The Single Plan for Student Achievement Mission Valley Elementary School School Name
54-72231-0113639 CDS Code
Date of this revision: December 2015 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Telephone Number: Address: E-mail Address:
Gary Yentes Principal (559) 685-7396 1695 Bella Oaks Drive Tulare, CA 93274
[email protected]
Tulare City School District School District
Superintendent: Telephone Number: Address: E-mail Address:
Dr. Clare Gist (559) 685-7200 600 North Cherry Street Tulare, CA 93274
[email protected]
The District Governing Board approved this revision of the School Plan on January 26, 2016.
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Table of Contents 2015-2016 Single Plan for Student Achievement Mission Valley Elementary School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 25 Table 2: Title III Accountability (District Data) ................................................................................................................... 27 Table 3: California English Language Development (CELDT) Data ................................................................................ 28 Table 4: CBEDS................................................................................................................................................................ 29 Table 5: California Standards Test - All Students ............................................................................................................. 30 Table 6: California Standards Test - African American Students ..................................................................................... 31 Table 7: California Standards Test - Asian Students ........................................................................................................ 32 Table 8: California Standards Test - Hispanic/Latino Students ........................................................................................ 33 Table 9: California Standards Test - White Students ....................................................................................................... 34 Table 10: California Standards Test - English Learner Students ..................................................................................... 35 Table 11: California Standards Test - Socio-Economically Disadvantaged Students ...................................................... 36 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 37 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 41 Total Expenditures by Object Type and Funding Source ................................................................................................. 41 Total Expenditures by Funding Source............................................................................................................................. 42 Total Expenditures by Object Type ................................................................................................................................... 43 Total Expenditures by Goal .............................................................................................................................................. 44 Appendix D - Recommendations and Assurances (Mission Valley Elementary School) ..................................................... 45 Appendix E - Home/School Compact ................................................................................................................................... 46 Appendix F - School Site Council Membership: Mission Valley Elementary School ............................................................ 47 Appendix G - Miscellaneous Items for Mission Valley Elementary School ........................................................................... 48 Appendix H – TCSD Planned Professional Development .................................................................................................... 49
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I. District and State Priorities
Tulare City School District Priorities (DP) 1. Safe and Secure Learning and Work Environment for All Alignment: SP 1, 5, 6 2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All Alignment: SP 1, 2, 4, 5, 6, 7, 9 3. Connect to the Local and Global Communities Alignment: SP 3, 5, 6 Eight State Priorities (SP) *The LCAP groups the eight state priorities (Education Code sections 52060 and 52066) into three categories: 1. Conditions of Learning a. Basic Services: including facilities, qualified teachers and instructional materials (State Priority 1) b. Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners (State Priority 2) c. Course access: pupil enrollment in a broad course of study (State Priority 7) 2. Pupil Outcomes a. Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate (State Priority 4) b. Other pupil outcomes: pupil outcomes in the subject areas. (State Priority 8) 3. Engagement a. Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (State Priority 3) b. Pupil engagement: as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (State Priority 5) c. School climate: as measured pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (State Priority 6)
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II. School Vision and Mission • • • • • • • •
Mission Valley Elementary School is a place where: It's safe and enjoyable for all kids to learn High expectations are set for student learning and behavior Strong instructional strategies meet the needs of all students Instruction is based on Common Core State Standards Varied technology opportunities are available for staff and students District adopted materials and programs are implemented Grade level teams plan and work together Parents and teachers work together to help students achieve
Our school motto is: Mission Valley: Where the success of kids is our "mission!"
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III. School Profile Mission Valley Elementary School is in its ninth year and now has thirty-three classrooms in transitional kindergarten through sixth grade serving approximately 816 students. Special features of the school include computer pods in grades one through six, projectors, teacher laptops, ActiveInspire software, ActivSlates and Promethean Boards. As a joint venture with the city, the school shares use of a community park. Mission Valley is one of fifteen schools in the Tulare City School District. Ethnicity counts were taken from the 2015 CBEDS (see appendix A Table 6),
Over 10% of the Title 1 budget is allocated for the purpose of providing high quality professional development through RTI/Programs teachers and 95% Group Literacy Training
Technical Assistance provided by the District Office: • • • • • • • •
Data collection and analysis of student performance data Effective lesson design and implementation Intensive intervention programs Strategic interventions School budgets School wide planning Parent involvement/School climate Professional Development for Staff (Common Core implementation, PBL, 95% Group, 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-Director of Curriculum Paul Reagan-Bilingual Coordinator Martin Suey-Director of Education Data Systems Tricia Grissom-District Nurse (Title IV) Debbie Terry-District Homeless Liaison Susie Boyett-District Compliance Teacher
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) Mission Valley Elementary School took the SBAC in the spring of 2015. Results indicated that 47% of our students met or exceeded the standards for ELA and 38% met or exceeded in mathematics. We believe that our students have a solid foundation to build upon as we continue to teach the rigorous Common Core State Standards. Because our scores were lower in math than in ELA, the leadership team decided to focus on Depths of Knowledge in Math for our Instructional Rounds, recognizing the need to challenge our students to engage in thinking and learning that requires greater depth of knowledge (levels 2,3,4)
B. Surveys Staff Survey Our staff survey conducted in the spring of 2015 indicated that 84% of our teachers collaborate at least biweekly. The majority of teachers felt the most valuable staff development they had were sessions in which they had choice or the Instructional Rounds process. The staff is becoming more comfortable with DOK levels. When asked what kinds of technology training they would like to have, 10 teachers said Google Docs/Google Drive and 5 said Ipads in the classroom. Student Survey Overall, the student survey results were very positive. The only concern is that 35% of the students indicated that they feel students do not treat each other with respect. Parent Survey 64% of our parents completed the annual survey with an overwhelmingly positive response for each question. The survey did not indicate any pressing needs to address.
C. Classroom Observations Based upon staff conversations, principal observations, and grade level meetings, the following needs are evident: • • •
Teachers need time to collaborate with colleagues. Depth of Knowledge is an area that we as a school determined to be an area of focus and will be addressed through the Instructional Rounds process, with a focus on math and DOK levels 2 and 3. It is recommended that teachers continue to hone their skills with technology to keep up with the demands of 21st Century learning. This is important as we look forward to getting a new ERC and iPads, in addition to the existing Chromebook carts at Mission Valley next year. Although Lexia and AR are important and valuable, teachers will be encouraged to utilize technology in new capacities. This could include iPad apps that help students to create presentations, stories, videos, and pictures integrating many content areas. We recommend that the district office curriculum specialists provide classroom demonstrations and teacher support to help us with new technology implementation.
D. Student Work and School Documents 2015-2016 Trimester 1 TCSD assessments indicate the following average percents proficient by grade:
Language Arts Performance Task 1st: 65.1%, 2nd: 67.3%, 3rd: 51.5% , 4th: 51.10%, 5th: 39.80%, 6th: 73.2%, Schoolwide average: 58% Math Benchmark Assessment 1st: 85.6%, 2nd: 76.8%, 3rd: 43.8%, 4th: 39.7%, 5th: 31.2%, 6th: 53.10%, Schoolwide average: 55%
SSC ELAC Monitor and Review Findings from March 17,2015 A team of 10 parents and school staff members conducted our annual monitor and review. We broke into three groups and visited classrooms at every grade level. The goal of this review was to find evidence of student engagement, varied classroom instruction, positive room environment, and Common Core instruction as outlined in our school wide plan. Our findings are included below. Student Engagement: The team was very impressed with student engagement across all grade levels. Several classrooms were accustomed to working in groups of four, demonstrating Kagan engagement structures. Students were on task whether they were working in small groups or being instructed whole class. When students were The Single Plan for Student Achievement
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questioned about what they were working on, most were not only able to explain their given task, but could explain the importance of the skill. Due to this observation, it was noted that all tasks seemed to be engaging and grade level appropriate. For example, a parent observed that when students were questioned on what they were doing they were able to respond with an appropriate answer. In a whole group setting in kindergarten the teacher utilized the Promethean board to identify high frequency words. A student was selected to interact with the board using the slate. Due to the student being able to use the technology, the class was highly engaged in the lesson. Several classrooms were accustomed to working in groups of four, demonstrating Kagan structures. Classroom Instruction: Mission Valley teachers displayed evidence of quality instruction in a variety of ways. Some examples of whole class instruction included: WMP, WMV, SBAC modeling on Chromebook, using Google Docs, math instruction, and close reading. Small group instruction included reading and math groups. There was a good balance between whole group and small group instruction throughout all grade levels. In the RSP room observers noted that students arrived and got right to work. "It was a well-oiled machine." The team saw evidence of a variety of Thinking Maps in the classrooms. Students and teachers seem to be more comfortable using technology whether it was with Chromebooks, Promethean boards, slates, the Elmo or PCs. Mission Valley's teachers used a variety of instructional strategies. Students used manipulatives to answer mathematical questions, read chorally to strengthen fluency, and collaborated within pairs and groups to work through problems. Evidence of Positive Room Environment: The overall impression of the classroom environment at Mission Valley was extremely positive. Student work from a variety of subject areas was displayed in every grade level. The team noted how engaging and creative the work was. Student art and projects were integrated into many cross-curricular areas. Character Counts posters were displayed and in many rooms students who had been honored for each pillar were cited. Students were friendly and engaging to the team when asked about the tasks they were working on. Students were also polite and respectful when working with classmates. One of the parents felt that the themes of the classrooms made them an inviting and comfortable place for students to learn. It was stated that teachers go above and beyond their duties to help the students. A parent stated, "I am blessed with the teachers that my kids have had." Evidence of Common Core: There was evidence of Common Core instruction in every classroom. In language arts we noted examples of: • • • • • • • •
Non-fiction text-articles, readers, Scholastic News, internet research Literature circles Vocabulary study including images, pictures, examples, and definitions Rich discussions Evidence to support opinions Writing and reading in a variety of genres Poetry interpretation Project Based Learning There has been a dramatic change in math instruction with the implementation of Common Core. In the classrooms we saw:
• • • • • • •
Math journals Measurement projects Students explaining their mathematical thinking (Even kindergarteners!) A variety of manipulatives being used across the grade levels Computation followed by reasoning, discussions, reflections, sketches, etc... Real world problems Project Based Learning
Teachers continue to rise to the challenge of implementing Common Core Standards on a daily basis.
E. Analysis of Current Instructional Program (See Appendix B) All 16 areas are meeting the performance goals at this time.
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V. Description of Barriers and Related School Goals Barriers present at Mission Valley include the following: . •
We have limited funding.
•
We are lacking library books for the amount of students we have.
•
We will need training for using the new ERC and the use of Ipads in the classroom.
•
30 minute intervention groups K-3 are challenging to implement.
•
It is challenging to fit in all the curriculum components while doing our best to meet the needs of all students.
•
We have many kids with special needs at Mission Valley (ADHD, Downs Syndrome, RAD, emotional issues, Special Ed, behavior concerns, etc)
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VI. Planned Improvements in Student Performance SUBJECT: English Language Arts ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 2015-2016. LCAP GOAL: All students will reach high standards and increase student achievement in English Language Arts,Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century. SCHOOL GOAL #1: By June of 2016, all students, which include all identified subgroups, will reach high standards and increased achievement in reading/language arts as measured by state and district assessments. Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: Findings from the Analysis of this Data: It is the goal of Mission Valley to improve the scores of all students who are not performing at a proficient or advanced performance level. We have transitioned to the Common Core Standards, and grades 3-6 took the SBAC tests in the spring of 2015, as well as our district benchmarks. We believe that as our students "grow up" with CCSS, the scores will improve. SBAC Percentage of Students who Met and Exceeded Standards in ELA: 3rd: 38%, 4th: 44%, 5th: 50%, 6th: 57% How the School will Evaluate the Progress of this Goal:
• • • •
District Assessments (ELA benchmarks and reading assessments Ongoing teacher formative assessments to inform instruction Report Card Grades / Progress Reports SBAC results from previous year Actions to be Taken to Reach This Goal
Implement the district Language Arts Common Core Units of Study utilizing the district adopted program (MacMillan McGraw-Hill California Treasures) by providing mandated daily instructional minutes in ELA (K60 mins., 1st-3rd-150 mins., 4th-6thThe Single Plan for Student Achievement
Timeline August 2015 - June 2016
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff District Support Staff
Description Instructional Aides Fringe Benefits Books 9 of 49
Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits 4000-4999: Books LCFF Sup/Con And Supplies
Amount 24,118.64 8129.23 800.00 1/21/16
Actions to be Taken to Reach This Goal 160 mins) and using research based programs, strategies and materials such as:
•
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Materials and Supplies Substitute Teachers
Instructional Rounds Year 2 which will focus on Mission Valley School as a system to concentrate on Depth of Knowledge.
Materials and Supplies
•
21st Century Teachin PBL (4-8)
Fringe Benefits
•
95% Group strategies and coaching (TK-3, SPED)
•
MacMillan McGraw-Hill California Treasures supplemental materials, Lexia, Leap Track, Accelerated Reader, Language Arts
•
Step Up to Writing, guided reading, small group instruction, Thinking Maps, differentiated instruction, literacy centers, cooperative learning, one-on-one instruction, explicit and direct language instruction
•
Provide supplemental materials and supplies, equipment, technology, field trips, and human resources.
•
TCSD Components of an early and intermediate literacy program, TCSD Language Arts Bookmarks (aligned with Common Core State Standards (CCSS)
•
Specific English language development (ELD) instructional strategies to meet the academic
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Library Aide
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Type 4000-4999: Books And Supplies 1000-1999: Certificated Personnel Salaries 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits
Funding Source
Amount
LCFF Sup/Con
1,931.66
Title I
300.00
Title I
604.07
LCFF Sup/Con
7766.20
LCFF Sup/Con
7017.15
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
and language proficiency level of English language learner (ELL) students
•
Behavior training with CREW for specific students
•
EADMS Pilot
•
Developmental Kindergarten
Implement intensive reading/language August 2015 - June arts intervention programs for 2016 students who are significantly behind in ELA. This may include:
• • • • • • • • •
Reading Mastery Corrective Reading Soar to Success Read Naturally/Read Live Language for Learning Kindergarten readiness skills and phonemic awareness Triumphs Intervention Program 95% Group Materials Lexia Core 5
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Materials and Supplies Materials and Supplies
4000-4999: Books And Supplies 4000-4999: Books And Supplies
LCFF Sup/Con
1,000.00
Title I
600.00
Provide mandated daily instructional minutes for these interventions: K - 30 minutes, 1st - 3rd 30-45 minutes, 4th 6th 30-45 minutes. Implement extended day tutoring for August 2015 - June students who are not proficient in ELA 2016
Principal RTI Teacher Certificated / Classified Staff
Schedule and hold Learning Focused Conversation (LFC) meetings to:
Principal RTI Teacher Certificated / Classified Staff
• • • •
plan lessons evaluate student work discuss student progress share teaching strategies
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August 2015 - June 2016
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Actions to be Taken to Reach This Goal
•
•
Gain assistance from: District Curriculum Specialists, RTI Teacher , peer coaches, consultants, speech therapist School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
The Single Plan for Student Achievement
Timeline August 2015 - June 2016
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
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VI. Planned Improvements in Student Performance (continued) SUBJECT: Mathematics ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 2015-2016. LCAP GOAL: All students will have opportunities to engage and participate in extra curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century. SCHOOL GOAL #2: By June of 2016, all students, which include all identified subgroups, will reach high standards and increased achievement in mathematics as measured by state and district assessments. Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: It is the goal of Mission Valley to improve the scores of all students who are not performing at a proficient or advanced performance level. We have transitioned to the Common Core Standards, and grades 3-6 took the SBAC tests in the spring of 2015, as well as our district benchmarks. We believe that as our students "grow up" with CCSS, the scores will improve. SBAC Percentage of Students who Met and Exceeded Standards in Math: 3rd: 45%, 4th: 31%, 5th: 31% 6th: 45% How the School will Evaluate the Progress of this Goal: District math benchmark assessments • Math Unit Assessments based on Common Core State Standards (CCSS) • Ongoing teacher formative assessments to inform instruction • Report Card Grades / Progress Reports • SBAC scores from previous year Actions to be Taken to Reach This Goal Effective implementation of a Common Core Standards-aligned math instructional program with K-6 60 to 75 minutes daily: • Use district adopted State Board of Education (SBE) approved enVision Math and TCSD Math Units of Study. The Single Plan for Student Achievement
Timeline August 2015 - June 2016
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff
Proposed Expenditure(s) Description Instructional Aides Fringe Benefits Materials and Supplies
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits 4000-4999: Books Title I And Supplies
Amount 12,059.32 4,064.62 1204.07
1/21/16
Actions to be Taken to Reach This Goal
•
Timeline
Person(s) Responsible
Implement K-6th grade Math Trimester CCSS Guidelines (standards pacing schedule) and Key Standards Continuum. BY, Baits, What's my Place, What's my Value, Touch Math, Visual Math, TCSD Math Units of Study.
Proposed Expenditure(s) Description Substitute Teachers
Materials and Supplies
Type
Funding Source
Amount
1000-1999: Title I Certificated Personnel Salaries 4000-4999: Books LCFF Sup/Con And Supplies
300.00
4000-4999: Books And Supplies
1,000
1,931.66
Implement the use of the following scientifically research based standards aligned supplemental instructional materials, strategies, and programs for math: enVision adopted materials cooperative learning, cooperative learning, small group instruction, one on one instruction and differentiated instruction, DreamBox Math, Thinking Maps, BBY materials, Touch Math, other materials, Kathy Richardson Math, utilize peer tutors to meet student needs, DRDP in TK and K Provide materials and supplies, equipment, technology, human resources, field trips and pins for pennants. Implement intensive math August 2015 - June interventions for students who are 2016 significantly behind in math. (K-3 15 minutes daily, 4-6 30 minutes daily) Interventions embedded within the district adopted core instructional program. Provide opportunites for extended day tutoring for students who are not meeting academic standards in math. The following programs may be used: enVision intervention component Math Steps Developing Number Concepts - Kathy Richardson Math Number Talks Dreambox Math Front Row The Single Plan for Student Achievement
Principal RTI Teacher Certificated / Classified Staff District Support Staff Clerk
Materials and Supplies
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LCFF Sup/Con
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Touch Math Cooperative Learning, small group instruction, one on one instruction, differentiated instruction Thinking Maps BBY Materials Other manipulatives Developmental Kindergarten - DRDP
•
•
• • • •
Gain assistance from: District Curriculum Specialists, RTI Teacher, peer coaches, consultants, Administrative Intern School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff District Support Staff
Schedule and hold Learning Focused Conversation (LFC) meetings to: plan lessons evaluate student work discuss student progress share teaching strategies
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff
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VI Planned Improvements in Student Performance (continued) SUBJECT: English Language Learners ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All English Learner students will increase proficiency in English, while working to reach all content standards and increase student achievement in English-Language Arts in order to be prepared for the demands of the 21st century.-------LCAP GOAL: All EL students will become proficient in English, reach high standards and increase student achievement in English Language Arts so that they can meet all of their educational goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #3: By June of 2016, all limited English proficient students will meet the Title III AMAO 1 and AMAO 2 targets as measured by the CELDT. Data Used to Form this Goal: See appendix A for CELDT data-------Findings from the Analysis of this Data: 4% of students are scoring below the Early Intermediate Level.-------How the School will Evaluate the Progress of this Goal: District ELA and Math benchmarks District reading assessments Ongoing teacher formative assessments to inform instruction • CELDT • Report Card Grades / Progress Report Grades • 95% Group Literacy Strategies • Dreambox Math reports • LEXIA reports Actions to be Taken to Reach This Goal
•
Timeline
August 2015 - June Implement daily use of adopted 2016 LA and math interventions for students significantly below grade level including programs, strategies, materials and resources such as: ELD Treasures Program (30 minutes daily)
The Single Plan for Student Achievement
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff
Proposed Expenditure(s) Description Instructional Aides Materials and Supplies Fringe Benefits
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 4000-4999: Books Title I And Supplies 3000-3999: Employee Title I Benefits
Amount 11,059.32 577.95 3964.62
1/21/16
Actions to be Taken to Reach This Goal
• • •
•
• • •
•
•
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
RSP/RTI Project for K/1/2 Developmental Kindergarten / DRDP for TK and K Reading Mastery / Corrective Reading programs, LEXIA Core 5, Accelerated Reader, Visual Math, Touch Math, What's my Place, What's my Value?, Baits, Dreambox Math, 95% Group materials ELD/SDAIE strategies, Step Up to Writing, intermediate literacy / guided reading groups, Thinking Maps, BBY Cooperative Learning, small group instruction, differentiated instruction, one on one instruction Literacy centers, manipulatives, realia Provide supplemental materials and supplies, equipment, technology, human resources, field trips, and pins for pennants. Gain assistance from: District August 2015 - June 2016 Curriculum Specialists, District Bilingual Coordinator, RTI Teacher, peer coaches, consultants, Administrative Intern, EL Curriculum Specialist School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau, Bilingual Department
Provide strategic classroom placement for EL students. This may include SEI (Structured English Immersion) classroom placement and is determined by current ELD proficiency levels. The Single Plan for Student Achievement
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Bilingual Coordinator EL Resource Teacher District Support Staff Principal RTI Teacher District Bilingual Coordinator District Support Staf
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Ensure that EL At Risk students work on LEXIA Core 5 for a minimum of fifteen minutes daily.
August 2015 - June 2016
Implement the TCSD English Learner Master Plan.
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Bilingual Coordinator Migrant Resource Teacher District Support Staff
Implement extended day tutoring for students who are not proficient in language arts and/or mathematics
August 2015 - June 2016
Instructional Aides RTI Teacher Certificated Teachers EL Resource Teacher ELD/Migrant Bilingual Coordinator
The Single Plan for Student Achievement
Principal RTI Teacher Certificated / Classified Staff Bilingual Coordinator
Proposed Expenditure(s) Description Instructional Aides Fringe Benefits
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 3000-3999: Employee Title I Benefits
Amount 1,000.00 100.00
1/21/16
VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers,and paraprofessionals. LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 2016, 100 % of instructional staff will have an opportunity to participate in professional development that focuses on 21st Century Learning, State Standards, and research based strategies to increase students' achievement in order for them to learn and thrive.-------Data Used to Form this Goal: See Appendix A for student performance data. Findings from the Analysis of this Data: Students who receive good first instruction from highly qualified teachers, perform well on State and District Assessments which indicates high levels of student learning.-------How the School will Evaluate the Progress of this Goal: Sign in sheets Agendas Actions to be Taken to Reach This Goal Provide staff development opportunities such as: Early release Wednesday Staff Development Days Paid staff development time District Sponsored Staff Development Days BTPAP (Beginning Teacher Professional Assistance Program) New teacher staff development workshops conferences demonstration lessons coaching The Single Plan for Student Achievement
Timeline August 2015 - June 2016
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff
Proposed Expenditure(s) Description Substitute Teachers
Materials and Supplies
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries 4000-4999: Books Title I And Supplies
Amount 1,000.00
626.12
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
subs to release teachers to observe others SEI program Instructional Rounds/Depth of Knowledge (DOK) ENI for Administrators (ECOVE) Ongoing CCSS staff development 95% group coaching (TK-3, SPED) 21st Century Teaching PBL (4-8) Behavior Training in CREW (aide) EADMS pilot Developmental Kindergarten DRDP Learning Walks • Lexia PD • Dreambox Math PD • Library Aide training • ERC tecnology training • Instructional aide Symposium • NGSS training • Learning Focused Conversations (LFC) Focus staff development topics on August 2015 - June areas of need such as: use of new 2016 technology hardware and software implementation of Units of Study for ELA and Math using data and student work to guide instruction calibrating and grading student assessments intervention programs such as Reading Mastery, Corrective Reading, Soar to Success, Read Naturally, Triumphs, Dreambox Math, LEXIA Core 5, and others as needed Implementation of ongoing use of school webpages Implementation of Common Core State Standards (CCSS) in ELA and math Strategies for teaching CCSS for Writing and Math • Instructional Rounds/ DOK Using ABI to complete report cards The Single Plan for Student Achievement
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Support Staff Clerk
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Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
online (grades 1-6) Implementation of 95% group materials Project Based Learning ENI for Administrators (ECOVE) Provide supplemental materials and supplies, equipment, technology, and human resources to carry out staff development activities.
The Single Plan for Student Achievement
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff Curriculum Specialist District Support Staff
Materials and Supplies Substitute Teachers
Books
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4000-4999: Books LCFF Sup/Con And Supplies 1000-1999: Title I Certificated Personnel Salaries 4000-4999: Books LCFF Sup/Con And Supplies
2,931.66 800.00
200.00
1/21/16
VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: Alignment: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning. LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 2016, 100% of students will be educated in learning environments that promote the partnership between home and school, foster parent/community involvement, and are safe, drug-free and conducive to learning. Data Used to Form this Goal: Student and Parent Surveys. Healthy Kid Survey. Aeries Assertive Discipline Report. Attendance Report. Parent Conference Sign In Sheets.-------Findings from the Analysis of this Data: Families who are connected with school have students who perform better academically,socially and emotionally.-------How the School will Evaluate the Progress of this Goal:
• • •
Survey results Annual self study of parent involvement Annual monitor and review Actions to be Taken to Reach This Goal
Recruit and organize parent and community help and support with the following: chaperones/ volunteers for school functions/ trips • Awards Assemblies PTO / SSC / ELAC Annual Title 1 Meeting School Compact Local Site Review Winter Programs / performances/ Open House Fundraisers / Toy and food drives The Single Plan for Student Achievement
Timeline August 2015 - June 2016
Person(s) Responsible Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Proposed Expenditure(s) Description Substitute Teachers
Materials and Supplies
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries 4000-4999: Books Title I And Supplies
Amount 600.00
804.07
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Parent education events MV Wildcat awards and activities Pins and Pennants Program Playground equipment Community/Global Outreach Programs August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Communicate the importance of August 2015 - June education and their student's 2016 progress through: • conferences, meetings, special school events • phone calls / translaters as needed • School Accountability Report Card (provided online), school compact, notes, school newsletter • report cards, progress reports, IEP forms • Parent Link phone system • school and district webpages • MV Wildcat awards, assemblies, and activities • Pins and Pennants program • Email / texts • Newsletter
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
•
• • • •
•
• • •
Include parents in school decisions by gaining their participation in: SSC / ELAC / PTO / DAC / DELAC Migrant parent meetings Parent / teacher conferences annual parent survey Parent education events
Provide information and ideas to families about a variety of topics through the following: Kindergarten registration / readiness program / Transitional Kindergarten parent education meetings Annual Title 1 Meeting Classroom orientation / Meet the
The Single Plan for Student Achievement
Parent Involvement
Materials and Supplies
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5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies
Title I
1,558.31
LCFF Sup/Con
2,931.66
1/21/16
Actions to be Taken to Reach This Goal
• • • • • • •
•
• • • • • •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Teacher (August) TCOE Preschool to Kindergarten Parent Meeting Parent Link phone system School webpages Parent conferences Email / texts Newsletter Developmental Kindergarte Provide a safe school environment for students to experience success in school by implementing: Second Step Red Ribbon Week Character Counts Student Council activities Special Friends program Internet Safety lessons SPRIGEO
The Single Plan for Student Achievement
August 2015 - June 2016
Principal RTI Teacher Certificated / Classified Staff Clerk District Support Staff
Materials and Supplies
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4000-4999: Books And Supplies
Title I
400.00
1/21/16
Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) English Language Arts/Literacy Overall Achievement # of Students Enrolled
# of Students Tested
% of Enrolled Students Tested
# of Students With Scores
Mean Scale Score
Standard Exceeded
Standard Met
Standard Nearly Met
Standard Not Met
Grade 3
136
134
98.5
134
2417.1
19
19
39
22
Grade 4
130
125
96.2
125
2452.0
22
22
17
38
Grade 5
131
129
98.5
129
2498.1
15
34
28
23
Grade 6
128
126
98.4
126
2542.5
17
40
32
11
All Grades
525
514
97.9
514
18
29
29
24
Grade Level
Grade Level
READING
WRITING
LISTENING
RESEARCH/INQUIRY
Demonstrating understanding of literary & non-fictional texts
Producing clear and purposeful writing
Demonstrating effective communication skills
Investigating, analyzing, and presenting information
At or At or At or At or Above Below Above Below Above Below Above Below Near Near Near Near Standar Standar Standar Standar Standar Standar Standar Standar Standar Standar Standar Standar d d d d d d d d d d d d
Grade 3
16
56
28
15
57
28
16
62
22
21
58
21
Grade 4
20
40
40
19
49
32
13
65
22
23
50
27
Grade 5
20
46
34
22
53
25
9
74
16
21
64
15
Grade 6
24
54
22
24
58
18
15
78
7
27
61
12
All Grades
20
49
31
20
54
26
13
70
17
23
58
19
Conclusions based on this data: 1. Overall Achievement: The older the students, the higher the percentages of students meeting and exceeding the standards. 2. Overall 47% of our students were meeting or exceeding standards in ELA.
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Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) Mathematics Overall Achievement # of Students Enrolled
# of Students Tested
% of Enrolled Students Tested
# of Students With Scores
Mean Scale Score
Standard Exceeded
Standard Met
Standard Nearly Met
Standard Not Met
Grade 3
136
135
99.3
135
2420.5
11
34
24
31
Grade 4
130
126
96.9
126
2443.5
6
25
39
31
Grade 5
131
128
97.7
128
2485.8
9
22
36
33
Grade 6
128
125
97.7
125
2543.1
22
23
36
18
All Grades
525
514
97.9
514
12
26
33
28
Grade Level
CONCEPTS & PROCEDURES
PROBLEM SOLVING & MODELING/DATA ANALYSIS
COMMUNICATING REASONING
Applying mathematical concepts and procedures
Using appropriate tools and strategies to solve real world and mathematical problems
Demonstrating ability to support mathematical conclusions
Above Standard
At or Near Standard
Below Standard
Above Standard
At or Near Standard
Below Standard
Above Standard
At or Near Standard
Below Standard
Grade 3
28
35
37
13
52
35
20
59
21
Grade 4
13
37
50
15
48
37
10
47
44
Grade 5
13
41
47
9
45
45
11
59
30
Grade 6
26
44
30
25
52
23
24
51
25
All Grades
20
39
41
16
49
35
16
54
30
Grade Level
Conclusions based on this data: 1. Overall, 38% of our students met or exceeded standards in mathematics.
2. Overall, our students scored best in communicating reasoning.
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Appendix A - School and Student Performance Data (continued) Table 2: Title III Accountability (District Data) Annual Growth AMAO 1 2012-13
2013-14
2014-15
Number of Annual Testers
2,288
2227
2,207
Percent with Prior Year Data
100.0
100.0
100.0
Number in Cohort
2,288
2227
2,207
Number Met
1,431
1304
1,166
Percent Met
62.5
58.6
52.8
NCLB Target
57.5
59.0
60.5%
Met Target
Yes
No
No
Attaining English Proficiency 2012-13
2013-14
2014-15
Years of EL instruction
Years of EL instruction
Years of EL instruction
AMAO 2 Less Than 5
5 Or More
Less Than 5
5 Or More
Less Than 5
5 Or More
1,851
838
1806
796
1,778
797
Number Met
458
477
437
396
365
372
Percent Met
24.7
56.9
24.2
49.7
20.5
46.7
NCLB Target
20.1
47.0
22.8
49.0
24.2%
50.9%
Met Target
Yes
Yes
Yes
Yes
No
No
Number in Cohort
Adequate Yearly Progress for English Learner Subgroup at the LEA Level AMAO 3 2012-13
2013-14
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Participation Rate
Yes
Yes
Met Percent Proficient or Above
No
No
Met Target for AMAO 3
No
No
2014-15
English-Language Arts
Mathematics
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Appendix A - School and Student Performance Data (continued) Table 3: California English Language Development (CELDT) Data California English Language Development Test (CELDT) Results for 2014-15 Grade
Advanced #
Early Advanced
%
#
%
K
Intermediate #
%
********
***
Early Intermediate #
%
1
8
3
25
6
50
1
8
2
3
25
2
17
6
50
1
8
3
2
9
7
32
10
45
2
9
4
3
23
4
31
6
46
5
3
23
4
31
5
38
7
78
1
11
1
11
27
32
37
44
5
6
Total
12
14
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#
%
Number Tested # ********
1
6
Beginning
1
8
12 12
1
5
22 13
1
8
13 9
3
4
84
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Appendix A - School and Student Performance Data (continued) Table 4: CBEDS Student Enrollment by Group Percent of Enrollment
Student Group
Number of Student
2013-14
2014-15
2013-14
2014-15
American Indian
0.45%
0.4%
4
3
African American
2.90%
2.3%
26
19
Asian
3.56%
2.9%
32
24
Filipino
2.00%
1.7%
18
14
Hispanic/Latino
54.34%
55.9%
488
468
Pacific Islander
0.56%
0.4%
5
3
White
33.63%
33.9%
302
284
Multiple/No Response
0%
0.0%
0
0
Total Enrollment:
898
838
Student Enrollment by Grade
Grade
Number of Students 2013-14
2014-15
Kindergarten
120
121
Grade 1
103
100
Grade 2
135
101
Grade3
130
136
Grade 4
132
128
Grade 5
130
125
Grade 6
148
127
Grade 7
0
0
Grade 8
0
0
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12 Total Enrollment:
The Single Plan for Student Achievement
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0
0
898
838
1/21/16
Appendix A - School and Student Performance Data (continued) Table 5: California Standards Test - All Students English-Language Arts Performance Data by Grade Level English-Language Arts Grade Level
% At or Above Proficient 201213
201314
201415
% Basic 201213
201314
% Below Basic 201415
201213
201314
201415
% Far Below Basic 201213
Grade 2
64
24
10
2
Grade 3
56
27
15
3
Grade 4
77
20
2
2
Grade 5
62
29
6
3
Grade 6
64
29
7
0
201314
201415
All Students Mathematics Performance Data by Grade Level Mathematics Grade Level
% At or Above Proficient 201213
201314
201415
% Basic 2012-13
201314
% Below Basic 201415
201213
201314
201415
% Far Below Basic 201213
Grade 2
61
25
11
4
Grade 3
72
20
8
1
Grade 4
79
11
10
0
Grade 5
68
17
13
2
Grade 6
66
22
12
0
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201314
201415
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Appendix A - School and Student Performance Data (continued) Table 6: California Standards Test - African American Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
*
*
Grade 3
*
*
Grade 4
*
*
Grade 5
*
*
Grade 6
*
*
2013-14
2014-15
African American Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
*
*
Grade 3
*
*
Grade 4
*
*
Grade 5
*
*
Grade 6
*
*
31
2013-14
2014-15
Appendix A - School and Student Performance Data (continued) Table 7: California Standards Test - Asian Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
*
*
Grade 3
*
*
Grade 4
*
*
Grade 5
*
*
Grade 6
*
*
2013-14
2014-15
Asian Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
*
*
Grade 3
*
*
Grade 4
*
*
Grade 5
*
*
Grade 6
*
*
32
2013-14
2014-15
Appendix A - School and Student Performance Data (continued) Table 8: California Standards Test - Hispanic/Latino Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
57
355.4
Grade 3
54
347.8
Grade 4
69
382.5
Grade 5
54
353.3
Grade 6
55
353.8
2013-14
2014-15
Hispanic/Latino Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
56
362.4
Grade 3
72
414.6
Grade 4
75
389.6
Grade 5
65
373.7
Grade 6
55
360.8
33
2013-14
2014-15
Appendix A - School and Student Performance Data (continued) Table 9: California Standards Test - White Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
74
377.0
Grade 3
58
365.9
Grade 4
89
407.2
Grade 5
78
379.6
Grade 6
75
385.0
2013-14
2014-15
White Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
67
384.9
Grade 3
77
417.0
Grade 4
85
404.1
Grade 5
74
396.1
Grade 6
76
406.0
34
2013-14
2014-15
Appendix A - School and Student Performance Data (continued) Table 10: California Standards Test - English Learner Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
55
344.7
Grade 3
12
301.1
Grade 4
18
316.8
Grade 5
0
298.6
Grade 6
*
*
2013-14
2014-15
English Learner Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
50
358.0
Grade 3
39
357.8
Grade 4
18
324.7
Grade 5
18
300.6
Grade 6
*
*
35
2013-14
2014-15
Appendix A - School and Student Performance Data (continued) Table 11: California Standards Test - Socio-Economically Disadvantaged Students English-Language Arts Performance Data by Grade Level English-Language Arts
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
52
346.9
Grade 3
43
337.9
Grade 4
62
372.6
Grade 5
49
350.5
Grade 6
48
349.8
2013-14
2014-15
Socio-Economically Disadvantaged Students Mathematics Performance Data by Grade Level Mathematics
Grade Level
% At or Above Proficient 2012-13
2013-14
2014-15
Mean Scale Score 2012-13
Grade 2
50
351.8
Grade 3
62
390.9
Grade 4
67
375.7
Grade 5
58
363.3
Grade 6
52
356.6
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2013-14
2014-15
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Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:
Not meeting performance goals Meeting performance goals Exceeding performance goals
Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB) Meeting performance goals 2015-2016 Evidence: •
Analyze student data for district L.A. Performance Task and Math Benchmarks.
•
Monitor local assessment data for significant subgroups
•
Use formative grade level assessments
•
Staff development aligned with analysis of local assessment data
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Meeting performance goals 2015-2016 Evidence: •
District adopted supplemental assessments support state adopted materials (ROLA, Reading Mastery Assessments, DIBELS, Gates-McGinitie, Language Performance Tasks)
•
District Math benchmarks based on Common Core Standards.
•
Teachers collaborate to analyze assessment data and modify instruction accordingly.
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) Meeting performance goals 2015-2016 Evidence: •
All certificated and classified staff working with students are highly qualified.
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) The Single Plan for Student Achievement
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Meeting performance goals 2015-2016 Evidence: District office assistance from curriculum specialists BTSA support providers for new teachers Outside consultants
5. Teacher collaboration by grade level (EPC) Meeting performance goals 2015-2016 Evidence: •
All grade levels meet at least twice a month and submit minutes (LFC)
•
A portion of our Wednesday staff development time is used for grade level collaboration as well.
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) Meeting performance goals 2015-2016 Evidence: District created Math and Science Bookmarks District math and ELA pacing charts District Assessment Calendar •
Units of Study in ELA and Math aligned with CCSS.
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) Meeting performance goals 2015-2016 Evidence: •
State adopted materials and district adopted supplemental materials
8. Use of standards-aligned instructional materials, including intervention materials Meeting performance goals 2015-2016 Planned implementation: The enVision Math intervention materials are not user friendly so are not widely used. Teachers work one on one and in small groups to intervene with students. We are implementing Dreambox Math (an internet subscription based CCSS program) as an intervention approved and purchased by the district. The Single Plan for Student Achievement
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The teachers will continue to implement the adopted LA intervention materials called Triumphs as needed. •
K-3 use 95% group materials to teach phonemic awareness and phonics.
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) Meeting performance goals 2015-2016 Evidence: •
Mission Valley is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students.
•
Multiple measures are used to identify and monitor the progress of underperforming students. 10. Research-based educational practices to raise student achievement at this school (NCLB) Meeting performance goals 2015-2016 Evidence:
•
11.
All district adopted supplemental materials are research-based.
Opportunities for increased learning time (Title I SWP and PI requirement) Meeting performance goals 2015-2016 Evidence:
•
Before and after school math and language arts intervention activities are provided.
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) Meeting performance goals 2015-2016 Evidence: •
Parent Education activities
•
Youth Service Bureau services
•
District support staff 13. Strategies to increase parental involvement (Title I SWP) Meeting performance goals 2015-2016 Evidence:
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•
Parent Education activities
•
PTO sponsored actvities and events
•
Annual Parent Survey
•
Parentlink system
•
Use of translators at conferences
•
Parent classroom volunteers
14. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932) Meeting performance goals 2015-2016 Evidence:
•
District Advisory Committee (DAC) / District Parent Teacher Organization (PTO)
•
District English Language Learner Advisory Committee (DELAC)
•
School Site Council / English Language Learner Committee (SSC/ELAC)
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) Meeting performance goals 2015-2016 Evidence:
•
Mission Valley is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students.
•
Title 1 RTI Teacher and instructional aides assist teachers with curricular implementation.
16. Fiscal support (EPC) Meeting performance goals 2015-2016 Evidence:
•
Mission Valley is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to be used with all students.
•
Budgets and schoolwide school-based coordinated plans reflect allocations for student achievement.
•
SSC and ELAC have input in the development of the school plan and budgets. •
Title 1 RTI Teacher and instructional aides assist teachers with curricular implementation.
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Appendix C - Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type
Funding Source
Total Expenditures
2000-2999: Classified Personnel Salaries
LCFF Sup/Con
7,766.20
3000-3999: Employee Benefits
LCFF Sup/Con
7,017.15
4000-4999: Books And Supplies
LCFF Sup/Con
12,726.64
1000-1999: Certificated Personnel Salaries
Title I
3,000.00
2000-2999: Classified Personnel Salaries
Title I
48,237.28
3000-3999: Employee Benefits
Title I
16,258.47
4000-4999: Books And Supplies
Title I
4,816.28
5000-5999: Services And Other Operating Expenditures
Title I
1,558.31
*
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
27,509.99
Title I
73,870.34
LCFF Sup/Con formerly known as EIA-SCE LCFF Sup/Con (LEP) formerly known as EIA-LEP
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
3,000.00
2000-2999: Classified Personnel Salaries
56,003.48
3000-3999: Employee Benefits
23,275.62
4000-4999: Books And Supplies
17,542.92
5000-5999: Services And Other Operating Expenditures
1,558.31
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
52,266.95
Goal 2
20,559.67
Goal 3
16,701.89
Goal 4
5,557.78
Goal 5
6,294.04
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Appendix D - Recommendations and Assurances (Mission Valley Elementary School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list) Mission Valley Leadership Team 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 26, 2016
Attested: Gary Yentes Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Laurie Jones 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: • Arrive on time and be prepared to learn. • Demonstrate their best effort on all assignments, whether in the classroom or on homework, as they strive for high quality work. • Know the rules of the school and obey them. • Demonstrate respect for themselves, others, and property. • Seek assistance for skills on concepts not understood.
Parents Pledge: • Monitor the completion of assignments and projects. • Ensure they are accessible to teachers/staff by providing current phone numbers and addresses. • Respond to materials and notes sent home by the teacher. • Allow themselves 20 minutes per day to spend with their child. • Attend parent-teacher conferences, PTO meetings, School Site Council/English Learner Advisory Committee (SSC/ELAC) meetings, Back-to-School night, Open House, and/or other parent meetings.
Staff Pledge: • Provide an orderly and supportive environment for the acquisition of basic skills in all subject areas. • Ensure all students have an equal and fair opportunity to benefit from all school programs. • Communicate student progress, whenever necessary, to parents or guardians. • Provide opportunities for parents to learn how to help their children through conferences, parent education meetings, newsletters, articles, assemblies, etc. • Be kept updated on the most current educational techniques and strategies.
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Appendix F - School Site Council Membership: Mission Valley Elementary School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):
Name of Members Gary Yentes
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
X
Clarice Milanesi
X
Paula Dodson
X
Lauren Ferreira
X
Sandy Roberts
X
Veronica Percival
X
Laurie Jones
X
Sonia Gutierrez-Mendoza
X
Victor Martinez
X
Anthony Olivares
X
Numbers of members of each category
Secondary Students
1
3
1
5
0
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Mission Valley Elementary School
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Appendix H – TCSD Planned Professional Development
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TCSD Planned Professional Development 2015-2016 Developing Instructional Leaders – Checking for Understanding Book Study (7 sessions) •
District Administrators
Kagan Cooperative Meetings – (2 full day sessions) • • •
District Administrators RTI teachers Psychologists
Learning Focused Conversations (20 on site sessions) •
TK-8
21st Century Skills/Project Based Learning (7 sessions) •
4th -8th
ELA & Math – Units of Study (7 sessions) •
1st – 3rd
Developmental Instruction ELA & Math (7 sessions) •
TK-K
95% Group – Literacy Skills (2 on site coaching sessions) • •
TK-3rd SPED
Visualizing and Verbalizing – (2 full day session w/ classroom follow up ongoing) • •
SPED Psychologists
Suicide Prevention – (2 full day sessions) • • •
Middle School Counselors Social workers Psychologists
AVID (5 sessions) • Middle Schools & Wilson Elementary LEXIA (1 session per site) • 4th – 8th Educational Symposium (1 day/Multiple sessions) •
Paraprofessional Instructional Staff
Unpacking the CCSS (1 full day session) • •
TK-8 ELA SPED
BTSA – (monthly sessions) •
New Teachers/Support Providers
Mission Valley Elementary School SCHOOL PARENT-STUDENT COMPACT This is an agreement between the home, school, and student, which defines some of the shared responsibilities of all the parties involved in student learning. SCHOOL STAFF WILL: Provide an orderly and supportive environment for the acquisition of basic skills in all subject areas. Ensure all students have an equal and fair opportunity to benefit from all school programs. Communicate student progress, whenever necessary, to parents or guardians. Provide opportunities for parents to learn how to help their children through conferences, parent education meetings, newsletters, articles, assemblies, etc. Be kept updated on the most current educational techniques and strategies. ___________________________________ Principal Signature (on behalf of staff)
___________ Date
PARENTS WILL: Monitor the completion of assignments and projects. Ensure they are accessible to teachers/staff by providing current phone numbers and addresses. Respond to materials and notes sent home by the teacher. Allow themselves 20 minutes per day to spend with their child. Attend parent-teacher conferences, PTO meetings, School Site Council/English Learner Advisory Committee (SSC/ELAC) meetings, Back-to-School night, Open House, and/or other parent meetings. Respect the instructional day by having students arrive on time and avoid early pickups. ____________________________________ Parent Signature
__________ Date
STUDENTS WILL: Arrive on time and be prepared to learn. Demonstrate their best effort on all assignments, whether in the classroom or on homework, as they strive for high quality work. Know the rules of the school and obey them. Demonstrate respect for themselves, others, and property. Seek assistance for skills on concepts not understood. ____________________________________ Student Signature
__________ Date
Mission Valley PACTO – ESTUDIANTE - PADRE Esto es un acuerdo entre el hogar, escuela, y estudiante, el cual define algunas de las responsabilidades compartidas por todos los partidos envueltos en el aprendizaje del estudiante. EL PERSONAL DE LA ESCUELA: Proveera un ambiente ordenado y de apoyo para la adquisicion de habilidades basicas en todas las areas. Asegurara a todos los estudiantes una opotunidad igual y justa para beneficas de todos los programas de la escuela. Comunicara el progreso del estudiante, cuando necseario, a los padres o guardians. Proveera oportunidades de aprendizaje para los padres por medio de conferencias, tardes para las familias de curriculo, noticias, articulos, asambleas y etc. Mantendra al corriente las tenicas y estrategias educativas ___________________________________ ____________ firma de director fecha LOS PADRES: Supervisara que las asignaciones y proyectos sean terminados/ Aseguraran que se pueden acercar al maestro/personal al proveer los numeros de telefono y domicilios corriente. Corresponderan a las notas y materials enviades por el maestro. Daran 20 minutos diarios para estar con su nino. Asistriran a las conferencias de Padre/maestro, juntas PTO, a las reunions del comite consultivo del principiante del sitio council/English de la escuela (SSC/ELAC) a la noche de la Detra’s-a-Escuela, a la casa abierta, y/o a otras reunions del padre. • Para respetar el dia de instrucciones, por favor dejen sus hijos con tiempo y no los recogne temprano. ____________________________________ ______________ firma de padre fecha Estudiantes: Llegaran a hora y preparados para aprender. Demostrara su major esfuer zo en todas las asignaciones, sea en la clase, o en la tare a, mantendra un trabajo de alta calidad. Entendera las reglas de la escuela y la obedecera. Demostraran respecto para si mismos, otros, y propiedades. Buscara ayuda para las habilidades en los conceptos no entendidos. ____________________________________ firma de estudiante
_______________ fecha
Mission Valley Elementary School Parent Survey 2014-2015 Participation: 64% 1. Is every aspect of the school’s climate open, helpful and friendly? A. Yes 97% B. No 3% C. No Opinion 1%
2. Is communication between school and home frequent, clear and two-way? A. Yes 96% B. No 3% C. No Opinion 1%
3. Do parents feel they are collaborators in the educational process? Do parents feel they have a strong role in assisting the school with learning and behavior? A. Yes 88% B. No 5% C. No Opinion 7%
4. Are parents encouraged both formally and informally to comment on school policies and to share in the decision-making? A. Yes 81% B. No 5% C. No Opinion 14%
5. Does school site administration actively express and promote the philosophy of partnership with all families? A. Yes 88% B. No 5% C. No Opinion 7%
6. Does the school encourage volunteer participation for parents and the community at large? A. Yes 91% B. No 4% C. No Opinion 5%
7. Does the school recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available? A. Yes 84% B. No 4% C. No Opinion 11%
8. Does the school provide parents with resources to support their child’s academic success? A. Yes 93% B. No 3% C. No Opinion 4% 9. Does the school provide a safe and secure environment for your child? A. Yes 97% B. No 1% C. No Opinion 1%
Encuesta para padres 2014-2015 Esquela Mission Valley Participación: 64% 1. ¿Cada uno de los aspectos del ambiente escolar resulta conveniente y amigable? A. Si 97% B. No 3% C. No Opinión 1% 2. ¿La comunicación entre la escuela y el hogar es frecuente, clara y se lleva a cabo en ambos sentidos? A. Si 96% B. No 3% C. No Opinión 1% 3. ¿Los padres sienten que colaboran en el proceso educativo? ¿Sienten que ellos desempeñan un papel significativo al ayudar a la escuela en el aprendizaje y en el comportamiento? A. Si 88% B. No 5% C. No Opinión 7%
4. ¿Se alienta a los padres, tanto de manera formal como informal, a discutir las normas escolares y a compartir la toma de decisiones? A. Si 81% B. No 5% C. No Opinión 14% 5. ¿La administración del plantel escolar expresa y promueve de manera activa la filosofía de colaboración con todas las familias? A. Si 88% B. No 5% C. No Opinión 7%
6. ¿La escuela fomenta la participación voluntaria de los padres de familia y de la comunidad en general? A. Si 91% B. No 4% C. No Opinión 5% 7. ¿La escuela reconoce su responsabilidad de forjar una verdadera colaboración con todas las familias de la escuela, y no sólo con aquellas que tienen mayor disposición para hacerlo? A. Si 84% B. No 4% C. No Opinión 11% 8. ¿Proporciona la escuela a padres con recursos para sostener su éxito académico de niño? A. Si 93% B. No 3% C. No Opinión 4% 9. ¿La escuela provee un ambiente seguro y protegido para su hijo? A. Si 97%
B. No 1%
C. No Opinión 1%
Mission Valley Staff Survey Results - Spring 2015 This survey was taken anonymously using Survey Monkey by 37 out of 38 teachers. 1. Student discipline is handled equitably, appropriately, and in a timely manner. Agree: 43.24% Somewhat agree: 40.54% Disagree: 5.41% Does not apply: 10.81% 2. I collaborate with all the teachers at my grade level. Once a week: 37.84% Every other week: 45.95% Once a month: 8.11% Other: 5.41% Does not apply: 2.70% 3. What is your knowledge of Google Docs? I could use them and teach others. 13.51% I have used them, but am not confident. 32.43% I have been trained, but don’t use them. 18.92% I have never used them. 35.14% 4. Besides time, what challenges (if any) do you have collaborating as a grade level? With paraphrasing, the following numbers of comments were made: None: 20 Does not apply: 2 PBL trainings on Wednesdays or when SPARKS rotations aren’t occurring 1 Styles/personalities differ, causing issues: 7 Location of classrooms: 1 Not enough time to collaborate after completing things for the office: 1 At different places in the curriculum: 1 Some like to talk too much: 2 A day that works for all: 1
5. What further training or resources would you like in order to continue our implementation of Common Core? None/not sure: 10 Google Docs: 2 DOK: 5 Time on own or with others/ collaboration : 8 Lessons (demonstration, plans, ideas) : 5 More technology (computers, Chromebooks, Ipads): 3 Adopted CCSS resources as $$ allows: 1 Writing: 1 Math training: 1 Math manipulatives/novel sets: 1 6. What was the most valuable staff development you had this year? Workshops/mini conference where we could choose sessions: 10 Instructional Rounds: 9 DOK: 3 PBL: 3 1st training with 95% group presenter: 2 Eclipse: 2 Planning time with new curriculum and benchmarks and time on own: 2 Discussing what is working and not working: 1 Lexia Training: 1 Google Docs: 1 Can’t recall: 2 7. What is your comfort level in understanding and identifying levels of DOK? I have internalized the levels: 5.41% I mostly know them, but need a reference at times: 70.27% I always need a reference: 24.32%
8. What type of technology training would you like to have next year? Google Docs/ Google Drive: 10 Ipads in the classroom : 5 My Big Campus: 6 Active Inspire / Flip charts: 2 None/don’t know: 4 Websites / programs for kids: 4 Spreadsheets / Excel: 2 Using computer labs with primary: 1 Importing video/photos to presentations: 1 Creating/organizing files: 1 SBAC practice test: 1 Finding replacement bulbs for projector: 1
MISSION VALLEY SCHOOL STUDENT SURVEY 2015 YES
1.
I feel safe in my classroom.
2.
I feel safe on the playground.
3.
I feel safe when taking the bus or walking to and from school.
4.
Overall I feel safe at school.
5.
Students treat each other with respect.
6.
If I have a problem that I can’t solve on my own, I know I can go to a staff member for help.
7.
I am glad to come to school most of the time.
8.
I am proud of Mission Valley School.
9.
I think my teacher cares about me.
10.
I plan to graduate from high school.
11.
I would like to go to college.
12.
My teacher helps me when I don’t understand an assignment.
13.
I know how I can earn pins for my pennant.
NO
96
3
85
14
80
15
92
7
65
35
93
7
85
14
95
4
94
5
98
2
95
3
96
3
91
7
As of
8/25/2015
Mission Valley TITLE I INSTRUCTIONAL
2015-2016 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides (4) Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID Reserve
TOTALS
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000 58000
LIBRARY PARENT TECHNOLOGY PARTICIPATION LABS INTERPRETING
10000 $3,000.00
24200
24950
$48,237.27
$16,258.46 $4,816.27
$0.00
$72,312.00 2015-2016 BUDGET
$0.00
$0.00 DIFFERENCE
2015-2016 BUDGET PARENT INVOLVEMENT TOTAL TITLE I BUDGET 1/12/2016
$72,312.00 $1,558.31 $73,870.31
Counselor TOTALS 31100 $3,000.00 $0.00 $0.00 $48,237.27 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $16,258.46 $0.00 $4,816.27 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $72,312.00
$72,312.00 $0.00
As of
7/24/2015
Mission Valley LCAP INSTRUCTIONAL
2015-2016 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID Reserve
TOTALS
LIBRARY PARENT TECHNOLOGY PARTICIPATION LABS INTERPRETING
10000 11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000 58000
24200
24950
$0.00
$7,766.20
$0.00 $1,000.00 $11,726.65
$12,726.65 2015-2016 BUDGET
$7,017.14
$14,783.35
$0.00 DIFFERENCE
2015-2016 BUDGET Assistance to Schools - 15/16:
$27,510.00 30% of D. Valencia = $ 14783.85
Counselor TOTALS 31100 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $7,766.20 $0.00 $0.00 $0.00 $0.00 $7,017.14 $1,000.00 $11,726.65 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $27,510.00
$27,510.00 $0.00
$14,783.35
Mission Valley Elementary School 1695 Bella Oaks Tulare, CA 93274 (559) 685-7396 FAX (559) 685-7392
School Logo Goes Política sobre Participación de los Padres de la Escuela MissionHere Valley
La Escuela Mission Valley reconoce que la escuela y el hogar deben colaborar juntos para ayudar todos los niños a sobresalir en la escuela, especialmente aquellos de distintos orígenes culturales y lingüísticos. Es la meta la Escuela Mission Valley forjar una firme sociedad con el hogar como esfuerzo para fomentar rendimiento estudiantil y para promover una actitud positive sobre sí mismo y la escuela. Esfuerzos para forjar una firme sociedad entre la escuela y el hogar incluirán algunos de los siguientes: 1. Convenir una reunión anual, en un horario conveniente, a la cual todos los padres/tutores de alumnos participando serán invitados y alentados asistir, a fin de informar los padres/tutores de la participación de la Escuela Mission Valley en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. La escuela Mission Valley realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares durante el ciclo escolar. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Por las tardes se ofrecen reuniones de Educación para Padres. b. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) se realizan por las tardes. c. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) se realizan por las tardes. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Mission Valley y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares. b. Una descripción y explicación del currículo la Escuela Mission Valley, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. 12/14/2015
a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Si es solicitado por los padres/tutores, oportunidades para reuniones sistemáticas para formular sugerencias y para participar, según corresponda, en decisiones relacionadas a la educación de sus hijos, y, lo más pronto que sea posible, respuestas a las sugerencias de los padres/tutores. a. En Mission Valleyalley, Es una política de “Puerta Abierta” para que los padres se reúnan con el director del sitio escolar. 5. Si el Plan a Nivel Escolar de la Escuela Mission Valley no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Mission Valley haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de PTO, pueden programar reuniones con la Administración y/o asistir a SSC o ELAC para compartir su inquietud sobre el Plan Escolar. Además de haber tenido la oportunidad de colaborar y formar parte de la aprobación del plan en cada reunión SSC/ELAC mensualmente. Solicitamos aporte de los padres en cada reunion y los reconocemos por sus contribuciones. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Mission Valley y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Mission Valleyalleyalley al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Mission Valley en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: (1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón.
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7. Establecer la Capacidad de Mission Valley y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) b. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases a lo largo del año brindan la oportunidad de forjar un vínculo de colaboración. b. Los eventos de Educación para Padres ofrecen información en relación al rendimiento, currículo y aprendizaje estudiantil. c. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. Conferencias con los padres son programadas sistemáticamente para valiosa capacitación sobre la incorporación de padres como socios equitativos d. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestra escuela produce un Calendario de Eventos para ayudar a asociarse con el maestro, a la administración y a los padres en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación f. Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. 8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Mission Valley debe estar disponible para la comunidad local y distribuida a los padres/tutores de alumnos participando en un formato comprensible y uniforme y, al nivel práctico, proporcionar en un lenguaje que entiendan los padres/tutores. El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Mission Valley para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Mission Valley realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar.
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Mission Valley Elementary School 1695 Bella Oaks Tulare, CA 93274 (559) 685-7396 FAX (559) 685-7392
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Mission Valley School Parent Involvement Policy Mission Valley School recognizes that school and home must collaborate together to help all children succeed in school, especially those from different cultural and language backgrounds. It is the goal of Mission Valley School to forge a strong partnership with the home in an effort to foster student achievement and to promote a positive attitude about self and school. Efforts to forge a strong partnership between school and home will include the following: 1. Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of Mission Valley school’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. Mission Valley holds an annual Title I Parent meeting at the beginning of each school year to communicate the importance of parents staying connected, visiting the school and engaging in school related activities throughout the school year. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement. a. Parent Education Meetings are offered during the evenings b. PTO meetings are held in the evenings c. SSC/ELAC meetings are held in the early afternoons 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of Mission Valley School's Parent Involvement Policy and, if applicable, the joint development of the plan for schoolwide programs. a. SSC meetings provide an opportunity for parents to be involved in the planning of such policies and programs. 4. Provide the parents/guardians of participating students all of the following: a. Timely information about Title I programs. a. Notices and information provided in flyers, electronic parent information system and Parent Link bridges the communication for invitations to upcoming school meetings. b. A description and explanation of Mission Valley School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at Parent conferences twice during the school year b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement.
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c. If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children’s education, and, as soon as practicably possible, responses to the suggestions of parents/guardians. a. At Mission Valley, we have an Open Door policy for parents to meet with school site principal. b. Appointments can be made with the front office personnel as well. 5. If Mission Valley School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Mission Valley School makes the plan available to the district. a. Parents may attend PTO meetings, schedule appointments with Administration and/or attend SSC or ELAC to share their concern over the school’s Schoolwide Plan. In addition to already having the opportunity of collaborating and being a part of the approval of the plan at each month’s SSC/ELAC meeting. We solicit parent input at each meeting and recognize them for their contributions. 6. Jointly develop with the parents/guardians of participating students a school-parent compact that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which Mission Valley School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Mission Valley School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. This compact shall address: a. Mission Valley School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. b. Ways in which parents/guardians will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children’s education and the positive use of extracurricular time. c. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: (1) Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. (2) Frequent reports to parents/guardians on their children’s progress. (3) Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the Capacity of Mission Valley and parents/guardians for strong parent involvement. a. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children. (20 U.S.C. § 6318 (e)(1).) a. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference. b. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).) 12/14/2015
a. Meet and Greet, Open House and Back to School Night throughout the school year provide an opportunity to build a collaborative relationship. b. Parent Education events provide information regarding student achievement, curriculum and learning. c. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners. (20 U.S.C. § 6318 (e)(3).) a. Parent conferences are scheduled regularly with valuable training in incorporating parents as equal partners. d. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the education of their children. (20 U.S.C. § 6318 (e)(4).) a. Meet and Greet, Open House and Back to School Night support parents in more fully participating in the education of their children. e. Distribute information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent practicable, in a language the parents understand. (20 U.S.C. § 6318 (e)(5).) a. Our school produces a Calendar of Events to assist the teacher, administration and parents in partnering with one another in future events. b. Parent Link (website) provides parents with information about site activities. c. Tulare City School District Electronic Application for communication f. Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) a. Our school’s Calendar of Events and the Title I Parent meeting both support parental involvement and encourages the support in and out of the classroom. 8. To the extent practicable, provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migrant children, including providing information and school reports in a format and language such parents/guardians can understand. Mission Valley School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Mission Valley School's policy to meet the changing needs of parents/guardians and the school. Mission Valley School will conduct an annual self-study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships. .
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