professional Services 5000-5999: Services And Other Operating Expenditures Professional Services 5000-5999: Services And Other Operating Expenditures Choices 5000-5999: Services And Other Operating Expenditures AVID 5000-5999: Services And Other Operating Expenditures
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Funding Source
Amount
LCFF Sup/Con
1107.72
Title I
100.20
Title I
23773.77
Title I
5150.00
Title I
1000.00
LCFF Sup/Con
186.40
Title I
1000.00
LCFF Sup/Con
10000.00
LCFF Sup/Con
900.00
Title I
6000.00
1/21/17
Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) English Language Arts/Literacy Overall Participation for All Students Grade Level
# of Students Enrolled
# of Students Tested
# of Students with Scores
% of Enrolled Students Tested
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
160
169
156
166
156
166
97.5
98.2
Grade 7
225
241
222
236
221
235
98.7
97.9
Grade 8
237
233
232
227
230
227
97.9
97
All Grades
622
643
610
629
607
628
98.1
97.7
* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes. Overall Achievement for All Students Grade Level
Mean Scale Score
% Standard Exceeded
% Standard Met
% Standard Nearly Met
% Standard Not Met
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
2485.8
2486.5
6
5
22
28
38
27
34
40
Grade 7
2503.4
2515.3
5
6
21
26
36
37
38
32
Grade 8
2511.6
2521.5
2
5
22
24
35
33
40
37
N/A
N/A
4
5
22
26
36
33
38
36
All Grades
Reading Demonstrating understanding of literary and non-fictional texts Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
6
7
50
46
44
46
Grade 7
8
8
41
44
51
48
Grade 8
9
9
40
44
51
47
All Grades
8
8
43
45
49
47
Writing Producing clear and purposeful writing Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
10
11
54
47
36
42
Grade 7
14
21
53
56
33
23
Grade 8
8
11
52
57
40
32
All Grades
11
15
53
54
36
31
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Listening Demonstrating effective communication skills Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
8
10
72
73
21
17
Grade 7
4
6
64
67
32
28
Grade 8
3
4
61
74
37
23
All Grades
4
6
65
71
31
23
Research/Inquiry Investigating, analyzing, and presenting information Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
7
16
69
55
24
30
Grade 7
9
10
57
61
34
29
Grade 8
8
12
61
54
31
33
All Grades
8
12
62
57
30
31
Conclusions based on this data: 1.
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 Participation for All Students Grade Level
# of Students Enrolled
# of Students Tested
# of Students with Scores
% of Enrolled Students Tested
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
160
169
157
168
157
168
98.1
99.4
Grade 7
225
241
221
236
220
236
98.2
97.9
Grade 8
237
233
234
227
233
227
98.7
97
All Grades
622
643
612
631
610
631
98.4
98
* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes. Overall Achievement for All Students Grade Level
Mean Scale Score
% Standard Exceeded
% Standard Met
% Standard Nearly Met
% Standard Not Met
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
2461.0
2452.3
2
2
10
13
33
29
55
56
Grade 7
2490.1
2473.9
6
4
13
11
36
33
45
51
Grade 8
2478.4
2496.3
1
4
7
9
32
33
60
53
N/A
N/A
3
3
10
11
34
32
53
53
All Grades
Concepts & Procedures Applying mathematical concepts and procedures % Above Standard
Grade Level
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
5
6
26
24
69
70
Grade 7
10
6
31
29
59
64
Grade 8
3
4
30
38
67
58
All Grades
6
5
29
31
64
64
Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
5
4
41
41
54
55
Grade 7
7
6
45
41
48
53
Grade 8
2
5
52
51
46
44
All Grades
5
5
47
45
49
50
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Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 6
1
3
52
47
47
50
Grade 7
7
5
71
56
21
39
Grade 8
4
4
53
56
43
40
All Grades
4
4
59
53
36
42
Conclusions based on this data: 1.
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 2013-14
2014-15
2015-16
Number of Annual Testers
2227
2207
2,184
Percent with Prior Year Data
100.0
Number in Cohort
2227
2207
2,184
Number Met
1304
1166
1,298
Percent Met
58.6
52.8
59.4
NCLB Target
59.0
60.5
62.0%
Met Target
No
No
N/A
100
Attaining English Proficiency AMAO 2
2013-14
2014-15
2015-16
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
1806
796
1778
797
1,826
783
Number Met
437
396
365
372
433
382
Percent Met
24.2
49.7
20.5
46.7
23.7
48.8
NCLB Target
22.8
49.0
24.2
50.9
25.4%
52.8%
Met Target
Yes
Yes
No
No
N/A
N/A
AMAO 3
Adequate Yearly Progress for English Learner Subgroup at the LEA Level 2013-14
2014-15
Met Participation Rate
Yes
100
Met Percent Proficient or Above
No
N/A
Met Participation Rate
Yes
99
Met Percent Proficient or Above
No
N/A
Met Target for AMAO 3
No
2015-16
English-Language Arts
Mathematics
The Single Plan for Student Achievement
N/A
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Appendix A - School and Student Performance Data (continued) Table 3: California English Language Development (CELDT) Data Percent of Students by Proficiency Level on CELDT Annual Assessment Grade
Advanced 13-14
6
Early Advanced
Intermediate
Early Intermediate
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
3
2
33
25
37
44
60
50
14
13
9
8
7
8
8
17
41
51
28
40
31
34
11
10
17
8
6
6
12
46
55
57
40
38
29
8
2
2
5
5
10
41
45
40
41
42
38
11
8
10
Total
Beginning
The Single Plan for Student Achievement
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14-15
15-16 2 4
2
2
1/21/17
Appendix A - School and Student Performance Data (continued) Table 4: CBEDS Student Enrollment by Group Student Enrollment by Subgroup Percent of Enrollment
Student Group
Number of Student
2014-15
2015-16
2016-17
2014-15
2015-16
American Indian
0.3%
0.3%
%
2
2
African American
3.8%
3.4%
%
24
22
Asian
0.5%
0.9%
%
3
6
Filipino
0.0%
0.0%
%
0
0
Hispanic/Latino
87.4%
88.2%
%
547
575
Pacific Islander
0.3%
0.2%
%
2
1
White
7.7%
6.6%
%
48
43
Multiple/No Response
0.0%
0.0%
%
0
0
Total Enrollment:
626
652
Student Enrollment by Grade Level Number of Students
Grade
2014-15
2015-16
Kindergarten
0
0
Grade 1
0
0
Grade 2
0
0
Grade3
0
0
Grade 4
0
0
Grade 5
0
0
Grade 6
159
169
Grade 7
235
247
Grade 8
232
236
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12
0
0
626
652
Total Enrollment:
The Single Plan for Student Achievement
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2016-17
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Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:
Not meeting performance goals Meeting performance goals Exceeding performance goals
Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB) 2016-2017 Meeting Performance Goals Evidence Analyze student data for district benchmarks in ELA, Math, Science, and Social Studies o o o o o
Monitor district data for significant subgroups Analyze student data for Units of Study and STAR for ELA and Math and District Benchmarks (EADMS) for ELA, Math, Science and Social Studies Staff Development aligned with analysis of state and local assessments data District adopted supplemental assessments support state adopted materials (i.e. Gates MacGinitie, Lexia, STAR) Weekly grade level planning, collaboration, and Learning Focused Conversations to focus on increasing student achievement through best teaching practices, data analysis, student collaboration, engagement, and Checking for Understanding
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) 2016-2017 Meeting Performance Goals Evidence o o o
Provide time for staff development and grade level collaboration to analyze district benchmarks created through EADMS, STAR ELA and Math, and ELA and Math Units of Study End-of-the-Unit common formal assessments to modify and direct instruction to improve student proficiency. District adopted supplemental assessments support state adopted materials (Gates MacGinite, Renaissance Place, STAR) Weekly grade level planning, collaboration, and Learning Focused Conversations to focus on increasing student achievement through best teaching practices, data analysis, student collaboration, engagement, and Checking for Understanding
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) 2016-2017 Meeting Performance Goals Evidence o
100% of Los Tules staff is highly qualified.
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4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) 2016-2017 Meeting Performance Goals Evidence o o o o o
Availablity of on-site full-time RTI Teacher Los Tules conducts Instructional Rounds 3 times per year. Administration, teachers and district support staff gather evidence to analyze our school's progress in relation to our Problem of Practice. Availability of district ELA, Math, Social Studies, and Science Curriculum Specialist NTSS Support Providers Curriculum Specialists for district adopted curriculum
5. Teacher collaboration by grade level (EPC) 2016-2017 Meeting Performance Goals Evidence o o o o
Collaborative meetings are once a week in 7th/8th grade content areas Collaborative meetings weekly in 6th grade Grades 6-8 Learning Focused Conversations Grade levels meet formally once a month during Wednesday Staff Development.
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) 2016-2017 Meeting Performance Goals Evidence o o o o o
ELA, Math, Science and Social Studies Trimester Benchmarks and Units of Study Summatives derived from State Standards, ELA and Math STAR Assessments Grade level bookmarks developed from State Standards for ELA, Math, Science, and Social Studies Pacing Guides Curricular timelines per grade used each trimester State Adopted ELA, Math, Science, and Social Studies text
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) 2016-2017 Meeting Performance Goals Evidence o
State adopted materials and district adopted supplementary materials
8. Use of standards-aligned instructional materials, including intervention materials 2016-2017 Meeting Performance Goals Evidence o o
Teachers utilize district adopted curriculum and Units of Study that provide on-grade level and intervention strategies and materials Supplemental curriculum is provided for intervention classrooms - Read Naturally Live, Dream Box, 95% Group, STAR, Accelerated Math, Visualize/Verbalize (SPED Only)
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Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) 2016-2017 Meeting Performance Goals Evidence o o
Los Tules is a Title I School Wide and School Based Coordinated Program enabling all funds to be used with all students. Multiple measures are used to identify and monitor progress of under-performing students
10. Research-based educational practices to raise student achievement at this school (NCLB) 2016-2017 Meeting Performance Goals Evidence o
All supplementary materials adopted by the district are research-based
11. Opportunities for increased learning time (Title I SWP and PI requirement) 2016-2017 Meeting Performance Goals Evidence o o o
Strategic Tutoring is offered before school for Mathematics and Language Arts. Students who are performing below proficiency in ELA and/or Math are placed in intervention elective classes Choices is available to support 6th/7th/8th grade students needing extra assistance to improve overall GPA
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) 2016-2017 Meeting Performance Goals Evidence o o o o o o o o
Title I Meetings Parent Educational Meetings School Site Council ELAC Blackboard Communications DELAC AVID Aeries Parent Portal
13. Strategies to increase parental involvement (Title I SWP) 2016-2017 Meeting Peformance Goals Evidence o o o
Volunteerism on campus Parent Survey Parent Education Meetings
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o o o o o o
Parent Conferences Parent Survey Blackboard Translators Parent Meetings Aeries Parent Portal
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) 2016-2017 Meeting Performance Goal Evidence o o o o o
School Site Councill (SSC) English Language Advisory Committee (ELAC) District Advisory Committe (DAC) District Parent Teacher Organization (PTO) District English Language Learner Advisory Committee (DELAC)
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) 2016-2017 Meeting Performance Goals Evidence Los Tules is a Title I School Wide and School Based Coordinated Program enabling all funds to be used with all students. o Paraprofessionals assist teachers with curriculum implementation and intervention using Response-toIntervention strategies o CHOICES After School Program o Before School Tutoring for targeted students 16. Fiscal support (EPC) 2016-2017 Meeting Performance Goals Evidence o o o
Los Tules is a Title I School Wide and School Based Coordinated Program enabling all funds to be used with all students. Budgets and school-wide plans reflect allocations for student achievement SSC and ELAC have input in the development of the School Wide Plan and budgets.
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Appendix C - Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type
Funding Source
Total Expenditures
1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
2,000.00
3000-3999: Employee Benefits
LCFF Sup/Con
372.80
4000-4999: Books And Supplies
LCFF Sup/Con
12,077.20
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
15,000.00
Title I
31,536.60
2000-2999: Classified Personnel Salaries
Title I
48,547.51
3000-3999: Employee Benefits
Title I
22,707.80
4000-4999: Books And Supplies
Title I
11,833.09
5000-5999: Services And Other Operating Expenditures
Title I
14,323.80
*
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
29,450.00
Title I
128,948.80
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
33,536.60
2000-2999: Classified Personnel Salaries
48,547.51
3000-3999: Employee Benefits
23,080.60
4000-4999: Books And Supplies
23,910.29
5000-5999: Services And Other Operating Expenditures
29,323.80
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
28,770.30
Goal 2
27,770.30
Goal 3
10,177.47
Goal 4
15,117.61
Goal 5
76,563.12
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Appendix D - Recommendations and Assurances (Los Tules Middle School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 12, 2017
Attested: Ira Porchia Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Stacy Afsahi 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: Los Tules students joined staff and parents to develop ideas about how they can succeed in school and reach for the stars in math and reading. Students thought of the following ideas to make connections between learning at home and school: **Students developed their own ideas regarding areas they would like to improve in. Some ideas students came up with were:
o o o o o o o o
get to class on time every day with necessary tools for learning take my binder home to my parent(s) each week for homework review return completed homework on time be responsible for my own behavior be a cooperative learner ask for help when needed conform to rules of student conduct read a minimum of 30 minutes per day outside of the regular school day
Student Signature ______________________________________
Parents Pledge: Los Tules parents joined staff to develop the following ideas about how families can support student success in reading and math.
o o o o o
Check your child’s assignment calendar daily for homework that needs to be completed and provide a quiet place for them to study. Encourage your child to read 30 minutes daily outside the regular school day. Have conversations with your child about their day. Ensure your child is on time and at school each day. Support the school’s homework, discipline, attendance, and dress code policies.
Parent Signature ___________________________________________
Staff Pledge: Teachers will work with students and their families to support students’ success in meeting or exceeding the Common Core State Standards in reading and math. Some of our key ways to connect with families will be: o Local Monitor and Review o Parent Conferences o Back-to-School Night (Fall) o Open House (Spring) o Communication with parents through phone calls, emails, Blackboard, and/or notes home. o Offering opportunities for parents to be involved with school committees or volunteer in the classroom (background check/TB/fingerprints clearance required)
Mr. Ira Porchia, Principal - Los Tules Middle School ____________________________________________
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Appendix F - School Site Council Membership: Los Tules Middle School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):
Name of Members Ira Porchia
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
Secondary Students
X
Lisa Avila
X
Stacy Afsahi
X
Nadia Nunez-VanHoosen
X
Araceli Alvarado
X
Susan Feijo
X
Sondra Cortez
X
Amelia Garcia
X
Yesenia Padilla
X
Alyssa Mexicano
X
Izaiah Ruiz
X
Michel Ficher
X
Numbers of members of each category
1
4
1
3
3
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Los Tules Middle School
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Appendix H – TCSD Planned Professional Development
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Tulare City School District
Description of Centralized Services Title I
Centralized Services
Disaggregation and dissemination of school site, grade level, classroom, and significant subgroup state and school site student performance data.
Technical assistance and training in the use of district and school site assessment technology.
Preparation of categorical program reports.
Apply for state and federal funding through Consolidated Application I and II at the district and school site level.
Supervise budget procedures and controls for all state and federal sources regarding compensatory education and special projects.
Oversee state and federal evaluation reports.
Oversee Teacher and Paraprofessional requirements and records.
Provide technical assistance for Program Improvement Year 1-5 Schools to meet state requirements.
Provide technical assistance for School Wide Plans and Single Plan for Student Achievement.
Provide support in the area of professional development for school site Title I RTI Program Teachers and Clerks.
Maintain and disseminate school site monthly working budgets for state and federal funds.
Participate in annual audits of federal and state programs.
Technical assistance in categorizing expenditures for budget updates.
Install and maintain school site technology.
Provide technical assistance, training, and support for school site intensive reading and math intervention programs.
Tulare City School District
FEDERAL AND STATE FUNDED PROGRAMS 2016-2017
On an annual basis the Tulare City School District receives State and Federal funds to supplement the core curriculum. These funds are used for all students and students of significant sub-groups who are identified as not meeting academic standards, especially those who are socio-economically disadvantaged. The specific uses of these funds are described in the school’s Single Plan for Student Achievement (SPSA)/Title I School Wide Plan (SWP) and the district’s Local Education Agency (LEA) Plan. School site’s SPSA/SWP and the district’s LEA Plan are developed in collaboration with School Site Councils (SSC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), and Migrant Parent Advisory Council (PAC), teachers, district specialist, principals and district administrators. Each SPS/SWP and the LEA Plan are revised annually to meet the changing needs of students, parents, and staff and to meet State and Federal (No Child Left Behind) requirements. Tulare City School District’s Funded Programs are as follows: 1.
Title I, Part A (Helping Disadvantaged Students Meet Standards) – A federally-funded program for the purpose of meeting the needs of students who are at risk of failing to meet state and/or district standards in reading, language arts, or math. Services and materials supplement and work in concert with the base/core programs.
2.
Title II, Part A (Improving Teacher Quality State Grants) – A federally-funded program that focuses on increasing the academic achievement of all students by helping schools and school districts improve teacher and principal quality and ensure that all teachers are highly qualified.
3. Title III – A federally funded program provides funding for Limited English Proficient (LEP) students. These funds are used for professional development for school staffs, instructional support, curricular development, and parent involvement for activities that provide instructional support related to English Language Development and academic achievement for LEP students. Parent Involvement is an important part of implementing funded programs. Tulare City School District conducts the following parent involvement activities related to funded programs: 1. School site Council (SSC) – The SSC is composed of parents, students (secondary school) and school personnel. The SSC is responsible for developing, implementing, and evaluating the School Wide Plan programs. Members serve for one year and are elected by their peers. Elections for new members are held annually at the end of the school year. 2.
English Learner Advisory Committee (ELAC) – All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners. Members serve for one year. Parents elect parents. The ELAC is formed each year.
3.
Annual Title I Meeting – All schools receiving Title I Funds are required to hold an annual Title I Meeting in which all parents of participating students are invited. The purpose of the meeting is to explain the Title I program and services and to provide parents with an opportunity to have input in the planning and implementation of the Title I Program.
4.
District Advisory Committee (DAC) – DAC is an advisory committee for all programs in the Consolidated Application which are listed as follows: Title I, Title II and Title III.
5.
District English Learner Advisory Committee (DELAC) – Whenever there are 51 or more Ell students in a school district, a DELAC is formed consisting of at least one parent member from each ELAC. Other school and district level staff may be on the DELAC as long as the parents are in the majority.
Tulare City School District
FUNDED PROGRAMS 2016-2017
SCHOOL
Alpine Vista Cherry Cypress Garden Heritage Kohn Lincoln Live Oak Los Tules Maple Mulcahy Pleasant Roosevelt Wilson CDS Tulare Support School
TITLE I PART A
TITLE II PART A
TITLE III PART A (EL)
x
x
x
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
California Healthy Kids Survey-5th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % % 11 10 7 5 5 4 4 2 2 2 1 1 1 N/A 34 31 31 25 22 18 22 5 5 5 6 4 5 4 3 2 2 4 3 2 2
Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
97 97 96
91 75 87
93 81 90
93 77 87
94 77 85
90 72 72
92 70 73
Violence-Related During the past 12 months at school have you….. Been bullied Brought a gun or knife to school Saw someone with a gun or knife at school How safe do you feel when you are at school? (PI)
47 5 26 59
50 5 28 54
48 7 29 48
47 5 30 53
39 4 27 55
N/A 4 28 56
N/A 4 21 73
67
65
58
57
58
63
60
65
71
66
63
64
66
64
15 55 76 67
19 60 78 52
17 55 72 65
17 60 74 61
18 59 75 63
23 60 73 85
27 58 75 N/A
648/73
666/72
729/78
794/80%
856/84%
655/64%
846/80%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI) Eating breakfast Exercise on at least 5 of past 7 days Total number/percentage of students participating
California Healthy Kids Survey-7th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % 12 9 8 9 7 5 4 6 4 4 7 4 3 2 33 25 27 28 26 17 15 16 11 12 14 13 9 5 17 11 10 14 16 13 9
During the past 30 days, did you….. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
8 3 22 9 9
5 1 15 5 6
6 2 13 6 6
8 3 15 7 7
5 3 14 7 11
2 1 8 3 6
2 1 6 2 5
Level of Involvement/High Risk Patterns During your life have you ever….. Been very drunk or sick after drinking Been high from using drugs
15 15
12 11
9 9
11 11
10 14
7 10
4 7
During the past 30 days, did you…. Drink 5 drinks in a couple of hours
9
6
7
9
6
4
2
7
5
4
7
8
4
3
3
2
4
4
3
2
1
92 87 91
94 90 93
76 75 75
72 74 70
70 70 68
70 64 62
73 69 68
ATOD Use at School During your life have you ever been drunk/high on school property During the past 30 days did you smoke cigarettes on school property Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
California Healthy Kids Survey-7th grade results Violence-Related During the past 12 months at school have you….. Been harassed because of race, gender, ethnicity, sexual orientation or disability Mean rumors or lies spread about you Been in a physical fight Been afraid of being beat up (PI) Did you carry any weapons (gun, knife,club) at school Seen a weapon on campus How safe do you feel when you are at school? (PI) Do you belong to a gang?
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016
32 n/a 35 34
36 n/a 33 29
30 n/a 29 31
33 n/a 31 27
34 n/a 26 26
38 n/a 19 23
38 42 18 23
24 n/a 20 15
18 n/a 17 9
15 n/a 18 9
13 n/a 21 9
12 n/a 22 9
23 n/a 62 4
10 22 68 5
45
42
43
39
43
43
45
58
59
63
61
61
57
60
22 44
20 44
18 49
14 50
16 52
17 51
24 57
Acadenic motivation
n/a
n/a
n/a
n/a
n/a
n/a
49
Eating breakfast
61
62
62
59
61
59
57
Truancy, past 12 months 0 Times/1-2 Times
89
92
90
92
90
94
96
Mental/Physical Health Experience chronic sadness/hopelessness
n/a
n/a
n/a
n/a
n/a
n/a
29
550/65
610/67
728/81
741/80
750/77%
697/70%
671/66%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI)
Total number/percentage of students participating
As of
9/19/2016
Monthly Summary
TITLE I
LOS TULES 2016-2017 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 Subs AVID Field Trips AVID Conference (2016 charges)
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 11002 57103 52000
Budget $1,200.00 $5,150.00 $24,186.46 $47,547.54 $1,000.00
Expenditures to Date
$3,874.28 $4,780.87
$20,312.18 $42,766.67
$456.44 $22,707.79
$2,925.79
$11,833.08
$3,228.68
1 Month of Salary
Month's Left $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
Balance $1,200.00 $5,150.00 $0.00 $0.00 $1,000.00 $0.00 $0.00 $0.00 $0.00 -$456.44 $0.00 $19,782.00 $0.00 $8,604.40 $0.00 $0.00 $5,010.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $0.00 $0.00 $1,000.14 $6,000.00 -$1,861.37 $0.00 $46,428.72
$63,078.85
$46,428.72
$5,010.00
$1,000.00
$1,000.14 $6,000.00 $1,861.37 $126,635.00
$17,127.43
2015-2016 BUDGET PARENT INVOLVEMENT
Encumbered
$2,313.80
$63,078.85 $126,635.00
$978.00
$1,335.80
As of
9/19/2016
Monthly Summary
S/C - LCAP
LOS TULES 2016-2017 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
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
Budget $2,000.00
Expenditures to Date
Encumbered
$32.82
$372.80 $1,000.00 $11,077.20
$7.75 $4,469.81
$2,000.00
$10,000.00
1 Month of Salary
Month's Left $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
Balance $2,000.00 $0.00 $0.00 $0.00 -$32.82 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $365.05 $1,000.00 $6,111.59 $0.00 $950.00 $0.00 $0.00 $0.00 $0.00 $9,712.00 $0.00 $3,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $23,105.82
$1,545.80
$23,105.82
$495.80 $1,050.00
$288.00
$3,000.00
$29,450.00
2015-2016 BUDGET
$4,798.38
$1,545.80 $29,450.00
AS OF
9/19/2016
TUTORING LOS TULES 2015-16 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL HOURLY BUDGET
11003 21003 30000
Budget Expenditures $4,021.00 $1,980.00 $1,009.00 $7,010.00
$0.00
Balance $4,021.00 $1,980.00 $1,009.00 $0.00 $7,010.00
Los Tules Middle School Budget Summary Balance as of 9/19/2016 2015/16 Budgets
Budget
Expended
Encumbered
Balance
Instructional*
$
49,380.00 $
22,919.91
$
PE Inst. Budget*
$
2,282.00 $
2,661.05
$
2016-17 Preliminary Budget
26,460.09 (379.05)
Los Tules Middle School Local Monitor and Review Findings March 10, 2016 1. Were students engaged in collaborative groups? According to the Local Monitor and Review Team, the majority of students observed were engaged in collaborative learning. Students were observed working in groups or pairs and interacting in a positive way. Accountable talk was used in the majority of the classrooms. It was evident that collaboration takes place on a daily basis because desks were arranged in formations that are conducive to group learning and evidence of group projects were posted on the walls. Examples of collaboration include groups working on a humanitarian poster, students working together to make poster and slideshow, and pairs of students working together to find answers to questions and then share with the class. 2. How were students engaged in learning activities? What did you observe? According to the Local Monitor and Review Team, students were observed engaging in the following learning activities: - Students were working on assignments that involved various activities (textbooks, iPads, interactive boards, and computers). - Students used technology with iPads and apps to help prepare them for the benchmark. - Students were collaborating in groups to complete math tasks. - Students were working together to read through paragraphs and circle key terms in the text. Then they were asked to develop questions regarding what they read. - Students were observed using iPads to create power points. - Students worked in pairs on a tree map and marked text with their partner. They then shared their ideas with the whole class. - Students worked together in pairs to complete foldables. - Students engaged in test prep using Kahoot! (technology).
3. List evidence that the teacher has created and maintained an effective learning environment. According to the Los Tules Local Monitor and Review Team, teachers have created environments that are welcoming and conducive to student learning: - Teachers were actively monitoring students as they were working on tasks. - Student work was displayed on classroom walls. - Students were using accountable talk and academic language when engaged in tasks. - Students were engaged in collaborative groups. - Teachers used cues to redirect student attention (ex: Teacher – “Class, class”; Student – “yes, yes”) - Teachers used Kagan strategies and tools to keep students engaged (Think, Pair, Share, timer, etc). - Most classrooms were very inviting and had a welcoming feel to them (students responding respectfully, classroom management, music playing). - All of the classrooms had student work displayed. - It was evident that a respectful environment had been established between teacher-student and student-student. - Students’ answers/responses/questions were quickly addressed by teachers. 4. Comments/Concerns - “I am so happy and impressed to see how many teachers and students take advantage of technology and how they interact.” - “Students were very respectful. I was very impressed with the fact there were no behavior issues while visiting classrooms.” - “I was impressed with the level of engagement I saw in all classes. Students were on task and participating in lessons.” - “I saw that teachers were so available to help students.” Concerns: None noted
Los Tules Middle School 801 W Gail Tulare, CA 93274 (559) 687-3156 FAX (559) 685-7374
Los Tules Middle School Parent Involvement Policy Los Tules Middle School recognizes that school and home must collaborate together to help all children succeed in school, especially those from different cultural and language backgrounds. It is the goal of Los Tules Middle School to forge a strong partnership with the home in an effort to foster student achievement and 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 Los Tules Middle School’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. An annual Title I Parent meeting is held at the beginning of each school year at our Back-toSchool Night event that emphasizes the importance of parents staying connected, visiting the school, and participating in school-related activities. 2. Offer a flexible number of meetings, such as morning or evening meetings, for which related transportation, childcare, and/or home visits may be provided, as such services relate to parent involvement. a. Parent Education Meetings through NCADD Services are offered during the evenings. (Pending) b. PTO meetings are held during the day. c. SSC/ELAC meetings are held in the early afternoons. 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, the Los Tules Middle School's Parent Involvement Policy and, if applicable, the joint planning and development for school wide programs. a. Parents are highly encouraged to take advantage of the Los Tules Administrator’s Open Door Policy. b. SSC/ELAC 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: I. Timely information about Title I programs. a. Notices and information provided in flyers, electronic parent information system, and Black Board bridges the communication for invitations to upcoming school meetings. Information is also included on the school website located at tcsdk8.org. II. A description and explanation of Los Tules Middle School’s curriculum, forms of academic assessments 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. 12/20/2016
b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement. c. Special Progress reports are mailed home to parents of students that are academically at risk of failing. III. 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. Los Tules has always had an Open Door Policy for parents to meet with school site principal or principal designee. 5. If Los Tules Middle School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Los Tules Middle School makes the plan available to the district. a. Los Tules parents may attend PTO meetings, schedule appointments with Administration, and/or attend SSC or ELAC meetings to share their concerns over the Schoolwide Plan. This is in addition to already having the opportunity to collaborate and be 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 Los Tules Middle School and parents/guardians will build a partnership to help students achieve state standards. a. Example: The discussion begins at Los Tules Middle School’s Title I parent meeting at the beginning of the school year and continues throughout the 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: 1. Los Tules Middle School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. 2. 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 child’s education and the positive and effective use of extracurricular time. 3. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: a. Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. b. Frequent reports to parents/guardians on their children’s progress. c. Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the capacity of Los Tules and parents/guardians for strong parent involvement. I. Assist parents in understanding academic content, achievement standards, assessments, and how to monitor and improve the achievement of their children. (20 U.S.C. § 6318 (e)(1).)
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a. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference. II. Provide materials and training to help parents work with their children to improve their child’s achievement. (20 U.S.C. § 6318 (e)(2).) a. Open House and Back-to-School Night throughout the school year provide opportunities to build collaborative relationships between home and school. b. Parent Education events sponsored by NCADD provide information regarding student achievement, curriculum and learning. III. Using parent input, educate staff in the value of parent contributions and how to work with parents as equal partners. (20 U.S.C. § 6318 (e)(3).) a. School site council meetings are held monthly and we have our local monitor and review once a year for parents and SSC/ELAC members. IV. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in increasing their participation in their child’s education. (20 U.S.C. § 6318 (e)(4).) a. Los Tules holds Open House and Back-to-School Night to support parents in increasing participation in the education of their children. We also have parent meetings through the NCADD services. V. 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. Black Board calling system provides parents with information about site activities. c. Use of Tulare City School District Electronic Application for communication. VI. 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 encourage 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. Los Tules Middle School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Los Tules Middle School's policy to meet the changing needs of parents/guardians and the school. Los Tules Middle School will conduct an Annual Self-Study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships.
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Los Tules Middle School 801 W Gail Tulare, CA 93274 (559) 687-3156 FAX (559) 685-7374
Política sobre Participación de los Padres de la Escuela Los Tules La Escuela Los Tules 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 Los Tules 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 Los Tules en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar en el evento de nuestra Noche de Regreso a Clases expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Por las tardes se ofrecen Reuniones Educativas mediante servicios NCADD. (Pendiente) b. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) se realizan durante el día c. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) 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 Los Tules y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Los padres son altamente alentados a tomar ventaja de la política administrativa de Puerta Abierta de la escuela Los Tules. b. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares. 1/12/2017
b. Todas las reuniones son incluidas en el sitio web con antelación para propósitos de planificación. b. Una descripción y explicación del currículo la Escuela Los Tules, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Informes especiales de progreso son enviados a los padres de alumnos que están académicamente en riesgo de reprobar 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 Los Tules siempre ha tenido una Política de Puerta Abierta para que los padres se reúnan con el director del sitio escolar o persona designada 5. Si el Plan a Nivel Escolar de la Escuela Los Tules no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Los Tules haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de PTO, pueden programar reuniones con la Administración y/o asistir a SSC o ELAC para compartir su inquietud sobre el Plan Escolar. Además de haber tenido la oportunidad de colaborar y formar parte de la aprobación del plan en cada reunión SSC/ELAC mensualmente. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Los Tules y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Los Tules al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. b. Los padres también tienen la oportunidad de hablar con la administración en la escuela si son incapaces de asistir o participar en dichas reuniones. Este contrato debe abordar: a. La responsabilidad de la Escuela Los Tules 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. 1/12/2017
(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 Los Tules y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. Anualmente se realiza un Monitoreo Local y repaso mediante las reuniones SSC/ELAC. b. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. Visita Escolar y Noche de Regreso a Clases durante el ciclo escolar proporcionan oportunidades para establecer sociedades de colaboración entre la escuela y el hogar. b. Eventos de Educación de Padres patrocinados por NCADD proporcionan información relacionado a rendimiento estudiantil, currículo, y 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. Reuniones del consejo de sitio escolar se realizan mensualmente y tenemos nuestro repaso y monitoreo local anualmente para los padres y miembros del SSC/ELAC. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de Eventos para ayudar el maestro, la administración y los padres en asociarse unos con los otros en futuros eventos. b. Sistema de llamadas Black Board proporciona los padres con información sobre actividades del sitio. c. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. d. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para 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. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. 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 Los Tules 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.
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El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Los Tules para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Los Tules 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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Los Tules Middle School Parent Survey Spring 2016 Please complete the survey.
Parent Survey Questions Participation: 49% 1. Is every aspect of the school’s climate open, helpful and friendly?
Yes
No
No Opinion
97%
1%
2%
93%
3%
3%
83%
5%
12%
4. Are you encouraged to comment on school policies and share in the decision-making process (both formally and informally)?
76%
5%
20%
5. Does the principal and vice principal at Los Tules actively express and promote a partnership with all families?
84%
4%
12%
6. Does the school encourage volunteer participation for parents and the community at large?
83%
6%
12%
7. Does the school recognize the need to involve all families in the school, not just those most easily available?
84%
3%
13%
8. Does the school provide you with resources to support your child’s academic success?
93%
4%
3%
9. Does the school provide a safe and secure environment for your child?
94%
3%
2%
90%
3%
6%
2. Is communication between school and home frequent, clear and two-way? 3. Do you feel you are collaborators in the educational process? Do you feel you have a strong role in assisting the school with learning and behavior?
10. Do you feel you have a role in helping the school with your child’s learning and behavior?
Additional questions on back
Yes
Parent Survey Questions 11. Do you make sure your child is at school on time daily?
No
No Opinion
93%
1%
6%
88%
6%
6%
73%
15%
10%
82%
10%
8%
82%
6%
13%
16. Do you make sure your child reads at least 20 minutes each night?
85%
3%
11%
17. I am aware of my child’s academic progress. (Report cards, progress reports, testing results)
92%
1%
8%
12. Did you attend all conferences? 13. Do you check your child’s calendar(s) for assignments? 14. Do you check your child’s homework nightly? 15. Are you able to help your child with their homework?
Comments:______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Thank you for your input!
WHAT IS A SCHOOL-PARENT COMPACT? A School-Parent Compact for Achievement is an agreement that parents, students and teachers develop together. It explains how parents and teachers will work together to make sure all our students reach or exceed grade-level standards. Effective compacts: Link to goals of the school improvement plan Focus on students learning skills Describe how teachers will help students develop those skills using high -quality curriculum and instruction Share strategies parents can use at home Explain how teachers and parents will communicate about student progress Describe opportunities for parents to volunteer, observe, and participate in the classroom
JOINTLY DEVELOPED Every Spring this document is revised by the School Site Council. During this meeting students’ learning needs, based on current grade-level data, is reviewed. These discussions are data driven and include suggestions for home learning strategies by teachers, along with input from parents to make these strategies specific to their needs. Students at the middle schools also provide insight on ways to support their learning. PARENTS ARE WELCOME TO CONTRIBUTE COMMENTS AT ANY TIME.
BUILDING PARTNERSHIPS
School Site Council (SSC) / English Language Advisory Committee (ELAC)
Monthly Parent Teacher Organization (PTO) meetings
Back-to-School Night/Open House
United For Good
Kids Day—Valley Children’s Hospital
Coins for Caring—Lighthouse Rescue Mission
College Expo
Harvesting Hope
Toys for Tots
We appreciate and value the partnerships we have with our parents and local community. We encourage our Los Tules families to get involved by volunteering for school events and committees. For more information about how you can get involved, please contact us at 559-687-3156 or visit our website at http:// lostules.tcsdk8.org/.
COMMUNICATION ABOUT STUDENT LEARNING Los Tules Middle School is committed to frequent two-way communication with families about students’ learning. Some of the ways parents and teachers communicate all year are:
Phone calls and/or emails regarding student progress
Parent conferences—September 26-30, 2016; March 13-17, 2017
Parent Link
Aeries Parent Portal— http://parentportal.tcsdk8.org/ DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS?
Please contact your child’s teacher by phone at 559-687-3156 or visiting our website at http:/lostules.tcsdk8.org/.
SCHOOL-PARENT COMPACT FOR ACHIEVEMENT 2016-2017
OUR FOCUS FOR STUDENT
School Logo Goes He
SUCCESS
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TEACHERS, PARENTS AND STUDENTS - TOGETHER FOR SUCCESS IN OUR CLASSROOMS
AT HOME
Teachers will work with students and their families to support students’ success in meeting or exceeding the Common Core State Standards in reading and math. Some of our key ways to connect with families will be:
Los Tules parents joined staff to develop the following ideas about how families can support students’ success in reading and math.
DISTRICT PRIORITIES: #1 Safe and Secure Learning and Work Environment for All #2 Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All #3 Connect to the Local and Global Communities
LCAP/SCHOOL GOALS: Students will reach high standards and
increase student achievement. Students will have opportunities to engage and participate in extra-curricular activities. EL students will increase proficiency in English and increase student achievement in ELA. Faculty will engage in consistent professional development and training. Promote parent and community involvement in a safe environment.
Local Monitor and Review
Parent Conferences
Back-to-School Night (Fall)
Open House (Spring)
Communication with parents through phone calls, emails, Parent Link, and/or notes home.
Offering opportunities for parents to be involved with school committees or volunteer in the classroom (background/TB/fingerprints clearance required)
Check your child’s assignment calendar daily for homework that needs to be completed and provide a quiet place for them to study
Encourage your child to read 30 minutes daily outside the regular school day
Have conversations with your child about their day
Ensure your child is on time and at school each day
Support the school’s homework, discipline, attendance, and dress code policies
We will get there by:
Consistently monitoring student progress using formal and informal assessments and observations. Providing Professional Development for teachers. Regularly conducting grade level and Learning Focused Conversation meetings. Holding Student Study Team meetings to monitor student progress. Continuing to build relationships with our parents and community through frequent communication regarding student progress and school events. Increasing technology in all subject areas.
STUDENTS Los Tules students joined staff and parents to develop ideas about how they can succeed in school and reach for the stars in math and reading. Students thought of the following ideas to make connections between learning at home and school. Teacher/Principal Signatures____________________________________________________________
When teachers, students and
Parent Signature _____________________________________________________________________
families work together we
Student Signature_____________________________________________________________________
CAN achieve our goals!
¿QUÉ ES UN PACTO ENTRE LA ESCUELA Y LOS PADRES? Un pacto para el éxito entre la escuela y los padres es un acuerdo que los padres, estudiantes y maestros desarrollan juntos. En él se explica cómo los padres y maestros trabajarán juntos para asegurar que todos nuestros estudiantes alcancen o superen los estándares de nivel de grado. Pactos efectivos:
Están enlazados con los objetivos del plan de mejoramiento de la escuela Están centrados en las habilidades de aprendizaje de los estudiantes Describen cómo los maestros ayudarán a los estudiantes a desarrollar esas habilidades a través de un currículo e instrucción de alta calidad Comparten estrategias que los padres pueden usar en casa Explican cómo los maestros y los padres se comunicarán respecto al progreso del estudiante Describen oportunidades para que los padres sean voluntarios, observen, y
DESARROLLADO CONJUNTAMENTE Cada Primavera de este documento es revisado por el Consejo Escolar. Durante esta reunión se revisan las necesidades de aprendizaje de los estudiantes, basándose en datos actuales de nivel de grado. Estas discusiones están basadas en datos e incluyen sugerencias para las estrategias de aprendizaje en el hogar por parte de maestros, junto con el aporte de los padres para hacer que estas estrategias sean específicas para sus necesidades. Los estudiantes de las escuelas medias también proporcionan información sobre las formas de apoyar su aprendizaje LOS PADRES PUEDEN CONTRIBUIR CON SUS COMENTARIOS EN CUALQUIER MOMENTO.
CREACIÓN DE ALIANZAS
Consejo del Plantel Escolar (SSC) / Comité asesor del idioma inglés (ELAC)
Reuniones mensuales Organización de padres y maestros (PTO)
Noche de regreso a la escuela/Jornada de puertas abiertas
United For Good
Día de los niños—Valley Children’s Hospital
Coins for Caring—Lighthouse Rescue Mission
Exposición de universidades
Harvesting Hope
Toys for Tots
Apreciamos y valoramos las asociaciones que tenemos con nuestros padres y la comunidad local. Animamos a nuestras familias de Los Tules a participar como voluntarios para los eventos escolares y comités. Para obtener más información acerca de cómo puede participar, por favor contáctenos al 559-687-3156 o visite nuestro sitio web en www.lostules.tcsdk8.org.
COMUNICACIÓN SOBRE EL APRENDIZAJE
PACTO PARA EL ÉXITO ENTRE PADRES-ESCUELA 2016-2017
NUESTRO ENFOQUE
ESTUDIANTIL
Los Tules Middle School está comprometida con la comunicación frecuente de doble vía con las familias acerca del aprendizaje de los estudiantes. Algunas de las maneras en las que los padres y los maestros se comunican todo el año son:
Llamadas telefónicas y/o mensajes de correo electrónico con respecto al progreso del estudiante Reuniones para padres—Septiembre 26-30, 2016; Marzo 13-17, 2017 Enlace para padres Blackboard Portal para padres Aeries—http:// parentportal.tcsdk8.org/
¿TIENE PREGUNTAS ACERCA DEL PROGRESO DE SU HIJO? Por favor contacte al maestro de su hijo por teléfono al 559687-3156 o visite nuestro sitio web en www.lostules.tcsdk8.org.
School Logo Goes He
PARA EL ÉXITO ESTUDIANTIL
MAESTROS, PADRES Y ESTUDIANTES - JUNTOS POR EL ÉXITO
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EN NUESTROS SALONES DE CLASE
EN CASA
Los maestros trabajarán con los estudiantes y sus familias para apoyar el éxito estudiantil para alcanzar o exceder los estándares estatales del currículo básico común en lectura y matemáticas. Algunas de nuestras formas claves para conectarnos con las familias serán: Control y revisión local Reuniones con los padres Noche de regreso a la escuela (Otoño) Jornada de puertas abiertas (Primavera) Comunicación con los padres a través de llamadas telefónicas, correos electrónicos, enlace para padres y/o notas enviadas a casa. Ofrecer oportunidades para que los padres participen en los comités de la escuela o como voluntarios en el salón de clase (se requiere certificación de antecedentes,/de tuberculosis/huellas digitales)
Los padres de Los Tules colaboraron con el personal para desarrollar las siguientes ideas acerca de cómo las familias pueden apoyar el éxito estudiantil en lectura y matemáticas.
PRIORIDADES DEL DISTRITO: #1. Ambiente de aprendizaje y trabajo seguro y confiable para todos #2. Enseñanza relevante, útil y que produce los niveles más profundos de aprendizaje para todos #3. Conexión con las comunidades locales y globales
LCAP/OBJETIVOS DE LA ESCUELA:
Los estudiantes alcanzarán altos estándares y aumentará el rendimiento estudiantil. Los estudiantes tendrán oportunidades para comprometerse y participar en actividades extracurriculares. Los estudiantes de EL aumentarán el dominio en Inglés y aumentará el rendimiento estudiantil en ELA. Los maestros participarán en desarrollo profesional y formación constante. Promover la participación de los padres y la comunidad en un entorno seguro.
Lo lograremos al:
Controlar constantemente el progreso del estudiante usando observaciones y evaluaciones formales e informales. Proporcionar desarrollo profesional para maestros. Realizar regularmente reuniones de conversaciones enfocadas en el aprendizaje y en el nivel de grado. Realizar reuniones del equipo de estudio del estudiante para control el progreso estudiantil. Seguir construyendo relaciones con nuestros padres y comunidad a través de la comunicación frecuente respecto al progreso de los estudiantes y los eventos escolares. Aumentar la tecnología en las asignaturas.
Revisar el calendario de asignaciones de su hijo todos los días para hacer la tarea que deba ser completada y proporcionarle un lugar tranquilo para que estudie. Animar a su hijo a leer 30 minutos diarios fuera del horario regular de clases. Tener conversaciones con su hijo acerca de su día. Asegúrese de que su hijo esté a tiempo y en la escuela cada día. Apoyar las tareas, la disciplina, la asistencia y las políticas del código de vestuario de la escuela.
ESTUDIANTES Los estudiantes de Los Tules colaboraron con el personal y los padres para desarrollar ideas acerca de cómo pueden tener éxito en la escuela y alcanzar los estándares en matemáticas y lectura. Los estudiantes pensaron en las siguientes ideas para hacer conexiones entre el aprendizaje en casa y en la escuela: Firma del Maestro/Director____________________________________________________________
¡Cuando los maestros, los estudian-
Firma del Padre _____________________________________________________________________
tes y las familias trabajamos jun-
Firma del estudiante___________________________________________________________________
tos PODEMOS alcanzar nuestras
Los Tules Middle School Student Survey Spring 2016
Student Survey Questions
Strongly Agree 39%
Agree
2. I feel safe in the quad/playground area(s).
25%
58%
12%
5%
3. I feel safe in the restrooms.
24%
52%
17%
7%
4. I feel safe when taking the bus (or walking) to and from school.
28%
50%
16%
6%
24%
43%
7%
6%
29%
37%
23%
11%
12%
42%
36%
10%
19%
54%
21%
6%
25%
51%
20%
4%
43%
28%
17%
12%
11. Students physically hurting (e.g., hitting, pushing, grabbing, kicking) other students is a problem.
41%
35%
17%
7%
12. Students threatening or bullying other students is a problem.
45%
31%
18%
6%
52%
37%
7%
4%
1. I am proud to be a student at Los Tules.
5. I feel safe in the locker rooms.
6th Grade-N/A= 20%
6. If a student knew that another student was involved in something illegal or dangerous to him/herself or to someone else, the student would let a staff member know. 7. Students treat each other with respect in the quad/playground area(s). 8. Students treat each other with respect in their classrooms. 9. Students treat staff members with respect. 10. Drug/Alcohol/Tobacco use by students is a problem.
13. At home, I have a quiet and safe place to do my homework.
53%
Disagree Strongly Disagree 6% 2%
LOS TULES MIDDLE SCHOOL Student Survey Questions
Strongly Agree
Agree
48%
43%
5%
4%
32%
42%
17%
9%
40%
45%
11%
4%
42%
45%
9%
4%
18. Staff members treat students with respect.
33%
44%
14%
9%
19. The Principal and Vice Principal at Los Tules treat students with respect and enforce school rules in a fair and consistent manner.
50%
40%
6%
4%
14. Los Tules Middle School provides opportunities for extracurricular student activities (sports, clubs, student council, tutoring, etc.) 15. For most classes, teachers do a good job of making sure students know how they can get help if they fall behind. 16. My teachers talk to me about my grades, and I know what is expected of me in the classroom. 17. School rules are clearly explained.
Thank you for your input!
Disagree Strongly Disagree
No Opinion
1.
Students feel safe in the cafeteria.
93%
0%
7%
2.
Students feel safe in the hallways.
93%
4%
3%
3.
Students feel safe in the locker rooms.
45%
3%
52%
4.
Students feel safe in the restrooms.
62%
14%
24%
5.
Students feel safe in the quad/playground area(s).
86%
4%
10%
6.
Students feel safe when taking the bus (or walking) to and from school.
41%
21%
38%
7.
Students feel safe in their classrooms
97%
0%
3%
8.
62%
34%
4%
9.
If a student knew that another student was involved in something illegal or dangerous to him/herself or to someone else, the student would let a staff member know. It is easy for students to make friends.
72%
14%
14%
10.
Students treat each other respectfully in their classrooms.
86%
7%
7%
11.
Students treat staff members with respect.
83%
7%
10%
12.
Staff members let students know when they do things right.
86%
4%
10%
13.
If students have a problem they can’t solve on their own, they know they can go to a staff member for help.
96%
0%
4%
Teachers do a good job of making sure students know how they can get help if they fall behind.
89%
4%
7%
15.
Students are glad to come to Los Tules most of the time.
97%
0%
3%
16.
Students believe that the work they do at Los Tules is important.
81%
13%
6%
17.
Students are proud to be part of Los Tules.
88%
2%
10%
18.
Drug/alcohol/tobacco use by students is a problem.
24%
45%
31%
19.
Students physically assaulting other students is a problem.
20%
60%
20%
20.
Students threatening or bullying other students is a problem.
40%
35%
25%
I Agree
I Disagree
Los Tules Middle School Teacher Survey 2016
14.
2/13/2014 Staff Survey
LOS TULES MIDDLE SCHOOL TEACHER SURVEY 2016 PLEASE INCLUDE ANY COMMENTS BELOW.
1. There was no comment on teachers respecting students. There are some teachers on this campus that don’t like some students and they are then not nice to the students. The students all know when this is happening. The students don’t know who to go to. 2. Next time it would be better to have more than just “Agree” or “Disagree”. Drug/alcohol/tobacco is not being done by all but it is happening. And not all teachers make it clear what is expected.
Thank you for your input!
2/13/2014 Staff Survey
