The Single Plan for Student Achievement Wilson Elementary School School Name
54-72231-6054522 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:
John Pendleton Principal (559)685-7260 955 East Tulare Avenue 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 Wilson Elementary School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 28 Table 2: Title III Accountability (District Data) ................................................................................................................... 32 Table 3: California English Language Development (CELDT) Data ................................................................................ 33 Table 4: CBEDS................................................................................................................................................................ 34 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 35 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 40 Total Expenditures by Object Type and Funding Source ................................................................................................. 40 Total Expenditures by Funding Source............................................................................................................................. 41 Total Expenditures by Object Type ................................................................................................................................... 42 Total Expenditures by Goal .............................................................................................................................................. 43 Appendix D - Recommendations and Assurances (Wilson Elementary School) .................................................................. 44 Appendix E - Home/School Compact ................................................................................................................................... 45 Appendix F - School Site Council Membership: Wilson Elementary School ........................................................................ 46 Appendix G - Miscellaneous Items for Wilson Elementary School ....................................................................................... 47 Appendix H – TCSD Planned Professional Development .................................................................................................... 48
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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 The mission of Wilson Elementary School is to provide each member of the Warrior Nation with an educational experience based on innovative problem solving and ethical decision making skills. Infused with the Core Values of Courage, Honor, and Respect, our program supports the ability of each student to reach their full potential. We are committed to working in collaboration with members of our school community to ensure that our students are valued participants of the 21st Century Digital Age.
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III. School Profile Wilson Elementary School is one of fifteen schools in the Tulare City School District . It houses twenty regular education classes in TK through fifth, two special day classes that serve students in kindergarten through fifth grade, and two statefunded preschool classes. Currently, the school's enrollment stands at 507 students.
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 school's Title I budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teacher and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) Based on our 2015-2016 ELA CAASPP Data 13.3% of Wilson's 4th Grade students and 17.2% of 5th grade students scored standard met or exceeded. On the Math portion of CAASPP 10.7% of 4th grade and 15.6% of 5th grade students scored standard met or exceeded. B. Surveys Parent Survey: All areas received positive results from parents. Areas receiving high marks from parents included positive school climate, open communication between school and home, parents feeling that they have a say in the education of their child, the belief that the school administration promotes a philosophy of partnership with families, and that the school provides many different events and opportunities for families to be involved in their child's education. In addition, 93% of respondents felt that Wilson School tries to get all families involved in their child's education .
Student Survey: Responses from the student survey were overwhelmingly positive. No student ranked any of the following items below 92% when asked about their teacher: felt that their teachers gave clear directions, gave extra assistance when needed, and explained information in a way they could understand. Finally, 94% of students responded that they felt their teachers made learning fun. Overall 98% of students were proud to be a Wilson Warrior. C. Classroom Observations During the School Site Council's local review, the following were noted:
Evidence that students were completing project based learning assignments; Evidence of Accountable talk, using sentence frames and pictures to demonstrate appropriate responses Evidence that as the grade level increased so did the quality and rigor of the discussions Evidence of the use of technology using ipads and ERC in all classrooms Evidence of Lexia and district adopted curriculum Evidence of class Dojo used as an effective way to reward students and communicate with parents Evidence in all classroom that students were engaged and on task
D. Student Work and School Documents The 2016-2017 Trimester 1 Assessments were different based on each grade level. Kindergarten and TK are assessing with the DRDP. Grades 1-3 assessed in reading with DIBELS. With this assessment the percentage of students at benchmark were as follows: 1st- 13%, 2nd -41%, and 3rd- 35%. Grades 4-5 assess reading using the STAR reading test. With this assessment the percentage of students who met or exceeded standards are as follow:4th- 5%, 5th-10%.
The 2016-2017 Trimester 1 Math Assessment is measured by the STAR Math assessment, this assessment is given three times a year to 3rd-5th grade students. With this assessment the percentage of students who met or exceeded the standard were as follows:3rd-8%, 4th-13%, and 5th-14%.
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E. Analysis of Current Instructional Program (See Appendix B) In order to address the fundamental teaching and learning needs of Wilson School, this site has established Learning Focused Conversations(also known as LFCs) as the single greatest measure toward improving student achievement. The establishment of Learning Focused Conversations among grade level teams ensures that teachers are working as a cohesive unit to plan instruction that meets the needs of all students at Wilson School. In addition to professional development and ongoing feedback and support from the Principal and Response to Intervention Teacher, teachers have been provided a LFC meeting structure by the school site administrative team to ensure that conversations reflect our school's shift in focus from teaching to learning. In these weekly meetings, teachers discuss student achievement within our school's significant subgroups based on common assessment results in order to determine best practices with regards to classroom instruction. It is these results-based, data-driven conversations that are the guiding force behind instructional decisions being made at every grade level.
Within the structure and establishment of the Learning Focused Conversations, teachers have also taken other measures to impact student achievement including refining Language Arts and Math instruction. This refinement includes identifying key grade-level standards based on current data that will be emphasized in all classrooms, the development of instructional pacing calendars based on district and state assessments, developing common weekly formative assessments that support the identified key standards, and an implementation of a Response to Intervention plans that ensures strategic, on-going intervention for students who are struggling to master grade level standards. In addition, all teachers have established after school tutoring groups for students they have identified as needing further academic support in Math.
Another component to Wilson's Instructional Program is the implementation of Instructional Rounds as an observation tool to assess teachers' instructional effectiveness with all students.As a result of our first Instructional Rounds observation, all classrooms at Wilson have focused on the implementation of higher rigor lessons striving towards a DOK 3 with the implementation of WICOR. As part of our Next Level of Work, all teachers will be provided the opportunity to observe a DOK 3 lesson taught by a district curriculum specialist on an identified standard. After they reflect upon the lesson they will co-plan, co-teach a lesson with the specialist and in the end teachers will plan and teach a DOK 3 or higher lesson and receive feedback from the curriculum specialist. This will give teachers extensive support with developing more rigorous lessons extending the DOK levels in all curricular areas.
Sixteen of the sixteen areas listed in Appendix B are either meeting or exceeding performance goals.
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V. Description of Barriers and Related School Goals The barriers at Wilson Elementary School include the following: • • •
Inconsistent attendance present through all grade levels High mobility rate Variance of cultural norms regarding education
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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 district and state assessments.-------Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: Based on our analysis of current data, the following steps have been taken to improve student performance in the area of reading and language arts: Identify key grade-level standards that will be emphasized in all classrooms; Develop instructional pacing calendars based on district assessments, accompanied by common weekly and Units of Study formative assessments that support the identified key standards; and implement Response to Intervention plans that ensure strategic, on-going intervention for students who are struggling to master grade level standards. As part of our RTI program, identified students are receiving thirty minutes of small group differentiated instruction in Reading Mastery, and 95% Group lessons each day. How the School will Evaluate the Progress of this Goal: Use of District standards benchmark assessments to guide instruction and identify students in need of additional intervention Keeping track of assessment results on data spreadsheets Class Mossaic DIBELS Identifying Target students within significant subgroups Intensive intervention in language arts through the use of research-based materials and strategies Actions to be Taken to Reach This Goal
Timeline
Implement the District Language Arts August 2016- June Common Core Units of Study by 2017 utilizing district adopted programs (CA Treasures) by providing mandated daily instructional minutes in ELA (K60-80 min., 1st-3rd 2.5 hours, 4th-6th 2 hours) and ELD (all grades-30 The Single Plan for Student Achievement
Person(s) Responsible Principal Response To Intervention Teacher Classroom Teachers Instructional Aides
Proposed Expenditure(s) Description Professional Services
Copier Cost per Copy
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Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
50.00
LCFF Sup/Con
500.00
1/21/17
Actions to be Taken to Reach This Goal minutes) using research based programs, strategies, and materials such as:
Instructional Rounds Year 6 which will focus on Wilson School as a system that engages our students in learning as well as concentrating on Depth of Knowledge questioning and tasks. 95% Group Strategies (TK-3, RSP, Intervention Groups)
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description Bus Use for Field Trips
Non Capitalized Equipment Clerk/Library/Materials Time Sheets Clerk/Library/Materials Time Sheets Materials and Supplies Materials and Supplies
Project Based Learning staff development and implementation
Books
Units of Study
Books
Renaissance Place-Accelerated Reader
Professional Services
RSP/RTI Project
Type 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
1,000.00
LCFF Sup/Con
100.00
Title I
125.00
LCFF Sup/Con
100.00
Title I
914.40
LCFF Sup/Con
1,562.38
Title I
800.00
LCFF Sup/Con
400.00
LCFF Sup/Con
350.00
California Treasures supplemental materials, Lexia Core 5, Accelerated Reader Step Up to Writing, Guided reading, small group instruction, Thinking Maps, differentiated instruction, literacy centers, cooperative learning, one on one instruction Provide supplemental materials and supplies, equipment, technology, and human resources TCSD Components of an early and intermediate literacy program, TCSD Language Arts Bookmarks Character Education DIBELS The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
EADMS STAR Reading 4th/5th Full time librarian Structured English Immersion Classes AVID grades 2-5 Implement intensive reading/language August 2016 - June arts intervention programs for 2017 students who are significantly behind in ELA. This may include:
Reading Mastery
Principal Response To Intervention Teacher Classroom Teachers Instructional Aides
Instructional Aides Fringe Benefits Fringe Benefits AVID
DIBELS Corrective Reading
Professional Services
Read Live Triumphs intervention component of Treasures adoption
Bus Use for Field Trips
Intervention Kit lessons from Treasures adoption
Copier Cost per Copy
Lexia
Clerk/Library/Materials Time Sheets Clerk/Library/Materials Time Sheets Materials and Supplies
95% Group Lessons Provide mandated, but not limited to, daily instructional minutes for these interventions: K - 30 minutes, 1st - 6th - 45-60 minutes.
Materials and Supplies Books Books
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2000-2999: Classified Personnel Salaries 3000-3999: Employee Benefits 3000-3999: Employee Benefits 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
62,385.14
Title I
20,722.67
LCFF Sup/Con
543.19
Title I
250.00
Title I
50.00
LCFF Sup/Con
1,000.00
LCFF Sup/Con
500.00
Title I
125.00
LCFF Sup/Con
100.00
Title I
914.40
LCFF Sup/Con
1,562.38
Title I
800.00
LCFF Sup/Con
400.00
1/21/17
Actions to be Taken to Reach This Goal
Implement extended day tutoring for students who are not proficient in English Language Arts:
Timeline
August 2016-June 2017
Proposed Expenditure(s)
Person(s) Responsible
Principal RTI Teacher Classroom Teachers Instructional Aides
Description
LCFF Sup/Con
350.00
Choices
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
1,500.00
Title I
50.00
Title I
250.00
LCFF Sup/Con
500.00
Title I
914.40
LCFF Sup/Con
1,562.37
Title I
800.00
LCFF Sup/Con
400.00
LCFF Sup/Con
350.00
5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
50.00
Title I
914.40
LCFF Sup/Con
1,562.37
Title I
800.00
LCFF Sup/Con
400.00
LCFF Sup/Con
500.00
Professional Services
•
Reading Mastery
•
Read Live
•
Corrective Reading
Copier Cost per Copy
•
Best practices teaching strategies in English Language Arts and Math
Materials and Supplies
AVID
Materials and Supplies Choices Books Books Professional Services
plan lessons
Principal RTI Teacher Classroom Teachers
Professional Services
Materials and Supplies
evaluate student work /data Materials and Supplies discuss student progress Books share teaching strategies share formative assessment results and implementation
The Single Plan for Student Achievement
Amount
5000-5999: Services And Other Operating Expenditures
Lexia
Schedule and hold regular grade level August 2016- June meetings to: 2017
Funding Source
Professional Services
•
•
Type
Books Copier Cost per Copy
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Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Professional Services
Gain assistance from: August 2016 - June District Curriculum Specialists, RTI 2017 Teacher, peer coaches, District AGLT representative, consultants School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
The Single Plan for Student Achievement
Type 4000-4999: Books And Supplies
Funding Source LCFF Sup/Con
Amount 350.00
Principal RTI Teacher
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VI. Planned Improvements in Student Performance (continued) SUBJECT: MATHEMATICS ALIGNMENT: Conditions of Learning: SP1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and6; 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: 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: Based on our analysis of current data, the following steps have been taken to improve student performance in the area of mathematics: Identify key grade-level standards that will be emphasized in all classrooms; Develop instructional pacing calendars based on district and state assessments, accompanied by common weekly formative assessments that support the identified key standards; and implement Response to Intervention plans that ensures strategic, on-going intervention for students who are struggling to master grade level standards. In addition, to these steps, all teachers have established after-school tutoring groups for students they have identified as needing further academic support. How the School will Evaluate the Progress of this Goal:
• • • • • • •
Weekly common formative assessments by grade level Ongoing teacher formative assessments to guide instruction District trimester summative assessments Keeping track of assessments on data spreadsheets STAR Math Testing Data DREAMBOX Math Reports Identifying target students within significant subgroups Actions to be Taken to Reach This Goal
Implement and provide mandated daily instructional minutes for the district adopted Math program (K-30 min., 1st-5th 60 minutes) and intensive math intervention for students significantly below grade The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal RTI Teacher Classroom Teachers Instructional Aides Compliance Clerk
Description AVID
Copier Cost per Copy
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Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
400.00
LCFF Sup/Con
200.00
1/21/17
Actions to be Taken to Reach This Goal level (30 min per session) and use research based programs, strategies, and materials such as: Use district adopted State Board of Education (SBE) approved enVision Math (K-5) and TCSD Math Units of Study. Implement K-5 Math Trimester State Standards-Based Guidelines (standards pacing schedule) and Key Standards Continuum. Implement daily use of SBE adopted intensive math intervention programs for students who are significantly below grade level in math, to include: embedded interventions within the district adopted program.
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description Non Capitalized Equipment Materials and Supplies Materials and Supplies Books Books Instructional Aides Time Sheets Instructional Aides Time Sheets
Type 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries
Funding Source
Amount
LCFF Sup/Con
100.00
Title I
548.64
LCFF Sup/Con
937.43
Title I
200.00
LCFF Sup/Con
100.00
Title I
50.00
LCFF Sup/Con
25.00
enVision Math supplemental materials, BBY, Baits, What's my Place, What's my Value, Touch Math, Visual Math, STAR Math, Dreambox Opportunities for extended day tutoring for students who are not meeting academic grade level standards in math. Support for the effective teaching of math from the District Curriculum Specialist, RTI Teacher,and Peer Coaches. Utilize peer tutors to meet students needs. Implement the use of the following scientifically-based researched, standards-aligned supplemental instructional materials, strategies, and programs for math to be used during the instructional day and extended The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description
Type
Funding Source
Amount
day tutoring: enVision Adopted Materials (K-5) Cooperative Learning, Small Group Instruction, One-on-One Instruction and Differentiated Instruction DreamBox Math STAR Math AVID Thinking Maps Manipulatives Pre-Promeathean Technology (Flip charts, videos, etc.) Kathy Richardson EADMS Structured English Immersion Classes STAR Math Implement intensive math interventions for students who are significantly behind in math in class: K-5: 15 minutes daily. Classroom teachers provide intervention afterschool intervention once a week. Choices program implements intervention daily.
August 2016 - June 2017
Principal RTI Teacher Classroom Teachers Instructional Aides
Choices
Copier Cost per Copy
Materials and Supplies Materials and Supplies Books Books
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5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
LCFF Sup/Con
900.00
LCFF Sup/Con
200.00
Title I
548.64
LCFF Sup/Con
937.43
Title I
200.00
LCFF Sup/Con
100.00
1/21/17
Actions to be Taken to Reach This Goal
Gain assistance from:
Timeline
August 2016 - June 2017
Person(s) Responsible
Principal RTI Teacher
District Curriculum Specialists, School Site RTI Teacher, peer coaches, consultants
The Single Plan for Student Achievement
Description
Funding Source
Amount
2000-2999: Classified Title I Personnel Salaries 2000-2999: Classified LCFF Sup/Con Personnel Salaries
50.00
Professional Services
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
100.00
LCFF Sup/Con
200.00
Title I
548.64
LCFF Sup/Con
937.42
LCFF Sup/Con
700.00
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
100.00
LCFF Sup/Con
200.00
Title I
548.64
LCFF Sup/Con
937.42
LCFF Sup/Con
700.00
Materials and Supplies Materials and Supplies Professional Services
Principal RTI Teacher Classroom Teachers
Type
Instructional Aides Time Sheets Instructional Aides Time Sheets
Copier Cost per Copy
School psychologist, Attendance officer, Title 1 Homeless Liason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau
Schedule and hold regular grade level August 2016 - June meetings to: 2017 plan lessons refer to long range math planning guides evaluate student work discuss student progress share teaching strategies collaborate with grade level colleagues refine pacing guides evaluate assessment results (weekly, by trimester, and yearly)
Proposed Expenditure(s)
Professional Services
Copier Cost per Copy
Materials and Supplies Materials and Supplies Professional Services
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25.00
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VI Planned Improvements in Student Performance (continued) SUBJECT: ENGLISH LANGUAGE LEARNERS ALIGNMENT: Conditions of Learning: SP1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and6; 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: Based on our analysis of current data, the following steps have been taken to improve performance and support for all limited English-proficient students in the areas of reading/language arts and mathematics: Identify and supplement support and instruction of key grade-level standards; Develop instructional pacing calendars based on district and state assessments, accompanied by common weekly formative assessments that support the identified key standards; and implement Response to Intervention plans that ensures strategic, on-going intervention for English Learners (K-5) who are struggling to master grade level standards. In addition to these steps, all teachers have established after-school tutoring groups for students they have identified as needing further academic support in both mathematics and reading/language arts.-------How the School will Evaluate the Progress of this Goal: District standards assessments Classroom Mosaic Ongoing teacher formative assessments to guide instruction Monitor these students on the data spreadsheets per class Monitor these students on the monthly pacing calendars for daily ELA intensive intervention Monitor monthly Lexia usage Actions to be Taken to Reach This Goal Implement daily use of adopted LA and math interventions for students significantly below grade level including programs, strategies, materials and resources such as:
The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Proposed Expenditure(s)
Person(s) Responsible Principal Classroom Teachers Instructional Aides Bilingual Coordinator Migrant Resource
Description AVID
Choices
18 of 48
Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
100.00
LCFF Sup/Con
600.00
1/21/17
Actions to be Taken to Reach This Goal
Timeline
ELD (from California Treasures MacMillan), Reading Mastery / Corrective Reading / Read Live programs, LEXIA Core 5, Accelerated Reader, Leap Track / Frog, Language for Learning, Visual Math, What's my Place, What's my Value, Baits, DreamBox Math
Proposed Expenditure(s)
Person(s) Responsible Teacher
Description Bus Use for Field Trips
Copier Cost per Copy
Books
ELD/SDAIE strategies, Step Up to Writing, intermediate literacy / guided reading groups, Thinking Maps, BBY
Books Materials and Supplies
Cooperative Learning, small group instruction, differentiated instruction, one on one instruction
Materials and Supplies
Type
Funding Source
Amount
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
LCFF Sup/Con
2,000.00
LCFF Sup/Con
400.00
Title I
400.00
LCFF Sup/Con
200.00
Title I
146.30
LCFF Sup/Con
249.98
5000-5999: Services And Other Operating Expenditures 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
200.00
LCFF Sup/Con
100.00
Title I
146.30
LCFF Sup/Con
249.98
LCFF Sup/Con
1400.00
4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
146.30
LCFF Sup/Con
249.98
4000-4999: Books And Supplies
Title I
146.31
Literacy centers, manipulatives, realia AVID Structured English Immersion Classes Gain assistance from:
August 2016- June 2017
District Curriculum Specialists, District Bilingual Coordinator, Response To Intervention Teacher, Peer Coaches Consultants, School Psychologist, Attendance Officer, Title 1 Homeless Laiason, Heath Services, GATE program, SARB, Community Day School, Social Workers, Tulare Youth Services Bureau, Bilingual Department, CHOICES
Professional Services
Non Capitalized Equipment Materials and Supplies Materials and Supplies Professional Services
Provide strategic classroom placement for EL students. This may include SEI (Structured English Immersion) classroom placement and is determined by current ELD proficiency levels.
August 2016 - June 2017
Ensure that EL At Risk students work on Lexia for a minimum of fifteen minutes daily.
August 2016- June 2017
The Single Plan for Student Achievement
Principal Response To Intervention Teacher Bilingual Coordinator Migrant Resource Teacher
Principal Classroom Teachers
Materials and Supplies
Principal Classroom Teachers
Materials and Supplies
Materials and Supplies
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Actions to be Taken to Reach This Goal
Timeline
Implement the English Learner Master August 2016- June Plan. 2017
Person(s) Responsible
Principal
Proposed Expenditure(s) Description
Funding Source
Amount
Materials and Supplies
4000-4999: Books And Supplies
LCFF Sup/Con
249.98
Materials and Supplies
4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
146.31
LCFF Sup/Con
249.98
Materials and Supplies
The Single Plan for Student Achievement
Type
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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 andsupported 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 Findings from the Analysis of this Data: Wilson School, has established Learning Focused Conversations (LFCs) as the single greatest measure toward improving student achievement and supporting school reform. The establishment of grade-level Learning Focused Conversations, provides teachers with an environment better suited to meet the varying needs our students. Working as a cohesive unit to plan instruction and analyze assessment data, staff members are in a better position to respond to the academic and developmental needs of their students. The current LFC structure, supported by site and district resource personnel, fosters conversations that reflect our school's shift in focus from teaching to learning. Discussions within LFC meetings center on student achievement on common assessments with an emphasis on the performance of significant subgroups. From assessment results, grade level team members determine best practice strategies. Results-based, data-driven conversations form the guiding force behind instructional decisions being made at every grade level. In addition to the institution of grade-level LFCs, the continued refinement of Instructional Rounds has provided staff members with valuable insight into the effectiveness of current instructional techniques and strategies. Through Instructional Rounds, all teachers are given the opportunity to observe their colleague's students, noting the level of engagement, academic discussion, and interaction with Sate Standards content. As a direct result of the Instructional Rounds process, Wilson has successfully initiated the implementation of Kagan Engagement Structures and the use of academic vocabulary with sentence frames to boost student interaction within State Standards instruction. How the School will Evaluate the Progress of this Goal: Sign in sheets Agendas Minutes from grade level PLC meetings
The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal Provide staff development opportunites such as: Early release Wednesday Staff Development Days Instructional Rounds Buy Back Days / paid staff development time District Sponsored Staff Development Days New Teacher Support System New teacher staff development Workshops Conferences Demonstration lessons Sub release time for teachers to observe others AVID
Timeline August 2016- June 2017
Person(s) Responsible Principal Response To Intervention Teacher Classroom Teachers
Proposed Expenditure(s) Description Substitute Teachers
Substitute Teachers
Materials and Supplies Materials and Supplies Non Capitalized Equipment Travel and Conference
Copier Cost per Copy
Professional Services
Professional Services
Focus staff development topics on August 2016 - June areas of need such as: 2017 Refinement of Learning Focused Conversations Collaborative discussions based on student assessment results Determining Best Practices based on research based strategies and student results Data analysis Identifying Target Students Continued implementation of Thinking Maps Continued implementation of district adopted materials and documents Using data and student work to guide instruction Calibrating and grading student The Single Plan for Student Achievement
Principal Response To Intervention Teacher Classroom Teachers
Substitute Teachers
Substitute Teachers
Materials and Supplies Materials and Supplies Non Capitalized Equipment Copier Cost per Copy
22 of 48
Type
Funding Source
Amount
1000-1999: Certificated Personnel Salaries 1000-1999: Certificated Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
778.50
LCFF Sup/Con
777.50
Title I
182.88
LCFF Sup/Con
312.47
LCFF Sup/Con
50.00
LCFF Sup/Con
1,500.00
LCFF Sup/Con
200.00
Title I
100.00
LCFF Sup/Con
700.00
1000-1999: Certificated Personnel Salaries 1000-1999: Certificated Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Title I
778.50
LCFF Sup/Con
777.50
Title I
182.88
LCFF Sup/Con
312.48
LCFF Sup/Con
50.00
LCFF Sup/Con
200.00
1/21/17
Actions to be Taken to Reach This Goal assessments Intervention programs such as 95% group, Reading Mastery, Corrective Reading, Read Live
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Professional Services
Professional Services
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Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
100.00
LCFF Sup/Con
700.00
1/21/17
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; PupilOutcomes: 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: Parent Surveys Annual Self Study Parent Conferences Findings from the Analysis of this Data: Based on the analysis of this data, Wilson School will enact the following measures to better inform and involve members of our school community: Enhance and support our school website to better spotlight school news, events, and information aimed at providing parents with additional assistance at home and in school; develop and host a Spring Curriculum Fair featuring State Standard activities and projects developed by the staff and student body. Both measures are designed to provide members of our school community with greater access to the instructional program and help form a stronger bond between school and home. How the School will Evaluate the Progress of this Goal:
• • • •
Review of Parent Survey results Annual self study of parent involvement Gather feedback from parents involved in PTO and from individuals attending weekly Coffee Club meetings Provide an outlet for informal comments and suggestions via a suggestion box Actions to be Taken to Reach This Goal
Recruit and organize parent and community help and support with the following: Chaperones/ volunteers for school functions/ trips PTO / SSC / ELAC Annual Title 1 Meeting School Compact Local Site Review The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Person(s) Responsible Principal Compliance Clerk Classroom Teachers
Proposed Expenditure(s) Description Clerk/Library/Materials Time Sheets Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets
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Type
Funding Source
2000-2999: Classified Title I Personnel Salaries 2000-2999: Classified LCFF Sup/Con Personnel Salaries 2000-2999: Classified Title I Personnel Salaries
Amount 250.00 200.00 250.00
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Welcome Back Night, student recognition events, Spring Curriculum Fair
Proposed Expenditure(s) Description Materials and Supplies Materials and Supplies
Fundraisers Parent education events AVID
Copier Cost per Copy
Parent Involvement
Include parents in school decisions by August 2016 - June gaining their participation in: 2017
Principal Compliance Clerk Classroom Teachers
Annual parent survey
Clerk/Library/Materials Time Sheets Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Materials and Supplies
Parent education events
Materials and Supplies
SSC / ELAC / PTO / DAC / DELAC Parent / teacher conferences
Copier Cost per Copy
Parent Involvement
Communicate the importance of August 2016 - June education and their student's 2017 progress through: Conferences, meetings, special school events Phone calls / translators as needed School Accountability Report Card (provided online), school compact, notes, school newsletter Report cards, progress reports, intervention letters, IEP forms Blackboard/Parent Link phone system Newsletters Kindergarten Orientation Positive Student Recognition Awards The Single Plan for Student Achievement
Principal Compliance Clerk Classroom Teachers
Instructional Aides Time Sheets Instructional Aides Time Sheets Clerk/Library/Materials Time Sheets Clerk/Library/Materials Time Sheets Materials and Supplies Materials and Supplies
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Type
Funding Source
Amount
4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
73.15
LCFF Sup/Con
124.99
LCFF Sup/Con
80.00
Title I
360.60
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
250.00
LCFF Sup/Con
200.00
Title I
250.00
Title I
73.15
LCFF Sup/Con
124.99
LCFF Sup/Con
80.00
Title I
360.60
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
450.00
LCFF Sup/Con
225.00
Title I
250.00
LCFF Sup/Con
200.00
Title I
73.15
LCFF Sup/Con
124.99
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
and Assemblies Attendance Incentives
Proposed Expenditure(s) Description Non Capitalized Equipment Copier Cost per Copy
Professional Services
Parent Involvement
Professional Services
Provide information and ideas to families about a variety of topics through the following:
August 2016- June 2017
Principal Compliance Clerk Classroom Teachers
Annual Title 1 Meeting
Instructional Aides Time Sheets Instructional Aides Time Sheets Clerk/Library/Materials Time Sheets Clerk/Library/Materials Time Sheets Materials and Supplies
Classroom orientation / Meet the Teacher (August)
Materials and Supplies
Kindergarten registration / readiness program Parent education meetings
TCOE Preschool to Kindergarten Parent Meeting
Copier Cost per Copy
Blackboard/Parent Link phone system
Parent Involvement
Kindergarten Orientation Provide a safe school environment for August 2016 - June students to experience success in 2017 school by implementing:
Principal Classroom Teachers
Parent/Community Aide Time Sheets Materials and Supplies
Second Step Materials and Supplies CREW
Type
Funding Source
Amount
4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
100.00
LCFF Sup/Con
80.00
Title I
200.00
Title I
360.60
LCFF Sup/Con
1400.00
2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies 4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
450.00
LCFF Sup/Con
225.00
Title I
250.00
LCFF Sup/Con
200.00
Title I
73.15
LCFF Sup/Con
124.99
LCFF Sup/Con
80.00
Title I
360.60
2000-2999: Classified Title I Personnel Salaries 4000-4999: Books Title I And Supplies 4000-4999: Books LCFF Sup/Con And Supplies
250.00 73.16 124.99
Red Ribbon Week The Single Plan for Student Achievement
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Actions to be Taken to Reach This Goal Character Counts Big Brothers Big Sisters
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Copier Cost per Copy
Parent Involvement
Student Council Activities
The Single Plan for Student Achievement
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Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
80.00
Title I
360.60
1/21/17
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 3
75
73
74
72
74
72
98.7
98.6
Grade 4
60
64
60
61
60
61
100.0
93.8
Grade 5
82
65
79
64
79
64
96.3
95.5
All Grades
217
202
213
197
213
197
98.2
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 3
2356.5
2355.9
5
4
14
8
26
32
55
56
Grade 4
2383.9
2403.9
2
8
10
13
20
23
68
56
Grade 5
2426.3
2427.5
1
2
13
25
24
9
62
64
N/A
N/A
3
5
12
15
23
22
62
58
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 3
11
7
31
33
58
60
Grade 4
2
10
27
23
72
67
Grade 5
0
5
33
41
67
55
All Grades
4
7
31
32
65
60
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 3
3
3
32
42
65
56
Grade 4
5
8
40
41
55
51
Grade 5
6
6
39
25
54
69
All Grades
5
6
37
36
58
58
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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 3
7
4
55
57
38
39
Grade 4
7
7
43
61
50
33
Grade 5
1
3
59
52
39
45
All Grades
5
5
54
56
42
39
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 3
8
8
42
43
50
49
Grade 4
5
8
42
49
53
43
Grade 5
4
13
56
47
41
41
All Grades
6
10
47
46
47
44
Conclusions based on this data: 1. Based on an analysis of current data, the following steps have been taken to address the academic needs of students in the areas of Reading, Writing, Listening, and Research/Inquiry: 1) Identify key content standards that will be emphasized in all classrooms; 2) Develop meaningful units of study that support identified standards and strengthen targeted academic skills; and 3) Provide students with differentiated instruction and support through an RTI program that ensures strategic, on-going, intervention. In addition to the noted steps, Wilson has incorporated the AVID program into grades third, fourth, and fifth, as part of our ongoing efforts to improve student performance and increase academic rigor.
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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 3
75
73
74
72
74
71
98.7
98.6
Grade 4
60
63
60
60
60
60
100.0
93.8
Grade 5
82
65
79
64
79
64
96.3
95.5
All Grades
217
201
213
196
213
195
98.2
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 3
2356.6
2366.2
0
0
15
11
22
31
64
58
Grade 4
2395.8
2413.4
0
3
7
15
32
27
62
55
Grade 5
2427.6
2410.4
0
2
5
3
32
16
63
80
N/A
N/A
0
2
9
10
28
25
63
64
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 3
7
4
23
34
70
62
Grade 4
3
8
17
20
80
72
Grade 5
3
2
32
16
66
83
All Grades
4
5
24
24
71
72
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 3
3
0
36
51
61
49
Grade 4
5
3
25
35
70
62
Grade 5
0
5
20
14
80
81
All Grades
2
3
27
34
70
64
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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 3
3
4
50
45
47
51
Grade 4
2
10
32
37
67
53
Grade 5
1
0
32
25
67
75
All Grades
2
5
38
36
60
59
Conclusions based on this data: 1. Based on an analysis of current data, the following steps have been taken to address the academic needs of students in the area of mathematics: 1) Identify key content standards that will be emphasized in all classrooms; 2) Develop meaningful units of study that support identified standards and strengthen targeted academic skills; and 3) Provide students with differentiated instruction and support through an RTI program that ensures strategic, on-going, intervention. In addition to the noted steps, Wilson has implemented two programs specifically designed to assess, analyze, and strengthen math skills (DreamBox Math and STAR Math). Wilson has also incorporated the AVID program into grades third, fourth, and fifth, as part of our ongoing efforts to improve student performance and increase academic rigor.
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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
K 1
Early Advanced 15-16
13-14
8 3
3
9
4 5 Total
15-16
13-14
8
29
14-15
Early Intermediate
Beginning
15-16
13-14
14-15
15-16
13-14
14-15
15-16
25
14
***
25
57
***
33
31
15
17
34
37
38
17
15
33
14
33
13
15
15
17
44
42
48
32
30
22
9
12
13
10
15
12
7
27
38
52
30
26
24
24
15
7
4
30
18
21
57
45
46
13
23
18
14
11
2 3
14-15
Intermediate
13
5
5
20
45
50
27
45
35
27
3
3
4
21
19
20
38
41
43
24
The Single Plan for Student Achievement
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21
10
13
5
22
15
16
11
1/21/17
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
0.4%
0.0%
%
2
0
African American
3.0%
1.5%
%
14
7
Asian
0.0%
0.8%
%
0
4
Filipino
0.0%
0.0%
%
0
0
Hispanic/Latino
85.4%
87.2%
%
402
421
Pacific Islander
0.0%
0.0%
%
0
0
White
9.3%
8.9%
%
44
43
Multiple/No Response
0.0%
0.0%
%
0
0
Total Enrollment:
471
483
Student Enrollment by Grade Level Number of Students
Grade
2014-15
2015-16
Kindergarten
113
143
Grade 1
68
64
Grade 2
74
67
Grade3
75
71
Grade 4
60
73
Grade 5
81
65
Grade 6
0
0
Grade 7
0
0
Grade 8
0
0
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12
0
0
471
483
Total Enrollment:
The Single Plan for Student Achievement
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2016-17
1/21/17
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 2016-2017
Evidence: Analyze student data for district, DIBELS, and STAR benchmarks in both Language Arts and Math Monitor local assessments for significant subgroups Staff development aligned with analysis of local assessment data 2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) Meeting performance goals 2016-2017 Evidence: •
District adopted supplemental assessments support state adopted materials (i.e. 95%,DIBELS, STAR, Reading Mastery Tests)
•
District assessments given three times throughout the year
•
Progress monitoring every 2-3 weeks using 95% and STAR assessments, to constantly identify student needs
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) Exceeding performance goals 2016-2017 Evidence:
All certificated and all classified staff working with students are highly qualified according to NCLB.
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) Meeting Performance goals 2016-2017 Evidence: The Single Plan for Student Achievement
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•
District Office assistance from Curriculum Specialists
•
Response to Intervention and principal provide on-site coaching
•
NTSS support providers for new teachers
•
Tulare County Office of Education Consultants and Conferences
•
Outside consultants
•
95% On Site Coaching
•
AVID professional development
5. Teacher collaboration by grade level (EPC) Meeting performance goals 2016-2017 Evidence: •
Teachers meet weekly in their LFC to discuss assessment results and determine best teaching practices
•
Results of assessments drive future instruction and immediate intervention
•
Staff development time is dedicated to training teachers in the elements of collaborative discussions and working in a LFC
•
Grade levels meet with District Office Curriculum Experts to plan effective instruction and support Wilson Elementary's Next Level of Work.
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) Meeting performance goals 2016-2017 Evidence: Identifying key standards Developing appropriate pacing of lessons based on identified key standards evidenced in student data Use of CCSS bookmarks aligned with district benchmarks 7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) Meeting performance goals 2016-2017 Evidence: • State adopted materials and district adopted supplemental materials •
Received passing marks during Williams Act inspection
8. Use of standards-aligned instructional materials, including intervention materials Meeting performance goals 2016-2017 Planned implementation: The Single Plan for Student Achievement
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•
Language Arts intervention during school day through implementation of Walk to Intervention, Reading Mastery, 95% Group, Triumphs and Read Live
•
Math intervention during school day using Units of Study, EnVision math adoption differentiated instruction component, STAR Math, DreamBox Math, and Intervention Skills Kit component
•
After-school Math intervention provided by homeroom teacher using DreamBox Math and adopted and supplemental materials
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) Meeting performance goals 2016-2017 Evidence: •
Wilson Elementary School is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to help all students meet standards
•
Multiple measures are used to identify and monitor progress of under-performing students toward meeting standards
10. Research-based educational practices to raise student achievement at this school (NCLB) Meeting performance goals 2016-2017 Evidence:
All district adopted and supplemental materials are research-based
11. Opportunities for increased learning time (Title I SWP and PI requirement) Meeting performance goals 2016-2017 Evidence:
After school academic intervention is offered in Math
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) Meeting performance goals 2016-2017 Evidence: •
Youth Service Bureau Services
•
Big Brothers/Big Sisters
•
Food Link
•
Partnered with the Tulare Police Department
•
District Support Staff
•
Choices
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•
Parent Education Activities
•
PTO
•
Aeries Parent Portal
•
Blackboard/Parent Link
•
CREW
13. Strategies to increase parental involvement (Title I SWP) Meeting performance goals 2016-2017 Evidence: •
PTO
•
School Site Council and English Language Advisory Committee
•
Annual Parent Survey
•
Translators
•
Parent Link
•
Title 1 Parent Meeting
•
Coffee Club
•
AVID Parent Meetings
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 2016-2017 Evidence: •
District Advisory Committee (DAC) / District Parent Teacher Organization (P.T.O.)
•
District English Language Learner Advisory Committee (DELAC)
•
School Site Council / English Language Advisory Council
•
Local Monitor and Review
•
Leadership Team
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) Meeting performance goals 2016-2017 Evidence: •
Wilson Elementary School is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to help all students meet standards
The Single Plan for Student Achievement
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•
Title 1 Response to Intervention and Paraprofessionals assist teachers with curriculum implementation
•
Implementation of Response to Intervention aimed to improve underachieving student performance
16. Fiscal support (EPC) Meeting performance goals 2016-2017 Evidence: •
Wilson Elementary School is a Title 1 School Wide and School Based Coordinated Program, enabling all funds to help all students meet standards
•
Budgets and school wide/school based coordinated plans reflect allocations for student achievement
•
SSC and ELAC have input in the development of the school wide plan and budgets
The Single Plan for Student Achievement
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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
1,555.00
2000-2999: Classified Personnel Salaries
LCFF Sup/Con
1,500.00
3000-3999: Employee Benefits
LCFF Sup/Con
543.19
4000-4999: Books And Supplies
LCFF Sup/Con
15,349.00
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
19,150.00
Title I
1,557.00
2000-2999: Classified Personnel Salaries
Title I
65,385.14
3000-3999: Employee Benefits
Title I
20,722.67
4000-4999: Books And Supplies
Title I
11,315.20
5000-5999: Services And Other Operating Expenditures
Title I
3,803.00
*
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
38,097.19
Title I
102,783.01
LCFF Sup/Con formerly known as EIA-SCE LCFF Sup/Con (LEP) formerly known as EIA-LEP
The Single Plan for Student Achievement
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Object Type Object Type
Total Expenditures
1000-1999: Certificated Personnel Salaries
3,112.00
2000-2999: Classified Personnel Salaries
66,885.14
3000-3999: Employee Benefits
21,265.86
4000-4999: Books And Supplies
26,664.20
5000-5999: Services And Other Operating Expenditures
22,953.00
The Single Plan for Student Achievement
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Appendix C - Summary of Expenditures in this Plan (continued) Total Expenditures by Goal Goal Number
Total Expenditures
Goal 1
106,508.10
Goal 2
10,494.26
Goal 3
7,381.42
Goal 4
7,702.71
Goal 5
8,793.71
The Single Plan for Student Achievement
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Appendix D - Recommendations and Assurances (Wilson Elementary School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 10, 2016
Attested: John Pendleton Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Roberto Villa 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: Wilson Elementary 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.
Parents 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 to explain curriculum and classroom expectations Class Dojo to communicate students involvement in class and provide information on upcoming events or projects Spring Curriculum Fair to showcase student work from throughout the year Parent Link to communicate with parents about upcoming events occurring at school
Staff Pledge: Wilson parents joined staff to develop the following ideas about how families can support students’ success in reading and math. Read with your child everyday. Ask your child about their day and have him/her explain what they are learning in their classroom
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Appendix F - School Site Council Membership: Wilson Elementary School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):
Name of Members John Pendleton
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
X
Theresa Trujillo
X
Barbara Goodsby
X
Jennifer Verkaik
X
Stacie Gabijan
X
Michael Atondo
X
Myra Delgadillo
X
Roberto Villa
X
Lizette Lango
X
Julie Cardoza
X
Numbers of members of each category
Secondary Students
1
3
1
5
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
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Appendix G - Miscellaneous Items for Wilson Elementary School
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Appendix H – TCSD Planned Professional Development
The Single Plan for Student Achievement
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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
8/29/2016
Monthly Summary
TITLE I
WILSON 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 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 57103
Budget $1,557.00
Expenditures to Date
$62,385.14 $1,000.00
$1,250.00 $750.00 $20,722.67 $4,000.00 $7,315.19
1 Month of Salary
$7,251.25
$55,133.89
$2,749.36
$17,973.31
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
$10,000.61
$73,107.20
$0.00
$0.00 $17,872.19
$73,107.20
$17,872.19
$1,000.00
$1,000.00
$100,980.00
2015-2016 BUDGET PARENT INVOLVEMENT
Encumbered
$1,803.00
Balance $1,557.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $0.00 $0.00 $0.00 $1,250.00 $750.00 $0.00 $4,000.00 $7,315.19 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $0.00 $1,000.00 $0.00
$100,980.00 $724.50
$64.29
$1,014.21
As of
8/29/2016
Monthly Summary
S/C - LCAP
WILSON 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
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000
Budget $1,555.00
Expenditures to Date
Encumbered
$500.00
$1,000.00 $543.19 $2,000.00 $12,499.00 $500.00 $1,500.00 $4,000.00
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
$2,251.43
$4,000.00 $7,000.00 $3,000.00
$38,097.19
2015-2016 BUDGET
$2,251.43
$0.00 $38,097.00
Balance $1,555.00 $0.00 $0.00 $0.00 $500.00 $0.00 $0.00 $0.00 $0.00 $1,000.00 $0.00 $543.19 $2,000.00 $10,247.57 $500.00 $1,500.00 $4,000.00 $0.00 $4,000.00 $0.00 $7,000.00 $0.00 $3,000.00 $0.00
$0.00
$0.00 $35,845.76
$0.00
$35,845.76
AS OF
TUTORING WILSON 2015-16 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL HOURLY BUDGET
8/29/2016
Budget Expenditures 11003 $2,978.00 21003 $1,467.00 30000 $747.00 58000 $5,192.00 $0.00
Balance $2,978.00 $1,467.00 $747.00 $0.00 $5,192.00
Wilson Elementary School Budget Summary Balance as of 8/29/2016 2015/16 Budgets
Budget Instructional*
$
PE Inst. Budget*
$
27,531.00 $
Expended 9,895.22 $
1,449.00
2016-17 Preliminary Budgets
Encumbered
Balance
1,429.92 $
16,205.86
$
1,449.00
Wilson Elementary School 955 E. Tulare Avenue Tulare, CA 93274 (559) 685-7260 FAX (559) 687-6414
School Logo Goes Here
Wilson Elementary School Parent Involvement Policy Wilson 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 Wilson 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 Wilson school’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At Wilson School our annual Title I Parent meeting is held at the beginning of each school year in conjunction with our Back to School night. We use this opportunity to express to our parents the importance of staying connected, visiting the school and engaging in school related activities throughout the year. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement.
PTO meetings are held during the day Coffee Club is offered in the mornings 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 Wilson School's Parent Involvement Policy and, if applicable, the joint development of the plan for schoolwide programs. On our site we use our SSC meetings to provide opportunities 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. 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 Wilson School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. Expectations are provided to our families at Parent conferences twice during the school year Progress reports and Report cards are provided throughout the school year measuring the student’s progress and areas of improvement. 12/20/2016
We also use STAR math and DIBELS to continuously progress monitor our students in both reading and math. Parents have the opportunity to view all of the amazing student work during our annual curriculum fair. 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. Family first is our motto at Wilson school and there is an Open Door policy for parents to meet with Mr. Pendleton if ever they have a concern. 5. If Wilson School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Wilson School makes the plan available to the district. Parents may attend PTO meetings, schedule appointments with Administration and/or attend SSC or ELAC to share their concern over the school’s Schoolwide Plan. In addition to already having the opportunity of collaborating and being a part of the approval of the plan at each month’s SSC/ELAC meeting. 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 Wilson School and parents/guardians will build a partnership to help students achieve state standards. The discussion begins at Wilson 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. Wilson 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 Wilson 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).)
12/20/2016
b.
c.
d.
e.
f.
The monitoring of student achievement is documented in the student’s progress reports and report cards. Progress reports are mailed home to our families and report cards are shared with the parents at Parent/Teacher conference. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).) Our Meet and Greet, Back to School Night, and Curriculum Fair held throughout the school year provide opportunities to build a collaborative relationship with our Wilson families. Parent Education events provide information regarding student achievement, curriculum and learning. 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).) Coffee Club is offered each month with valuable training in incorporating parents as equal partners. 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).) Meet and Greet, Back to School Night, Curriculum Fair and Avid Nights support parents in more fully participating in the education of their children. 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).) Wilson school produces a Calendar of Events that is also available on our website to assist the teacher, administration and parents in partnering with one another in future events. Parent Link (website) provides parents with information about site activities. Tulare City School District Electronic Application for communication Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) 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. Wilson 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 Wilson School's policy to meet the changing needs of parents/guardians and the school. Wilson 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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Wilson Elementary School 955 E. Tulare Avenue Tulare, CA 93274 (559) 685-7260 FAX (559) 687-6414
School Logo Goes Here
Política sobre Participación de los Padres de la Escuela Wilson La Escuela Wilson 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 Wilson 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 Wilson en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. En la Escuela Wilson nuestra reunión de Padres de Título I tiene lugar al inicio del curso junto con nuestra noche de Regreso a Clases. Utilizamos esta oportunidad para expresar a nuestros padres la importancia de estar conectados, de visitar la escuela y de implicarse con las actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Se ofrecen reuniones de Educación para Padres durante el día b. Se ofrecen sesiones del Club del Café por las mañanas c. Se tiene reuniones del Consejo Escolar (SSC, por sus siglas en inglés)/Comité Asesor del Estudiante de Inglés a primera hora de la tarde. 3. Involucrar los padres/tutores de forma organizada, continua, y oportuna en la planificación, repaso, y mejoramiento de programas de Título I, incluyendo la planificación, repaso, y mejoramiento de la Política sobre Participación de los Padres de la Escuela Wilson y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. En nuestro centro escolar utilizamos las reuniones del SSC para ofrecer oportunidades a los padres para que se impliquen con la planeación 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 a través de volantes, del sistema de información para padres electrónico y de Parent Link permiten invitar a los padres a las reuniones escolares previstas. b. Una descripción y explicación del currículo la Escuela Wilson, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan expectativas en las conferencias de Padres dos veces durante el curso b. Se proporcionan informes de progreso y boletas de calificaciones durante el curso. En estos informes se mide el progreso de los alumnos y las áreas de mejora 12/20/2016
c. Igualmente utilizamos STAR math e Indicadores Dinámicos de Habilidades Básicas de Alfabetización Temprana ( DIBELS, por sus siglas en inglés) para hacer un seguimiento continuo del progreso de nuestros alumnos tanto en lectura como en matemática. d. Los padres tienen la oportunidad de ver todos los increíbles trabajos de los alumnos durante nuestra feria anual de currículo 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. La “Familia es lo primero” es nuestro lema en la escuela Wilson y hay una política de Puertas Abiertas para reunirse con el Sr. Pendleton si tienen alguna preocupación. 5. Si el Plan a Nivel Escolar de la Escuela Wilson no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Wilson haga el plan disponible al distrito. a. Los padres pueden asistir a reuniones de la PTO, concertar citas con la administración y/o asistir al SSC o ELAC para compartir sus preocupaciones sobre el Plan Escolar. Además los padres tienen la oportunidad de colaborar y ser parte del proceso de aprobación del plan en cada reunión mensual del SSC/ELAC. 6. Desarrollar de forma con los padres/tutores de alumnos participando un contrato de escuela-padres que detalla como los padres/tutores, el personal escolar entero, y los alumnos compartirán la responsabilidad para mayor rendimiento académico estudiantil y los medios por cual la Escuela Wilson y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. El debate empieza en la reunión de Padres de Título I de la Escuela Secundaria Muclahy al inicio del curso y sigue a lo largo del año con las reuniones de la PTO y del SSC/ELAC. La colaboración entre padres, alumnos y personal en el debate del Contrato Escuela-Padres ofrece la guía necesaria hacia la implementación del Plan Único de Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa a Nivel Escolar (SWP, por sus sigla sen inglés). Todos los componentes comparten el desarrollo continuo en la mejora del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Wilson en proporcionar currículo e instrucción de alta calidad en un entorno comprensivo y efectivo de aprendizaje que permite los alumnos participando a lograr las normas estatales de rendimiento académico estudiantil. b. Maneras en cuales los padres/tutores serán responsables por apoyar el aprendizaje de sus hijos, tales como supervisando asistencia, completando tarea, y limitando cantidad de televisión vista; dándose de voluntarios en el salón; y participando, según corresponda, en decisiones relacionadas a la educación de sus hijos y el uso positive de tiempo extracurricular. c. La importancia de comunicación entre los maestros y los padres/tutores de forma continua mediante, al menos: (1) Conferencias de padres-maestros, durante las cuales el contrato se ha compartido como se relaciona al rendimiento estudiantil. (2) Frecuente informes a los padres/tutores sobre el progreso de sus hijos. (3) Acceso razonable al personal, oportunidades de voluntariado y participación en el salón de sus hijos, y observación de actividades del salón. 7. Establecer la Capacidad de Wilson y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. El seguimiento del rendimiento de los alumnos se documenta en la boleta de calificaciones de los alumnos y se comparte con los padres durante las reuniones entre Padres/Maestros. 12/20/2016
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. Nuestras reuniones de bienvenida, la Noche de Regreso a Clases y la Feria del Currículo que se organizan a lo largo del curso ofrecen una oportunidad para crear relaciones de colaboración con las familias de la escuela Wilson b. Los eventos de Educación a Padres ofrecen información sobre el rendimiento de los alumnos, el currículo y el aprendizaje. c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Cada mes se ofrecen los Clubs de Café con una capacitación valiosa para incorporar a los padres como socios iguales. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. Las reuniones de bienvenida, la Noche de Regreso a Clases, la Feria del Currículo y las noches de Avance Vía Determinación Individual (AVID, por sus siglas en inglés) apoyan a los padres para que participen de forma plena en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. La Escuela Wilson produce un Calendario de eventos, que está igualmente disponible en nuestra Web, para asistir a los maestros, a la administración y a los padres para que colaboren en futuros eventos. b. Parent Link (página Web) ofrece a los padres información sobre las actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para la comunicación. f. Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. El Calendario de Eventos de nuestra escuela y la reunión de Padres de Título I sirven de apoyo a la mejora de los padres y fomenta el apoyo tanto dentro como fuera del salón de clases. 8. Al nivel práctico, proporcionar oportunidades completes para la participación de padres/tutores con dominio limitado del inglés, padres/tutores con discapacidades, y padres/tutores de alumnos migrantes, incluyendo proporcionando información e informes escolares en un formato y lenguaje que entiendan los padres/tutores. La Política sobre Participación de los Padres de la Escuela Wilson 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 Wilson para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Wilson 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.
12/20/2016
WILSON ELEMENTARY PARENT SURVEY 2015-2016 Participation: 23%
A
B
1. I feel welcome at my child’s school.
YES 96%
NO 2%
2. Messages from school are easily understood. I know I can talk to someone at school about them.
YES 97%
NO 3%
3. I know that I can work with the school regarding the education, learning, and behavior of my child.
YES 96%
NO 4%
4. I know that I can formally or informally comment on this school’s policies and help in decision making for my student.
YES 93%
NO 6%
5. The Principal at this school is available to all parents.
YES 95%
NO 4%
6. This school encourages parents and the community to volunteer.
YES 95%
NO 5%
7. This school tries to get all families involved with their child’s schooling.
YES 93%
NO 7%
8. This school provides resources that will help my child succeed in school.
YES 96%
NO 4%
9. My child feels safe and secure at this school.
YES 95%
NO 6%
10. My child has access to the internet.
YES 95%
NO 5%
11. I feel that my child receives homework that they are able to complete.
YES 96%
NO 2%
12. Do you receive an equal balance of “good news” and “bad news” from your child’s teacher?
YES 97%
NO 3%
Comments:
WILSON ELEMENTARY PARENT SURVEY 2015-2016 Participación: 23%
1. Me siento bienvenido en la escuela de mi hijo.
SI 96%
2. Los mensajes de la escuela son fáciles de entender. Sé que puedo SI
NO 2%
hablar con alguien en la escuela acerca de ellos.
97%
NO 3%
3. Yo sé que puedo trabajar con la escuela en cuanto a
SI 96%
NO 4%
4. Sé que puedo comentar de manera formal o informal en
SI 93%
NO 6%
5. El Pincipal de esta escuela siempre esta disponible para todos los
SI 95%
NO 4%
6. Esta escuela anima a los padres y la comunidad para ser
SI 95%
NO 5%
7. Esta escuela trata de envolver todoas las familias con las
SI 93%
NO 7%
8. Esta escuela proporciona recursos que ayudan a mi niño a tener
SI 96%
NO 4%
9. Mi niño se siente seguro en la escuela.
SI 95%
NO 6%
10. Mi hijo tiene acceso al internet.
SI 95%
NO 5%
11. Siento que mi estudiante reciba tarea que es capaz de
SI 96%
NO 2%
12. ¿Recibe un balance igual de "buena noticia" y "malas noticias"
SI 97%
NO 3%
la educación, el aprendizaje y el comportamiento de mi hijo. políticas de esta escuela y ayuda en decisions de mi estudiante.
padres.
voluntarios.
educación de sus niños. éxito en la escuela.
completir.
de la maestra de su hijo?
Comentarios:
WHAT IS A SCHOOL-PARENT COMPACT?
BUILDING PARTNERSHIPS
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.
Parent Teacher Organization
Parent Volunteers
AVID Family Night
School Site Council/ English Language Advisory Council
Back to School Night/ Spring Curriculum Fair
Fall Family Festival
United For Good
Food Link
Coins for Caring– Lighthouse Rescue Mission
Big Brothers Big Sisters
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
Wilson School hosts many events throughout the school year. We send home notices through parent link and notes home so be on the lookout. We have several evening events that PTO sponsors and all the parents are welcome to plan, volunteer, and assist at any of the events. Our website will have information for all the meetings, and information for all meetings will also be available in the office. Parents are welcome to volunteer in rooms by contacting the teacher and getting proper background clearance. The office can assist you with both! Feel free to call any time. (559) 685-7260
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. PARENTS ARE WELCOME TO CONTRIBUTE COMMENTS AT ANY TIME.
SCHOOL-PARENT COMPACT FOR
ACHIEVEMENT
2016-2017
OUR FOCUS
COMMUNICATION ABOUT STUDENT LEARNING Wilson Elementary is committed to frequent twoway communication with families about students’ learning. Some of the ways parents and teachers communicate all year are:
JOINTLY DEVELOPED
Wilson Elementary School
Parent Surveys
Parent Link
Parent Conferences— September 26-30, March 13-17
Class Dojo
Follow up calls/emails to support parents and students
DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS? Please contact your child’s teacher by phone at 685-7260 or email which can be found on our website or ask the office.
FOR STUDENT SUCCESS
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TEACHERS, PARENTS AND STUDENTS - TOGETHER FOR SUCCESS
DISTRICT PRIORITIES:
AT HOME
IN OUR CLASSROOMS
#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:
LCAP/SCHOOL GOALS:
Back To School Night to explain curriculum and classroom expectations
Class Dojo to communicate students involvement in class and provide information on upcoming events or projects
Spring Curriculum Fair to showcase student work from throughout the year
Parent Link to communicate with parents about upcoming events occurring at school
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.
Wilson parents joined staff to develop the following ideas about how families can support students’ success in reading and math.
Read with your child everyday.
Ask your child about their day and have him/her explain what they are learning in their classroom.
We will get there by:
Continuous Staff Development for Teachers
Regular Grade Level Learning Focus Conversations
Frequent progress monitoring of student performance in all subjects areas
Consistent communication with parents
Student Study Teams to monitor student progress
STUDENTS Wilson Elementary 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.
Teacher/Principal Signatures____________________________________________________________ Parent Signature _____________________________________________________________________
When teachers, students and families work together we CAN achieve our goals!
Student Signature_____________________________________________________________________
¿QUÉ ES UN CONTRATO ENTRE LA ESCUELA Y LOS PADRES? 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:
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 revisa este documento cada primavera. Durante esta reunión revisamos las necesidades de aprendizaje de los estudiantes, con base en la información de nivel de grado actual. Estas discusiones son tratadas de acuerdo con la información e incluyen sugerencias para las estrategias de aprendizaje en la casa por parte de los maestros, juntos con información de los padres para hacer estas estrategias especificas a sus necesidades. LOS PADRES ESTÁN INVITADOS A CONTRIBUIR. SE APRECIAN LOS COMENTARIOS
CONSTRUCCIÓN DE SOCIEDADES
Organización de Padres y Maestros
Padres Voluntarios
Noche en Familia AVID
Consejo de Plantel Escolar/ Consejo Asesor de Inglés
Noche de Regreso a la Escuela/ Feria Curricular de Primavera
Festival de la Familia de Otoño
Unidos para el Bien
Enlace de Alimentos
Monedas para la Atención– Misión de Rescate Lighthouse
Grandes Hermanos y Hermanas
La Escuela Wilson tiene eventos a lo largo del año. Enviamos notificaciones por medio del enlace de padres y notificaciones a la casa así que estén atentos! Tenemos varios eventos patrocinados por la PTO y todos los padres están invitados a planificar, participar como voluntarios y asistir a todos los eventos. Nuestra página web tendrá información para todas las reuniones e información para todas la reuniones también disponible en la oficina. Invitamos a los padres a ser voluntarios contactando al maestro y obteniendo la certificación de antecedentes. La oficina puede ayudarlo en ambas cosas! No dude en llamarnos en cualquier momento al (559) 685-7260
Escuela Primaria Wilson
CONTRATO DE PADRESESCUELA PARA EL APROVECHAMIENTO 2016-2017
NUESTRO COMUNICACIÓN ACERCA DEL APRENDIZAJE DEL ESTUDIANTE La primaria Wilson está comprometida con la comunicación de doble vía frecuente con las familias acerca del aprendizaje del estudiante. Algunas de las formas en que los padres y maestros pueden comunicarse todo el año son:
Encuestas de Padres
Enlace de Padres
Entrevistas de Padres— 26-30 de sept, 13-17 de marzo
Clase Dojo
Seguimiento de llamadas/emails para apoyar a los padres y a los estudiantes. ¿TIENE PREGUNTAS ACERCA DEL PROGRESO DE SU HIJO (A)
Por favor contacte al maestro de su hijo (a) por teléfono al 685-7260 o email que usted puede encontrar en nuestra página web o en la oficina.
ÉNFASIS
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MAESTROS, PADRES Y ESTUDIANTES - JUNTOS PARA EL ÉXITO
PRIORIDADES DEL DISTRITO:
#1. Ambiente de aprendizaje y trabajo seguro para todos. #2. La enseñanza es relevante, con propósito y aboga por los niveles más profundos de aprendizaje para todos. #3. Conexión con las comunidades locales y globales.
IN OUR CLASSROOMS
EN LA CASA
Los maestros trabajarán con los estudiante y sus familias para apoyar el éxito del estudiante en el cumplimiento o superación de los Estándares Estatales Comunes Básicos en lectura y matemáticas. Algunas de nuestras maneras clave para conectarnos con las familias son:
Los padres de la Primaria Wilson 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.
Noche de Regreso a la Escuela para explicar el currículo y las expectativas de salón.
Los estudiantes tendrán oportunidades de participación en actividades extra curriculares.
Clase Dojo para comunicar la participación de los estudiantes en la clase y brindar información sobre los eventos o proyectos próximos.
Los estudiantes de EL mejorarán su competencia en inglés y mejorarán su aprovechamiento en ELA.
Feria de Currículo de Primavera para mostrar el trabajo del estudiante a lo largo del año.
Enlace de Padre para comunicar con los padres acerca de los próximos eventos que tendrán lugar en la escuela.
METAS LCAP/ESCUELA:
Los estudiantes alcanzarán estándares altos y aprovechamiento estudiantil mejorado.
La facultad participará en desarrollo profesional y preparación consistente.
Leer con su hijo (a) todos los días.
Pídale a su hijo (a) que le hable acerca de su día y explique lo que él/ella está aprendiendo en su salón.
Promoción de participación de padres y comunidad en un ambiente seguro.
Llegaremos allí mediante:
Desarrollo Profesional Continuo para Maestros
ESTUDIANTES Los estudiantes de la Primaria Wilson se unieron al personal y a los padres para desarrollar ideas acerca de cómo ellos pueden tener éxito en la escuela y alcanzar las estrellas en matemáticas y lectura. Los estudiantes pensaron en las siguientes ideas para hacer las conexiones entre el aprendizaje en la casa y en la escuela.
Conversaciones de Nivel de Grado Regulares con Énfasis en el Aprendizaje
Monitoreo frecuente del progreso para el desempeño del estudiante en todas las áreas
Comunicación consistente con los padres
Firma del Maestro y director____________________________________________________________________
Equipos de estudio para monitorear el progreso del estudiante
Firma del Padre _____________________________________________________________________________ Firma del Estudiante_____________________________________________________________________
¡Cuando los maestros, estudiantes y familias trabajan juntos PODEMOS lograr nuestras metas!
Wilson School Student SURVEY Spring 2016
Participation:
Please fill in blank with: (A) YES ( B) NO
(C) SKIPPED
1. Does your teacher give you clear directions?
A 97%
B 2%
2. Does your teacher provide you with additional help if you need it?
95%
3. If I have a question my teacher explains it in a way I understand?
92%
4. Does your teacher make learning fun?
94%
4%
2%
5. If I have questions or problems in class on the playground, I feel comfortable talking to my teacher?
86%
13%
1%
6. Do you feel like people care for you in class?
85%
14%
1%
7. Do you act like a proud Warrior on the playground and in your classroom?
94%
5%
1%
8. Do you practice the “Golden Rule” on the playground?
94%
5%
1%
9. Do you feel like you have made progress from the beginning of the school year until now?
91%
8%
1%
10. Do you enjoy doing activities with your tribe?
96%
3%
1%
11. Do you feel safe in your classroom?
78%
22%
NA
13. Are you proud to be a Wilson Warrior?
98%
2%
NA
4% 6%
C 1% 1% 2%
Wilson School Staff Survey 2016
Q1 Staff Development/Support: Please rate the following: Answered: 42
Skipped: 0
Grade Level LFC's
Instructional Rounds
95% Group Support...
Wednesday Professional...
Wednesday Professional...
0%
10%
Beneficial
20%
30%
40%
50%
Not Beneficial (comment below)
Beneficial
60%
70%
90%
100%
Does Not Apply
Not Beneficial (comment below)
1/2
80%
Does Not Apply
Total Respondents
Wilson School Staff Survey 2016 Grade Level LFC's
Instructional Rounds
95% Group Support Training
Wednesday Professional Development (District Sponsored)
Wednesday Professional Development (Site Sponsored)
92.68%
2.44%
4.88%
38
1
2
41
95.12% 39
0.00% 0
4.88% 2
41
70.73% 29
7.32% 3
21.95% 9
41
65.85% 27
4.88% 2
29.27% 12
41
82.93%
9.76%
9.76%
34
4
4
2/2
41
