The Single Plan for Student Achievement Mission Valley Elementary School School Name
54-72231-0113639 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:
Gary Yentes Principal (559) 685-7396 1695 Bella Oaks Drive Tulare, CA 93274
[email protected]
Tulare City School District School District
Superintendent: Telephone Number: Address: E-mail Address:
Dr. Clare Gist (559) 685-7200 600 North Cherry Street Tulare, CA 93274
[email protected]
The District Governing Board approved this revision of the School Plan on January 24, 2017.
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Table of Contents 2016-2017 Single Plan for Student Achievement Mission Valley 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 ............................................................................................................ 9 VI. Planned Improvements in Student Performance ............................................................................................................ 10 Table 1: CAASPP Results (All Students).......................................................................................................................... 26 Table 2: Title III Accountability (District Data) ................................................................................................................... 30 Table 3: California English Language Development (CELDT) Data ................................................................................ 31 Table 4: CBEDS................................................................................................................................................................ 32 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 33 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 37 Total Expenditures by Object Type and Funding Source ................................................................................................. 37 Total Expenditures by Funding Source............................................................................................................................. 38 Total Expenditures by Object Type ................................................................................................................................... 39 Total Expenditures by Goal .............................................................................................................................................. 40 Appendix D - Recommendations and Assurances (Mission Valley Elementary School) ..................................................... 41 Appendix E - Home/School Compact ................................................................................................................................... 42 Appendix F - School Site Council Membership: Mission Valley Elementary School ............................................................ 43 Appendix G - Miscellaneous Items for Mission Valley Elementary School ........................................................................... 44 Appendix H – TCSD Planned Professional Development .................................................................................................... 45
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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 • • • • • • • •
Mission Valley Elementary School is a place where: It's safe and enjoyable for all kids to learn High expectations are set for student learning and behavior Strong instructional strategies meet the needs of all students Instruction is based on Common Core State Standards Varied technology opportunities are available for staff and students District adopted materials and programs are implemented Grade level teams plan and work together Parents and teachers work together to help students achieve
Our school motto is: Mission Valley: Where the success of kids is our "mission!"
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III. School Profile Mission Valley Elementary School is in its eleventh year and now has thirty classrooms in transitional kindergarten through sixth grade serving approximately 768 students. Special features of the school include computer pods in grades one through six, projectors, teacher laptops, ActiveInspire software, ActivSlates and Promethean Boards, and two Chromebook carts, and an Educational Resource Center (ERC) outfitted with 36 student computers, a teacher computer, and a touch screen Promethean Board. In addition, our school is now wireless and each teacher has three iPads. New this year, is a chromebook cart in grades three through six. As a joint venture with the city, the school shares use of a community park. Mission Valley is one of fifteen schools in the Tulare City School District. Ethnicity counts were taken from the 2016 CBEDS (see appendix A Table 6),
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
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
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) It is the goal of Mission Valley 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 Standards, and grades 3-6 took the SBAC tests in the spring of 2016, as well as our district benchmarks. We believe that as our students “grow up” with CCSS, their scores will improve. Our Problem of Practice is Checking for Understanding. B. Surveys Staff Survey Our staff survey conducted in the spring of 2016 indicated that 68% of our teachers felt that LFC meetings were beneficial in addressing student needs . The majority of teachers felt the most valuable staff development they had was Google, Tech sessions, and choice sessions. When asked what kinds of training they would like to have, teachers said time with others/collaborate and lesson demonstrations or ideas. Student Survey Overall, the student survey results were very positive. The only concern is that 54% of the students indicated that they feel students do not treat each other with respect. Parent Survey 59% of our parents completed the annual survey with an overwhelmingly positive response for each question. The survey did not indicate any pressing needs to address. C. Classroom Observations Based upon staff conversations, principal observations, and grade level meetings, the following needs are evident: o o o
Teachers need time to collaborate with colleagues. Check for Understanding is an area that we as a school determined to be an area of focus and will be addressed through the Instructional Rounds process, with a focus on math. It is recommended that teachers continue to hone their skills with technology to keep up with the demands of 21st Century learning. This is important as we begin to utilize our new ERC and iPads, in addition to Chromebook carts. Although Lexia and AR are important and valuable, teachers will be encouraged to utilize technology in new capacities. This could include iPad apps that help students to create presentations, stories, videos, and pictures integrating many content areas.
D. Student Work and School Documents SBAC Percentage of Students who Met and Exceeded Standards in ELA: 3rd: 38%, 4th: 44%, 5th: 50%, 6th: 57% SBAC Percentage of Students who Met and Exceeded Standards in Math: 3rd: 45%, 4th: 31%, 5th: 31% 6th: 45% TCSD MV Language Performance Task Trimester 3 Percent Proficient and Advanced 1st: 88%, 2nd: 86%, 3rd: 70%, 4th: 53%, 5th: 42%, 6th: 74% TCSD MV Math Benchmark Assessment Trimester 3 Percent Proficient and Advanced 1st:88%, 2nd: 86%, 3rd: 50%, 4th: 44%, 5th: 33%, 6th: 46% SSC ELAC Monitor and Review March 1, 2016 A team of seven parents and school staff members conducted our annual monitor and review. We broke into three groups and visited classrooms at every grade level. The goal of this review was to find evidence of student engagement, varied classroom instruction, positive room environment, and Common Core instruction as outlined in our school wide plan. Our findings are included below. Student Engagement The team was very impressed with student engagement across all grade levels. Most classrooms were accustomed to working in groups or pairs. Students were on task whether they were working in small groups or being instructed whole class. When students were questioned about what they were working on they were able to explain the task. Due to this observation, it was noted that all tasks seemed to be engaging and grade level appropriate. Although The Single Plan for Student Achievement
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actual Kagan structures were not observed, students were working well together in a cooperative and engaging manner which is the goal of Kagan structures. One observer noted that classrooms, “worked like clockwork.” Classroom Instruction Mission Valley teachers displayed evidence of quality instruction in a variety of ways. Some examples of whole class instruction included: modeling using direct instruction, Google Docs, instruction in the Educational Resource Center (ERC), language arts, and math instruction. Small groups included iPad usage, 95% chip kits, math and language arts activities. There was a good balance between whole group and small group instruction throughout all grade levels. The team saw evidence of Thinking Maps used in many areas of the curriculum. For example, a double bubble map was used to compare and contrast tornados and hurricanes, a brace map was used to show the parts for place value, and a circle map was used for informational writing. Students and teachers seem to be more comfortable using technology whether it was with Chromebooks, Promethean boards, slates, iPads, or PCs. Mission Valley’s teachers used a variety of instructional strategies which included student created journals and logs being used by students as references, creative learning centers using games to reinforce concepts, and note taking in multiple ways.
Evidence of Positive Room Environment The overall impression of the classroom environment at Mission Valley was extremely positive. Student work from a variety of subject areas was displayed in every grade level. The team noted how creative the work was. Character Counts posters were displayed in all rooms and many teachers connect their classroom rules to the pillars. Students were friendly and eager to share with the team when asked about the tasks they were working on. Students were also polite, respectful and encouraging when working with classmates. One of the parents felt that the themes of the classrooms made them an inviting and comfortable place for students to learn. A parent stated, “I was impressed that the students knew the routines and their behavior was very good.” Evidence of Common Core There was evidence of Common Core instruction in every classroom. In language arts we noted examples of: o Non-fiction text: articles, readers, Scholastic News, internet research o Literature circles o Vocabulary study including images, pictures, examples, and definitions o Rich teacher led discussions o Citing evidence to support answers o Writing and reading in a variety of genres o Poetry interpretation o Connecting written assignments to real world experiences Math instruction continues to challenge students to explain their mathematical understanding with the implementation of Common Core. In the classrooms we saw: o Math journals o Number Talks o Students explaining their mathematical thinking (Even kindergarteners!) o A variety of manipulatives being used across the grade levels o Computation followed by reasoning, discussions, reflections, sketches, etc… o Real world problems o A progression of skills from grade to grade o WMP, WMV o Math centers, games, and activities
Commendations The team would like to recognize the Mission Valley staff for their efforts in the following: o Embracing technology in the ERC and Chromebook rooms with new and innovative activities and projects o The evidence of all subject areas displayed in the classroom o The time and attention devoted to developing writing skills beginning in TK with short sentences to well written multi paragraph essays or narratives in upper grades The Single Plan for Student Achievement
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o o
The outstanding classroom management and positive tone throughout the school Parent quote: “The teachers are doing a great job!”
E. Analysis of Current Instructional Program (See Appendix B) All 16 areas are meeting the performance goals at this time.
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V. Description of Barriers and Related School Goals Barriers present at Mission Valley include the following: . •
We have limited funding.
•
We are lacking library books for the amount of students we have.
•
30 minute intervention groups K-3 are challenging to implement.
•
It is challenging to fit in all the curriculum components while doing our best to meet the needs of all students.
•
We have many kids with special needs at Mission Valley (ADHD, Downs Syndrome, RAD, emotional issues, Special Ed, behavior concerns, etc)
•
Unfamiliarity of the new data reports to help drive instruction.
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VI. Planned Improvements in Student Performance SUBJECT: English Language Arts ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 2016-2017. LCAP GOAL: All students will reach high standards and increase student achievement in English Language Arts,Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century. SCHOOL GOAL #1: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in reading/language arts as measured by state and district assessments. Data Used to Form this Goal: See Appendix A.
Findings from the Analysis of this Data: Findings from the Analysis of this Data: It is the goal of Mission Valley 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 Standards, and grades 3-6 took the SBAC tests in the spring of 2016, as well as our district benchmarks. We believe that as our students "grow up" with CCSS, the scores will improve. SBAC Percentage of Students who Met and Exceeded Standards in ELA: 3rd: 38%, 4th: 44%, 5th: 50%, 6th: 57% How the School will Evaluate the Progress of this Goal:
•
District Assessments (ELA STAR Reading benchmarks and DIBELS)
•
Ongoing teacher formative assessments to inform instruction
•
District Standards Tests
•
SBAC results from previous year
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Actions to be Taken to Reach This Goal Implement the district Language Arts Common Core Units of Study utilizing the district adopted program (MacMillan McGraw-Hill California Treasures) by providing mandated daily instructional minutes in ELA (K60 mins., 1st-3rd-150 mins., 4th-6th160 mins) and using research based programs, strategies and materials such as:
•
Instructional Rounds Year 3 which will focus on Mission Valley School as a system to concentrate on Check for Understanding.
•
21st Century Teaching PBL (4-6)
•
95% Group strategies and coaching (TK-3, SPED)
•
MacMillan McGraw-Hill California Treasures supplemental materials, Lexia, Accelerated Reader, Language Arts
•
Step Up to Writing, guided reading, small group instruction, Thinking Maps, differentiated instruction, literacy centers, cooperative learning, one-on-one instruction, explicit and direct language instruction
•
Provide supplemental materials and supplies, equipment, technology, field trips, and human resources.
•
TCSD Components of an early and intermediate literacy program, TCSD Language Arts Bookmarks (aligned with
The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff District Support Staff
Description Books Books Materials and Supplies Materials and Supplies Non Capitalized Equipment Professional Services
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Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
2555.00
LCFF Sup/Con
2500.00
Title I
7448.45
LCFF Sup/Con
4800.00
LCFF Sup/Con
200.00
LCFF Sup/Con
140.00
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Common Core State Standards (CCSS)
•
Specific English language development (ELD) instructional strategies to meet the academic and language proficiency level of English language learner (ELL) students
•
Behavior training with CREW for specific students
•
EADMS
•
Developmental Kindergarten
Implement intensive reading/language August 2016 - June arts intervention programs for 2017 students who are significantly behind in ELA. This may include:
• • • • • • • • •
Reading Mastery Corrective Reading Soar to Success Read Naturally/Read Live Language for Learning Kindergarten readiness skills and phonemic awareness Triumphs Intervention Program 95% Group Materials Lexia Core 5
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Instructional Aides Fringe Benefits Materials and Supplies Materials and Supplies
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
9219.51
Title I
3258.40
Title I
1862.12
LCFF Sup/Con
1200.00
Provide mandated daily instructional minutes for these interventions: K - 30 minutes, 1st - 3rd 30-45 minutes, 4th 6th 30-45 minutes. Implement extended day tutoring for August 2016 - June students who are not proficient in ELA 2017
Schedule and hold Learning Focused Conversation (LFC) meetings to: The Single Plan for Student Achievement
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff
Instructional Aides Fringe Benefits
2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
2304.88 814.60
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Actions to be Taken to Reach This Goal
• • • •
Timeline
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Proposed Expenditure(s) Description
Type
Funding Source
Amount
Certificated / Classified Staff
plan lessons evaluate student work discuss student progress share teaching strategies
Gain assistance from: • District Curriculum Specialists, RTI Teacher , peer coaches, consultants, speech therapist • School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
Person(s) Responsible
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
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VI. Planned Improvements in Student Performance (continued) SUBJECT: Mathematics ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 2016-2017. LCAP GOAL: All students will have opportunities to engage and participate in extra curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century. SCHOOL GOAL #2: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in mathematics as measured by state and district assessments. Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: It is the goal of Mission Valley 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 Standards, and grades 3-6 took the SBAC in the spring of 2016, as well as our district benchmarks. We believe that as our students "grow up" with CCSS, the scores will improve. SBAC Percentage of Students who Met and Exceeded Standards in Math: 3rd: 45%, 4th: 31%, 5th: 31% 6th: 45% How the School will Evaluate the Progress of this Goal: District math benchmark assessments
•
Math Unit Assessments based on Common Core State Standards (CCSS)
•
Ongoing teacher formative assessments to inform instruction
•
Math Standards Tests
•
SBAC scores from previous year
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Actions to be Taken to Reach This Goal Effective implementation of a Common Core Standards-aligned math instructional program with K-6 60 to 75 minutes daily: • Use TCSD Math Units of Study.
•
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff
Description Books Books Materials and Supplies
Implement K-6th grade Math Trimester CCSS Guidelines (standards pacing schedule) and Key Standards Continuum. BBY, Baits, What's my Place, What's my Value, Touch Math, Visual Math, TCSD Math Units of Study.
Materials and Supplies
Type
Funding Source
Amount
4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
1788.50
LCFF Sup/Con
1750.00
Title I
4655.29
LCFF Sup/Con
3000.00
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
5762.20
Title I
2036.50
LCFF Sup/Con
200.00
Title I
4655.28
LCFF Sup/Con
3000.00
Implement the use of the following scientifically research based standards aligned supplemental instructional materials, strategies, and programs for math: cooperative learning, small group instruction, one on one instruction and differentiated instruction, DreamBox Math, Thinking Maps, BBY materials, Touch Math, other materials, Kathy Richardson Math, utilize peer tutors to meet student needs, DRDP in TK and K Provide materials and supplies, equipment, technology, human resources, field trips and pins for pennants. Implement intensive math August 2016 - June interventions for students who are 2017 significantly behind in math. (K-3 15 minutes daily, 4-6 30 minutes daily) Interventions embedded within the district adopted core instructional program. Provide opportunites for extended day tutoring for students who are not meeting academic standards in math. The following programs may be used: enVision intervention component Math Steps Developing Number Concepts - Kathy The Single Plan for Student Achievement
Principal RTI Teacher Certificated / Classified Staff District Support Staff Clerk
Instructional Aides Fringe Benefits Non Capitalized Equipment Materials and Supplies Materials and Supplies
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Richardson Math Number Talks Dreambox Math Front Row Touch Math Cooperative Learning, small group instruction, one on one instruction, differentiated instruction Thinking Maps BBY Materials Other manipulatives Developmental Kindergarten - DRDP Gain assistance from:
•
District Curriculum Specialists, RTI Teacher, peer coaches, consultants, Administrative Intern
•
School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
•
Schedule and hold Learning Focused Conversation (LFC) meetings to: plan lessons evaluate student work discuss student progress share teaching strategies
• • •
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August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff District Support Staff
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff
Professional Services
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5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
140.00
1/21/17
VI Planned Improvements in Student Performance (continued) SUBJECT: English Language Learners ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.-------LCAP GOAL: All EL students will 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: Beginning 9.7%, Early Intermediate 2.8%, Intermediate 40.3%, Early Advanced 38.9%, Advanced 8.3%-------How the School will Evaluate the Progress of this Goal: District ELA and Math benchmarks District reading assessments Ongoing teacher formative assessments to inform instruction
•
CELDT
•
STAR Reading and Math Assessments
•
Report Card Grades / Progress Report Grades
•
95% Group Literacy Strategies
•
Dreambox Math reports
•
LEXIA reports
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Actions to be Taken to Reach This Goal Implement daily use of adopted LA and math interventions for students significantly below grade level including programs, strategies, materials and resources such as:
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff
Description Instructional Aides Fringe Benefits Books
•
ELD Treasures Program (30 minutes daily)
Books
•
Walk to Intervention K-6
Materials and Supplies
•
Developmental Kindergarten / DRDP for TK and K
Materials and Supplies
•
Reading Mastery / Corrective Reading programs, LEXIA Core 5, Accelerated Reader, Visual Math, Touch Math, What's my Place, What's my Value?, Baits, Dreambox Math, 95% Group materials
•
ELD/SDAIE strategies, Step Up to Writing, intermediate literacy / guided reading groups, Thinking Maps, BBY
•
Cooperative Learning, small group instruction, differentiated instruction, one on one instruction
•
Literacy centers, manipulatives, realia
•
Provide supplemental materials and supplies, equipment, technology, human resources, field trips, and pins for pennants.
•
Gain assistance from: District August 2016 - June 2017 Curriculum Specialists, District Bilingual Coordinator, RTI Teacher, peer coaches, consultants, Administrative Intern, EL Curriculum Specialist
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Non Capitalized Equipment
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist
Professional Services
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Type
Funding Source
Amount
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
5762.20
Title I
2036.50
Title I
511.00
LCFF Sup/Con
500.00
Title I
6207.05
LCFF Sup/Con
4000.00
LCFF Sup/Con
200.00
5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
140.00
1/21/17
Actions to be Taken to Reach This Goal
•
Timeline
Person(s) Responsible
Description
Type
Funding Source
Amount
District Bilingual Coordinator EL Resource Teacher District Support Staff
School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau, Bilingual Department
Provide strategic classroom placement for EL students. This may include SEI (Structured English Immersion) classroom placement and is determined by current ELD proficiency levels.
August 2016 - June 2017
Principal RTI Teacher District Bilingual Coordinator District Support Staff
Ensure that EL At Risk students work on LEXIA Core 5 for a minimum of fifteen minutes daily.
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Bilingual Coordinator
Implement the TCSD English Learner Master Plan.
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Bilingual Coordinator Migrant Resource Teacher District Support Staff
Implement extended day tutoring for students who are not proficient in language arts and/or mathematics
August 2016 - June 2017
Instructional Aides RTI Teacher Certificated Teachers EL Resource Teacher ELD/Migrant Bilingual Coordinator
The Single Plan for Student Achievement
Proposed Expenditure(s)
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VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers,and paraprofessionals. LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 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 State and District Assessments which indicates high levels of student learning.-------How the School will Evaluate the Progress of this Goal: Sign in sheets Agendas Actions to be Taken to Reach This Goal Provide staff development opportunities such as: Early release Wednesday Staff Development Days
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff
Description Substitute Teachers
Materials and Supplies
Paid staff development time
Books
District Sponsored Staff Development Days
Travel and Conference
BTPAP (Beginning Teacher Professional Assistance Program)
Travel and Conference
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Type 1000-1999: Certificated 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
Funding Source
Amount
Title I
2000.00
Title I
3103.52
Title I
255.50
Title I
1000.00
LCFF Sup/Con
2000.00
1/21/17
Actions to be Taken to Reach This Goal New teacher staff development workshops
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Non Capitalized Equipment
Type 4000-4999: Books And Supplies
Funding Source LCFF Sup/Con
Amount 200.00
conferences demonstration lessons coaching subs to release teachers to observe others SEI program Instructional Rounds/Check For Understanding (CFU) Classroom Mosaic Ongoing CCSS staff development 95% group coaching (TK-3, SPED) 21st Century Teaching PBL (4-6) Behavior Training in CREW (aide) EADMS Developmental Kindergarten DRDP Learning Walks
•
Lexia PD
•
Dreambox Math PD
•
Library Aide training
•
Tecnology training
•
NGSS training
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Actions to be Taken to Reach This Goal
•
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
Learning Focused Conversations (LFC)
Focus staff development topics on August 2016 - June areas of need such as: use of new 2017 technology hardware and software implementation of Units of Study for ELA and Math using data and student work to guide instruction calibrating and grading student assessments intervention programs such as Reading Mastery, Corrective Reading, Soar to Success, Read Naturally, Triumphs, Dreambox Math, LEXIA Core 5, and others as needed Implementation of ongoing use of school webpages Implementation of Common Core State Standards (CCSS) in ELA and math Strategies for teaching CCSS for Writing and Math • Instructional Rounds/ CFU Using ABI to complete report cards online (grades 1-6) Implementation of 95% group materials Project Based Learning Classroom Mosaic for Administrators (ECOVE)
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Support Staff Clerk
Provide supplemental materials and supplies, equipment, technology, and human resources to carry out staff development activities.
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Support Staff
August 2016 - June 2017
Materials and Supplies Substitute Teachers
Books Professional Services
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4000-4999: Books And Supplies 1000-1999: Certificated Personnel Salaries 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
2000.00
Title I
1000.00
LCFF Sup/Con
250.00
LCFF Sup/Con
140.00
1/21/17
VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 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.-------Findings from the Analysis of this Data: Families who are connected with school have students who perform better academically, socially and emotionally.-------How the School will Evaluate the Progress of this Goal:
• • •
Survey results Annual self study of parent involvement Annual monitor and review Actions to be Taken to Reach This Goal
Timeline
Recruit and organize parent and August 2016 - June community help and support with the 2017 following: chaperones/ volunteers for school functions/ trips • Awards Assemblies • PTO / SSC / ELAC • Annual Title 1 Meeting • School Compact • Local Monitor and Review • Winter Programs / performances/ Open House • Fundraisers / Toy and food drives The Single Plan for Student Achievement
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Proposed Expenditure(s) Description Materials and Supplies Professional Services
Non Capitalized Equipment Parent Involvement
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Type 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
2000.00
LCFF Sup/Con
140.00
LCFF Sup/Con
200.00
Title I
1550.97
1/21/17
Actions to be Taken to Reach This Goal
• • • • •
Parent education events MV Wildcat awards and activities Pins and Pennants Program Playground equipment Community/Global Outreach Programs
•
Include parents in school decisions by gaining their participation in: SSC / ELAC / PTO / DAC / DELAC Migrant parent meetings Parent / teacher conferences Annual parent survey Parent education events
• • • •
Communicate the importance of education and their student's progress through:
•
conferences, meetings, special school events
•
phone calls
•
School Accountability Report Card (provided online), school compact, notes, school newsletter
•
report cards, progress reports, IEP forms
•
Parent Link System
•
School and district webpages
•
MV Wildcat awards, assemblies, and activities
•
Pins and Pennants program
•
Email / texts
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Proposed Expenditure(s) Description
Materials and Supplies
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Type
4000-4999: Books And Supplies
Funding Source
Title I
Amount
1603.52
1/21/17
Actions to be Taken to Reach This Goal
•
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Newsletter
Provide information and ideas to families about a variety of topics through the following:
•
Kindergarten registration / readiness program / Transitional Kindergarten
•
parent education meetings
•
Annual Title 1 Meeting
•
Classroom orientation / Meet the Teacher (August)
•
TCOE Preschool to Kindergarten Parent Meeting
•
Parent Link System
•
School webpages
•
Parent conferences
•
Email / texts
•
Newsletter
•
Developmental Kindergarten
•
Provide a safe school environment for students to experience success in school by implementing: Second Step Red Ribbon Week Character Counts Student Council activities Special Friends program Internet Safety lessons SPRIGEO
• • • • • •
Timeline
The Single Plan for Student Achievement
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
August 2016 - June 2017
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Materials and Supplies
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4000-4999: Books And Supplies
Title I
1500.00
1/21/17
Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) English Language Arts/Literacy Overall Participation for All Students Grade Level
# of Students Enrolled
# of Students Tested
# of Students with Scores
% of Enrolled Students Tested
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 3
136
109
134
107
134
107
98.5
98.2
Grade 4
130
136
125
133
125
133
96.2
97.8
Grade 5
131
130
129
129
129
129
98.5
99.2
Grade 6
128
130
126
129
126
129
98.4
99.2
All Grades
525
505
514
498
514
498
97.9
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
2417.1
2433.9
19
29
19
21
39
32
22
19
Grade 4
2452.0
2472.6
22
17
22
33
17
31
38
19
Grade 5
2498.1
2482.0
15
18
34
24
28
22
23
36
Grade 6
2542.5
2547.8
17
17
40
43
32
33
11
8
N/A
N/A
18
20
29
31
29
29
24
20
All Grades
Reading Demonstrating understanding of literary and non-fictional texts Grade Level
% Above Standard
% At or Near Standard
% Below Standard
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 3
16
22
56
47
28
31
Grade 4
20
22
40
59
40
20
Grade 5
20
19
46
40
34
40
Grade 6
24
17
54
60
22
23
All Grades
20
20
49
52
31
28
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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
15
33
57
46
28
21
Grade 4
19
19
49
64
32
17
Grade 5
22
21
53
44
25
35
Grade 6
24
27
58
57
18
16
All Grades
20
24
54
53
26
22
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
16
16
62
73
22
11
Grade 4
13
11
65
80
22
10
Grade 5
9
15
74
62
16
23
Grade 6
15
19
78
73
7
8
All Grades
13
15
70
72
17
13
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
21
23
58
57
21
20
Grade 4
23
24
50
60
27
16
Grade 5
21
29
64
44
15
26
Grade 6
27
29
61
64
12
8
All Grades
23
27
58
56
19
17
Conclusions based on this data: 1. Overall Achievement: The older the students, the higher the percentages of students meeting and exceeding the standards. 2. Overall 47% of our students were meeting or exceeding standards in ELA.
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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
136
109
135
108
135
107
99.3
99.1
Grade 4
130
136
126
133
126
133
96.9
97.8
Grade 5
131
130
128
129
128
129
97.7
99.2
Grade 6
128
130
125
129
125
129
97.7
99.2
All Grades
525
505
514
499
514
498
97.9
98.8
* 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
2420.5
2433.6
11
15
34
36
24
25
31
24
Grade 4
2443.5
2458.2
6
10
25
23
39
46
31
21
Grade 5
2485.8
2465.4
9
5
22
24
36
25
33
47
Grade 6
2543.1
2541.9
22
21
23
26
36
34
18
19
N/A
N/A
12
12
26
27
33
33
28
28
All Grades
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
36
35
36
37
29
Grade 4
13
13
37
47
50
41
Grade 5
13
11
41
33
47
57
Grade 6
26
29
44
40
30
30
All Grades
20
21
39
39
41
40
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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
13
19
52
49
35
33
Grade 4
15
14
48
56
37
30
Grade 5
9
9
45
41
45
50
Grade 6
25
21
52
53
23
26
All Grades
16
16
49
50
35
35
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
20
29
59
55
21
16
Grade 4
10
14
47
49
44
38
Grade 5
11
5
59
47
30
47
Grade 6
24
22
51
59
25
19
All Grades
16
17
54
52
30
31
Conclusions based on this data: 1. Overall, 38% of our students met or exceeded standards in mathematics.
2. Overall, our students scored best in 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
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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
14-15
***
1
8
7
Intermediate
Early Intermediate
15-16
13-14
14-15
15-16
***
***
***
***
13-14
14-15
9
25
33
73
50
53
18
8
30
17
38
52
50
54
4
8 9
2
13
25
3
16
9
27
42
32
20
32
45
53
5
23
8
60
31
50
27
46
25
7
36
31
78
55
38
11
63
78
45
38
11
36
39
32
42
45
44
42
4 5
9
23
6 Total
8
14
8
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15-16
Beginning 13-14
14-15
15-16
8
7
8 5
5
7 11
17 8
11 6
6
18 3
2
4
6
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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
Number of Student
2014-15
2015-16
2016-17
2014-15
2015-16
American Indian
0.4%
0.3%
%
3
2
African American
2.3%
1.6%
%
19
13
Asian
2.9%
3.3%
%
24
27
Filipino
1.7%
1.5%
%
14
12
Hispanic/Latino
55.9%
57.8%
%
468
470
Pacific Islander
0.4%
0.4%
%
3
3
White
33.9%
32.2%
%
284
262
Multiple/No Response
0.0%
0.0%
%
0
0
Total Enrollment:
838
813
Student Enrollment by Grade Level Number of Students
Grade
2014-15
2015-16
Kindergarten
121
133
Grade 1
100
89
Grade 2
101
102
Grade3
136
106
Grade 4
128
130
Grade 5
125
124
Grade 6
127
129
Grade 7
0
0
Grade 8
0
0
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12
0
0
838
813
Total Enrollment:
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2016-17
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Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:
Not meeting performance goals Meeting performance goals Exceeding performance goals
Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB) Meeting performance goals 2016-2017 Evidence: •
Analyze student data for district ELA and Math District Assessments, STAR, and CAASPP
•
Monitor local assessment data for significant subgroups
•
Use formative grade level assessments
•
Staff development aligned with analysis of local assessment data
•
Learning Focused Conversations
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Meeting performance goals 2016-2017 Evidence: •
District adopted supplemental assessments support state adopted materials (STAR, DIBELS, District Assessments)
•
District ELA and Math Assessments based on Common Core Standards.
•
Teachers collaborate to analyze assessment data and modify instruction accordingly.
•
Learning Focused Conversations
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) Meeting performance goals 2016-2017 Evidence: •
All 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) The Single Plan for Student Achievement
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Meeting performance goals 2016-2017 Evidence: •
District office assistance from curriculum specialists
•
NTSS support providers for new teachers
•
Outside consultants
•
RTI Teacher
•
Instructional Rounds
5. Teacher collaboration by grade level (EPC) Meeting performance goals 2016-2017 Evidence: •
All grade levels meet at least twice a month and submit minutes (LFC)
•
A portion of our Wednesday staff development time is used for grade level collaboration as well.
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) Meeting performance goals 2016-2017 Evidence: District created Math and Science Bookmarks District math and ELA pacing charts District Assessment Calendar •
Units of Study in ELA and Math aligned with CCSS.
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) Meeting performance goals 2016-2017 Evidence: •
State adopted materials and district adopted supplemental materials
8. Use of standards-aligned instructional materials, including intervention materials Meeting performance goals 2016-2017 Planned implementation: •
Dreambox
•
Lexia Core 5
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•
Read Naturally Live
•
Reading Mastery
•
Triumphs
•
95% group materials to teach phonemic awareness and phonics.
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) Meeting performance goals 2016-2017 Evidence: •
Mission Valley is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students.
•
Multiple measures are used to identify and monitor the progress of underperforming students.
10. Research-based educational practices to raise student achievement at this school (NCLB) Meeting performance goals 2016-2017 Evidence: •
All district adopted supplemental materials are research-based.
11. Opportunities for increased learning time (Title I SWP and PI requirement) Meeting performance goals 2016-2017 Evidence: •
Before and after school math and language arts intervention activities are 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 2016-2017 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 2016-2017 The Single Plan for Student Achievement
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Evidence: •
Parent Education activities
•
PTO sponsored activities and events
•
Annual Parent Survey
•
Parentlink system
•
Use of translators 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 2016-2017 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)
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) Meeting performance goals 2016-2017 Evidence: •
Mission Valley 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 2016-2017 Evidence: •
Mission Valley 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
4000-4999: Books And Supplies
LCFF Sup/Con
26,000.00
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
2,700.00
Title I
3,000.00
2000-2999: Classified Personnel Salaries
Title I
23,048.79
3000-3999: Employee Benefits
Title I
8,146.00
4000-4999: Books And Supplies
Title I
36,145.23
5000-5999: Services And Other Operating Expenditures
Title I
2,550.97
*
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
28,700.00
Title I
72,890.99
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
3,000.00
2000-2999: Classified Personnel Salaries
23,048.79
3000-3999: Employee Benefits
8,146.00
4000-4999: Books And Supplies
62,145.23
5000-5999: Services And Other Operating Expenditures
5,250.97
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
36,302.96
Goal 2
26,987.77
Goal 3
19,356.75
Goal 4
11,949.02
Goal 5
6,994.49
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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: Mission Valley 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.
Connect activities for families to what students are doing in class.
Parents Pledge: Mission Valley parents joined staff to develop the following ideas about how families can support students’ success in reading and math.
Provide a quiet place for your child to study. Read with your child every day. Ask your child questions about their schoolwork and have them explain what they are learning. Ensure your child is on time and at school each day. Limit screen time.
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:
Email, Parent Link, notes home, text messages School Site Council Annual Monitor and Review in the spring Back to School Night in the fall Open House in the spring Parent volunteer opportunities in the classrooms and field trips (pending clearance) Parent Conferences
The Single Plan for Student Achievement
42 of 45
1/21/17
Appendix F - School Site Council Membership: Mission Valley 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 Gary Yentes
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
X
Liliete Capote
X
Heather Bothwell
X
Melissa Hunt
X
Erin Martinho
X
Heather Crawford
X
Miriam Maldonaldo
X
Kristen Reed
X
Kaila Weatherbie
X
Angelica Weemes
X
Numbers of members of each category
Secondary Students
1
3
1
5
0
(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.
The Single Plan for Student Achievement
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Appendix G - Miscellaneous Items for Mission Valley Elementary School
The Single Plan for Student Achievement
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1/21/17
Appendix H – TCSD Planned Professional Development
The Single Plan for Student Achievement
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1/21/17
Tulare City School District
Description of Centralized Services Title I
Centralized Services
Disaggregation and dissemination of school site, grade level, classroom, and significant subgroup state and school site student performance data.
Technical assistance and training in the use of district and school site assessment technology.
Preparation of categorical program reports.
Apply for state and federal funding through Consolidated Application I and II at the district and school site level.
Supervise budget procedures and controls for all state and federal sources regarding compensatory education and special projects.
Oversee state and federal evaluation reports.
Oversee Teacher and Paraprofessional requirements and records.
Provide technical assistance for Program Improvement Year 1-5 Schools to meet state requirements.
Provide technical assistance for School Wide Plans and Single Plan for Student Achievement.
Provide support in the area of professional development for school site Title I RTI Program Teachers and Clerks.
Maintain and disseminate school site monthly working budgets for state and federal funds.
Participate in annual audits of federal and state programs.
Technical assistance in categorizing expenditures for budget updates.
Install and maintain school site technology.
Provide technical assistance, training, and support for school site intensive reading and math intervention programs.
Tulare City School District
FEDERAL AND STATE FUNDED PROGRAMS 2016-2017
On an annual basis the Tulare City School District receives State and Federal funds to supplement the core curriculum. These funds are used for all students and students of significant sub-groups who are identified as not meeting academic standards, especially those who are socio-economically disadvantaged. The specific uses of these funds are described in the school’s Single Plan for Student Achievement (SPSA)/Title I School Wide Plan (SWP) and the district’s Local Education Agency (LEA) Plan. School site’s SPSA/SWP and the district’s LEA Plan are developed in collaboration with School Site Councils (SSC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), and Migrant Parent Advisory Council (PAC), teachers, district specialist, principals and district administrators. Each SPS/SWP and the LEA Plan are revised annually to meet the changing needs of students, parents, and staff and to meet State and Federal (No Child Left Behind) requirements. Tulare City School District’s Funded Programs are as follows: 1.
Title I, Part A (Helping Disadvantaged Students Meet Standards) – A federally-funded program for the purpose of meeting the needs of students who are at risk of failing to meet state and/or district standards in reading, language arts, or math. Services and materials supplement and work in concert with the base/core programs.
2.
Title II, Part A (Improving Teacher Quality State Grants) – A federally-funded program that focuses on increasing the academic achievement of all students by helping schools and school districts improve teacher and principal quality and ensure that all teachers are highly qualified.
3. Title III – A federally funded program provides funding for Limited English Proficient (LEP) students. These funds are used for professional development for school staffs, instructional support, curricular development, and parent involvement for activities that provide instructional support related to English Language Development and academic achievement for LEP students. Parent Involvement is an important part of implementing funded programs. Tulare City School District conducts the following parent involvement activities related to funded programs: 1. School site Council (SSC) – The SSC is composed of parents, students (secondary school) and school personnel. The SSC is responsible for developing, implementing, and evaluating the School Wide Plan programs. Members serve for one year and are elected by their peers. Elections for new members are held annually at the end of the school year. 2.
English Learner Advisory Committee (ELAC) – All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners. Members serve for one year. Parents elect parents. The ELAC is formed each year.
3.
Annual Title I Meeting – All schools receiving Title I Funds are required to hold an annual Title I Meeting in which all parents of participating students are invited. The purpose of the meeting is to explain the Title I program and services and to provide parents with an opportunity to have input in the planning and implementation of the Title I Program.
4.
District Advisory Committee (DAC) – DAC is an advisory committee for all programs in the Consolidated Application which are listed as follows: Title I, Title II and Title III.
5.
District English Learner Advisory Committee (DELAC) – Whenever there are 51 or more Ell students in a school district, a DELAC is formed consisting of at least one parent member from each ELAC. Other school and district level staff may be on the DELAC as long as the parents are in the majority.
Tulare City School District
FUNDED PROGRAMS 2016-2017
SCHOOL
Alpine Vista Cherry Cypress Garden Heritage Kohn Lincoln Live Oak Los Tules Maple Mulcahy Pleasant Roosevelt Wilson CDS Tulare Support School
TITLE I PART A
TITLE II PART A
TITLE III PART A (EL)
x
x
x
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
California Healthy Kids Survey-5th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % % 11 10 7 5 5 4 4 2 2 2 1 1 1 N/A 34 31 31 25 22 18 22 5 5 5 6 4 5 4 3 2 2 4 3 2 2
Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
97 97 96
91 75 87
93 81 90
93 77 87
94 77 85
90 72 72
92 70 73
Violence-Related During the past 12 months at school have you….. Been bullied Brought a gun or knife to school Saw someone with a gun or knife at school How safe do you feel when you are at school? (PI)
47 5 26 59
50 5 28 54
48 7 29 48
47 5 30 53
39 4 27 55
N/A 4 28 56
N/A 4 21 73
67
65
58
57
58
63
60
65
71
66
63
64
66
64
15 55 76 67
19 60 78 52
17 55 72 65
17 60 74 61
18 59 75 63
23 60 73 85
27 58 75 N/A
648/73
666/72
729/78
794/80%
856/84%
655/64%
846/80%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI) Eating breakfast Exercise on at least 5 of past 7 days Total number/percentage of students participating
California Healthy Kids Survey-7th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % 12 9 8 9 7 5 4 6 4 4 7 4 3 2 33 25 27 28 26 17 15 16 11 12 14 13 9 5 17 11 10 14 16 13 9
During the past 30 days, did you….. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
8 3 22 9 9
5 1 15 5 6
6 2 13 6 6
8 3 15 7 7
5 3 14 7 11
2 1 8 3 6
2 1 6 2 5
Level of Involvement/High Risk Patterns During your life have you ever….. Been very drunk or sick after drinking Been high from using drugs
15 15
12 11
9 9
11 11
10 14
7 10
4 7
During the past 30 days, did you…. Drink 5 drinks in a couple of hours
9
6
7
9
6
4
2
7
5
4
7
8
4
3
3
2
4
4
3
2
1
92 87 91
94 90 93
76 75 75
72 74 70
70 70 68
70 64 62
73 69 68
ATOD Use at School During your life have you ever been drunk/high on school property During the past 30 days did you smoke cigarettes on school property Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
California Healthy Kids Survey-7th grade results Violence-Related During the past 12 months at school have you….. Been harassed because of race, gender, ethnicity, sexual orientation or disability Mean rumors or lies spread about you Been in a physical fight Been afraid of being beat up (PI) Did you carry any weapons (gun, knife,club) at school Seen a weapon on campus How safe do you feel when you are at school? (PI) Do you belong to a gang?
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016
32 n/a 35 34
36 n/a 33 29
30 n/a 29 31
33 n/a 31 27
34 n/a 26 26
38 n/a 19 23
38 42 18 23
24 n/a 20 15
18 n/a 17 9
15 n/a 18 9
13 n/a 21 9
12 n/a 22 9
23 n/a 62 4
10 22 68 5
45
42
43
39
43
43
45
58
59
63
61
61
57
60
22 44
20 44
18 49
14 50
16 52
17 51
24 57
Acadenic motivation
n/a
n/a
n/a
n/a
n/a
n/a
49
Eating breakfast
61
62
62
59
61
59
57
Truancy, past 12 months 0 Times/1-2 Times
89
92
90
92
90
94
96
Mental/Physical Health Experience chronic sadness/hopelessness
n/a
n/a
n/a
n/a
n/a
n/a
29
550/65
610/67
728/81
741/80
750/77%
697/70%
671/66%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI)
Total number/percentage of students participating
As of
8/26/2016
Monthly Summary
Mission Valley TITLE I
2016-17 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000
Budget $3,000.00
Expenditures to Date
1 Month of Salary
$23,048.78
$2,660.35
$20,388.43
$8,145.99 $5,110.00 $31,035.23
$604.19
$7,541.80
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
$3,264.54
$27,930.23
$0.00
Balance $3,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $5,110.00 $31,035.23 $0.00 $1,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $40,145.23
$27,930.23
$40,145.23
$1,000.00
$71,340.00
2015-2016 BUDGET PARENT INVOLVEMENT
Encumbered
$1,550.97
$71,340.00 $1,550.97
As of
8/26/2016
Monthly Summary
S/C - LCAP
MISSION VALLEY 2016-2017 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID
Budget 11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000
Expenditures to Date
$5,000.00 $20,000.00 $1,000.00 $2,000.00
Encumbered
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 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $5,000.00 $18,324.48 $1,000.00 $2,000.00 $0.00 $0.00 $0.00 $0.00 $700.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $27,024.48
$0.00
$27,024.48
$1,675.52
$700.00
$28,700.00
2015-2016 BUDGET
$1,675.52
$0.00 $28,700.00
AS OF
TUTORING Mission Valley 2016-17 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL HOURLY BUDGET
8/26/2016
Budget Expenditures 11003 $5,014.00 21003 $2,469.00 30000 $1,257.00 $8,740.00
$0.00
Balance $5,014.00 $2,469.00 $1,257.00 $0.00 $8,740.00
Mission Valley Elementary School Budget Summary Balance as of 08/26/2016 2016-17 Budgets
Budget Instructional*
$
PE Inst. Budget*
$
43,902.00 $
Expended 1,979.25 $
2,439.00
2016-17 Preliminary Budget
Encumbered
Balance
261.61 $
41,661.14
$
2,439.00
WHAT IS A SCHOOL-PARENT COMPACT?
BUILDING PARTNERSHIPS
Monthly PTO meetings
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.
Tricky Tray Fundraiser in the fall
SSC/ELAC meetings throughout the year
Toy and Food drives during holiday season
Jump for Heart / United for Good/ Coins for Caring
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.
In addition to the opportunities above, Mission Valley has many events throughout the year which are noted on our school website calendar. We use Parent Link and notes home to inform parents and students of special events. Parents are always welcome to volunteer after getting TCSD background clearance. The office can assist you with this. Feel free to contact us any time at (559) 685-7396.
SCHOOL-PARENT COMPACT FOR
ACHIEVEMENT
2016-2017
OUR FOCUS
COMMUNICATION ABOUT STUDENT LEARNING Mission Valley 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 phone calls
Parent Conferences—Sept. 26-30, March 1317
Contact the RTI teacher, Principal or Administrative Intern with questions or concerns. DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS?
Please contact your child’s teacher by phone (559) 685-7396 or email (found on our website).
FOR STUDENT SUCCESS
OçÙ GÊ½Ý ¥ÊÙ SãçÄã A«®òÃÄã
TEACHERS, PARENTS AND STUDENTS - TOGETHER FOR SUCCESS IN OUR CLASSROOMS
AT HOME
Teachers will work with students and their families to support students’ success in meeting or exceeding the Common Core State Standards in reading and math. Some of our key ways to connect with families will be:
Mission Valley parents joined staff to develop the following ideas about how families can support students’ success in reading and math.
DISTRICT PRIORITIES: #1. Safe and Secure Learning and Work Environment for All #2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All #3. Connect to the Local and Global Communities
LCAP/SCHOOL GOALS: Students will reach high standards and increase student achievement. Students will have opportunities to engage and participate in extracurricular activities. EL students will increase proficiency in English and increase student achievement in ELA. Faculty will engage in consistent professional development and training. Promote parent and community involvement in a safe environment.
Providing Staff Development Monitoring student progress regularly Holding Student Study Team meetings when necessary Holding regular Grade level Learning Focused Conversations. Providing a school calendar with events Providing Structured English Immersion classrooms for English Learners
Provide a quiet place for your child to study.
messages
Read with your child every day.
School Site Council Annual Monitor and
Ask your child questions about their schoolwork and have them explain what they are learning.
Email, Parent Link, notes home, text
Review in the spring
Back to School Night in the fall
Open House in the spring
Ensure your child is on time and at school each day.
Parent volunteer opportunities in the classrooms and field trips (pending clearance)
Limit screen time.
We will get there by:
Parent Conferences
STUDENTS Mission Valley 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.
Connect activities for families to what students are doing in class.
Examples of this: Read every day, make up stories to tell my family using new words, help make the grocery list and estimate how much the food will cost, etc. Teacher Signature _____________________Principal Signature______________________________
When teachers, students and families work together we
Parent Signature _____________________________________________________________________ Student Signature_____________________________________________________________________
QUÉ ES UN PACTO ENTRE LA ESCUELA Y LOS PADRES? Un pacto para el éxito entre la escuela y los padres es un acuerdo que los padres, estudiantes y maestros desarrollan juntos. En él se explica cómo los padres y maestros trabajarán juntos para asegurar que todos nuestros estudiantes alcancen o superen los estándares de nivel de grado. Pactos efectivos: Están enlazados con los objetivos del plan de mejoramiento de la escuela Están centrados en las habilidades de aprendizaje de los estudiantes Describen cómo los maestros ayudarán a los estudiantes a desarrollar esas habilidades a través de un currículo e instrucción de alta calidad Comparten estrategias que los padres pueden usar en casa Explican cómo los maestros y los padres se comunicarán respecto al progreso del estudiante Describen oportunidades para que los padres sean voluntarios, observen, y
DESARROLLADO CONJUNTAMENTE Cada Primavera de este documento es revisado por el Consejo Escolar. Durante esta reunión se revisan las necesidades de aprendizaje de los estudiantes, basándose en datos actuales de nivel de grado. Estas discusiones están basadas en datos e incluyen sugerencias para las estrategias de aprendizaje en el hogar por parte de maestros, junto con el aporte de los padres para hacer que estas estrategias sean específicas para sus necesidades. Los estudiantes de las escuelas medias también proporcionan información sobre las formas de apoyar su aprendizaje. LOS PADRES PUEDEN CONTRIBUIR CON SUS
CREACIÓN DE ALIANZAS
Reuniones mensuales Organización para padres y maestros
Recolección de dinero Tricky Tray en el otoño
Reuniones SSC/ELAC durante todo el año
Recolección de juguetes y alimentos durante la temporada de vacaciones
Jump for Heart / United for Good/ Coins for Caring
Además de las anteriores oportunidades, Mission Valley tiene muchos eventos durante el año que aparecen en el calendario en nuestro sitio web. Usamos Parent Link y enviamos notas a casa para informar a los padres y estudiantes acerca de eventos especiales. Los padres son siempre bienvenidos a ser voluntarios después de realizar la revisión de antecedentes TCSD. La oficina puede ayudarle con esto. No dude en contactarnos en cualquier momento al (559) 685-7396.
COMUNICACIÓN SOBRE EL APRENDIZAJE ESTUDIANTIL Mission Valley está comprometida con la comunicación frecuente de doble vía con las familias acerca del aprendizaje de los estudiantes. Algunas de las maneras en las que los padres y los maestros se comunican todo el año son:
Correo electrónico o llamadas telefónicas
Reuniones para padres—Sept. 26-30, Marzo 13-17
Contacto con el maestro RTI, director o administrativo con preguntas o inquietudes.
¿TIENE PREGUNTAS
ACERCA DEL PROGRESO DE SU HIJO?
Por favor contacte al maestro de su hijo por teléfono (559) 685-7396 o correo electrónico (lo puede encontrar en nuestro sitio web).
PACTO PARA EL ÉXITO ENTRE PADRES– ESCUELA
2016-2017
NUESTRO ENFOQUE
PARA EL ÉXITO ESTUDIANTIL
MAESTROS, PADRES Y ESTUDIANTES - JUNTOS POR EL ÉXITO
NçÝãÙÊÝ Ê¹ã®òÊÝ ÖÙ ½ ø®ãÊ Ýãç®Ä㮽
PRIORIDADES DEL DISTRITO: #1. Ambiente de aprendizaje y trabajo seguro y confiable para todos #2. Enseñanza relevante, útil y que produce los niveles más profundos de aprendizaje para todos #3. Conexión con las comunidades locales y globales
LCAP/OBJETIVOS DE LA ESCUELA:
Los estudiantes alcanzarán altos estándares y aumentará el rendimiento estudiantil. Los estudiantes tendrán oportunidades para comprometerse y participar en actividades extracurriculares. Los estudiantes de EL aumentarán el dominio en Inglés y aumentará el rendimiento estudiantil en ELA. Los maestros participarán en desarrollo profesional y formación constante. Promover la participación de los padres y la comunidad en un entorno seguro.
EN NUESTROS SALONES DE CLASE 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:
Los padres de Mission Valley colaboraron con el personal para desarrollar las siguientes ideas acerca de cómo las familias pueden apoyar el éxito estudiantil en lectura y matemáticas.
Proporcionar un lugar tranquilo para que su hijo estudie.
Leer con su hijo todos los días.
Preguntar a su hijo acerca del trabajo de la escuela y permitir que le explique lo que está aprendiendo.
Asegurarse que su hijo llega a tiempo y a la escuela todos los días.
Limitar el tiempo frente a las pantallas.
Lo lograremos al:
Proporcionar desarrollo para el personal Controlar el progreso estudiantil regularmente Realizar reuniones del equipo de estudio del estudiante cuando sea necesario Realizar conversaciones enfocadas en el aprendizaje del nivel de grado. Proporcionar un calendario escolar con eventos Proporcionar salones de clase con inmersión estructurada del inglés pa-
¡Cuando los maestros, los estudiantes y las familias trabajamos juntos PODEMOS alcanzar nuestras metas!
EN CASA
Correo electrónico, Parent Link, notas enviadas a casa, mensajes de texto Control anual del Consejo del plantel escolar y revisión en primavera Noche de regreso a la escuela en otoño Jornada de puertas abiertas en primavera Oportunidades para los padres de ser voluntarios en los salones de clase y viajes de estudio (una vez se haya realizado la revisión de antecedentes) Reuniones para padres
ESTUDIANTES Los estudiantes de Mission Valley students 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.
Actividades de conexiones para las familias con lo que los estudiantes están haciendo en clase.
Ejemplos de esto: leer todos los días, inventor historias para contar a mi familia usando nuevas palabras, ayudar a hacer la lista del Mercado y estimar cuánto costará la comida, etc. Firma maestro _____________________Firma director______________________________ Firma padre _____________________________________________________________________ Firma estudiante_____________________________________________________________________
Mission Valley Elementary School 1695 Bella Oaks Tulare, CA 93274 (559) 685-7396 FAX (559) 685-7392
Mission Valley School Parent Involvement Policy Mission Valley 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 Mission Valley 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 Mission Valley school’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. Mission Valley holds an annual Title I Parent meeting at the beginning of each school year to communicate the importance of parents staying connected, visiting the school and engaging in school related activities throughout the school year. 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. Parent Education Meetings are offered during the evenings b. PTO meetings are held in the evenings c. SSC/ELAC meetings are held in the early afternoons 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of Mission Valley 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. A description and explanation of Mission Valley School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at Parent conferences twice during the school year b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement.
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c. If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children’s education, and, as soon as practicably possible, responses to the suggestions of parents/guardians. a. At Mission Valley, we have an Open Door policy for parents to meet with school site principal. b. Appointments can be made with the front office personnel as well. 5. If Mission Valley School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Mission Valley 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. We solicit parent input at each meeting and recognize them for their contributions. 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 Mission Valley School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Mission Valley School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. This compact shall address: a. Mission Valley 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 Mission Valley and parents/guardians for strong parent involvement. a. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children. (20 U.S.C. § 6318 (e)(1).) a. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference. b. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).) 1/12/2017
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. 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. Parent conferences are scheduled regularly with valuable training in incorporating parents as equal partners. d. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the education of their children. (20 U.S.C. § 6318 (e)(4).) a. Meet and Greet, Open House and Back to School Night support parents in more fully participating in the education of their children. e. Distribute information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent practicable, in a language the parents understand. (20 U.S.C. § 6318 (e)(5).) a. Our school produces a Calendar of Events to assist the teacher, administration and parents in partnering with one another in future events. b. Parent Link (website) provides parents with information about site activities. c. Tulare City School District Electronic Application for communication f. Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) a. Our school’s Calendar of Events and the Title I Parent meeting both support parental involvement and encourages the support in and out of the classroom. 8. To the extent practicable, provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migrant children, including providing information and school reports in a format and language such parents/guardians can understand. Mission Valley 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 Mission Valley School's policy to meet the changing needs of parents/guardians and the school. Mission Valley School will conduct an annual self-study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships. .
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Mission Valley Elementary School 1695 Bella Oaks Tulare, CA 93274 (559) 685-7396 FAX (559) 685-7392
School Logo Goes Política sobre Participación de los Padres de la Escuela MissionHere Valley
La Escuela Mission Valley 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 Mission Valley 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 Mission Valley en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. La escuela Mission Valley 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 durante el ciclo escolar. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Por las tardes se ofrecen reuniones de Educación para Padres. b. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) se realizan por las tardes. c. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) se realizan por las tardes. 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 Mission Valley 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. Una descripción y explicación del currículo la Escuela Mission Valley, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. 1/12/2017
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. 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. En Mission Valleyalley, Es una política de “Puerta Abierta” para que los padres se reúnan con el director del sitio escolar. 5. Si el Plan a Nivel Escolar de la Escuela Mission Valley no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Mission Valley 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. Solicitamos aporte de los padres en cada reunion y los reconocemos por sus contribuciones. 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 Mission Valley 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 Mission Valleyalleyalley 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. Este contrato debe abordar: a. La responsabilidad de la Escuela Mission Valley en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: (1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón.
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7. Establecer la Capacidad de Mission Valley y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. El 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 Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) b. 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. “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. c. 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. Conferencias con los padres son programadas sistemáticamente para valiosa capacitación sobre la incorporación de padres como socios equitativos d. 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. “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. 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. Nuestra escuela produce un Calendario de Eventos para ayudar a asociarse con el maestro, a la administración y a los padres en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación f. Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. 8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Mission Valley debe estar disponible para la comunidad local y distribuida a los padres/tutores de alumnos participando en un formato comprensible y uniforme y, al nivel práctico, proporcionar en un lenguaje que entiendan los padres/tutores. El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Mission Valley para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Mission Valley realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar.
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SSC ELAC Monitor and Review March 1, 2016 A team of seven parents and school staff members conducted our annual monitor and review. We broke into three groups and visited classrooms at every grade level. The goal of this review was to find evidence of student engagement, varied classroom instruction, positive room environment, and Common Core instruction as outlined in our school wide plan. Our findings are included below. Student Engagement The team was very impressed with student engagement across all grade levels. Most classrooms were accustomed to working in groups or pairs. Students were on task whether they were working in small groups or being instructed whole class. When students were questioned about what they were working on they were able to explain the task. Due to this observation, it was noted that all tasks seemed to be engaging and grade level appropriate. Although actual Kagan structures were not observed, students were working well together in a cooperative and engaging manner which is the goal of Kagan structures. One observer noted that classrooms, “worked like clockwork.” Classroom Instruction Mission Valley teachers displayed evidence of quality instruction in a variety of ways. Some examples of whole class instruction included: modeling using direct instruction, Google Docs, instruction in the Educational Resource Center (ERC), language arts, and math instruction. Small groups included iPad usage, 95% chip kits, math and language arts activities. There was a good balance between whole group and small group instruction throughout all grade levels. The team saw evidence of Thinking Maps used in many areas of the curriculum. For example, a double bubble map was used to compare and contrast tornados and hurricanes, a brace map was used to show the parts for place value, and a circle map was used for informational writing. Students and teachers seem to be more comfortable using technology whether it was with Chromebooks, Promethean boards, slates, iPads, or PCs. Mission Valley’s teachers used a variety of instructional strategies which included student created journals and logs being used by students as references, creative learning centers using games to reinforce concepts, and note taking in multiple ways. Evidence of Positive Room Environment The overall impression of the classroom environment at Mission Valley was extremely positive. Student work from a variety of subject areas was displayed in every grade level. The team noted how creative the work was. Character Counts posters were displayed in all rooms and many teachers connect their classroom rules to the pillars. Students were friendly and eager to share with the team when asked about the tasks they were working on. Students were also polite, respectful and encouraging when working with classmates. One of the parents felt that the themes of the classrooms made them an inviting and comfortable place for students to learn. A parent stated, “I was impressed that the students knew the routines and their behavior was very good.”
Evidence of Common Core There was evidence of Common Core instruction in every classroom. In language arts we noted examples of: Non-fiction text: articles, readers, Scholastic News, internet research Literature circles Vocabulary study including images, pictures, examples, and definitions Rich teacher led discussions Citing evidence to support answers Writing and reading in a variety of genres Poetry interpretation Connecting written assignments to real world experiences
Math instruction continues to challenge students to explain their mathematical understanding with the implementation of Common Core. In the classrooms we saw: Math journals Number Talks Students explaining their mathematical thinking (Even kindergarteners!) A variety of manipulatives being used across the grade levels Computation followed by reasoning, discussions, reflections, sketches, etc… Real world problems A progression of skills from grade to grade WMP, WMV Math centers, games, and activities
Commendations The team would like to recognize the Mission Valley staff for their efforts in the following: Embracing technology in the ERC and Chromebook rooms with new and innovative activities and projects The evidence of all subject areas displayed in the classroom The time and attention devoted to developing writing skills beginning in TK with short sentences to well written multi paragraph essays or narratives in upper grades The outstanding classroom management and positive tone throughout the school Parent quote: “The teachers are doing a great job!”
Mission Valley Elementary School Parent Survey 2015-16 Participation: 59% 1. Is every aspect of the school’s climate open, helpful and friendly? A. Yes 95% B. No 3% C. No Opinion 3% 2. Is communication between school and home frequent, clear and two-way? A. Yes 96% B. No 4% C. No Opinion 1% 3. Do parents feel they are collaborators in the educational process? Do parents feel they have a strong role in assisting the school with learning and behavior? A. Yes 86% B. No 6% C. No Opinion 8% 4. Are parents encouraged both formally and informally to comment on school policies and to share in the decision-making? A. Yes 79% B. No 8% C. No Opinion 13% 5. Does school site administration actively express and promote the philosophy of partnership with all families? A. Yes 84% B. No 5% C. No Opinion 10% 6. Does the school encourage volunteer participation for parents and the community at large? A. Yes 89% B. No 5% C. No Opinion 6% 7. Does the school recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available? A. Yes 80% B. No 5% C. No Opinion 14% 8. Does the school provide parents with resources to support their child’s academic success? A. Yes 93% B. No 3% C. No Opinion 4% 9. Does the school provide a safe and secure environment for your child? A. Yes 92% B. No 3% C. No Opinion 3%
Encuesta para padres 2015-16 Esquela Mission Valley Participación: 59% 1. ¿Cada uno de los aspectos del ambiente escolar resulta conveniente y amigable? A. Si 95% B. No 3% C. No Opinión 3% 2. ¿La comunicación entre la escuela y el hogar es frecuente, clara y se lleva a cabo en ambos sentidos? A. Si 96% B. No 4% C. No Opinión 1% 3. ¿Los padres sienten que colaboran 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 86% B. No 6% C. No Opinión 8% 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. Si 79% B. No 8% C. No Opinión 13% 5. ¿La administración del plantel escolar expresa y promueve de manera activa la filosofía de colaboración con todas las familias? A. Si 84% B. No 5% C. No Opinión 10% 6. ¿La escuela fomenta la participación voluntaria de los padres de familia y de la comunidad en general? A. Si 89% B. No 5% C. No Opinión 6% 7. ¿La escuela reconoce su responsabilidad de forjar una verdadera colaboración con todas las familias de la escuela, y no sólo con aquellas que tienen mayor disposición para hacerlo? A. Si 80% B. No 5% C. No Opinión 14% 8. ¿Proporciona la escuela a padres con recursos para sostener su éxito académico de niño? A. Si 93% B. No 3% C. No Opinión 4% 9. ¿La escuela provee un ambiente seguro y protegido para su hijo? A. Si 92% B. No 3% C. No Opinión 3%
Mission Valley Staff Survey Results - Spring 2016 This survey was taken anonymously using Survey Monkey by 30 out of 37 teachers. Teachers indicated their grade level. 1. What extra curricular areas would you be willing to assist with next year? Check all that apply. SSC: 7 PTO Rep: 6 Morale Committee: 7 Student Council: 3 Leadership Team: 11 Track Meet: 8 Poetry and Prose: 2 Spelling Bee: 2 Technology Lead: 3 Noon League: AR Rep: 3 Lexia Rep: 2 Yearbook: 2 Science Olympiad: 0 Musical Theater: 5 2. Colleagues in my LFC meetings helped me with reteaching ideas and/or provided additional resources for my struggling students. Agree: 67.86% Somewhat agree: 14.29% Disagree: 10.71% Does not apply: 7.14% 3. Are there obstacles in your PBL (upper grade) or 95% Group (primary) implementation? Yes: 25% No: 75% Comments included: time, incoming students lacking ability to work in groups, hard to implement continuum with other curriculum expectations
4. What further training or resources would you like in order to continue our implementation of Common Core? (answers indicate # of people) None/not sure: 7 Google Docs: 1 DOK: 1 Time on own or with others/ collaboration : 5 Lessons (demonstration, plans, ideas) : 5 iPads: 1 Math centers: 1 Non fiction books: 1 PBL: 1 District adopted curriculum: 2 5. What was the most valuable staff development you had this year? Choice sessions: 5 Instructional Rounds: 1 Google: 6 Tech Choices: 5 iPads: 4 Math centers: 2 95% with consultant in our grade level: 1 Time to work on report cards: 1 Opinion writing: 1 Workshops to benefit the classroom: 1
MISSION VALLEY SCHOOL STUDENT SURVEY 2016 YES (A)
1.
I feel safe in my classroom.
2.
I feel safe on the playground.
3.
I feel safe when taking the bus or walking to and from school.
4.
Overall I feel safe at school.
5.
Students treat each other with respect.
6.
If I have a problem that I can’t solve on my own, I know I can go to a staff member for help.
7.
I am glad to come to school most of the time.
8.
I am proud of Mission Valley School.
9.
I think my teacher cares about me.
10.
I plan to graduate from high school.
11.
I would like to go to college.
12.
My teacher helps me when I don’t understand an assignment.
13.
I know how I can earn pins for my pennant.
NO (B)
93%
5%
83%
16%
75%
19%
91%
9%
54%
45%
89%
11%
87%
12%
93%
7%
93%
7%
98%
1%
89%
5%
91%
4%
86%
7%
Please write any comments you would like to share here:_____________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________
