The Single Plan for Student Achievement
Transcription
The Single Plan for Student Achievement
The Single Plan for Student Achievement School: Rancho Cordova Elementary School - Year 3 Technical Assistance Plan CDS Code: 34673306033229 District: Folsom Cordova Unified School District Principal: Larry Mahoney Revision Date: October 31, 2013 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Larry Mahoney Position: Principal Phone Number: 916.363.4874 Address: 2562 Chassella Way Rancho Cordova, CA 95670 [email protected] E-mail Address: The District Governing Board approved this revision of the SPSA on January 23, 2014. The Single Plan for Student Achievement 1 of 50 11/5/13 Table of Contents School Vision and Mission ......................................................................................................................................................4 School Profile..........................................................................................................................................................................4 Comprehensive Needs Assessment Components ..................................................................................................................4 Data Analysis .................................................................................................................................................................4 Surveys ..........................................................................................................................................................................4 Classroom Observations................................................................................................................................................4 Analysis of Current Instructional Program ....................................................................................................................4 Description of Barriers and Related School Goals ..................................................................................................................7 Ten Components of a Schoolwide Program Plan ...................................................................................................................8 School and Student Performance Data ................................................................................................................................13 Academic Performance Index by Student Group ........................................................................................................13 English-Language Arts Adequate Yearly Progress (AYP)..............................................................................................14 Mathematics Adequate Yearly Progress (AYP)............................................................................................................15 CELDT (Annual Assessment) Results............................................................................................................................16 CELDT (All Assessment) Results ...................................................................................................................................17 Title III Accountability (School Data) ...........................................................................................................................18 Title III Accountability (District Data)...........................................................................................................................19 Multi-Purpose Form - English Language Arts .......................................................................................................................20 Multi-Purpose Form – Mathematics ....................................................................................................................................21 Summary of Additional Assessment Data ............................................................................................................................22 Demographic Data Summary - Elementary School...............................................................................................................23 Survey of School Effectiveness Summary .............................................................................................................................24 Technical Assistance Plan .....................................................................................................................................................25 Planned Improvements in Student Performance .................................................................................................................26 English/Language Arts .................................................................................................................................................26 English Learners...........................................................................................................................................................27 Mathematics................................................................................................................................................................28 Counseling ...................................................................................................................................................................29 Centralized Services for Planned Improvements in Student Performance ..........................................................................30 Centralized Service Goal #1 .........................................................................................................................................30 Centralized Service Goal #2 .........................................................................................................................................32 Centralized Service Goal #3 .........................................................................................................................................33 Centralized Service Goal #4 .........................................................................................................................................34 Centralized Service Goal #5 .........................................................................................................................................35 The Single Plan for Student Achievement 2 of 50 11/5/13 Summary of Expenditures in this Plan..................................................................................................................................36 Total Expenditures by Object Type and Funding Source .............................................................................................36 Total Expenditures by Funding Source ........................................................................................................................37 Total Expenditures by Object Type..............................................................................................................................38 Total Expenditures by Goal..........................................................................................................................................39 Annual Notice of Uniform Complaint Procedures & Non-Discrimination/Sexual Harassment Policies ...............................40 Title I Parent Involvement Policy..........................................................................................................................................41 Title I Parent Compact ..........................................................................................................................................................43 School Site Council Membership ..........................................................................................................................................44 English Learner Advisory Committee (ELAC) Membership...................................................................................................45 Recommendations and Assurances......................................................................................................................................46 Site Summaries .....................................................................................................................................................................47 The Single Plan for Student Achievement 3 of 50 11/5/13 School Vision and Mission Rancho Cordova Elementary School - Year 3 Technical Assistance Plan ’s Vision and Mission Statements We, the staff at Rancho Cordova Elementary, believe that home is the child’s first classroom. Our students are inspired, compassionate, and creative individuals who are empowered to excel beyond their own expectations. Staff, students, and parents collaborate to provide a safe, healthy learning environment where students have the confidence to take academic and social risks. The high expectations we have for our students will prepare them for their educational future. As positive role models, it’s our mission to develop life skills that students need to navigate through a complex world. School Profile Rancho Cordova School has a student body enrollment, as of September 2013, of 419 Transitional Kindergarten through sixth grade students, representing the diverse cultural background of the Rancho Cordova community. About 45% of our student body are English Language Learners. The school campus houses a library, multipurpose room, cooking kitchen, computer lab, large playground with updated equipment, and 20 classrooms. Additionally, Rancho Cordova has a state preschool, a Junior Kindergarten program, and a class for students with mild to moderate learning disabilities. Rancho Cordova Elementary teams with a state program, STARS, to be able to offer an after school program to support students on campus until 6pm Monday-Friday. The academic program at Rancho Cordova Elementary School stresses the importance of every child mastering grade level standards. Student progress is continually monitored with intervention programs specifically designed to provide additional support. Building reading skills and proficiency in mathematics is our top priority. Support for students goes way beyond the core classroom experience. A coordinated effort between teachers, a Title 1 Resource Teacher, intervention teachers, and instructional assistants is aimed at success for all students. Comprehensive Needs Assessment Components Data Analysis Please refer to the School and Student Performance Data section where an analysis is provided. Surveys This section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s). As a Title 1 school, we conduct an annual Title 1 Survey with parents at the beginning of the school year. The survey provides us with information about how parents support student achievement from home. We will look at the results and target our parent involvement efforts to address these needs. Classroom Observations This section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings. Formal evaluations are completed throughout the school year per the district's evaluation process. The principal will conduct informal classroom observations each trimester to support and evaluate the delivery of instruction. Analysis of Current Instructional Program The Single Plan for Student Achievement 4 of 50 11/5/13 The following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are: • • • Not meeting performance goals Meeting performance goals Exceeding performance goals Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (ESEA) District Progress Assessments (DPA) are conducted each trimester to monitor student progress. These results are used to plan instructional in the classroom and during Universal Access blocks. 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Teachers will conduct curriculum assessment regularly, as directed by the district's adopted curriculum, to regularly monitor student progress. These results will qualify students for before and after school interventions, as well as help identify needs for Universal Access groupings. Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (ESEA) All teaching staff is highly qualified and credentialed in the subject area that they teach. 4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC) Not applicable to our site, but all staff participate in on-going professional development. 5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA) All professional development based on instruction and address the transition to Common Core. 6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) District lead teachers provide on-going support to teachers. The professional development Cadre facilitates Instructional Focus Meetings to provide teachers time for collaboration. 7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC) Grade level collaborations occur once per month and for all grades. These collaborations center around curriculum delivery, shared lesson planning, and needs analysis. The Single Plan for Student Achievement 5 of 50 11/5/13 Teaching and Learning 8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA) The teaching staff is participating in Area 3 Writing Workshops three times throughout the school year. In addition, the staff attends district mandated Instructional Focus Meetings. 9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC) The school schedule provides students with the required number of instructional minutes per day. Language Arts and Math times are protected. Universal Access blocks provide students with differentiated instruction. 10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC) District pacing windows allow teachers to monitor their instructional progress. Assessment windows allows teachers to monitor student progress. 11. Availability of standards-based instructional materials appropriate to all student groups (ESEA) The Sacramento County Office of Education conducted a Williams Act review and Rancho Cordova Elementary was in compliance. 12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC) Teachers have been trained in the use of supplemental curriculum including, but not limited to, ELD 60, SIPPS, and Lexia Core 5. Opportunity and Equal Educational Access 13. Services provided by the regular program that enable underperforming students to meet standards (ESEA) Rancho Cordova Elementary utilizes a learning center model called Universal Access. This model enables students to be grouped with other students at a similar level. Students receive instruction based on the needs of these groups. In addition, our site offers before and after school interventions, as well as PIP. 14. Research-based educational practices to raise student achievement In order to create learning environment that fosters learning, our school has implemented a Positive Behavior Support program with students. Our teachers are trained in BEST strategies and teach daily lessons designed to build character in our students. Teachers also use an anti-bullying program called Steps to Respect. Parental Involvement 15. Resources available from family, school, district, and community to assist under-achieving students (ESEA) Parents are encouraged to attend Back to School Night in order to receive materials about their child's classroom expectations. Information is also provided in the form of weekly newsletters that contain community resources and upcoming school events. 16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932) Our school's Site Council is consists of five parents who meet regularly with staff to stay informed on school progress and make decisions about changes. In addition, our English Language Advisory Committee meets twice per year to discuss ways to support English Language learners in our school and surrounding community. The Single Plan for Student Achievement 6 of 50 11/5/13 Funding 17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA) Categorical funds are used to staff a Title 1 teacher who works with students who are performing below standards. These funds are also used to provide professional development opportunities to staff, purchase supplemental support curriculum, and subscribe to web-based technology programs. 18. Fiscal support (EPC) Our school has access to EL funding, district support funds, and Title 2 and 3 funding. Description of Barriers and Related School Goals As a result of our surrounding community's socioeconomic status, we have several barriers that may interfere with our schools achievement. Among these include poverty, parent mobility, funding, parent involvement, and parent access to programs. Many families work extended numbers of hours and, as a result, have less time to be involved in site functions or offer support to students at home. There are also many families that are limited by transportation and can only reach events or classes that occur within walking distance. In order to combat these obstacles and enable our school to reach it's goals, we have offered events during school hours while parents are already on campus for student drop off and in the evenings when parents are off from work. The Single Plan for Student Achievement 7 of 50 11/5/13 Ten Components of a Schoolwide Program Plan 2013-2014 School Year For the 2013-2014 school year, Rancho Cordova Elementary School - Year 3 Technical Assistance Plan will continue to operate as a Schoolwide Title I program. As required by NCLB Section 1114 (b) (1) for Schoolwide program plans, the following ten components are specifically addressed: Component 1: Rancho Cordova Elementary School - Year 3 Technical Assistance Plan has conducted a comprehensive needs assessment. Listed are the tools used and an analysis of the results. Tool: STAR Analysis of Results: The overall analysis revealed a loss of 10 points. There were three sub-groups effected by this loss. The Hispanic/Latino sub-group had a loss of 43 points. The Socioeconomically Disadvantaged sub-group had a loss of 17 points. The ELL sub-group had a loss of 26 points. Tool: CELDT Analysis of Results: Students were targeted for interventions based on their CELDT scores for English Language Learners Component 2: Schoolwide reform strategies currently in place provide opportunities for all children to meet the state's proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D). Rancho Cordova Elementary School - Year 3 Technical Assistance Plan has a schoolwide proficiency rate of 42.6% in English/Language Arts and 49.1% in Mathematics. See data section for longitudinal results. Teachers use effective methods and instructional strategies based on scientific research that: strengthen the core academic program at Rancho Cordova Elementary School - Year 3 Technical Assistance Plan . Students receive additional quality learning time by providing an extended school year, before- and after-school learning and programs, summer programs and opportunities, and an enriched and accelerated curriculum. Specific programs and strategies include: District-adopted core curriculum that includes components for extension activities and reteaching activities and suport for EnglishLanguage Learners Teachers use effective methods of instructional strategies based on scientific research. These include extended school year, before and after-school learning programs, and an enriched and accelerated curriculum. These specific programs and strategies include: Universal Access, small group targeted instruction 4 days a week for K-6th grade students in English Language Arts (ELA) and mathematics. Programs are not limited to or may include Education City, Fastmath, Lexia, Read 180, Read Naturally, ELD 60, Fraction Nation, STAR Reading, Accelerated Reader. Strategies for meeting the educational needs of historically underserved populations include: These specific programs and strategies include: Universal Access, small group targeted instruction 5 days a week for K-6th grade students in English Language Arts (ELA) and mathematics. Programs are not limited to or may include Education City, Fastmath, Lexia Core 5, Read Naturally, ELD 60, Fraction Nation, STAR Reading, and/or Accelerated Reader. Effective instructional strategies include research based strategies from Teach Like a Champion, BEST Practices, Marzano's reseach on Instruction that works. The Single Plan for Student Achievement 8 of 50 11/5/13 The staff addresses the needs of all children in the school, especially those of low achieving children and those at risk of not meeting the state academic content standards who are members of a population targeted by the schoolwide program. Specific services include: The site department chair team and grade level teams meet monthly to identify and develop individualized academic and behavior support plans for low achieving and at risk students. ECBN meetings are held twice a year by the Title I teacher, Resource Teacher, classroom teacher, and Principal to monitor student progress, determine flexible instruction groupings, extended day interventions, and supports for identified low achieving and at-risk students. Universal Access, small group targeted instruction is provided 4 days a week for K-6th Grade students. To determine the extent to which students’ needs are met, the school will: The site department chair team and grade level teams meet monthly to identify and develop individualized academic and behavior support plans for low achieving and at risk students. ECBN meetings are help twice a year by the Title I teacher, District Title I Lead Teacher, and Principal to monitor student progress, determine flexible instruction groupings, extended day interventions and supports for identified low achieving and at-risk students. Universal Access, small group targeted instruciton is provided 4 days a week for K-6th Grade students. The single school plan for Rancho Cordova Elementary School - Year 3 Technical Assistance Plan is in alignment with the goals of the Local Educational Agency Plan (LEAP) and all state requirements. Component 3: Rancho Cordova Elementary School - Year 3 Technical Assistance Plan students are instructed by highly qualified teachers. The number of highly qualified teachers at Rancho Cordova Elementary School - Year 3 Technical Assistance Plan , as specified by NCLB is 16, which equates to 100%. Component 4: NCLB Sections 1119 and 1114 (a) (4) require a high quality of ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state academic content standards. Rancho Cordova Elementary School - Year 3 Technical Assistance Plan has implemented the following professional development opportunities: Overview and intial instruction planning in the Common Core ELA and mathematics standards, SIPPS phonics instruction, Read Naturally, Accelerated Reader, and Steps to Respect Bully Prevention Program. Component 5: Folsom Cordova Unified School District continues to provide a variety of incentives to attract the highest quality teachers. The District offers a competitive salary schedule with generous stipends for teachers who have attained a Master’s Degree or higher. Additionally, new teachers are provided a strong beginning teacher support program with professional development that meets the needs of each teacher. Finally, over ten colleges and universities annually place over 150 student teachers in the district, so the most competent new teachers are observed and offered employment. All Folsom Cordova Unified School District teachers are NCLB compliant as mandated by law. Component 6: Parent involvement is a priority at Rancho Cordova Elementary School - Year 3 Technical Assistance Plan . Strategies to increase parental involvement through means such as family literacy services in accord with NCLB, Section 1118 include: RCE solicites parent input and involvement from the English Advisory Committee (ELAC), Parent Teacher Association (PTA) and School Site Council (SSC). Parents are also invited and encouraged to attend Back to School Night, Open House, ELAC, PTA, and SSC meetings and events. Component 7: Preschool transition is an important component at Rancho Cordova Elementary School - Year 3 Technical Assistance Plan . Entering kindergarten students are provided transitional support through a variety of activities and/or programs. These activities and/or programs include: Parents are invited to Open House, Back to School Night, and at the end of the year parents are invited to attend pre-school to Kindergarten visits in the Spring. Colaboration meetings with local preschools, darcare, and district personal also support these transitions. Component 8: Teachers continually provide input into the decisions regarding the use of academic assessments, described in NCLB Section 1111(b) (3), to provide information on, and to improve, the achievement of individual students and the overall instructional program. As teachers become more sophisticated in the use of data to help drive instruction, decisions regarding student needs have become more and more teacher-driven. Examples of this include: The Single Plan for Student Achievement 9 of 50 11/5/13 The site department chair team and grade level teams meet monthly to identify and develop individualized academic and behavior support plans for low achieving and at risk students. ECBN meetings are held twice a year and may include the Title I teacher, District Title I Lead Teacher, and Principal to monitor student progress, determine flexible instruction groupings, extended day interventions and supports for identified low achieving and at-risk students. Universal Access including small-group targeted instruction is provided 4 days a week for K-6th Grade students. Component 9: Student performance on statewide assessments is electronically available to teachers as soon as test scores are released by the state. Teachers have a web-based data management system that shows the state results for each student in their class. Teachers are able to quickly determine the students who need additional assistance in reaching proficiency. This helps teachers identify and provide effective, timely assistance for students who experience difficulty in attaining the proficient or advanced level of the academic content standards as required by Section 1111(b)(1). Other examples of how teachers identify and provide assistance to students who experience difficulty in attaining the proficient or advanced levels of the academic content standards include: The site department chair team and grade level teams meet monthly to identify and develop individualized academic and behavior support plans for low achieving and at risk students. ECBN meetings are help twice a year by the Title I teacher, District Title I Lead Teacher, and Principal to monitor student progress, determine flexible instruction groupings, extended day interventions and supports for identified low achieving and at-risk students. Universal Access, small group targeted instruciton is provided 4 days a week for K-6th Grade students. Additional strategies include: Powerschool, Edusoft, STAR, and Cruncher assist teachers in data collection and analysis. Teachers identify students are they are then placed into instructional groups and targeted deficient skills and intervention support is planned. Component 10: All federal, state, and local services and programs, including programs supported under NCLB, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training are coordinated and integrated at Rancho Cordova Elementary School - Year 3 Technical Assistance Plan . Some examples of how programs are coordinated include: Rancho Cordova administration and Title 1 Resource Teacher assigned to monitor federal programs for the site attend monthly FCUSD NCLB Federal Program Monitoring (FPM) Meetings. RCE staff outreach to staff who oversee the Learning Express and Family Support Services to support the coordination of services for families in transitional housing and in need of health/medical/nutritional information. The Single Plan for Student Achievement 10 of 50 11/5/13 Summary: Improvement Efforts & Outcomes What outcomes did the categorical programs fund for the school during 2012-13? The professional development focus for Rancho Cordova Elementary during the 2013- 2014 school year was on using RtI instructional strategies, writing in the classroom, and tools to strengthen classroom, pull-out and extended day instruction for students. Teachers participated in Area 3 Writing seminars three times throughout the year. Follow-up support was provided by the Title 1 staff which included 1 resource teachers, 2 instructional assistants and one full time hourly intervention teacher. Reading/Language Arts Efforts: • Provided the Universal Access component of ELA at all grade levels. Classroom teachers along with bilingual assistants provided instruction to targeted ELL, extra support, and grade level groups. • Continued ELD 60 instruction for EL students at beginning through intermediate levels of English proficiency. • The ECBN – Every Child By Name - team met in the fall and winter with each teacher to identify at risk students, plan interventions, and support classroom teachers.. • Implemented the use of the new Lexia Core 5 reading program. Extended day interventions also utilize the Lexia Core 5 program to support students who need phonics based reading instruction. • Strengthened Scholastic Reading Counts at grades 1-6 as an achievement monitoring tool to increase leveled reading practice and comprehension skills. Gained site access to unlimited quizzes. Recognized achievement through the “Ram Reading Race” reading incentive program. October 2012 RCE transitioned from Scholastic Reading Counts to Accelerated Reader(AC). Rationale for the transition includes: Teachers input, use of AC across the district, use of AC at the surrounding middle schools. • Used reading software including Read Naturally 2.0, Let's Go, Lexia Core 5 and Strategies for Older Students, and Education City to develop vocabulary, fluency and comprehension skills. • Implemented Accelerated Reader as a means of tracking student reading comprehension of grade level appropriate books. Mathematics Efforts: • Continued to implement McMillian – McGraw Hill with the help of the district lead teacher. Followed district timelines for instruction, met deadlines for assessment and analyzed benchmark test data at grade level and school wide meetings using Edusoft. • 1 6th grade class implemented Aleks/Math Skills Software: this 4 hr/week (1 hour sessions) offered students independent practice on computation at their independent learning levels. • Provided extended day interventions to students not meeting standards using an hourly intervention teacher. • Implemented Fastt Math software across the school site as an additional tool to help students master math facts. Recognized progress at Achievement Assemblies with Math Tags. • Supported STARS staff in effective homework support and small group math instruction. Science Efforts: • Continued to implement Scott Foresman Science at all grade levels. Special emphasis was placed on fourth and fifth grade standards instruction and departmentalizing of science instruction at grades 3-5. The Single Plan for Student Achievement 11 of 50 11/5/13 • Incorporated a variety of methods and materials to enhance the science program to improve expository reading, writing and comprehension of students. Partnered with CSUS Student Teachers to create a fabulous Science Night. Were they effective? Results from the 2013 STAR assessment show a negative growth in achievement. API scores decreased 10 points from 736 to 726. AYP decreased by several percentage points. School wide decrease from 42.6 to 36.5 percent proficient or advanced in ELA and from 49.1 to 48.8 percent in Math (School Year 2011-2012 showed growth in both ELA and Math). Revision of this information is a component of long and short-term planning. Benefits of the plan from 2011-2012 have inconsistant outcomes. Part of the Analysis to contribute to planning for 2013-2014 is to consider the effectiveness of the efforts in the following areas: 1. Title 1 Funded Activities a. Purchasing of supplemental curriculum, software, and library materials. b. Maintaining a Title 1 resource teacher with expertise in teaching reading to coordinate and teach interventions, to facilitate grade level collaboration, and to provide professional development to teachers. c. Using ARRA and T1 carry-over to fund a .5 FTE T1 resource specialist who focused on math instruction, CICO, and Reading Buddies. d. On-going support for Read 180, an intensive intervention for grade 4-6 students reading significantly below grade level. e. Implementation of push in and extended day interventions funded with site Title 1. These interventions focused on English language development (ELD 60), phonics instruction (System 44), and math instruction. f. Continuing the use of instructional aides to support struggling students -- primarily through grade level Universal Access instruction. g. Collaborating with EIP to provide Positive Actions and Special Friends support programs for students. h. Continued implementation of Building Effective Schools Together (BEST) practices to create a safe school environment conducive to learning and achievement. 2. Programs for English learners a. Using bilingual assistants and primary language support strategies to provide preview, review, and instruction in key concepts and vocabulary to English learners. b. Using English language development software in the computer lab, in extended day interventions, and in classrooms to provide additional practice and instruction for target students. c. Providing regular, ongoing professional development for teacher to ensure that researched based teaching strategies for ELLs are an integral part of the instructional day. d. Use of RtI structures and protocols to provide strategic and intensive interventions. e. Training teachers on the implementation of ELD 60 and creating small group instruction of this curriculum during Universal Access. 3. Title 1 Parent Involvement Activities a. Continuing the translation into Spanish of school newsletters, calendars, and key teacher correspondence. b. Continuing a Title 1 funded parent ESL class to both increase the English skills and involvement of language minority parents in their children’s education. c. Sponsoring family nights to increase parent involvement. Last year’s family nights included Science Night, Story Night, Holiday Crafts night, a family dance, and a community Cinco de Mayo celebration. d. Supporting extended and weekend library hours for students and parents – to get additional reading materials into the hands of students and into homes. e. Edline activation and training for all families during Back to School Night. Follow up maintenance of Edline data, posting of calendar and newsletter information, and translation of key postings into Spanish. f. Providing an annual parent survey to assess community satisfaction. The Single Plan for Student Achievement 12 of 50 11/5/13 School and Student Performance Data Academic Performance Index by Student Group API GROWTH BY STUDENT GROUP PROFICIENCY LEVEL All Students White African-American Asian 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Number Included 284 231 245 102 67 61 21 22 17 14 12 9 Growth API 772 736 726 804 773 822 730 605 631 781 724 Base API 762 772 736 783 804 773 728 730 605 834 781 Target-- 5 5 5 5 A 5 Growth-- 10 -36 -10 21 -31 49 Met Target Yes No No Yes No Yes 724 API GROWTH BY STUDENT GROUP PROFICIENCY LEVEL English Learners Hispanic Socioeconomically Disadvantaged Students with Disabilities 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Number Included 128 116 141 134 121 137 239 203 225 44 37 32 Growth API 760 745 702 744 719 693 754 727 711 559 481 583 Base API 733 760 745 701 744 719 736 754 728 581 559 481 Target-- 5 5 5 5 5 5 5 5 5 Growth-- 27 -15 -43 43 -25 -26 18 -27 -17 Met Target Yes No No Yes No No Yes No No Conclusions based on this data: 1. As a whole, our student API decreased by 11 points. 2. The Hispanic population had the greatest decrease in API followed closely by English Learners and Socioeconomically Disadvantaged. 3. Students in subgroups with the greatest decline in API will be targeted for intervention. The Single Plan for Student Achievement 13 of 50 11/5/13 School and Student Performance Data English-Language Arts Adequate Yearly Progress (AYP) ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL All Students White African-American Asian 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 100 98 99 100 100 100 100 100 96 95 94 92 Number At or Above Proficient 134 98 89 59 36 32 6 8 6 7 6 Percent At or Above Proficient 47.2 42.6 36.5 57.8 53.7 52.5 28.6 36.4 37.5 50.0 50.0 -- AYP Target: ES/MS 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 AYP Target: HS 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 No No No Yes No No -- -- -- -- -- -- Met AYP Criteria ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL English Learners Hispanic Socioeconomically Disadvantaged Students with Disabilities 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 100 98 99 100 98 99 100 99 99 98 94 95 Number At or Above Proficient 55 43 41 52 43 36 101 82 73 8 8 6 Percent At or Above Proficient 43.0 37.4 29.1 38.8 35.8 26.3 42.3 40.4 32.6 18.2 21.6 19.4 AYP Target: ES/MS 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 67.6 78.4 89.2 AYP Target: HS 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 66.7 77.8 88.9 Met AYP Criteria Yes No No Yes No No Yes No No -- -- -- Conclusions based on this data: 1. All students are not meeting the AYP target. 2. Hispanic and Socioeconomically Disadvantaged subgroups show the greatest need based on the gap between their performance and AYP target. The Single Plan for Student Achievement 14 of 50 11/5/13 School and Student Performance Data Mathematics Adequate Yearly Progress (AYP) MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL All Students White African-American Asian 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 99 98 99 100 100 100 100 100 96 95 94 92 Number At or Above Proficient 174 113 119 70 42 38 13 3 8 10 6 Percent At or Above Proficient 61.5 49.1 48.8 68.6 62.7 62.3 61.9 13.6 50.0 71.4 50.0 -- AYP Target: ES/MS 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 AYP Target: HS 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 Met AYP Criteria Yes No No Yes No No -- -- -- -- -- -- MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL English Learners Hispanic Socioeconomically Disadvantaged Students with Disabilities 2011 2012 2013 2011 2012 2013 2011 2012 2013 2011 2012 2013 Participation Rate 99 98 99 100 98 99 99 99 99 96 94 95 Number At or Above Proficient 71 55 60 73 57 58 141 94 105 15 4 9 Percent At or Above Proficient 55.9 47.8 42.6 54.5 47.5 42.3 59.2 46.3 46.9 34.9 10.8 29.0 AYP Target: ES/MS 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 68.5 79.0 89.5 AYP Target: HS 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 66.1 77.4 88.7 No No No Yes No No Yes No No -- -- -- Met AYP Criteria Conclusions based on this data: 1. All students are not meeting the AYP target. 2. Hispanic and Socioeconomically Disadvantaged subgroups show the greatest need based on the gap between their performance and AYP target. The Single Plan for Student Achievement 15 of 50 11/5/13 School and Student Performance Data CELDT (Annual Assessment) Results 2012-13 CELDT (Annual Assessment) Results Grade Advanced # % Early Advanced # % Intermediate # % Early Intermediate # % Beginning # % Number Tested # Conclusions based on this data: 1. The Single Plan for Student Achievement 16 of 50 11/5/13 School and Student Performance Data CELDT (All Assessment) Results 2012-13 CELDT (All Assessment) Results Grade Advanced # % Early Advanced # % Intermediate # % Early Intermediate # % Beginning # % Number Tested # Conclusions based on this data: 1. The Single Plan for Student Achievement 17 of 50 11/5/13 School and Student Performance Data Title III Accountability (School Data) Annual Growth AMAO 1 2010-11 2011-12 151 137 98.0% 100.0% Number in Cohort 148 137 Number Met 73 90 Percent Met 49.3% 65.7% NCLB Target 54.6 56.0 Met Target No Yes Number of Annual Testers Percent with Prior Year Data 2012-13 57.5 Attaining English Proficiency AMAO 2 2010-11 2011-12 2012-13 Years of EL instruction Years of EL instruction Years of EL instruction Less Than 5 5 Or More Less Than 5 5 Or More Number in Cohort 147 35 127 38 Number Met 17 18 20 17 Percent Met 11.6% 51.4% 15.7% 44.7% NCLB Target 18.7 43.2 20.1 45.1 Met Target No Yes No No AMAO 3 Less Than 5 5 Or More 21.4 47.0 Adequate Yearly Progress for English Learner Subgroup 2010-11 2011-12 2012-13 Met Participation Rate Yes Yes Yes Met Percent Proficient or Above Yes No No Met Participation Rate Yes Yes Yes Met Percent Proficient or Above Yes No No English-Language Arts Mathematics Conclusions based on this data: 1. Long term English learners are meeting NCLB target but new EL's need additional support to meet their target. 2. The 2011-2012 target was met by a substantial margin. Based on this, we project that we'll meet our 2012-2013 goal. The Single Plan for Student Achievement 18 of 50 11/5/13 School and Student Performance Data Title III Accountability (District Data) Annual Growth AMAO 1 2010-11 2011-12 Number of Annual Testers 2,068 2,084 Percent with Prior Year Data 99.6 100.0 Number in Cohort 2,060 2,083 Number Met 1,055 1,274 Percent Met 51.2 61.2 NCLB Target 54.6 56.0 Met Target No Yes 2012-13 57.5 Attaining English Proficiency AMAO 2 2010-11 2011-12 2012-13 Years of EL instruction Years of EL instruction Years of EL instruction Less Than 5 5 Or More Less Than 5 5 Or More 1,715 759 1,726 800 Number Met 337 299 398 350 Percent Met 19.7 39.4 23.1 43.8 NCLB Target 18.7 43.2 20.1 45.1 Met Target Yes No Yes No Number in Cohort AMAO 3 Less Than 5 5 Or More 21.4 47.0 Adequate Yearly Progress for English Learner Subgroup at the LEA Level 2010-11 2011-12 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 2012-13 English-Language Arts Mathematics Conclusions based on this data: 1. School accountability data correlates with district data pattern. The Single Plan for Student Achievement 19 of 50 11/5/13 Multi-Purpose Form - English Language Arts Local Assessment/ Common Assessment Data by Grade Level Grade 2 10-11 1112 Grade 3 1213 1011 1112 Grade 4 1213 1011 1112 Grade 5 1213 1011 1112 Grade 6 1213 1011 1112 DPA-Spring DPA2012 Fall 73% 55% 54% 67% 53% 42% 49% 48% 50% 49% DPA2012 Fall ELA 2012 n/a 58% 44% 57% 53% Grade 1213 1011 1112 Grade 1213 1011 1112 Grade 1213 1011 1112 1213 ELA - LC Conclusions based on this data: 1. RCE notices that the 2nd grade scored at a 73% on the Spring / End of Year ELA assessment. Analysis of 3rd grade 'begin of year' DPA (Oct 2012) was 49%. 2. DPA Data for Oct 2012: 2nd/42%, 3rd/49%, 4th/48%, 5th/50%, 6th/ 49%: This is a growth model assessment- same assessment will be administered 3 times in 1 year. The Single Plan for Student Achievement 20 of 50 11/5/13 Multi-Purpose Form – Mathematics Local Assessment/ Common Assessment Data by Grade Level Grade 1 10-11 1112 Grade 2 1213 1011 1112 Grade 3 1213 1011 1112 Grade 4 1213 1011 1112 Grade 5 1213 1011 1112 Grade 6 1213 1011 1112 Grade 1213 1011 1112 Grade 1213 1011 1112 1213 End of the 83% 85% 65% 62% 59% 53% Year Math Summative Conclusions based on this data: Spring 2012 1. The district sites are moving to Common Core Curriculum measurements. This changes necessitates a change in a district-based math assessment. 2. The future assessment data points will be based on a growth model for annual measurement of skill acquisition. The Single Plan for Student Achievement 21 of 50 11/5/13 Summary of Additional Assessment Data In addition to statewide assessment results, the school has analyzed local assessment data including benchmark, curriculum embedded assessments, and reading and mathematics diagnostics. The following are the findings from these assessment sources. Data conversations encompassing all data sources occur to drive the instructional goals contained in the Improvement Plans section of the SPSA. Name of Assessment: Grade Level(s): DPA - ELA and ELA LC Date of Assessment: 2st - 6th Content Area: Oct 2013 ELA, Reading, Comprehension, Analysis FINDINGS: 1. Some students demonstrated some frustration with taking a test aligned to a 'growth model' of assessment. Most students, however, were interested and eager to participate. At the Fall Collaboration meeting, teachers reported students showed some fatigued, yet all participated. Most Fall scores reported near the 33% zone, which would align with being in the 1st trimester of the year. 2. Students were interested in their scores and interested in discussing what the outcomes meant in the planning for the school year. Teachers have begun 'goal-setting' discussions with students (4-6) and continue to incorporate test-taking strategies within lessons. Name of Assessment: Grade Level(s): ORP (Oral Reading Passage) Date of Assessment: 1st - 6th Content Area: Aug 2013 Reading, WPM, Comprehension, Fluency FINDINGS: 1. Teachers use Fluency and Comprehension data for decision-making for instructional practices. 2. On-going reading samples illustrate effectiveness of teaching based on initial levels from the begin of the school year. Name of Assessment: Grade Level(s): STAR Date of Assessment: 1-6 Aug 2013 Content Area: FINDINGS: 1. ECBN team used findings to level students into Universal Access groups. 2. Teachers use STAR score to assign reading books at each student's reading level. Name of Assessment: Grade Level(s): Writing Sample Date of Assessment: K-6 Content Area: Winter 2013 ELA Writing FINDINGS: Name of Assessment: Grade Level(s): Writing Sample Date of Assessment: K-6 Content Area: Spring 2014 ELA Writing FINDINGS: The Single Plan for Student Achievement 22 of 50 11/5/13 Demographic Data Summary - Elementary School [ ] Not an Elementary School Students Continuously Enrolled Since Kindergarten or Grade one by Number (#) and Percent (%) Grade All Groups # % AfricanAmerican White # % # % Asian # Hispanic % # % English Leaners (EL) # % Redesignated Fluent English Proficient (RFEP) # % Socioeconomic Disadvantaged # % Students w/Disabilities # % Conclusions based on this data: 1. The Single Plan for Student Achievement 23 of 50 11/5/13 Survey of School Effectiveness Summary The school effectiveness elements below characterize the current educational practices at this school. The conclusions reached in this section regarding the contribution of each element to the quality of the program are used to determine improvements described in the following sections of the plan. Summarize the findings of the Survey of School Effectiveness using the following rating scale for each of the school effectiveness elements and identify areas for improvement. 1 2 3 4 This element contributes to the This element is not developed; This element has a history of overall quality of the program. This element is exceptionally its contribution is definitely a mixed contribution to the While not among the strongest, strong. It could be described as barrier to our work. There is overall quality of the program. it is seen as a positive factor. in a category that is “above and little question among staff that While generally satisfactory, Improving this element would beyond” what would normally this element is in need of some parts can be strong while contribute to overall program be expected. improvement. other parts are problematic improvement, but it is probably not a high priority item. Average Rating School Effectiveness Elements Guaranteed and Viable Curriculum 3.1 Challenging Goals and Effective Feedback 3 Collegiality and Professionalism 3.2 Student Motivation 3 Instruction 3.2 Classroom Curriculum Design 3.1 Other: Parent Participation 1.7 Other: School Community 2.5 Keeping in mind quantitative data analyses (API, AYP, AMAOs, local and common assessments), target for growth the school effectiveness elements that if improved will have the greatest impact on student achievement in targeted areas: Identify 3-5 School Effectiveness Sub-Elements for Growth Curriculum Area(s) Rancho Cordova Elementary will continue to implement prosocial behavior supports and BEST strategies to support the school community. Behavioral Support, AB9 Compliance, Steps To Respect Rancho Cordova Elementary grade level teams will continue to meet with Title I Teacher, District Lead Teacher, and Principal to discuss grade level goals and receive effective feedback in reference to student acheivement and student response to instruction. ELA, Math Rancho Cordova Elementary School will continue to seek to motivate students through highly effective instructional strategies, achievement award assemblies, and data-driven decisionmaking for effective instruction. ELA, Math The Single Plan for Student Achievement 24 of 50 Technical Assistance Plan The Single Plan for Student Achievement 25 of 50 Planned Improvements in Student Performance English/Language Arts The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: English/Language Arts LEA GOAL: Performance Goal 1: All students will reach high standards at a minimum of attaining proficiency or better in Reading/Language Arts.-------SCHOOL GOAL #1: District Goal: Student achievement and Success School Goal: Focus on high quality, standards-based instruction -------Data Used to Form this Goal: STAR, CELDT, Local Assessments-------Findings from the Analysis of this Data: Students fluency rates and comprehension skills must be targeted with Universal Access groups and Interventions.-------How the School will Evaluate the Progress of this Goal: Every Child By Name Collaborations-------Actions to be Taken to Reach This Goal Timeline Person(s) Responsible Proposed Expenditure(s) Description Type Resource Teacher August 2013 Larry Mahoney Title 1 Resource Teacher 1000-1999: Certificated Personnel Salaries Instructional Assistants August 2013 Larry Mahoney Title 1 Instructional Assistants The Single Plan for Student Achievement 26 of 50 Funding Source Amount Title I Part A: Allocation 86,000 2000-2999: Classified Title I Part A: Personnel Salaries Allocation 24,000 11/5/13 Planned Improvements in Student Performance English Learners The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: English Learners 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. -------SCHOOL GOAL #2: District Goal 1: Student achievement and Success School Goals: High quality direct instruction in ELD and SDAIE -------Data Used to Form this Goal: STAR, CELDT, Local Assessments-------Findings from the Analysis of this Data: English Learners must be targeted for Universal Access groups and interventions.-------How the School will Evaluate the Progress of this Goal: Every Child By Name collaborations-------Actions to be Taken to Reach This Goal Timeline Person(s) Responsible Proposed Expenditure(s) Description Type Funding Source Amount ELD 60 August 2013 Larry Mahoney Professional Development Training 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (PI Schools) 300 Area 3 Writing Workshops August 2013 and October 2013 Larry Mahoney Professional Development Training 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (PI Schools) 1800 The Single Plan for Student Achievement 27 of 50 11/5/13 Planned Improvements in Student Performance Mathematics The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Mathematics LEA GOAL: Performance Goal 3: All students will reach high standards at a minimum of attaining proficiency or better in Mathematics.-------SCHOOL GOAL #2: District Goal: Student Achievement and Success School Goal: Focus on high quality, standards-based instruction -------Data Used to Form this Goal: STAR, Local Assessments-------Findings from the Analysis of this Data: Students need extra support during Universal Access groups and interventions to improve math performance.-------How the School will Evaluate the Progress of this Goal: Every Child By Name Collaborations-------Actions to be Taken to Reach This Goal The Single Plan for Student Achievement Timeline Person(s) Responsible Proposed Expenditure(s) Description 28 of 50 Type Funding Source Amount 11/5/13 Planned Improvements in Student Performance Counseling The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index (API) and adequate yearly progress growth (AYP) targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SUBJECT: Counseling LEA GOAL: Healthy, Safe, and Innovative Learning Environment-------SCHOOL GOAL #6: Increase student attendance rates through positive reinforcements and parent awareness of the importance of attendance. -------Data Used to Form this Goal: Weekly Attendance Reports-------Findings from the Analysis of this Data: Student attendance is -------How the School will Evaluate the Progress of this Goal: Weekly Attendance Reports-------Actions to be Taken to Reach This Goal The Single Plan for Student Achievement Timeline Person(s) Responsible Proposed Expenditure(s) Description 29 of 50 Type Funding Source Amount 11/5/13 Centralized Services for Planned Improvements in Student Performance The following actions and related expenditures support this site program goal and will be performed as a centralized service. Note: the total amount for each categorical program in this section must be aligned with the Consolidated Application. Centralized Service Goal #1 SUBJECT: Centralized Services for Planned Improvements in Student Performance in District Goal 1: Student Achievement and Success SCHOOL GOAL #1: Focus on high quality, standards-based instruction-------Actions to be Taken to Reach This Goal Common Core Professional Development Timeline Person(s) Responsible August 8, 2013 Larry Mahoney September 19, 2013 October 11, 2013 January 30, 2014 March 27, 2014 Proposed Expenditure(s) Description Professional Development Type 0000: Unrestricted 1000-1999: Certificated Personnel Salaries Area 3 Writing Workshops Interventions September 5, 2013 October 3, 2013 October 17, 2013 Larry Mahoney August 26, 2013 through April 11, 2014 Larry Mahoney Professional Development Before and After school Interventions Funding Source Amount General Fund 500000 Title II Part A: Improving Teacher Quality 300000 Title I 125000 Economic Impact Aid 50,000 0000: Unrestricted General Fund 1000-1999: Certificated Personnel Salaries Title I Part A: Professional Development (PI Schools) 0000: Unrestricted None Specified 1800 Data Analytics Systems (Prosper/Edusoft) Academic Coaches/Cadre ELL Services Support The Single Plan for Student Achievement 30 of 50 11/5/13 Actions to be Taken to Reach This Goal Timeline Person(s) Responsible Proposed Expenditure(s) Description Type Funding Source Amount Academic Programs (Advanced Academy, MYA, IB, Spanish Magnate, Montessori) The Single Plan for Student Achievement 31 of 50 11/5/13 Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #2 SUBJECT: Centralized Services for Planned Improvements in Student Performance in Distrcit Goal 2: Healthy and Safe Learning Environment SCHOOL GOAL #2: Students will participate in the school-wide anti-bullying program, Steps to Respect. PIP interventions will also be offered to students throughout the day.-------Actions to be Taken to Reach This Goal The Single Plan for Student Achievement Timeline Person(s) Responsible Proposed Expenditure(s) Description 32 of 50 Type Funding Source Amount 11/5/13 Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #3 SUBJECT: Centralized Services for Planned Improvements in Student Performance in District Goal 3: Fiscal Stability and School Facilities to Support Student Learning SCHOOL GOAL #3: Administration will meet with school district personnel to develop a budget.-------Actions to be Taken to Reach This Goal The Single Plan for Student Achievement Timeline Person(s) Responsible Proposed Expenditure(s) Description 33 of 50 Type Funding Source Amount 11/5/13 Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #4 SUBJECT: Centralized Services for Planned Improvements in Student Performance in District Goal 4: Effective Communication in Community Involvement SCHOOL GOAL #4: Parents and community leaders will be informed of school performance progress and availability of support.-------Actions to be Taken to Reach This Goal Timeline Proposed Expenditure(s) Person(s) Responsible Description Type Funding Source Bilingual Aides are utilized to August 2013 communicate with parents who need translation services. Larry Mahoney Bilingual Aide 2000-2999: Classified Title I Part A: Parent Personnel Salaries Involvement The English Language Advisory Committee will meet with parents twice during the school year to communicate progress Larry Mahoney ELAC 1000-1999: Certificated Personnel Salaries The Single Plan for Student Achievement September 2013 34 of 50 Amount Title I Part A: Parent Involvement 11/5/13 Centralized Services for Planned Improvements in Student Performance Centralized Service Goal #5 SUBJECT: Centralized Services for Planned Improvements in Student Performance in District Goal 5: High Standards of Professional Development and Performance for Staff SCHOOL GOAL #5: Teachers will be involved in professional development that will enable them to target the needs of students in specific subject areas.-------Actions to be Taken to Reach This Goal Timeline Person(s) Responsible Proposed Expenditure(s) Description Type Funding Source Amount Area 3 Writing Project August 2013 and October 2013 Larry Mahoney Writing Professional Development 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (PI Schools) 1800 SIPPS Training September 2013 Larry Mahoney SIPPS Training Workshop 5000-5999: Services And Other Operating Expenditures Title I Part A: Professional Development (PI Schools) 100 Lexia Core 5 Training September 2013 Larry Mahoney Core 5 District Training The Single Plan for Student Achievement 35 of 50 11/5/13 Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type Funding Source Total Expenditures 1110 Teachers Salary Title 1 65,181 1xxx Other Teacher Costs Title 1 3,700 2130 IA Temp/Hourly Title 1 24,398 3xxx Benefits Title 1 16,851 4300 Supplies Title 1 7,569 4315 Computer Software/Supply Title 1 1,000 4325 In-District Meeting Suppl Title 1 49 5200 Conference Title 1 687 5800 Other Svc & Operating Title 1 4,000 5815 Software-Lic&Online Svc Title 1 670 5920 Postage Title 1 419 1xxx Other Teacher Costs EIA 18,800 2110 IA Salaries EIA 41,403 2120 IA Subs EIA 1,000 2130 IA Temp/Hourly EIA 11,000 3xxx Benefits EIA 20,045 5865 Contingency EIA 151 Summer School Allocation EIA 11,422 Direct Costs (Translation/Testing/Lead Teachers) EIA 25,955 The Single Plan for Student Achievement 36 of 50 11/5/13 Summary of Expenditures in this Plan Total Expenditures by Funding Source Funding Source Total Expenditures Title 1 124,524 EIA (EL and SCE) 129,776 The Single Plan for Student Achievement 37 of 50 11/5/13 Summary of Expenditures in this Plan Total Expenditures by Object Type Object Type Total Expenditures 1110 Teachers Salary 65,181 1xxx Other Teacher Costs 22,500 2110 IA Salaries 65,801 2120 IA Subs 1,000 2130 IA Temp/Hourly 11,000 3xxx Benefits 36,896 4300 Supplies 7,569 4315 Computer Software/Supply 1,000 4325 In-District Meeting Suppl 49 5200 Conference 687 5800 Other Svc & Operating 4,000 5815 Software-Lic&Online Svc 670 5920 Postage 419 5865 Contingency 151 Summer School Allocation 11,422 Direct Costs (Translation/Testing/Lead Teachers) 25,955 The Single Plan for Student Achievement 38 of 50 11/5/13 Summary of Expenditures in this Plan Total Expenditures by Goal Goal Number Total Expenditures Goal 1 The Single Plan for Student Achievement 39 of 50 11/5/13 Annual Notice of Uniform Complaint Procedures & Non-Discrimination/Sexual Harassment Policies The school site council (SSC) and English Language Advisory Committee (ELAC) have been provided with and discussed, the rights of parents, students, and staff about: The district’s policies and administrative regulations for AR1313.a: Uniform Complaint Procedures Non-Discrimination/Sexual Harassment School Site Council Signature English Learner Advisory Committee Signature The Single Plan for Student Achievement 40 of 50 11/5/13 Title I Parent Involvement Policy Folsom Cordova NCLB Title I Site Level Parent Involvement Policy Vision/ Mission Statement We, the staff at Rancho Cordova Elementary, believe that home is the child’s first classroom. Our students are inspired, compassionate, and creative individuals who are empowered to excel beyond their own expectations. Staff, students, and parents collaborate to provide a safe, healthy learning environment where students have the confidence to take academic and social risks. The high expectations we have for our students will prepare them for their educational future. As positive role models, it’s our mission to develop life skills that students need to navigate through a complex world. Parents will be invited to give input into the Parent Involvement Policy through the following: • • • • • Title I annual parent meeting in the Fall Information about their child’s participation in school-wide Title I programs Information about their child’s participation in Supplemental Education Services Back to School Night Weekly school newsletters/bulletins Parent input received through the following: • • • • • Parent Survey Parent meetings School Site Council English Language Advisory Council Parent-Teacher Association Policy will be monitored and reviewed by staff and parents each year: • • • Leadership Team School Site Council English Language Advisory Council School Parental Involvement Agreement (Policy) Rancho Cordova Elementary School will: • • • Involve parents in the planning, review, and implementation of the school’s parental involvement policy, in an organized, ongoing, and timely way. Involve parents in the joint development of any school-wide plan, in an organized, going, and timely manner. Hold an annual meeting to inform parents of the school’s participation in Title I programs and to explain the Title I requirements, and the rights of parents to be involved. The school will convene the meetings at convenient times to parents, and will offer a flexible number of additional parental involvement meetings, such as morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I programs and will encourage them to attend. The Single Plan for Student Achievement 41 of 50 11/5/13 • • Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents understand. Provide parents of participating students information in a timely manner about Title I programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure student’s progress, the proficiency levels students are expected to meet. • • • On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their student. The school will respond to any such suggestions as soon as practicably possible. Provide to each parent an individual report about the performance of their students on the State assessment in at least math, language arts and reading. Provide each parent timely notice when their student has been assigned or has been taught for four (4) consecutive weeks by a teacher who is not highly qualified with the meaning of the term. Adoption This School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by School Site Council. This policy was adopted by Rancho Cordova Elementary School and will be in effect for the period of September 2013 to June, 2014. The school will distribute this policy to all parents of participating Title I, Part A children. ___________________________________ The Single Plan for Student Achievement 42 of 50 11/5/13 Title I Parent Compact • Rancho Cordova Elementary Title I Parent School Compact It is important that families and schools work together to help students achieve high academic standards. Through a process that includes teachers, families, students and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out to support student success in school and in life. Staff Pledge I agree to carry out the following responsibilities to the best of my ability: • • • • • • Teach classes through interesting and challenging lessons that appropriate student achievement. Have high expectations and help every child to develop a love of learning. Communicate regularly with families about student progress. Provide age appropriate homework and reading practice for students. Optimize instructional time to support the diverse needs of my students Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community. Student Pledge I agree to carry out the following responsibilities to the best of my ability: • • • • • Come to school ready to learn and work hard. Return completed assignments and homework to school. Know and follow school and class rules. Wear my uniform and closed toe shoes daily. Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful in school. Family/Parent Pledge I agree to carry out the following responsibilities to the best of my ability: • • • • • • Communicate the importance of education and learning to my child. Ensure that my child attends school every day, wears their uniform, and gets adequate sleep, regular medical attention and proper nutrition. Provide a quiet time and place for homework and monitor TV and computer use. Read to my child or encourage my child to read every day. Participate at school in activities such as school decision making, volunteering and/or attending parent-teacher conferences. Help with home-school communication: check backpack and Wednesday folders regularly. Student__________________ The Single Plan for Student Achievement Teacher______________________ Family Member___________________________ 43 of 50 11/5/13 School Site Council Membership Secondary Students Parent or Community Member Other School Staff Principal Name of Members Classroom Teacher California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows: Larry Mahoney [X] [ ] [ ] [ ] [ ] Chrissy Walker [ ] [X] [ ] [ ] [ ] Michelle McDonald [ ] [X] [ ] [ ] [ ] Mary Jo Novak [ ] [X] [ ] [ ] [ ] Stephen Bolster [ ] [ ] [ ] [X] [ ] Liz Cornejo [ ] [ ] [ ] [X] [ ] Jessika Reyna [ ] [ ] [ ] [X] [ ] Mark Cooper [ ] [ ] [ ] [X] [ ] Hilsa Ponce [ ] [ ] [ ] [X] [ ] Liz Ely [ ] [ ] [X] [ ] [ ] Numbers of members of each category: 1 3 1 5 At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group. The Single Plan for Student Achievement 44 of 50 11/5/13 English Learner Advisory Committee (ELAC) Membership A committee comprised of parents, staff, and community members specifically designated to advise school officials on English Learner program services. Education Code Section 35147 (c), 52176 (b), and (c), 62002.5, and 64001 (a). The current make-up of the ELAC is as follows: Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Students Larry Mahoney [X] [ ] [ ] [ ] [ ] Chris Abrahamson [ ] [X] [ ] [ ] [ ] Maribel Trejo [ ] [ ] [ ] [X] [ ] Monica Milton [ ] [ ] [ ] [X] [ ] Numbers of members of each category 1 Name of Members 1 TOTALS (Check for Parity) 2 2 2 Parents of English learners must comprise the same percentage of the ELAC membership as English learners constitute of the school’s total student population. Example, if 25% of the students in a school are English learners, then parent/guardians of English learners must comprise 25% of the ELAC membership. Other members can be parent/guardians, school staff, and/or community members as long as the minimum percentage requirement for EL parents is maintained. Each California public school, grades kindergarten through 12, with 21 or more English learners must form an ELAC. 1. The ELAC shall be responsible for advising the principal and staff on programs and services for English learners and the School Site Council on the development of the Single Plan for Student Achievement (SPSA) 2. The ELAC shall assist the school in the development of: a. The school’s needs assessment. b. The school’s annual language census. c. Ways to make parents aware of the importance of regular school attendance. The Single Plan for Student Achievement 45 of 50 11/5/13 Recommendations and Assurances The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval. 3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): [ ] State Compensatory Education Advisory Committee Signature [X] English Learner Advisory Committee Signature [ ] Special Education Advisory Committee Signature [ ] Gifted and Talented Education Program Advisory Committee Signature [X] District/School Liaison Team for schools in Program Improvement Signature [ ] Compensatory Education Advisory Committee Signature [ ] Departmental Advisory Committee (secondary) Signature [ ] Other committees established by the school or district (list): Signature 4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan. 5. This SPSA 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 SPSA was adopted by the SSC at a public meeting on October 24, 2013. Attested: Larry Mahoney Typed Name of School Principal Signature of School Principal Date Signature of SSC Chairperson Date Stephen Bolster Typed Name of SSC Chairperson The Single Plan for Student Achievement 46 of 50 11/5/13 Site Summaries Tolerance & Diversity and Clubs: Steps to Respect Curriculum, Pro-Social Skills support and development, Cultural awareness. Saturday Heritage School for Spanish enrichment. Morning Walking Club. Dance Club/ Baile Folklorico. Site Technology Overview: Educational Technology Use Plan Expectations (year 2 of 3yr plan) Introduction Guiding the School Use of Technology With this new revision to the school’s Technology Use Plan, Rancho Cordova Elementary seeks to focus on the use of technology to: • • support improved academic achievement, including information and technology literacy, and support improved teacher and administrator effectiveness, particularly to increase capacity to integrate technology effectively into curriculum and instruction (NEIR/TEC, 2002) The Rancho Cordova Elementary Technology Use Plan is intended to guide our school toward targeted, effective, efficient use of technology resources for the next two years. By specifying particular areas of focus in improving student achievement, the plan should be a guiding document that allows us to be assured that any site goals, plans or expenditures align to these broader, “big picture” goals. The plan will outline current school areas of curricular focus and need. It will further identify resources needed in the areas of staff development and training in order to achieve its goals. Stakeholder Participation A variety of stakeholders have participated in the development of the school’s Technology Use Plan. Specific feedback has been solicited and received via e-mail, and at meetings, from: • • • • • • • school administration teachers confidential and classified staff other school employees, including library technician/s, classroom assistants parent input/feedback district administration community member feedback Expected Outcomes: Expected Student Outcomes in the continuing 2 Years 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, The Single Plan for Student Achievement 47 of 50 11/5/13 to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and makeinformed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Expected Staff Outcomes in the continuing Two Years 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness. b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. 2. Design and Develop Digital-Age Learning Experiences and Assessments • Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. The Single Plan for Student Achievement 48 of 50 11/5/13 b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c. promote and model digital etiquette and responsible social interactions related to the use of technology and information. d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning. b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others. c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. Bullying Prevention and Intervention: Career Technical Education (CTE) – Secondary: • Description: Sites: Insert brief site description of Career Technical program---include description of how you address required elements. N/A • Funding: Describe funding The Single Plan for Student Achievement 49 of 50 11/5/13 • Uses: What is your CTE money primarily used for? • Evaluation of effectiveness: How do you evaluate effectiveness of services? Are there areas of discrimination or denial of services that have been identified? What resolution has been planned/implemented? • Responsible: Name & phone number CA School-Aged Families Education (Cal-SAFE) – Adult Education CEC: • Description: Sites: Insert brief site description of Cal-SAFE program---include description of how you address required elements. N/A • Funding: Describe funding • Uses: What is your Cal-SAFE money primarily used for? • Evaluation of effectiveness: How do you evaluate effectiveness of services? • Responsible: Name & phone number The Single Plan for Student Achievement 50 of 50 11/5/13 El Distrito Escolar Unificado de Folsom Cordova está comprometido a proveer excelencia en programas educativos que conllevan altas expectativas para el éxito y desarrollo de cada estudiante. • Este folleto está diseñado para ayudar a los padres a comprender el Programa Título 1 de la Escuela Elemental Rancho Cordova • • ¿QUE ES TITULO 1? Título 1 es un programa pagado con fondos federales para proveer ayuda adicional a estudiantes que no cumplen con los objetivos estatales de lectura y matemáticas. La meta es ayudar a los estudiantes a obtener el éxito académico y a los padres a estar más involucrados en la educación de sus hijos. Las escuelas se identifican como Título 1 por el porcentaje de sus estudiantes que son elegibles para recibir alimentos escolares gratuitos o a precio reducido. En todas las escuelas de este distrito identificadas como Título 1, el programa funciona para toda la escuela, así que la ayuda adicional se enfoca en mejorar las áreas de lectura y matemáticas de todos los estudiantes. Entonces cualquier estudiante que necesita ayuda adicional para mejorar sus habilidades en esas dos áreas es elegible. Los padres pueden enviar sus comentarios acerca del plan escolar de este año el cual será entregado al distrito para su aprobación en enero. Si la información requiere su consentimiento o su opinión, ésta deberá estar disponible en español para el 2012-13 (si el 15% de los padres hablan español). O pida a su asistente bilingüe que le explique el material impreso en inglés. (este recurso está disponible para español, ruso y armenio) • • • • • COMO PUEDEN PARTICIPAR LOS PADRES? Asistiendo a la reunión anual para conocer acerca del programa de Título 1 y cómo participar. Solicitando otras reuniones para participar en decisiones acerca de la educación de sus hijos y pidan apoyo para la participación de los padres. Siendo parte del Consejo Escolar de su escuela para ayudar a revisar el plan anual. Participando en la encuesta anual para los padres. Ayudando a desarrollar y firmar el contrato escuela- padre que destaca cómo el personal, el padre y el estudiante comparten responsabilidad para lograr el éxito escolar. Conociendo acerca de los objetivos académicos de California, exámenes, exigencias del programa Título 1 y cómo revisar el progreso de su niño. Aprendiendo más acerca del desarrollo de la lectura y escritura para los niños y otros temas Orientando al personal sobre cómo se pueden crear vínculos con los padres especialmente con aquellos que tienen fluidez limitada en inglés, que tiene discapacidades o que experimentan otros obstáculos para participar. INFORMACIÓN ACERCA DE LA ESCUELA RANCHO CORDOVA Pida en la oficina de la escuela una copia del plan escolar y los resultados de los exámenes y evaluaciones recientes, o visite los siguientes sitios en Internet • • Rancho Cordova Website (School Accountability Report Card) www.fcusd.org/RanchoCordova School profile and assessment data www.ed-data.k12.ca.us RANCHO CORDOVA’S PARENT INVOLVEMENT HIGHLIGHTS • • • • • • • • • PARA MAS INFORMACION 916-363-4874 Larry Mahoney, Directora, x100 Christina Walker, Maestra T1 , x107 Liz Ely, Asistente Adminikstrativa x100 • • • Reuniones Título I Presentación Anti -Intimidación Voluntarios en el Salón de Clases Programas de Educación Para Padres Club de Caminata Clases ESLPara Adultos Carpeta de los Miércoles (info) Boletines Informativos de cada clase Ciudad de la Educación & La Lectura Cuenta Asambleas Sitio en Internet Edline Clases Particulares Gratuitas Folsom Cordova NCLB Title I Site Level Parent Involvement Policy Visión/ Declaración de Nuestra Misión Creemos que un enfoque de equipo entre padres y profesores como colaboradores activos de la enseñanza es fundamental para el éxito de los estudiantes. Nuestra atención se centra en el niño en su totalidad, creemos que todos pueden aprender y el personal usa un enfoque de múltiples facetas para ayudar a los estudiantes que incluye fomentar las habilidades académicas, de comportamiento, físicas y sociales. Los estudiantes se esfuerzan por un mayor rendimiento académico junto con nuestro personal altamente profesional ya sea certificado ó clasificado. Nuestra meta es proveer una experiencia educativa de igualdad y justicia para todos los niños en un ambiente que promueva y fortalezca sus talentos y habilidades individuales. La participación de los padres como voluntarios o visitantes junto con la colaboración de negocios nos pueden ayudar a lograr la meta de proveer un excelente programa educativo para nuestros estudiantes que desarrolle bases académicas sólidas y el deseo de seguir aprendiendo. Los padres estarán invitados a dar su opinión sobre la Política de Participación de los Padres mediante los siguientes eventos: Reunión anual de Padres Título I en el Otoño o Información acerca de la participación de sus hijos en programas Título I de toda la escuela o Información acerca de la participación de sus hijos en Programas de Educación Suplementaria. Reunión de Regreso a Clases Boletines Informativos Semanales de la Escuela Opiniones de los Padres recibidas mediante: Dicha política será revisada y vigilada por el personal y los padres cada año: Encuesta Para los Padres Reuniones de Padres Equipo de liderazgo Consejo Consultivo Escolar Consejo Consultivo Escolar Consejo de Padres de Aprendices del Ingles Consejo Consultivo de Padres de Aprendices de Ingles Asociación de Padres y Maestros Acuerdo de Participación de los Padres en la Escuela (Policy) La Escuela Elemental Rancho Córdova: Involucrará a los padres en la planificación, revisión y aplicación de la política de participación de los padres en la escuela, de manera organizada, continua y oportuna. Llevara a cabo una reunión anual para informar a los padres sobre la participación de la escuela en programas de Título I y para explicar los requisitos de Título I y los derechos de los padres para participar. La escuela convocara a las reuniones en horarios convenientes y ofrecerá varias oportunidades adicionales para la participación de los padres tales como reuniones en la mañana, en la tarde con el fin de tener el mayor número posible de asistentes a las reuniones. La escuela invitará a las reuniones a todos los padres de estudiantes participando en programas Título I y los exhortará a asistir. Proporcionará información a los padres de los alumnos participantes en un formato comprensible y uniforme, incluyendo formatos alternativos a petición de los padres con discapacidades y, en la medida de lo posible, en un idioma que los padres entiendan. Pproporcionará a los padres de los estudiantes participantes información oportuna sobre programas de Título I, incluyendo una descripción y explicación del plan de estudios de la escuela, las formas de evaluación académica para medir el progreso del estudiante y los niveles de eficiencia que los estudiantes deben alcanzar. A petición de los padres, se ofrecerán oportunidades para reuniones regulares donde ellos puedan dar sus sugerencias y para participar, según sea apropiado, en la toma de decisiones sobre la educación de sus hijos. La escuela responderá a cualquier sugerencia tan pronto como les sea posible. Proporcionar a cada padre un informe individual sobre el rendimiento de los alumnos en las evaluaciones del Estado al menos en matemáticas, lenguaje y lectura. Proporcionar á a cada padre aviso oportuno cuando su estudiante ha sido asignado o ha sido enseñado por cuatro (4) semanas consecutivas por un maestro que no está altamente calificado en toda la extensión de la palabra. Adopción Esta Política de Participación de Padres se ha desarrollado conjuntamente y de acuerdo con los padres de los niños participantes en programas Título I, Parte A, como se demuestra mediante el Consejo Consultivo Escolar. Esta política fue adoptada por la Escuela Elemental Rancho Córdova y estará en vigor durante el período de septiembre de 2013 a junio de 2014. La escuela distribuirá esta información a todos los padres de los participantes de Título I, Parte A ___________________________________ Spanish Фолсом Кордова Объединенный Школьный Дистрикт обязуется предоставить высокое качество образовательных программ для достижения успеха каждым учащимся. PARENT INVOLV/BROCHURE RC / RUSSIAN • • Эта брошюра разработана, чтобы помочь родителям понять общешкольную программу Title 1 в школе Rancho Cordova Elementary. ЧТО ТАКОЕ TITLE 1? Программа Title 1 - финансируемая государством программа, разработанная, чтобы обеспечить дополнительную помощь для учащихся, которые не успевают по чтению и/или математике согласно стандартам. Цель в том, чтобы помочь учащимся преуспевать и вовлечь родителей в образовательный процесс их ребенка. Для внедрения этой программы школы определяются процентом учащихся, имеющих право на бесплатное или по сниженной цене школьное питание. Все Title I школы в дистрикте имеют общешкольные программы, которые направлены на усовершенствование знаний по чтению и математике. В общешкольной программе, любой учащийся, нуждающийся в дополнительной помощи, чтобы успевать по чтению или математике, имеет на это право. Родители могут предоставить комментарии к школьному плану, и они будут представлены дистрикту на утверждение в январе, когда план подаётся на согласование. Если информация требует вашего согласия или данных, она должна быть доступна на испанском языке на 2013-2014 год (44 % родителей говорят на испанском языке). Или спросите переводчиков, чтобы помочь объяснить материал, напечатанный на английском языке (возможны испанский, русский, украинский и армянский языки). • • • • • • КАК ВОВЛЕКАЮТСЯ РОДИТЕЛИ? Посетить годовое собрание, чтобы узнать о Title I программе и как быть вовлеченным. Просить назначения встреч для участия в решениях об образовании их ребенка или просить возможную поддержку для мероприятий с участием родителей. Быть членом Школьного Совета, чтобы помогать в пересмотре школьного плана. Участвовать в ежегодном опросе родителей. Помочь усовершенствовать и подписать договор «школа-родитель», который определяет, как персонал, родители и учащийся разделяют ответственность за успех. Узнать о стандартах образования штата, тестах, требованиях Title 1 и как контролировать успеваемость ребенка. Узнать больше о росте грамотности у детей и другие темы. Помочь научить персонал, как лучше всего строить связи с родителями, особенно с теми, которые еще не говорят свободно поанглийски, кто имеет инвалидность или кто испытывает другие препятствия для участия. ИНФОРМАЦИЯ О ШКОЛЕ RANCHO CORDOVA Спросите в школьном офисе копию плана школы и результаты недавних тестов или посетите следующие вебсайты: • Rancho Cordova Website (Отчётный Школьный Табель Успеваемости): www.fcusd.org/RanchoCordova • Отчёт о школе и данные о тестах: www.ed-data.k12.ca.us ОСНОВНЫЕ МОМЕНТЫ УЧАСТИЯ РОДИТЕЛЕЙ RANCHO CORDOVA • • • • • • • • ДЛЯ ДОПОЛНИТЕЛЬНОЙ ИНФОРМАЦИИ: 916-363-4874 Larry Mahoney, директор x 100 Christina Walker, T1 учитель, x 107 Liz Ely, секретарь, x 100 • • • • • • Митинги программы Title 1 Презентации по вопросам как вести себя, когда получаешь угрозы Добровольная помощь в классе Программы образования для родителей Клуб занятий по ходьбе Папки по пятницам Информационный бюлетень Учебные программы: Education City & Lexia Core 5 Школьные линейки Образование по интернету Бесплатная помощь в учёбе Родительский Комитет Консультативный совет для изучающих английский Школьный Совет Folsom Cordova NCLB Title I Russian Site Level Parent Involvement Policy/Постановление об участии родителей Vision/ Mission Statement (Наше ведение/уверенность) Мы, сотрудники школы Ранчо Кордова, считаем, что семья ребенка – это его школьное начало, его первый класс. Наши учащиеся - это вдохновляющие, сострадающие и творческие дети, которые уполномочены преуспеть за пределами их собственных ожиданий. Школа, учащиеся и родители должны сотрудничать вместе для обеспечения безопасности, здоровой среды обучения, где учащиеся успевают академически и социально. Высокие требования, которые мы подготовили для наших учащихся, подготовят их для их образования в будущем. Как положительный пример для подражания - это наша миссия, чтобы развить жизненные навыки, которые необходимы учащимся для ориентира в сложном мире. Родителям будет предложено внести свой вклад в Постановление об участии родителей следующим образом: Title I ежегодный осенний родительский митинг o Информация об участии их детей во всех Title I программах o Информация об участии их детей в дополнительных общеобразовательных услугах Вечер встречи с родителями Еженедельные школьные информационные уведомления / бюллетени Родительские предложения, полученные из следующего: Родительский опросник Родительские митинги Школьный совет Консультативный совет для изучающих английский Родительско-учительская ассоциация Постановление будет пересматриваться сотрудниками школы и родителями каждый год: Команда лидеров Школьный совет Консультативный совет по изучению английского языка Вовлечение родителей в работу школы (постановление) Rancho Cordova Elementary школа обязуется: Вовлекать родителей в планирование, рассмотрение и работу школы - организованно, постоянно и своевременно. Вовлекать родителей в совместную разработку любого общешкольного плана - организованно, постоянно и своевременно. Проводить ежегодные митинги, информируя родителей об участии школы в Title I программах, а также объяснять Title I требования и права родителей на участие в них. Школа будет проводить митинги в удобное для родителей время, и будет предлагать ряд дополнительных родительских собраний, утром или вечером, чтобы многие родители имели возможность посещать их. Школа будет приглашать на эту встречу родителей тех детей, которые на программе Title I, поощряя их к посещению. Предоставлять информацию для родителей в понятном и стандартном формате, в том числе альтернативные форматы по просьбе родителей-инвалидов и, по мере возможности, на языке, который понимают родители. Обеспечивать родителей информацией о Title I программах своевременно, включая в себя описание и объяснение учебного плана школы, академические оценки, используемые для измерения прогресса ученика, уровня знаний, которые должны достичь учащиеся. По просьбе родителей, предоставлять возможности для регулярных встреч с родителями, чтобы сформулировать предложения и участвовать, по мере необходимости, в принятии решений об образовании своих учеников. Школа будет отвечать на любые такие предложения, как только это практически возможно. Предоставлять для каждого родителя индивидуальный отчет о выполнении учениками штатных стандартов по математике, языку и чтению. Своевременно ставить в известие каждого родителя, когда их ребёнку был назначен или учил в течение четырех (4) недель подряд учитель, который не есть высококвалифицированным в соответствии со значением этого термина. Постановление Вовлечение родителей в работу школы (постановление) было разработано совместно и согласовано с родителями детей, участвующих в Title I, часть А программах, о чем свидетельствует Школьный Совет. Данное постановление было принято Rancho Cordova Elementary начальной школой и будет действовать в период с сентября 2013 по июнь 2014 года. Школа будет распространять это постановление для всех родителей, дети которых участвуют в программе Title I, Часть A . ________________________________ Folsom Cordova Unified School District is committed to providing excellence in educational programs that carry high expectations for each student's achievement and success. • This flyer is designed to help parents understand the Schoolwide Title 1 program at Rancho Cordova Elementary. • • WHAT IS TITLE 1? Title 1 is a federally funded program designed to provide additional help for students who do not meet state standards in reading and/or math. The goals are to help students succeed and help parents be more involved in their child’s educational success. Schools are identified by the percentage of students eligible for free or reduced meals. All Title I schools in this district are schoolwide programs, so that the school’s focus is improved reading and math. In a schoolwide program, any student needing additional help to succeed in reading or math is eligible. Parents may submit comments about the school plan and they will be submitted to the district when the plan goes for approval in January. If information requires your consent or input it should be available in Spanish for 2009-2010 (15% of parents speak Spanish). Or ask for bilingual staff to help explain material printed in English (available for Spanish, Russian, Ukrainian, and Armenian). • • • • • HOW DO PARENTS GET INVOLVED? Attend the annual meeting to learn about the Title I program and how to be involved. Request other meetings to participate in decisions about their child’s education or request reasonable support for parent involvement activities. Be part of the School Site Council to help revise the school plan. Participate in the annual parent survey. Help develop and sign a school-parent compact that outlines how the staff, parents, and student share responsibility for success. Learn about the state’s standards, the assessments, Title 1 requirements, and how to monitor a child’s progress. Learn more about literacy development in children and other topics. Help educate staff about how best to build ties with parents, especially with parents who are not yet fluent in English, who have disabilities, or who experience other obstacles to participation. FOR MORE INFORMATION 916-363-4874 Larry Mahoney, Principal, x100 Christina Walker, T1 Teacher, x107 Liz Ely, Admin Asst, x100 INFORMATION ABOUT RANCHO CORDOVA Ask at the school office for a copy of the school plan and recent assessment results, or go to the following websites: • Rancho Cordova Website (School Accountability Report Card) www.fcusd.org/RanchoCordova • School profile and assessment data www.ed-data.k12.ca.us RANCHO CORDOVA’S PARENT INVOLVEMENT HIGHLIGHTS • Title I Parent Meeting • Anti Bully Presentation • Classroom Volunteers • Parent Education Programs • Walking Club • Adult ESL Classes • Wednesday Folders • Classroom Newsletters • Education City & Reading Counts • Assembly programs • Edline website • Free Tutoring Folsom Cordova NCLB Title I Site Level Parent Involvement Policy Vision/ Mission Statement We believe a team approach to learning with parents and teachers as active instructional partners is critical to student success. Our focus is on the whole child, we believe that all children will learn, and the staff uses a multi-faceted approach to help children learn which includes fostering academic, behavioral, physical and social strengths. Students strive towards greater academic success with our highly professional and talented certificated and classified staff. Our goal is to provide an equitable educational experience for all children in an environment that promotes and nurtures their individual talents and skills. Parent participation as volunteers and visitors along with business partnerships aide us in our goal of providing an excellent educational program for our students that develops strong, academic, life-long learners. Parents will be invited to give input into the Parent Involvement Policy through the following: Title I annual parent meeting in the Fall o Information about their child’s participation in school-wide Title I programs o Information about their child’s participation in Supplemental Education Services Back to School Night Weekly school newsletters/bulletins Parent input received through the following: Parent Survey Parent meetings School Site Council English Language Advisory Council Parent-Teacher Association Policy will be monitored and reviewed by staff and parents each year: Leadership Team School Site Council English Language Advisory Council School Parental Involvement Agreement (Policy) Rancho Cordova Elementary School will: Involve parents in the planning, review, and implementation of the school’s parental involvement policy, in an organized, ongoing, and timely way. Involve parents in the joint development of any school-wide plan, in an organized, going, and timely manner. Hold an annual meeting to inform parents of the school’s participation in Title I programs and to explain the Title I requirements, and the rights of parents to be involved. The school will convene the meetings at convenient times to parents, and will offer a flexible number of additional parental involvement meetings, such as morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I programs and will encourage them to attend. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents understand. Provide parents of participating students information in a timely manner about Title I programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure student’s progress, the proficiency levels students are expected to meet. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their student. The school will respond to any such suggestions as soon as practicably possible. Provide to each parent an individual report about the performance of their students on the State assessment in at least math, language arts and reading. Provide each parent timely notice when their student has been assigned or has been taught for four (4) consecutive weeks by a teacher who is not highly qualified with the meaning of the term. Adoption This School Parental Involvement Policy has been developed jointly with, and agreed on with, parents of children participating in Title I, Part A programs, as evidenced by School Site Council. This policy was adopted by Rancho Cordova Elementary School and will be in effect for the period of September 2013 to June, 2014. The school will distribute this policy to all parents of participating Title I, Part A children. ___________________________________ Rancho Cordova Elementary • Title I Parent • School Compact It is important that families and schools work together to help students achieve high academic standards. Through a process that includes teachers, families, students and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out to support student success in school and in life. Staff Pledge I agree to carry out the following responsibilities to the best of my ability: • Teach classes through interesting and challenging lessons that appropriate student achievement. • Have high expectations and help every child to develop a love of learning. • Communicate regularly with families about student progress. • Provide age appropriate homework and reading practice for students. • Optimize instructional time to support the diverse needs of my students • Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community. Student Pledge I agree to carry out the following responsibilities to the best of my ability: • Come to school ready to learn and work hard. • Return completed assignments and homework to school. • Know and follow school and class rules. • Wear my uniform and closed toe shoes daily. • Communicate regularly with my parents and teachers about school experiences so that they can help me to be successful in school. Family/Parent Pledge I agree to carry out the following responsibilities to the best of my ability: • • • • • • Communicate the importance of education and learning to my child. Ensure that my child attends school every day, wears their uniform, and gets adequate sleep, regular medical attention and proper nutrition. Provide a quiet time and place for homework and monitor TV and computer use. Read to my child or encourage my child to read every day. Participate at school in activities such as school decision making, volunteering and/or attending parent-teacher conferences. Help with home-school communication: check backpack and Wednesday folders regularly. Student__________________Teacher ________________Family Member_________________ Rancho Cordova Elementary • Title I Parent • School Compact (RUSSIAN) Важно, чтобы семьи, сотрудничая со школой, помогали учащимся в достижении высоких академических стандартов. Успех в школе является фундаментом успеха в продолжение всей жизни. Это соглашение разработано вместе с учителями, родителями, учащимися и членами общества. Подписывая его, учителя, ученики и родители обещают быть ответственными за успешную учёбу в школе. Обещание учительского коллектива Я согласен/на исполнять следующие обязанности, используя все мои возможности: • Учить классы, применяя современные, интересные методы учёбы, которые помогают учащимся преуспевать в учёбе. • Иметь высокие требования и помогать каждому ребёнку развивать желание учиться. • Постоянно информировать родителей об успеваемости их детей. • Задавать домашнее задание и практиковать чтение, согласно возрастного уровня. • Оптимизировать учебное время, чтобы поддержать разнообразные потребности учащихся. • Продолжать усовершенствовать свои знания учителя и поддерживать отношения с семьями и обществом. Обещание учащегося Я согласен/на исполнять следующие обязанности, используя все мои возможности: • Приходить в школу готовым к учёбе и труду. • Приносить необходимые материалы, выполненные домашние задания в школу. • Знать и следовать школьным и классным правилам. • Ежедневно одевать школьную форму и обувь (пальцы ног – закрыты). • Регулярно держать связь с родителями и учителями, делиться всем происходящим в школе, чтобы они могли мне помочь быть успешным в учёбе. Обещание семьи / родителей Я согласен/на исполнять следующие обязанности, используя все мои возможности: • • • • • • Информировать моего ребенка о важности образования и учёбы в целом. Гарантировать, что мой ребенок посещает школу каждый день, носит школьную форму, достаточно спит, получает регулярное медицинское обслуживание и надлежащую пищу. Обеспечить тихое время и место для домашней работы и контролировать просмотр телевизора. Читать моему ребенку или поощрять моего ребенка читать каждый день. Участвовать в школьных мероприятиях, таких как: принятие решений, волонтёрская работа, посещение родительские собраний. Держать связь со школой, проверять регулярно портфель и папку с заданиями, которую получают учащиеся по средам. Учащийся__________________Учитель________________Член семьи _________________ Escuela Elemental Rancho Cordova • Pacto Padre-Escuela •Título I Es muy importante que las familias y las escuelas trabajen juntas para ayudar a los estudiantes a lograr altas expectativas académicas. A través de un proceso que incluye maestros, familias, estudiantes, y representantes de la comunidad, los siguientes constituyen un pacto de responsabilidad donde todos tienen que hacer su parte con el fin de apoyar el éxito de los estudiantes en la escuela y como consecuencia, su éxito en la vida. Promesa del Personal de la Escuela Yo prometo cumplir con las siguientes responsabilidades lo mejor que pueda: • Enseñar mis clases a través de lecciones interesantes que estimulen el rendimiento académico de mis estudiantes • Tener altas expectativas y ayudar a cada estudiante a desarrollar el deseo de aprender. • Informar regularmente a las familias sobre el progreso de sus estudiantes. • Proveer diariamente tareas relevantes y prácticas de lectura apropiadas para la edad de mis estudiantes. • Proveer tareas y práctica de lectura apropiadas para la edad para los estudiantes. • Aprovechar el tiempo de instrucción para satisfacer las diversas necesidades de mis alumnos. • Participar en talleres de desarrollo profesional para mejorar la enseñanza/aprendizaje y apoyar la formación de vínculos de cooperación con las familias y la comunidad. Promesa del Estudiante Yo prometo cumplir con las siguientes responsabilidades lo mejor que pueda: • Venir a la escuela listo para aprender y poner mucho esfuerzo • Hacer y devolver a la escuela las tareas y trabajos asignados. • Conocer y seguir las reglas de la clase y de la escuela • Vestir con mi uniforme todos los días y traer zapatos apropiados para la escuela. • Comunicarme regularmente con mis padres y maestros acerca de mis experiencias en la escuela y como pueden ayudarme a lograr el éxito escolar. Promesa de la Familia/los Padres Yo prometo cumplir con las siguientes responsabilidades lo mejor que pueda: • • • • • • Comunicar a mi hijo/hija la importancia de la educación y el aprendizaje. Asegurar que mi hijo/hija asiste a la escuela todos los días, usa su uniforme, duerme lo suficiente, tiene atención médica regular y nutrición adecuada. Proveer un tiempo y lugar adecuado para hacer la tarea y limitar el tiempo que mira TV. Leer con mi hijo o animarlo a leer todos los días. Participar en actividades y eventos tales como: toma de decisiones sobre asuntos de la escuela, servicio voluntario, y/o asistir a las conferencias padre-maestro. Ayudar con la comunicación escuela-hogar: revisar la mochila y la carpeta de los miércoles regularmente. Estudiante________________Maestro Rancho Cordova Title 1 Compact, Spanish ________________Miembro de la Familia_________________