The Single Plan for Student Achievement

Transcription

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
lmahoney@fcusd.org
E-mail Address:
The District Governing Board approved this revision of the SPSA on January 23, 2014.
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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
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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
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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
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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.
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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.
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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.
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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.
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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:
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:
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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:
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.
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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.
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•
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.
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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.
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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
55
43
41
52
43
36
101
82
73
8
8
6
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
--
--
--
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.
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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
174
113
119
70
42
38
13
3
8
10
6
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
71
55
60
73
57
58
141
94
105
15
4
9
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
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.
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CELDT (Annual Assessment) Results
2012-13 CELDT (Annual Assessment) Results
Grade
Advanced
#
%
Early Advanced
#
%
Intermediate
#
%
Early Intermediate
#
%
Beginning
#
%
Number Tested
#
1.
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CELDT (All Assessment) Results
2012-13 CELDT (All Assessment) Results
Grade
Advanced
#
%
Early Advanced
#
%
Intermediate
#
%
Early Intermediate
#
%
Beginning
#
%
Number Tested
#
1.
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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
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
Yes
Yes
Yes
Yes
No
No
English-Language Arts
Mathematics
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.
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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
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
Yes
Yes
No
No
Yes
Yes
No
No
Met Target for AMAO 3
No
No
2012-13
English-Language Arts
Mathematics
1. School accountability data correlates with district data pattern.
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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
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.
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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
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.
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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:
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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
#
%
1.
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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
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Technical Assistance Plan
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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
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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
English Learners
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
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
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
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Mathematics
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
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
Timeline
Person(s)
Responsible
Description
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Type
Funding Source
Amount
11/5/13
Counseling
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.
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
Timeline
Person(s)
Responsible
Description
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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
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
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Actions to be Taken
to Reach This Goal
Timeline
Person(s)
Responsible
Description
Type
Funding Source
Amount
Academic Programs (Advanced
Academy, MYA, IB, Spanish Magnate,
Montessori)
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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
Timeline
Person(s)
Responsible
Description
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Type
Funding Source
Amount
11/5/13
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
Timeline
Person(s)
Responsible
Description
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Type
Funding Source
Amount
11/5/13
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
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
September 2013
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Amount
Title I Part A: Parent
Involvement
11/5/13
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
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
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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
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
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Total Expenditures by Funding Source
Funding Source
Total Expenditures
Title 1
124,524
EIA (EL and SCE)
129,776
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Total Expenditures by Object Type
Object Type
Total Expenditures
1110 Teachers Salary
65,181
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
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Total Expenditures by Goal
Goal Number
Total Expenditures
Goal 1
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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
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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
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.
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•
•
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.
___________________________________
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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
•
•
•
•
•
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
•
•
•
•
•
•
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___________________________
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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.
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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.
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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
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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,
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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.
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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
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•
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
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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
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):
• Отчёт о школе и данные о тестах:
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
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)
•
School profile and assessment data
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
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


Parent-Teacher Association
Policy will be monitored and reviewed by staff and
parents each year:

Leadership Team

School Site 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
• 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
• 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
•
•
•
•
•
•
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
• 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
•
•
•
•
•
•
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
• 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
•
•
•
•
•
•
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_________________

The Single Plan for Student Achievement

Transcription

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