The Single Plan for Student Achievement Cherry Avenue Middle School School Name

54-72231-6054464 CDS Code

Date of this revision: December 2016 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Telephone Number: Address: E-mail Address:

Greg Anderson Principal (559) 685-7320 540 North Cherry Street Tulare, CA 93274 [email protected]

Tulare City School District School District

Superintendent: Telephone Number: Address: E-mail Address:

Dr. Clare Gist (559) 685-7200 600 North Cherry Street Tulare, CA 93274 [email protected]

The District Governing Board approved this revision of the School Plan on January 24, 2017.

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Table of Contents 2016-2017 Single Plan for Student Achievement Cherry Avenue Middle School

I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 25 Table 2: Title III Accountability (District Data) ................................................................................................................... 29 Table 3: California English Language Development (CELDT) Data ................................................................................ 30 Table 4: CBEDS................................................................................................................................................................ 31 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 32 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 37 Total Expenditures by Object Type and Funding Source ................................................................................................. 37 Total Expenditures by Funding Source............................................................................................................................. 38 Total Expenditures by Object Type ................................................................................................................................... 39 Total Expenditures by Goal .............................................................................................................................................. 40 Appendix D - Recommendations and Assurances (Cherry Avenue Middle School) ............................................................ 41 Appendix E - Home/School Compact ................................................................................................................................... 42 Appendix F - School Site Council Membership: Cherry Avenue Middle School ................................................................... 43 Appendix G - Miscellaneous Items for Cherry Avenue Middle School ................................................................................. 44 Appendix H – TCSD Planned Professional Development .................................................................................................... 45

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I. District and State Priorities

Tulare City School District Priorities (DP) 1. Safe and Secure Learning and Work Environment for All Alignment: SP 1, 5, 6 2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All Alignment: SP 1, 2, 4, 5, 6, 7, 9 3. Connect to the Local and Global Communities Alignment: SP 3, 5, 6 Eight State Priorities (SP) *The LCAP groups the eight state priorities (Education Code sections 52060 and 52066) into three categories: 1. Conditions of Learning a. Basic Services: including facilities, qualified teachers and instructional materials (State Priority 1) b. Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners (State Priority 2) c. Course access: pupil enrollment in a broad course of study (State Priority 7) 2. Pupil Outcomes a. Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate (State Priority 4) b. Other pupil outcomes: pupil outcomes in the subject areas. (State Priority 8) 3. Engagement a. Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (State Priority 3) b. Pupil engagement: as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (State Priority 5) c. School climate: as measured pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (State Priority 6)

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II. School Vision and Mission Cherry Avenue is committed to: • Providing a safe and secure learning environment, relevant and purposeful learning, and connecting our students to the local and global community • Promoting strong ethical character traits, critical thinking skills, social, emotional, and physical well-being • Provide students with opportunities to excel in athletics, fine arts, and other supplemental academic activities

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III. School Profile Cherry Avenue Middle School is one of four middle schools in the Tulare City School District, and houses grades six through eight, with a population of approximately 504 students. Sixth grade students are taught in a 3 Core block and rotate 3 times daily, while seventh and eighth grade students rotate classrooms and instructors for each subject area. Ethnicity counts were taken from the 2016 CBEDS and can be found in Appendix A-Table 6. Technical Assistance provided by the District Office: Data collection and analysis of student performance data (EADMS, DIBELS, STAR Reading, STAR Math, DRDP) Effective lesson design and implementation (Lessoneer, 95% Group) Intensive intervention programs Strategic interventions School budgets School wide planning Parent involvement/School climate Professional Development for Staff (State Standard Implementation, Learning Focused Conversations-LFC, Lexia, 95% Group, AVID, Strategies for Special Needs, Interventions etc.) Tulare City School District Technical Assistance Team: Joyce Nunes-Assistant Superintendent of Business, Psychological Services Paula Adair-Assistant Superintendent of Student Services Brian Hollinghead-Assistant Superintendent of Curriculum David Freitas - Director of Progress and Performance Paul Reagan-Director II Bilingual Martin Suey-Director I of Education Data Systems Tricia Leslie-District Nurse (Title IV) Debbie Terry-District Homeless Liaison Susie Boyett-District Compliance Teacher

***Over 10% of the Title 1 budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teacher and 95% Group Literacy Training.

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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) Based upon SBAC data as well as TCSD STAR data we have for our current students, the following needs are evident: 1. Continue to increase, maintain, and accelerate student proficiency in math and language arts for all students. (Special attention needs to be given to proficient and advanced students to prevent them from backsliding) 2. Being a Program Improvement School, staff will focus on accelerating the level of proficiency for students in significant subgroups. (Hispanic and Socio-Economically Disadvantaged) 3.

Staff will provide interventions for students below the proficiency level in the areas of math and language arts.

4.

Staff will focus on providing specific interventions for students with disabilities.

5.

School will provide after school interventions for students who demonstrate a need in reading and math.

6.

School will provide elective classes within the school day in reading and math for low performing students.

B. Surveys Parent Survey Forty-six percent of Cherry Avenue families responded to the annual Cherry Avenue Parent Survey in March of 2016. Of those families, Ninety-three percent responded positively to all aspects of the school environment and school-to-home communication. Some parents are still unsure of all the parent volunteer opportunities that Cherry Avenue has to offer (7% said no and 16% chose no opinion) as well as being a part of the school decision making process. (9% said no and 11% said no opinion) Student Survey In Spring of 2016 eighty percent of students responded that teachers explain lessons well and eighty-nine percent of students felt that teachers were available to provide extra help when needed. Areas of student concern were: •

Students fail to show respect to one another. (50% down from 59% in 2015) 

Students indicated that they did know they could go to a staff member for help if they were unable to solve a problem on their own. (77% up from 32% last year).

Staff Survey All staff members participated in the Staff Survey in April of 2016. Areas to note were: •

The four highest areas of concern for teachers were Repeated Defiance, Attendance, Classroom Disruptions, and Bullying 

Cherry Avenue Staff overwhelmingly would like staff development on Using Technology Within the Classroom87% and 41% would like more staff development on Student Engagement Strategies.



76% of Cherry Avenue Staff feel that their LFC groups were productive.

C. Classroom Observations Based upon staff conversations, principal observations, and grade level meetings, the following needs are evident: 1. Teachers need to continue to focus on higher level tasks based on Webb's Depth of Knowledge. 2. Teacher need to continue to check for understanding with an addition of follow up or change in instruction because of CFU. The Single Plan for Student Achievement

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3. Continue to use strategies that maximize student engagement. 4. Continue using heterogeneous grouping for purposeful collaboration.

D. Student Work and School Documents The 2016 CAASSP English Language Arts assessment show: 6th- 5.5% of students exceeded standards, 22.0% of students met standards, 18.7% of students nearly met standards, and 53.8% did not meet standards; 7th- 6.5% of students exceeded standards, 27.0% met standards, 34.6% nearly met standards, and 31.9% did not meet standards; 8th- 3.4% of students exceeded standards, 33.0% met standards, 31.3% nearly met standards, and 32.4% did not meet standards. The 2016 CAASSP Math assessment show: 6th-2.2% of students exceeded Standards, 6.6% met standards, 22.0% nearly met standards, and 69.2% did not meet standards; 7th- 5.4% of students exceeded standards, 14.1% met standards, 31.9% nearly met standards, and 48.6% did not meet standards; 8th- 16.1% of students exceeded standards, 24.4% met standards, 30.6% nearly met standards, and 28.9% did not meet standards. The School Site Council conducted a local monitor and review of the school-wide program in March of 2016. Findings included: Evidence of student engagement at at least the compliant engagement level. Many of the classes visited had students that were actively engaged in the lessons. Checking for Understanding was observed in all classrooms. Some strategies observed were Hands up/down, Dry-erase boards, Kahoots quizzes, Teacher questioning, Group check, Individual check, and oral responses. Depth of Knowledge Quetioning and tasks were seen throughout the school. The team saw a representation of each level: DOK 1-2, DOK 2-4, DOK 3-6, DOK 4-1. Cooperative learning was also observed in many classrooms. Commendations:  Classroom visited had good classroom management which resulted in positive student behavior and engagement.  Physical engagement was observed in many classes.  The team observed students who were willing to participate in classroom tasks and activities.  A healthy balance of individual versus group work was seen.  The team observed integration of technology with use of I-pads and Promethean board. Recommendations:  The team would like to see more student work displayed. Students commented that work on walls was informational as well as inspirational.  A parent commented that they liked the use of calendars, but felt that parent signatures should not be tied to a grade.  The team felt that students should have Aeries Portal access so that they could check their own grades.

E. Analysis of Current Instructional Program (See Appendix B) Out of the 16 areas listed on Appendix B, there is one area that is listed as "not meeting performance goals":  Cherry Avenue currently has one teacher who is not yet highly qualified and is operating under an Internship status.

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V. Description of Barriers and Related School Goals Barriers present at Cherry Avenue include the following: 

Scheduling to accommodate our school population is a perpetual challenge



Finding time for students that need intensive intervention within the school day



37% less time in Mathematics and Language Arts classes



Poverty and the home environment for Socio-Economically Disadvantaged students



Students with extensive behavior management problems

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VI. Planned Improvements in Student Performance SUBJECT: English Language Arts ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 2016-2017-------LCAP GOAL: All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies and Physical Education in order to be prepared for the demands of the 21st century. SCHOOL GOAL #1: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in reading/language arts as measured by state and district assessments. Data Used to Form this Goal: See Appendix A Findings from the Analysis of this Data: The data displays our need as a school to continue to improve our instruction to help all students be proficient or above in English Language Arts school-wide. As a school, we are in our first year of using SBAC data to gauge our students. 27.5% of our 6th grade students met or exceeded standards, 33.5% of of 7th grade students met or exceeded standards, and 36.4% of our 8th grade students met or exceeded standards. How the School will Evaluate the Progress of this Goal:

• • •

District standards assessments Ongoing teacher formative assessments to inform instruction State Testing Actions to be Taken to Reach This Goal

Implement the district Language Arts Common Core Units of Study utilizing district adopted programs (California Treasures, grade 6; Pearson Literature grades 7 and 8) by providing mandated daily instructional minutes, and using research based programs, strategies and materials such as:

The Single Plan for Student Achievement

Timeline August 2016 to June 2017

Person(s) Responsible Teachers, Principal, Vice Principal, RTI Teacher, Classroom Teachers

Proposed Expenditure(s) Description Substitute Teachers

Instructional Aides Clerk/Library/Materials Time Sheets Books

9 of 45

Type 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies

Funding Source

Amount

Title I

400.00

Title I

3924.46

Title I

83.33

Title I

750.00

1/20/17

Actions to be Taken to Reach This Goal

•

       

• •      



Timeline

Instructional Rounds Year 4 which will focus on Cherry Avenue as a system that engages our students in learning as well as concentrating on Modifying instruction after checking for understanding Chromebooks 1:1 Learning Walks Learning walk debriefs FLEX Literacy RSP Language Arts class Renaissance Place-Accelerated Reader STAR Reading 6th grade 3 Core Block schedule Provide supplemental materials and supplies, equipment, and human resources Ongoing State Standards staff development and training. 95% group strategies AVID for grades 7th and 8th AVID Bridges for 6th grade Full Time RTI Teacher Leadership Class Cooperative Learning, direct instruction strategies small group instruction, one-on-one instruction, differentiated instruction, kinesthetic learning Depth of Knowledge questioning and tasks

Implement intensive reading/language August 2016 to arts intervention programs for June 2017 students who are significantly behind in ELA. This may include:  Read Naturally Live after school tutorial twice weekly  Accelerated Reader-all students  BASE class  LEXIA Core 5-Classroom Usage in 6th grade The Single Plan for Student Achievement

Proposed Expenditure(s)

Person(s) Responsible

Description Materials and Supplies

Funding Source

Amount

4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures

Title I

1387.85

Title I

390.00

Title I

450.06

Title I

1350.00

LCFF Sup/Con

525.00

LCFF Sup/Con

625.00

LCFF Sup/Con

800.00

Middle School Counselor 1000-1999: Certificated Personnel Salaries Clerk/Library/Materials 2000-2999: Classified Time Sheets Personnel Salaries Books 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies

Title I

1847.30

Title I

83.33

Title I

750.00

Title I

1387.85

Copier Cost per Copy

AVID

AVID

Instructional Aides Time Sheets Books Bus Use for Field Trips

Teachers, Principal, Vice Principal, RTI Teacher, Counselor, Classroom Teachers

Type

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Actions to be Taken to Reach This Goal

      

Timeline

FLEX Literacy Intervention classPower Reading for lowest performing students Read Naturally Live classroom use SAT meetings for struggling students SST meetings for struggling students AVID AVID Bridges Reading Mastery in all 6th grade reading classes.

Description Copier Cost per Copy

AVID

Books Fringe Benefits Fringe Benefits

Hold LFC's (Learning Focused Conversations) on staff development days to: • Evaluate student progress to guide instruction • Plan units of instruction • Share teaching strategies • Provide staff development  Grading scales aligned within subject areas

August 2016 to June 2017

Utilize additional services and assistance from:  District Curriculum Specialists,  BASE Instructor  Librarian,  RTI Teacher,  Peer coaches,  School psychologist,  Social workers,  Attendance Officer,  Middle School Counselors,  Title I Homeless Liaison,  Health Services,  GATE Program,  SARB,  Community Day School,  Tulare Youth Services Bureau,  District office AVID Director

August 2016 to June 2017

The Single Plan for Student Achievement

Proposed Expenditure(s)

Person(s) Responsible

Teachers, Principal, Vice Principal, and RTI Teacher, Classroom Teachers

Materials and Supplies

Teachers, Principal, Vice Principal, RTI Teacher, Classroom Teachers

Substitute Teachers

Copier Cost per Copy

Type

Amount

5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 3000-3999: Employee Benefits 3000-3999: Employee Benefits

Title I

390.00

Title I

1350.00

LCFF Sup/Con

625.00

LCFF Sup/Con

41.81

Title I

962.07

4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures

Title I

1387.86

Title I

390.00

Title I

100.00

Title I

1847.30

Title I

83.34

Title I

962.07

Title I

390.00

LCFF Sup/Con

41.80

1000-1999: Certificated Personnel Salaries Middle School Counselor 1000-1999: Certificated Personnel Salaries Clerk/Library/Materials 2000-2999: Classified Time Sheets Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Fringe Benefits 3000-3999: Employee Benefits

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Funding Source

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VI. Planned Improvements in Student Performance (continued) SUBJECT: Mathematics ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 2016-2017.-------LCAP GOAL: All Students will have opportunities to engage and participate in extra-curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century.-------SCHOOL GOAL #2: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in mathematics as measured by state and district assessments. Data Used to Form this Goal: See Appendix A.-------Findings from the Analysis of this Data: The data displays our need as a school to continue to improve our instruction to help all students be proficient or above in mathematics school-wide. As a school, we are in our first year of using SBAC data to gauge our students. 8.8% of our 6th grade students met or exceeded standards, 19.5% of of 7th grade students met or exceeded standards, and 40.5% of our 8th grade students met or exceeded standards. How the School will Evaluate the Progress of this Goal:

• • •

District standards assessments State Testing Ongoing teacher formative assessments to inform instruction Actions to be Taken to Reach This Goal

Implement and provide mandated daily instructional minutes for the district adopted Math programs, and use research-based programs, strategies, and materials such as:

•

Instructional Rounds Year 4 which will focus on Cherry Avenue as a system that engages our students in learning as well as concentrating on Modifying

The Single Plan for Student Achievement

Timeline August 2016 to June 2017

Person(s) Responsible Principal, Vice Principal, RTI Teacher, Classroom Teachers

Proposed Expenditure(s) Description Substitute Teachers

Instructional Aides Materials and Supplies Copier Cost per Copy

12 of 45

Type 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures

Funding Source

Amount

Title I

400.00

Title I

3363.82

Title I

1831.79

Title I

390.00

1/20/17

Actions to be Taken to Reach This Goal

   

•

• 

• 

• • •    

Timeline

instruction after checking for understanding District Math Units of Study Learning Walks Learning Walk Debriefs CPM for grades 7 and 8 Cooperative Learning, direct instruction strategies small group instruction, one-on-one instruction, differentiated instruction, kinesthetic learning 6th grade math groups for primary instruction and intervention 6th grade 3 Core Block schedule Manipulatives / Promethean Boards Chromebooks 1:1 Materials, supplies, human resources Supplemental materials: BBY; What's My Place, What's My Value?; Algebra tiles Ongoing State Standards staff development Depth of Knowledge questioning strategies Dreambox for use within the classroom setting and tutorials AVID 6th, 7th and 8th Full Time RTI Teacher at school site

Implement intensive math intervention August 2016 to programs for students who are June 2017 significantly behind in mathematics. This may include:  Dreambox  Math Study Skills class built into school day-STAR Math, small group instruction and Dreambox.  Before and after school Math intervention classes  STAR Math The Single Plan for Student Achievement

Proposed Expenditure(s)

Person(s) Responsible

Description AVID

AVID

Instructional Aides Time Sheets

Principal, Vice Principal, RTI Teacher, School Counselor, Classroom Teachers

Type

1000-1999: Title I Certificated Personnel Salaries 5000-5999: Services Title I And Other Operating Expenditures 2000-2999: Classified LCFF Sup/Con Personnel Salaries

Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures 13 of 45

Funding Source

Amount 450.06

1350.00

450.00

Title I

1847.30

Title I

962.06

Title I

1831.78

Title I

390.00

1/20/17

Actions to be Taken to Reach This Goal       

Timeline

CPM website Front Row Small group instruction SST Meetings SAT Meetings AVID Bridges AVID 7th and 8th grade

Description AVID

Fringe Benefits

Hold LFC's (Learning Focused Conversations) on staff development days to: • Evaluate student progress to guide instruction  Plan units of instruction • Share teaching strategies • Provide staff development  Grading scales aligned within subject areas

August 2016 to June 2017

Utilize additional services and assistance from:  District Curriculum Specialists,  RTI Teacher,  BASE Instructor  Peer coaches,  Consultants  School psychologist,  Social workers,  Attendance Officer,  Middle School Counselors,  Title 1 Homeless Liaison,  Health Services,  SARB,  Community Day School,  Tulare Youth Services Bureau  District Office AVID Director

August 2016 to June 2017

The Single Plan for Student Achievement

Proposed Expenditure(s)

Person(s) Responsible

Principal, Vice Principal, RTI Teacher, Classroom Teachers

Copier Cost per Copy

Principal, Vice Principal, RTI Teacher, Classroom Teachers

Substitute Teachers

Materials and Supplies

Type

Amount

5000-5999: Services Title I And Other Operating Expenditures 3000-3999: Employee LCFF Sup/Con Benefits

1350.00

5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies

Title I

390.00

Title I

500.00

Title I

100.00

Title I

1847.30

Title I

962.07

Title I

390.00

LCFF Sup/Con

41.81

1000-1999: Certificated Personnel Salaries Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Fringe Benefits 3000-3999: Employee Benefits

14 of 45

Funding Source

41.80

1/20/17

VI Planned Improvements in Student Performance (continued) SUBJECT: English Language Learners ALIGNMENT: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. LCAP GOAL: All EL students will increase proficiency in English, reach high standards and increase student achievement in English Language Arts so that they can meet all of their educational goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #3: By June of 2017, all limited-English-proficient students will meet the Title III AMAO 1 and AMAO 2 targets as measured by the CELDT.-------Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: 13% of EL students in 6th grade, 16% of EL students in 7th grade, and 6% of EL students in 8th grade scored at grade level in reading using the Gates McGinite Assessment tool. Approximately 11% of EL students were Proficient or Advanced in the area of Mathematics using the Tulare City Schools End of Year Benchmark score. We will continue to focus, utilizing Common Core State Standards, on both Language Arts and Mathematics to improve upon these percentages. How the School will Evaluate the Progress of this Goal:

• 

•

District standards assessments State Testing Ongoing teacher formative assessments to inform instruction Actions to be Taken to Reach This Goal

Timeline

Implement daily use of adopted LA August 2016 to and math interventions for students June 2017 significantly below grade level, including programs, strategies, materials and resources such as:  Instructional Rounds Year 4 • ELD instructional materials-Inside • LEXIA  6th grade SEI class new for the 2016-17 school year  AVID strategies school wide The Single Plan for Student Achievement

Person(s) Responsible Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers

Proposed Expenditure(s) Description Substitute Teachers

Type

1000-1999: Certificated Personnel Salaries Middle School Counselor 1000-1999: Certificated Personnel Salaries Instructional Aides 2000-2999: Classified Personnel Salaries Clerk/Library/Materials 2000-2999: Classified Time Sheets Personnel Salaries 15 of 45

Funding Source

Amount

Title I

250.00

Title I

1847.30

Title I

3924.46

Title I

125.00

1/20/17

Actions to be Taken to Reach This Goal      

• •

•



• •    

Timeline

AVID Bridges in 6th grade Renaissance Place-Accelerated Reader Renaissance Place-STAR Reading Renaissance Place-STAR Math Dreambox FrontRow BBY, What's My Place, What's My Value ELD/SDAIE strategies, Step Up to Writing, Thinking Maps, guided reading groups, INSIDE (SEI class) Cooperative learning, direct instruction strategies, small group instruction, differentiated instruction, one-on-one instruction, visual aids Webb's Depth of Knowledge Questioning Strategies Manipulatives / Promethean technology Continued State Standard staff development training Full time RTI Instructor 6th grade 3 Core Block Schedule Read Naturally Live- after school tutorial twice weekly Middle School Counselor

Utilize additional services and assistance from: • District Curriculum Specialists,  AVID Director  RTI Teacher, peer coaches • School psychologist,  Social workers,  Attendance Officer,  Middle School Counselors,  Title 1 Homeless Liaison,  Health Services,  Tulare Youth Services Bureau  RTI teacher will monitor LEXIA The Single Plan for Student Achievement

Proposed Expenditure(s)

Person(s) Responsible

Description Fringe Benefits

Amount

Title I

962.06

Title I

750.00

Title I

1581.78

Title I

260.00

Title I

100.01

Title I

600.00

LCFF Sup/Con

525.00

LCFF Sup/Con

83.61

LCFF Sup/Con

1250.00

1000-1999: Certificated Personnel Salaries Middle School Counselor 1000-1999: Certificated Personnel Salaries Clerk/Library/Materials 2000-2999: Classified Time Sheets Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Books 4000-4999: Books And Supplies

Title I

250.00

Title I

1847.30

Title I

125.00

Title I

962.07

Title I

750.00

Materials and Supplies Copier Cost per Copy

AVID

AVID

Instructional Aides Time Sheets Fringe Benefits Books

Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers

Funding Source

3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 4000-4999: Books And Supplies

Books

August 2016 to June 2017

Type

Substitute Teachers

16 of 45

1/20/17

Actions to be Taken to Reach This Goal



Timeline

Person(s) Responsible

usage every two weeks and report to principal. School Librarian

Provide strategic classroom placement for EL students. This may include SEI (Structured English Immersion) classroom and placement is determined by current ELD proficiency levels.  6th grade SEI class new for the 2016-17 school year  EL Language Arts classes  ELD Support class

August 2016 to June 2017

Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers

Implement the TCSD English Learner Master Plan.

August 2016 to June 2017

Principal, Vice Principal, RTI Teacher, Classroom EL Teacher, All Teachers

The Single Plan for Student Achievement

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Copier Cost per Copy

5000-5999: Services And Other Operating Expenditures

Title I

260.00

Materials and Supplies

4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures

Title I

500.00

Title I

260.00

Copier Cost per Copy

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VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals.-------LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 2017, 100% of instructional staff will have an opportunity to participate in professional development that focuses on 21st Century Learning, State Standards, and research based strategies to increase students' achievement in order for them to learn and thrive. Data Used to Form this Goal: Teacher surveys Evaluations Instructional Rounds Learning Walks Findings from the Analysis of this Data: All staff have attended District office training pertaining to their academic area, and are a part of on-going state standard training. How the School will Evaluate the Progress of this Goal:

• 

• • • • • •

Year 4 of Instructional Rounds Learning Walks All staff will have on-going state standard training at school-site, district, or county level Sign-in sheets Agendas Classroom observations End of Year Survey Mid Year Technology Survey

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Actions to be Taken to Reach This Goal Cherry Avenue staff will utilize a variety of means to improve classroom instruction: • Early release Wednesdays Staff Development days  Instructional Rounds Year 4  Staff observations of each other  ELA Units of Study  Math Units of Study • Ongoing State Standard staff development • District sponsored staff development days • Middle School staff development sessions  LFC's  AVID school wide  AVID Bridges in 6th grade • BTSA • Workshops • Conferences • Demonstration lessons • Peer coaching  Middle School Counselor

Timeline August 2016 to June 2017

Focus staff development topics on August 2016 to areas of need such as: June 2017 • Continued implementation of district adopted materials / programs  Technology training for use within the classroom  Google Drive training and staff development  ELA Units of Study  95% Group for RSP  Lessoneer Training and staff development  EDAMS training and continued staff development • Utilization of direct instruction strategies  Webb's Depth of Knowledge The Single Plan for Student Achievement

Person(s) Responsible Principal, Vice Principal, RTI Teacher

Principal, Vice Principal, RTI Teacher

Proposed Expenditure(s) Description

Type

Substitute Teachers

Funding Source

Amount

1000-1999: Certificated Personnel Salaries Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Substitute Teachers 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Travel and Conference 5000-5999: Services And Other Operating Expenditures District Vehicle Use 5000-5999: Services And Other Operating Expenditures

Title I

3500.00

Title I

1231.53

Title I

641.38

Title I

390.00

LCFF Sup/Con

2003.89

LCFF Sup/Con

27.87

LCFF Sup/Con

1500.00

LCFF Sup/Con

7000.00

LCFF Sup/Con

700.00

Copier Cost per Copy

Title I

390.00

LCFF Sup/Con

404.35

Materials and Supplies

19 of 45

5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies

1/20/17

Actions to be Taken to Reach This Goal

• • • •    

Timeline

Person(s) Responsible

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Focus on questioning strategies to reach higher levels of thinking and to engage all students Continued Implementation of Promethean technology Using data to guide instruction and evaluate student progress to proficiency-LFC's Calibrating and grading student assessments Lexia staff development RTI/SAT State Standards 21st Century learning

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VI Planned Improvements in Student Performance (continued) SUBJECT: Parent/Community Involvement and School Climate ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning. LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 2017, 100% of students will be educated in learning environments that promote the partnership between home and school, foster parent/community involvement, and are safe, drug-free and conducive to learning.-------Data Used to Form this Goal: The Parent Survey was used to find the data for this area. Findings from the Analysis of this Data: We will continue to use the results of the parent survey to meet the needs of our students and parents to be partners in education. How the School will Evaluate the Progress of this Goal:

• • •

Annual Parent Survey results Annual Self Study of Parent Involvement Student participation in Fine Arts, Athletics, Spelling Bee, Math Super Bowl, Cyber Quest, Fundraising Activities and Student Council Actions to be Taken to Reach This Goal

Timeline

Recruit and organize student, parent August 2016 to and community help and support with June 2017 the following: • Chaperons / volunteers for school functions and trips • PTO / SSC / ELAC /DLAC/DAC • Annual Title 1 Meeting • School Compact (Three-Way Pledge) • Parent Education (Anti-bullying) • Student Leadership groups • Local Site Review (LMAR) • Back-to-School Night and/or The Single Plan for Student Achievement

Person(s) Responsible All Cherry Avenue staff, parents, and students

Proposed Expenditure(s) Description

Type

Middle School Counselor 1000-1999: Certificated Personnel Salaries Clerk/Library/Materials 2000-2999: Classified Time Sheets Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 4000-4999: Books And Supplies Parent Involvement 5000-5999: Services And Other Operating Expenditures 21 of 45

Funding Source

Amount

Title I

4105.11

Title I

250.00

Title I

2137.92

Title I

130.00

Title I

438.00

1/20/17

Actions to be Taken to Reach This Goal

• • • 

• • 

• 

• 

Timeline

Person(s) Responsible

Open House Annual school play Mid-Valley Jazz Festival Monster Mash School dances Sports / Fine Arts programs Fundraisers / toy and food drives UFG Fundraiser Zombie Run Prose and Poetry School and county spelling bee CJSF Class Field Trips

Description Fringe Benefits

Communicate the importance of education and their child's progress through: • Parent / Teacher conferences • Phone calls / translators as needed • Parent Link phone system • Trimester Progress Reports (mailed) • Trimester Report Cards • Academic Attitude  AVID  SAT meetings • Intervention letters • IEP meetings and forms

All Cherry Avenue staff, parents, and students

August 2016 to June 2017

Funding Source

Amount 92.90

2000-2999: Classified Personnel Salaries 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies

Title I

250.00

Title I

130.00

Title I

438.00

LCFF Sup/Con

380.87

Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Parent Involvement 5000-5999: Services And Other Operating Expenditures Fringe Benefits 3000-3999: Employee Benefits

Title I

4105.11

Title I

2137.93

Title I

130.00

Title I

438.00

LCFF Sup/Con

92.91

Bus Use for Field Trips

All Cherry Avenue staff, parents, and students

Type

3000-3999: Employee LCFF Sup/Con Benefits 4000-4999: Books LCFF Sup/Con And Supplies 5000-5999: Services LCFF Sup/Con And Other Operating Expenditures

Materials and Supplies

Include parents in the decision making August 2016 to process regarding activities that June 2017 impact their child's education: • SSC / ELAC / PTO / DAC / DELAC • Parent / teacher conferences • Annual Parent Survey • Student Orientations - August • Migrant Parent meetings  Participation of AVID parents as chaperons and volunteers • Participation of band parents as chaperons and volunteers  AVID Parent night  Parent Graduation Committee

The Single Plan for Student Achievement

Proposed Expenditure(s)

Clerk/Library/Materials Time Sheets Copier Cost per Copy

Parent Involvement

Materials and Supplies

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380.87 1200.00

1/20/17

Actions to be Taken to Reach This Goal   

• • • • 

Timeline

Person(s) Responsible

Student Study Teams Attendance incentive program Positive Referral calls School Accountability Report Card; Three-Way Pledge Student Calendars Renaissance Place Home Connection School website with teachers' webpages Middle School Counselor

Description Materials and Supplies

Provide families with information and ideas about how to help students with homework, decision-making, and planning through: • Provide parents with tips at parent conferences (for homework, decision-making, and planning) • 5th Grade to Middle School Transition Program  School Accountability Report Card; Three-Way Pledge • Student Orientation meetings in August • Annual Title I meeting • Parent Link phone, email and message system  School Calendars • Renaissance Place Home Connection

August 2016 to June 2017

Provide a safe and secure environment in order to ensure a successful middle school experience by implementing: • RTI- SAT meetings • School Counsel • Student Council Activities • Character Counts! • Student Leadership groups • 5th Grade to Middle School Transition Program

August 2016 to June 2017

The Single Plan for Student Achievement

Proposed Expenditure(s)

All Cherry Avenue staff, parents, and students

All Cherry Avenue staff, parents, and students

Type

Amount

LCFF Sup/Con

380.87

Middle School Counselor 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Parent Involvement 5000-5999: Services And Other Operating Expenditures Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies

Title I

4105.11

Title I

2137.93

Title I

130.00

Title I

438.00

LCFF Sup/Con

92.91

LCFF Sup/Con

380.87

Materials and Supplies

LCFF Sup/Con

380.87

23 of 45

4000-4999: Books And Supplies

Funding Source

4000-4999: Books And Supplies

1/20/17

Actions to be Taken to Reach This Goal

•  

         

Timeline

Person(s) Responsible

Proposed Expenditure(s) Description

Type

Funding Source

Amount

School / Community Service Officer Community safe-havens Drill procedures School Play Athletics Math Super Bowl Cyber Quest Spelling Bee CJSF Prose and Poetry Science Olympiad National History Bee Advanced Art classes

The Single Plan for Student Achievement

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Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) English Language Arts/Literacy Overall Participation for All Students Grade Level

# of Students Enrolled

# of Students Tested

# of Students with Scores

% of Enrolled Students Tested

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

101

103

99

98

99

98

98.0

95.1

Grade 7

210

204

206

197

206

197

98.1

97

Grade 8

275

202

265

197

265

197

96.4

95.6

All Grades

586

509

570

492

570

492

97.3

96.1

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes. Overall Achievement for All Students Grade Level

Mean Scale Score

% Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

2471.9

2472.5

3

3

17

20

36

36

43

41

Grade 7

2501.5

2507.1

6

3

25

31

26

31

42

34

Grade 8

2524.8

2529.7

4

6

30

30

31

31

35

32

N/A

N/A

5

4

26

29

30

32

39

35

All Grades

Reading Demonstrating understanding of literary and non-fictional texts Grade Level

% Above Standard

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

4

5

48

39

47

56

Grade 7

14

12

39

46

47

42

Grade 8

14

14

43

48

43

38

All Grades

12

12

43

45

45

43

Writing Producing clear and purposeful writing Grade Level

% Above Standard

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

7

6

42

46

51

48

Grade 7

12

6

45

54

43

40

Grade 8

12

15

49

52

38

34

All Grades

11

10

47

51

42

39

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Listening Demonstrating effective communication skills Grade Level

% Above Standard

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

6

4

65

74

29

21

Grade 7

10

13

59

63

31

24

Grade 8

7

6

68

66

25

28

All Grades

8

8

64

66

28

25

Research/Inquiry Investigating, analyzing, and presenting information Grade Level

% Above Standard

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

5

14

69

55

26

31

Grade 7

11

14

54

56

35

30

Grade 8

11

19

54

48

35

32

All Grades

10

16

56

53

33

31

Conclusions based on this data: 1.

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Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) Mathematics Overall Participation for All Students Grade Level

# of Students Enrolled

# of Students Tested

# of Students with Scores

% of Enrolled Students Tested

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

101

104

99

99

99

99

98.0

95.2

Grade 7

210

204

207

197

207

197

98.6

97

Grade 8

275

204

265

199

265

199

96.4

95.7

All Grades

586

512

571

495

571

495

97.4

96.1

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes. Overall Achievement for All Students Grade Level

Mean Scale Score

% Standard Exceeded

% Standard Met

% Standard Nearly Met

% Standard Not Met

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

2455.4

2447.6

4

1

8

7

36

31

52

61

Grade 7

2519.9

2524.8

14

16

23

23

29

32

33

28

Grade 8

2558.0

2537.8

20

10

19

26

32

26

29

38

N/A

N/A

15

11

19

21

32

30

35

39

All Grades

Concepts & Procedures Applying mathematical concepts and procedures % Above Standard

Grade Level

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

6

3

27

16

67

81

Grade 7

19

23

36

36

45

42

Grade 8

27

18

41

40

32

42

All Grades

20

17

37

34

43

49

Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems Grade Level

% Above Standard

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

5

2

33

37

62

61

Grade 7

16

23

52

42

32

36

Grade 8

20

12

54

59

26

29

All Grades

16

14

50

48

34

38

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Communicating Reasoning Demonstrating ability to support mathematical conclusions Grade Level

% Above Standard

% At or Near Standard

% Below Standard

2014-15

2015-16

2014-15

2015-16

2014-15

2015-16

Grade 6

4

3

52

55

44

42

Grade 7

14

17

72

58

14

25

Grade 8

18

16

58

58

24

26

All Grades

14

14

62

58

24

29

Conclusions based on this data: 1.

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Appendix A - School and Student Performance Data (continued) Table 2: Title III Accountability (District Data) Annual Growth AMAO 1 2013-14

2014-15

2015-16

Number of Annual Testers

2227

2207

2,184

Percent with Prior Year Data

100.0

Number in Cohort

2227

2207

2,184

Number Met

1304

1166

1,298

Percent Met

58.6

52.8

59.4

NCLB Target

59.0

60.5

62.0%

Met Target

No

No

N/A

100

Attaining English Proficiency AMAO 2

2013-14

2014-15

2015-16

Years of EL instruction

Years of EL instruction

Years of EL instruction

Less Than 5

5 Or More

Less Than 5

5 Or More

Less Than 5

5 Or More

Number in Cohort

1806

796

1778

797

1,826

783

Number Met

437

396

365

372

433

382

Percent Met

24.2

49.7

20.5

46.7

23.7

48.8

NCLB Target

22.8

49.0

24.2

50.9

25.4%

52.8%

Met Target

Yes

Yes

No

No

N/A

N/A

AMAO 3

Adequate Yearly Progress for English Learner Subgroup at the LEA Level 2013-14

2014-15

Met Participation Rate

Yes

100

Met Percent Proficient or Above

No

N/A

Met Participation Rate

Yes

99

Met Percent Proficient or Above

No

N/A

Met Target for AMAO 3

No

2015-16

English-Language Arts

Mathematics

The Single Plan for Student Achievement

N/A

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Appendix A - School and Student Performance Data (continued) Table 3: California English Language Development (CELDT) Data Percent of Students by Proficiency Level on CELDT Annual Assessment Grade

Advanced 13-14

14-15

Early Advanced 15-16

Intermediate

Early Intermediate

13-14

14-15

15-16

13-14

14-15

15-16

13-14

14-15

15-16

31

28

42

52

39

50

17

22

4

42

43

40

28

31

20

10

12

30

6 7

4

7

8

21

7

15

36

50

58

34

33

27

6

2

10

6

6

37

43

48

36

33

32

10

10

Total

The Single Plan for Student Achievement

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9

Beginning 13-14

14-15

15-16

11

4

16

7

10

2

7

7

8

4

1/20/17

Appendix A - School and Student Performance Data (continued) Table 4: CBEDS Student Enrollment by Group Student Enrollment by Subgroup Percent of Enrollment

Student Group

Number of Student

2014-15

2015-16

2016-17

2014-15

2015-16

American Indian

1.0%

0.2%

%

6

1

African American

5.8%

6.2%

%

34

32

Asian

0.9%

0.6%

%

5

3

Filipino

0.0%

0.0%

%

0

0

Hispanic/Latino

69.2%

71.2%

%

406

368

Pacific Islander

0.0%

0.0%

%

0

0

White

22.7%

21.3%

%

133

110

Multiple/No Response

0.0%

0.0%

%

0

0

Total Enrollment:

587

517

Student Enrollment by Grade Level Number of Students

Grade

2014-15

2015-16

Kindergarten

0

0

Grade 1

0

0

Grade 2

0

0

Grade3

0

0

Grade 4

0

0

Grade 5

0

0

Grade 6

100

105

Grade 7

209

208

Grade 8

278

204

Grade 9

0

0

Grade 10

0

0

Grade 11

0

0

Grade 12

0

0

587

517

Total Enrollment:

The Single Plan for Student Achievement

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2016-17

1/20/17

Appendix B - Analysis of Current Instructional Program The following statements are adapted from No Child Left Behind (NCLB), Title I, Part A and the California Essential Program Components (EPC). These statements were used to discuss and develop findings that characterize the instructional program at this school for students:   

Not meeting performance goals Meeting performance goals Exceeding performance goals

Special consideration was given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs. A synopsis of the discussion is provided. Standards, Assessment, and Accountability 1. Use of state and local assessments to modify instruction and improve student achievement (NCLB) Meeting performance goals. 2016-17 Evidence * Analyze student data for State testing in LA, Math, and Science •

Analyze student data for district standard's tests in LA and Math

•

Monitor district data for significant subgroups

•

Staff development aligned with analysis of local assessment data. * Monitoring district standard's test data to determine the intervention needs of the students in LA and Math.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Meeting performance goals. 2016-17 Evidence: * State testing data in LA, Math and Science •

District standard's tests derived from adopted materials; given at the end of each trimester and/or unit

•

District adopted supplemental support state adopted materials (ROLA, McGinitie, STAR testing in Reading and Math, )

•

Aeries Net * ELA Units of Study and Lessoneer mathematical lesson plan source are being used to assess and monitor our students.

Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) Not meeting performance goals 2016-17 Evidence: •

96% of certificated and 100% of classified staff working with students are highly qualified. One Physical Education teacher is working on an Intern basis.

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4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Meeting performance goals 2016-17 Evidence: •

District office assistance from curriculum specialists

•

RTI teacher and VP provide site coaching * AVID director * New Director 1-Progress and Performance

•

BTSA support providers for new teachers

•

Outside consultants

5. Teacher collaboration by grade level (EPC) Meeting performance goals 2016-17 Evidence: •

Cherry Avenue has incorporated LFC's into the Cherry Avenue Staff Development Schedule for all teachers. Time has been set aside during the school day for teachers to meet and develop SMART goals as well as conduct learning focused conversations. * LFC's focus on instructional practices, data talks, Learning Walk Debriefs, grading practices

Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) Meeting performance goals 2016-17 Evidence: •

District created LA, Math, and Science Standard's tests

•

ELA Units of Study

•

District Assessment Calendar for all core subject areas * Lessoneer lesson support in Math and Language Arts * New District Director- 1 Progress and Performance

7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) Meeting performance goals 2016-17 Evidence: •

State adopted materials

•

District adopted supplementary materials * Researched based interventions for classroom and after school use.

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* Technology 1-1 in Language Arts, Math, Social Studies, and Science

8. Use of standards-aligned instructional materials, including intervention materials Meeting performance goals 2016-17 Evidence: •

Continued implementation of Language Arts and Math intervention programs and embedded intervention within adopted curriculum * 95% group materials for struggling readers * FLEX Literacy for struggling readers * Math Study Skills class embedded within the school day * EL Inside materials for English as a second language instruction

•

After school tutorial utilizes Dreambox, STAR Math, STAR Reading, Read Naturally Live, and one on one instruction.

Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) Meeting performance goals 2016-17 Evidence: •

Cherry Avenue is Title 1 School Wide and School-Based Coordinated Program allowing all funds to be used with all students to meet standards

•

Multiple measures are used to identify and monitor the progress of under-performing students. * RTI teacher monitors under-performing students through the SAT process * RTI teacher monitors under-performing students school wide after district standard's tests

10. Research-based educational practices to raise student achievement at this school (NCLB) Meeting performance goals 2016-17 Evidence: * All materials used within the classroom are researched based and have been given district approval •

All district adopted supplementary materials are research-based * All after school intervention programs are research-based. * Monitored by staff through Instructional Rounds process

11. Opportunities for increased learning time (Title I SWP and PI requirement) Meeting performance goals 2016-17 Evidence: •

Before and after school reading and math academic intervention * Four study skills classes as elective classes.

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* One elective reading class for struggling readers * One elective math class for struggling math students * One elective Science class for students interested in Science

Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) Meeting performance goals 2016-17 Evidence: •

Youth Service Bureau

•

Student Attendance Review Board

•

District Attendance Officer

•

School Counselor

•

District Support Staff * Library tutorials offered during after school hours * Grandma's House tutorials * Dreambox and STAR parent access

13. Strategies to increase parental involvement (Title I SWP) Meeting performance goals 2016-17 Evidence: •

Annual Parent Survey

•

School Site Council / ELAC

•

PTO

•

Title 1 Parent Meeting

•

Parent Conferences

•

Parent volunteers/chaperons for dances, sporting events, band trips * Parent volunteers/chaperons for AVID University field trips

14. Involvement of parents, community representatives, classroom teachers, and other school personnel in the planning, implementation, and evaluation of consolidated application programs (5 CCR 3932) Meeting performance goals 2016-17 Evidence: •

District Advisory Committee (DAC) / District Parent Teacher Organization (PTO)

•

District English Language Advisory Committee (DELAC)

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•

School Site Council / ELAC.

Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) Meeting performance goals 2016-17 Evidence: •

Cherry Avenue is a Title 1 School-Wide and School-Based Coordinated Program allowing all funds to be used with all students to meet standards

•

Vice Principal, RTI Teacher and instructional aides assist teachers with curriculum implementation. * Continued use of the LCAP funding model

16. Fiscal support (EPC) Meeting performance goals 2016-17 Evidence: •

Cherry Avenue is a Title 1 School-Wide and School-Based Coordinated Program allowing all funds to be used with all students to meet standards

•

Budgets and School-Wide School-Based Coordinated plans reflect allocation for student achievement

•

School Site Council and ELAC have input in the development of the school-wide plan and budget.

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Appendix C - Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source Object Type

Funding Source

Total Expenditures

1000-1999: Certificated Personnel Salaries

LCFF Sup/Con

2,003.89

2000-2999: Classified Personnel Salaries

LCFF Sup/Con

1,500.00

3000-3999: Employee Benefits

LCFF Sup/Con

557.42

4000-4999: Books And Supplies

LCFF Sup/Con

6,308.70

5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries

LCFF Sup/Con

9,700.00

Title I

30,630.79

2000-2999: Classified Personnel Salaries

Title I

12,212.74

3000-3999: Employee Benefits

Title I

12,827.56

4000-4999: Books And Supplies

Title I

13,538.91

5000-5999: Services And Other Operating Expenditures

Title I

12,822.00

*

LCFF Sup/Con formerly known as EIA-SCE LCFF Sup/Con (LEP) formerly known as EIA-LEP

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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Funding Source Funding Source

*

Total Expenditures

LCFF Sup/Con

20,070.01

Title I

82,032.00

LCFF Sup/Con formerly known as EIA-SCE LCFF Sup/Con (LEP) formerly known as EIA-LEP

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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Object Type Object Type

Total Expenditures

1000-1999: Certificated Personnel Salaries

32,634.68

2000-2999: Classified Personnel Salaries

13,712.74

3000-3999: Employee Benefits

13,384.98

4000-4999: Books And Supplies

19,847.61

5000-5999: Services And Other Operating Expenditures

22,522.00

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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number

Total Expenditures

Goal 1

23,325.43

Goal 2

18,889.79

Goal 3

17,213.59

Goal 4

17,789.02

Goal 5

24,884.18

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Appendix D - Recommendations and Assurances (Cherry Avenue Middle School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X

School Advisory Committee for State Compensatory Education Programs

X

English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee

Other (list)

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 19, 2017

Attested: Greg Anderson Typed name of school principal

Signature of school principal

Date

Signature of SSC chairperson

Date

Ryan Turner Typed name of SSC chairperson

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Appendix E - Home/School Compact It is important that families and schools work together to help students achieve high academic standards. Through a process that included teachers, families, and students, the following are agreed upon roles and responsibilities that we, as partners, will carry out to support student success in school and life. Student Pledge: Cherry Avenue students joined staff and parents to develop ideas about how they can succeed in school and reach for the stars in math and reading. Students individually thought of three ideas to make connections between learning at home and school. These ideas can be found on the School-Parent Compact for Achievement which is located in each student's cum folder. A copy of the compact with the student ideas was also given to each Cherry Avenue parent and or guardian at Parent Conferences. Parents Pledge: Cherry Avenue parents joined staff to develop the following ideas about how families can support students' success. * Check your student's planner everyday for assignments and homework * Ask your child about their work and what they are doing at Cherry Avenue in all subjects * Log on to teacher websites and look for upcoming assignments to help your student with * Read with your child weekly.

Staff Pledge: Teachers will work with students and their families to support students' success in meeting or exceeding the Common Core State Standards in reading and math. Some of our key ways to connect with families will be: * Back to School Night * Teachers will send home syllabuses which include curriculum, grading policies, and behavior expectations * Parents may participate in the Cherry Avenue decision making process by volunteering for School Site Council. * Parents may visit classrooms at anytime to observe Common Core lessons (Must first be cleared through background check, TB test and fingerprints.)

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Appendix F - School Site Council Membership: Cherry Avenue Middle School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):

Name of Members Greg Anderson

Principal

Classroom Teacher

Other School Staff

Parent or Community Member

Secondary Students

X

Sherie Altermatt

X

Kristine Harper

X

Ryan Turner

X

Mike Roberts

X

Rosalie Ibarra

X

Eryn Salazar

X

Erika Vejar-Zamorano

X

Kay Vasquez

X

Chereyce White

X

Angelic Sedillo

X

Kathrine Vasquez

X

Numbers of members of each category

1

4

1

3

3

(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

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Appendix G - Miscellaneous Items for Cherry Avenue Middle School

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Appendix H – TCSD Planned Professional Development

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Tulare City School District

Description of Centralized Services Title I

Centralized Services 

Disaggregation and dissemination of school site, grade level, classroom, and significant subgroup state and school site student performance data.



Technical assistance and training in the use of district and school site assessment technology.



Preparation of categorical program reports.



Apply for state and federal funding through Consolidated Application I and II at the district and school site level.



Supervise budget procedures and controls for all state and federal sources regarding compensatory education and special projects.



Oversee state and federal evaluation reports.



Oversee Teacher and Paraprofessional requirements and records.



Provide technical assistance for Program Improvement Year 1-5 Schools to meet state requirements.



Provide technical assistance for School Wide Plans and Single Plan for Student Achievement.



Provide support in the area of professional development for school site Title I RTI Program Teachers and Clerks.



Maintain and disseminate school site monthly working budgets for state and federal funds.



Participate in annual audits of federal and state programs.



Technical assistance in categorizing expenditures for budget updates.



Install and maintain school site technology.



Provide technical assistance, training, and support for school site intensive reading and math intervention programs.

Tulare City School District

FEDERAL AND STATE FUNDED PROGRAMS 2016-2017

On an annual basis the Tulare City School District receives State and Federal funds to supplement the core curriculum. These funds are used for all students and students of significant sub-groups who are identified as not meeting academic standards, especially those who are socio-economically disadvantaged. The specific uses of these funds are described in the school’s Single Plan for Student Achievement (SPSA)/Title I School Wide Plan (SWP) and the district’s Local Education Agency (LEA) Plan. School site’s SPSA/SWP and the district’s LEA Plan are developed in collaboration with School Site Councils (SSC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), and Migrant Parent Advisory Council (PAC), teachers, district specialist, principals and district administrators. Each SPS/SWP and the LEA Plan are revised annually to meet the changing needs of students, parents, and staff and to meet State and Federal (No Child Left Behind) requirements. Tulare City School District’s Funded Programs are as follows: 1.

Title I, Part A (Helping Disadvantaged Students Meet Standards) – A federally-funded program for the purpose of meeting the needs of students who are at risk of failing to meet state and/or district standards in reading, language arts, or math. Services and materials supplement and work in concert with the base/core programs.

2.

Title II, Part A (Improving Teacher Quality State Grants) – A federally-funded program that focuses on increasing the academic achievement of all students by helping schools and school districts improve teacher and principal quality and ensure that all teachers are highly qualified.

3. Title III – A federally funded program provides funding for Limited English Proficient (LEP) students. These funds are used for professional development for school staffs, instructional support, curricular development, and parent involvement for activities that provide instructional support related to English Language Development and academic achievement for LEP students. Parent Involvement is an important part of implementing funded programs. Tulare City School District conducts the following parent involvement activities related to funded programs: 1. School site Council (SSC) – The SSC is composed of parents, students (secondary school) and school personnel. The SSC is responsible for developing, implementing, and evaluating the School Wide Plan programs. Members serve for one year and are elected by their peers. Elections for new members are held annually at the end of the school year. 2.

English Learner Advisory Committee (ELAC) – All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners. Members serve for one year. Parents elect parents. The ELAC is formed each year.

3.

Annual Title I Meeting – All schools receiving Title I Funds are required to hold an annual Title I Meeting in which all parents of participating students are invited. The purpose of the meeting is to explain the Title I program and services and to provide parents with an opportunity to have input in the planning and implementation of the Title I Program.

4.

District Advisory Committee (DAC) – DAC is an advisory committee for all programs in the Consolidated Application which are listed as follows: Title I, Title II and Title III.

5.

District English Learner Advisory Committee (DELAC) – Whenever there are 51 or more Ell students in a school district, a DELAC is formed consisting of at least one parent member from each ELAC. Other school and district level staff may be on the DELAC as long as the parents are in the majority.

Tulare City School District

FUNDED PROGRAMS 2016-2017

SCHOOL

Alpine Vista Cherry Cypress Garden Heritage Kohn Lincoln Live Oak Los Tules Maple Mulcahy Pleasant Roosevelt Wilson CDS Tulare Support School

TITLE I PART A

TITLE II PART A

TITLE III PART A (EL)

x

x

x

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

California Healthy Kids Survey-5th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)

District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % % 11 10 7 5 5 4 4 2 2 2 1 1 1 N/A 34 31 31 25 22 18 22 5 5 5 6 4 5 4 3 2 2 4 3 2 2

Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana

97 97 96

91 75 87

93 81 90

93 77 87

94 77 85

90 72 72

92 70 73

Violence-Related During the past 12 months at school have you….. Been bullied Brought a gun or knife to school Saw someone with a gun or knife at school How safe do you feel when you are at school? (PI)

47 5 26 59

50 5 28 54

48 7 29 48

47 5 30 53

39 4 27 55

N/A 4 28 56

N/A 4 21 73

67

65

58

57

58

63

60

65

71

66

63

64

66

64

15 55 76 67

19 60 78 52

17 55 72 65

17 60 74 61

18 59 75 63

23 60 73 85

27 58 75 N/A

648/73

666/72

729/78

794/80%

856/84%

655/64%

846/80%

Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI) Eating breakfast Exercise on at least 5 of past 7 days Total number/percentage of students participating

California Healthy Kids Survey-7th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)

District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % 12 9 8 9 7 5 4 6 4 4 7 4 3 2 33 25 27 28 26 17 15 16 11 12 14 13 9 5 17 11 10 14 16 13 9

During the past 30 days, did you….. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)

8 3 22 9 9

5 1 15 5 6

6 2 13 6 6

8 3 15 7 7

5 3 14 7 11

2 1 8 3 6

2 1 6 2 5

Level of Involvement/High Risk Patterns During your life have you ever….. Been very drunk or sick after drinking Been high from using drugs

15 15

12 11

9 9

11 11

10 14

7 10

4 7

During the past 30 days, did you…. Drink 5 drinks in a couple of hours

9

6

7

9

6

4

2

7

5

4

7

8

4

3

3

2

4

4

3

2

1

92 87 91

94 90 93

76 75 75

72 74 70

70 70 68

70 64 62

73 69 68

ATOD Use at School During your life have you ever been drunk/high on school property During the past 30 days did you smoke cigarettes on school property Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana

California Healthy Kids Survey-7th grade results Violence-Related During the past 12 months at school have you….. Been harassed because of race, gender, ethnicity, sexual orientation or disability Mean rumors or lies spread about you Been in a physical fight Been afraid of being beat up (PI) Did you carry any weapons (gun, knife,club) at school Seen a weapon on campus How safe do you feel when you are at school? (PI) Do you belong to a gang?

District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016

32 n/a 35 34

36 n/a 33 29

30 n/a 29 31

33 n/a 31 27

34 n/a 26 26

38 n/a 19 23

38 42 18 23

24 n/a 20 15

18 n/a 17 9

15 n/a 18 9

13 n/a 21 9

12 n/a 22 9

23 n/a 62 4

10 22 68 5

45

42

43

39

43

43

45

58

59

63

61

61

57

60

22 44

20 44

18 49

14 50

16 52

17 51

24 57

Acadenic motivation

n/a

n/a

n/a

n/a

n/a

n/a

49

Eating breakfast

61

62

62

59

61

59

57

Truancy, past 12 months 0 Times/1-2 Times

89

92

90

92

90

94

96

Mental/Physical Health Experience chronic sadness/hopelessness

n/a

n/a

n/a

n/a

n/a

n/a

29

550/65

610/67

728/81

741/80

750/77%

697/70%

671/66%

Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI)

Total number/percentage of students participating

As of

8/26/2016

Monthly Summary

TITLE I 0

CHERRY AVE 2016-2017 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID Subs AVID Field Trips

11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 11002 57103

Budget $5,000.00

Expenditures to Date

$24,630.65 $11,212.73

$3,946.16

$20,684.49 $11,212.73

$12,827.56 $3,000.00 $10,408.92

$1,337.00

$10,790.00

$5,290.05

$724.60

$5,200.00

$7.39

1 Month of Salary

Month's Left

$0.00

Balance $5,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $700.56 $3,000.00 $4,394.27 $0.00 $0.00 $5,192.61 $0.00 $0.00 $0.00 -$3,200.60 $0.00 $0.00 $0.00 $1,000.14 $6,000.00 $0.00 $23,086.98

$43,411.82

$23,086.98

$1,000.00

$3,200.60

$1,000.14 $6,000.00 $80,280.00

$13,781.20

2015-2016 BUDGET PARENT INVOLVEMENT

Encumbered

$1,752.00

$43,411.82 $80,280.00

$775.50

$976.50

As of

8/26/2016

Monthly Summary

S/C - LCAP

CHERRY AVE 2016-2017 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services/ Renaissance CAL Works COS Students Choices DIBELS AVID

11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000

Budget $2,003.89

Expenditures to Date

Encumbered

$1,500.00

$557.43 $2,500.00 $3,808.69

1 Month of Salary

Month's Left $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

$0.00

Balance $2,003.89 $0.00 $0.00 $0.00 $1,500.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $557.43 $2,500.00 $3,695.74 $0.00 $7,000.00 $0.00 $700.00 $2,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $19,957.06

$0.00

$19,957.06

$112.95

$7,000.00 $700.00 $2,000.00

$20,070.01

2015-2016 BUDGET

$112.95

$0.00 $20,070.01

AS OF

8/26/2016

TUTORING CHERRY 2016-17 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL HOURLY BUDGET

11003 21003 30000

Budget $3,188.00 $1,570.00 $800.00 $5,558.00

Expenditures

$0.00

Balance $3,188.00 $1,570.00 $800.00 $0.00 $5,558.00

Cherry Ave Middle School Budget Summary Balance as of 8/26/2016 2016/17 Budgets

Budget

Expended

Encumbered

Balance

Instructional*

$

40,605.00 $

1,715.07 $

2,452.24 $

36,437.69

PE Inst. Budget*

$

1,810.00 $

1,271.83 $

447.84 $

90.33

Cherry Avenue Middle School Local Monitor and Review Findings March 10, 2016 Student Engagement: When visited, 16 out of 16 classes had compliant student engagement or higher. Some in the group commented that many classes they visited students were actively engaged in the lessons. All Most Many Some

16

Check for Understanding: The group agreed that much checking for understanding is going on within the classrooms at Cherry Avenue. *Hands up/down *Dry-erase boards *Kahoots quizzes *Teacher questioning *Students giving oral presentations *Group check *Individual check *Whole class checks *Thumbs up/down *Oral response from students Greg Anderson, principal, noted that we are looking for frequent check for understandings throughout lessons. DOK: Depth of Knowledge questioning and tasks were seen throughout the school. The team some a representation of each level 1-4 both when speaking on questioning and tasks. DOK 1 DOK 24 DOK 36

2

DOK 41 The conversation that was held after results contained comparisons of last year’s findings and this year’s findings of DOK levels. The comment was made that teacher’s seem to be raising their level of questioning and tasks. Kaegan/Cooperative Learning: Teams saw Cooperative Learning in many classes. One group saw some kind of cooperative learning going on in 2 of the 5 classes. The second group saw cooperative learning going on in 4 of the 5 classes and the third group saw cooperative learning going on in 3 of the 6 classes. The team also spoke on the fact that cooperative learning is just one way to have students learn. That in no way should cooperative learning take over all other types of learning. Individual learning must also be a part of the classroom and students must also be held responsible for their own work. Student comments: One student commented that depending on the assignment depended how she would want to complete it. For instance a recent poetry assignment she would rather work on her own, but another assignment was enjoyable working in a group. Another student commented that she would like to first do individual work and then check with group on answers or work with a group. This way she can do her own work and gain her own understanding while also sharing and working with a group. Both students felt that a big part of having successful group work was being with students who had strong work ethics and took school serious. PBL: There was evidence of PBL’s om 5 of the 16 classes that were visited. Commendations: *Classrooms visited had great management which resulted in positive student behavior and engagement. *Thinking maps were present and helped students organize their work. *Physical engagement was nice to see in many classrooms *The team appreciated observing students who were willing to participate in classroom tasks and activities. *A healthy balance of individual versus group work was seen. *The team noticed an integration of technology with I-Pad and Promethean Boards. Recommendations:

*Team would like to see more student work displayed on walls. Student comment: Work on walls is informational and inspirational and the extra touch it adds to the classroom was appreciated. *Parent comment: Parent liked the use of calendars, but felt that using them as a grade should not be required. This parent felt that a signature for any assignment should not be tied to a grade. *Use of organizational tools that the teacher feels is appropriate for their classroom. *Student access to Aeries Portal so they can check their own grades.

Cherry Avenue Middle School 540 N. Cherry St. Tulare, CA 93274 (559)685-7320 FAX (559) 685-5621

Home of the Bulldogs

California Distinguished School

Greg Anderson, Principal Tracy Bert, Vice Principal Sherie Altermatt, RTI Teacher Shannon Harrow, Counselor

Cherry Avenue Middle School Parent Involvement Policy Cherry Avenue Middle School recognizes that school and home must collaborate together to help all children succeed in school, especially those from different cultural and language backgrounds. It is the goal of Cherry Avenue Middle School to forge a strong partnership with the home in an effort to foster student achievement and to promote a positive attitude about self and school. Efforts to forge a strong partnership between school and home will include the following: 1. Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of Cherry Avenue Middle school’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. An annual Title I Parent meeting is held at the beginning of each school year expressing the importance of staying connected, visiting the school and engaging in school related activities. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement. a. PTO meetings are held. b. SSC/ELAC meetings are held in the early afternoons 3. Involve parents/guardians in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs, including the planning, review, and improvement of Cherry Avenue Middle School's Parent Involvement Policy and, if applicable, the joint development of the plan for school wide programs. a. SSC meetings provide an opportunity for parents to be involved in the planning of such policies and programs. 4. Provide the parents/guardians of participating students all of the following: a. Timely information about Title I programs. a. Notices and information provided in flyers, electronic parent information system and Parent Link bridges the communication for invitations to upcoming school meetings. b. A description and explanation of Cherry Avenue Middle School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at Parent conferences twice during the school year 12/20/2016

b. Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement. c. If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children’s education, and, as soon as practicably possible, responses to the suggestions of parents/guardians. a. It’s an Open Door policy for parents to schedule and meet with school site principal. 5. If Cherry Avenue Middle School’s School wide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Cherry Avenue Middle School makes the plan available to the district. a. Parents may attend PTO meetings, schedule appointments with Administration and/or attend SSC or ELAC to share their concern over the school’s School wide Plan. In addition to already having the opportunity of collaborating and being a part of the approval of the plan at each month’s SSC/ELAC meeting. 6. Jointly develop with the parents/guardians of participating students a school-parent compact that outlines how parents/guardians, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which Cherry Avenue Middle School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Cherry Avenue’s Middle School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. This compact shall address: a. Cherry Avenue Middle School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. b. Ways in which parents/guardians will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children’s education and the positive use of extracurricular time. c. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: (1) Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. (2) Frequent reports to parents/guardians on their children’s progress. (3) Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the Capacity of Cherry Avenue Middle and parents/guardians for strong parent involvement. a. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children. (20 U.S.C. § 6318 (e)(1).) a. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference. b. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).)

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a. Meet and Greet, Open House and Back to School Night throughout the school year provide an opportunity to build a collaborative relationship. b. Parent Education events provide information regarding student achievement, curriculum and learning. c. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners. (20 U.S.C. § 6318 (e)(3).) a. AVID parent night and LMAR (Local Monitor and Review) is offered yearly with valuable training in incorporating parents as equal partners. d. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the education of their children. (20 U.S.C. § 6318 (e)(4).) a. Meet and Greet, Open House and Back to School Night support parents in more fully participating in the education of their children. e. Distribute information related to school and parent programs, meetings, and other activities to the parents of participating students in a format and, to the extent practicable, in a language the parents understand. (20 U.S.C. § 6318 (e)(5).) a. Our school produces a Calendar of Events to assist the teacher, administration and parents in partnering with one another in future events. b. Parent Link (website) provides parents with information about site activities. c. Tulare City School District Electronic Application for communication f. Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) a. Our school’s Calendar of Events and the Title I Parent meeting both support parental involvement and encourages the support in and out of the classroom. 8. To the extent practicable, provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migrant children, including providing information and school reports in a format and language such parents/guardians can understand. Cherry Avenue Middle School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Cherry Avenue Middle School's policy to meet the changing needs of parents/guardians and the school. Cherry Avenue Middle School will conduct an annual self-study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships. .

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Cherry Avenue Middle School 540 N. Cherry Street Tulare, CA 93274 (559) 685-7320 FAX (559) 685-5621 cherry.tcsd.k8.org Greg Anderson, Principal Tracy Bert, Vice Principal

Home of the Bulldogs

Sherie Altermatt, RTI Teacher Shannon Harrow, Counselor

California Distinguished School

Política sobre Participación de los Padres de la Escuela Cherry La Escuela Cherry reconoce que la escuela y el hogar deben colaborar juntos para ayudar todos los niños a sobresalir en la escuela, especialmente aquellos de distintos orígenes culturales y lingüísticos. Es la meta la Escuela Cherry forjar una firme sociedad con el hogar como esfuerzo para fomentar rendimiento estudiantil y para promover una actitud positive sobre sí mismo y la escuela. Esfuerzos para forjar una firme sociedad entre la escuela y el hogar incluirán algunos de los siguientes: 1. Convenir una reunión anual, en un horario conveniente, a la cual todos los padres/tutores de alumnos participando serán invitados y alentados asistir, a fin de informar los padres/tutores de la participación de la Escuela Cherry en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) realizaras el 1er martes del mes a las 6:00 p. m. b. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) realizadas por las tardes (típicamente a las 2:30 p. m. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Cherry y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares.

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b. Todas las reuniones son incluidas en el sitio web con antelación para propósitos de planificación. b. Una descripción y explicación del currículo la Escuela Cherry, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Se enviará una boleta separada de calificaciones o nota de progreso para los alumnos con un promedio menor al 2.0 y el Director, Sub-Director, orientador o maestro de Respuesta a la Intervención (RTI, por sus siglas en inglés) supervisa su progreso hasta que los alumnos superen la meta de 2.0. c. Si es solicitado por los padres/tutores, oportunidades para reuniones sistemáticas para formular sugerencias y para participar, según corresponda, en decisiones relacionadas a la educación de sus hijos, y, lo más pronto que sea posible, respuestas a las sugerencias de los padres/tutores. a. Es una política de Puerta Abierta para que los padres programen y reúnan con el director del sitio escolar 5. Si el Plan a Nivel Escolar de la Escuela Cherry no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Cherry haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de PTO, pueden programar reuniones con la Administración y/o asistir a SSC o ELAC para compartir su inquietud sobre el Plan Escolar. Además de haber tenido la oportunidad de colaborar y formar parte de la aprobación del plan en cada reunión SSC/ELAC mensualmente. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Cherry y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Cherry al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. b. Los padres también tienen la oportunidad de hablar con la administración en la escuela si son incapaces de asistir o participar en dichas reuniones. Este contrato debe abordar: a. La responsabilidad de la Escuela Cherry en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: 12/20/2016

(1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón. 7. Establecer la Capacidad de Cherry y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. Anualmente se realiza un Monitoreo Local y repaso mediante las reuniones SSC/ELAC. b. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases a lo largo del año brindan la oportunidad de forjar un vínculo de colaboración. b. Los eventos de Educación para Padres ofrecen información en relación al rendimiento, currículo y aprendizaje estudiantil. (consulte nuestro calendario para los eventos “Night at the Nest” y oportunidades de aprendizaje.) c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Noche con padres AVID y Repaso y Monitoreo Local (LMAR, por sus siglas en inglés) es ofrecido anualmente con valiosa capacitación sobre incorporando los padres como socios equitativos. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. “Bienvenida y Presentaciones”, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de Eventos para ayudar a asociarse con el maestro, a la administración y a los padres en próximos eventos. b. Parent Link (sitio web) brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación f.

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Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. b. Reuniones SSC/ELAC siempre están abiertas a los padres. c. PTO se reúne el 1er martes del mes y todos los padres están invitados y a formar parte de la planificación e implementación de actividades

8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Cherry debe estar disponible para la comunidad local y distribuida a los padres/tutores de alumnos participando en un formato comprensible y uniforme y, al nivel práctico, proporcionar en un lenguaje que entiendan los padres/tutores. El director o persona designada, conjunto con los padres/tutores de alumnos participando, debe periódicamente actualizar la política de la Escuela Cherry para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Cherry realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar.

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Cherry Avenue School PARENT SURVEY Spring 2016

Participation: 46%

Please fill in blank with: (A) YES ( B) NO

(C) NO OPINION A 96% 90%

B 3% 8%

C 1% 1%

3. I am aware of my child’s academic progress (Report Cards, progress reports, testing results).

97%

2%

1%

4. My child uses his/her student class calendars on a regular basis. 5. I receive regular communication from Cherry (phone calls,notes home, etc…) 6. I am aware that teachers are available to help my child before, during, and after school. 7. I am aware of extracurricular activities available to students at Cherry (school play, after school sports, academic teams, Prose & Poetry, CJSF). 8. Is every aspect of Cherry Avenue’s climate open, helpful, and friendly.

82% 93%

9% 3%

9% 5%

98%

2%

1%

92%

8%

1%

96%

1%

3%

9. Is communication between school and home frequent, clear and two-way. 10. Do you feel you are a collaborator in the educational process of your child? Do you feel you have a strong role in assisting the school with learning and behavior. 11. Are you encouraged both formally and informally to comment on school policies and to share in the decision-making process at Cherry. 12. Does school site administration actively express and promote the philosophy of partnership with all families.

93%

3%

4%

94%

2%

4%

80%

9%

11%

13. Does Cherry Avenue school encourage volunteer participation for parents and the community at large. 14. Does Cherry Avenue School recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available. 15. Does Cherry Avenue provide parents with resources to support their child’s academic success. 16. Does Cherry Avenue provide a safe and secure environment for your child.

77%

7%

16%

80%

3%

17%

93%

2%

6%

96%

2%

3%

1. I have attended all parent conferences this school year. 2. I receive progress reports (in the mail) midway through each trimester.

84%

2%

14%

Participación: 41%

Cherry Avenue School Parent Survey Spring 2016

Por favor, complete en espacio con: (A) SI (B) NO (C) NINGUNA OPINIÓN A B C 1. ¿He asistido a todas las conferencias de padres de este ano escolar. 96% 3% 2. ¿He recibido informes de progreso (en el mail) a mitad de camino a través de cada trimestre. 3. ¿Soy consciente de mi progreso académico del niño (tarjetas de informe los informes de progreso, los resultados de pruebas). 4. ¿Mi hijo utiliza su clase student calendarios en una base regular 5. ¿He recibido la comunicación regular de cereza (llamadas telefónicas, notas, etc…). 6. ¿Soy consciente de que los maestros están disponibles para ayudar a mi hijo antes, durante y después de la escuela. 7. ¿Soy consciente de las actividades extracurriculares disponibles para los estudiantes en Cherry (juego de niños después de la escuela, los deportes, los equipos académicos, prosa, poesis n CJSF). 8. ¿Es cada aspecto de Cherry Avenue’s climate abierto, servicial y amable. 9. ¿Es la comunicación entre la escuela y el hogar, frecuente y dos vías claras. 10. ¿Se siente usted un colaborador en el proceso educativo de su hijo? ¿Se siente usted tiene un fuerte papel en la asistencia a la escuela con el aprendizaje y el comportamiento? 11. ¿Se ha alentado tanto formal como informalmente para comentar sobre las políticas escolares y a la participación en el proceso de toma de decisiones en Cherry. 12. La escuela de administración del sitio expresar y promover activamente la filosofía de asociación con todas las familias. 13. ¿Cherry Avenue school estimular la participación voluntaria de los padres y la comunidad en general. 14. ¿Cherry Avenue School reconocen se responsabilidad de forjar una asociación con todas las familias en la escuela, no solo los mas fácilmente disponibles. 15. ¿Cherry Avenue proporcionan a los padres con recursos para apoyar el éxito académico de sus hijos. 16. Cherry avenue, proporcionar un entorno seguro para su hijo

1%

91%

8%

1%

97%

2%

1%

82%

9%

9%

93%

3%

5%

98%

2%

1%

92%

8%

1%

96%

1%

3%

93%

3%

4%

94%

2%

4%

80%

9%

11%

84%

2%

14%

77%

7%

16%

80%

3%

17%

93%

2%

6%

96%

2%

3%

WHAT IS A SCHOOL-PARENT COMPACT?

BUILDING PARTNERSHIPS 

Parent Teacher Organization-Monthly

A School-Parent Compact for Achievement is an agreement that parents, students and teachers develop together. It explains how parents and teachers will work together to make sure all our students reach or exceed grade-level standards.



Back to School/Open House



Monster Mash and Winter Dance



United for Good

Effective compacts:  Link to goals of the school improvement plan  Focus on students learning skills  Describe how teachers will help students develop those skills using high -quality curriculum and instruction  Share strategies parents can use at home  Explain how teachers and parents will communicate about student progress  Describe opportunities for parents to volunteer, observe, and participate in the classroom

JOINTLY DEVELOPED Every Spring this document is revised by the School Site Council. During this meeting students’ learning needs, based on current grade-level data, is reviewed. These discussions are data driven and include suggestions for home learning strategies by teachers, along with input from parents to make these strategies specific to their needs. Students at the middle schools also provide insight on ways to support their learning. PARENTS ARE WELCOME TO CONTRIBUTE COMMENTS AT ANY TIME.

Cherry Avenue Middle School has many opportunities for parents to become educational partners throughout the year. We send home notices through Parent Link /Blackboard and the school website. We have several night events that we welcome parents to participate in such as the Monster Mash and our Winter Dance. Parents are always welcome to volunteer in rooms by contacting the office and getting the proper background clearance. Feel free to call us anytime at 559-685-7320 for more information!!!

SCHOOL-PARENT COMPACT FOR

ACHIEVEMENT

2016-2017

OUR FOCUS

COMMUNICATION ABOUT STUDENT LEARNING Cherry Avenue is committed to frequent two-way communication with families about students’ learning. Some of the ways parents and teachers communicate all year are:



Email or call teachers with any questions you might have. They communicate with your student daily.



Contact Principal, Vice Principal, Counselor or RTI Teacher with any questions



Log on to the Aeries Parent Portal

DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS? Please contact your child’s teacher by phone (559) 685-7320 or email which you can find on our website.

 

FOR STUDENT SUCCESS

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TEACHERS, PARENTS AND STUDENTS - TOGETHER FOR SUCCESS IN OUR CLASSROOMS

AT HOME

#1. Safe and Secure Learning and Work Environment for All #2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All #3. Connect to the Local and Global Communities

Teachers will work with students and their families to support students’ success in meeting or exceeding the Common Core State Standards in reading and math. Some of our key ways to connect with families will be:

Cherry Avenue parents joined staff to develop the following ideas about how families can support students’ success in reading and math.

LCAP/SCHOOL GOALS:



Back to School Night

 Students will reach high standards and increase student achievement.  Students will have opportunities to engage and participate in extracurricular activities.  EL students will increase proficiency in English and increase student achievement in ELA.  Faculty will engage in consistent professional development and training.  Promote parent and community involvement in a safe environment.



DISTRICT PRIORITIES:



Check your student’s planner everyday for assignments and homework

Teachers will send home syllabuses which will include curriculum, grading policies and behavior expectations



Ask your child about their work and what they are doing at Cherry Avenue in all subjects



Parents may participate in the Cherry Avenue’s decision making process by volunteering for School Site Council .





Parents may visit classrooms at anytime to observe Common Core lessons. (Must first be cleared through background check, TB test, and fingerprints.)

Log on to teacher websites and look for upcoming assignments to help your student with.



Read with your child weekly

We will get there by: 

Staff Development 



Monitoring all students’  progress week‐ ly, monthly and each trimester. 



Student Assistance Teams and Student  Study Teams  to monitor student pro‐ gress. 



A er school interven on in ELA and  Math with a creden aled teacher 

STUDENTS Cherry Avenue students joined staff and parents to develop ideas about how they can succeed in school and reach for the stars in math and reading. Students thought of the following ideas to make connections between learning at home and school. 1. 2. 3. Teacher signature___________________________ Principal Signature___________________________

When teachers, students and

Parent Signature _____________________________________________________________________

families work together we

Student Signature_____________________________________________________________________

CAN achieve our goals!

¿QUÉ ES UN CONTRATO ENTRE PADRES Y ESTUDIANTES?

CONSTRUCCIÓN DE SOCIEDADES 

Organización de Maestros-Padres– Mensual

Un Contrato entre Padres y Estudiantes para el Aprovechamiento es un acuerdo que los padres, estudiantes y maestros desarrollan juntos. Explica cómo los padres y maestros trabajarán juntos para asegurar que todos nuestros estudiantes alcancen o superen sus estándares de nivel de grado. Contratos Efectivos:



De Regreso a la Escuela/Open House



Monster Mash y Baile de Invierno



Unidos por el Bien

 Hacer el enlace a las metas del plan de mejoramiento escolar  Hacer énfasis en las habilidades de aprendizaje de los estudiantes  Describir cómo los maestros ayudarán a los estudiantes a desarrollar aquellas habilidades usando currículo e instrucción de alta calidad.  Compartir estrategias que los padres pueden usar en la casa.  Explicar cómo los maestros y padres comunicarán acerca del progreso estudiantil  Describir oportunidades para que los padres se presenten como voluntarios, observen y participen en el salón.

DESARROLLADO EN GRUPO El Consejo de Plantel Escolar edita este documento cada primavera. Durante esta reunión revisamos las necesidades de aprendizaje del estudiante, con base en información actual de nivel de grado. Estas discusiones se llevan a cabo de acuerdo con la información e incluyen sugerencias para estrategias de aprendizaje en la casa por parte de los maestros, junto con información de padres para hacer estas estrategias específicas a sus necesidades. Los estudiantes en las escuelas de secundaria también brindan manaras de apoyar su aprendizaje. LOS PADRES ESTÁN INVITADOS A CONTRIBUIR. SE APRECIAN LOS COMENTARIOS

La Escuela Secundaria Cherry Avenue tiene muchas oportunidades para que los padres se vuelvan socios educativos a lo largo del año. Enviamos avisos de origen a través de Enlace de Padres / Pizarra y el sitio web de la escuela . Tenemos muchos eventos nocturnos que le dan la bienvenida a los padres para participar en eventos tales como Monster Mash y nuestro Baile de Invierno. Los padres siempre están invitados a participar como voluntarios en los salones contactando a la oficina y obtener la certificación de antecedentes. No dude en contactarnos en cualquier momento en 559-685-7320 para más información!!!

CONTRATO DE PADRESESCUELA PARA EL APROVECHAMIENTO 2016-2017

NUESTRO ENFOQUE

COMUNICACIÓN ACERCA DEL APRENDIZAJE DEL ESTUDIANTE Cherry Avenue está comprometido con la comunicación frecuente de doble vía con las familias acerca del aprendizaje del estudiante. Algunas maneras en que los padres y maestros se comunican todo el año son:



Email o llamada a los maestros con preguntas que usted puede tener. Ellos se comunican con su estudiante diariamente.



Contacto con el Director, Subdirector, Consejero o Maestro RTI para preguntas.



Registro en el Portal de Padres Aeries

¿USTED TIENE ALGUNA PREGUNTA ACERCA DEL PROGRESO DE SU HIJO (A)? Por favor contacte al maestro de su hijo (a) por teléfono al (559) 685-7320 o email que usted puede encontrar en nuestra página web.

 

PARA EL ÉXITO DEL ESTUDIANTE

MAESTROS, PADRES Y ESTUDIANTES - JUNTOS PARA EL ÉXITO

Nç›ÝãÙƒÝ M›ãƒÝ —› AÖÙÊò›‘«ƒÃ®›ÄãÊ EÝã痮ƒÄ-

PRIORIDADES DISTRITALES: #1. Ambiente de Aprendizaje y Trabajo Seguro para Todos #2. La enseñanza es relevante, con propósito y Propende por los Niveles más Profundos de Aprendizaje para Todos. #3. Conectarse a las comunidades locales y globales. METAS DE LA ESCUELA/LCAP:

 Los estudiantes alcanzarán los estánda   

res altos y aumentarán el aprovechamiento del estudiante. Los estudiantes tienen oportunidades para participar en actividades extra curriculares. Los estudiantes EL aumentarán la competencia en inglés y aumentarán el aprovechamiento del estudiante en ELA. La facultad participará en desarrollo y preparación profesional consistente. Promover la participación de los padres y la comunidad en un ambiente seguro.

EN LA CASA

EN NUESTROS SALONES Los maestros trabajarán con los estudiantes y sus familias para apoyar el éxito de los estudiantes en el logro y superación de los Estándares Estatales Básicos Comunes en lectura y matemáticas. Algunas de nuestras formas clave para conectar a nuestras familias será:



Noche de Regreso a la Escuela



Los maestros enviarán a la casa los syllabus que incluirán el currículo, las políticas de calificación y las expectativas de comportamiento.



Los padres pueden participar en el proceso de toma de decisiones de Cherry Avenue para participación para el Consejo de Plantel Escolar.



Los padres pueden visitar los salones en cualquier momento para observar las lecciones de Estándares Básicos Comunes. (deben primero tener certificación de antecedentes, prueba TB, y toma de huellas.)

Los padres de Cherry Avenue se unieron al personal para desarrollar las siguientes ideas acerca de cómo las familias pueden apoyar el éxito de los estudiantes en lectura y matemáticas. 

Revise su planificador del estudiante todos los días para tareas y trabajos.



Pregunte a su hijo (a) acerca de su trabajo y qué están haciendo en Cherry Avenue en todas las materias.



Registrarse en las páginas web del maestro y buscar las siguientes tareas para ayudar al estudiante.



Leer con su hijo semanalmente.

Llegaremos allí mediante:  Desarrollo de Personal  



Monitorear el progreso de todos los estu‐ diantes semanal, mensual y trimestralmente.    



Los Equipos de Apoyo Estudian l y Equipos  de Estudio  para monitorear el progreso estu‐ dian l.     



Los estudiantes de Cherry Avenue se unieron al personal y padres para desarrollar ideas acerca de cómo ellos pueden tener éxito en la escuela y pueden alcanzar estrellas en matemáticas y lectura. Los estudiantes pensaron en las siguientes ideas para hacer conexiones entre aprendizaje en la casa y en la escuela.

Intervención después de la escuela en ELA y  Matemá cas con un maestro acreditado.    

1.

ESTUDIANTES

2. 3. Firma del Maestro___________________________ Firma del Director___________________________

¡Cuando los maestros, estudiantes y familias trabajan juntos PODEMOS lograr nuestras metas!

Firma del Padre _____________________________________________________________________ Firma del Estudiante_____________________________________________________________________

Cherry Avenue Middle School Student Survey results Spring 2016

1. I feel safe in the classroom. 2. I feel safe in the fields and quad area. 3. I feel safe when taking the busor walking to and from school. 4. Overall I feel safe at Cherry Avenue. 5. Students treat each other with

respect. 6. If students have a problem they can’t solve on their own, they know they can go to a staff member for help. 7. I am glad to come to school most of the time. 8. I am proud to be a student at Cherry Avenue. 9. My teachers clearly explain lessons in the classroom. 10. Graded assignments and tests are returned to me quickly. 11. My teachers make it easy for me to be involved in the lessons. 12. My teachers call on different students to answer questions. 13. My teachers grade fairly. 14. Teachers here at Cherry Avenue treat students with respect. 15. Teachers are available to provide extra help to students. 16. The Principal and Vice Principal here at Cherry treat students with respect and enforce school rules in a fair and consistent manner. 17. I feel comfortable asking for help from the counselor.

56%

4%

29% 26%

60% 56%

8% 13%

Stron gly N 4% disag e ree v 4% e 5% r

39%

54%

5%

3%

7%

43%

38%

12%

26%

51%

16%

7%

22%

52%

19%

7%

46%

46%

6%

3%

29%

51%

16%

4%

14%

56%

24%

6%

23%

62%

13%

3%

38%

9%

3%

34%

52 % 52%

9%

5%

30%

50%

16%

5%

31%

58%

8%

4%

46%

41%

8%

5%

29%

47%

18%

7%

Strongly Agree 37%

Agree

Disagree

18. School rules are clearly explained.

37%

51%

8%

4%

19. My teachers talk to me about my grades and I know what is expected of me in the classroom.

36%

53%

8%

4%

20. Cherry Avenue provides opportunities for extracurricular student activities (sports, clubs, plays, student council, tutorials, etc…).

54%

40%

3%

4%

2015-16 Cherry Avenue Teacher Survey (updated) Q1 Rank areas that pertain to students that are important to you at Cherry Avenue Middle School. Answered: 25

Skipped: 0

classroom disruptions

tardiness

attendance

grades

inappropriate language food out on grounds

cheating

PDA

gum

dress code

cell phone usage

no HW

bullying

repeated defiance 0

2

4

8

14

16

10

20

16.00% 4

12.00% 3

8.00% 2

12.00% 3

4.00% 1

4.00% 1

4.00% 1

0.00% 0

4.00% 1

4.00% 1

0.00% 0

4.00% 1

4.55% 1

0.00% 0

4.55% 1

13.64% 3

4.55% 1

4.55% 1

9.09% 2

22.73% 5

4.55% 1

13.64% 3

0.00% 0

9.09% 2

13.64% 3

4.55% 1

18.18% 4

13.64% 3

18.18% 4

4.55% 1

13.64% 3

9.09% 2

0.00% 0

0.00% 0

4.55% 1

9.09% 2

27.27% 6

18.18% 4

0.00% 0

0.00% 0

0.00% 0

13.64% 3

9.09% 2

0.00% 0

4.55% 1

inappropriate language

4.55% 1

0.00% 0

9.09% 2

9.09% 2

13.64% 3

22.73% 5

9.09% 2

4.55% 1

9.09% 2

food out on grounds

5.26% 1

0.00% 0

0.00% 0

0.00% 0

0.00% 0

0.00% 0

0.00% 0

0.00% 0

cheating

0.00% 0

4.35% 1

4.35% 1

13.04% 3

13.04% 3

26.09% 6

8.70% 2

4.35% 1

1/9

9

18

20.00% 5

grades

7

12

3

attendance

6

10

2

tardiness

5

8

1 classroom disruptions

4

6

11

12

13

14

Total

Score

8.00% 2

25

9.88

9.09% 2

0.00% 0

22

7.27

0.00% 0

0.00% 0

0.00% 0

22

10.32

9.09% 2

9.09% 2

0.00% 0

0.00% 0

22

9.59

4.55% 1

0.00% 0

13.64% 3

0.00% 0

0.00% 0

22

8.36

5.26% 1

5.26% 1

15.79% 3

5.26% 1

21.05% 4

42.11% 8

19

2.95

17.39% 4

4.35% 1

0.00% 0

4.35% 1

0.00% 0

0.00% 0

23

8.57

2015-16 Cherry Avenue Teacher Survey (updated) PDA

0.00%

0.00%

0.00%

4.76%

9.52%

4.76%

0.00%

4.76%

14.29%

19.05%

9.52%

4.76%

19.05%

0

0

0

1

2

1

0

1

3

4

2

1

4

2

gum

0.00%

4.35%

0.00%

0.00%

13.04%

0.00%

4.35%

4.35%

13.04%

8.70%

8.70%

13.04%

17.39%

13.04%

0

1

0

0

3

0

1

1

3

2

2

3

4

3

dress code

4.35%

4.35%

0.00%

0.00%

0.00%

17.39%

8.70%

0.00%

17.39%

21.74%

21.74%

0.00%

4.35%

0.00%

1

1

0

0

0

4

2

0

4

5

5

0

1

0

0.00%

8.70%

4.35%

13.04%

8.70%

0.00%

13.04%

8.70%

4.35%

0.00%

17.39%

13.04%

8.70%

0.00%

0

2

1

3

2

0

3

2

1

0

4

3

2

0

0.00%

0.00%

9.09%

9.09%

4.55%

0.00%

4.55%

13.64%

9.09%

4.55%

4.55%

18.18%

9.09%

13.64%

0

0

2

2

1

0

1

3

2

1

1

4

2

3

12.00%

20.00%

20.00%

4.00%

8.00%

4.00%

4.00%

4.00%

4.00%

4.00%

0.00%

8.00%

4.00%

4.00%

3

5

5

1

2

1

1

1

1

1

0

2

1

1

repeated

29.17%

16.67%

8.33%

16.67%

0.00%

8.33%

4.17%

8.33%

0.00%

0.00%

4.17%

0.00%

0.00%

4.17%

defiance

7

4

2

4

0

2

1

2

0

0

1

0

0

1

cell phone usage no HW

bullying

2/9

9.52% 21

5.05

23

4.96

23

6.52

23

7.13

22

5.68

25

9.68

24

10.96

2015-16 Cherry Avenue Teacher Survey (updated) Q2 What support would you like from your administrative staff? Answered: 19

Skipped: 6

#

Responses

Date

1

They are pretty supportive

4/15/2016 1:52 PM

2

I appreciate the support of having validation when sending students to the office - that it was serious enough for me to send them and that there are consequences.I also appreciate that a positive work environment is maintained and the feeling that all staff members are valued and supported. Thank you

4/13/2016 12:55 PM

3

classroom visits and suggestion to become a better/more effictive teacher

4/13/2016 8:27 AM

4

Continued support of Admin to Staff.

4/13/2016 7:27 AM

5

I already feel supported by my administrative staff, and appreciate their continued support.

4/8/2016 3:24 PM

6

I would like more support with how to deal with defiant students. Discipline has been very good and consistent, but ideas on how to deal with kids that are choosing to take an F.

4/8/2016 12:31 PM

7

they're good

4/7/2016 2:38 PM

8

Better communication regarding upcoming events. A simple email that something has been added to the calendar would be really appreciated.

4/7/2016 1:01 PM

9

Feel supported

4/6/2016 3:19 PM

10

I appreciate that the administrative staff is there to support our efforts in the classroom. It makes a difference to me in

4/6/2016 3:04 PM

doing my job when I know that they are there to help me work with every student and every situation if needed. It's important for us (teachers) to feel that our administrators trust us to do our job. I want to feel that my administrators really know me as a teacher and what it is like in my classroom. 11

I think the administrative staff have been awesome. Both Greg and Tracy have a low-key, laid-back approach that is good for the students and staff.

4/6/2016 2:57 PM

12

I feel very supported my my admin. I feel extremely lucky to be with such caring leaders.

4/6/2016 2:56 PM

13

Strict enforcement of D.O.G.S. and consequences first week of school. Could be during a welcome back assembly.

4/6/2016 11:51 AM

14

I would like support with students who are not motivated to do well in school, even after I've tried my best to help them

4/6/2016 11:01 AM

and motivate them. 15

Stricter policy for repeat offenders for behavior, PDA, classroom disruption.

4/6/2016 10:04 AM

16

I'd like to see a positive discipline policy introduced that is strict, fair, and rewards positive behavior to help build the culture throughout the entire campus.

4/6/2016 10:01 AM

17

To continue with what they have provided me!!!!! Thanks, Doing a great job!

4/5/2016 5:14 PM

18

I would love to see you in my room more often(not just for evals) and have a conversation about what I am doing and get advice about what I could do better. My feelings will not be hurt if one of you came and critiqued my lesson/teaching if you gave insight into how to make it better. I am nowhere close to having this teaching thing nailed

4/5/2016 9:47 AM

down and its hard to improve when you're left to your own most of the time(don't get me wrong I do appreciate the feeling of you trusting me to do a good job), but teaching alone is inherently isolated and doesn't lend itself to improvement from others input very often. So all that to say, I value your input and would like more of it!(sorry that's wordy!) 19

They do a great job anytime I have an issue with a student.

4/4/2016 3:44 PM

3/9

2015-16 Cherry Avenue Teacher Survey (updated) Q3 What support would you like from your RTI teacher? Answered: 18

Skipped: 7

#

Responses

Date

1

God bless her

4/15/2016 1:52 PM

2

Reading the RTI reports posted on each student has been helpful because I get a chance to see how students are acting in other classes.

4/13/2016 12:55 PM

3

na

4/13/2016 8:27 AM

4

Nothing everything is awesome!

4/13/2016 7:27 AM

5

Our RTI teacher is also very supportive, and goes out of her way to help teachers and students.

4/8/2016 3:24 PM

6

Maybe help cover classes when subs are needed, so teachers are not always having to give up their prep.

4/8/2016 12:31 PM

7

she's good

4/7/2016 2:38 PM

8

Continue the current status quo.

4/7/2016 1:01 PM

9

Feel supported

4/6/2016 3:19 PM

10

I want our RTI teacher to continue to be a strong advocate for our teachers and students. I appreciate that when I take

4/6/2016 3:04 PM

a concern to her about an individual student, or a curriculum or school question, she listens and will explain/give valid reasons for decisions and expectations. 11

I think Sherrie is doing a great job.

4/6/2016 2:57 PM

12

None, I feel she is very supportive.

4/6/2016 11:51 AM

13

I would like a specific plan or action to use with those RTI students who have not changed or improved even after I've implemented various strategies to help them.

4/6/2016 11:01 AM

14

Unknown at this time

4/6/2016 10:01 AM

15

To continue to assist me when I call upon her. Doing a great job!

4/5/2016 5:14 PM

16

Not sure

4/5/2016 9:47 AM

17

The RTI teacher does a great job assisting me with strategies to use with RTI kids and others in the class

4/4/2016 3:44 PM

18

Minimize paperwork, continue to prompt due dates (it has been very helpful)

4/4/2016 12:45 PM

4/9

2015-16 Cherry Avenue Teacher Survey (updated) Q4 What support would you like from your counselor? Answered: 17

Skipped: 8

#

Responses

Date

1

She does a pretty good job as it is.

4/15/2016 1:52 PM

2

I think Shannon has a job that requires more time than there is in a day - appreciate that she tries to head situations off before they become big problems - we have many students with many different emotional needs and I don't know

4/13/2016 12:55 PM

how she deals with all of it as well as she does. 3

na

4/13/2016 8:27 AM

4

Nothing everything is awesome!

4/13/2016 7:27 AM

5

Our counselor does an outstanding job helping students, and supporting teachers.

4/8/2016 3:24 PM

6

she's good

4/7/2016 2:38 PM

7

Continue the current status quo.

4/7/2016 1:01 PM

8

Feel supported

4/6/2016 3:19 PM

9

Our counselor is very supportive of our efforts in the classroom, but more importantly, she is always working for the benefit of our students. I would like her to continue these efforts - sometimes it may seem a struggle, but so worthwhile.

4/6/2016 3:04 PM

10

I think Shannon is doing a great job.

4/6/2016 2:57 PM

11

None.

4/6/2016 11:51 AM

12

I would like to see some type of weekly sessions for those unmotivated students. I think many of these kids are so far behind academically that they've given up.

4/6/2016 11:01 AM

13

Unknown at this time

4/6/2016 10:01 AM

14

To continue to assist me when I call upon her. Doing a great job!

4/5/2016 5:14 PM

15

Can't think of anything right now

4/5/2016 9:47 AM

16

She does a great job assisting troubled students!

4/4/2016 3:44 PM

17

Take care of DRAMA.

4/4/2016 12:45 PM

5/9

2015-16 Cherry Avenue Teacher Survey (updated) Q5 If you could change one thing at Cherry Avenue Middle School, what would it be? Answered: 21

Skipped: 4

#

Responses

Date

1

I would have a leadership team meeting on a monthly basis

4/15/2016 1:52 PM

2

I really cant think of much I'd change - great place to work with positive people and good kids - I just have to remember to check the calendar for upcoming events -but could you fix ERC calendar because we have had problems with double bookings.

4/13/2016 12:55 PM

3

More school spirit by students and staff.

4/13/2016 8:27 AM

4

More activities at lunch possibly and spirit!

4/13/2016 7:27 AM

5

Nothing!

4/11/2016 4:49 PM

6

I am very happy at Cherry Avenue. If I didn't have 4th period prep. I would like to have a 15 minute break rather than a 10 minute break.

4/8/2016 3:24 PM

7

Teaching having to cover other people's classes on their prep. Some teachers are having to cover 2-3 days a week on their prep period and sometimes with no pay. I feel that this is not fair to those teachers and their time.

4/8/2016 12:31 PM

8

one calendar (too many different ones at the moment)

4/7/2016 2:38 PM

9

Devices for every student!!! The feeling of bombardment with expectations w/o the means to accomplish tasks is overwhelming!

4/7/2016 1:01 PM

10

I would like to see a stricter adherence to the district dress code, especially in relation to beanies, sagging, short shorts, and hair coloring.

4/6/2016 3:19 PM

11

I don't know how we would/could change that more students (and I'm not saying that they don't) would care more about their education than I do. (a lot of times it sort of feels that way to me)

4/6/2016 3:04 PM

12

I think that the first period class should be lengthened by at least 3 minutes to account for roll call and announcements. I find myself having to rush through 1st period and those students often miss instruction that the other class get just because of time limitations. I don't want to teach students that it is OK to ignore the

4/6/2016 2:57 PM

announcements or be disrespectful or others who want to hear the announcements so we don't talk at all, me or the students during announcements. This is especially true of short Wednesdays as the first period is even shorter than the rest. I would be more than happy to sit down with the admin staff and work out a schedule for next year to address this. 13

I feel everything is fine here at Cherry, just working more with students of following D.O.G.S. and keeping them accountable.

4/6/2016 11:51 AM

14

I would like to see more student activities that bring students together so they feel a sense of belonging.

4/6/2016 11:01 AM

15

Make the Base class more militant. Don't pull Nolan for class coverage. His class should be the one class that is not

4/6/2016 10:04 AM

disturbed for down time, not a place any student wants to go to after they spend time there. My opinion. 16

Creating a culture of students that strives to be the very best at what they do.

4/6/2016 10:01 AM

17

More school building activities. SPIRIT!!!!

4/5/2016 5:14 PM

18

I think any change has to be with us, the staff. It is such a great staff that I have loved working with for a lot of years. But I would say that one of our downfalls is that too often, many feel that the rules that are set in place for us and students don't necessarily apply to them or that they can make exceptions. Example; the rule is not gum(I don't have strong feelings about gum either way, but that the rule) so most don't let students chew gum, but often students let you know that there are certain staff members that allow it. There are also staff member that allow students to use foul

4/5/2016 9:47 AM

language and also use that kind of language in front of students. None of this is acceptable because it undermines all of us as a staff and you as admin. It doesn't really matter if I agree with the rule or not, it's the rule and I should hold kids accountable. It can be frustrating to work in a place where there seems that too often there are exceptions to the rules. It can't be the attitude of "in a staff meeting we are all agreeance and standing united, but when I get back to my class I'm going to do whatever I want." So I would say that if we would truly be united in all things in front of students, not just rules, we would see even more improvements in the culture around this place. 19

More noon sports leagues.

4/4/2016 3:44 PM

20

Consistency among teachers in regards to school policy and rules.

4/4/2016 2:48 PM

21

Take away 1 minute per class and have a 15 min recess.

4/4/2016 12:45 PM

6/9

2015-16 Cherry Avenue Teacher Survey (updated) Q6 What area or areas would you like to have more staff development on? You may pick as many as you like. Answered: 24

Skipped: 1

Using technology i...

Cornell notes

Project Based Learning Depth of Knowledge... Student Engagement...

AVID strategies

CPM

Academic Vocabulary Direct Instruction... Learning Focused... Other (please specify) 0%

10%

20%

30%

40%

50%

60%

Answer Choices

70%

80%

90%

100%

Responses

Using technology in the classroom

87.50%

21

Cornell notes

29.17%

7

Project Based Learning

16.67%

4

Depth of Knowledge questioning

20.83%

5

Student Engagement strategies

41.67%

10

AVID strategies

25.00%

6

CPM

8.33%

2

Academic Vocabulary

20.83%

5

Direct Instruction strategies

8.33%

2

Learning Focused Conversations

20.83%

5

Other (please specify)

12.50%

3

Total Respondents: 24

#

Other (please specify)

Date

1

Knowledge on Special Education.

4/6/2016 2:56 PM

2

Music Technology in the classroom

4/6/2016 10:01 AM

3

If we are going to use PBL, time to work on creating and planning them, NO MORE SD on it.

4/4/2016 12:45 PM

7/9

2015-16 Cherry Avenue Teacher Survey (updated) Q7 I regularly monitor the growth of my RTI students. Answered: 25

Skipped: 0

does not apply to me

agree

somewhat agree

disagree

0%

10%

20%

30%

40%

50%

60%

Answer Choices

70%

80%

90%

100%

Responses

does not apply to me

16.00%

4

agree

44.00%

11

somewhat agree

40.00%

10

disagree

0.00%

0

Total

25

8/9

2015-16 Cherry Avenue Teacher Survey (updated) Q8 I feel my grade level or department LFC's were productive and helpful. Answered: 25

Skipped: 0

does not apply

agree

somewhat agree

disagree

0%

Answer Choices

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Responses

does not apply

4.00%

1

agree

32.00%

8

somewhat agree

44.00%

11

disagree

20.00%

5

Total

25

9/9