The Single Plan for Student Achievement Roosevelt Elementary School School Name
54-72231-6054514 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:
Anthony Felix Principal 559-685-7280 1046 West Sonora Street Tulare, CA 93274
[email protected]
Tulare City School District School District
Superintendent: Telephone Number: Address: E-mail Address:
Dr. Clare Gist (559) 685-7200 600 North Cherry Street Tulare, CA 93274
[email protected]
The District Governing Board approved this revision of the School Plan on January 26, 2016.
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Table of Contents 2015-2016 Single Plan for Student Achievement Roosevelt Elementary School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 9 VI. Planned Improvements in Student Performance ............................................................................................................ 10 Table 1: CAASPP Results (All Students).......................................................................................................................... 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 (Roosevelt Elementary School) ............................................................ 45 Appendix E - Home/School Compact ................................................................................................................................... 46 Appendix F - School Site Council Membership: Roosevelt Elementary School ................................................................... 47 Appendix G - Miscellaneous Items for Roosevelt 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 At Roosevelt Elementary, we believe that all students should receive the best education possible. One of our goals is to ensure that students, teachers, and parents work together. By working together, we will better meet the academic needs of our students. Our staff is determined to deliver instruction that is engaging, meaningful and relevant to our students' lives. This will ensure that our students become responsible, contributing members of society and make a positive difference in their communities. The Roosevelt Elementary staff is dedicated to providing students with maximum opportunities to succeed in school and become life-long learners. All students are provided an opportunity to meet rigorous grade level standards as determined by district and state-mandated assessments. On our campus, we promote the 3 Rs: Respect, Responsibility and Relationships. Every member believes in being a Respectful and Responsible individual, who works to build positive Relationships with one another. By possessing these character traits, anything is possible for a Rough Rider to succeed.
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III. School Profile
Roosevelt Elementary School is one of 15 schools in the Tulare City Elementary School District. Tulare is a semi-rural San Joaquin Valley community with a population of approximately 59,278 as measured by the 2010 census. The area is predominately agricultural with local businesses and small industry providing a source for family income. Eleven elementary and four middle schools service Tulare and the surrounding areas. A separate school district provides three high schools which service our students. Student Counts (October 2015 CBEDS) Enrollment: approx. 625; English Learners: 341; Participation Percentage of Teachers in High-Quality Professional Development: 100%
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 (Common Core Implementation, PBL, 95% Group, Strategies for Special Needs. Interventions) Effective lesson design and implementation 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
***Over 10% of the school's Title I budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teacher and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) The fundamental teaching and learning needs of Roosevelt Elementary include vital academic programs that encompass all content areas. Primary grades, transitional kindergarten through third, and intermediate grade fourth are serviced on this campus. Our student population consists of three significant subgroups. These are Economically Disadvantaged Learners, English Learners, and Hispanic/Latino Learners. The available information, as signified by the District's Language Arts Performance Task - Trimester 3, indicates that Roosevelt School students are performing equal to or greater than the overall district average for Basic, Advanced, and Proficient in Kindergarten through third grade. Fourth grade scores are slightly lower. In Kindergarten, Roosevelt Kindergarteners show +7%, in first grade Roosevelt was even with the district average, second grade students were 7% higher and third grade was +6%. Fourth grade scores were lower than the district average by 15%. The Trimester 3 Math Benchmark assessment indicates Roosevelt students are performing equal to or greater than the overall district average for Basic, Advanced, and Proficient in grades Kindergarten, first, and third, with second grade and fourth grade scoring slightly lower. Roosevelt Kindergarten and first grade were both 1% higher, second grade students were 3% below the district average, third grade was 8% higher, and fourth grade was 7% lower. We are continuing to examine the current teacher/learning practices by comparing them to previous years. Collectively we want to research and employ the best teaching practices to get back on track for student growth. We are currently frozen in Program Improvement Year 5.
B. Surveys The results of the student survey 2014-2015 indicate that students overwhelmingly feel positive (at least 90%) in the following areas: feeling safe in their classroom, they can go to an adult/teacher at school for help with a problem, they are proud of their school, they have friends at school, they can get extra help from their teachers if needed, they feel they've learned a lot and they like the adults at school and feel that the adults like them as well. Most students (89%) feel there is someone at home who can help them with homework if they need it. Many (70%-79%) feel that students treat each other with respect, they feel safe on the playground, and they have a quiet, well-lit place to do their homework . The lowest area (68%) feel safe when taking the bus or walking to and from school. We continue to focus on Character Counts and honoring those students who show strong character through assemblies and school recognition. In addition, Tulare City Schools has added cameras to buses to record students and the driver. There is a crossing guard and other staff members on duty before school, during lunch, and after school to cross students safely. The results of the 2014-2015 parent survey indicate that parents are overwhelmingly satisfied (95-99%) with most areas assessed on the survey. Parents indicate that Roosevelt welcomes both student and parents. The school keeps open lines of communication through written, telephone, and face-to-face conferences. Parents realize that the academic success of their child is high priority for teachers and administrators. They expressed that they feel they can influence school policies and decisions. When asked about the availability of internet in student's homes, 82% of families do have internet access. There is a large number (18%) of families who do not have internet access in their homes. This is something the school will need to keep in mind as more of the curriculum has internet access for families. The Staff Development Survey for 2014-2015 covered 3 areas: Staff Development/Support, School-Wide Intervention effectiveness, and School Culture and Climate. In regards to staff development and support, the survey indicated that teachers felt that Grade Level PLCs (90.48%), Instructional Rounds (90.48%), 95% Group Support Training (72.73%), and Project Based learning Support Training were beneficial (PBL training only applies to 4th grade, so 28.57% felt it was beneficial, 66.67% stated it did not apply to them). When asked about the effectiveness of school-wide intervention, the staff felt as follows: • • •
DREAMBOX MATH: cont. w/o change- 47.62%; cont. w/ change- 14.29%; discontinue - 4.76%; N/A -33.33% READING MASTERY/CORRECTIVE READING : cont. w/o change- 54.55%; cont. w/ change- 9.09%; discontinue- 0%; N/A- 36.36% SLICK-1 INTERVENTION: cont. w/o change- 54.55%; cont. w/ change- 0%; discontinue- 0%; N/A- 45.45%
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• • • • •
LEXIA: cont. w/o change- 95.24%; cont. w/ change- 0%; discontinue- 0%; N/A- 4.76% 95 PERCENT: cont. w/o change- 81.82%; cont. w/ change- 9.09%; discontinue- 0%; N/A-9.09% BEFORE SCHOOL TUTORING: cont. w/o change- 52.38%; cont. w/ change- 4.76%; discontinue- 0%; N/A42.86% AFTER SCHOOL TUTORING: cont. w/o change- 52.38%; cont. w/ change- 0%; discontinue- 0%; N/A-47.62% READING INTERVENTION HOUR : cont. w/o change- 4.55%; cont. w/ change- 4.55%; discontinue- 0%; N/A40.91% The survey also indicated that teachers agree/strongly agree (100%) that Roosevelt parents support the teachers, the principal supports the teachers,students, and parents, Roosevelt teachers support one another, and the overall cleanliness and upkeep of the campus grounds, classroom, and work areas are good. 95% of staff agree/strongly agree that Roosevelt Students respect one another.
C. Classroom Observations The Local School Site Review was conducted in March 2015. Members of the School Site Council, interested parents, and school staff reviewed administrative and support staffs, curriculum and its implementation across programs, and any other site responsibilities included in the Single Plan for Student Achievement. The teams looked at classroom environments, student activities, and teacher resources. During classroom observations, the team noticed information teachers were giving students was simple but direct and made students think on higher levels. Student work and activities were relevant and displayed prominently in the rooms. Students were observed communicating with each other effectively. The team saw Project Based learning being implemented. Students were engaged and had resources such as posters to turn to when needed. Technology was implemented in a variety of ways. Overall, the SSC felt the classes were welcoming and positive. Students were happy, focused, and working hard. Instructional Rounds were conducted Sept 2015 and Nov 2015. Observations noted in Sept. were that the observed tasks students were participating in were largely DOK level 1. The team felt this was largely due to staff being unclear on what DOK levels 1 and 2 were. The team observed that communication exists in all curricular areas, however the team requested to see more evidence of academic conversations. The team requested more clarity with DOK and support from our DO Partner to guide Level 2 and 3 task planning. Teachers were asked to teach a lesson on academic language and then require students to use it daily across the curriculum. They were also asked to meet with the principal, RTI teacher, and/or district support staff to discuss D.O.K. levels and plan lessons, then incorporate D.O.K. levels 2 and 3 in at least 2 curricular areas weekly. During the November instructional rounds, participants observed that almost all tasks observed were DOK level 2. Students were speaking to each other in complete sentences and used academic language, but when they spoke with the teacher they did not speak in complete sentences. The team decided to continue working on DOK 2 and 3 level tasks through grade level LFCs. Also, it was decided that teachers would benefit from learning new Kagan structures to apply in their classes and then implement them weekly to encourage better communication, higher level questioning and responses, and academic language between students and between teacher and students.
D. Student Work and School Documents Tulare City Schools administers benchmark assessments in Language Arts and Mathematics. These assessments are aligned with Common Core Standards. Below are the results of the Spring 2015 and Fall 2015 Benchmark Assessments.
• • • • •
2015-2016 First Trimester Writing Performance Task, Kindergarten through Fourth Grade: Kindergarten: No longer administered First: 64% Proficient/Advanced Second: 58% Proficient/Advanced Third: 23% Proficient/Advanced Fourth: 30% Proficient/Advanced
• •
2014-2015 Third Trimester Writing Performance Task, Kindergarten through Fourth Grade: Kindergarten: 82% Proficient/Advanced First: 71% Proficient/Advanced
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• • •
Second: 83% Proficient/Advanced Third: 38% Proficient/Advanced Fourth: 31% Proficient/Advanced
• • • • •
2015-2016 First Trimester Mathematics Benchmark, Kindergarten through Fourth Grade: Kindergarten: No longer administered First: 87% Proficient/Advanced Second : 54% Proficient/Advanced Third: 39% Proficient/Advanced Fourth: 11% Proficient/Advanced
• • • • •
2014-2015 Third Trimester Mathematics Benchmark, Kindergarten through Fourth Grade: Kindergarten: 80% Proficient/Advanced First: 71% Proficient/Advanced Second: 64% Proficient/Advanced Third: 37% Proficient/Advanced Fourth: 40% Proficient/Advanced The School Site Council and English Language Advisory Committees will conduct a local monitor and review of the school-site program in the Spring of 2016. After the Student Accountability Report Card is provided, it will be analyzed for needs.
E. Analysis of Current Instructional Program (See Appendix B) •
Sixteen of the sixteen areas listed in Appendix B are either meeting or exceeding performance goals.
**Roosevelt School is in 100% compliance with general education teachers. Two SDC teachers are pursuing highly qualified status.
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V. Description of Barriers and Related School Goals Barriers present at Roosevelt Elementary include the following: • Socio-economic disadvantaged challenges • Varying cultural values and norms regarding education • Accessibility to technology • Mobility of student population
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VI. Planned Improvements in Student Performance SUBJECT: ENGLISH LANGUAGE ARTS ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 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: The 2014/15 CAASPP scores for ELA/Literacy indicate that in May 2015 100% of the 245 third and fourth student enrolled at Roosevelt at the time of the state testing were tested. Within this group, 4% exceeded standard, 13% met standard, 24% nearly met standard, and 58% did not meet standard. This is the first year state test results have been reported, so there is no other state testing data with which to compare growth this year. However, further analysis of the data reveals that scores demonstrating understanding of literary and non-fictional texts place students 8% above standard, 38% at or near standard, and 55% below standard. When producing clear and purposeful writing, 4% of students were above standard, 38% at or near standard, and 57% below standard. When demonstrating effective communication skills, 5% were above standard, 58% at or near standard, and 38% below standard. When investigating, analyzing, and presenting information for research inquiry, 5% of students were above standard, 46% at or near standard, and 49% below standard. Our TCSD 2014-2015 District Performance Data from the Language Arts Writing Performance Task from trimester 3 indicates that Roosevelt School students are performing equal to or greater than the overall district average for Basic, Advanced, and Proficient in Kindergarten through third grade. Fourth grade scores are slightly lower. In Kindergarten, Roosevelt Kindergarten students show +7%, in first grade Roosevelt was even with the district average, second grade students were 7% higher and third grade was +6%. Fourth grade scores were lower than the district average by 15%. How the School will Evaluate the Progress of this Goal:
• • • • • • •
Analysis of trimester benchmarks. Analysis of instructional practices through Instructional Rounds and Learning Focused Conversations. ROLA Scores, Dibels scores, and PSI/PASI scores to inform instruction. Focus on RTI/SAT Students. Ongoing teacher formative assessments to inform instruction Classroom observations End of Unit assessments
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Actions to be Taken to Reach This Goal
Timeline
Implement the District Language Arts August 2015- June Common Core Units of Study by 2016 utilizing district adopted programs (CA Treasures). Provide mandated daily instructional minutes in LA (K: 1 hour, 1st-3rd :2.5 hours, 4th: 2 hours) and use research based programs, strategies and materials such as: • California Treasures' supplemental materials, Lexia, Leap Track, Accelerated Reader, Thinking Maps, Brain Pop, Step Up to Writing, small group instruction, Thinking Maps, differentiated instruction, literacy centers, Kagan cooperative learning structures, one on one instruction, 95 Percent Groups (K-3), Project Based Learning (4th). • Various supplemental materials and supplies, equipment, technology, and human resources • TCSD Components of an early and intermediate literacy program • Trimester benchmark assessments • Instructional Rounds • Transitional Kindergarten • Developmental Kindergarten • On site pre-school
Principal RTI Teacher Classroom Teachers Librarian Instructional Aides Clerk
Implement intensive reading/language August 2015- June arts intervention programs for 2016 students who are not proficient or advanced on ELA Distict Benchmarks. This may include: • California Treasures Triumphs • Step Up To Writing • SRA Intervention Programs • Corrective Reading • Reading Mastery • 95 Percent instruction • Walk to intervention
Principal RTI Teacher Classroom Teachers Instructional Aides Choices
The Single Plan for Student Achievement
Proposed Expenditure(s)
Person(s) Responsible
Description Materials Manager Books Library Aide Materials and Supplies Materials and Supplies Copier Cost per Copy
Clerk/Library/Materials Time Sheets
Instructional Aides Fringe Benefits Fringe Benefits Instructional Aides Time Sheets Choices
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Type
Funding Source
Amount
2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries
Title I
1,689.71
LCFF Sup/Con
300.00
LCFF Sup/Con
5,647.47
Title I
272.34
LCFF Sup/Con
369.54
Title I
900.00
LCFF Sup/Con
200.00
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures
Title I
45,296.12
Title I
30,150.70
LCFF Sup/Con
7,986.08
Title I
450.00
LCFF Sup/Con
630.00
1/21/16
Actions to be Taken to Reach This Goal
• • • • • • • •
Timeline
Person(s) Responsible
Share Teaching Strategies Discuss student progress Direct intervention strategies in the classroom After school learning academy for remediation through CHOICES program After/before school Tutoring Instructional Rounds SLICK-1 Lexia
Description Choices
Schedule and hold regular grade level August 2015- June meetings to: 2016 • review district benchmarks • review Units of Study unit assessments • evaluate student work • discuss student progress • share teaching strategies • Hold LFCs • provide fourth grade teachers an extra 60 minutes weekly for collaboration
Principal Classroom Teachers
Schedule and hold regular parent education meetings to: • Inform parents of strategies to use at home to help their child succeed
August 2015- June 2016
Principal Parent Liaison
Gain assistance from: • District Curriculum Specialists, School Site Response To Intervention Teacher, Bilingual Coordinator, District AGLT advisor, • School psychologist, attendance officer, Title 1 Homeless Liason, Health Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
August 2015-June 2016
Principal RTI Teacher
The Single Plan for Student Achievement
Proposed Expenditure(s)
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Type 5000-5999: Services And Other Operating Expenditures
Funding Source Title I
Amount 1,200.00
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VI. Planned Improvements in Student Performance (continued) SUBJECT: MATHEMATICS ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 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 includeall 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: The 2014/15 CAASPP results indicate that of the 245 third and fourth grade students who were enrolled at Roosevelt at the time of state testing, 99.6% were tested (1 fourth grader was not). Students scored as follows: 2% exceeded standard, 15% met standard, 36% nearly met standard, and 48% did not meet standard. This was the first year state test scores were made available, so there is no previous data with which to compare growth. However, further analysis reveals that when applying mathematical concepts and procedures, 6% were above standard, 31% were at or near standard, and 63% were below standard. When using appropriate tools and strategies to solve real world and mathematical problems, 3% were above standard, 41% were at or near standard, and 56% were below standard. When demonstrating ability to support mathematical conclusions, 5% were above standard, 45% were at or near standard, and 50% were below standard. The Trimester 3 2014/15 TCSD District Math Benchmark assessment indicates Roosevelt students are performing equal to or greater than the overall district average for Basic, Advanced, and Proficient in grades Kindergarten, first, and third, with second grade and fourth grade scoring slightly lower. Roosevelt Kindergarten and first grade were both 1% higher, second grade students were 3% below the district average, third grade was 8% higher, and fourth grade was 7% lower. We are continuing to examine the current teacher/learning practices by comparing them to previous years. Collectively we want to research and employ the best teaching practices to get back on track for student growth. How the School will Evaluate the Progress of this Goal:
• • • • •
District end of unit assessments Ongoing teacher formative assessments to inform instruction Classroom observations Analysis of trimester benchmarks. Analysis of instructional practices through Instructional Rounds and Learning Focused Conversations.
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Actions to be Taken to Reach This Goal
Timeline
Implement and provide mandated August 2015-June daily instructional minutes for the Math 2016 Units of Study district adopted curriculum (K 30 min., 1st-4th 60 minutes) and use research based programs, strategies, and materials such as: • enVision supplemental materials, BBY Baits, What's My Place? What's My Value?, Leap Track/Frog, Touch Math, Visual Math/Mental Math • Kagan cooperative learning structures, small group instruction, one-on-one instruction, differentiated instruction, Thinking Maps, manipulatives, Number Talks • materials and supplies, equipment, technology, and human resources • administer district benchmarks • Transitional Kindergarten • Developmental Kindergarten • On site preschool Implement intensive math interventions for students who are significantly behind in math. (K-4 30 minutes daily). This may include: Extended day tutoring Choices • STAR Math to progress monitor • Dreambox
August 2015-June 2016
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher ClassroomTeachers Instructional Aides Clerk
Description Instructional Aides Fringe Benefits Fringe Benefits Materials Manager Books Materials and Supplies Copier Cost per Copy
Materials and Supplies
Principal RTI Teacher Classroom Teachers Choices
Instructional Aides Fringe Benefits Fringe Benefits Choices
Choices
Materials and Supplies Schedule and hold regular grade level August 2015-June meetings to: 2016 • plan lessons The Single Plan for Student Achievement
Type
Funding Source
Amount
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies
Title I
6,470.88
Title I
4,307.25
LCFF Sup/Con
1,140.87
Title I
8,448.54
LCFF Sup/Con
400.00
Title I
680.86
Title I
1,350.00
LCFF Sup/Con
461.93
2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies
Title I
6,470.87
Title I
4,307.24
LCFF Sup/Con
1,140.87
Title I
2,400.00
LCFF Sup/Con
1,260.00
LCFF Sup/Con
461.92
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Actions to be Taken to Reach This Goal
• • • •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
evaluate student work discuss student progress share teaching strategies LFCs
Gain assistance from: • District Curriculum Specialists, School Site Response To Intervention Teacher, District AGLT advisor, School psychologist, Attendance officer, Title I Homeless Liason, Health Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Service Bureau
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August 2015-June 2016
Principal RTI Teacher
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VI Planned Improvements in Student Performance (continued) SUBJECT: ENGLISH LANGUAGE LEARNERS ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. LCAP GOAL: All EL students will increase proficiency in English, reach high standards and increase student achievement in English Language Arts so that they can meet all of their educational goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #3: By June of 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: Results of the California English Language Development Test (CELDT) and district benchmark results, Appendix A-Title III Accountability (District Data).-------Findings from the Analysis of this Data: The Title III AMAO 1 and AMAO 2 targets as measured by the CELDT were not met by the district. The NCLB target for English Language Annual growth was 60.5%; the district average was 52.8%. For attaining English Proficiency, the NCLB Target for students with less than 5 years of EL instruction was 24.2%; the district average was 20.5%; for students with 5 or more years of EL instruction was 50.9%; the district average was 46.7%. These numbers are not broken down by school site in the same manner, but according the the CELDT report from the California Department of Education, in 2013/14, 21% (89/364 students) of Roosevelt EL students were Proficient or Advanced, while in 2014/15, 17% (57/343 students) of EL students were Proficient or Advanced on the CELDT. 248 EL students grades 1-4 took the first trimester ELA performance task. On this test, 26% of the EL students scored Far Below Basic, .01% scored Below Basic, 32% scored Basic, 37% scored Proficient, and 04% scored Advanced. On the first trimester Reading and Oral Language Test (ROLA), 42% of EL students grades 1-4 scored below grade level and 58% scored at grade level or above. On the first trimester math benchmark (also grades 1-4), 17% of students scored Far Below Basic, 20% scored Below Basic, 23% scored Basic, 24% scored Proficient, and 15% scored Advanced. -------How the School will Evaluate the Progress of this Goal:
• • • •
District Benchmark assessments Ongoing teacher informative assessments to inform instruction End of Unit Assessments Analysis of instructional practices through Instructional Rounds and Learning Focused Conversations. Actions to be Taken to Reach This Goal
Implement daily use of adopted LA and math interventions for students significantly below grade level The Single Plan for Student Achievement
Timeline August 2015 - June 2016
Person(s) Responsible Principal RTI Teacher Classroom Teacher
Proposed Expenditure(s) Description Instructional Aides 16 of 49
Type
Funding Source
2000-2999: Classified Title I Personnel Salaries
Amount 5,970.87 1/21/16
Actions to be Taken to Reach This Goal
Timeline
including programs, strategies, materials and resources such as: • English Language Development from district adopted California Treasures Curriculum, Reading Mastery/Corrective Reading programs, LEXIA, Accelerated Reader, Leap Track/Frog, Visual Math, What's My Place? What's My Value, BBY Baits, Dreambox, STAR Math, STAR reading, 95 Percent, DRDP • ELD/SDAIE strategies, Step Up To Writing, Intermediate literacy/guided reading groups, Thinking Maps, BBY • Kagan cooperative learning structures, small group instruction, differentiated instruction, one-on-one instruction • literacy centers manipulatives, realia
Proposed Expenditure(s)
Person(s) Responsible Instructional AIdes
Description Fringe Benefits Fringe Benefits Materials Manager Library Aide Books Materials and Supplies Materials and Supplies Copier Cost per Copy
Choices
Choices
Clerk/Library/Materials Time Sheets Gain assistance from: • District Curriculum Specialists, District Bilingual Coordinator, School Site Response To Intervention Teacher, parent liasons • School psychologist, Attendance Officer, Title 1 Homeless Liason, Health Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau, Bilingual Department
August 2015 - June 2016
Bilingual Coordinator Migrant Resource Teacher Principal RTI Teacher
Provide strategic classroom placement for EL students This will include SEI (Structured English
August 2015 - June 2016
Principal
The Single Plan for Student Achievement
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Type 3000-3999: Employee Benefits 3000-3999: Employee Benefits 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries
Funding Source
Amount
Title I
4,307.24
LCFF Sup/Con
1,140.87
Title I
3,379.42
LCFF Sup/Con
806.78
LCFF Sup/Con
300.00
Title I
136.18
LCFF Sup/Con
184.77
Title I
1,350.00
Title I
400.00
LCFF Sup/Con
210.00
LCFF Sup/Con
200.00
1/21/16
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Immersion) classroom placement as is determined by current ELD proficiency levels. On-site preschool, Transitional Kindergarten Ensure that EL At Risk students work on Lexia for a minimum of fifteen minutes daily.
August 2015 - June 2016
Principal
Implement the English Learner Master August 2015 - June Plan 2016
Principal
Provide Bilingual parent/classroom aide • provide translation between parents and staff • to bilingual students within the classroom
Principal Bilingual Aide Parent Liaison
The Single Plan for Student Achievement
August 2015 - June 2016
Instructional Aides
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2000-2999: Classified Title I Personnel Salaries
500.00
1/21/16
VI Planned Improvements in Student Performance (continued) SUBJECT: STAFF DEVELOPMENT ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals. LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 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: Teacher Surveys Evaluations Instructional Rounds Findings from the Analysis of this Data: The staff at Roosevelt Elementary will be participating in professional learning communities and professional staff development days on a weekly basis. The instructional rounds process is and continues to be a vital tool in establishing the focus for this year's staff development. Through the rounds process, the leadership team discovered that our problem of practice involved students' use of academic knowledge and depths of knowledge in student tasks. During this time, teachers conducted lessons on the difference between academic language and social (or playground) language, and when each is appropriate. Teachers taught academic terms and required students to use proper English and grammar structure, and modeled speaking in complete sentences. Teachers also planned and implemented more tasks that were Depth of Knowledge Level 2. Roosevelt staff realizes that they must continue to place a priority on student use of language and increasing the rigor of student tasks. Therefore, the focus for professional development is academic language as well as Depth of Knowledge. The sessions will focus on achieving a common knowledge base across grade levels. Accountable talk stems will be used to reinforce student acquisition of academic language and speaking in complete sentences, and grade level planning will focus on increasing depth of knowledge for student tasks. Kagan activities will also be implemented more diligently in classrooms to encourage student discussions with teachers and with other students on a deeper level, allowing more chances for academic conversations with and among students. The staff will continue to participate with district personnel in observing each class to collect data indicating student use of academic language and D.O.K. Levels in student work. Three instructional rounds will take place throughout the year. Each staff member will take part in one of the scheduled rounds. Release time for teachers participating in rounds will be provided. During the process, they will receive training to take objective notes, participate in debriefing, and analyzing the information collected. We believe teachers will continue to develop a clearer definition of what academic language is and how to design more rigorous student tasks that are depth of knowledge level 2 and level 3. How the School will Evaluate the Progress of this Goal: Trimester benchmarks Instructional Rounds Learning Walks LFCs The Single Plan for Student Achievement
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Lesson plans
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 • BTSA (new teacher staff development) • workshops • demonstration lessons • conferences • instructional rounds and debriefs • 95 Percent coaching (TK-3, SPED) • instructional aide symposium
Timeline August 2015- June 2016
Proposed Expenditure(s)
Person(s) Responsible Principal Classroom Teachers RTI Teacher
Description Substitute Teachers
Substitute Teachers
Materials Manager Materials and Supplies Materials and Supplies Copier Cost per Copy
AVID
Focus staff development topics on areas of need such as • use of new technology hardware and software • continued implementation of district adopted materials and Units of Study/PBLs • using data and student work to guide instruction • calibrating and grading student assessments • intervention programs such as Dreambox and 95 Percent • improve teaching strategies for Kagan cooperative learning structures • focusing on student engagement with required tasks and instruction within classrooms • bilingual teaching strategies • Depth of Knowledge The Single Plan for Student Achievement
August 2015- June 2016
Type 1000-1999: Certificated Personnel Salaries 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
1,500.00
LCFF Sup/Con
855.00
Title I
3,379.42
Title I
136.18
LCFF Sup/Con
184.76
Title I
450.00
LCFF Sup/Con
5,995.00
Principal Classroom Teachers Clerk
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Actions to be Taken to Reach This Goal
• • • •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
academic language assessing student learning Developmental Kindergarten DRDP EADMS pilot
Gain assistance from: District Curriculum Specialists, District Bilingual Coordinator,School Site Response To Intervention Teacher, BTSA coaches, district Alternative Governance advisor
The Single Plan for Student Achievement
August 2015- June 2016
Principal
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VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning. LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 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: Parent Surveys Parent Conferences Annual Self Study Findings from the Analysis of this Data: A part time bilingual aide is on campus every day. This person holds weekly meetings with parents to strengthen parenting skills, inform them on how to further their student's academic progress and to answer any questions the parents may have about school practices. Roosevelt also has a bilingual Southeast Asian parent liaison. This person communicates with parents regularly regarding their student's needs. He also assists in translating and helps Southeast Asian students in the classroom. Transmitting information is very important to parent involvement at Roosevelt Elementary. The Parent Link communication system enables daily communication between home and school when necessary. In addition to this, all state required notifications are sent to students' homes in both English and Spanish. The School Site Council and English Language Advisory Council are active on campus and meet three to five times a year. The council also has an annual school-site review of the school's academic and cultural climate. Annual parent, teacher, and student surveys are conducted and the results are shared with the councils and staff. Parents are notified and encouraged to attend all celebrations for positivecharacter counts traits, improvement and academic excellence, excellence in Accelerated Reader program and end of the year awards. Two times each year parent-teacher conferences are held with a 100% participation rate requirement. How the School will Evaluate the Progress of this Goal:
• • • •
Survey results Annual self study of parent involvement Sign-in sheets Time Sheets
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Recruit and organize parent and August 2015- June community help and support with the 2016 following: • Chaperones/volunteers for school functions/trips • Student of the Month receptions • PTO/SSC/ELAC • Annual Title I Meeting • School Compact • Local Site Review • Annual Day of the Family/Open House • Fundraisers/Toy and Food Drives • Translating Parent conferences • Weekly Coffee Club • educate parents in helping their child to succeed • inform parents of school policies • inform parents of school activities • offer parents opportunities participate in school activities and decisions • provide first-language translations when needed
Principal Clerk Parent Liaison Classroom Teachers
Include parents in school decisions by August 2015- June gaining their participation in: 2016 • SSC/ELAC/PTO/DAC/DLAC • Parent/Teacher conferences • Annual Parent Surveys
Principal Clerk
Proposed Expenditure(s) Description Parent/Community Aide Clerk/Library/Materials Time Sheets Instructional Aides Time Sheets Library Aide Parent Involvement
Materials and Supplies Parent/Community Aide Time Sheets Copier Cost per Copy
Clerk/Library/Materials Time Sheets Parent Involvement
Copier Cost per Copy
Communicate the importance of August 2015- June education and their student's progress 2016 • conferences, meetings, special school events • phone calls/translators as needed/parent link contacts • School Accountability Report Card (provided online), school compact, notes, • report cards, progress reports, The Single Plan for Student Achievement
Principal Clerk Parent Liaison Classroom Teachers RTI Teacher
Parent/Community Aide Clerk/Library/Materials Time Sheets CAL Works COS Students Library Aide
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Type 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
2,539.96
LCFF Sup/Con
533.33
Title I
1,050.00
LCFF Sup/Con
806.78
Title I
474.23
LCFF Sup/Con
184.78
LCFF Sup/Con
300.00
Title I
90.00
2000-2999: Classified LCFF Sup/Con Personnel Salaries 5000-5999: Services Title I And Other Operating Expenditures 5000-5999: Services Title I And Other Operating Expenditures
533.33
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries
LCFF Sup/Con
2,539.96
LCFF Sup/Con
533.33
LCFF Sup/Con
5,000.00
LCFF Sup/Con
806.78
474.24
90.00
1/21/16
Actions to be Taken to Reach This Goal
• •
Timeline
Person(s) Responsible
intervention letters, IEP forms School Plan for Student Achievement (provided online) School and district website pages
Description Parent Involvement
Parent/Community Aide Time Sheets Copier Cost per Copy
Provide information and ideas to August 2015- June families about a variety of topics 2016 through the following: • Kindergarten registration/readiness program • Coffee Clubs and other parent meetings • Annual Title I meeting • Classroom orientation • Middle school presentations for outgoing students • District and school site webpages • Parent Link
Principal Parent Liaison Classroom Teachers
Provide a safe school environment for August 2015- June students to experience success in 2016 school by implementing: • Second Step • Red Ribbon Week • Character Counts Reception • Perfect Attendance Celebrations • Achievement and Effort Recognition Assemblies
Principal Parent Liaison Materials Manager Classroom Teachers
The Single Plan for Student Achievement
Proposed Expenditure(s)
Parent/Community Aide Parent Involvement
Parent/Community Aide Time Sheets Copier Cost per Copy
Parent/Community Aide Parent Involvement
Materials and Supplies Parent/Community Aide Time Sheets Copier Cost per Copy
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Type
Funding Source
Amount
5000-5999: Services Title I And Other Operating Expenditures 2000-2999: Classified LCFF Sup/Con Personnel Salaries 5000-5999: Services Title I And Other Operating Expenditures
474.24
2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
2,539.95
Title I
474.23
LCFF Sup/Con
300.00
Title I
90.00
2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
2,539.95
Title I
474.23
Title I
136.18
LCFF Sup/Con
300.00
Title I
90.00
300.00 90.00
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
122
121
99.2
120
2357.4
3
11
28
57
Grade 4
125
125
100.0
125
2402.0
6
15
20
59
All Grades
247
246
99.6
245
4
13
24
58
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
5
38
57
5
41
54
4
54
42
6
44
50
Grade 4
10
37
53
4
36
60
6
61
34
5
47
48
All Grades
8
38
55
4
38
57
5
58
38
5
46
49
Conclusions based on this data: 1. The 2014/15 CAASPP scores for ELA/Literacy indicate that in May 2015 100% of the 245 third and fourth grade students enrolled at Roosevelt at the time of the state testing were tested. 2. Within this group, 4% exceeded standard, 13% met standard, 24% nearly met standard, and 58% did not meet standard. This is the first year state test results have been reported, so there is no other state testing data with which to compare growth this year. 3. However, further analysis of the data reveals that scores that indicate an understanding of literary and non-fictional texts place less than half of Roosevelt students (46%) above, at or near standard, and over half (55%) below standard. When producing clear and purposeful writing, less than half (42%) of students were above, at, or near standard, while more than half (57%) were below standard. When demonstrating effective communication skills, more than half (63%) of students were above, at or near standard, and less than half (38%) were below standard. When investigating, analyzing, and presenting information for research inquiry, 51% of students were above, at or near standard, and 49% were below standard. This indicates a relative weakness in the areas of Reading and Writing, but a comparable strength in the area of Listening. Research/Inquiry was split evenly between those above,at, or near standard and those below standard.
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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
122
120
98.4
120
2376.2
3
15
31
52
Grade 4
125
124
99.2
124
2414.9
1
15
41
44
All Grades
247
244
98.8
244
2
15
36
48
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
8
35
58
3
42
55
6
52
43
Grade 4
5
27
69
2
41
56
3
40
57
All Grades
6
31
63
3
41
56
5
45
50
Grade Level
Conclusions based on this data: 1. The 2014/15 CAASPP results indicate that of the 245 third and fourth grade students who were enrolled at Roosevelt at the time of state testing, 99.6% were tested (1 fourth grader was not). 2. Students scored as follows: 2% exceeded standard, 15% met standard, 36% nearly met standard, and 48% did not meet standard. This was the first year state test scores were made available, so there is no previous data with which to compare growth. 3. However, further analysis reveals that when applying mathematical concepts and procedures, less than half (37%) of students were above, at, or near standard, while 63% were below standard. When using appropriate tools and strategies to solve real world and mathematical problems, 44% were above, at or near standard, while 56% were below standard. When demonstrating ability to support mathematical conclusions, 50% were above standard, at or near standard, and 50% were below standard. This indicates weaknesses in the areas of mathematical concepts and procedures and problem solving and modeling/data analysis, with a comparable strength with 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
The Single Plan for Student Achievement
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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
Early Intermediate
Beginning
Number Tested
#
%
#
%
#
%
#
%
#
K
1
11
3
33
4
44
1
11
9
1
10
18
22
39
16
29
8
14
56
12
15
37
47
24
31
4
5
78
13
18
35
49
17
24
6
8
71
2
1
%
Intermediate
1
3 4
1
2
17
33
25
49
6
12
2
4
51
Total
2
1
53
20
122
46
67
25
21
8
265
The Single Plan for Student Achievement
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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%
0.2%
0
1
African American
1.10%
1.9%
7
12
Asian
2.98%
2.9%
19
18
Filipino
0%
0.0%
0
0
Hispanic/Latino
91.07%
89.0%
581
556
Pacific Islander
0%
0.0%
0
0
4.70%
5.6%
30
35
White Multiple/No Response
0%
0.0%
0
0
Total Enrollment:
638
625
Student Enrollment by Grade
Grade
Number of Students 2013-14
2014-15
Kindergarten
125
147
Grade 1
130
105
Grade 2
120
123
Grade3
131
125
Grade 4
132
125
Grade 5
0
0
Grade 6
0
0
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
638
625
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
44
38
14
4
Grade 3
27
38
29
6
Grade 4
40
43
11
6
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
37
31
28
4
Grade 3
48
27
24
2
Grade 4
34
38
23
5
The Single Plan for Student Achievement
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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
*
*
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
*
*
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
*
*
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
*
*
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
44
341.9
Grade 3
28
323.9
Grade 4
43
340.6
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
36
333.8
Grade 3
49
357.5
Grade 4
36
335.7
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
*
*
Grade 3
*
*
Grade 4
*
*
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
*
*
Grade 3
*
*
Grade 4
*
*
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
53
347.9
Grade 3
4
297.5
Grade 4
14
317.0
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
38
336.0
Grade 3
31
330.4
Grade 4
28
317.9
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
45
342.3
Grade 3
27
322.2
Grade 4
41
340.0
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
38
334.5
Grade 3
47
354.8
Grade 4
35
334.2
The Single Plan for Student Achievement
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2013-14
2014-15
1/21/16
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: Analysis of student performance benchmarks in Language Arts and Math Formative grade level assessments Monitor local assessments data for significant subgroups Staff Development is aligned with findings of analysis Teacher Observations Instructional Rounds SBAC scores
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)
• • • • • •
Meeting performance goals for year 2015-2016 Evidence: District benchmarks are from Intel-Assess, EADMS pilot, and Writing Performance Tasks District embedded supplemental assessments which support state adopted materials guide instructional modifications ROLA Corrective Reading ELA Units of Study End of Unit Assessments Common Core Units of Study Benchmarks 95% Group PASI and PSI
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) Exceeds performance goals 2015-2016 Evidence: 100% of all certificated and classified staff in general education are highly qualified. Two of Roosevelt's SDC teachers are in the Impact Program pursuing highly qualified status.
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Exceeds performance goals 2015-2016 The Single Plan for Student Achievement
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• • • • •
Evidence: Roosevelt RTI teacher and Principal provide on site Peer Instructional Support District curriculum specialist visit to coach in various curricular areas as requested All new teachers are provided with BTSA support Alternative Governance Advisor on campus three times to facilitate staff development as it relates to Instructional Rounds 95 Percent Coaching from specialist twice.
5. Teacher collaboration by grade level (EPC)
• • • •
Exceeds performance goals 2015-2016 Evidence: Teachers meet bi-monthly to discuss key Common Core Standards and plan lessons. Teachers meet bi-monthly to hold Learning Focused Conversations to analyze and improve instruction. Teachers meet bi-monthly to share and develop appropriate teaching strategies to address instructional needs Teachers participate in Instructional Rounds a minimum of three times per year.
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB)
• • • •
Meeting performance goals 2015-2016 Evidence: Use of district created LA, Math bookmarks, supporting CCSS District pacing chart District Language Arts Writing Assessment Calendar District Mathematics Assessment Calendar
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB)
•
Meeting performance goals 2015-2016 Evidence: District provides Common Core Units of Study, state adopted materials, and district adopted supplemental materials
8. Use of standards-aligned instructional materials, including intervention materials
• •
Meets performance goals 2015-2016 Planned implementation: Math intervention implemented using the district adopted DreamBox Math curriculum and STAR math Include district adopted 95% Group, Corrective Reading, and Reading Mastery materials within intervention when appropriate
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) Meets performance goals 2015-2016 Evidence: The Single Plan for Student Achievement
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• •
Roosevelt Elementary School is a Title I School Wide and School Based Coordinated program, enabling all funds to help all students meet standards Multiple measures are used to identify and monitor progress of under performing students toward meeting standards including but not exclusive to STAR Reading, STAR math, ROLA, PASI, PSI, Dreambox, Lexia
10. Research-based educational practices to raise student achievement at this school (NCLB)
•
Meeting performance goals 2015-2016 Evidence: All district adopted and supplemental materials are research-based
11. Opportunities for increased learning time (Title I SWP and PI requirement)
• • • • • • •
Meeting performance goals 2015-2016 Evidence: Intervention activities are provided by Choices Monitoring and Implementing of Alternative Governance Leadership Team Goals After and Before School Tutoring BEST Club Access to Dreambox through computers in homes with internet. Two Transitional Kindergarten classes On site preschool two afternoons/week.
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 PTO Choices Parent Link Tulare Youth Service Bureau Attendance Officers District Support Staff Before/after school tutoring Use of paraprofessionals to assist in interventions Structured English Immersion (SEI) classes available at every grade level in grade K-4.
13. Strategies to increase parental involvement (Title I SWP)
• • • • • •
Meeting performance goals 2015-2016 Evidence: Parent Link Parent Education activities PTO School Site Council /English Language Learners Advisory Committee Use of translators for Parent Conferences Local Monitor and Review
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• • • •
Annual Parent Survey Southeast Asian Parent Liaison on campus full day Coffee Club Community Aide
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 Leaarners Advisory Council(ELAC) Yearly School Site Review Local Monitoring and Review Leadership Team
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB)
• • • •
Meeting performance goals 2015-2016 Evidence: Roosevelt Elementary School is a Title I School Wide and School Based Coordinated Program, enabling all funds to help all students meet standards. Paraprofessional assist teachers with curriculum implementation and intervention Monitoring performance of underachieving students Implementation of Response to Intervention aimed at improving underachieving student performance
16. Fiscal support (EPC)
• • • •
Meeting performance goals 2015-2016 Evidence: Roosevelt Elementary is a Title I School Wide and School Based Coordinated Program, enabling all funds to help all students meet standards. Budgets and school wide/school based coordinated plans reflect allocations for student achievement SSC/ELAC have input in the development of the school wide plan and budgets Paraprofessionals assist teachers with curriculum implementation and intervention
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Appendix C - Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type
Funding Source
Total Expenditures
1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
855.00
2000-2999: Classified Personnel Salaries
LCFF Sup/Con
26,427.62
3000-3999: Employee Benefits
LCFF Sup/Con
11,408.69
4000-4999: Books And Supplies
LCFF Sup/Con
2,847.70
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
8,095.00
Title I
1,500.00
2000-2999: Classified Personnel Salaries
Title I
83,105.83
3000-3999: Employee Benefits
Title I
43,072.43
4000-4999: Books And Supplies
Title I
1,361.74
5000-5999: Services And Other Operating Expenditures
Title I
10,871.17
*
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
49,634.01
Title I
139,911.17
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
2,355.00
2000-2999: Classified Personnel Salaries
109,533.45
3000-3999: Employee Benefits
54,481.12
4000-4999: Books And Supplies
4,209.44
5000-5999: Services And Other Operating Expenditures
18,966.17
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
95,091.96
Goal 2
39,301.23
Goal 3
18,886.13
Goal 4
12,500.36
Goal 5
23,765.50
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Appendix D - Recommendations and Assurances (Roosevelt Elementary School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 26, 2016
Attested: Anthony Felix Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Susan Houser 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: 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 classroom and obey them. Demonstrate respect for themselves, others, and property. Seek assistance for skills on concepts not understood.
Parents Pledge: PARENTS WILL: • Support the district's homework, discipline, and attendance policies • Monitor the completion of assignments and projects. • Ensure you are accessible to staff by providing current phone numbers and addresses • Provide a quiet place/time for my child to do homework and encourage its completion. • Respond to materials and notes sent home by the teacher. • Read to your child 20 minutes per day. • Attend parent-teacher conferences and other parent meetings.
Staff Pledge: STAFF(TEACHER) WILL: • Set high academic expectations, providing a challenging curriculum, based on the CA State Content Standards. • Provide an orderly, safe, and supportive learning environment. • Ensure all students have an equal and fair opportunity to benefit from all school programs. • Communicate student progress and behavior regularly to parent or guardians. • Provide opportunities for parents to learn how to better help their children. • Be kept updated on the most current educational techniques and strategies. • Assign appropriate homework.
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Appendix F - School Site Council Membership: Roosevelt 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
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
Jennifer Flores
X
Betsy Franco
X
Maria Guzman
X
Maria Carmen Mendoza
X
Manuel Sousa
X
Anthony Felix
X
Susan Houser
X
Elvia Meza
X
Katy Berbereia
X
Tami Rodriguez Numbers of members of each category
Secondary Students
X 1
3
1
5
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Roosevelt 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
Roosevelt School Staff Survey 2014-2015
Q1 Staff Development/Support: Please rate the following: Answered: 22
Skipped: 0
Grade Level PLCs
Instructional Rounds
95% Group Support...
Project Based Learning...
0%
10%
Beneficial
20%
Instructional Rounds
95% Group Support Training
Project Based Learning Support Training
40%
50%
Not Beneficial (comment below)
Beneficial Grade Level PLCs
30%
60%
70%
80%
90% 100%
Does Not Apply
Not Beneficial (comment below)
Does Not Apply
Total Respondents
90.48% 19
4.76% 1
4.76% 1
21
90.48% 19
9.52% 2
0.00% 0
21
72.73% 16
13.64% 3
13.64% 3
22
28.57% 6
4.76% 1
66.67% 14
21
1/6
Roosevelt School Staff Survey 2014-2015
Q2 School-wide Intervention: Please rate the effectiveness of the following programs: Answered: 22
Skipped: 0
DreamBox Math
Reading Mastery/Corr...
K-1 Intervention
Lexia
95% Group
2/6
Roosevelt School Staff Survey 2014-2015
Before School Tutoring
After School Tutoring
Reading Intervention...
0%
10%
20%
Continue without changes
30%
40%
50%
DreamBox Math
70%
80%
90% 100%
Continue with Changes (State your idea below)
Discontinue (State your reasons why below)
Continue without changes
60%
Continue with Changes (State your idea below)
Does Not Apply
Discontinue (State your reasons why below)
Does Not Apply
Total Respondents
47.62% 10
14.29% 3
4.76% 1
33.33% 7
21
Reading Mastery/Corrective Reading
54.55% 12
9.09% 2
0.00% 0
36.36% 8
22
K-1 Intervention
54.55% 12
0.00% 0
0.00% 0
45.45% 10
22
3/6
Roosevelt School Staff Survey 2014-2015 Lexia
95% Group
Before School Tutoring
After School Tutoring
Reading Intervention Hour
95.24% 20
0.00% 0
0.00% 0
4.76% 1
21
81.82% 18
9.09% 2
0.00% 0
9.09% 2
22
52.38% 11
4.76% 1
0.00% 0
42.86% 9
21
52.38% 11
0.00% 0
0.00% 0
47.62% 10
21
54.55% 12
4.55% 1
0.00% 0
40.91% 9
22
4/6
Roosevelt School Staff Survey 2014-2015
Q3 School Culture and Climate: Please rate the following areas: Answered: 22
Skipped: 0
Roosevelt Students...
Roosevelt Parents Supp...
The Principal is Supportiv...
The Principal is Supportiv...
The Principal is Supportiv...
Roosevelt Teachers...
5/6
Roosevelt School Staff Survey 2014-2015
Overall Cleanliness ...
Overall Cleanliness ...
0%
10%
Strongly Agree
20%
30%
Agree
40%
50%
60%
70%
80%
90% 100%
Disagree
Strongly Agree Roosevelt Students Respect One Another
Roosevelt Parents Support Their Teachers
The Principal is Supportive of Roosevelt Teachers
The Principal is Supportive of Students
The Principal is Supportive of Parents
Roosevelt Teachers Support One Another
Overall Cleanliness and Upkeep of Campus Grounds
Overall Cleanliness and Upkeep of Classrooms/Teacher Work Areas
6/6
Agree
Disagree
Total Respondents
28.57% 6
71.43% 15
4.76% 1
21
31.82% 7
68.18% 15
0.00% 0
22
71.43% 15
28.57% 6
0.00% 0
21
76.19% 16
23.81% 5
0.00% 0
21
71.43% 15
28.57% 6
0.00% 0
21
80.95% 17
19.05% 4
0.00% 0
21
76.19% 16
23.81% 5
0.00% 0
21
66.67% 14
33.33% 7
0.00% 0
21
Roosevelt School Staff Survey 2014-2015 Staff Development/Support: Please rate the following: Answer Options
Beneficial
Grade Level PLCs Instructional Rounds 95% Group Support Training Project Based Learning Support Training Suggestions for any of the above:
19 19 16 6
Not Beneficial (comment Does Not Apply below) 1 1 2 0 3 3 1 14
answered question skipped question Staff Development/Support: Please rate the following: 25 20
Beneficial
15 Not Beneficial (comment below)
10 Does Not Apply
5 0
Grade Level PLCs
Instructional Rounds
95% Group Support Training
Project Based Learning Support Training
Response Count 21 21 22 21 8 22 0
As of
9/23/2015
Roosevelt 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 $1,500.00
24200
24950
$64,708.74 $1,500.00 $16,897.08
$37,253.78
$5,818.65
$1,361.75 $4,500.00
$4,000.00
$114,824.27 2015-2016 BUDGET
$22,715.73
$0.00 DIFFERENCE
2015-2016 BUDGET PARENT INVOLVEMENT TOTAL TITLE I BUDGET 1/12/2016
$137,540.00 $2,371.17 $139,911.17
Counselor TOTALS 31100 $1,500.00 $0.00 $0.00 $64,708.74 $1,500.00 $0.00 $0.00 $16,897.08 $0.00 $0.00 $0.00 $43,072.43 $0.00 $1,361.75 $0.00 $0.00 $4,500.00 $0.00 $0.00 $0.00 $0.00 $0.00 $4,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $137,540.00
$137,540.00 $0.00
As of
9/23/2015
Roosevelt LCAP INSTRUCTIONAL
2015-2016 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets CO-OP 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 $855.00
24200
24950
$5,000.00 $8,067.81 $10,159.82 $2,000.00 $143.02 $1,000.00 $1,847.69
$7,942.82
$1,200.00 $3,322.84
$23,010.63
$14,682.66
$0.00 $2,100.00
$5,995.00 $0.00
$11,940.71 2015-2016 BUDGET
DIFFERENCE
2015-2016 BUDGET Assistance to Schools:
$49,634.00 30% of B. Castro = $ 15,156.77
Counselor TOTALS 31100 $855.00 $0.00 $0.00 $0.00 $0.00 $5,000.00 $8,067.81 $0.00 $10,159.82 $2,000.00 $1,200.00 $11,408.68 $1,000.00 $1,847.69 $0.00 $0.00 $0.00 $0.00 $2,100.00 $0.00 $0.00 $0.00 $0.00 $0.00 $5,995.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $49,634.00
$49,634.00 $0.00
$27,282.62 $38,691.31
Roosevelt Student Survey 2014-2015 Grades 3-4 Teachers: To be sure students understand the statements, please read each statement to your class. Clarify any questions students may have.
YES
NO
1. I feel safe in my classroom.
94%
6%
2. I feel safe on the playground.
71%
28%
3. I feel safe when taking the bus or walking to and from school.
68%
25%
4. I have friends at school.
99%
1%
5. Students treat each other with respect.
79%
20%
6. If I have a problem, I know that I can talk to my teacher or another adult at school.
94%
6%
7. If I need extra help my teacher helps me.
98%
2%
8. Adults at school like me.
91%
7%
9. I like the adults at school.
96%
4%
10. I think I have learned a lot this year.
95%
5%
11. There is someone at home who can help me with homework if I need it.
89%
11%
12. I have a quiet, well-lit place to do my homework.
74%
26%
13. I’m proud of and like Roosevelt School.
97%
3%
Comments
Escuela Roosevelt Encuesta para Padres 2014-2015 Participación: 70%
1. 2.
3.
4.
5. 6. 7. 8. 9. 10. 11.
Me siento bienvenido en la escuela de mi niño. Los mensajes de la escuela son fácil de entender. Sé que puedo hablar con alguien en la escuela. Sé que puedo trabajar con la escuela sobre la educación, aprendizaje y comportamiento de mi niño. Sé que yo puedo comentar formalmente o informalmente sobre las políticas de este escuela y ayudar en la fabricación para mi estudiante. El director de la escuela esta disponible para todos los padres. Esta escuela anima a padres y la comunidad a ofrecerse voluntariamente. Esta escuela trata de envolver todas las familias con la educación de sus niños. Esta escuela proporciona recursos que ayudan a mi niño a tener éxito en la escuela. Mi niño se siente seguro en la escuela. Me aseguro que mi niño hace la tarea. Mi niño tiene acceso al Internet para la tarea.
Si
No
Comments
99%
1%
0%
98%
2%
0%
99%
1%
0%
97%
2%
0%
95%
3%
0%
97%
1%
0%
98%
1%
0%
98%
1%
0%
97%
1%
0%
99%
1%
0%
82%
17%
0%
Roosevelt Elementary School Parent Survey 2014-2015
Participation Rate: 70% 1.
2.
3.
4.
5. 6.
7.
8. 9. 10. 11.
I feel welcome at my child’s school. Messages from school are easily understood. I know that I can talk to someone at school about them. I know that I can work with the school regarding the education, learning, and behavior of my child. I know that I can formally or informally comment on this school’s policies and help in decision making for my student. The principal at this school is available to all parents. This school encourages parents and the community to volunteer. This school tries to get all families involved with their child’s schooling. This school provides resources that will help my child succeed in school. My child feels safe and secure at school. I make sure my child’s homework is complete. My child has access to the internet for homework.
Yes (A)
No (B)
Comments (C)
99%
1%
0%
98%
2%
0%
99%
1%
0%
97%
2%
0%
95%
3%
0%
97%
1%
0%
98%
1%
0%
98%
1%
0%
97%
1%
0%
99%
1%
0%
82%
17%
0%
Roosevelt Elementary School 1046 W Sonora Tulare, CA 93274 (559) 685-7280 FAX (559) 685-7386
Política sobre Participación de los Padres de la Escuela Roosevelt La Escuela Roosevelt 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 Roosevelt 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 Roosevelt en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se tiene una reunión anual de Padres de Título I al inicio de cada curso, antes de la primera conferencia con los padres, para expresar la importancia de estar conectados, de visitar la escuela y de implicarse con las actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Se ofrecen reuniones de Educación para Padres por las tardes (Noche de Regreso a Clases y Visita Escolar). b. Se tiene reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) durante el día. c. Se ofrecen sesiones del Club del Café por las mañanas. d. Se tiene reuniones del Consejo Escolar (SSC, por sus siglas en inglés)/Comité Asesor del Estudiante de Inglés a primera hora de la tarde. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Roosevelt y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC/ELAC proporcionan una oportunidad para que los padres se impliquen con la planeación de tales políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información a través de volantes, del sistema de información para padres electrónico y de Parent Link permiten invitar a los padres a las reuniones escolares previstas. b. Una descripción y explicación del currículo la Escuela Roosevelt, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan expectativas en las conferencias de Padres dos veces durante el curso. 1/13/2016
b. Se proporcionan informes de progreso y boletas de calificaciones durante el curso. En estos informes se mide el progreso de los alumnos y las áreas de mejora. c. Si lo piden los padres/tutores, se dan oportunidades de reuniones regulares para formular sugerencias y para participar, según sea adecuado, en decisiones relacionadas con la educación de sus hijos, y, tan pronto como sea posible, respuestas a las sugerencias de padres/tutores. d. El director de la escuela cuenta con una política de puerta abiertas para reunirse con los padres. 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. El director de la escuela cuenta con una política de puerta abiertas para reunirse con los padres. 5. Si el Plan a Nivel Escolar de la Escuela Roosevelt no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Roosevelt haga el plan disponible al distrito. a. Los padres tienen la oportunidad de asistir a reuniones de la PTO, concertar citas con la administración y/o asistir al SSC o ELAC para compartir sus preocupaciones sobre el Plan a Nivel Escolar. Además los padres tienen la oportunidad de colaborar y ser parte del proceso de aprobación del plan en cada reunión mensual del SSC/ELAC. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Roosevelt y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. El debate empieza en la reunión de Padres de Título I de la Escuela Roosevelt al inicio del curso y sigue a lo largo del año con las reuniones de la PTO, del Club del Café y del SSC/ELAC. La colaboración entre padres, alumnos y personal en el debate del Contrato Escuela-Padres ofrece la guía necesaria hacia la implementación del Plan Único de Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa a Nivel Escolar (SWP, por sus sigla sen inglés). Todos los componentes comparten el desarrollo continuo en la mejora del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Roosevelt 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 Roosevelt 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 seguimiento del rendimiento de los alumnos se documenta en la boleta de calificaciones de los alumnos y se comparte con los padres durante las reuniones entre Padres/Maestros. b. Informes de progreso b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. Las reuniones de bienvenida, de Visita Escolar y la Noche de Regreso a Clases que se organizan a lo largo del curso ofrecen una oportunidad para crear relaciones de colaboración. b. Los eventos de Educación a Padres ofrecen información sobre el rendimiento de los alumnos, el currículo y el aprendizaje. c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Cada semana se ofrecen los Clubs de Café con una capacitación valiosa para incorporar a los padres como socios iguales. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. Las reuniones de bienvenida, de Visita Escolar y la Noche de Regreso a Clases apoyan a los padres para que participen de forma plena en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de eventos para asistir a los maestros, a la administración y a los padres para que colaboren en futuros eventos. b. Parent Link (página Web) ofrece a los padres información sobre las actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para la comunicación. 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. El Calendario de Eventos de nuestra escuela y la reunión de Padres de Título I sirven de apoyo a la mejora de los padres y fomenta el apoyo tanto dentro como fuera del salón de clases. 8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Roosevelt 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 Roosevelt para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Roosevelt realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar. 1/13/2016
Pleasant Elementary School 1855 W. Pleasant Tulare, CA 93274 (559) 685-7300 FAX (559) 687-6413
Política sobre Participación de los Padres de la Escuela Pleasant La Escuela Pleasant 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 Pleasant 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 Pleasant en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. Esto se realiza en la primera reunión del Club del Café para Padres en septiembre de cada año. Los padres son informados de esta reunión mediante volantes, pancartas, llamadas telefónicas, mensajes de texto y otros medios electrónicos. 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. Cada primavera se administra una encuesta a todos los padres para medir cuándo es el mejor momento para realizar varias reuniones informativas para padres. El sondeo determina posteriormente cuándo realizar las reuniones para el siguiente ciclo escolar. i. Se realizan Reuniones de Educación de Padres durante las tardes ii. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) son por las mañanas iii. Club del Café se ofrece por las mañanas b. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) realizadas por las mañanas 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 Pleasant 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.
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4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. La escuela proporciona avisos e información en volantes, el sistema electrónico de información para padres y la marquesina escolar para invitaciones a próximas reuniones escolares. b. Una descripción y explicación del currículo la Escuela Pleasant, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan las expectativas en “Bienvenida y Presentaciones” con el maestro antes del comienzo de clases, en la noche de regreso a clases para quienes estén presentes y en las conferencias para Padres en dos ocasiones durante el ciclo escolarSe 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. 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. Los padres de tercer a quinto año también pueden acceder en línea a las calificaciones actuales de sus alumnos usando los portales de padres Aeries.net. 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. Los padres siempre son bienvenidos en la dirección. El director también está disponible antes y después de clases todos los días para reunirse con los padres. Toda la correspondencia recibe respuesta en un día laboral. 5. Si el Plan a Nivel Escolar de la Escuela Pleasant no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Pleasant haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de PTO, pueden programar reuniones con la Administración y/o asistir a SSC o ELAC para compartir su inquietud sobre el Plan Escolar. Además de haber tenido la oportunidad de colaborar y formar parte de la aprobación del plan en cada reunión SSC/ELAC mensualmente. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Pleasant y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Alpine Vista al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Pleasant 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.
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b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: (1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón. 7. Establecer la Capacidad de Pleasant 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 los informes de progreso del alumno, la boleta de calificaciones, en libros de calificaciones en línea y es compartido con los padres en la conferencia de Padres/Maestros. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. La orientación para el Kínder, la “Bienvenida y Presentaciones” con maestros antes de clases, 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. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Se ofrecen reuniones del Club del Café cada mes con valiosa capacitación sobre la incorporación de los padres como socios equitativos. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. La Orientación para Kínder, la “Bienvenida y Presentaciones” con Maestros antes de clases, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de Eventos para ayudar al maestro, a la administración y a los padres a asociarse en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación d. Boletines Mensuales entregados a cada alumno en inglés y español 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.
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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 Pleasant 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 Pleasant para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Pleasant 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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