The Single Plan for Student Achievement Mulcahy Middle School School Name
54-72231-6054456 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:
Tracey E. Jenkins Principal 685-7250 1001 West Sonora Street Tulare, CA 93274
[email protected]
Tulare City School District School District
Superintendent: Telephone Number: Address: E-mail Address:
Dr. Clare Gist (559) 685-7200 600 North Cherry Street Tulare, CA 93274
[email protected]
The District Governing Board approved this revision of the School Plan on January 24, 2017.
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Table of Contents 2016-2017 Single Plan for Student Achievement Mulcahy Middle School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 31 Table 2: Title III Accountability (District Data) ................................................................................................................... 35 Table 3: California English Language Development (CELDT) Data ................................................................................ 36 Table 4: CBEDS................................................................................................................................................................ 37 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 38 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 42 Total Expenditures by Object Type and Funding Source ................................................................................................. 42 Total Expenditures by Funding Source............................................................................................................................. 43 Total Expenditures by Object Type ................................................................................................................................... 44 Total Expenditures by Goal .............................................................................................................................................. 45 Appendix D - Recommendations and Assurances (Mulcahy Middle School) ....................................................................... 46 Appendix E - Home/School Compact ................................................................................................................................... 47 Appendix F - School Site Council Membership: Mulcahy Middle School ............................................................................. 48 Appendix G - Miscellaneous Items for Mulcahy Middle School ............................................................................................ 49 Appendix H – TCSD Planned Professional Development .................................................................................................... 50
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I. District and State Priorities
Tulare City School District Priorities (DP) 1. Safe and Secure Learning and Work Environment for All Alignment: SP 1, 5, 6 2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All Alignment: SP 1, 2, 4, 5, 6, 7, 9 3. Connect to the Local and Global Communities Alignment: SP 3, 5, 6 Eight State Priorities (SP) *The LCAP groups the eight state priorities (Education Code sections 52060 and 52066) into three categories: 1. Conditions of Learning a. Basic Services: including facilities, qualified teachers and instructional materials (State Priority 1) b. Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners (State Priority 2) c. Course access: pupil enrollment in a broad course of study (State Priority 7) 2. Pupil Outcomes a. Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate (State Priority 4) b. Other pupil outcomes: pupil outcomes in the subject areas. (State Priority 8) 3. Engagement a. Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (State Priority 3) b. Pupil engagement: as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (State Priority 5) c. School climate: as measured pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (State Priority 6)
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II. School Vision and Mission Named after longtime Tulare educator, Mrs. Alice G. Mulcahy, Mulcahy Middle School is dedicated to the principles of hard work, honesty, pride, community service, and determination. Since its opening in 1958, our school has provided students with a comprehensive educational experience designed to meet the challenges of higher education and future career choices. As one of four middle schools in Tulare, Mulcahy, with a population of over 690, serves fifth through eighth grade students. Rich in its ethnic diversity and strong in school community pride, the Mulcahy Middle School staff and student body are dedicated in their pursuit of excellence in education. The mission of Mulcahy Middle School is to prepare all students for high school and post secondary education through a standards-based academic program that promotes strong ethical character, critical thinking skills, and emotional and physical well being.
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III. School Profile Mulcahy School is one of the 15 schools in the Tulare City School District. Tulare is a semi-rural San Joaquin Valley community population of approximately 60,000. The area is predominately agricultural with local businesses and small industry providing a source for family incomes. Eleven elementary schools and four middle schools serve the City of Tulare and the surrounding areas. There are also three high schools in Tulare, in a separate school district, which service our students. School Demographics: See Appendix A, Table 6
Technical Assistance provided by the District Office: Data collection and analysis of student performance data (EADMS, DIBELS, STAR Reading, STAR Math, DRDP) Effective lesson design and implementation (Lessoneer, 95% Group) Intensive intervention programs Strategic interventions School budgets School wide planning Parent involvement/School climate Professional Development for Staff (State Standard Implementation, Learning Focused Conversations-LFC, Lexia, 95% Group, AVID, Strategies for Special Needs, Interventions etc.) Tulare City School District Technical Assistance Team: Joyce Nunes-Assistant Superintendent of Business, Psychological Services Paula Adair-Assistant Superintendent of Student Services Brian Hollinghead-Assistant Superintendent of Curriculum David Freitas - Director of Progress and Performance Paul Reagan-Director II Bilingual Martin Suey-Director I of Education Data Systems Tricia Leslie-District Nurse (Title IV) Debbie Terry-District Homeless Liaison Susie Boyett-District Compliance Teacher
***Over 10% of the Title 1 budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teachers and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) Based upon the data we have for our current students, the following needs are evident:
1. Focus on increased student achievement for English Learners in English Language Arts (ELA). 2. Continued increased student achievement school wide in both ELA and Mathematics. 3. An ongoing commitment to weekly grade level planning and Learning Focused Conversations with a focus on: • How we teach utilizing state standards • Increasing student engagement • Engaging all students in learning • Increasing the Depth of Knowledge within our instruction • Checking for understanding 4. Continued intervention for identified students. 5. Continue to maintain and accelerate students' proficiency in ELA and Mathematics. 6. Critical thinking and higher order questioning will continue throughout all curricular areas with a focus on academic conversations and accountable talk. B. Surveys Student Survey The overall tone of the 2016 Spring Student Survey was positive. Most students agreed that: • Students feel safe in the cafeteria, hallways, quad/playground areas, and their classrooms. • Staff members are supportive and encourage students to do their best. • Students have been taught the rules and expectations for behavior in the cafeteria, hallways, quad/playground areas, restrooms, and classrooms. • Teachers do a good job of making sure students understand their grading procedures and policies, and they make sure students know how they can get help if they fall behind. • The work students do at school is important, and they are proud to be a part of the school. • Opportunities for extracurricular activities are available for all students. Based upon the data provided by the Mulcahy student body, the following needs are evident: • Students feel students threatening or bullying other students and students physically hurting other students is a problem. • Students do not feel it is easy to make friends. • Students feel that they could treat each others and staff in a more respectful manner. Parent Survey The overall tone of the 2016 Spring Parent Survey was positive. Most parents agreed that: • • • • •
The campus environment is positive and welcoming. They are kept up to date with their students' progress. Their students' academic program meets their needs. There are support systems in place to assist them. Parents feel they are collaborators in the educational process.
Teacher Survey The overall tone of the 2016 Spring Staff Survey was positive. Most teachers agreed that: • • • •
Students feel safe in the cafeteria, hallways, quad/playground areas, and their classrooms. Teachers do a good job of making sure students know they can get help if they are falling behind. Staff members treat students respectfully. Staff members are friendly and supportive of students, encouraging students to do their best.
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• • • •
Students are taught the rules and expectations for appropriate behavior. We need to ensure students feel safe sharing a problem they can't solve on their own, with a staff member. We need to increase the respect level among students in the classroom. We need to decrease students threatening or bullying other students.
C. Classroom Observations Based upon Administrative Observations, Instructional Rounds, AGLT Review, and SSC Local Monitor and Review the following are evident: • • • • • • • • • • • • •
Scholars are engaged in learning Positive interactions occur in the classroom creating a safe atmosphere for positive learning environments. Students actively participate in academic conversations. Students are expected to work collaboratively as a group and problem solve. Standards based clear objectives and essential questions are posted in classrooms. Academic vocabulary is present throughout each grade level within the context of teaching. Promethean technology and use of active slates are prevalent throughout the school. Flip charts and other media were used to enhance teachers' lessons. Higher level questioning was evident through Cornell Notes, strategies designed to help students narrow their focus while reading questions, and in teaching. Checking for understanding in classrooms. Differentiated instruction for students. Core curriculum adopted materials are used. Classrooms are inviting and strategically planned to optimize student achievement. Some teachers use AVID/WICOR strategies, critical thinking and higher order questioning techniques in all curricular areas.
For the 2016-17 school year, we will focus on checking for understanding to drive instruction and increase overall student achievement. D. Student Work and School Documents For the 2016-2017 school year, student work and assessments will be aligned to state standards. Benchmark assessments are based on a performance task model that is similar to the Smarter Balanced Assessment. Teachers will continue to encourage and challenge students to complete higher level learning assignments that focus on Depths of Knowledge Levels 3 and 4 performance, essential questions and meaningful tasks. Teachers will utilize engagement strategies, Units of Study, Learning Focused Conversations and Project Based Learning to support student work and knowledge acquisition. SBAC Percentage of Students who Met and Exceeded Standards in ELA: 5th: 21%, 6th: 28%, 7th: 25%, 8th: 29% SBAC Percentage of Students who Met and Exceeded Standards in Mathematics: 5th: 9%, 6th:14%, 7th: 18%, 8th: 16% E. Analysis of Current Instructional Program (See Appendix B) Mulcahy is currently meeting 15 of the 16 performance goals listed in Appendix B.
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V. Description of Barriers and Related School Goals Barriers present at Mulcahy School include the following: Mulcahy Middle School has a varied and diverse population - many ethnic groups and cultures are present and represent varying attitudes toward education. Mulcahy has a large population of children who are English Language Learners who are at various stages of acquiring the English Language. Mulcahy also has a high percentage of students living in poverty. •
All teachers need to embrace improving their practice through Instructional Rounds, Staff Development, Grade Level and Cross Grade Level planning through learning focused conversations on the defined problem of practice and the collection of evidence to support it.
•
Teachers will need to continue to focus on classroom management and engagement strategies to support collaborative learning and create an environment where students can learn and thrive.
•
In order to meet the needs of our students, we could use an additional aide for walk-to-interventions in 5th and 6th grade.
•
When teachers are absent, substitutes do not always show. This causes teachers to have to cover during prep and/or split classes between teachers. When this occurs academic content is not always taught.
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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: 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 20162017. LCAP GOAL: 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: School Goal: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in reading/language arts as measured by state and district assessments. Data Used to Form this Goal: See Appendix A.-------Findings from the Analysis of this Data: During the 2016-2017 school year, Alice G. Mulcahy Middle School showed slightly lower achievement than the district average in all grade levels 5th-8th.-------How the School will Evaluate the Progress of this Goal: Themed unit language assessments
• • • • •
CCSS Writing assessments Ongoing teacher formative assessments to inform instruction ELA District Standards Assessment Learning Focused Conversations CAASPP data
Actions to be Taken to Reach This Goal Create a rich learning environment: • Teachers and administrators will focus their attention on how to engage students in their learning. • Teachers and administrators will The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Person(s) Responsible Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Proposed Expenditure(s) Description Materials and Supplies Materials and Supplies Copier Cost per Copy
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Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
5301.58
LCFF Sup/Con
2,427.76
Title I
240.00
1/21/17
Actions to be Taken to Reach This Goal
•
•
•
•
•
Timeline
Person(s) Responsible
promote responsibility where each student is treated fairly and respectfully Teachers will create a rigorous learning environment with high expectations Teachers will develop, communicate, and maintain a high standard for individual and group behavior Teachers will employ classroom routines, procedures, and norms to ensure a climate in which all students can learn Teachers will have a sense of urgency using instructional time to optimize learning Response to Intervention Teacher will make purchases to enhance learning environment as necessary
Engage and support students: August 2016 - June Implement the district Language Arts 2017 Units of Study utilizing district adopted programs by providing mandated daily instructional minutes, and using research based programs, strategies and materials. • Teachers will use knowledge of students to engage them in learning • Teachers will connect learning to students' backgrounds and interests • Teachers will use a The Single Plan for Student Achievement
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Professional Services
5000-5999: Services And Other Operating Expenditures
Title I
400.00
Instructional Aides
2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
4727.53
Title I
5301.58
LCFF Sup/Con
2427.76
Title I
240.00
LCFF Sup/Con
750.00
Materials and Supplies Materials and Supplies Copier Cost per Copy
Bus Use for Field Trips
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Actions to be Taken to Reach This Goal
•
• • • • • • • • • • • • • • • • • • • • •
variety of instructional strategies to meet students' diverse needs Instructional Rounds Year 4 which will focus on Mulcahy as a system to engage our students in learning as well as concentrate on Depth of Knowledge questioning. LEXIA Core 5 Read Live Renaissance Place/Accelerated Reader Step Up to Writing Thinking Maps AVID/WICOR Strategies Small group instruction Differentiated instruction One-on-one instruction Academic Language (Kinsella Strategies) Accountable Talk PBL staff development, learning plans and implementation Ongoing Common Core staff development and training 95% Group RTI/RSP Project EADMS Lessoneer High-level questioning (Webb's DOK) Student-centered cooperative learning (Kagan strategies) 21st Century Fluency Strategies Provide opportunities and support for student
The Single Plan for Student Achievement
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description Professional Services
AVID
AVID
AVID
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Type 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
400.00
Title I
350.00
Title I
2100.00
LCFF Sup/Con
657.61
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
achievement through our Stallion PRIDE Program. Align instruction with content August 2016 - June standards: 2017 Site is focusing on state standards. • Teachers are committed to using state adopted materials and district approved supplementary materials • Teachers back map according to the district language arts guidelines, trimester key standards, state standard bookmarks, and district assessments. • Teachers will focus on student centered discussion and academic vocabulary in ELA instruction • Teachers will use a variety of instructional strategies to include the use of technology in meeting students' diverse learning needs
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Use data to inform instruction August 2016 - June • Teachers will administer 2017 formative and summative assessments on a regular basis to assess student learning • Teachers will check for understanding throughout their lessons to determine if mastery of the objective set forth for the day was met • Teachers will provide parents of students not achieving district
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
The Single Plan for Student Achievement
Materials and Supplies Materials and Supplies Copier Cost per Copy
Copier Cost per Copy
12 of 50
4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
5301.58
LCFF Sup/Con
2427.76
Title I
240.00
5000-5999: Services And Other Operating Expenditures
Title I
240.00
1/21/17
Actions to be Taken to Reach This Goal
•
•
•
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
standards with a letter listing the interventions their child has received Teachers will notify parents when their students are not achieving a passing grade in their classroom Teachers will meet as a grade level on a regular basis to discuss results of assessments and identify instructional modifications that can be made to increase student achievement Teachers will share data with students, and set goals on an ongoing basis
Provide additional academic support August 2016 - June for at-risk students. 2017 • Site will provide lunch and before/after school intervention as needed • Counselor/ Principal meets with 8th grade students and parents (parent conferences) at least once a trimester who are at risk of failing to graduate • At-risk 7th and 8th graders are required to attend a lunch tutorial three times a week until they maintain a minimum of a 2.0 GPA • Peer/cross grade level tutoring • After school tutoring is offered to 5th- 8th grade students in the subject of ELA. The Single Plan for Student Achievement
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher School Counselor
Middle School Counselor 1000-1999: Certificated Personnel Salaries Instructional Aides Time 2000-2999: Classified Sheets Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Professional Services 5000-5999: Services And Other Operating Expenditures Choices 5000-5999: Services And Other Operating Expenditures
13 of 50
Title I
2270.76
Title I
125.00
Title I
1867.92
LCFF Sup/Con
23.61
Title I
240.00
Title I
400.00
Title I
1050.00
1/21/17
Actions to be Taken to Reach This Goal
•
•
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
After school CHOICES program available to students grades 5-8 as needed After school transportation to Boys and Girls club available to students grades 5-8 as needed
Continue school wide usage of Accelerated Reader: • Librarian will purchase books, tests, and other materials necessary for full implementation • Use STAR and Accelerated Reader consistently in all core and self-contained classes
The Single Plan for Student Achievement
August 2016 - June 2017
Principal Librarian
Books
14 of 50
4000-4999: Books And Supplies
Title I
2500.00
1/21/17
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: 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: 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: School Goal: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in mathematics as measured by state and district assessments.-------Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: During the 2016-2017 school year, Alice G. Mulcahy Middle School continued to perform at a similar level compared to past data. Students showed slightly lower achievement than the district average in all grade levels 5th-8th. It continues to be a school-wide and district-wide focus to improve instruction in curriculum alignment with state standards. How the School will Evaluate the Progress of this Goal:
• • • • •
District trimester summative assessments Ongoing teacher formative assessments to inform instruction STAR Math Assessments Learning Focused Conversations CAASPP Results
Actions to be Taken to Reach This Goal Create a rich learning environment: • Teachers and administrators will promote responsibility where each student is treated fairly and respectfully • Teachers will create a rigorous learning environment with high The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Person(s) Responsible Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Proposed Expenditure(s) Description Materials and Supplies Materials and Supplies Copier Cost per Copy
15 of 50
Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
5301.58
LCFF Sup/Con
2427.76
Title I
240.00
1/21/17
Actions to be Taken to Reach This Goal
•
•
•
•
Timeline
expectations Teachers will develop, communicate, and maintain a high standard for individual and group behavior Teachers will employ classroom routines, procedures, and norms to ensure a climate in which all students can learn Teachers will have a sense of urgency using instructional time to optimize learning Response to Intervention Teacher will make purchases to enhance learning environment as necessary
Engage and support students: August 2016 - June 2017 • Teachers will use knowledge of students to engage them in learning • Teachers will connect learning to students' backgrounds and interests • Teachers will use a variety of instructional strategies to meet students' diverse needs • Academic Language (Kinsella strategies) • Accountable Talk • enVision adopted materials • Math Units of Study • Common core Standards Based Guidelines and Key Standards The Single Plan for Student Achievement
Proposed Expenditure(s)
Person(s) Responsible
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Description
Type
Funding Source
Amount
Professional Services
5000-5999: Services And Other Operating Expenditures
Title I
400.00
Instructional Aides
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures
Title I
4727.53
Title I
1867.92
LCFF Sup/Con
23.61
Title I
240.00
Title I
400.00
Title I
350.00
Title I
2100.00
Fringe Benefits Fringe Benefits Copier Cost per Copy
Professional Services
AVID
AVID
16 of 50
1/21/17
Actions to be Taken to Reach This Goal
•
• • • • • • • • • • • • • • • • • • • • •
Timeline
Continuum Use of SBE adopted intervention resources that are embedded within the district adopted program CPM High-level questioning (Bloom, Costa) Depth of Knowledge Student-centered cooperative learning (Kagan strategies) Project Based Learning Thinking Maps AVID/WICOR strategies 21st Century Fluencies Strategies Project Based Learning Plans Differentiated Instruction Small group instruction One-on-one instruction Visual Math BBY, WMP/WMV TCSD Bookmarks Lessoneer EADMS Dreambox STAR Math Acceleratead Math Provide opportunities and support for student achievement through our Stallion PRIDE Program
Align instruction with content August 2016 - June standards: 2017 • Site has fully implemented California Common Core State Standards. • Teachers are committed The Single Plan for Student Achievement
Proposed Expenditure(s)
Person(s) Responsible
Description AVID
Materials and Supplies Materials and Supplies Bus Use for Field Trips
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Copier Cost per Copy
Materials and Supplies Materials and Supplies 17 of 50
Type
Funding Source
Amount
5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
657.61
Title I
5301.58
LCFF Sup/Con
2427.76
LCFF Sup/Con
750.00
5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
240.00
Title I
5301.58
LCFF Sup/Con
2427.76 1/21/17
Actions to be Taken to Reach This Goal
•
•
•
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
to using state adopted materials and district approved supplementary materials Teachers back map according to the district math guidelines, trimester key standards, common core bookmarks, and trimester benchmarks Teachers will focus on student centered discussion and academic vocabulary in math instruction Teachers will use a variety of instructional strategies to include the use of technology in meeting students' diverse learning needs
Use data to inform instruction. August 2016 - June • Teachers will administer 2017 formative and summative assessments (i.e. Units of Study, District Math Asessments) to assess student learning. • Teachers will check for understanding throughout their lessons to determine if mastery of the objective set forth for the day was met. • Teachers will provide parents of students not achieving district standards with a letter listing the interventions their child has received. • Teachers will notify parents when their The Single Plan for Student Achievement
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Copier Cost per Copy
18 of 50
5000-5999: Services And Other Operating Expenditures
Title I
240.00
1/21/17
Actions to be Taken to Reach This Goal
•
•
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
students are not achieving a passing grade in their classroom. Teachers will meet as a grade level on a regular basis to discuss results of assessments and identify instructional modifications that can be made to increase student achievement. Teachers will share data with students and set goals on an ongoing basis.
Provide additional academic support August 2016 - June for at-risk students. 2017 • Site will provide lunch and before/after school intervention as needed • Counselor/ Principal meets with 8th grade students at least once a trimester who are at risk of failing to graduate • At-risk 7th and 8th graders are required to attend a lunch tutorial three times a week until they maintain a minimum of a 2.0 GPA • Peer/cross grade level tutoring • Before/After school tutoring will be available two-four days a week to students in Grades 5-8 • After school CHOICES program available to students grades 5-8 as needed • After school transportation to Boys and Girls club available The Single Plan for Student Achievement
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher School Counselor
Choices
5000-5999: Services And Other Operating Expenditures Middle School Counselor 1000-1999: Certificated Personnel Salaries Instructional Aides Time 2000-2999: Classified Sheets Personnel Salaries Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Professional Services 5000-5999: Services And Other Operating Expenditures
19 of 50
Title I
1050.00
Title I
2270.76
Title I
125.00
Title I
240.00
Title I
400.00
1/21/17
Actions to be Taken to Reach This Goal
• •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
to students grades 5-8 as needed DreamBox Accelerated Math
The Single Plan for Student Achievement
20 of 50
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: 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: 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: School Goal: 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 - CELDT Data Findings from the Analysis of this Data: After reviewing the CELDT data, it is evident that Mulcahy EL students continue to make progress. Students are exiting the program at a higher rate than similar schools due to first time best instruction. The data states that we continue to move students forward in their language development, but we still have a large number of students at the "Intermediate" level. We also have a high percentage of EL students who have been determined as "Long Term English Language Learners." How the School will Evaluate the Progress of this Goal: Inside assessments Themed unit language assessments CCSS Writing assessments Ongoing teacher formative assessments to inform instruction • Annual CELDT Actions to be Taken to Reach This Goal Effective implementation of the ELA instructional program Use state adopted materials, and district approved supplementary materials and curriculum to provide universal access to all learners
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal Vice Principal
Description Books Materials and Supplies Materials and Supplies
Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Funding Source
Amount
Title I
1250.00
Title I
2272.11
LCFF Sup/Con
1040.47
Implement daily use of state adopted intensive intervention programs for The Single Plan for Student Achievement
21 of 50
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Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
students who are significantly below grade level Implement the daily use of adopted LA August 2016 - June and math interventions for students 2017 significantly below grade level including programs ,strategies, materials and resources such as: • ELD instructional materials from California Treasures and Pearson Literature • INSIDE (SEI classes) • Accelerated Reader, Leap Track/Frog • LEXIA, Renaissance Place • BBY, WMP/WMV • ELD/SDAIE strategies, Step Up to Writing, Thinking Maps, guided reading groups, AVID Strategies, Cornell Notes, WICOR • Cooperative learning (Kagan), Academic Language (Kinsella), direct instruction strategies, small group instruction, one-on-one instruction, differentiated instruction • Mapinulatives, promethean technology • DreamBox • EADMS • Provide opportunities and support for student achievement through our Stallion PRIDE Program.
Principal Vice Principal
Gain Assistance from:
Principal Vice Principal
The Single Plan for Student Achievement
August 2016 - June 2017
Instructional Aides Instructional Aides Time Sheets Fringe Benefits Fringe Benefits Books Materials and Supplies Materials and Supplies Copier Cost per Copy
Bus Use for Field Trips
Professional Services
Choices
AVID
AVID
AVID
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
9455.06
Title I
250.00
Title I
9339.61
LCFF Sup/Con
118.05
Title I
1250.00
Title I
2272.11
LCFF Sup/Con
1040.47
Title I
1200.00
LCFF Sup/Con
1500.00
Title I
1200.00
Title I
600.00
Title I
300.00
Title I
1800.00
LCFF Sup/Con
563.66
Middle School Counselor 1000-1999: Title I Certificated Personnel Salaries 22 of 50
2270.76
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
District Bilingual Coordinator, district Title 1 Resource Teacher, schoolsite Title 1 Response to Intervention Teacher, peer coaches, and consultants, and district Curriculum Specialists School psychologists, Attendance officer, Title 1 Homeless Liaison, Health services, Migrant Office, Bilingual Department, Tulare Youth Services School Counselor Provide strategic classroom August 2016 - June placement of EL students in grade 5- 2017 6.This may include Structured English Immersion classroom placement and is determined by current ELD proficiency. Students in grade 7-8 placement will be with the ELD teacher for LA Core class and an additional ELD support course..
Principal
Ensure that EL, At Risk students work August 2016 - June on Lexia for a minimum of 15 minutes 2017 daily.
Principal Response to Intervention/Progra ms Teacher
Implement the English Learner Master August 2016- June Plan 2017
Principal
The Single Plan for Student Achievement
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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: LEA Goal: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals. LCAP GOAL: 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: School Goal: By June of 2017, 100 % of instructional staff will have an opportunity to participate in professional development that focuses on 21st Century Learning, State Standards, and research based strategies to increase students’ achievement in order for them to learn and thrive. Data Used to Form this Goal: Teacher Surveys Teacher Evaluations Sign-In Sheets from Staff Development Findings from the Analysis of this Data: Students who receive good first instruction from highly qualified teachers, perform well on District Benchmark Assessments and CAASPP Assessment which indicates high levels of student learning. How the School will Evaluate the Progress of this Goal: Sign In Sheets/Agendas Surveys Principal/Vice Principal RTI Teacher District Curriculum Specialists District Compliance Teacher Lesson Observations Instructional Rounds Classroom Mosaic Data Actions to be Taken to Reach This Goal Provide staff development opportunities such as: • Instructional Rounds Self-directed/Sitedirected The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Person(s) Responsible Principal Vice Principal RTI Teacher Teacher Leadership Team
Proposed Expenditure(s) Description Substitute Teachers
24 of 50
Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries
Amount 2500.00
1/21/17
Actions to be Taken to Reach This Goal
• •
• • • •
Timeline
Person(s) Responsible
Early Release Wednesdays Staff Development Days District sponsored staff development - CCSS, Units of Study, PBL, 95% Group Classroom Mosaic for Administrators NTSS-New Teacher Support System Demonstration Lessons Peer Coaching
Focus staff development topics on August 2016 - June areas of need such as: 2017 • How to engage students in learning • Student centered discussion and academic vocabulary in instruction • High level of critical questioning, DOK, and academic conversations • Effective instructional strategies that keep students engaged • Building positive relationships with students and their families • Checking for Understanding strategies • Implemented State Standards • Daily intentional use of Thinking Maps (TM) • Time management • Calibrating and scoring student assessments • AVID strategies, CPM strategies, Think-PairThe Single Plan for Student Achievement
Proposed Expenditure(s) Description District Vehicle Use
Professional Services
Travel and Conference
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher
Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Middle School Counselor 1000-1999: Certificated Personnel Salaries Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures
25 of 50
Funding Source
Amount
LCFF Sup/Con
500.00
Title I
1200.00
LCFF Sup/Con
5000.00
Title I
2270.76
Title I
4544.21
LCFF Sup/Con
2080.94
Title I
400.00
1/21/17
Actions to be Taken to Reach This Goal
• • • •
•
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Share, Cooperative Learning (Kagan) Effective EL strategies Project Based Learning Techniques and Structures 21st Century Fluencies Successfully implementing gradelevel and cross gradelevel collaborative teams Learning Focused Conversations
The Single Plan for Student Achievement
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VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: 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: 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: 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: School Goal: By June of 2017, 100% of students will be educated in learning environments that promote the partnership between home and school, foster parent/community involvement, and are safe, drug-free and conducive to learning. Data Used to Form this Goal: Parent Survey Parent Conference PTO SSC/ELAC Local Monitor and Review Findings from the Analysis of this Data: The 2016-2017 Parent Survey states that parents (98%) feel that Mulcahy's climate is open, helpful, and friendly. Ninety-three percent of parents feel that school-to-home communication is frequent and clear through person, email, and /or Blackboard, and 97% feel they are collaborators in their child's educational process. Mulcahy continues to establish positive and open relationships with families through frequent correspondence and school-wide events. We provide opportunities and encourage parents to get involved through SSC/ELAC, PTO, Back to School Night, Open House, AVID Parent Nights and student recognition assemblies. How the School will Evaluate the Progress of this Goal:
• • •
Survey Results Annual self study of parent involvement Sign-in sheets from events
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Create an environment that fosters a August 2016 - June cooperative relationship between 2017 school and parents: • Hold an orientation at the beginning of the school year • Conference with parents at the end of the first and second trimesters to distribute report cards and discuss progress toward academic goals • Provide parents with intervention letters (if needed) to ensure success toward reaching academic goals • Invite parents to Academic Awards and Character Counts Breakfast, AVID Parent Nights, hold Student Study Teams, and IEP meetings as necessary • Send home progress reports mid trimester and as needed • Communicate with parents via Blackboard and Aeries Parent Portal
Principal Vice Principal Parent Liaison School Counselor
Provide a variety of opportunities for teachers to communicate to parents and students the importance of education. • Parents, students, and teachers discuss and sign the TCSD Student/Parent/Teacher Compact • Communicate that school is important through assemblies and motivational speakers • Communicate that
Principal Vice Principal Counselor
The Single Plan for Student Achievement
August 2016 - June 2017
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Middle School Counselor 1000-1999: Certificated Personnel Salaries Parent/Community Aide 2000-2999: Classified Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Parent Involvement 5000-5999: Services And Other Operating Expenditures
Title I
7000.00
Title I
6800.91
Title I
2801.89
Title I
2272.11
LCFF Sup/Con
693.65
Title I
873.41
Middle School Counselor 1000-1999: Certificated Personnel Salaries Parent/Community Aide 2000-2999: Classified Time Sheets Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies
Title I
6000.00
Title I
6000.00
Title I
2801.89
Title I
2272.11
LCFF Sup/Con
693.65
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1/21/17
Actions to be Taken to Reach This Goal
•
•
•
Timeline
Person(s) Responsible
school is important through Academic Awards Breakfast every Trimester Communicate that school is important through Character Counts Breakfast through out the year Organize positive attendance awards for students with perfect attendance Organize a college night inviting parents and students to learn about a variety opportunities for continued education.
Promote effective parent involvement and learning opportunities: • The National Council on Alcoholism and Drug Dependence (NCADD) Guiding Good Choices Parent Programs
Description Parent Involvement
Amount
Title I
300.00
Title I
600.00
Principal Parent Liaison
Middle School Counselor 1000-1999: Title I Certificated Personnel Salaries
624.58
Principal Vice Principal Title 1 Response to Intervention/Progra ms Teacher Parent Liaison
Parent/Community Aide
LCFF Sup/Con
1800.00
LCFF Sup/Con
70.83
LCFF Sup/Con
693.65
Title I
873.41
Title I
600.00
Title I
200.00
Fringe Benefits Materials and Supplies Parent Involvement
Professional Services
Parent/Community Aide Time Sheets
29 of 50
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
873.41
Professional Services
August 2016 - June 2017
Type
Title I
Choices
Provide parents with the opportunity to August 2016 - June actively participate in the school's 2017 decision-making,leadership, and learning environment. • School Site Council (SSC) • English Learner Advisory Committee (ELAC) • Parent Teacher Organization (PTO) • Local Monitor and Review • District English Learner Advisory Committee (DELAC) • District Advisory Committee (DAC) The Single Plan for Student Achievement
Proposed Expenditure(s)
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries
1/21/17
Actions to be Taken to Reach This Goal Conduct an annual meeting for parents describing the Title I program and how it affects their child's school experience
The Single Plan for Student Achievement
Timeline September 2016
Person(s) Responsible Principal Parent Liasion
Proposed Expenditure(s) Description Parent/Community Aide
30 of 50
Type
Funding Source
2000-2999: Classified LCFF Sup/Con Personnel Salaries
Amount 125.67
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 5
128
128
121
128
120
128
94.5
100
Grade 6
184
187
183
181
183
181
99.5
96.8
Grade 7
200
183
195
181
195
180
97.5
98.4
Grade 8
170
197
166
190
166
190
97.6
96
All Grades
682
695
665
680
664
679
97.5
97.6
* 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 5
2427.5
2426.4
3
5
15
16
24
16
57
63
Grade 6
2473.6
2472.3
4
2
17
24
38
34
40
40
Grade 7
2493.0
2490.5
4
3
21
22
29
30
46
45
Grade 8
2519.2
2521.2
5
7
24
22
36
35
36
36
N/A
N/A
4
4
20
21
32
30
44
45
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 5
6
5
33
30
62
65
Grade 6
6
3
44
39
50
58
Grade 7
6
6
43
42
51
52
Grade 8
10
15
44
39
46
46
All Grades
7
8
41
38
52
54
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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 5
8
8
34
41
58
52
Grade 6
9
10
45
48
46
42
Grade 7
12
11
49
47
39
42
Grade 8
14
11
46
52
40
37
All Grades
11
10
45
48
44
42
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 5
3
3
56
51
42
46
Grade 6
4
4
69
72
27
23
Grade 7
6
5
60
67
34
28
Grade 8
5
6
63
66
31
28
All Grades
5
5
63
65
33
30
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 5
5
12
53
41
43
47
Grade 6
8
7
57
62
36
31
Grade 7
8
6
52
56
39
38
Grade 8
10
16
64
50
27
34
All Grades
8
10
56
53
36
37
Conclusions based on this data: 1. According to the data, 68% of Mulcahy students are Above the Standard, At or Near the Standard in "Demonstrating effective communication skills." 2. The data shows an area of student strength at Mulcahy is in Writing. 3. Based on the data, "Reading" is an area of student weakness with 52% below standard.
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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 5
128
128
122
128
122
128
95.3
100
Grade 6
184
187
182
184
182
184
98.9
98.4
Grade 7
200
183
196
182
196
182
98.0
98.9
Grade 8
170
197
163
191
163
191
95.9
96.5
All Grades
682
695
663
685
663
685
97.2
98.3
* 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 5
2430.6
2434.3
5
3
8
6
21
32
66
59
Grade 6
2459.3
2452.4
2
4
10
10
32
29
55
56
Grade 7
2477.2
2464.5
3
3
14
15
31
26
52
56
Grade 8
2487.9
2485.3
5
3
12
13
28
24
55
60
N/A
N/A
4
4
11
12
29
27
56
58
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 5
8
8
20
23
71
69
Grade 6
4
9
30
18
66
72
Grade 7
5
6
37
26
59
68
Grade 8
6
7
33
30
61
63
All Grades
6
7
31
25
64
68
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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 5
4
2
28
27
68
71
Grade 6
3
4
35
38
62
59
Grade 7
6
8
57
45
38
48
Grade 8
7
2
50
48
43
50
All Grades
5
4
44
40
51
56
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 5
2
2
38
41
60
57
Grade 6
3
4
43
52
54
43
Grade 7
7
9
67
45
26
46
Grade 8
6
5
52
51
42
44
All Grades
5
5
51
48
44
47
Conclusions based on this data: 1. Based on the data, our students' strengths are in the area of "Communicating Mathematical Reasoning." 2. According to the data, student weaknesses are in "Concepts and Procedures" with 64% of students below standard. 3. Over half of Mulcahy students are above the standard, at the standard or near the standard in "Problem Solving and Modeling/Data Analysis."
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Appendix A - School and Student Performance Data (continued) Table 2: Title III Accountability (District Data) Annual Growth AMAO 1 2013-14
2014-15
2015-16
Number of Annual Testers
2227
2207
2,184
Percent with Prior Year Data
100.0
Number in Cohort
2227
2207
2,184
Number Met
1304
1166
1,298
Percent Met
58.6
52.8
59.4
NCLB Target
59.0
60.5
62.0%
Met Target
No
No
N/A
100
Attaining English Proficiency AMAO 2
2013-14
2014-15
2015-16
Years of EL instruction
Years of EL instruction
Years of EL instruction
Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
Number in Cohort
1806
796
1778
797
1,826
783
Number Met
437
396
365
372
433
382
Percent Met
24.2
49.7
20.5
46.7
23.7
48.8
NCLB Target
22.8
49.0
24.2
50.9
25.4%
52.8%
Met Target
Yes
Yes
No
No
N/A
N/A
AMAO 3
Adequate Yearly Progress for English Learner Subgroup at the LEA Level 2013-14
2014-15
Met Participation Rate
Yes
100
Met Percent Proficient or Above
No
N/A
Met Participation Rate
Yes
99
Met Percent Proficient or Above
No
N/A
Met Target for AMAO 3
No
2015-16
English-Language Arts
Mathematics
The Single Plan for Student Achievement
N/A
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Appendix A - School and Student Performance Data (continued) Table 3: California English Language Development (CELDT) Data Percent of Students by Proficiency Level on CELDT Annual Assessment Grade
Advanced
Early Advanced
Intermediate
Early Intermediate
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
5
4
4
2
41
33
33
50
57
50
4
2
6
10
4
47
17
33
39
57
44
4
7
6
11
5
40
47
35
38
29
42
8
17
2
11
41
57
55
31
31
10
4
6
42
38
39
39
44
Total
The Single Plan for Student Achievement
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Beginning 13-14
14-15
15-16
12
4
2
20
14
6
4
12
7
16
4
5
2
25
5
8
5
5
2
4
40
6
9
12
2
4
3
1/21/17
Appendix A - School and Student Performance Data (continued) Table 4: CBEDS Student Enrollment by Group Student Enrollment by Subgroup Percent of Enrollment
Student Group
Number of Student
2014-15
2015-16
2016-17
2014-15
2015-16
American Indian
0.0%
0.1%
%
0
1
African American
3.4%
3.0%
%
23
21
Asian
1.6%
1.6%
%
11
11
Filipino
0.0%
0.0%
%
0
0
Hispanic/Latino
88.2%
89.9%
%
590
624
Pacific Islander
0.0%
0.1%
%
0
1
White
5.8%
4.8%
%
39
33
Multiple/No Response
0.0%
0.0%
%
0
0
Total Enrollment:
669
694
Student Enrollment by Grade Level Number of Students
Grade
2014-15
2015-16
Kindergarten
0
0
Grade 1
0
0
Grade 2
0
0
Grade3
0
0
Grade 4
0
0
Grade 5
126
129
Grade 6
181
185
Grade 7
195
181
Grade 8
167
199
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12
0
0
669
694
Total Enrollment:
The Single Plan for Student Achievement
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2016-17
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Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:
Not meeting performance goals Meeting performance goals Exceeding performance goals
Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB) 2016-2017 Meeting performance goals Evidence: •
Through staff development and grade level collaboration teachers analyze district benchmarks/performance tasks and their grade level common formal assessments to modify instruction in all subgroups to improve student achievement.
•
District adopted supplemental assessments support state adopted materials i.e. Gates MacGinite, ROLA, Lexia, STAR.
•
Weekly grade level, cross grade level, and learning focused conversations are in place to focus on increasing engagement and depth of knowledge using best strategies through a collaborative setting.
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) 2016-2017 Meeting performance goals Evidence: •
Through staff development and learning focused conversations teachers analyze district benchmarks created through District Performance Tasks, and their grade level Units of Study End-of-the-Unit common formal assessments to modify instruction in all subgroups to improve student achievement.
•
District adopted supplemental assessments support state adopted materials i.e. Gates MacGinite, ROLA, Lexia, STAR.
•
Weekly grade level, cross grade level, and learning focused conversations are in place to focus on increasing engagement and depth of knowledge using best strategies through a collaborative setting.
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) 2016-2017 Not Meeting performance goals Evidence: •
Ninety-seven percent of all certificated and classified staff working with students are highly qualified.
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4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) 2016-2017 Meeting performance goals Evidence: •
Mulcahy utilizes district, county and other consultants for instructional assistance and support for teachers.
•
Mulcahy conducts Instructional Rounds three times per year. During these rounds, administration, teachers and district support staff gather evidence to analyze our school's progress in reference to our Problem of Practice.
5. Teacher collaboration by grade level (EPC) 2016-2017 Meeting performance goals Evidence: All grade levels and curricular areas meet formally a minimum of twice a month throughout the school year during Wednesday Staff Development. All grade levels and curricular areas meet formally on a weekly basis throughout the school year in Learning Focused Conversations focusing on improving their craft and practice to ensure student success. Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) 2016-2017 Meeting performance goals Evidence: Teachers readjust pacing calendars each trimester to ensure alignment with content and performance standards. Teachers utilize district Language Arts, Math, Science and Social Studies bookmarks and state standards based Units of Study to back-map from trimester assessments. State Standards are being implemented, and staff development is provided to support teachers. 7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) 2016-2017 Meeting performance goals Evidence: •
State adopted instructional materials and district adopted supplementary materials are available to all students.
8. Use of standards-aligned instructional materials, including intervention materials 2016-2017 Meeting performance goals Evidence: •
Core materials used in classrooms are SBE adopted.
Opportunity and Equal Educational Access The Single Plan for Student Achievement
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9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) 2016-2017 Meeting performance goals Evidence: •
Teachers use the Universal Access component of the adopted materials.
•
Teachers use the EL component of the adopted materials.
10. Research-based educational practices to raise student achievement at this school (NCLB) 2016-2017 Meeting performance goals Evidence: •
Teachers use research-based teaching and learning strategies on a daily basis.
•
All supplementary materials adopted by TCSD are research-based to increase student achievement.
11. Opportunities for increased learning time (Title I SWP and PI requirement) 2016-2017 Meeting performance goals Evidence: •
Before/After school tutoring available in Language Arts and Math as needed.
•
Choices after school program is available to students on site.
•
Boys and Girls club is available to all students off site, with transportation available.
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) 2016-2017 Meeting performance goals Evidence: • • • • • • • •
Title 1 Parent Meeting Parent Education SSC meetings ELAC meetings DELAC meetings DAC meetings Youth Service Bureau School Counselor
13. Strategies to increase parental involvement (Title I SWP) 2016-2017 Meeting performance goals Evidence: • • • •
Title 1 Parent Meetings Parent Education Parent Surveys Blackboard
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• • • • • •
Parent Liaison Parent Conferences Academic Awards Breakfast Character Counts Breakfast Band Concerts Translators provided
14. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932) 2016-2017 Meeting performance goals Evidence: • • • • • • • •
School Site Council English Learner Advisory Council District Advisory Council District English Learner Advisory Council Instructional Rounds Team AGLT Local Monitor and Review Leadership Team
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) 2016-2017 Meeting performance goals Evidence: • • • •
Paraprofessionals assist teachers with curriculum implementation and intervention using Response to Intervention Strategies Choices after school program After/Before school tutoring program as needed Provide transportation to the Boys and Girls Club
16. Fiscal support (EPC) 2016-2017 Meeting performance goals Evidence: •
SSC and ELAC provide input into budgets and the school plan to ensure programs are implemented effectively.
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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
2000-2999: Classified Personnel Salaries
LCFF Sup/Con
1,925.67
3000-3999: Employee Benefits
LCFF Sup/Con
236.10
4000-4999: Books And Supplies
LCFF Sup/Con
20,809.39
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
10,378.88
Title I
26,207.62
2000-2999: Classified Personnel Salaries
Title I
32,411.03
3000-3999: Employee Benefits
Title I
18,679.23
4000-4999: Books And Supplies
Title I
50,442.13
5000-5999: Services And Other Operating Expenditures
Title I
21,620.23
*
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
33,350.04
Title I
149,360.24
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
26,207.62
2000-2999: Classified Personnel Salaries
34,336.70
3000-3999: Employee Benefits
18,915.33
4000-4999: Books And Supplies
71,251.52
5000-5999: Services And Other Operating Expenditures
31,999.11
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
42,010.45
Goal 2
39,510.45
Goal 3
37,722.30
Goal 4
18,495.91
Goal 5
44,971.17
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Appendix D - Recommendations and Assurances (Mulcahy Middle School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 12, 2017
Attested: Tracey E. Jenkins Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Luz Macias Typed name of SSC chairperson
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Appendix E - Home/School Compact It is important that families and schools work together to help students achieve high academic standards. Through a process that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out to support student success in school and life. Student Pledge: Mulcahy scholars joined staff and parents to develop ideas about how they can succeed in school and develop the skills necessary to become a “learned person that obtains much knowledge in all academic areas.” Scholars thought of ideas to make connections between learning at home and school. Students set their own person goals.
Parents Pledge: Mulcahy Middle School parents joined staff to develop the following ideas about how families can support scholars’ success in school.
• • • •
Check your scholar’s planners to see nightly homework assignments Ask your scholar about their day and what they are doing in their classes. Encourage your scholar to read for 30 minutes per night. Review school communications and respond to notes sent home by the school or educators.
Staff Pledge: Educators will work with scholars and their families to support scholars’ 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:
• • • • •
Back to School Night to explain curriculum Open House to showcase curriculum School Site Council Visits of classrooms Communication to parents through emails, Parent-link, phone calls or notes. Parents are encouraged to volunteer in the classroom to assist with common core background/TB/fingerprints are cleared).
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Appendix F - School Site Council Membership: Mulcahy Middle School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):
Name of Members Tracey Jenkins
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
Secondary Students
X
Cruzita Vejar
X
Cindy Breedlove
X
Luz Macias
X
Vicki Freeman
X
Marlena Lester
X
Luz Maria Gonzalez
X
Cristina Zamorano
X
Isabel Santana
X
Mauricio Lopez
X
Octavio Santana
X
Isidro Leon
X
Numbers of members of each category
1
4
1
3
3
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Mulcahy Middle School
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Appendix H – TCSD Planned Professional Development
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Tulare City School District
Description of Centralized Services Title I
Centralized Services
Disaggregation and dissemination of school site, grade level, classroom, and significant subgroup state and school site student performance data.
Technical assistance and training in the use of district and school site assessment technology.
Preparation of categorical program reports.
Apply for state and federal funding through Consolidated Application I and II at the district and school site level.
Supervise budget procedures and controls for all state and federal sources regarding compensatory education and special projects.
Oversee state and federal evaluation reports.
Oversee Teacher and Paraprofessional requirements and records.
Provide technical assistance for Program Improvement Year 1-5 Schools to meet state requirements.
Provide technical assistance for School Wide Plans and Single Plan for Student Achievement.
Provide support in the area of professional development for school site Title I RTI Program Teachers and Clerks.
Maintain and disseminate school site monthly working budgets for state and federal funds.
Participate in annual audits of federal and state programs.
Technical assistance in categorizing expenditures for budget updates.
Install and maintain school site technology.
Provide technical assistance, training, and support for school site intensive reading and math intervention programs.
Tulare City School District
FEDERAL AND STATE FUNDED PROGRAMS 2016-2017
On an annual basis the Tulare City School District receives State and Federal funds to supplement the core curriculum. These funds are used for all students and students of significant sub-groups who are identified as not meeting academic standards, especially those who are socio-economically disadvantaged. The specific uses of these funds are described in the school’s Single Plan for Student Achievement (SPSA)/Title I School Wide Plan (SWP) and the district’s Local Education Agency (LEA) Plan. School site’s SPSA/SWP and the district’s LEA Plan are developed in collaboration with School Site Councils (SSC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), and Migrant Parent Advisory Council (PAC), teachers, district specialist, principals and district administrators. Each SPS/SWP and the LEA Plan are revised annually to meet the changing needs of students, parents, and staff and to meet State and Federal (No Child Left Behind) requirements. Tulare City School District’s Funded Programs are as follows: 1.
Title I, Part A (Helping Disadvantaged Students Meet Standards) – A federally-funded program for the purpose of meeting the needs of students who are at risk of failing to meet state and/or district standards in reading, language arts, or math. Services and materials supplement and work in concert with the base/core programs.
2.
Title II, Part A (Improving Teacher Quality State Grants) – A federally-funded program that focuses on increasing the academic achievement of all students by helping schools and school districts improve teacher and principal quality and ensure that all teachers are highly qualified.
3. Title III – A federally funded program provides funding for Limited English Proficient (LEP) students. These funds are used for professional development for school staffs, instructional support, curricular development, and parent involvement for activities that provide instructional support related to English Language Development and academic achievement for LEP students. Parent Involvement is an important part of implementing funded programs. Tulare City School District conducts the following parent involvement activities related to funded programs: 1. School site Council (SSC) – The SSC is composed of parents, students (secondary school) and school personnel. The SSC is responsible for developing, implementing, and evaluating the School Wide Plan programs. Members serve for one year and are elected by their peers. Elections for new members are held annually at the end of the school year. 2.
English Learner Advisory Committee (ELAC) – All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners. Members serve for one year. Parents elect parents. The ELAC is formed each year.
3.
Annual Title I Meeting – All schools receiving Title I Funds are required to hold an annual Title I Meeting in which all parents of participating students are invited. The purpose of the meeting is to explain the Title I program and services and to provide parents with an opportunity to have input in the planning and implementation of the Title I Program.
4.
District Advisory Committee (DAC) – DAC is an advisory committee for all programs in the Consolidated Application which are listed as follows: Title I, Title II and Title III.
5.
District English Learner Advisory Committee (DELAC) – Whenever there are 51 or more Ell students in a school district, a DELAC is formed consisting of at least one parent member from each ELAC. Other school and district level staff may be on the DELAC as long as the parents are in the majority.
Tulare City School District
FUNDED PROGRAMS 2016-2017
SCHOOL
Alpine Vista Cherry Cypress Garden Heritage Kohn Lincoln Live Oak Los Tules Maple Mulcahy Pleasant Roosevelt Wilson CDS Tulare Support School
TITLE I PART A
TITLE II PART A
TITLE III PART A (EL)
x
x
x
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
California Healthy Kids Survey-5th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % % 11 10 7 5 5 4 4 2 2 2 1 1 1 N/A 34 31 31 25 22 18 22 5 5 5 6 4 5 4 3 2 2 4 3 2 2
Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
97 97 96
91 75 87
93 81 90
93 77 87
94 77 85
90 72 72
92 70 73
Violence-Related During the past 12 months at school have you….. Been bullied Brought a gun or knife to school Saw someone with a gun or knife at school How safe do you feel when you are at school? (PI)
47 5 26 59
50 5 28 54
48 7 29 48
47 5 30 53
39 4 27 55
N/A 4 28 56
N/A 4 21 73
67
65
58
57
58
63
60
65
71
66
63
64
66
64
15 55 76 67
19 60 78 52
17 55 72 65
17 60 74 61
18 59 75 63
23 60 73 85
27 58 75 N/A
648/73
666/72
729/78
794/80%
856/84%
655/64%
846/80%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI) Eating breakfast Exercise on at least 5 of past 7 days Total number/percentage of students participating
California Healthy Kids Survey-7th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % 12 9 8 9 7 5 4 6 4 4 7 4 3 2 33 25 27 28 26 17 15 16 11 12 14 13 9 5 17 11 10 14 16 13 9
During the past 30 days, did you….. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
8 3 22 9 9
5 1 15 5 6
6 2 13 6 6
8 3 15 7 7
5 3 14 7 11
2 1 8 3 6
2 1 6 2 5
Level of Involvement/High Risk Patterns During your life have you ever….. Been very drunk or sick after drinking Been high from using drugs
15 15
12 11
9 9
11 11
10 14
7 10
4 7
During the past 30 days, did you…. Drink 5 drinks in a couple of hours
9
6
7
9
6
4
2
7
5
4
7
8
4
3
3
2
4
4
3
2
1
92 87 91
94 90 93
76 75 75
72 74 70
70 70 68
70 64 62
73 69 68
ATOD Use at School During your life have you ever been drunk/high on school property During the past 30 days did you smoke cigarettes on school property Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
California Healthy Kids Survey-7th grade results Violence-Related During the past 12 months at school have you….. Been harassed because of race, gender, ethnicity, sexual orientation or disability Mean rumors or lies spread about you Been in a physical fight Been afraid of being beat up (PI) Did you carry any weapons (gun, knife,club) at school Seen a weapon on campus How safe do you feel when you are at school? (PI) Do you belong to a gang?
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016
32 n/a 35 34
36 n/a 33 29
30 n/a 29 31
33 n/a 31 27
34 n/a 26 26
38 n/a 19 23
38 42 18 23
24 n/a 20 15
18 n/a 17 9
15 n/a 18 9
13 n/a 21 9
12 n/a 22 9
23 n/a 62 4
10 22 68 5
45
42
43
39
43
43
45
58
59
63
61
61
57
60
22 44
20 44
18 49
14 50
16 52
17 51
24 57
Acadenic motivation
n/a
n/a
n/a
n/a
n/a
n/a
49
Eating breakfast
61
62
62
59
61
59
57
Truancy, past 12 months 0 Times/1-2 Times
89
92
90
92
90
94
96
Mental/Physical Health Experience chronic sadness/hopelessness
n/a
n/a
n/a
n/a
n/a
n/a
29
550/65
610/67
728/81
741/80
750/77%
697/70%
671/66%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI)
Total number/percentage of students participating
Mulcahy Middle School Local Monitor and Review Findings March 8, 2016
1. According to Mulcahy staff members, parents, and educators on the review team, it was evident scholars were engaged in what they were learning. Many scholars were participating in handson activities which fostered creativity, conversation and participation. Scholars worked together to complete tasks and problem solve. When manipulatives were used, engagement was high. (i.e. Play-doh, Ipad, Promethean board, dry erase boards) 2. According to Mulcahy staff members, parents, and scholars on the review team, classroom management procedures made activities run smoothly. Scholars were working in groups which made participation and sharing out less threatening thus heightening their confidence level when speaking about what they were learning. Many classrooms used gestures and educators used signals to give directions or get the class’ attention. Procedures were clear and direct. Educators expected scholars to respond with a complete response. 3. According to Mulcahy staff members, parents, and scholars on the review team the educators promoted a high level of energy. Communication between scholar and educator and scholars with scholars was positive. Some positive interaction that were observed were praise and encouragement, respectful discussions between educator and scholars, scholars working together and enjoying the task, and positive feedback during small group collaboration 4. According to Mulcahy staff members, parents, and scholars on the review team, it was apparent that scholars were expected to work collaboratively in groups. In about 70% of the classrooms observed, scholars were seated in collaborative groups with 3-4 students. In all classrooms everyone had someone to collaborate with. Scholars helped one another using calm voices. The conversations were focused on the task.
WHAT IS A SCHOOL-PARENT
BUILDING PARTNERSHIPS
COMPACT?
Parent Teacher Organization-Meets Monthly
School Site Council/English Language Advisory Council
Back to School Night/Open House/AVID Parent Nights
United for Good
Kids Day benefiting Valley Children’s Hospital
Harvesting Hope
College Night
Career Day
A School-Parent Compact for Achievement is an agreement that parents, scholars and educators develop together. It explains how parents and educators will work together to make sure all our scholars reach or exceed grade-level standards. Effective compacts: Link to goals of the school improvement plan Focus on scholars’ learning skills Describe how educators will help students develop those skills using high-quality curriculum and instruction Share strategies parents can use at home Explain how educators and parents will communicate about scholar 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 scholars’ learning needs, based on current grade-level data, is reviewed. These discussions are data driven and include suggestions for home learning strategies by educators, along with input from parents to make these strategies specific to their needs. Scholars at the middle schools also provide insight on ways to support their learning. PARENTS ARE WELCOME TO CONTRIBUTE COMMENTS AT ANY TIME.
Mulcahy has events throughout the year. We send notices home through Parent-link and flyers. Please be on the lookout for notices. Check our school website http://mulcahy.tcsdk8.org/ for information, as well. If you have questions about an event, feel free to call anytime
SCHOOL-PARENT COMPACT FOR ACHIEVEMENT 2016-2017
OUR FOCUS
COMMUNICATION ABOUT STUDENT LEARNING Mulcahy Middle School is committed to frequent twoway communication with families about scholars’ learning. Some of the ways parents and teachers communicate all year are:
Email or call the educator with questions or updates first. They are the first line of communication.
Contact Counselor, RTI Teacher, Principal, Vice Principal with questions or concerns.
Parent Conferences - September 26-30, 2016; March 13-17, 2017 DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS?
Please contact your teacher by phone (559)685-7250 or email which you can find on our website
http://mulcahy.tcsdk8.org/ or in the office.
FOR SCHOLAR SUCCESS
OçÙ GÊ½Ý ¥ÊÙ S«Ê½Ù A«®òÃÄã
EDUCATORS, PARENTS AND SCHOLARS - TOGETHER FOR SUCCESS
DISTRICT PRIORITIES:
AT HOME
IN OUR CLASSROOMS
#1. Safe, Secure and Healthy Learning and Work Environment for All #2. Teaching is Relevant (Engaging), Purposeful (Complexity of Thinking) and Yields the Deepest Levels of Learning (Checking for Understanding or All #3. Connect to the Local and Global Communities
Educators will work with scholars and their families to support scholars’ 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:
Mulcahy Middle School parents joined staff to develop the following ideas about how families can support scholars’ success in school.
Check your scholar’s planners to see nightly homework assignments
LCAP/SCHOOL GOALS:
Back to School Night to explain curriculum
Scholars will reach high standards and increase student achievement. Scholars will have opportunities to engage and participate in extracurricular activities. EL scholars 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.
Open House to showcase curriculum
Ask your scholar about their day and what they are doing in their classes.
School Site Council Visits of classrooms
Communication to parents through emails, Parent-link, phone calls or notes.
Encourage your scholar to read for 30 minutes per night.
Review school communications and respond to notes sent home by the school or educators.
Parents are encouraged to volunteer in the classroom to assist with common core lessons (once background/TB/fingerprints are cleared).
We will get there by:
Staff Development & Learning Focused Conversations Monitoring progress of scholars in Language Arts and Math weekly, monthly and each trimester. Communicating with Parents frequently Monitoring scholars’ progress in Student Study Teams
SCHOLARS Mulcahy scholars joined staff and parents to develop ideas about how they can succeed in school and develop the skills necessary to become a “learned person that obtains much knowledge in all academic areas.” Scholars thought of the following ideas to make connections between learning at home and school. Set Goals:
Principal Signature______
Tracey Jenkins_____________________________________________
Educator Signature____________________________________________________________________
When educators, scholars and
Parent Signature _____________________________________________________________________
families work together, we
Scholar Signature_____________________________________________________________________
CAN achieve our goals!
¿QUÉ ES UN PACTO ENTRE LA ESCUELA Y LOS PADRES? Un pacto para el éxito entre la escuela y los padres es un acuerdo que los padres, estudiantes y maestros desarrollan juntos. En él se explica cómo los padres y maestros trabajarán juntos para asegurar que todos nuestros estudiantes alcancen o superen los estándares de nivel de grado. Pactos efectivos: Están enlazados con los objetivos del plan de mejoramiento de la escuela Están centrados en las habilidades de aprendizaje de los estudiantes Describen cómo los maestros ayudarán a los estudiantes a desarrollar esas habilidades a través de un currículo e instrucción de alta calidad Comparten estrategias que los padres pueden usar en casa Explican cómo los maestros y los padres se comunicarán respecto al progreso del estudiante Describen oportunidades para que los padres sean voluntarios, observen, y participen en el salón de clase
DESARROLLADO CONJUNTAMENTE Cada Primavera de este documento es revisado por el Consejo Escolar. Durante esta reunión se revisan las necesidades de aprendizaje de los estudiantes, basándose en datos actuales de nivel de grado. Estas discusiones están basadas en datos e incluyen sugerencias para las estrategias de aprendizaje en el hogar por parte de maestros, junto con el aporte de los padres para hacer que estas estrategias sean específicas para sus necesidades. Los estudiantes de las escuelas medias también proporcionan información sobre las formas de apoyar su aprendizaje. LOS PADRES PUEDEN CONTRIBUIR CON SUS COMENTARIOS EN CUALQUIER MOMENTO.
CREACIÓN DE ALIANZAS
Reunión mensual de la Organización de Padres y Maestros
Consejo escolar/Consejo asesor del idioma inglés
Noche de regreso a la escuela/Jornada de puertas abiertas/Noches para padres AVID
United for Good
Día del niño en Valley Children’s Hospital
Harvesting Hope
Noche universitaria
Día de las Carreras
PACTO PARA EL ÉXITO ENTRE PADRES-ESCUELA
2016-2017
Mulcahy tiene eventos durante todo el año. Enviamos avisos y notas a casa acerca de los eventos a través de ParentLink y volantes. Por favor, esté pendiente de las notificaciones. Visite nuestro sitio web http://mulcahy.tcsdk8.org/ para mayor información. Si tiene alguna pregunta respecto a un evento, no dude en llamar en cualquier momento al (559)685-7250.
NUESTRO ENFOQUE
COMUNICACIÓN SOBRE EL APRENDIZAJE ESTUDIANTIL Mulcahy Middle School está comprometida con la comunicación frecuente de doble vía con las familias acerca del aprendizaje de los estudiantes. Algunas de las maneras en las que los padres y los maestros se comunican todo el año son:
Escriba un correo electrónico o llame al maestro primero si tiene preguntas o actualizaciones. Ellos son la primera línea de comunicación.
Contacte al Consejero, maestro RTI, director, subdirector con preguntas o preocupaciones.
Reuniones para padres - Septiembre 26-30, 2016; Marzo 13-17, 2017
¿TIENE PREGUNTAS
ACERCA DEL PROGRESO DE SU HIJO?
Por favor, póngase en contacto con el maestro de su hijo por teléfono al (559)685-7250 o por correo electrónico el cual puede encontrar en nuestro sitio web http://mulcahy.tcsdk8.org/ or in the office.
PARA EL ÉXITO ESTUDIANTIL
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 (comprometida), útil (complexidad de pensamiento) y que produce los niveles más profundos de aprendiza je para todos (verificación de la comprensión de todo) #3. Conexión con las comunidades locales y globales LCAP/OBJETIVOS DE LA ESCUELA:
Los estudiantes alcanzarán altos están
dares 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.
MAESTROS, PADRES Y ESTUDIANTES - JUNTOS POR EL ÉXITO EN NUESTROS SALONES DE CLASE
EN CASA
Los maestros trabajarán con los estudiantes y sus familias para apoyar el éxito estudiantil para alcanzar o exceder los estándares estatales del currículo básico común en lectura y matemáticas. Algunas de nuestras formas claves para conectarnos con las familias serán: Noche de regreso a la escuela para explicar el plan de estudios Jornada de puertas abiertas para presentar el plan de estudios Visitas del Consejo Escolar a los salones de clase Comunicación con los padres a través de correos electrónicos, Parent-link, llamadas telefónicas o notas. Se anima a los padres a que sean voluntarios en el salón de clase para ayudar con lecciones del currículo básico común (una vez se haya realizado la revisión de antecedentes,/de tuberculosis/huellas digitales).
Los padres de Mulcahy Middle School colaboraron con el personal para desarrollar las siguientes ideas acerca de cómo las familias pueden apoyar el éxito estudiantil de los estudiantes.
Revisar el calendario de asignaciones de su hijo para ver las tareas Preguntar a su estudiante sobre su día y sobre lo que están haciendo en clases. Animar a su estudiante a leer durante 30 minutos por noche. Revisar las comunicaciones de la escuela y responder las notas enviadas a casa por la escuela o los maestros. OBTENER APORTES en SSC
Lo lograremos al:
Tener desarrollo del personal y conversaciones enfocadas en el aprendizaje. Controlar el progreso de los estudiantes en lengua y literatura y matemáticas semanal, mensualmente y cada trimestre. Comunicarse con los padres frecuentemente Controlar el progreso de los estudiantes en equipos de estudio de estudiantes
ESTUDIANTES Los estudiantes de Mulcahy colaboraron con el personal y los padres para desarrollar ideas acerca de cómo pueden tener éxito en la escuela y desarrollar las habilidades necesarias para convertirse en una persona culta que obtiene mucho conocimiento en todas las áreas académicas. Los estudiantes pensaron en las siguientes ideas para hacer conexiones entre el aprendizaje en casa y en la escuelas Metas fijadas:
Firma director_________________________________________________::::::__________________
When educators, scholars and
Firma maestro______________________________________________________________________
families work together, we
Firma padre ________________________________________________________________________
CAN achieve our goals!
Firma estudiante_____________________________________________________________________
Mulcahy Middle School 1001 W. Sonora Tulare, CA 93274 (559) 685-7250 FAX (559) 687-6412
Mulcahy Middle School Parent Involvement Policy Mulcahy Middle School recognizes that school and home must collaborate together to help all children succeed in school, especially those from different cultural and language backgrounds. It is the goal of Mulcahy Middle School to forge a strong partnership with the home in an effort to foster student achievement and to promote a positive attitude about self and school. Efforts to forge a strong partnership between school and home will include the following: 1. Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of Mulcahy Middle school’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. An annual Title I Parent meeting is held at the beginning of each school year expressing the importance of staying connected, visiting the school and engaging in school related activities. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement. a. Parent Education Meetings are offered during the evenings b. PTO meetings are held during the day c. SSC/ELAC meetings are held in the early afternoons 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of Mulcahy Middle 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 Mulcahy Middle School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at Parent conferences twice during the school year b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement.
9/18/2015
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. Mulcahy Middle School has an Open Door policy for parents to meet with school site principal. 5. If Mulcahy Middle School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Mulcahy Middle School makes the plan available to the district. a. Parents may attend PTO meetings, schedule appointments with Administration and/or attend SSC or ELAC to share their concern over the school’s Schoolwide Plan. In addition to already having the opportunity of collaborating and being a part of the approval of the plan at each month’s SSC/ELAC meeting. 6. Jointly develop with the parents/guardians of participating students a school-parent compact that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which Mulcahy Middle School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Mulcahy Middle School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. This compact shall address: a. Mulcahy Middle School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. b. Ways in which parents/guardians will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children’s education and the positive use of extracurricular time. c. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: (1) Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. (2) Frequent reports to parents/guardians on their children’s progress. (3) Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the Capacity of Mulcahy Middle School 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).) 9/18/2015
a.
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. The Families in Action group provides parents with tools to help their children succeed in today’s society. b. AVID Parent/Family workshops support teachers and parents of students who are on a college path. 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. 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. Mulcahy Middle School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Mulcahy Middle School's policy to meet the changing needs of parents/guardians and the school. Muclahy Middle School will conduct an annual self-study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships. .
9/18/2015
Mulcahy Middle School 1001 W. Sonora Tulare, CA 93274 (559) 685-7250 FAX (559) 687-6412
Política sobre Participación de los Padres de la Escuela Mulcahy La Escuela Mulcahy 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 Mulcahy 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 Mulcahy en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se tiene una reunión anual de Padres de Título I al inicio de cada curso para expresar la importancia de estar conectados, de visitar la escuela y de implicarse con las actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Se ofrecen reuniones de Educación para Padres por las tardes. b. Se tienen reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) durante las tardes. c. Se tiene reuniones del Consejo Escolar (SSC, por sus siglas en inglés)/Comité Asesor del Estudiante de Inglés a primera hora de la tarde. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Mulcahy y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC proporcionan una oportunidad para que los padres se impliquen con la planeación de tales políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información a través de volantes, del sistema de información para padres electrónico y de Parent Link permiten invitar a los padres a las reuniones escolares previstas. b. Una descripción y explicación del currículo la Escuela Mulcahy, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. 1/12/2016
a. Se proporcionan expectativas en las conferencias de Padres dos veces durante el curso. b. Se proporcionan informes de progreso y boletas de calificaciones durante el curso. En estos informes se mide el progreso de los alumnos y las áreas de mejora. c. Si es solicitado por los padres/tutores, oportunidades para reuniones sistemáticas para formular sugerencias y para participar, según corresponda, en decisiones relacionadas a la educación de sus hijos, y, lo más pronto que sea posible, respuestas a las sugerencias de los padres/tutores. a. La Escuela Secundaria Mulcahy tiene una política de puertas abiertas para que los padres se reúnan con el director del centro escolar 5. Si el Plan a Nivel Escolar de la Escuela Mulcahy no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Mulcahy haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de la PTO, concertar citas con la administración y/o asistir al SSC o ELAC para compartir sus preocupaciones sobre el Plan Escolar. Además los padres tienen la oportunidad de colaborar y ser parte del proceso de aprobación del plan en cada reunión mensual del SSC/ELAC. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Mulcahy y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. El debate empieza en la reunión de Padres de Título I de la Escuela Secundaria Muclahy al inicio del curso y sigue a lo largo del año con las reuniones de la PTO y del SSC/ELAC. La colaboración entre padres, alumnos y personal en el debate del Contrato Escuela-Padres ofrece la guía necesaria hacia la implementación del Plan Único de Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa a Nivel Escolar (SWP, por sus sigla sen inglés). Todos los componentes comparten el desarrollo continuo en la mejora del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Mulcahy en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: (1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón. 7. Establecer la Capacidad de Mulcahy 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).) 1/12/2016
b.
c.
d.
e.
f.
a. El seguimiento del rendimiento de los alumnos se documenta en la boleta de calificaciones de los alumnos y se comparte con los padres durante las reuniones entre Padres/Maestros. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. La Visita Escolar y la Noche de Regreso a Clases que se organizan a lo largo del curso ofrecen una oportunidad para crear relaciones de colaboración. b. Los eventos de Educación a Padres ofrecen información sobre el rendimiento de los alumnos, el currículo y el aprendizaje. 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. El grupo Familias en Acción ofrece a los padres herramientas para ayudar a sus hijos a tener éxito en la sociedad actual. b. Los talleres para Padres/Familias de Avance Vía Determinación Individual (AVID, por sus siglas en inglés) ayudan a los maestros y a los padres de los alumnos que están en un itinerario universitario. 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. La Visita Escolar y la Noche de Regreso a Clases apoyan a los padres para que participen de forma plena en la educación de sus hijos. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de eventos para asistir a los maestros, a la administración y a los padres para que colaboren en futuros eventos. b. Parent Link (página Web) ofrece a los padres información sobre las actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para la comunicación. Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. El Calendario de Eventos de nuestra escuela y la reunión de Padres de Título I sirven de apoyo a la mejora de los padres y fomenta el apoyo tanto dentro como fuera del salón de clases.
8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Mulcahy 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 Mulcahy para satisfacer las necesidades cambiantes de los padres/tutores y la escuela.
1/12/2016
La Escuela Mulcahy 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.
1/12/2016
As of
8/29/2016
Monthly Summary
TITLE I
MULCAHY 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 Svcs. Choices DIBELS AVID Subs Field Trips Conference
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 11002 57103 52000
Budget $2,500.00
Expenditures to Date
$22,707.64 $18,910.11 $500.00
$3,635.00 $2,167.26
$19,072.64 $16,742.85
$12,800.91
$1,471.57
$11,329.34
$2,595.90
$16,083.32
$5,772.65 $18,234.98
$15.18
$200.00 $18,679.22 $5,000.00 $45,442.13
$4,000.00
1 Month of Salary
Month's Left $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
$0.00
Balance $2,500.00 $0.00 $0.00 $0.00 $500.00 $0.00 $0.00 $0.00 $0.00 $0.00 $200.00 $0.00 $5,000.00 $39,654.30 -$18,234.98 $0.00 $3,883.30 $0.00 $0.00 $0.00 $4,541.00 $3,000.00 $0.00 $0.00 $1,000.00 $6,000.00 -$85.45 $0.00 $47,958.16
$64,702.33
$47,958.16
$116.70
$6,000.00 $3,000.00
$1,459.00
$1,000.00 $6,000.00 $85.45 $146,740.00
$34,079.51
2016-2017 BUDGET PARENT INVOLVEMENT
Encumbered
$2,620.22
$64,702.33 $146,740.00
$1,041.00
$1,579.22
As of
8/29/2016
Monthly Summary
S/C - LCAP
MULCAHY 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
Encumbered
$1,925.67 $236.09 $20,809.36
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 $1,925.67 $236.09 $0.00 $20,222.63 $0.00 $5,000.00 $0.00 $500.00 $3,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $878.88 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $31,763.27
$0.00
$31,763.27
$586.73
$5,000.00 $500.00 $3,000.00
$1,878.88
$1,000.00
$33,350.00
$1,586.73
2016-17 BUDGET
$0.00 $33,350.00
AS OF
8/29/2016
TUTORING MULCAHY 2016-17 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL HOURLY BUDGET
Budget Expenditures 11003 $4,280.00 21003 $2,108.00 30000 $1,074.00 $7,462.00
Balance $4,280.00 $2,108.00 $1,074.00 $0.00 $0.00 $7,462.00
Mulcahy Middle School Budget Summary Balance as of 8/29/2016 2016-17 Budgets
Budget Instructional*
$
52,110.00 $
PE Inst. Budget*
$
2,429.00 $
Expended 1,951.39 $ 2,529.48
2016-17 Preliminary Budget
Encumbered
Balance
3,697.49 $ $
46,461.12 (100.48)
Mulcahy Middle School Parent Survey 2015-2016
Q1 Is the school's climate open, helpful and friendly?¿Cada uno de los aspectos del ambiente escolar resulta conveniente y amigable? Answered: 225
Skipped: 0
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
97.78%
No
2.22%
220 5
Total
225
#
Comments (optional)
Date
1
I am always welcome to address any issues or concerns that I may have
3/14/2016 2:03 PM
2
Always willing to help
3/14/2016 1:56 PM
3
They're always very accomidating
3/14/2016 1:41 PM
1 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q2 Is communication between the school and home frequent, clear, and two-way?¿La comunicación entre la escuela y el hogar es frecuente, clara y se lleva a cabo en ambos sentidos? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
92.69%
No
7.31%
203 16
Total
219
#
Comments (optional)
Date
1
Love the phone calls and messages
3/14/2016 2:00 PM
2 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q3 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?¿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? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
97.26%
No
2.74%
213 6
Total
#
219
Comments (optional)
Date
There are no responses.
3 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q4 Are parents encouraged both formally and informally to comment on school policies and to share in the decisionmaking?¿Se alienta a los padres, tanto de manera formal como informal, a discutir las normas escolares y a compartir la toma de decisiones? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
94.52%
No
5.48%
207 12
Total
#
219
Comments (optional)
Date
There are no responses.
4 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q5 Does school site administration actively express and promote the philosophy of partnership with all families?¿La administración del plantel escolar expresa y promueve de manera activa la filosofía de colaboración con todas las familias? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
94.06%
No
5.94%
206 13
Total Respondents: 219
#
Comments (optional)
Date
There are no responses.
5 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q6 Does the school encourage volunteer participation for parents and the community at large?¿La escuela fomenta la participación voluntaria de los padres de familia y de la comunidad en general? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
91.78%
No
8.22%
201 18
Total
#
219
Comments (optional)
Date
There are no responses.
6 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q7 Does the school recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available?¿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? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
94.52%
No
5.48%
207 12
Total
#
219
Comments (optional)
Date
There are no responses.
7 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q8 Does the school provide parents with resources to support their child's academic success?¿Proporciona la escuela a padres con recursos para sostener su éxito académico de niño? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
95.89%
No
4.11%
210 9
Total
219
#
Comments (optional)
Date
1
The teachers are always more than welcome to work with the student to help my son raise his grade
3/14/2016 1:47 PM
8 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q9 Does the school provide a safe and secure environment for your child?¿La escuela provee un ambiente seguro y protegido para su hijo? Answered: 219
Skipped: 6
Yes/Si
No
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Yes/Si
96.80%
No
3.20%
212 7
Total
#
219
Comments (optional)
Date
There are no responses.
9 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q10 If I have concerns about my student or the school, I feel comfortable discussing the situation with a teacher, counselor or administrator.Si tengo preocupaciones sobre mi hijo o de la escuela, me siento a gusto discutiendo la situación con el maestro, consejero o administrador. Answered: 218
Skipped: 7
I agree/ de acuerdo
I disagree/ no estoy de...
No opinion/no tengo opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree/ de acuerdo
96.79%
211
I disagree/ no estoy de acuerdo
1.83%
4
No opinion/no tengo opinion
1.38%
3
Total
218
#
Comments (optional)
Date
1
the staff is very helpful an understanding all the time
3/17/2016 6:44 PM
10 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q11 I am kept informed about my student's progress in academics and behavior throughout the school year.Estoy informado sobre el progreso de mi hijo académicamente igual que de su comportamiento a lo largo del año escolar. Answered: 216
Skipped: 9
I agree/de acuerdo
I disagree/no estoy de...
No opinion/No tengo opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree/de acuerdo
97.69%
211
I disagree/no estoy de acuerdo
1.85%
4
No opinion/No tengo opinion
0.46%
1
Total
#
216
Comments (optional)
Date
There are no responses.
11 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q12 Mulcahy School staff keeps me informed of my student's progress through state/district testing data, progress reports, report cards, and intervention letters when applicable.Personal de la escuela Mulcahy me mantienen informado del progreso de mi estudiante a través de los datos de prueba estado/distrito, informes de progreso, boletas de calificaciones, y las cartas de intervención cuando sea aplicable. Answered: 218
Skipped: 7
I agree/de acuerdo
I disagree/no estoy de...
No opinion/no tengo opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree/de acuerdo
98.17%
214
I disagree/no estoy de acuerdo
1.38%
3
No opinion/no tengo opinion
0.46%
1
Total
#
218
Comments (optional)
Date
There are no responses.
12 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q13 Mulcahy School staff provides students with calendars that clearly state their learning objectives and assignments that are accessible to me on a daily basis.Personal de la escuela Mulcahy ofrece a lost estudiantes con los calendarios que establezcan claramente sus objetivos de aprendizaje y tareas que son accesibles para mí todos los días. Answered: 217
Skipped: 8
I agree/de acuerdo
I disagree/no estoy de...
No opinion/no tengo opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree/de acuerdo
94.47%
205
I disagree/no estoy de acuerdo
2.76%
6
No opinion/no tengo opinion
2.76%
6
Total
#
217
Comments (optional)
Date
There are no responses.
13 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q14 Mulcahy School offers a variety of parent education opportunities which provide resources to parents/families to support the success of their children.La escuela Mulcahy ofrece una variedad de oportunidades de educación para los pardes que proporcionan recursos a los padres/las familias para apoyar el éxito académico de sus hijos. Answered: 217
Skipped: 8
I aree/de acuerdo
I disagree/no estoy acuerdo
No opinion/no tengo opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I aree/de acuerdo
92.17%
200
I disagree/no estoy acuerdo
2.30%
5
No opinion/no tengo opinion
5.53%
12
Total
#
217
Comments (optional)
Date
There are no responses.
14 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q15 Mulcahy School provides a variety of student recognition awards, assemblies, and programs for families to attend (i.e. Academic Awards Ceremony, Character Counts! Awards, band concerts).La escuela Mulcahy ofrece una variedad de premios de reconocimiento de estudiantes, asambleas y programas para que las familias asistan a (es decir, entrega de premios académicos, el carácter cuenta! Premios, conciertos de bandas). Answered: 215
Skipped: 10
I agree/de acuerdo
I disagree/No estoy de...
No opinion/no tengo opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree/de acuerdo
96.74%
208
I disagree/No estoy de acuerdo
1.40%
3
No opinion/no tengo opinion
1.86%
4
Total
#
215
Comments (optional)
Date
There are no responses.
15 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q16 I make sure that my child arrives to school on time each day.Me aseguro de que mi hijo llegue a la escuela a tiempo cada día. Answered: 212
Skipped: 13
yes/sí
no/no
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
yes/sí
99.06%
no/no
0.94%
210 2
Total
#
212
Comments (optional)
Date
There are no responses.
16 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q17 I check my child's calendar for assignments and ask him/her about school on a daily basis.Reviso el calendario de mi hijo para las tareas y le pregunto a él/ella acerca de la escuela a diario. Answered: 214
Skipped: 11
yes/sí
no/no
Comments (optional)
0%
10%
20%
30%
40%
50%
Answer Choices
60%
70%
80%
90%
100%
Responses
yes/sí
92.99%
199
no/no
6.54%
14
Comments (optional)
0.47%
1
Total
214
#
Comments (optional)
Date
1
I've always just confined in my son, but I'm going to start checking his calendar
3/14/2016 1:47 PM
17 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q18 I ask my child if he/she has homework each day.Le pregunto a mi hijo si él/ella tiene la tarea cada día. Answered: 214
Skipped: 11
yes/sí
no/no
Comments (optional)
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
yes/sí
97.20%
208
no/no
2.34%
5
Comments (optional)
0.47%
1
Total
214
#
Comments (optional)
Date
1
my child is very responsable and dont need me to ask she comes straight home to do her work
3/14/2016 1:50 PM
18 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q19 I make sure my child reads at least 20 minutes each night.Me aseguro de que mi hijo lea por lo menos 20 minutos cada noche. Answered: 211
Skipped: 14
yes/sí
no/no
Comments (optional)
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
yes/sí
90.52%
191
no/no
9.00%
19
Comments (optional)
0.47%
1
Total
211
#
Comments (optional)
Date
1
I'm going to be more firm on his reading, he won't read if I'm too liniant
3/14/2016 1:47 PM
19 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q20 I take an active role in my child's education by attending parent conferences, communicating with staff (phone calls, emails, letters), and encouraging my child to do his/her best.Me toma una función activa en la educación de mi hijo, asistiendo a las reuniones de padres, la comunicación con el personal (llamadas telefónicas, correos electrónicos, cartas), y alentando a mi hijo su mejor esfuerzo. Answered: 215
Skipped: 10
yes/sí
no/no
Comments (optional)
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
yes/sí
98.60%
212
no/no
0.93%
2
Comments (optional)
0.47%
1
Total
215
#
Comments (optional)
Date
1
I appreciate all that the school does
3/14/2016 1:47 PM
20 / 22
Mulcahy Middle School Parent Survey 2015-2016
Q21 Comments: Please add your comments that might benefit Mulcahy Middle School. Commentarios: Por favor de añadir comentarios qu pueden beneficiar La Escuela Secundaria Mulcahy. Answered: 36
Skipped: 189
#
Responses
Date
1
The teacher and the children have good communication so that everything goes well with their studies. Thanks
3/18/2016 9:33 AM
2
I feel my teacher wasn't communicating to me what was going on. Thanks to the help of the school counselor I feel
3/18/2016 9:30 AM
that he is on the right track. Thank 3
very satisfied with the school and district
3/18/2016 9:28 AM
4
This school is very good and all of the teachers are very efficient.
3/18/2016 9:27 AM
5
This school has helps me a lot and my son a lot like learning English and many other things.
3/18/2016 9:23 AM
6
I think every teacher is committed to each student. This school is safe for my children. I've loved all the years.
3/18/2016 9:04 AM
7
The teachers are really nice persons.
3/18/2016 8:55 AM
8
We need to remain aware of what is going on with our kids.
3/18/2016 8:53 AM
9
I would like to add that we really appreciate Mrs. Nystrom, for everything she does for our children. She never gives up on them and is always doing her best in providing the best quality in academic teaching. thank you!!!.
3/17/2016 5:25 PM
10
You are perfect to us.
3/17/2016 9:43 AM
11
I'm happy for everything. Thank you for teaching my children. Thank you very much!
3/17/2016 9:38 AM
12
Teachers keeping in contact with the parents of the children is a good way to keep the children on track.
3/17/2016 9:34 AM
13
I want to thank the teachers for giving their best to the students.
3/17/2016 9:05 AM
14
Everything is very good.
3/17/2016 8:54 AM
15
Thank you! This is a very good school with good teachers.
3/17/2016 8:53 AM
16
I feel very happy to have my children at this school because it is very safe. The teachers inform me about what my
3/17/2016 8:52 AM
children do. 17
I have none.
3/17/2016 8:41 AM
18
I am very happy with the work of the school teachers. Thank you for all the help you have given my son.
3/17/2016 8:39 AM
19
I think this is a great school. Great communication with parents & students.
3/16/2016 2:15 PM
20
I am very grateful for the concern they have for my child and for reporting to me about the behavior of my son Manuel
3/16/2016 10:50 AM
Campa at school. I thank them for sharing how he behaves and the attention they give us parents and the responsibility they have with students. Thank you again very much. 21
I feel confident coming to ask about anything and I like how they serve.
3/16/2016 10:41 AM
22
I want to thank them for keeping us informed about what happens with our children.
3/16/2016 10:02 AM
23
Great school. Secretary, Principal, Ms. Atkinson wonderful and understanding.
3/16/2016 9:58 AM
24
I like this school for my daughter.
3/16/2016 9:55 AM
25
My comment is the questions above all benefit Mulcahy Middle School.
3/16/2016 9:52 AM
26
Continue the communication with the parents.
3/16/2016 9:49 AM
27
I like this school for the children. I feel it is safe.
3/16/2016 9:46 AM
28
I'm happy. I like their work.
3/16/2016 9:42 AM
21 / 22
Mulcahy Middle School Parent Survey 2015-2016 29
I feel taht I am not well informed about anything going on my child's progress, school, events. I feel left in the dark because I never know about anything.
3/16/2016 9:39 AM
30
It seems to be a good school.
3/16/2016 9:35 AM
31
I thank you for caring about students and supporting them academically.
3/16/2016 9:27 AM
32
I love Mulcahy and its leadership. they show real care and support for my children.
3/15/2016 10:39 AM
33
I feel Mulcahy school is doing a good job.
3/15/2016 9:15 AM
34
I feel honored that the teachers of my son are friendly and let me know things for any reason I am notified and taken into consideration. It's good that if anything happens with my children the school will let me know.
3/15/2016 9:06 AM
35
There should be more sports so there will be less obese kids.
3/15/2016 9:01 AM
36
Until now, my daughter has good grades and a good education.
3/15/2016 8:52 AM
22 / 22
Mulcahy Middle School Staff Survey
Q1 Tell us what you think about student safety at this school.Students feel safe in the cafeteria. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
83.33%
35
I disagree
0.00%
0
No opinion
16.67%
7
Total
42
1 / 21
Mulcahy Middle School Staff Survey
Q2 Students feel safe in the hallways. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
80.95%
34
I disagree
7.14%
3
No opinion
11.90%
5
Total
42
2 / 21
Mulcahy Middle School Staff Survey
Q3 Students feel safe in the locker rooms. Answered: 41
Skipped: 1
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
31.71%
13
I disagree
4.88%
2
No opinion
63.41%
26
Total
41
3 / 21
Mulcahy Middle School Staff Survey
Q4 Students feel safe in the restrooms. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
54.76%
23
I disagree
21.43%
9
No opinion
23.81%
10
Total
42
4 / 21
Mulcahy Middle School Staff Survey
Q5 Students feel safe in the quad/playground area(s). Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
80.95%
34
I disagree
11.90%
5
No opinion
7.14%
3
Total
42
5 / 21
Mulcahy Middle School Staff Survey
Q6 Students feel safe when taking the bus (or walking) to and from school. Answered: 41
Skipped: 1
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
43.90%
18
I disagree
29.27%
12
No opinion
26.83%
11
Total
41
6 / 21
Mulcahy Middle School Staff Survey
Q7 Students feel safe in their classrooms. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
95.24%
40
I disagree
4.76%
2
No opinion
0.00%
0
Total
42
7 / 21
Mulcahy Middle School Staff Survey
Q8 If a student knew that another student was involved in something illegal or dangerous to himself/herself or to someone else, the student would let a staff member know. Answered: 40
Skipped: 2
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
50.00%
20
I disagree
45.00%
18
No opinion
5.00%
2
Total
40
8 / 21
Mulcahy Middle School Staff Survey
Q9 Tell us how you think students at Mulcahy generally interact with each other.It is easy for students to make friends. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
76.19%
32
I disagree
14.29%
6
No opinion
9.52%
4
Total
42
9 / 21
Mulcahy Middle School Staff Survey
Q10 Students treat each other respectfully in their classrooms. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
57.14%
24
I disagree
38.10%
16
No opinion
4.76%
2
Total
42
10 / 21
Mulcahy Middle School Staff Survey
Q11 Tell us how you think students and staff members interact with each other at Mulcahy.Students treat staff members with respect. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
64.29%
27
I disagree
26.19%
11
No opinion
9.52%
4
Total
42
11 / 21
Mulcahy Middle School Staff Survey
Q12 Staff members let students know when they do things right. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
97.62%
41
I disagree
0.00%
0
No opinion
2.38%
1
Total
42
12 / 21
Mulcahy Middle School Staff Survey
Q13 If students have a problem they can't solve on their own, they know they can go to a staff member for help. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
92.86%
39
I disagree
4.76%
2
No opinion
2.38%
1
Total
42
13 / 21
Mulcahy Middle School Staff Survey
Q14 For most classes, teachers do a good job of making sure students know how they can help if they fall behind. Answered: 41
Skipped: 1
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
92.68%
38
I disagree
2.44%
1
No opinion
4.88%
2
Total
41
14 / 21
Mulcahy Middle School Staff Survey
Q15 Tell us how you think students feel towards Mulcahy and the opportunities provided to them.Students are glad to come to Mulcahy most of the time. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
95.24%
40
I disagree
2.38%
1
No opinion
2.38%
1
Total
42
15 / 21
Mulcahy Middle School Staff Survey
Q16 Students believe that the work they do at Mulcahy is important. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
71.43%
30
I disagree
23.81%
10
No opinion
4.76%
2
Total
42
16 / 21
Mulcahy Middle School Staff Survey
Q17 Students are proud to be a part of Mulcahy. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
83.33%
35
I disagree
7.14%
3
No opinion
9.52%
4
Total
42
17 / 21
Mulcahy Middle School Staff Survey
Q18 Tell us whether you think the following issues represent problems at Mulcahy.Drug/alcohol/tobacco use. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
23.81%
10
I disagree
64.29%
27
No opinion
11.90%
5
Total
42
18 / 21
Mulcahy Middle School Staff Survey
Q19 Students physically assaulting other students. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
19.05%
8
I disagree
73.81%
31
No opinion
7.14%
3
Total
42
19 / 21
Mulcahy Middle School Staff Survey
Q20 Students threatening or bullying other students. Answered: 42
Skipped: 0
I agree
I disagree
No opinion
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
I agree
57.14%
24
I disagree
33.33%
14
No opinion
9.52%
4
Total
42
20 / 21
Mulcahy Middle School Staff Survey
Q21 Please add any comments below. Thank you for your help. Answered: 11
Skipped: 31
21 / 21
Mulcahy Middle School Student Survey 2015-16 %
%
1.
I feel safe in the cafeteria.
87%
8%
5%
2.
I feel safe in the hallways.
72%
19%
8%
3.
I feel safe in the locker rooms.
51%
9%
40%
4.
I feel safe in the restrooms.
66%
22%
12%
5.
I feel safe in the quad/playground area(s).
76%
16%
8%
6.
I feel safe when taking the bus (or walking) to and from school.
64%
21%
15%
7.
I feel safe in my classrooms
87%
9%
4%
8.
If a student knew that another student was involved in something illegal or dangerous to him/herself or to someone else, the student would let a staff member know.
58%
25%
16%
Tell us how you think students at this school generally interact with each other.
I Agree
I Disagree
No Opinion
57%
29%
15%
44%
39%
17%
Tell us how you think students and staff members* interact with each other at this school. *Note: “staff members” means all staff members.
I Agree
I Disagree
No Opinion
Tell us how you feel about student safety at this school.
I Agree
No Opinion
%
I Disagree
(625 Students Responded)
11.
Students treat staff members with respect.
52%
31%
17%
12.
Staff members let students know when they do things right.
71%
19%
10%
13.
If students have a problem they can’t solve on their own, they know they can go to a staff member for help.
72%
16%
12%
14.
For most classes, teachers do a good job of making sure students know how they can get help if they fall behind.
76%
16%
8%
9. 10.
It is easy for students to make friends. Students treat each other respectfully in their classrooms.
2/13/2014 Student Survey
I Agree
I Disagree
No Opinion
15.
I am glad to come to the school most of the time.
75%
14%
11%
16.
I believe that the work I do at the school is important.
83%
10%
8%
17.
I am proud to be part of the school.
80%
10%
10%
Tell us whether you think the following issues represent problems at this school.
I Agree
I Disagree
No Opinion
18.
Drug/alcohol/tobacco use by students is a problem.
36%
39%
25%
19.
Students physically hurting (e.g., hitting, pushing, grabbing, kicking) other students is a problem.
48%
30%
22%
20.
Students threatening or bullying other students is a problem.
49%
31%
20%
Tell us how you feel toward this school in general, and the opportunities provided to you.
PLEASE ADD ANY COMMENTS ON A SEPARATE PIECE OF PAPER. THANK YOU FOR YOUR HELP!!!
2/13/2014 Student Survey
