The Single Plan for Student Achievement Alpine Vista Elementary School School Name
54-72231-0127621 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:
Terri Martindale Principal 559-687-3135 2975 E. Alpine 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 N Cherry St 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 Alpine Vista Elementary School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 27 Table 2: Title III Accountability (District Data) ................................................................................................................... 31 Table 3: California English Language Development (CELDT) Data ................................................................................ 32 Table 4: CBEDS................................................................................................................................................................ 33 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 34 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 38 Total Expenditures by Object Type and Funding Source ................................................................................................. 38 Total Expenditures by Funding Source............................................................................................................................. 39 Total Expenditures by Object Type ................................................................................................................................... 40 Total Expenditures by Goal .............................................................................................................................................. 41 Appendix D - Recommendations and Assurances (Alpine Vista Elementary School) ......................................................... 42 Appendix E - Home/School Compact ................................................................................................................................... 43 Appendix F - School Site Council Membership: Alpine Vista Elementary School ................................................................ 44 Appendix G - Miscellaneous Items for Alpine Vista Elementary School ............................................................................... 45 Appendix H – TCSD Planned Professional Development .................................................................................................... 46
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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 Alpine Vista K-8 is one of 15 schools in the Tulare City School District and we are the first K-eighth grade campus. Our campus is home to over 1,200 students. At Alpine Vista, our young Eagles develop the skills that will enable them to soar into the future. We are committed to helping these young learners succeed . After all, our future well-being rests in their hands! We strongly believe that education is a community effort that works the best when all are involved. We invite you to get to know us and discover the ways you can help us build the leaders of tomorrow. At Alpine Vista, we are a team of educators inspired by the potential of our students. We are motivated to create eager, enthusiastic learners to mold this rising generation of thinkers and leaders. Goals for Alpine Vista's students to S.O.A.R: Successful in Life Outstanding Character Academic Excellence Rising to the Challenge Alpine Vista students earn their W.I.N.G.S. by being: WISE, INNOVATIVE, NOBLE, GRACIOUS and SUCCESSFUL Our staff is committed to the following: High expectations are set for student learning and behavior Strong instructional strategies that will meet the needs of all students Be trained in common core lessons, strategies and 21st century Grade level teams plan and work together Cross-grade level teams plan and work together Parents and teachers work together to help students achieve Our school statement: S.O.A.R. Into the Future on the W.I.N.G.S. of Success!
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III. School Profile Alpine Vista School is in its fourth year and has fifty classrooms in grades preschool through eighth serving over 1200 students, 121 who are English Language Learners. (See Appendix A, Table 6 - CBEDS) Special features of the school include an educational resource center in the library, laptops and ipads in the classroom, Chromebook carts grades 3-6, ActiveInspire software, and ActivSlates. Alpine Vista is the fifteenth school in the Tulare City School District. Technical Assistance provided by the District Office: Data collection and analysis of student performance data (EADMS, DIBELS, STAR Reading, STAR Math, DRDP) Effective lesson design and implementation (Lessoneer, 95% Group) Intensive intervention programs Strategic interventions School budgets School wide planning Parent involvement/School climate Professional Development for Staff (State Standard Implementation, Learning Focused Conversations-LFC, Lexia, 95% Group, AVID, Strategies for Special Needs, Interventions etc.)
Tulare City School District Technical Assistance Team: Joyce Nunes-Assistant Superintendent of Business, Psychological Services Paula Adair-Assistant Superintendent of Student Services Brian Hollinghead-Assistant Superintendent of Curriculum David Freitas - Director of Progress and Performance Paul Reagan-Director II Bilingual Martin Suey-Director I of Education Data Systems Tricia Leslie-District Nurse (Title IV) Debbie Terry-District Homeless Liaison Susie Boyett-District Compliance Teacher
***Over 10% of the Title 1 budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teachers and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) It is the goal of Alpine Vista to improve the scores of all students who are not performing at a proficient or advanced performance level. We have transitioned to the Common Core State Standards (CCSS) and grades 3rd-8th took the SBAC tests in the spring of 2016, as well as our district benchmarks. In examining Language Performance Task Trimester 3 Performance Data, the implementation of a school wide writing focus in all grade levels and subject areas contributed to our grade level scores being at or above 50% Proficient and Advanced. We believe that as a K-8 school, our students will have the experience K-8 with CCSS and the scores will improve throughout the intermediate to middle grades. The Alpine Vista staff implemented specific strategies during the 2015-2016 school year; which allowed students to be be given more opportunities to extend accountable talk and academic language discussions to their writing across curricular areas, as observed by learning walks and Learning Focused Conversations. The leadership team discussed at Alpine Vista all K-8 are expected to be higher level thinkers and demonstrate how to authentically check for understanding. Speak and write in complete sentences utilizing academic language. Understand the task being demonstrated. Positively engage during collaboration and conversation using accountable talk. Students will know teachers and peers will hold them accountable.
B. Surveys Staff Survey - Our staff survey conducted in the spring of 2016 indicated that all of the teachers have built good relationships with students and colleagues. The staff feels they can ask office staff, principal and vice principal and support staff for assistance or help. The majority of the staff feels the culture at Alpine Vista is positive among staff on campus. The majority of the staff feels students being disrespectful to staff and other students is a concern. The majority of the staff feels they would like to have more staff development focus on using technology in the classroom and Depths of Knowledge tasks. Student Survey - Overall, the student survey results were very positive. Areas of concern were that 37% of the students indicated that they feel students do not treat others with respect, which was an area of concern from last year's survey results on that same question and 53% of the students don't know how to report things anonymously like on Sprigeo. Parent Survey - The participation of parents in the survey was lower than the previous year. 48% of our parents completed the annual survey with positive responses for each question.
C. Classroom Observations Based upon staff conversations, principal observations, and grade level meetings, the following needs are evident: Alpine Vista teachers will continue to utilize 21st Century skills to infuse technology in the classroom. Staff development will continue to focus on planning lessons around common core, DOK levels of questions and activities, opportunities to extend accountable talk and academic language discussions to writing across curricular areas, authentically checking for understanding Staff will continue to utilize common core standards through grade level planning and cross grade level articulation. Staff will continue to hold students accountable for speaking in complete sentences. Staff will collaborate in Learning Focused Conversation meetings to discuss and analyze results of grade level and district level assessments (STAR, DIBELS, District Assessments, CAASPP) Instructional Rounds and Classroom Mosaic will be conducted to provide immediate feedback for teachers to improve their craft.
D. Student Work and School Documents The data reflected are SBAC Scores 2016 and Trimester 3 district wide assessments indicates the following: SBAC Percentage of Students who Met and Exceeded Standards in ELA: 3rd: 33.7%, 4th: 41.3%, 5th: 40.7%, 6th: 40.8%, 7th: 41.0%, 8th: 45.7% The Single Plan for Student Achievement
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SBAC Percentage of Students who Met and Exceeded Standards in Math: 3rd: 38.5%, 4th: 39.5%, 5th: 23.7% 6th: 28.0% 7th: 33.0%, 8th: 33.9% TCSD Alpine Vista Language Performance Task Trimester 3 Percent Proficient and Advanced 1st: 87.6%, 2nd: 77.9%, 3rd: 56.6%, 4th: 60.1%, 5th: 66.4%, 6th: 56.4%, 7th: 50.8%, 8th: NA%, TCSD Alpine Vista Math Benchmark Assessment Trimester 3 Percent Proficient and Advanced 1st: 93.8%, 2nd: 71.6%, 3rd: 53.1%, 4th: 50.0%, 5th: 45.6%, 6th: 30.8% 7th: 29.4% 8th: NA%
SSC/ELAC Monitor and Review Findings from March 1, 2016: All findings focused on the district priorities and focus with attention given to student engagement, depth of knowledge (questions and tasks), and checks for understanding (questions teachers asked and authentic ways to check). Engagement - In most classrooms if students were involved in higher level or authentic tasks students were more engaged. Students were engaged when they were working with each other in teams, exploration, or on an engaging task, this occurred in most classrooms. When the teacher was engaged and excited in the learning, students were authentically engaged and everyone was present in the lesson (many classrooms). In some classrooms, students were compliantly engaged in mid to lower level tasks. Most classrooms K-3 teachers are holding students accountable for speaking in complete sentences and in 4-8 teachers and students were holding each other to accountable talk and working in collaborative groups (most classrooms). In most classrooms the teacher employed strategies that got students involved and authentically engaged in the lesson through collaboration, Kagan strategies, and higher level authentic tasks. All classrooms students were actively engaged in the learning, but there were also numerous classrooms where students were authentically engaged in the learning. Meaning they owned the learning and interacted with the teacher, each other and technology. (High level of student owning the learning)
Depths of Knowledge- Most classrooms students were given hands on tasks (levels 3-4) that included the use of manipulatives or technology and students were allowed to collaborate. Students were exposed to higher level tasks in most classes 4-8 which included things like making their own comic strip/cartoon/newscast or where they utilized technology to work collaboratively, or were required to identify, examine or evaluate their work. Some classrooms there were a lot of students who were allowed to critique, question (at various levels), problem solve and students were engaged and held to a high standard during group’s task/project.
Check for Understanding - Most classroom teacher had prepared questions to ask that required students to collaborate and think. Most classroom questions were asked that required students to elaborate on another students answers or to justify their thinking. Students were held accountable for specific vocabulary based on the lesson and were asked to answer the questions asked utilizing the vocabulary and accountable talk. In a few classrooms thinking maps were utilized as a system to check for understanding (ex: compare and contrast, categorizing, etc.).
Recommendations -All recommendations on the district priorities and focus with attention given to student engagement, depth of knowledge (questions and tasks), and checks for understanding (questions teachers asked and authentic ways to check). All classrooms need to have a clearly stated common core, project-based, 21st century lessons in each grade level. Evidence that most grade levels plan together, plan projects with grade level and commit to teaching at a specific time to show that everyone is working together, needs to be all classrooms. All classrooms need to show evidence of pre-planned open-ended questions that teachers asked students and that require students to think and justify. All tasks should push students to problem solve, collaborate and think. Grade levels need to focus on the assignments/tasks that are given when planning and incorporate questions that are higher level (pre-planned). Students need to work on asking higher level questions when working collaboratively. Teachers need to continue to work collaboratively in grade levels to get students involved and engaged in higher level tasks.
E. Analysis of Current Instructional Program (See Appendix B) Alpine Vista is meeting sixteen of the sixteen performance goals. As a staff, we are still working on using data that will help drive instruction to meet the new Common Core Standards. As we have transitioned into Common Core, our assessments are being realigned to match instruction which will in turn allow teachers to modify instruction. The Single Plan for Student Achievement
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V. Description of Barriers and Related School Goals Barriers present at Alpine Vista include the following: Additional Counselor Full time Clerk to help assist Response to Intervention teacher. No empty classrooms for interventions, Instructional Rounds, SSC/LMAR, Special Friends, 95% Trainings, BEST Club, etc.. Additional Instructional Aide to assist with Special Education in grades 7th & 8th
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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: We will look at the end of the year benchmark assessment data and 2016 SBAC data-------Findings from the Analysis of this Data: Language Performance Task Trimester 3 :In examining Language Performance Task Trimester 3 Performance Data, the implementation of a school wide writing focus in all grade levels and subject areas contributed to our grade level scores being at or above 50% Proficient and Advanced. TCSD Alpine Vista Language Performance Task Trimester 3 Percent Proficient and Advanced 1st: 87.6%, 2nd: 77.9%, 3rd: 56.6%, 4th: 60.1%, 5th: 66.4%, 6th: 56.4%, 7th: 50.8%, 8th: NA%,
School-wide Avg. 65.1%
2016 SBAC Data who met and exceeded standards in ELA: 3rd 33.7%,
4th 41.3%,
5th 40.7%,
6th 40.8%,
7th 41.0%
8th 45.7% School-wide Avg. 40.5%
How the School will Evaluate the Progress of this Goal:
Grade Level Assessments Learning Focused Conversations District Standards Assessment Ongoing formative assessments that teachers use to guide instruction CAASPP results Instructional Rounds Classroom Mosaic
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Actions to be Taken to Reach This Goal Implement the district Language Arts Common Core Units of Study utilizing district adopted programs (California Treasures K-6; Pearson Literature 7th/8th grades) by providing mandated daily instructional minutes in ELA (K-60 min., 1st-3rd 2.5 hours, 4th-6th 2 hours, 7th-8th 60 minutes) and using research based programs, strategies and materials such as:
*21st Century Teaching PBL (4-8) Lexia Core 5 *Renaissance PlaceAccelerated Reader Step Up to Writing, leveled reading groups, small group instruction, * Thinking Maps, differentiated instruction, literacy centers, cooperative learning, one on one instruction. Also provide supplemental materials and supplies, equipment, technology, human resources TCSD Components of an early and intermediate literacy program DIBELS K-3 95% Group Coaching (K3,SPED) *Walk to Intervention K-4 *K-3 Framework ELA ELA Units of Study K-8 STAR Reading 4th-8th EADMS (Educator's Assessment Data Management System) *Site Specific RTI model Developmental Kindergarten - DRDP
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Timeline August 2016-June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal Vice Principals RTI Teacher Certificated Staff Classified Staff District Support Staff
Description Books Clerk/Library/Materials Time Sheets Fringe Benefits Fringe Benefits Materials and Supplies Materials and Supplies Copier Cost per Copy
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Type 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 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
8000.00
Title I
500.00
Title I
12045.95
LCFF Sup/Con
1867.56
Title I
2659.93
LCFF Sup/Con
830.58
Title I
400.00
1/20/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
*AVID ( 6th/7th/8th) *Schedule changes (6th grade/middle school) *Increased library services *Lessoneer
*Instructional Rounds Year 3 which will focus on Alpine Vista's problem of practice is all K-8 are expected to be higher level thinkers and demonstrate how to authentically check for understanding. Speak and write in complete sentences utilizing academic language. Understand the task being demonstrated. Positively engage during collaboration and conversation using accountable talk. Students will know teachers and peers will hold them accountable. Schedule and hold regular grade level August 2016-June meetings to: 2017
*plan common core lessons *evaluate student work *discuss student progress *share teaching strategies *observe teachers model lessons *learning focused conversations
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
Gain assistance from: District Curriculum Specialists, RTI Teacher , peer coaches, consultants, speech therapist School psychologist, Attendance officer, School Resource Officer, Title 1 Homeless Liaison, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
August 2016-June 2017
Principal Vice Principals Certificated Staff District Support Staff
Provide additional academic support for at-risk students:
August 2016-June 2017
Principal Vice Principals RTI Teacher
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Instructional Aides
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2000-2999: Classified Title I Personnel Salaries
38432.87
1/20/17
Actions to be Taken to Reach This Goal
AVID Accountable Talk Academic Language (Kate Kinsella) Kagan Strategies 21st Century
Proposed Expenditure(s)
Person(s) Responsible Special Education Teacher District Support Staff
*Implement before school tutoring program using Read Naturally Live. (4th-8th) *Implement after school tutoring using CCSS. *Instructional time provided for intensive reading intervention for students who are significantly behind in reading (K-6 30 minutes daily) *Reading Mastery Intervention *Read Naturally Live *Treasures *Walk to Intervention (K-4) *Monitor progress of students referred to the Student Assistance Team (SAT). *Study Skills Elective Class (7th/8th)
Engage and Support Students:
Timeline
Description Instructional Aides Materials and Supplies Materials and Supplies Instructional Aides Time Sheets
August 2016-June 2017
Principal Vice Principals Certificated Staff RTI Teacher District Support Staff
AVID
Materials and Supplies Materials and Supplies Travel and Conference
Bus Use for Field Trips
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Type
Funding Source
Amount
2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries
LCFF Sup/Con
4263.94
Title I
2659.93
LCFF Sup/Con
830.58
Title I
750.00
5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
2400.00
Title I
2659.93
LCFF Sup/Con
830.58
LCFF Sup/Con
3000.00
LCFF Sup/Con
1600.00
1/20/17
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:
Grade Level Assessments Learning Focused Conversations District Standards Assessment Ongoing formative assessments that teachers use to guide instruction CAASPP results Instructional Rounds Classroom Mosaic
Findings from the Analysis of this Data: TCSD Alpine Vista Math Benchmark Assessment Trimester 3 Percent Proficient and Advanced 1st: 93.8%, 2nd: 71.6%, 3rd: 53.1%, 4th: 50.0%, 5th: 45.6%, 6th: 30.8%, 7th: 29.4%,
8th: NA%,
School-wide Avg. 53.5%
2016 SBAC Data who met and exceeded standards in Math: 3rd 38.5%,
4th 39.5%,
5th 23.7%,
6th 28.0%,
7th 33.0%
8th 33.9% School-wide Avg. 32.8%
How the School will Evaluate the Progress of this Goal:
Grade Level Assessments Learning Focused Conversations District Standards Assessment Ongoing formative assessments that teachers use to guide instruction CAASPP results Instructional Rounds Classroom Mosaic
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Actions to be Taken to Reach This Goal Implement the District Math Common Core Units of Study utilizing district adopted programs (CPM grade 7 and 8) by providing mandated daily instructional minutes in Math program (K-6th 60-75 minutes, 7th- 8th -60 minutes) and using research based programs, strategies, and materials such as:
Timeline August 2016-June 2017
Person(s) Responsible Principal Vice Principals RTI Teacher Certificated Staff Classified Staff District Support Staff
Proposed Expenditure(s) Description Materials and Supplies Materials and Supplies Copier Cost per Copy
Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
2659.94
LCFF Sup/Con
830.57
Title I
400.00
*21st Century Teaching PBL staff development and implementation Math Units of Study *Math supplemental materials BBY (Baits, Dots, Visual Math, What's my Place, What's my Value Cooperative Learning, small group instruction, one-on-one instruction, differentiated instruction, *Thinking Maps *Box it Bag it Math, Kathy Richardson math, AIMS math, Touch Math, Number Talks Manipulatives materials and supplies, equipment, technology, human resources, *EADMS (Educators Assessment Data Management System) STAR Math Diagnostic Screener 3rd -8th *Lessoneer *Scheduling changes (6th grade/middle school) *Instructional Rounds Year 3 which will focus on Alpine Vista's problem of practice is all K-8 are expected to be higher level thinkers and
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
demonstrate how to authentically check for understanding. Speak and write in complete sentences utilizing academic language. Understand the task being demonstrated. Positively engage during collaboration and conversation using accountable talk. Students will know teachers and peers will hold them accountable. Gain assistance from: District Curriculum Specialists and RTI teacher, School psychologist, Attendance officer, School Resource Officer, Title 1 Homeless Liaison, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
August 2016-June 2017
Principal Vice Princpals RTI Teacher Certificated Staff District Support Staff
Schedule and hold regular grade level August 2016-June meetings to: 2017 plan common core lessons evaluate student work discuss student progress share teaching strategies observe teachers model lessons
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
Provide additional academic support for at-risk students:
Principal Vice Principals RTI Teacher Certificated Staff Classified Staff District Support Staff
*Implement after school tutoring program using Dreambox and Accelerated Math *Instructional time provided for intensive math intervention for students who are significantly behind in math (K-6 30 minutes daily)
The Single Plan for Student Achievement
August 2016-June 2017
Instructional Aides Instructional Aides Fringe Benefits Fringe Benefits Materials and Supplies 15 of 46
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 4000-4999: Books And Supplies
Title I
2402.05
LCFF Sup/Con
266.50
Title I
752.87
LCFF Sup/Con
116.72
Title I
2659.94 1/20/17
Actions to be Taken to Reach This Goal
AVID Accountable Talk Academic Language (Kate Kinsella) Kagan Strategies 21st Century
August 2016-June 2017
Proposed Expenditure(s)
Person(s) Responsible
*Walk to Intervention for Math (4th-6th grades) *Monitor progress of students referred to the Student Assistance Team (SAT). *Study Skills Elective Class (7th/8th)
Engage and Support Students:
Timeline
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
Description
Funding Source
Amount
Materials and Supplies
4000-4999: Books And Supplies
LCFF Sup/Con
830.57
Materials and Supplies
4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
2659.94
LCFF Sup/Con
830.57
LCFF Sup/Con
1600.00
LCFF Sup/Con
2400.00
LCFF Sup/Con
3000.00
Materials and Supplies Bus Use for Field Trips
AVID
Travel and Conference
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Type
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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 for CELDT data. -------Findings from the Analysis of this Data: Alpine Vista has 121 students designated English Learners. 6.8 % are Advanced, Begining--------
42.4% Early Advanced,
31.4% Intermediate,
11 % Early Intermediate,
8.8%
How the School will Evaluate the Progress of this Goal:
*CELDT *Report Card Grades/Progress Report Grades *95% Group (K-3) Grade Level Assessments Learning Focused Conversations District Standards Assessment Ongoing formative assessments that teachers use to guide instruction CAASPP results Instructional Rounds Classroom Mosaic Actions to be Taken to Reach This Goal
Implement the district Language Arts Common Core Units of Study utilizing district adopted programs (California Treasures K-6; Pearson Literature grades 7-8) by providing mandated The Single Plan for Student Achievement
Timeline August 2016-June 2017
Person(s) Responsible Principal Vice Principals RTI Teacher Certificated Staff Classified Staff
Proposed Expenditure(s) Description Instructional Aides Instructional Aides
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 2000-2999: Classified LCFF Sup/Con Personnel Salaries
Amount 3603.08 399.74
1/20/17
Actions to be Taken to Reach This Goal daily instructional minutes in ELA (K60 min., 1st-3rd 2.5 hours, 4th-6th 2 hours, 7th-8th 60 minutes) and the District Math Common Core Units of Study utilizing district adopted programs (CPM grades 7-8) by providing mandated daily instructional minutes in Math program (K-30 minutes, 1st-8th 60 minutes) and using research based programs, strategies and materials such as:
Timeline
Person(s) Responsible District Support Staff
Proposed Expenditure(s) Description Fringe Benefits Fringe Benefits Materials and Supplies Materials and Supplies Copier Cost per Copy
*Lexia Core 5 for EL Treasures and Pearson supplemental materials, Accelerated Reader Step Up to Writing, leveled reading groups, small group instruction, * Thinking Maps, differentiated instruction, literacy centers, cooperative learning, one on one instruction. *Math supplemental materials BBY (Baits, Dots, Visual Math, What's my Place, What's my Value Cooperative Learning, small group instruction, one-on-one instruction, differentiated instruction, *Box it Bag it Math, Kathy Richardson math, AIMS math, Touch Math, Number Talks Manipulatives Also provide supplemental materials and supplies, equipment, technology, human resources DIBELS K-3 95% Group K-3 Walk to Interventions K-6
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Type 3000-3999: Employee Benefits 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
1129.31
LCFF Sup/Con
175.09
Title I
2279.95
LCFF Sup/Con
711.92
Title I
400.00
1/20/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
Schedule and hold regular grade level August 2016-2017 meetings to:
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
plan common core lessons evaluate student work discuss student progress share teaching strategies observe teachers model lessons
Provide additional academic support for at-risk students:
Description
Type
Funding Source
Amount
Developmental Kindergarten - DRDP 21st CenturyTeaching PBL (4-8) *AVID(6th-8th) *Modified Block Schedule (7th-8th grade A,B Days) *SEI Class grades K, 1, 2, 3, 5, 6, *Spanish Elective class (7th 8th) *Lessoneer *Strucutred English immersion classes at all elementary sites for 4th-6th. *EADMS (Educators' Assessment Data Management System) *Schedule changes (6th grade/middle school)
Gain assistance from: * District August 2016-June Curriculum Specialists and RTI 2017 teacher, School psychologist, Attendance officer, School Resource Officer, Title 1 Homeless Liaison, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
Proposed Expenditure(s)
*CELDT testing *Monitor Lexia twice a month
The Single Plan for Student Achievement
August 2016-June 2017
Principal Vice Principals RTI Teacher Certificated Staff District Support
Instructional Aides Instructional Aides
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2000-2999: Classified Title I Personnel Salaries 2000-2999: Classified LCFF Sup/Con Personnel Salaries
3603.08 399.74
1/20/17
Actions to be Taken to Reach This Goal
The Single Plan for Student Achievement
Description Fringe Benefits Fringe Benefits
August 2016-June 2017
AVID Accountable Talk Academic Language (Kate Kinsella) Kagan Strategies 21st Century
Implement the TCSD English Learner Master Plan.
Proposed Expenditure(s)
Person(s) Responsible Staff
*Monitor progress of students referred to the Student Assistance Team (SAT). Before/After School Tutoring with Read Naturally Live, Accelerated Math and Dreambox *Walk to Interventions K-6 *Study Skills Elective Class (7th/8th)
Engage and Support Students:
Timeline
August 2016-June 2017
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
Bus Use for Field Trips
AVID
Type
Funding Source
Amount
3000-3999: Employee Title I Benefits 3000-3999: Employee LCFF Sup/Con Benefits
1129.31
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
800.00
LCFF Sup/Con
1200.00
175.09
Principal Vice Principals RTI Teacher Certificated Staff District Support Staff
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VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3.------LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals.-------LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century.-------SCHOOL GOAL #4: By June of 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: See Appendix A for student performance data.-------Findings from the Analysis of this Data: Students who receive good first instruction from highly qualified teachers, perform well on District Benchmark Assessments and CAASPP Assessment which indicates high levels of student learning. -------How the School will Evaluate the Progress of this Goal: Sign in sheets and agendas. Instructional Rounds three times a year Classroom Mosaic Learning Focused Conversations Local Monitor and Review Actions to be Taken to Reach This Goal Provide staff development opportunities such as:
Early release Wednesday Staff Development Days Paid staff development time District Sponsored Staff Development Days NTSS (New Teacher Support System)
The Single Plan for Student Achievement
Timeline August 2016-June 2017
Person(s) Responsible Principal Vice Principals RTI Teacher Certificated Staff Classified Staff District Support Staff
Proposed Expenditure(s) Description Substitute Teachers
Substitute Teachers
Instructional Aides
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries 1000-1999: LCFF Sup/Con Certificated Personnel Salaries 2000-2999: Classified Title I Personnel Salaries
Amount 2000.00
5000.00
375.00
1/20/17
Actions to be Taken to Reach This Goal
Use of new technology hardware and software Continued implementation of Thinking Maps, Step Up to Writing Implementation of Units of Study for ELA and Math. Using data and student work to guide instruction Calibrating and grading student assessments Intervention programs as needed Focused Reading, Read Naturally Live, Reading Mastery, LEXIA Cores 5, Dreambox and others as needed.
The Single Plan for Student Achievement
August 2016-June 2017
Proposed Expenditure(s)
Person(s) Responsible
New teacher staff development *EADMS (Educators' Assessment Data Management System) District workshops Conferences 95% Instructional Aide Training 21st Century training PBL(48) Google Docs training *DIBELS (K-3) Lexia PD (4-8) AVID (6-8) *Dreambox STAR Reading and Math *Learning Focused Conversations *Leader in Me Behavior Training - CREW NGSS Training (Science) *95% group coaching (K-3)
Focus staff development topics on areas of need such as:
Timeline
Principal Vice Principals RTI Teacher Certificated Staff Classified Staff Curriculum Specialists
Description
Type
Funding Source
Amount
AVID
1000-1999: LCFF Sup/Con Certificated Personnel Salaries
1000.14
Materials and Supplies
4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
2279.95
LCFF Sup/Con
711.92
Title I
400.00
Materials and Supplies Copier Cost per Copy
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Implementation of Common Core State Standards (CCSS) in ELA and math Strategies for teaching CCSS for Writing and Math *Implementation of ongoing use of school webpages. Using Aeries.Net to complete report cards online (grades 1-8) *Instructional Rounds Year 3 which will focus on Alpine Vista's problem of practice is all K-8 are expected to be higher level thinkers and demonstrate how to authentically check for understanding. Speak and write in complete sentences utilizing academic language. Understand the task being demonstrated. Positively engage during collaboration and conversation using accountable talk. Students will know teachers and peers will hold them accountable. *Classroom Mosaic for administrations
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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: Student and Parent Surveys Healthy Kid Survey Aeries Assertive Discipline Report Attendance Report Parent Conference Sign-in sheets Meet and Greet Sign-in Sheets Back to School Night Sign in Sheets Open House Sign In Sheets -------Findings from the Analysis of this Data: Alpine Vista continues to have excellent parent involvement. The school documented and implemented the background check for all parents who signed up to volunteer at our school for classroom activities, room parents, field trips, class parties, and the school yearbook. We had active and supportive PTO and SSC/ELAC groups. Our Student trimester awards, Meet and Greet, Back to School night, Open House night, Book Fair, Boo Basket Fundraiser, carnival, Night at the Nest activities, Corn hole Tourney (every other year), Mother/Son Dance, Fireworks Booth and Band/String Concerts were all well attended. Two mandatory conference periods were held throughout the year with the goal of 100% parent contact. We used the parent link system and notes home to communicate information to all parents. Our district and school website is updated and each teacher has a webpage with information posted. All staff is accessible by email or phone. Finally, the annual spring Parent Survey indicated the school provides a safe and secure environment as well as the school’s climate is open, helpful and friendly.-------How the School will Evaluate the Progress of this Goal:
Survey results Annual self study of parent involvement * Annual Local Monitor and Review
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Actions to be Taken to Reach This Goal Recruit and organize parent and community help and support with the following:
Timeline August 2016-June 2017
Chaperones/ volunteers for school functions/ trips Student of the trimester awards Monthly Awards Character Counts awards PTO / SSC / ELAC School Compact Local Site Review Winter Programs / performances/ Open House/Back to School Night/Meet and Greet Fundraisers / Toy and food drives Parent education events United for Good *AVID/Leadership *Back at School Car Show Night at the nest events (Carnival, Movie nights, Cornhole Tourney, Mother/Son Dance, etc)
Communicate the importance of August 2016-June education and their student's progress 2017 through:
*ParentLink TCSD Website *Alpine Vista Website Parent Conferences, meetings, special school events *Report Cards, progress reports, IEP forms *School Accountability Report Card (provided online), school compact, notes, school newsletter
The Single Plan for Student Achievement
Person(s) Responsible Principal Vice Principals RTI Teacher Certificated Staff Classified Staff Community Involvement District Support Staff Clerk
Proposed Expenditure(s) Description
Type
Instructional Aides Time Sheets Clerk/Library/Materials Time Sheets Materials and Supplies
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Materials and Supplies Copier Cost per Copy
Parent Involvement
Funding Source
Amount
Title I
375.00
Title I
500.00
Title I
2279.95
LCFF Sup/Con
711.92
Title I
400.00
Title I
2267.00
Principal Vice Principals RTI Teacher Certificated Staff Classified Staff District Support Staff
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Actions to be Taken to Reach This Goal
Timeline
Include parents in school decisions by August 2016-June gaining their participation in: 2017
*SSC/ELAC/PTO *Parent/Teacher conferences Annual Parent survey
Provide a safe school environment for August 2016-June students to experience success in 2017 school by implementing:
Red Ribbon Week Character Counts Student Council Activities United for Good *Coins for Caring/Pennies for Patients *Dress Up Days
The Single Plan for Student Achievement
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Principal Vice Principals RTI Teacher Certificated Staff Classified Staff Clerk District Support Staff Principal Vice Principals RTI Teacher Certificated Staff Classified Staff District Support Staff
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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 3
91
103
90
101
90
101
98.9
98.1
Grade 4
102
102
101
100
101
100
99.0
98
Grade 5
83
114
81
114
81
114
97.6
100
Grade 6
118
98
116
95
116
95
98.3
96.9
Grade 7
179
187
176
187
176
187
98.3
100
Grade 8 All Grades
179 573
175
783
564
175
772
564
97.8
772
98.4
98.6
* 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 3
2407.2
2401.3
16
13
28
20
20
32
37
36
Grade 4
2449.9
2447.8
12
21
21
19
38
19
30
41
Grade 5
2487.2
2485.3
16
10
27
31
26
29
31
31
Grade 6
2503.1
2530.8
7
16
25
38
44
25
24
21
Grade 7
2516.4
2526.2
6
10
27
31
36
28
31
31
Grade 8 All Grades
2551.1 N/A
N/A
9 10
37
12
26
30
31 34
23
28
30
30
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 3
16
17
43
43
41
41
Grade 4
12
17
61
41
27
42
Grade 5
20
12
41
51
40
36
Grade 6
10
16
53
53
36
32
Grade 7
11
16
50
47
39
37
Grade 8 All Grades
The Single Plan for Student Achievement
18 13
49
16
50
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47
33 37
37
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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 3
19
9
44
55
37
36
Grade 4
11
19
63
54
26
27
Grade 5
21
21
48
52
31
27
Grade 6
16
21
51
60
34
19
Grade 7
14
18
55
55
31
27
Grade 8
18
All Grades
16
58
18
53
56
23 31
26
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 3
13
12
72
70
14
18
Grade 4
9
13
71
63
20
24
Grade 5
12
12
68
65
20
23
Grade 6
7
14
80
75
13
12
Grade 7
6
8
68
70
26
22
Grade 8
10
All Grades
9
72
11
72
70
18 20
20
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 3
23
14
48
53
29
33
Grade 4
11
18
54
55
14
27
Grade 5
27
24
47
63
26
13
Grade 6
11
32
71
58
18
11
Grade 7
11
18
64
54
24
28
Grade 8 All Grades
19 15
59
20
59
57
21 22
23
Conclusions based on this data: 1. 36% of students in grades 3-7 met standard or exceeded standard. 2. 5th grade had the highest average among grades 3-7 who scored above standard in the areas of reading, writing and research/inquiry. 3. 4th grade had the lowest average among grades 3-7 who scored below average in the areas of reading, writing and research/inquiry. 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 3
91
103
90
101
90
101
98.9
98.1
Grade 4
102
102
101
100
101
100
99.0
98
Grade 5
83
114
81
114
81
114
97.6
100
Grade 6
118
98
117
95
117
95
99.2
96.9
Grade 7
179
187
178
187
178
187
99.4
100
Grade 8 All Grades
179 573
178
783
567
178
775
567
99.4
775
99.0
99
* 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 3
2425.4
2406.5
18
11
21
26
30
31
31
33
Grade 4
2451.0
2460.4
7
9
23
31
45
35
26
25
Grade 5
2492.7
2475.9
20
8
10
17
37
37
33
39
Grade 6
2502.1
2501.5
8
16
23
17
37
32
32
36
Grade 7
2506.7
2530.3
10
13
21
21
28
38
41
28
Grade 8 All Grades
2530.2 N/A
N/A
6 12
21
10
20
22
37 34
36
35
34
33
Concepts & Procedures Applying mathematical concepts and procedures Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 3
28
23
40
31
32
47
Grade 4
9
18
47
42
45
40
Grade 5
20
15
33
35
47
50
Grade 6
17
21
35
32
48
47
Grade 7
17
21
31
35
52
43
Grade 8 All Grades
The Single Plan for Student Achievement
13 18
47
18
36
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40 46
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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 3
17
11
51
52
32
37
Grade 4
13
14
50
43
37
43
Grade 5
16
5
44
47
40
47
Grade 6
11
22
49
43
40
35
Grade 7
12
16
62
56
26
28
Grade 8
10
All Grades
13
53
13
53
50
38 34
37
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 3
27
13
49
64
24
23
Grade 4
11
18
55
52
34
30
Grade 5
20
10
46
46
35
45
Grade 6
10
17
56
46
33
37
Grade 7
15
19
65
53
20
28
Grade 8 All Grades
9 16
59
14
56
54
32 28
32
Conclusions based on this data: 1. 32% of students in grades 3-7 met standard or exceeded standard. 2. 3rd grade had the highest average among grades 3-7 who scored above standard in concepts & procedures, problem solving & modeling/data analysis and communicating reasoning.
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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
14-15
Early Advanced 15-16
13-14
K 9
2
8
3
20
13-14
14-15
29
6
33
7
8
8 9
15-16
60
50
18
42
33
50
50
50
25
20
47
29
40
27
14
8
20
50
46
60
38
46
17
43
50
50
29
50
17
31
44
33
56
22
67
54
41
38
47
12
7
The Single Plan for Student Achievement
60 29
44
13-14
14-15
*** 55
7 9
Early Intermediate
25
13
4
Total
15-16
***
1
5
14-15
Intermediate
46
15-16
Beginning 13-14
14-15
15-16
8
9
*** 40
20
17
9
17
8
13
57
13
17
20 17
6
6
33 49
37
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9
9
9
4
1
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Appendix A - School and Student Performance Data (continued) Table 4: CBEDS Student Enrollment by Group Student Enrollment by Subgroup Percent of Enrollment
Student Group
American Indian African American Asian Filipino Hispanic/Latino Pacific Islander White Multiple/No Response
Number of Student
2014-15
2015-16
2016-17
2014-15
2015-16
0.4%
0.2%
%
3
2
2.5%
2.6%
%
21
28
1.5%
1.6%
%
13
17
0.8%
0.7%
%
7
8
62.3%
62.8%
%
533
690
0.2%
0.4%
%
2
4
31.9%
31.2%
%
273
343
0.0%
0.0%
%
0
0
Total Enrollment:
856
1,099
Student Enrollment by Grade Level Number of Students
Grade
Kindergarten Grade 1 Grade 2 Grade3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total Enrollment:
The Single Plan for Student Achievement
2014-15
2015-16
91
111
105
102
91
111
91
105
102
102
81
111
115
93
180
185
0
179
0
0
0
0
0
0
0
0
856
1,099
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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: o Analyze student data from district ELA and Math District Assessments, STAR, and CAASPP o Monitor local assessment data for significant subgroups o Use formative grade level assessments o Staff development aligned with analysis of local assessment data o Learning Focused Conversations
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Meeting Performance goals Evidence: o District adopted supplemental assessments support state adopted materials (STAR, DIBELS, , Gates Maginitie, District Assessments) o District ELA and Math assessments based on Common Core Standards o Teachers collaborate to analyze assessment data and modify instruction as needed o Learning Focused Conversations
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) Meeting performance goals Evidence: o Most certificated and classified staff working with students are highly qualified
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Meeting performance goals Evidence: o District office assistance from curriculum specialists o NTSS (New Teacher Support System) for new teachers on campus or close in proximity o Buddy/Mentor Teachers o Outside consultants o RTI Teacher o Instructional Rounds The Single Plan for Student Achievement
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5. Teacher collaboration by grade level (EPC) Meeting performance goals Evidence: o All grade levels meet weekly submit notes o Wednesday Staff Development used to plan and collaborate o Learning Focused Conversations
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) Meeting performance goals Evidence: o District created Math and Science bookmarks o Lessoneer o District benchmark assessment calendar o District units of study in ELA, Math and Social Studies aligned with common core
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) Meeting performance goals Evidence: o State adopted materials and district supplemental materials
8. Use of standards-aligned instructional materials, including intervention materials Meeting performance goals Evidence: o Dreambox o Lexia Core 5 o Read Naturally Live o Reading Mastery o 95% Phonics Lesson Library o Triumphs o AVID
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) Meeting performance goals Evidence: o Alpine Vista is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students o Multiple measures to identify and monitor progress of students who are underperforming
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10. Research-based educational practices to raise student achievement at this school (NCLB) Meeting Performance goals Evidence: *All district adopted supplemental materials are research based
11. Opportunities for increased learning time (Title I SWP and PI requirement) Meeting performance goals Evidence: Before and after school math and language arts intervention provided *Walk to Intervention grades K-6
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) Meeting performance goals Evidence: Single Plan for Student Achievement Parent Education activities Tulare Youth Service Bureau services District support staff
13. Strategies to increase parental involvement (Title I SWP) Meeting performance goals Evidence: Parent Education activities PTO sponsored activities and events Annual Parent Survey Parentlink system Translator at conferences Parent classroom volunteers
14. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932) Meeting performance goals Evidence: District Advisory Committee (DAC) District Parent Teacher Organization (PTO) District English Language Learner Advisory Committee (DELAC) School Site Council/English Language Learner Committee (SSC/ELAC)
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Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) Meeting performance goals Evidence: Alpine Vista is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students Title 1 RTI Teacher and instructional aides assist teachers with curricular implementation
16. Fiscal support (EPC) Meeting performance goals Evidence: Alpine Vista is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students Budgets and schoolwide school-based coordinated plans reflect allocations for student achievement SSC and ELAC have input in the development of the school plan and budgets Title 1 RTI teacher and instructional aides assist teachers with curricular implementation
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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
6,000.14
2000-2999: Classified Personnel Salaries
LCFF Sup/Con
5,329.92
3000-3999: Employee Benefits
LCFF Sup/Con
2,334.46
4000-4999: Books And Supplies
LCFF Sup/Con
7,119.21
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
16,000.00
Title I
2,000.00
2000-2999: Classified Personnel Salaries
Title I
50,541.08
3000-3999: Employee Benefits
Title I
15,057.44
4000-4999: Books And Supplies
Title I
30,799.46
5000-5999: Services And Other Operating Expenditures
Title I
4,267.00
*
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
36,783.73
Title I
102,664.98
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
8,000.14
2000-2999: Classified Personnel Salaries
55,871.00
3000-3999: Employee Benefits
17,391.90
4000-4999: Books And Supplies
37,918.67
5000-5999: Services And Other Operating Expenditures
20,267.00
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
83,731.85
Goal 2
21,409.67
Goal 3
16,006.31
Goal 4
11,767.01
Goal 5
6,533.87
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Appendix D - Recommendations and Assurances (Alpine Vista Elementary School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 20, 2017
Attested: Terri Martindale Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Jenna Saldivar 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: Alpine Vista 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 set goals with their teachers and parents. They are all individual and specific to the student.
Parents Pledge: Alpine Vista parents joined staff to develop the following ideas about how families can support students’ success in reading and math. Read with your child every day. Ask them questions about their work and ask them to show and explain things to you. Include high-impact actions for each grade level, designed by grade-level teams with parents.
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: School Site Council Visits of classrooms Parent visits to classrooms Back to School Night to explain curriculum Open House to showcase curriculum Communication to parents about projects they are doing through emails, parent link or notes with examples home Parents can volunteer in the classroom to assist with common core lessons
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Appendix F - School Site Council Membership: Alpine Vista Elementary School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):
Name of Members Terri Martindale
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
X
Korrie Herrera
X
Diane Ortiz
X
Stephanie Ayon
X
Denise Monteiro
X
Delaine Morgan
X
Jenna Saldivar
X
Steven Beasley
X
Valerie Martinez
X
David Freitas
X
Numbers of members of each category
Secondary Students
1
3
1
5
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Alpine Vista Elementary 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
As of
9/1/2016
Monthly Summary
TITLE I
ALPINE VISTA 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 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
Budget $2,000.00
Expenditures to Date
$48,041.10 $1,500.00
$2,781.34
$45,259.76
$15,057.44 $8,000.00 $22,799.47
$1,203.32
$13,000.00
$2,000.00
$76.93
$100,398.00
$4,061.59
$1,000.00
$2,267.00
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 $1,500.00 $0.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $854.12 $8,000.00 $22,539.40 $0.00 $0.00 $1,923.07 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $37,816.58
$58,519.83
$37,816.58
$260.07
2015-2016 BUDGET PARENT INVOLVEMENT
Encumbered
$58,519.83 $100,398.00
$1,648.50
$618.50
As of
9/1/2016
Monthly Summary
S/C - LCAP
ALPINE VISTA 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 AVID Subs AVID Field Trips
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 11002 57103
Budget $5,000.00
Expenditures to Date
Encumbered
$5,329.93
$5,329.93
$2,334.45
$1,167.00
$7,119.24
$881.13
$6,000.00
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 $5,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $1,167.45 $0.00 $4,727.27 $0.00 $5,600.00 $0.00 $0.00 $4,000.00 $0.00 $0.00 $0.00 $0.00 $1,000.14 $6,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $27,494.85
$8,407.77
$27,494.85
$1,510.84 $400.00
$4,000.00
$1,000.14 $6,000.00
$36,783.75
2015-2016 BUDGET
$881.13
$8,407.77 $36,783.75
ASSISTANCE TO SCHOOLS: Counselor Manuel Romeiro - 25% Fringe Benefits
Budget 9501-01 13000 $ 30000 $ $
Expenses 24,478.00 8,588.00 33,066.00
$3,921.42 $1,329.17 $5,250.59
Encumbered $20,556.58 $7,258.83 $27,815.41
1 Month Sal
Months Left $0.00 $0.00
Balance $0.00 $0.00 $0.00
AS OF
9/1/2016
TUTORING ALPINE VISTA
2016-17 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL TUTORING BUDGET
11003 21003 30000
Budget $6,777.00 $3,338.00 $1,699.00 $11,814.00
Expenditures to Date
$0.00
Balance $6,777.00 $3,338.00 $1,699.00 $11,814.00
Alpine Vista School Budget Summary Balance as of 8/26/2016 2016-17
Budget Instructional*
$ 70,328.00 $
PE Inst. Budget*
$
3,478.00 $
Expended
Encumbered
Balance
10,371.68 $
871.85 $
59,084.47
1,873.06 $
320.53 $
1,284.41
2016-17 Pre-limary Budget
Alpine Vista School 2975 E. Alpine Ave. Tulare, CA 93274 (559) 687-3135 FAX (559) 687-3139
Alpine Vista School Parent Involvement Policy Alpine Vista 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 Alpine Vista School to forge a strong partnership with the home in an effort to foster student achievement and to promote a positive attitude about self and school. Efforts to forge a strong partnership between school and home will include the following: 1. Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of Alpine Vista School’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. An annual Title I Parent meeting is held at the beginning of each school year expressing the importance of staying connected, visiting the school and engaging in school related activities. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement. a. PTO meetings are held the 1st Tuesday of the month at 6:00 b. SSC/ELAC meetings are held in the early afternoons (typically 2:30 pm) 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of Alpine Vista School's Parent Involvement Policy and, if applicable, the joint development of the plan for schoolwide programs. a. SSC meetings provide an opportunity for parents to be involved in the planning of such policies and programs. 4. Provide the parents/guardians of participating students all of the following: a. Timely information about Title I programs. a. Notices and information provided in flyers, electronic parent information system and Parent Link bridges the communication for invitations to upcoming school meetings. b. All meetings are put on the website well in advance for planning purposes. b. A description and explanation of Alpine Vista School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at Parent conferences twice during the school year b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement. c. Students below a 2.0 will be sent a separate report card or progress note and the Principal, Vice-Principal, counselor or RTI teacher monitor progress until students reach above the 2.0 goal. 12/20/2016
c. If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children’s education, and, as soon as practicably possible, responses to the suggestions of parents/guardians. a. It’s an Open Door policy for parents to meet with school site principal. b. Phone, email or coming to the office to set it up is always welcomed. 5. If Alpine Vista School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Alpine Vista School makes the plan available to the district. a. Parents may attend PTO meetings, schedule appointments with Administration and/or attend SSC or ELAC to share their concern over the school’s Schoolwide Plan. In addition to already having the opportunity of collaborating and being a part of the approval of the plan at each month’s SSC/ELAC meeting. 6. Jointly develop with the parents/guardians of participating students a school-parent compact that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which Alpine Vista School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Alpine Vista School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. b. Parents also have an opportunity to talk with administration at school if they are unable to attend or participate in such meetings. This compact shall address: a. Alpine Vista School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. b. Ways in which parents/guardians will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children’s education and the positive use of extracurricular time. c. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: (1) Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. (2) Frequent reports to parents/guardians on their children’s progress. (3) Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the Capacity of Alpine Vista and parents/guardians for strong parent involvement. a. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children. (20 U.S.C. § 6318 (e)(1).) a. Local Monitor and review is conducted yearly through SSC/ELAC meetings. b. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference.
12/20/2016
b. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).) a. Meet and Greet, Open House and Back to School Night throughout the school year provide an opportunity to build a collaborative relationship. b. Parent Education events provide information regarding student achievement, curriculum and learning. (check our calendar for Night at the Nest events and learning opportunities. c. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners. (20 U.S.C. § 6318 (e)(3).) a. SSC/ELAC and PTO meetings are offered with valuable training in incorporating parents as equal partners. d. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the education of their children. (20 U.S.C. § 6318 (e)(4).) a. Meet and Greet, Open House and Back to School Night support parents in more fully participating in the education of their children. e. Distribute information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent practicable, in a language the parents understand. (20 U.S.C. § 6318 (e)(5).) a. Our school puts all events on the webpage and sends out notices to assist the teacher, administration and parents in partnering with one another in future events. b. Parent Link (website) provides parents with information about site activities. c. Tulare City School District Electronic Application for communication f. Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) a. Our school’s Calendar of Events and the Title I Parent meeting both support parental involvement and encourages the support in and out of the classroom. b. SSC/ELAC Meetings are always open for parents to attend. c. PTO meets the 1st Tuesday of the month and all parents are welcome to attend and be a part of the planning and implementation of activities. 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. Alpine Vista School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Alpine Vista School's policy to meet the changing needs of parents/guardians and the school.
.
Alpine Vista 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.
12/20/2016
Alpine Vista School 2975 E. Alpine Ave. Tulare, CA 93274 (559) 687-3135 FAX (559) 687-3139
Política sobre Participación de los Padres de la Escuela Alpine Vista La Escuela Alpine Vista 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 Alpine Vista 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 Alpine Vista en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) realizaras el 1er martes del mes a las 6:00 p. m. b. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) realizadas por las tardes (típicamente a las 2:30 p. m. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Alpine Vista y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares. 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 Alpine Vista, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. 12/20/2016
a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Se enviará una boleta separada de calificaciones o nota de progreso para los alumnos con un promedio menor al 2.0 y el Director, Sub-Director, orientador o maestro de Respuesta a la Intervención (RTI, por sus siglas en inglés) supervisa su progreso hasta que los alumnos superen la meta de 2.0. c. Si es solicitado por los padres/tutores, oportunidades para reuniones sistemáticas para formular sugerencias y para participar, según corresponda, en decisiones relacionadas a la educación de sus hijos, y, lo más pronto que sea posible, respuestas a las sugerencias de los padres/tutores. a. Es una política de “Puerta Abierta” para que los padres se reúnan con el director del sitio escolar. b. Se agradece en todo momento una llamada, un correo electrónico o una notificación en persona para programar la reunión. 5. Si el Plan a Nivel Escolar de la Escuela Alpine Vista no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Alpine Vista 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 Alpine Vista 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 Alpine Vista 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 Alpine Vista 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. 12/20/2016
(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 Alpine Vista y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. Anualmente se realiza un Monitoreo Local y repaso mediante las reuniones SSC/ELAC. b. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases a lo largo del año brindan la oportunidad de forjar un vínculo de colaboración. b. Los eventos de Educación para Padres ofrecen información en relación al rendimiento, currículo y aprendizaje estudiantil. (consulte nuestro calendario para los eventos “Night at the Nest” y oportunidades de aprendizaje.) c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Se ofrecen reuniones SSC/ELAC y PTO con valiosa capacitación sobre la incorporación de los padres como socios equitativos. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela publica todos los eventos en la página web y envía avisos para ayudar al maestro, a la administración y a los padres a asociarse en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación f.
Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. b. Reuniones SSC/ELAC siempre están abiertas a los padres. c. PTO se reúne el 1er martes del mes y todos los padres están invitados y a formar parte de la planificación e implementación de actividades.
8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Alpine Vista 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. 12/20/2016
El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Alpine Vista para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Alpine Vista 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.
12/20/2016
Alpine Vista Elementary School Parent Survey 2015-2016 Participation: 48%
1. Is every aspect of the school’s climate open, helpful and friendly? A. Yes 89% B. No 2% C. Sometimes 8% D. No Opinion 1% 2. Is communication between school and home frequent, clear and two-way? A. Yes 87% B. No 2% C. Sometimes 9% D. No Opinion 1% 3. Do parents feel they are partners in the educational process? Do parents feel they have a strong role in assisting the school with learning and behavior? A. Yes 83% B. No 3% C. Sometimes 11% D. No Opinion 3% 4. Are parents encouraged both formally and informally to comment on school policies and to share in the decision-making?(Through School Site Council/ELAC/or just talking with administration) A. Yes 81% B. No 3% C. Sometimes 6% D. No Opinion 9% 5. Does school site staff actively express and promote the philosophy of partnership with all families? A. Yes 82% B. No 4% C. Sometimes 7% D. No Opinion 6% 6. Does the school encourage volunteer participation for parents and the community at large? A. Yes 84% B. No 3% C. Sometimes 8% D. No Opinion 3% 7. Does the school recognize its responsibility to encourage a partnership with all families in the school, not simply those most easily available? A. Yes 78% B. No 3% C. Sometimes 10% D. No Opinion 9% 8. Does the school provide parents with resources to support their child’s success in school? A. Yes 84% B. No 2% C. Sometimes 11% D. No Opinion 2%
9. Does the school provide a safe and secure environment for your child? A. Yes 94% B. No 2% C. Sometimes 3% D. No Opinion 0%
Encuesta para padres 2015-2016 Esquela Alpine Vista Participación: 48%
1. ¿Cada uno de los aspectos del ambiente escolar resulta conveniente y amigable? A. Si 89% B. No 2% C. A Veces 8% D. No Opinión 1% 2. ¿La comunicación entre la escuela y el hogar es frecuente, clara y se lleva a cabo en ambos sentidos? A. Si 87% B. No 2% C. A Veces 9% D. No Opinión 1% 3. ¿ Los padres sienten que son socios en el proceso educativo? ¿Sienten que ellos desempeñan un papel significativo al ayudar a la escuela en el aprendizaje y en el comportamiento? A. Si 83% B. No 3% C. A Veces 11% D. No Opinión 3% 4. ¿Se alienta a los padres, tanto de manera formal como informal, a discutir las normas escolares y a compartir la toma de decisiones? (A través de Concilio de Sitio de la Escuela/ELAC/o simplemente hablar con la administración) A. Si 81% B. No 3% C. A Veces 6% D. No Opinión 9% 5. ¿La personal de la escuela expresa y promueve de manera activa la filosofía de colaboración con todas las familias? A. Si 82% B. No 4% C. A Veces 7% D. No Opinión 6% 6. ¿La escuela fomenta la participación voluntaria de los padres de familia y de la comunidad en general? A. Si 84% B. No 3% C. A Veces 8% D. No Opinión 3% 7. ¿La escuela reconoce su responsabilidad de fomentar una asociación con todas las familias de la escuela, y no sólo con aquellas que tienen mayor disposición para hacerlo? A. Si 78% B. No 3% C. A Veces 10% D. No Opinión 9% 8. ¿Proporciona la escuela a padres con recursos para apoyar el éxito académico de niño? A. Si 84% B. No 2% C. A Veces 11% D. No Opinión 2% 9. ¿La escuela provee un ambiente seguro y protegido para su hijo? A. Si 94% B. No 2% C. A Veces 3% D. No Opinión 0%
WHAT IS A SCHOOL-PARENT COMPACT?
BUILDING PARTNERSHIPS
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.
Parent Teacher Organization-Meets Monthly
School Site Council/Local Monitor and Review
Back to School/Open House
Night at the Nest Family Events
Volunteer in the classroom or for events
United for Good
Coins for Caring/Pennies for Patients
Toys for Tots
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.
SCHOOL-PARENT COMPACT FOR ACHIEVEMENT 2016-2017
Alpine Vista has a lot of events throughout the year. We send home notices through parent link and notes home so be on the lookout. We have several night at the nests events that PTO sponsors and all parents are welcome to plan, volunteer and assist on any of the events. Our website will have information and information for all meetings are in the office. Parents are welcome to volunteer in rooms by contacting the teacher and getting proper background clearance. The office can assist you with both! Feel free to call any time. (559) 687-3135.
OUR FOCUS COMMUNICATION ABOUT STUDENT LEARNING Alpine Vista is committed to frequent two-way communication with families about students’ learning. Some of the ways parents and teachers communicate all year are:
Email or call the teachers with questions or updates first. They are the one’s that are with your student daily.
Contact Counselor, RTI Teacher, Principal or Vice Principal with questions or concerns.
Parent Conferences: September 26-30, 2016; March 13-17, 2017.
Surveys DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS?
Please contact your child’s teacher by phone (559) 687-3135 or email which you can find on our website or ask the office.
FOR STUDENT SUCCESS
TEACHERS, PARENTS AND STUDENTS - TOGETHER FOR SUCCESS
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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
AT HOME
IN OUR CLASSROOMS 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:
School Site Council Visits of classrooms
Parent visits to classrooms
LCAP/SCHOOL GOALS:
Back to School Night to explain curriculum
Students will reach high standards and increase student achievement.
Open House to showcase curriculum
Students will have opportunities to engage and participate in extracurricular activities.
Communication to parents about projects they are doing through emails, parent link or notes with examples home
EL students will increase proficiency in English and increase student achievement in ELA.
Parents can volunteer in the classroom to assist with common core lessons
Alpine Vista parents joined staff to develop the following ideas about how families can support students’ success in reading and math.
Read with your child every day.
Ask them questions about their work and ask them to show and explain things to you.
Include high-impact actions for each grade level, designed by grade-level teams with parents.
Faculty will engage in consistent professional development and training. Promote parent and community involvement in a safe environment. We will get there by: Increase technology access and use
Provide instructional support
Provide professional development
Communicate with Parents frequently
STUDENTS Alpine Vista 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. Set Goals:
Teacher______________________________Principal Signature_________________________________
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 entre la escuela y los padres para el éxito 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: • Conectan los objetivos del plan de mejoramiento de la escuela • Se centran 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 sobre el progreso del estudiante • Describen oportunidades para que los padres sean voluntarios, observen, y
DESARROLLADO CONJUNTAMENTE Cada Primavera este documento es revisado por el Consejo Escolar. Durante esta reunión se revisan las necesidades de aprendizaje de los estudiantes, basadas en datos actual a 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 CO-
CREACIÓN DE ALIANZAS
La Organización de Padres y Maestros-se reúne mensualmente
El Consejo escolar/local controla y revisa
Regreso a la escuela /Jornada de puertas abiertas
Eventos familiares Night at the Nest
Voluntarios en el salón de clase o para eventos
Organización United for Good
Coins for Caring/Pennies for Patients
Juguetes para Niños (Toys for Tots)
Alpine Vista tiene una gran cantidad de eventos durante todo el año. Enviamos avisos a sus hogares a través del enlace de los padres y notas a casa para que estén pendientes. Tenemos varios eventos de night at the nests patrocinados por la PTO y todos los padres son bienvenidos para planificar, servir de voluntarios y ayudar en cualquiera de los eventos. Nuestro sitio web tiene información y la información para todas las reuniones está en la oficina. Los padres son bienvenidos a ser voluntarios en los salones al ponerse en contacto con el maestro y obtener la autorización de antecedentes adecuada. ¡La oficina le puede ayudarle con ambos! No dude en llamar en cualquier momento. (559) 687-3135.
PACTO ENTRE LA ESCUELA Y LOS PADRES PARA EL ÉXITO
2016-2017
NUESTRO ENFOQUE COMUNICACIÓN SOBRE LOS ESTUDIANTES APRENDIZAJE Alpine Vista está comprometido con la comunicación frecuente de doble vía con las familias sobre el aprendizaje de los estudiantes. Algunas de las maneras en las que los padres y los maestros se comunican todo el año son:
A través de un correo electrónico o al llamar a los maestros si tienen preguntas o actualizaciones primero. Ellos son los que están con su hijo todos los días.
Contactar al Consejero, maestro RTI, director o subdirector con preguntas o preocupaciones.
Reuniones para padres: 26-30 de septiembre, 2016; 13-17 de marzo, 2017.
Encuestas
¿TIENE PREGUNTAS ACERCA DEL PROGRESO DE SU HIJO? Por favor, póngase en contacto con el maestro de su hijo por teléfono (559) 687-3135 o por correo electrónico el cual puede encontrarlo en nuestra
PARA EL ÉXITO ESTUDIANTIL
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PRIORIDADES DEL DISTRITO: #1. Ambiente seguro y confiable para todos #2. La enseñanza es relevante y Produce los niveles más profundos de aprendizaje para todos #3. Conecta las comunidades locales y globales
OBJETIVOS ESCUELA/LCAP: Los estudiantes alcanzarán altos estándares y aumentará el rendimiento estudiantil.
Los estudiantes tendrán la oportunidad de 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.
MAESTROS, PADRES Y ESTUDIANTES - JUNTOS PARA EL ÉXITO 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: Visitas del Consejo Escolar a los salones de clase Visitas de padres a los salones de clase Noche de regreso a la escuela para explicar el plan de estudios Jornada de puertas abiertas para presentar el plan de estudios Comunicación con los padres sobre los proyectos que están haciendo a través de mensajes de correo electrónico, enlace de los padres o notas con ejemplos enviadas a casa Los padres pueden ser voluntarios en el salón de clase para ayudar con clases del cu-
Los padres de Alpine Vista colaboraron con el personal para desarrollar las siguientes ideas acerca de cómo las familias pueden apoyar el éxito estudiantil en lectura y matemáticas.
Lo lograremos al: Aumentar el acceso y el uso de la tecnoloProporcionar apoyo instruccional
Lengua y literatura y matemáticas seminal, mensualmente y cada semestre.
Equipos de estudio para estudiantes para controlar el progreso estudiantil.
Proporcionar capacitación profesional Comunicarse con los padres con frecuencia
Leer con su hijo todos los días.
Hacerle preguntas acerca de su trabajo y pedirle que le muestre y le explique cosas.
Incluir acciones de alto impacto para cada grado, diseñadas por equipos de nivel de grado con los padres.
ESTUDIANTES
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Los estudiantes de Alpine Vista 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. Metas fijadas:
Maestro______________________________Firma del director_________________________________
¡Cuando los maestros y las familias
Firma del padre ______________________________________________________________________
trabajamos juntos PODEMOS al-
Firma del estudiante___________________________________________________________________
canzar nuestras metas!
ALPINE VISTA SCHOOL STUDENT SURVEY 2016
Questions 1. 2. 3. 4. 5. 6. 7.
I feel safe in my classroom. I feel safe on the playground. I feel safe when taking the bus or walking to and from school. Overall I feel safe at school. Students treat each other with respect. I treat others with respect. If I have a problem that I can’t solve on my own, I know I can go to a staff member for help. 8. I am proud of Alpine Vista. 9. My teacher cares and wants the best for me. 10. I treat my teacher(s) with respect. 11. My teacher expects me to do my best at all times. 12. I know the behavioral expectations (rules) in my classroom and school. 13. I follow the behavioral expectations (rules) in my classroom and school. 14. I regularly do my homework. 15. I am able to do my assignments with confidence. 16. My teacher helps me if I am unclear about what I am expected to do. 17. I know where to go if I need help with homework. 18. I plan to graduate from high school. 19. I plan to attend college. 20. I have a computer at home with internet access. 21. I know how to report things anonymously like on Sprigeo.
Yes (A) 95% 84% 83% 90% 37% 92%
No (B) 5% 16% 17% 10% 58% 7%
87%
13%
83% 94% 94% 98% 97% 94% 86% 82% 91% 86% 98% 96% 86% 53%
16% 5% 5% 2% 3% 6% 14% 18% 9% 13% 2% 4% 13% 42%
Please write any comments you would like to share here: _________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Half of my grade level is positive and half always negative no matter what!
Trying to get all teachers on board but one wants to continue to do their own thing
When we get the chance to sit down, plan, and talk absolutely. When they were on site they were helpful but none of the ones I traveled to attend were. I have only gone to one meeting when I learned about Google classrooms that I felt was useful. Literally, one of the management ones I went to told us to seat kids on benches outside if they don't follow the rule... Really... what a waste of my time. That is the most frustrating. Most trainings were on areas I feel I am proficient at teaching and felt that they were a waste of time... :( Many of the topics are not useful to me because I already do/know it.
POSITIVE
We got a ton of Yes, absolutely and I am so blessed to work here. People go out of their way to help. Most want other staff members to be successful
OTHER COMMENTS
Most of the staff is positive. I know the lounge is a place for teachers to vent, but talking about students at every break, and lunch is too much. I know every once in a while we vent, but it shouldn't be constant. I feel like the staff is positive when it comes to figuring out the different ways to help the 7th and 8th graders be successful. For the most part the 7/8 grade staff is positive towards what each other is doing and willing to help each other out. Mostly but not always. Teachers are stressed - I get that! I feel the culture is overall positive, but there are certain staff members who are rude, unwilling to collaborate, or gossip-y which makes it difficult to have positive connections with colleagues. For the most part, yes. Some grade levels/staff members are more negative/"complain-y" and "clique-y" than others Yes wish we did more staff things together there is a definite divide between upper grade and lower and they don't mingle, not even in the lounge Most, some are in cliques or just don't have much contact with in order to get to know them better. Not really. There are several times I have passed by a colleague in close proximity and said hello or good morning and received no response what so ever. Does it really take that much energy to have a positive attitude towards others? I feel sometimes our staff feels are though if you are not a part of a certain group you are not worth talking to. There are some cliques here.
I feel our culture on campus is positive among students.
A lot of YES comments Some teachers try to build positive connections with their students. However, I think a lot of the times we forget we were a young student at one time and made a lot of mistakes that need positive guidance. For the most part I would agree with this, many students feel that it's too strict but I think they would say that no matter what. I have heard a lot from students this year that there is a lot of bullying name calling and students just not being nice to each other. I would like to see students talk to each other in a more respectful manner and treat each other with more respect on a daily basis. Respect, we need to model and teach it! Kids enjoy school and all of the activities. I see much more positive kids than the other Students remain disrespectful towards adults and each other. Most of the students are positive. In the beginning of the year for next year, we really need to enforce what the culture at Alpine Vista is expected to be, to help support the new students coming from other schools, especially middle school. For the most part. Many of our students are mean and judgmental of each other and staff. Yes!!! I love that staff wants kiddos to be successful no matter what! :)
No, I think this area needs to be worked on through out the 7/8. The students do not know how to be respectful to each other or how to help each other out. I believe they think being negative/picking on each other is how to be a good friend but instead it is creating negativity and drama. For the most part, but I do worry, when I get the feeling that a teacher genuinely doesn't like a student :(. Overall, yes. However I have heard my students complain about the inappropriate talk and foul language used at break and lunch by their peers. Not always, no. Really depends on the grade level(s), I think. Older students are frequently unkind or rude to each other. We are certainly trying, but it helps to collaborate with other teachers to determine best practices for maintaining that culture. I think that our staff strives to provide and promote a positive culture and environment for students. The kids seem to have a positive attitude about our school. I feel that most students are positive toward each other. Most of the students that are positive toward each other are positive toward staff. I feel that most staff are positive toward students. I feel overall our culture is positive with student too. I know some of us are closer to some students than others which is why it is good we work as a team, so we help each other when someone has a better relationship with a kid than maybe we do. I t can always improve I feel they could be more respectful of one another Sometimes- just speaking about my classroom. This year I feel that the students were negative with each other, always looking for something to get others in trouble. Can be improved on...it is not negative, but it is not where I want it to be. Concerns about upper grade. I think it has improved greatly this year. Yes, I wish there was more positive recognition for the great kids. The students respond well to teachers, and teachers respond well to students. There is mutual respect. The campus culture is definitely positive. Primary - yes Not sure in upper grades Students are a different breed this year. They are positive when they know others are watching, however, some are very mean to each other when they think the wont be caught. Yes, we are treating them as family. It takes a village to raise children and we do resemble a village.
I feel supported by the RTI teacher.
Lots of YES
Yes, awesome RTI teacher. Always positive and resourceful.
I feel that when she is needed she is always willing to help me out. When confused on any issues pertaining to materials or educational programs she is a great resource to go to. Yes, I feel comfortable asking Angela questions and she always relays the question to someone else if she doesn't know and gets back to me.
Absolutely- always there to offer assistance or just ask how programs are working in the classroom. I feel like she is always trying to reach out to us and make things better.
The RTI teacher is totally on top it. She keeps us organized and informed. She is full of great ideas. Absolutely. Extremely supported and willing to help and solve any issues.
I feel supported by the counselor
Lots of YES Very supportive in handling issues for the betterment of my students which help them to be more successful in my class. Meeting with the student and reaching out to the parents has been helpful as well. Yes and time i have come to him with a concern or needing to make contact with a student i believe it has happened. It would be helpful if the counselor would email teachers and respond when they email him with a student's problem. I understand that he doesn't need to see all students that we email him about or he is already dealing with them but it would be nice to have a short email that says got it or taking care of it. That way we know that he is on campus and got our message. I don't care if he gives details just that he has seen our email. Agree. The interaction, support individually and emails/communications are greatly appreciated. Definitely. He has even offered to help in areas that he is not directly responsible for. Yes, although I have never needed anything from the counselor he has always asked if things were going well.
I feel supported by the vice principal
Yes, he has been a great support system when needed. Yes! It's been great knowing that we have someone to back us up with behavioral issues. Yes. I have only had a few things come up with my students and were fairly easily resolved but I feel he would support. Mike has come a long way since he started here. He has become more confident in his role as VP. I enjoy working with him in all areas of our school. I feel like since January he has really be supportive. He backs us up when we send him not only discipline problems but supporting us when we want to give a student dentition. You can tell administration is spread thin on such a big campus, but overall yes. Awesome dude!!! Appreciate his support, his interaction and being ever present. Yes. Vice principal is supportive with discipline referrals. Follows up quickly on referrals. Definitely. Even if multiple issues were occurring at the same time, he followed through to provide support. Yes, I like how he takes care of discipline right away. Yes, I feel that he supported me with my tough students. And checking in on my students that were having a difficult time. He has done a lot to help with some of my troubled kids! The vice principal is really supportive and will back up teachers at any point. Yes. Quick to respond to emails and pulls students when requested. Yes. He has done a great job with discipline the second half of this year.
I feel supported by the principal
Indeed. I feel that my principal has been very supportive of me since becoming part of Alpine Vista. I enjoy the open door policy that allows me to get help on any issues or concerns that may be brought to her attention. Yes, honesty and straightforwardness is very important to me even if the news may not be good. Everyone can improve. She is great, a friend, a leader and someone you come talk to just because. The only reason I came was because of her and that's true to this day. Yes, our principal is very supportive! Always willing to listen to new ideas, helps out in all areas (duties, classrooms, playgrounds, etc) and is fair. Awesome gal!!! Appreciate her continued support and assistance in our overall professional duties. Appreciate her constant reminders about professionalism, positive attitudes and being consistent with our students. Greatly appreciate her ability to draw strength from her team and always keeping the bar high! YES!!!!! Best principal around! I feel so supported and encouraged on a daily basis! Thank you real boss! :) You rock! Yes, she supports us with problems with parents and when we are struggling in areas. She is will giving to give us both positive and negative feedback. Definitely Yes! Gives positive feedback and clearly defines expectations. Encourages me to grow as a professional. Definitely. She has been supportive with every aspect of our campus and I appreciate that she takes the time to listen to and truly consider ideas from the staff. Yes, I feel like I can go to you with any issues being had or even ideas for the classroom. Yes, every time I had an issue my principal was there to guide me. She is super woman!! I think I want to vote for her to be President!!! The principal is supportive and professional. She is straight forward, honest, and helpful. Yes, she needs a cape...SuperTerri
Please be professional and constructive, If I could change something at Alpine Vista it would be.....OR just comment in general.
I would say the disrespect can be frustrating, even if it's just a few students it can throw a whole group into a tailspin and that is very difficult to deal with. Also respect for property, I feel that students can be destructive, especially if a sub is here. I think that some lessons in empathy/consideration/constructive communication could help.
I would say making sure students and staff at the beginning of the year are clear on rules and expectations. Example: What is considered candy? (Jolly Ranchers and/or Gummy Bears)How do we freeze? (bodies frozen, but mouth still moving) It is very petty, but has been an issue this year with both staff and students being on the same page.
I know we are a large staff but i wish more of the upper teachers could get to know and connect with the lower grade teachers. We have an awesome staff:)
If I could suggest anything I think it would be to continue to hold students to a high level of behavioral expectations. I would like to see our assemblies be more fun and engaging! Have music playing as students walk in (like we do on Friday mornings) to be seated. Have "Elvis" at the assemblies more often and available for photo ops with the award recipients. Maybe a competition game with students and teachers for entertainment and to liven up the assemblies. I love that we have music playing on Friday mornings! It's a great way to end the week! More staff meetings as a "whole" staff. I still don't know everyone's names that well! I would appreciate more consistency in discipline but I think that overall everything is moving in the right direction. The duty schedule, in my opinion, should rotate so that you do not have the same duty all year long. Everyone should be able to experience all the duties, morning, break, and after school.
At this time I have not seen anything I would change. The staff is awesome, the administration does a great job, but most of all we all work together as a team. Everyone seems to be flexible and willing to help out.
I really would not change a thing. I feel like 99% of the staff really is here for the right reasons...to love and encourage kids! 1 more % and it would be perfect! Thanks Alpine! :)
It is frustrating that there are parent volunteers working in there or our students coming in there because they are helping out teachers/student council. Lately more and more people have been coming through. Another area we need improvement is the leadership committee communicating with the grade levels. Lunch is usually when we pass along messages like "heads up ____ is having a bad day, you might not want to call on them." It is also our time to talk about our time away from the school. Another area of improvement would be the principal and vice principal setting the standard at the beginning of the year of what the 7/8 grade are expected to do with tardies/discipline/grades because although it is nice that we get to decide as a staff it would be more consistent to start the year with a set of expectations instead of having to go back and try to fix things half way through the year. It has been frustrating this year especially since not all teachers are still enforcing different parts of it. Can we get a sign out sheet for a chrome cart for 7/8? It is frustrating that we never know where it is. It is also frustrating that when we go to use it or look for it a K-6 grade teacher is using it, especially since they have time at the computer lab and we do not.
I would like more time to plan with my grade level. To me, this was much more helpful than the classes that we took on Wed.
Talking about others behind their backs -fueling gossip. Staff picking up after themselves in lounge and bathrooms (my pet peave).
Closer connections between colleagues.
I leave most staff meetings wondering if I, or my grade level, is on the "bad kids/staff member list" who are anonymously called out for "still not doing things the right way" when administration is reviewing our staff progress towards implementing the most recent initiative/school wide focus. Recess duty / PE supervision can be really frustrating at times because not every teacher stays focused on actively supervising the kids. Supervising an area at recess should mean walking around that area to see what's happening and not standing off on the sidewalk/in the shade/in the same spot the whole time.
Believe in whatever is determined to be the greater good for our students by our leaders (Superintendent, Principals and Vice Principals) we should follow it to the best of our ability. Our leaders provide the most quality road maps, so let's just go team!
If I could change something at Alpine Vista it would be the way we structure PE for 4th-6th. I think it would be beneficial for grade levels to teach PE separately. I believe this would minimize behavior issues and hold teachers more accountable for the students they are in charge of. I think it would also be helpful to create a pacing guide for the PE activities students will be engaged in for each trimester. This will help keep teachers on track, allow students to participate in a variety of games, allow for the PE rep to know who needs what equipment and when, and will help if subs don't know what to do for PE.
We don't have the family atmosphere here on campus most of the time the lounge is empty, nobody talks personally and gets to know each other other than their grade level
I LOVE working here and feel so blessed to work with awesome staff and students!
I still think our awards assemblies need to be beefed up to really make the kids feel special, engaged, and pumped up. Compared to other schools I have seen they are kind of sad, and I heard that comment a lot from the students. I also think we should encourage AR more school wide if teachers are going to have it as part of their grade. Some sort of positive reinforcement, or awards, or something. And that our Head Teacher would listen to us when we had concerns or suggestions about the duty schedule or other things.
I would adopt a math curriculum that follows the common core standards and stop using Eclipse. It is a large wasteland of documents...it takes too much time to find something useful (documents are not labeled correctly...it makes for too many copies if I want to use it.)
No matter how hard we work more, more, more is always expected and it is very stressful! In order to get everything prepared to teach and meet all site requirements, I have to spend hours of my own time. We need more time to get things done that are required of us!!!!
More positive climate among staff.
Alpine Vista is awesome and continues to get better. I appreciate the collaboration and willingness to try new strategies. I have no complaints.
I have really enjoyed my first year here at Alpine Vista. Everyone on campus has been friendly and helpful.
Recognizing academic achievement in a manner that makes it, at least, SEEM as valued as athletic participation!
No need to change...we continue to grow and better our practices. Comment: Feel that although it has been addressed, our instructional aides need to be more alert on duties. The conversing typically is observed on duties by them regularly. (not all, but some)
Teachers should hold everyone accountable including themselves. Teachers should not rely on their partners to carry the weight of more than one class.
Everyone be team players and cover for each other help each other out. Go above and beyond.
Alpine Vista School School Site Council Local Monitor & Review Report of Findings March 1, 2016 FINDINGS: All findings focused on the district priorities and focus with attention given to student engagement, depth of knowledge (questions and tasks), and checks for understanding (questions teachers asked and authentic ways to check). ENGAGEMENT 1. In most classrooms if students were involved in higher level or authentic tasks students were more engaged. 2. Students were engaged when they were working with each other in teams, exploration, or on an engaging task, this occurred in most classrooms. 3. When the teacher was engaged and excited in the learning, students were authentically engaged and everyone was present in the lesson (many classrooms). In some classrooms, students were compliantly engaged in mid to lower level tasks. 4. Most classrooms K-3 teachers are holding students accountable for speaking in complete sentences and in 4-8 teachers and students were holding each other to accountable talk and working in collaborative groups (most classrooms). 5. In most classrooms the teacher employed strategies that got students involved and authentically engaged in the lesson through collaboration, Kagan strategies, and higher level authentic tasks. 6. All classrooms students were actively engaged in the learning, but there were also numerous classrooms where students were authentically engaged in the learning. Meaning they owned the learning and interacted with the teacher, each other and technology. (High level of student owning the learning) DEPTH OF KNOWLEDGE 7. Most classrooms students were given hands on tasks (levels 3-4) that included the use of manipulatives or technology and students were allowed to collaborate. 8. Students were exposed to higher level tasks in most classes 4-8 which included things like making their own comic strip/cartoon/newscast or where they utilized technology to work collaboratively, or were required to identify, examine or evaluate their work. 9. Some classrooms there were a lot of students who were allowed to critique, question (at various levels), problem solve and students were engaged and held to a high standard during group’s task/project.
CHECK FOR UNDERSTANDING
10. Most classroom teacher had prepared questions to ask that required students to collaborate and think. 11. Most classroom questions were asked that required students to elaborate on another students answers or to justify their thinking. 12. Students were held accountable for specific vocabulary based on the lesson and were asked to answer the questions asked utilizing the vocabulary and accountable talk. 13. In a few classrooms thinking maps were utilized as a system to check for understanding (ex: compare and contrast, categorizing, etc.). RECOMMENDATIONS: All recommendations on the district priorities and focus with attention given to student engagement, depth of knowledge (questions and tasks), and checks for understanding (questions teachers asked and authentic ways to check). All classrooms need to have a clearly stated common core, project-based, 21st century lessons in each grade level. Evidence that most grade levels plan together, plan projects with grade level and commit to teaching at a specific time to show that everyone is working together, needs to be all classrooms. All classrooms need to show evidence of pre-planned open-ended questions that teachers asked students and that require students to think and justify. All tasks should push students to problem solve, collaborate and think. Grade levels need to focus on the assignments/tasks that are given when planning and incorporate questions that are higher level (pre-planned). Students need to work on asking higher level questions when working collaboratively. Teachers need to continue to work collaboratively in grade levels to get students involved and engaged in higher level tasks.
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
