The Single Plan for Student Achievement Live Oak Middle School School Name
54-72231-6108385 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:
Michelle McPhetridge Principal 559-685-7310 980 North Laspina 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 Live Oak Middle School
I. District and State Priorities .................................................................................................................................................. 3 II. School Vision and Mission ................................................................................................................................................. 4 III. School Profile .................................................................................................................................................................... 5 IV. Comprehensive Needs Assessment Components ........................................................................................................... 6 V. Description of Barriers and Related School Goals ............................................................................................................ 8 VI. Planned Improvements in Student Performance .............................................................................................................. 9 Table 1: CAASPP Results (All Students).......................................................................................................................... 29 Table 2: Title III Accountability (District Data) ................................................................................................................... 33 Table 3: California English Language Development (CELDT) Data ................................................................................ 34 Table 4: CBEDS................................................................................................................................................................ 35 Appendix B - Analysis of Current Instructional Program ....................................................................................................... 36 Appendix C - Summary of Expenditures in this Plan ............................................................................................................ 41 Total Expenditures by Object Type and Funding Source ................................................................................................. 41 Total Expenditures by Funding Source............................................................................................................................. 42 Total Expenditures by Object Type ................................................................................................................................... 43 Total Expenditures by Goal .............................................................................................................................................. 44 Appendix D - Recommendations and Assurances (Live Oak Middle School) ...................................................................... 45 Appendix E - Home/School Compact ................................................................................................................................... 46 Appendix F - School Site Council Membership: Live Oak Middle School ............................................................................ 47 Appendix G - Miscellaneous Items for Live Oak Middle School ........................................................................................... 48 Appendix H – TCSD Planned Professional Development .................................................................................................... 49
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I. District and State Priorities
Tulare City School District Priorities (DP) 1. Safe and Secure Learning and Work Environment for All Alignment: SP 1, 5, 6 2. Teaching is Relevant, Purposeful and Yields the Deepest Levels of Learning for All Alignment: SP 1, 2, 4, 5, 6, 7, 9 3. Connect to the Local and Global Communities Alignment: SP 3, 5, 6 Eight State Priorities (SP) *The LCAP groups the eight state priorities (Education Code sections 52060 and 52066) into three categories: 1. Conditions of Learning a. Basic Services: including facilities, qualified teachers and instructional materials (State Priority 1) b. Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners (State Priority 2) c. Course access: pupil enrollment in a broad course of study (State Priority 7) 2. Pupil Outcomes a. Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate (State Priority 4) b. Other pupil outcomes: pupil outcomes in the subject areas. (State Priority 8) 3. Engagement a. Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (State Priority 3) b. Pupil engagement: as measured by school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (State Priority 5) c. School climate: as measured pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (State Priority 6)
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II. School Vision and Mission School Vision •
Live Oak Middle School is committed to educating each child in order to raise (up) caring, creative, and confident children.
Mission Statement •
Live Oak Middle School is a safe caring place, where educators challenge scholars with rigorous curriculum to reach their fullest potential in academics, personal character and college and career readiness. Furthermore, it is our mission that every Live Oak Scholar becomes a productive citizen of society. Live Oak is the Right Place at the Right Time!
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III. School Profile Live Oak Middle School serves a population of 449 7th (216) and 8th (233) grade students. 51.9% of Live Oak Middle School students are identified as economically disadvantaged, receiving free or reduced-rate meals. Ethnicity counts were taken from the 2016 CBEDS and can be found in Appendix A-Table 4. Live Oak's attendance rate is 96.9%. Average class size for Live Oak's core subjects are as follows: • • • •
ELA- 7th- 30 Math- 7th- 30 Science- 7th- 30 Social Studies- 7th- 30
8th- 32 8th -32 8th- 32 8th- 32
Live Oak's 21 classrooms are equipped with an average of four networked student computers, one teacher computer, 30 Chrome Books(ELA, Math, Science, and Social Studies), 3 Apple IPads, and a Promethean board; three science labs; an art room; PE facilities; an instrumental music room; an administrative building with a library/computer lab; an ELD/Newcomer classroom; a Resource Specialist classroom; an ERC lab with a total of 36 Apple computers, and a multipurpose building. Live Oak Middle School's library contains 12-networked computers and houses over 6,000 books, including a large collection of Accelerated Reader leveled books. In addition to literature, Live Oak Middle School has purchased teacher support materials, many of which can be checked out from the librarian.
Technical assistance provided by the District Office: • • • • • • • •
Data collection and analysis of student performance data (EADMS, STAR Reading, STAR Math) Effective lesson design and implementation (Lessoneer and 95%) 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"s, 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 Hollingshead- Assistant Superintendent of Curriculum David Freitas- Director of Progress and Performance Paul Reagan- Director II Bilingual Martin Suey- Director I of Education Data Systems Tricia Leslie- District Nurse (Title IV) Debbie Terry- District Homeless Liaison Susie Boyett- District Compliance Teacher
***Over 10% of the Title 1 budget is allocated for the purpose of providing high quality professional development through RTI/Programs Teachers and 95% Group Literacy Training.
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IV. Comprehensive Needs Assessment Components A. Data Analysis (See Appendix A) A. Data Analysis (See Appendix A) Based upon the district end of the Year( 2015-2016) SBAC data the following needs are evident: • • • • • • •
Continue to maintain and ACCELERATE student proficiency in math and language arts for all significant subgroups. Staff will focus on EL learners to meet proficiency levels in language arts and math Staff will focus on accelerating our 7th and 8th grade students in English Language Arts Staff will continue to work on accelerating our 8th grade general math students Staff will provide interventions for students with disabilities to close the learning gap and/or meet proficiency levels in math and language arts Staff will focus on moving our "Standard Not Met" students to meet proficiency levels in both math and language arts. Staff will provide interventions for students not meeting standards in math and language arts.
B. Surveys Staff Survey: Live Oak's staff survey was conducted in the spring of 2016. The survey indicated an ongoing need for staff development. Based on data from the Teacher Survey, the teachers would like more staff development in the areas of AVID Strategies, Academic Vocabulary, and Kagan Cooperative Learning Strategies.
Student Survey: The Spring 2016 Live Oak Student Survey data showed students had only one major concern in the area of respect among students on campus. 61% of the Live Oak students felt that they, the students, did not treat each other with respect in class and on campus. This percentage is up from 52% from the 2015 Live Oak Student Survey.
Parent Survey: 2016 Live Oak's Parent Survey once again showed that Live Oak's parents are pleased with Live Oak. Again, the lowest percentage response was an 87% Yes response to the question that dealt with parents being able to access Tulare City School's Website to retrieve information about school events, district calendars. C. Classroom Observations Based upon staff meetings, principal observations, Instructional Rounds, and grade level Learning Focused Conversations (LFC's)meetings, the following needs are evident: • • • • • • •
Continue using direct instruction, with appropriate DOK levels, that are appropriate for the essential question/objective being taught, and check for understanding on an ongoing basis. Teachers will work collaboratively, to analyze and use assessment date to drive instruction in order to drive their instruction. Teachers need to continue to use district adopted materials. Teachers will continue training that will guide them to effectively teach the State Standards. Continue providing an effective curriculum that helps students meet their academic potential. Teachers will continue to utilize the benefits of staff development days and Learning Focused Conversations (LFC's) to support and drive student learning. Teachers will continue to utilize, incorporate, and implement technology in their instruction
D. Student Work and School Documents SBAC: End of Year State Assessment indicates the following average percent for Standard Exceeded, Standard Met, Standard Nearly Met, and Standard Not met by grade level and tested subject SBAC 2015-2016: •
7th grade ELA student results: 10.4% exceeded standards; 38.8% met standards; 19.4% did not meet standards
31.3% nearly met standards;
•
7th grade Math student results: 13.2% exceeded standards; 20.6% met standards; 30.9% did not meet standards
35.3% nearly met standards;
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•
8th grade ELA student results: 10.6% exceeded standards; 33.9% met standards; 24.8% did not meet standards
30.7% nearly met standards;
•
8th grade Math student results: 15% 25% did not meet standards
36.4% nearly met standards:
•
The School Site Council (SSC) and English Language Advisory Committee (ELAC) will conduct a Local Monitor and Review of the School-wide program in March 2017
•
After the Student Accountability Report Card is provided, it will be analyzed for needs
exceeded standards; 23.6% met standards;
E. Analysis of Current Instructional Program (See Appendix B) Of the 16 areas listed in Appendix B, all areas were met.
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V. Description of Barriers and Related School Goals Barriers present at Live Oak Middle School include the following: •
The limited amount of instructional minutes allocated to all ELA and math classes. Live Oak's ELA and math classes were 90 minutes each day (2015-16 school year) and now are 60 minutes each day(2016-17 school year).
•
Average class size for 8th grade ELA is 32 and Math is 32.
•
61% students perceive a lack of respect for each other in the student body.
•
Curriculum and ongoing training for teaching struggling readers at the middle school level that are found during Live Oak’s intervention process.
•
Curriculum and ongoing training for teaching math to struggling students at the middle school level that are found during Live Oak’s intervention process.
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VI. Planned Improvements in Student Performance SUBJECT: English Language Arts ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in reading/language arts, by 2016-2017. LCAP GOAL: All students will reach high standards and increase student achievement in English Language Arts, Mathematics, Science, Social Studies, and Physical Education in order to be prepared for the demands of the 21st century. SCHOOL GOAL #1: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in reading/language arts as measured by state and district assessments. Data Used to Form this Goal: See Appendix A. Findings from the Analysis of this Data: Approximately:
•
43% of 7th grade students exceeded or met ELA standards on SBAC
•
39% of 8th grade students exceeded or met ELA standards on SBAC
How the School will Evaluate the Progress of this Goal:
•
District standard assessments (taken 3 times a year)
•
State SBAC Testing
•
Ongoing teacher formative assessment
•
STAR Reading Assessment data ( taken 4 times a year)
•
TCT data review meetings Actions to be Taken to Reach This Goal
•
Timeline
August 2016-June Implement the district Language Arts Common Core Units of Study 2017 utilizing district adopted programs
The Single Plan for Student Achievement
Person(s) Responsible Principal Teacher Instructional Aides
Proposed Expenditure(s) Description Substitute Teachers
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries
Amount 25.00
1/21/17
Actions to be Taken to Reach This Goal
Timeline
(Pearson Literature grades 7 and 8) by providing mandated daily instructional minutes, and using research based programs, strategies and materials such as:
•
•
•
•
RTI Teacher
Instructional Rounds Year 3 which will focus on Live Oak as a system that engages our students in learning as well as concentrating on Depth of Knowledge questioning. Instructional time provided for intensive reading/language arts intervention for students who are significantly behind in reading/language arts: 7th- 8th grade - 2-3 hours daily Continue the Implementation of 7th - 8th grade ELA State Standards Implement daily use of SBE adopted intensive reading/language arts intervention programs for students who are significantly behind in reading/language arts: Embedded interventions within the district adopted program, Lexia, 95%, and Read Naturally Live.
Implement the use of the following August 2016-June scientifically based researched, 2017 standards-aligned supplemental instructional materials, strategies, and programs for reading/language arts to be used during the instructional day and during extended day tutoring. These may include:
•
Person(s) Responsible
Principal Teacher RTI Teacher Clerk
Proposed Expenditure(s) Description
Type
Certificated Time Sheets 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Books 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Printing 5000-5999: Services And Other Operating Expenditures Professional Services 5000-5999: Services And Other Operating Expenditures AVID 1000-1999: Certificated Personnel Salaries DIBELS 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
125.00
Title I
18.64
Title I
2250.00
Title I
2135.74
LCFF Sup/Con
1136.00
Title I
450.00
LCFF Sup/Con
400.00
Title I
500.00
Title I
225.03
Title I
1125.00
Certificated Time Sheets 1000-1999: Title I Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Title I Benefits Books 5000-5999: Services Title I And Other Operating Expenditures
125.00
18.64 2250.00
AVID Strategies
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Actions to be Taken to Reach This Goal
• • • • • • • • • • • • • • • • • • • • • • • • •
•
Step-up-to-Writing SAT metings for underperforming students Pearson adopted materials Intermediate Literacy / Guided Reading Literacy Centers Small group Instruction Thinking Maps Accelerated Reader/Library books and supplies Thinking Maps Read Naturally Live Differentiated Instruction 95% curriculum Standards Plus\ Lexia Computer Technology EADMS Lessoneer STAR Reading Promethean Board/Chrome Books Effective lesson design and delivery Ongoing State Standards staff development 1-7th and 1-8th grade ELA intervention class Administering state standards ELA assessments Learning Walks" using Classroom Mosaic for administrators Support for the effective teaching of reading/language arts from District Curriculum Specialist, RTI Teacher, Peer Coaches, and Consultants Instructional Rounds implementation Year 3 for the purpose of examining teaching practices and school culture to
The Single Plan for Student Achievement
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description Materials and Supplies Materials and Supplies Copier Cost per Copy
Printing
Professional Services
AVID
AVID
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Type 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 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
2135.74
LCFF Sup/Con
1136.00
Title I
450.00
LCFF Sup/Con
400.00
Title I
500.00
Title I
225.03
Title I
1125.00
1/21/17
Actions to be Taken to Reach This Goal
• • •
• •
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
inform instruction. Depth of Knowledge questioning structure Checking for Understanding Implementation of summative and formative assessment to monitor student progress towards meeting academic standards for the purpose of informing the instructional program.
Additional support services tied to student achievement:
• • • • • • • • • • • • • • •
Timeline
School Psychologist Middle school counselor Response to Intervention Teacher Attendance Officer Title I Homeless Liaison Health Services SARB Social Workers Tulare Youth Services Bureau Academic Review Program Before/After-school interventions Elective support of Language arts Library Student Rewards/Incentives Miscellaneous materials and supplies Community Day School Increased library services
The Single Plan for Student Achievement
August 2016-June 2017
Principal District Office Personnel RTI Teacher Middle School Counselor
Materials and Supplies Materials and Supplies Copier Cost per Copy
Printing
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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
2135.74
LCFF Sup/Con
1136.00
Title I
450.00
LCFF Sup/Con
400.00
1/21/17
VI. Planned Improvements in Student Performance (continued) SUBJECT: Mathematics ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students, which include the district's significant sub-groups, will reach high standards, at a minimum, attaining proficiency or better in mathematics, by 2016-2017 LCAP GOAL: All students will have opportunities to engage and participate in extra-curricular activities, and Visual and Performing Arts in order to meet the demands of the 21st century. SCHOOL GOAL #2: By June of 2017, all students, which include all identified subgroups, will reach high standards and increased achievement in mathematics as measured by state and district assessments. Data Used to Form this Goal: See Appendix A.-------Findings from the Analysis of this Data: Approximately:
•
37% of 7th grade students exceeded or met Math standards on SBAC
•
35% of 8th grade students exceeded or met Math standards on SBAC
How the School will Evaluate the Progress of this Goal:
•
District standard assessments (taken 3 times a year)
•
State SBAC Testing
•
Ongoing teacher formative assessment
•
STAR Math Assessment data ( taken 4 times a year)
•
TCT data review meetings Actions to be Taken to Reach This Goal
•
Timeline
Implement and provide mandated August 2016-June daily instructional minutes for the 2017 district adopted Math programs and use research-based
The Single Plan for Student Achievement
Person(s) Responsible Principal Teachers Instructional Aides RTI Teacher
Proposed Expenditure(s) Description Substitute Teachers
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries
Amount 25.00
1/21/17
Actions to be Taken to Reach This Goal programs, strategies, and materials such as:
•
•
Instructional Rounds Year 3 which will focus on Live Oak as a system that engages our students in learning and continues Depth of Knowledge questioning while concentrating on checking for understanding Instructional time provided for intensive math intervention for students who did "not Meet Standards"
•
Continue the implementation of 7th and 8th District Math Units of Study
•
Continue implementation of 7th8th grade Math Trimester Standards-based guidelines and Key standards continuum.
•
CPM for grades 7 and 8
•
Cooperative Learning, direct instruction strategies small group instruction, one-on-one instruction, differentiated instruction, kinesthetic learning
•
Implement daily use of SBE adopted intensive math intervention programs for students who did "Not Meet Standards” in math, such as: Embedded interventions within the district adopted program, Dreambox and Accelerated Math.
•
Implement and provide mandated daily instructional minutes for the
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Certificated Time Sheets 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Printing 5000-5999: Services And Other Operating Expenditures Professional Services 5000-5999: Services And Other Operating Expenditures AVID 1000-1999: Certificated Personnel Salaries AVID 5000-5999: Services And Other Operating Expenditures
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Funding Source
Amount
Title I
125.00
Title I
18.64
Title I
3203.62
LCFF Sup/Con
1136.00
Title I
450.00
LCFF Sup/Con
600.00
Title I
500.00
Title I
225.03
Title I
1125.00
1/21/17
Actions to be Taken to Reach This Goal
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
district adopted math program. Implement the use of the following August 2016-June scientifically based researched, 2017 standards-aligned supplemental instructional materials, strategies, and programs for math to be used during the instructional day and during extended day tutoring. These could include the following:
•
AVID Strategies
•
SAT meetings for underperforming students
•
Manipulatives / Promethean Boards/Chrome Books
•
Cooperative Learning
•
Small Group Instruction
•
One-on-One Instruction
•
Thinking Maps
•
Differentiated Instruction
•
CPM
•
Dreambox
•
Accelerated Math
•
Lessoneer
•
EADMS
•
Getting Ready for Algebra
•
Ongoing State Standards staff development
The Single Plan for Student Achievement
Principals Teachers Instructional Aides RTI Teacher
Certificated Time Sheets 1000-1999: Certificated Personnel Salaries Fringe Benefits 3000-3999: Employee Benefits Materials and Supplies 4000-4999: Books And Supplies Materials and Supplies 4000-4999: Books And Supplies Copier Cost per Copy 5000-5999: Services And Other Operating Expenditures Printing 5000-5999: Services And Other Operating Expenditures Professional Services 5000-5999: Services And Other Operating Expenditures AVID 1000-1999: Certificated Personnel Salaries AVID 5000-5999: Services And Other Operating Expenditures
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Title I
125.00
Title I
18.64
Title I
3203.62
LCFF Sup/Con
1136.00
Title I
450.00
LCFF Sup/Con
600.00
Title I
500.00
Title I
225.03
Title I
1125.00
1/21/17
Actions to be Taken to Reach This Goal
•
Depth of Knowledge questioning strategies
•
Check For Understanding strategies
•
1-7th and 1-8th grade Math intervention classes
•
Administering state standards Math assessments
•
STAR Math
•
"Learning Walks" using Classroom Mosaic for administrators
•
Computer Technology/Elective support of math standards and concepts. Support for the effective teaching of math from District Curriculum Specialist, School Site RTI Teacher, Peer Coaches, and Consultants.
•
Effective lesson design and delivery.
•
Implementation of summative and formative assessment to monitor student progress towards meeting academic standards for the purpose of informing the instructional program.
Additional support services tied to student achievement:
•
Middle School Counselor
•
School Psychologist
•
Response to Intervention Teacher
The Single Plan for Student Achievement
Timeline
August 2016-June 2017
Person(s) Responsible
Principal District Office Personnel RTI Teacher Middle School Counselor
Proposed Expenditure(s) Description
Materials and Supplies Copier Cost per Copy
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Type
4000-4999: Books And Supplies 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
LCFF Sup/Con
1136.00
Title I
450.00
1/21/17
Actions to be Taken to Reach This Goal
•
Attendance Officer
•
Health Services
•
Title I Homeless liaison
•
SARB
•
Community Day school
•
Social Workers
•
Tulare Youth Service Bureau
•
Academic Review Program
•
Before/After school interventions
•
Elective support of mathematics
•
Materials, supplies, human resources
•
Student reward and incentives
The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
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Type
Funding Source
Amount
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VI Planned Improvements in Student Performance (continued) SUBJECT: English Language Learners ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. LCAP GOAL: All EL students will increase proficiency in English, reach high standards and increase student achievement in English Language Arts so that they can meet all of their educational goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #3: By June of 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. CELDT SCORES: • Advanced-
9.1%
•
Early Advanced-
36.4%
•
Intermediate-
51.5%
•
Early Intermediate-
0%
•
Beginning-
3%
May 2016 SBAC scores: • English Language Arts : 7th- Standard Met-15%
•
Math
•
English Language Arts: 8th- Standard Met- 0%
•
Math
7th- Standard Met- 17.4%
8th- Standard Met- 0%
Standard Nearly Met- 20%
Standard Not Met- 65%
Standard Nearly Met- 8.7%
Standard Not Met- 73.9%
Standard Nearly Met- 31.6%
Standard Not Met- 63.2%
Standard Nearly Met-23.8%
Standard Not Met- 76.2%
Findings from the Analysis of this Data:
• • • •
15% of 7th grade and 0% of 8th grade EL students tested, scored "Standard Met" on the English Language Arts portion of the SBAC. 17.4% of 7th grade and 0% of 8th grade EL students tested scored "Standard Met" on the Math portion of the SBAC. 45.5% of EL students scored Advanced or Early Advanced on CELDT. Live Oak will continue to focus on EL students, utilizing State Standards, in both Language Arts and Mathematics to improve upon these percentages of EL students scoring
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"Standard Met" on the SBAC How the School will Evaluate the Progress of this Goal:
• • • •
District state standards assessments (given 3 times a year) STAR Reading and Math assessments (given 4 times a year) SBAC Testing Ongoing teacher formative assessments to inform and drive instruction Actions to be Taken to Reach This Goal
• •
•
•
• •
Timeline
August 2016-June Effective implementation of the 2017 ELA instructional program. Use district adopted State Board of Education (SBE) approved materials: Pearson and Hampton Brown Inside (7th/8th) curricular and supplemental materials. Implement daily use of SBE adopted reading/language arts intensive intervention program for students who are significantly below grade level: Embedded interventions within the district adopted materials Inside, Read Naturally, 95%, and Lexia. Instructional Time: 7th - 8th grade 1 hour daily. Instructional time for intensive intervention: 7th/8th grade 1 1/2 hours daily Newcomer Class Increased Library Services
Proposed Expenditure(s)
Person(s) Responsible Principal SEI Teacher Newcomer Teacher Instructional Aides Teachers RTI Teacher School Counselor
Description Fringe Benefits Books Materials and Supplies Materials and Supplies Copier Cost per Copy
Professional Services
AVID
AVID
Printing
•
August 2016-June Implement the use of the following scientifically researched 2017 based standards-aligned supplemental instructional materials, strategies and programs for reading/language arts to be used during school and during extended day tutoring that support the teaching of ELD/SDAIE:
The Single Plan for Student Achievement
Principal SEI Teacher Newcomer Teacher Instructional Aide Teachers RTI Teacher School Counselor
Fringe Benefits Books Materials and Supplies Materials and Supplies
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Type
Funding Source
Amount
3000-3999: Employee Benefits 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 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
18.64
Title I
125.00
Title I
3203.62
LCFF Sup/Con
426.00
Title I
75.00
Title I
500.00
Title I
50.01
Title I
250.00
LCFF Sup/Con
150.00
3000-3999: Employee Benefits 4000-4999: Books And Supplies 4000-4999: Books And Supplies 4000-4999: Books And Supplies
Title I
18.64
Title I
125.00
Title I
3203.62
LCFF Sup/Con
426.00
1/21/17
Actions to be Taken to Reach This Goal
• • • • • • • • • • • • • • • • •
•
• •
Pearson for 7th and 8th grades ELA Units if Study Hampton Brown Inside for EL/Newcomer classes Use of ELD/SDAIE strategies Step Up To Writing Intermediate Literacy / Guided Reading Literacy Center LEXIA Accelerated Reader 95% Small Group Instruction One-on-One Instruction Thinking Maps Read Naturally Live Computer technology SAT meetings for struggling students Instructional support for the effective implementation of ELD/SDAIE strategies: District Bilingual Coordinator, District Curriculum Specialist, RTI Teacher, Peer Coaches, Consultants. Implement 7th- 8th grade ELA State Standards-Based Guidelines (standards pacing schedule), Key Standards Continuum, Writing Applications Assessment Calendar, and Writing Rubrics. SEI teachers for English Language Arts classes with EL students who are significantly behind in ELA, which includes: Effective lesson design and delivery. Implementation of district summative and formative assessments to monitor student progress.
The Single Plan for Student Achievement
Timeline
Proposed Expenditure(s)
Person(s) Responsible
Description Copier Cost per Copy
Professional Services
AVID
AVID
Printing
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Type 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Funding Source
Amount
Title I
75.00
Title I
500.00
Title I
50.00
Title I
250.00
LCFF Sup/Con
150.00
1/21/17
Actions to be Taken to Reach This Goal
• •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Strategic classroom placement of EL students using ELD proficiency levels. Implementation of district EL Master Plan.
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VI Planned Improvements in Student Performance (continued) SUBJECT: Staff Development ALIGNMENT: Conditions of Learning: SP 1, 2 and 7; DP 1 and 2; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will receive an instructional program that is provided and supported by highly qualified administrators, teachers, and paraprofessionals. LCAP GOAL: All administrators, educators and support staff will engage in consistent professional development and training experiences that are purposeful and relevant that will enable our students to achieve their goals in order to be prepared for the demands of the 21st century. SCHOOL GOAL #4: By June of 2017, 100% of instructional staff will have an opportunity to participate in professional development that focuses on 21st Century Learning, State Standards, and research based strategies to increase students' achievement in order for them to learn and thrive. Data Used to Form this Goal:
•
Teacher Survey
•
Teacher Evaluations
•
Staff Meetings
•
Instructional Rounds
Findings from the Analysis of this Data: Based on the spring 2016 Teacher Survey, the time allotted for Teacher Collaboration/LFC's is deemed to be a top priority . Staff Development, therefore, will continue to focus on the implementation of State Standards, best teaching practices, with an emphasis on student-centered learning/engagement strategies, Depth of Knowledge Questioning, checking for understanding, and the use of technology in the classroom.-------How the School will Evaluate the Progress of this Goal:
•
Sign-in sheets
•
Weekly Agendas
•
Weekly Notes from LFC's Actions to be Taken to Reach This Goal
Provide staff development opportunities such as:
The Single Plan for Student Achievement
Timeline August 2016-June 2017
Person(s) Responsible Principal RTI Teacher Classroom Teacher Instructional Aides
Proposed Expenditure(s) Description Substitute Teachers
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Type
Funding Source
1000-1999: Title I Certificated Personnel Salaries
Amount 450.00
1/21/17
Actions to be Taken to Reach This Goal
• • • • • • • • • • • • • • • • • • • • •
Timeline
Early Release Wednesday Staff Development Days (WPDD) Staff Development time- district and site based ELA Units of Study Math Units of Study 95% Training TCOE State Standards Workshops NTSS-New Teacher Support system LFC's - district and site based New Teacher Staff Development Program Workshops/Conferences EADMS Lessoneer STAR Reading and Math Aeries.Net Conferences Demonstration Lessons Peer coaches Technology/Promethean Board /Chrome Book/Google training AVID Monthly Meetings Continued Staff development implementing State Standards Intervention strategies for struggling students (reading and math)
Focus staff development topics on August 2016-June areas of need such as: 2017 • Alignment of standards, curriculum, assessment and instruction utilizing the TCSD common core bookmarks for ELA and Math • Integrating curriculum for Common Core Writing across all curriular areas • Evaluating student work in horizontal and vertical teams / The Single Plan for Student Achievement
Proposed Expenditure(s)
Person(s) Responsible Middle School Counselor
Description Fringe Benefits Books Materials and Supplies Materials and Supplies Travel and Conference
Copier Cost per Copy
Printing
Professional Services
Principal RTI Teacher Classroom Teacher Instructional Aides
Materials and Supplies Materials and Supplies Travel and Conference
Copier Cost per Copy
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Type
Funding Source
Amount
3000-3999: Employee Benefits 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
37.28
Title I
250.00
Title I
533.93
LCFF Sup/Con
213.00
Title I
1500.00
Title I
75.00
LCFF Sup/Con
75.00
Title I
500.00
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
533.93
LCFF Sup/Con
213.00
Title I
1500.00
Title I
75.00
1/21/17
Actions to be Taken to Reach This Goal Teacher Collaboration Time/LFC's • Data Analysis to guide and drive instruction • Collecting Data (both formative and summative) • Depth of Knowledge Questioning • Checking for Understanding Use of research-based, standardsaligned intensive interventions and supplemental instructional materials, strategies and programs: • Read Naturally Live • Lexia • 95% curriculum • Cornell Notes • AVID • Kagan Engagement Strategies • Thinking Maps • Step up to Writing • Differentiated instruction • Vocabulary development • EL/SDAIE strategies • Classroom management • Lesson design and delivery • Equity • DOK staff development • Check for Understanding staff development • NTSS- New Teacher Support system • Promote college going culture • Use of technology • AR/STAR reading • Accelerated Math • Dreambox • TCOE Common Core Resources • Lessoneer • EADMS • Google Classroom • Promethean Board/Active Inspire • Aeries.NET The Single Plan for Student Achievement
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description Printing
Professional Services
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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
75.00
Title I
500.00
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; Pupil Outcomes: SP4 and 8; DP 2; Engagement: SP3, 5 and 6; DP 1, 2 and 3. LEA GOAL: All students will be educated in learning environments that promote parent and community involvement, are safe, drug-free, and conducive to learning. LCAP GOAL: All students will be educated in learning environments that promote parent and community involvement which are safe, drug-free and conducive to learning. SCHOOL GOAL #5: By June of 2017, 100% of students will be educated in learning environments that promote the partnership between home and school, foster parent/community involvement, and are safe, drug-free and conducive to learning. Data Used to Form this Goal:
•
Parent Survey
•
Parent Conferences
•
PTO
•
SSC/ELAC
Findings from the Analysis of this Data: Based on the overall data from the spring 2016 Parent Survey, parents overwhelmingly felt that the needs of their children were being met. Live Oak will continue to work on parent involvement in the area of PTO membership.-------How the School will Evaluate the Progress of this Goal:
•
Survey results
•
Annual self-study of parent involvement Actions to be Taken to Reach This Goal
Recruit and organize parent and community help and support with the following:
•
Chaperons and volunteers for school functions and field trips
The Single Plan for Student Achievement
Timeline August 2016 - June 2017
Person(s) Responsible Principal Vice Principal Head Teacher School Counselor Clerk
Proposed Expenditure(s) Description Fringe Benefits Materials and Supplies Materials and Supplies 25 of 49
Type
Funding Source
3000-3999: Employee Title I Benefits 4000-4999: Books Title I And Supplies 4000-4999: Books LCFF Sup/Con And Supplies
Amount 7.45 213.57 106.50 1/21/17
Actions to be Taken to Reach This Goal
• • • • • • • • • • • • •
Timeline
Student of the Month Celebration Academic Recognition Assemblies PTO / SSC / ELAC/ DLAC/ DAC Back to School Night and Open House Sports Programs Fine Arts Programs Annual Title I Meeting Parent Classroom Volunteers Tutors for AVID Review and sign the Title I Parent Compact Local Monitor and Review Promote a college going culture Student Study Teams
Include parents in school decisions by August 2016 - June gaining their participation in: 2017
• • • • • • • •
Participation in School Site Council (SSC) English Language Learners Advisory Council (ELAC) Participation in Parent Teacher Organization (PTO) Participation in Migrant Parent Meetings Participation in District Advisory Committees (DAC and DELAC) Use parent conference time to communicate with parents Parent Committee for 8th grade graduation and dance Parent/Student/Teacher Compact
Communicate the importance of August 2016-June education and their students' progress 2017 through:
• • •
Person(s) Responsible
Conferences, meetings, special school events Phone calls, translators School Accountability Report
The Single Plan for Student Achievement
Proposed Expenditure(s) Description Professional Services
Parent Involvement
Principal Vice Principal Head Teacher School Counselor Clerk
Fringe Benefits Materials and Supplies Materials and Supplies Printing
Professional Services
Parent Involvement
Principal Vice Principal Head Teacher Spec. Ed. Teacher School Psychologist School Counselor RTI Teacher Clerk
Fringe Benefits Materials and Supplies Materials and Supplies
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Type
Funding Source
Amount
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
Title I
333.33
Title I
201.13
3000-3999: Employee Benefits 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
Title I
7.46
Title I
213.57
LCFF Sup/Con
106.50
LCFF Sup/Con
50.0
Title I
333.33
Title I
201.13
3000-3999: Employee Title I Benefits 4000-4999: Books Title I And Supplies 4000-4999: Books LCFF Sup/Con And Supplies
7.45 213.57 106.50
1/21/17
Actions to be Taken to Reach This Goal
• • • • • • • • •
• • • • • • •
The Single Plan for Student Achievement
Description
Professional Services
Parent Involvement
August 2016- June 2017
Homework, decision-making and planning tips at parent conferences Transition meetings to ease students into middle school 7th/8th grade Orientation Days Annual Title 1 meeting AVID parent night Parent Link TCSD Website College Making it Happen Night
Family Life Student of the Month Leadership Volunteer Bureau/WEB Leadsrship Peer mentor/mediation Character Counts Red Ribbon Week 7th/8th grade student orientations Positive Referrals S.T.O.P. Campaign
Proposed Expenditure(s)
Printing
Provide a safe school environment for August 2016-June students to experience success in 2017 school by implementing:
• • • • • • • • • • •
Person(s) Responsible
Card Report cards, progress reports, intervention letters, IEP forms, Parent Link phone system TCSD Website Live Oak Website Parent liaison SSC/ELAC meetings DLAC, DAC AERIES Parent Portal Parent/Student/Teacher Compact
Provide information and ideas to families about a variety of topics through the following:
•
Timeline
Principal Vice Principal Head Teacher School Counselor Clerk AVID Teachers Classroom Teachers
Fringe Benefits Materials and Supplies Materials and Supplies Printing
Parent Involvement
Principal Vice Principal Head Teacher School Counselor Physical Education Teachers
Fringe Benefits Materials and Supplies Parent Involvement
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Type
Funding Source
Amount
5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures 5000-5999: Services And Other Operating Expenditures
LCFF Sup/Con
50.0
Title I
333.33
Title I
201.13
3000-3999: Employee Benefits 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
7.46
Title I
213.57
LCFF Sup/Con
106.50
LCFF Sup/Con
50.0
Title I
201.13
3000-3999: Employee Title I Benefits 4000-4999: Books Title I And Supplies 5000-5999: Services Title I And Other Operating Expenditures
7.45 213.57 201.13
1/21/17
Actions to be Taken to Reach This Goal
• • • •
Timeline
Person(s) Responsible
Proposed Expenditure(s) Description
Type
Funding Source
Amount
Kindness Campaign Random Acts of Kindness Club Assemblies Advisory Days
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Appendix A - School and Student Performance Data (continued) Table 1: CAASPP Results (All Students) English Language Arts/Literacy Overall Participation for All Students Grade Level
# of Students Enrolled
# of Students Tested
# of Students with Scores
% of Enrolled Students Tested
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
Grade 7
228
225
226
222
226
221
99.1
98.7
Grade 8
324
224
318
222
318
222
98.1
99.1
All Grades
552
449
544
444
544
443
98.6
98.9
* 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 7
2514.2
2541.5
4
10
30
35
29
30
36
24
Grade 8
2550.9
2547.3
9
10
36
31
33
35
22
25
N/A
N/A
7
10
33
33
32
33
28
25
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 7
10
11
49
49
41
40
Grade 8
17
21
51
42
32
37
All Grades
14
16
50
45
36
38
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 7
16
27
50
52
33
20
Grade 8
16
21
57
55
27
24
All Grades
16
24
54
54
30
22
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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 7
6
10
68
69
26
21
Grade 8
7
14
72
66
20
20
All Grades
7
12
71
67
23
21
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 7
16
21
52
59
32
19
Grade 8
17
18
66
55
17
27
All Grades
17
20
60
57
23
23
Conclusions based on this data: 1. 14.9% of tested 7th graders exceeded or met ELA standards. 2. 13.8% of tested 8th graders exceeded or met ELA standards. 3. 28.7% of tested 7th graders and 16.9% of tested 8th graders did not met ELA standards.
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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 7
228
225
226
223
226
223
99.1
99.1
Grade 8
324
224
320
223
320
223
98.8
99.6
All Grades
552
449
546
446
546
446
98.9
99.3
* 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 7
2530.0
2535.1
12
15
26
22
32
38
31
26
Grade 8
2534.7
2543.4
13
16
16
19
37
29
34
36
N/A
N/A
13
15
20
21
35
33
33
31
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 7
21
20
38
38
40
42
Grade 8
18
23
41
34
41
43
All Grades
19
22
40
36
41
42
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 7
14
21
56
51
30
28
Grade 8
13
15
58
57
29
28
All Grades
13
18
58
54
29
28
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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 7
13
18
74
63
12
19
Grade 8
14
18
57
55
28
26
All Grades
14
18
64
59
22
23
Conclusions based on this data: 1. 16.8% of tested 7th graders exceeded or met Math standards. 2. 9.06% of tested 8th graders exceeded or met Math standards. 3. 27.8% of tested 7th graders and 22.1% of tested 8th graders did not met Math standards.
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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
Early Advanced
Intermediate
Early Intermediate
Beginning
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
14-15
15-16
13-14
7
12
14
14
38
62
45
42
10
36
4
14
5
4
8
15
11
17
59
43
52
18
39
26
6
4
4
3
4
13
12
16
50
51
49
28
27
31
5
8
4
3
2
Total
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14-15
15-16
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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
0.2%
0.5%
%
1
2
African American
5.0%
4.3%
%
27
19
Asian
2.2%
2.0%
%
12
9
Filipino
1.3%
2.0%
%
7
9
Hispanic/Latino
58.9%
55.7%
%
316
248
Pacific Islander
0.4%
0.7%
%
2
3
White
31.7%
34.2%
%
170
152
Multiple/No Response
0.0%
0.0%
%
0
0
Total Enrollment:
537
445
Student Enrollment by Grade Level Number of Students
Grade
2014-15
2015-16
Kindergarten
0
0
Grade 1
0
0
Grade 2
0
0
Grade3
0
0
Grade 4
0
0
Grade 5
0
0
Grade 6
0
0
Grade 7
221
222
Grade 8
316
223
Grade 9
0
0
Grade 10
0
0
Grade 11
0
0
Grade 12
0
0
537
445
Total Enrollment:
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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) 2016-2017 Meeting Performance Goals Evidence: •
Standards Assessments were derived from state adopted materials given 3 times during the school year.
•
District adopted supplemental assessments support state adopted materials:
• • • • •
STAR Reading assessments - given 4 times during the school year. STAR Math assessments- given 4 times during the school year Algebra Readiness Exam Algebra Placement Test Geometry Readiness Exam
2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC) 2016-2017 Meeting Performance Goals Evidence: • Teachers meet weekly in LFC’s (district or site based) to analyze student data to drive and inform instruction. •
Standards Assessments were derived from state adopted materials given 3 times during the school year
•
District adopted supplemental assessments support sate adopted materials
• • • • • • • • •
Gates MacGinitie- Spring/8th grade only STAR Reading assessments- give 4 times during the school year STAR Math assessments- given 4 times during the school year 95% curriculum Algebra Readiness Exam Algebra Placement Test 7th grade Math Skills Assessment Geometry Readiness Exam Accelerated Math
•
Research based Academic Intervention (before/after school intervention) program
• • •
Read Naturally Live Dreambox Accelerated Math
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•
Lexia
Staffing and Professional Development 3. Status of meeting requirements for highly qualified staff (NCLB) 2016-2017 Meeting Performance Goals Evidence: •
100% of Live Oak teachers and 100% of Live Oak paraprofessionals are highly qualified (NCLB)
4. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC) 2016-17 Meeting Performance Goals Evidence: • • • •
District Office assistance/support from curriculum specialist Response to Intervention Teacher provides support and coaching for teachers BTSA Support providers for teachers Outside consultants
5. Teacher collaboration by grade level (EPC) 2016-17 Meeting Performance Goals Evidence: •
All departmental levels meet once a week during Wednesday Staff Development in their Learning Focused Conversations (LFC's). During LFC time teachers collaborate and analyze student data/work to inform and drive instruction/curriculum.
•
Teachers turn in sign in sheets from LFC agendas and report findings on weekly focus sheets
Teaching and Learning 6. Alignment of curriculum, instruction, and materials to content and performance standards (NCLB) 2016-2017 Meeting Performance Goals Evidence: • • • • • • • • •
ELA, Math, Science, and Social Studies bookmarks developed from state standards and used by teachers District pacing charts in math District writing rubrics, timeline and exemplars for Common Core writing ELA Units of Study Lessoneer used to house ELA and Math lessons and pacing guides for teacher access. DOK - Depth of Knowledge Questioning Checking for Understanding EDAMS STAR Reading and Math assessments
7. Availability of standards-based instructional materials appropriate to all student groups (NCLB) 2016-20176 Meeting Performance Goals Evidence: The Single Plan for Student Achievement
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•
State-adopted instructional materials and district adopted supplementary materials available to all students.
•
Research based programs offered and used with the before/after school academic intervention (Read Naturally Live, LEXIA, Dreambox, Accelerated Math, and CPM website)
8. Use of standards-aligned instructional materials, including intervention materials 2016-2017 Meeting Performance Goals Evidence: •
All of Live Oak's English Language Arts and Math classes use state-adopted materials.
Opportunity and Equal Educational Access 9. Services provided by the regular program that enable underperforming students to meet standards (NCLB) 2016-2017 Meeting Performance Goals Evidence: • • • • •
Intervention for under-performing students implemented during the school day in both English Language Arts and Mathematics. Small group instruction Objectives based instruction for under-performing students in mathematics Live Oak is Title 1 School-wide and School Based Coordinated program which provides funds to be used with all students. Multiple measures are used to identify and monitor the progress of under-performing students towards meeting standards
10. Research-based educational practices to raise student achievement at this school (NCLB) 2016-2017 Meeting Performance Goals Evidence: •
All supplementary materials adopted by the district are research-based to raise student achievement
11. Opportunities for increased learning time (Title I SWP and PI requirement) 2016-2017 Meeting Performance Goals Evidence: • • • •
Academic Intervention: Math Intervention offered two days a week in before or after school classes Academic Intervention: ELA intervention offered two days a week in before or after school tutoring Intensive intervention class (1-7th and 1-8th grade) in ELA during school day for students scoring "Standard Not Met" on the SBAC or "Standard Not Met" on STAR Reading assessment Intensive intervention class (1-7th and 1-8th grade) in Math during school day for students scoring "Standard Not Met" on the SBAC or "Standard Not Met" on STAR Math assessment
Involvement 12. Resources available from family, school, district, and community to assist under-achieving students (NCLB) 2016-2017 Meeting Performance Goals Evidence: The Single Plan for Student Achievement
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• • • • • • •
Parent Education opportunities Youth Service Bureau AVID volunteers and speakers College and Career activities Parent volunteers TAP through Tulare Public Library Grandma's House tutoring facility
13. Strategies to increase parental involvement (Title I SWP) 2016-2017 Meeting Performance Goals Evidence: • • • • • • • • • • •
Parent Surveys Parent Volunteer Forms Parent Conferences Parent Education Title I Parent Meeting School Site Council and ELAC meetings PTO meetings Use of translators/interpreters Back-to-School Night Open House Student/Parent Orientation
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) 2016-2017 Meeting Performance Goals Evidence: • • • •
School Site Council /ELAC involved in evaluation of Consolidated Programs District Advisory Committee (DAC)and subcommittees as needed/ District Parent/Teacher Organization (PTO) District English Language Learner Advisory Council (DELAC)
Funding 15. Services provided by categorical funds that enable underperforming students to meet standards (NCLB) 2016-2017 Meeting Performance Goals Evidence: •
Live Oak is Title I School-wide and School Based Coordinated Program, enabling all funds to use with all students
•
Services staff (aides, etc.) provide assistance to students and teachers in order to meet standards.
16. Fiscal support (EPC) 2016-2017 Meeting Performance Goals Evidence:
The Single Plan for Student Achievement
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• • •
SSC and ELAC give input and review Live Oak School budgets and School Wide Plan to ensure programs are implemented effectively. Live Oak is Title I School-wide and School Based Coordinated Program, enabling all funds to be used with all students. Live Oak School's budgets, School Wide Plan, and, School Based Coordinated Plan reflect allocations for student achievement
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
4000-4999: Books And Supplies
LCFF Sup/Con
8,520.00
5000-5999: Services And Other Operating Expenditures 1000-1999: Certificated Personnel Salaries
LCFF Sup/Con
3,000.00
Title I
2,000.13
3000-3999: Employee Benefits
Title I
186.39
4000-4999: Books And Supplies
Title I
24,107.41
5000-5999: Services And Other Operating Expenditures
Title I
19,255.64
*
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 Funding Source Funding Source
*
Total Expenditures
LCFF Sup/Con
11,520.00
Title I
45,549.57
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
2,000.13
3000-3999: Employee Benefits
186.39
4000-4999: Books And Supplies
32,627.41
5000-5999: Services And Other Operating Expenditures
22,255.64
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
20,877.56
Goal 2
16,377.58
Goal 3
9,596.53
Goal 4
6,531.14
Goal 5
3,686.76
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Appendix D - Recommendations and Assurances (Live Oak Middle School) The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and assures the board of the following: 1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state law. 2. The school site council reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the school plan requiring board approval. 3. The school site council sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): X
School Advisory Committee for State Compensatory Education Programs
X
English Learner Advisory Committee Community Advisory Committee for Special Education Programs Gifted and Talented Education Program Advisory Committee
Other (list)
4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies and in the Local Improvement Plan. 5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance. 6. This school plan was adopted by the school site council on: January 18, 2017
Attested: Michelle McPhetridge Typed name of school principal
Signature of school principal
Date
Signature of SSC chairperson
Date
Kristen Reed Typed name of SSC chairperson
The Single Plan for Student Achievement
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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: Live Oak students joined with 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:
•
Use classroom time effectively
•
Return completed work on time
•
Arrive at school on time and ready to do my best
•
Be responsible for my behavior in and outside of the classroom
•
Improve reading level
Parents Pledge: Live Oak parents joined with staff to develop the following ideas about how families can support students' success in reading and math:
•
Check your child's planner on a nightly basis
•
Ask your student questions about what is going on in their classes. have them show and explain what they are learning about to you
•
Encourage your child to read every night
•
Ensure your child is on time and at school each day
•
Provide a quiet study place for your child
Staff Pledge: Teachers will work with students and their families to support students' success in meeting or exceeding the Common Core State Standards in reading and math. Some of our key ways to connect with families will be:
•
Back to School Night in the fall
•
Open House in the spring
•
Local Monitor and Review
•
Parents can volunteer in the classroom (once background/TB/fingerprints are cleared)
•
Communication to community through projects on display at different community events
•
Parent Survey
•
Parent Conferences
The Single Plan for Student Achievement
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Appendix F - School Site Council Membership: Live Oak Middle School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows (43):
Name of Members Michelle McPhetridge
Principal
Classroom Teacher
Other School Staff
Parent or Community Member
Secondary Students
X
Gabby Villalobos
X
Roque Serpa
X
Don Pedersen
X
Randy Pfitzer
X
Tamara Dye
X
Christine Gonzales
X
Kristen Reed
X
Tracey Baker
X
Marianna Flores
X
Brianna Santos
X
Taylor McClure
X
Numbers of members of each category
1
4
1
3
3
(43) At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.
The Single Plan for Student Achievement
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Appendix G - Miscellaneous Items for Live Oak Middle School
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Appendix H – TCSD Planned Professional Development
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Tulare City School District
Description of Centralized Services Title I
Centralized Services
Disaggregation and dissemination of school site, grade level, classroom, and significant subgroup state and school site student performance data.
Technical assistance and training in the use of district and school site assessment technology.
Preparation of categorical program reports.
Apply for state and federal funding through Consolidated Application I and II at the district and school site level.
Supervise budget procedures and controls for all state and federal sources regarding compensatory education and special projects.
Oversee state and federal evaluation reports.
Oversee Teacher and Paraprofessional requirements and records.
Provide technical assistance for Program Improvement Year 1-5 Schools to meet state requirements.
Provide technical assistance for School Wide Plans and Single Plan for Student Achievement.
Provide support in the area of professional development for school site Title I RTI Program Teachers and Clerks.
Maintain and disseminate school site monthly working budgets for state and federal funds.
Participate in annual audits of federal and state programs.
Technical assistance in categorizing expenditures for budget updates.
Install and maintain school site technology.
Provide technical assistance, training, and support for school site intensive reading and math intervention programs.
Tulare City School District
FEDERAL AND STATE FUNDED PROGRAMS 2016-2017
On an annual basis the Tulare City School District receives State and Federal funds to supplement the core curriculum. These funds are used for all students and students of significant sub-groups who are identified as not meeting academic standards, especially those who are socio-economically disadvantaged. The specific uses of these funds are described in the school’s Single Plan for Student Achievement (SPSA)/Title I School Wide Plan (SWP) and the district’s Local Education Agency (LEA) Plan. School site’s SPSA/SWP and the district’s LEA Plan are developed in collaboration with School Site Councils (SSC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), and Migrant Parent Advisory Council (PAC), teachers, district specialist, principals and district administrators. Each SPS/SWP and the LEA Plan are revised annually to meet the changing needs of students, parents, and staff and to meet State and Federal (No Child Left Behind) requirements. Tulare City School District’s Funded Programs are as follows: 1.
Title I, Part A (Helping Disadvantaged Students Meet Standards) – A federally-funded program for the purpose of meeting the needs of students who are at risk of failing to meet state and/or district standards in reading, language arts, or math. Services and materials supplement and work in concert with the base/core programs.
2.
Title II, Part A (Improving Teacher Quality State Grants) – A federally-funded program that focuses on increasing the academic achievement of all students by helping schools and school districts improve teacher and principal quality and ensure that all teachers are highly qualified.
3. Title III – A federally funded program provides funding for Limited English Proficient (LEP) students. These funds are used for professional development for school staffs, instructional support, curricular development, and parent involvement for activities that provide instructional support related to English Language Development and academic achievement for LEP students. Parent Involvement is an important part of implementing funded programs. Tulare City School District conducts the following parent involvement activities related to funded programs: 1. School site Council (SSC) – The SSC is composed of parents, students (secondary school) and school personnel. The SSC is responsible for developing, implementing, and evaluating the School Wide Plan programs. Members serve for one year and are elected by their peers. Elections for new members are held annually at the end of the school year. 2.
English Learner Advisory Committee (ELAC) – All schools enrolling 21 or more English Learners are required to form an ELAC. The ELAC is composed of parents and school personnel. The ELAC provides input and makes recommendations to the principal, staff, and SSC regarding services for English Learners. Members serve for one year. Parents elect parents. The ELAC is formed each year.
3.
Annual Title I Meeting – All schools receiving Title I Funds are required to hold an annual Title I Meeting in which all parents of participating students are invited. The purpose of the meeting is to explain the Title I program and services and to provide parents with an opportunity to have input in the planning and implementation of the Title I Program.
4.
District Advisory Committee (DAC) – DAC is an advisory committee for all programs in the Consolidated Application which are listed as follows: Title I, Title II and Title III.
5.
District English Learner Advisory Committee (DELAC) – Whenever there are 51 or more Ell students in a school district, a DELAC is formed consisting of at least one parent member from each ELAC. Other school and district level staff may be on the DELAC as long as the parents are in the majority.
Tulare City School District
FUNDED PROGRAMS 2016-2017
SCHOOL
Alpine Vista Cherry Cypress Garden Heritage Kohn Lincoln Live Oak Los Tules Maple Mulcahy Pleasant Roosevelt Wilson CDS Tulare Support School
TITLE I PART A
TITLE II PART A
TITLE III PART A (EL)
x
x
x
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
California Healthy Kids Survey-5th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % % 11 10 7 5 5 4 4 2 2 2 1 1 1 N/A 34 31 31 25 22 18 22 5 5 5 6 4 5 4 3 2 2 4 3 2 2
Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
97 97 96
91 75 87
93 81 90
93 77 87
94 77 85
90 72 72
92 70 73
Violence-Related During the past 12 months at school have you….. Been bullied Brought a gun or knife to school Saw someone with a gun or knife at school How safe do you feel when you are at school? (PI)
47 5 26 59
50 5 28 54
48 7 29 48
47 5 30 53
39 4 27 55
N/A 4 28 56
N/A 4 21 73
67
65
58
57
58
63
60
65
71
66
63
64
66
64
15 55 76 67
19 60 78 52
17 55 72 65
17 60 74 61
18 59 75 63
23 60 73 85
27 58 75 N/A
648/73
666/72
729/78
794/80%
856/84%
655/64%
846/80%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI) Eating breakfast Exercise on at least 5 of past 7 days Total number/percentage of students participating
California Healthy Kids Survey-7th grade results Lifetime & Current ATOD use During your life did you ever…. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016 % % % % % % 12 9 8 9 7 5 4 6 4 4 7 4 3 2 33 25 27 28 26 17 15 16 11 12 14 13 9 5 17 11 10 14 16 13 9
During the past 30 days, did you….. Smoke a cigarette (PI) Chew tobacco or snuff Drink alcohol (glass) Use Inhalants Smoke marijuana (PI)
8 3 22 9 9
5 1 15 5 6
6 2 13 6 6
8 3 15 7 7
5 3 14 7 11
2 1 8 3 6
2 1 6 2 5
Level of Involvement/High Risk Patterns During your life have you ever….. Been very drunk or sick after drinking Been high from using drugs
15 15
12 11
9 9
11 11
10 14
7 10
4 7
During the past 30 days, did you…. Drink 5 drinks in a couple of hours
9
6
7
9
6
4
2
7
5
4
7
8
4
3
3
2
4
4
3
2
1
92 87 91
94 90 93
76 75 75
72 74 70
70 70 68
70 64 62
73 69 68
ATOD Use at School During your life have you ever been drunk/high on school property During the past 30 days did you smoke cigarettes on school property Perceived Harm Frequent (daily or almost daily) use of …. is harmful Cigarettes Alcohol Marijuana
California Healthy Kids Survey-7th grade results Violence-Related During the past 12 months at school have you….. Been harassed because of race, gender, ethnicity, sexual orientation or disability Mean rumors or lies spread about you Been in a physical fight Been afraid of being beat up (PI) Did you carry any weapons (gun, knife,club) at school Seen a weapon on campus How safe do you feel when you are at school? (PI) Do you belong to a gang?
District- 2004 District-2006 District-2008 District-2010 District-2012 District-2014 District-2016
32 n/a 35 34
36 n/a 33 29
30 n/a 29 31
33 n/a 31 27
34 n/a 26 26
38 n/a 19 23
38 42 18 23
24 n/a 20 15
18 n/a 17 9
15 n/a 18 9
13 n/a 21 9
12 n/a 22 9
23 n/a 62 4
10 22 68 5
45
42
43
39
43
43
45
58
59
63
61
61
57
60
22 44
20 44
18 49
14 50
16 52
17 51
24 57
Acadenic motivation
n/a
n/a
n/a
n/a
n/a
n/a
49
Eating breakfast
61
62
62
59
61
59
57
Truancy, past 12 months 0 Times/1-2 Times
89
92
90
92
90
94
96
Mental/Physical Health Experience chronic sadness/hopelessness
n/a
n/a
n/a
n/a
n/a
n/a
29
550/65
610/67
728/81
741/80
750/77%
697/70%
671/66%
Protective Factors High level of caring relationships with teacher or other adult at their school High levels of high expectations from a teacher or other adult at their school High levels of opportunities for meaningful participation at their school High levels of personal school connectedness (PI)
Total number/percentage of students participating
As of
8/29/2016
Monthly Summary
TITLE I
LIVE OAK 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 AIVD Subs AVID Field Trips
11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 11002 57103
Budget $500.00 $500.00
Expenditures to Date
$186.40 $5,000.00 $21,357.46
-$741.34
$3,000.00 $3,000.00
$25.30
$5,000.00
$153.80
$149.12
-$562.24
$2,004.89
1 Month of Salary
Month's Left $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
$0.00
Balance $500.00 $500.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $186.40 $5,000.00 $20,243.03 $0.00 $3,000.00 $2,974.70 $0.00 $0.00 $0.00 $4,697.08 $0.00 $0.00 $1,000.14 $5,000.00 $0.00 $0.00 $43,101.35
$2,004.89
$43,101.35
$1,855.77
$1,000.14 $5,000.00
$44,544.00
2015-2016 BUDGET PARENT INVOLVEMENT
Encumbered
$1,005.66
$44,544.00 $667.50
$338.16
As of
8/26/2016
Monthly Summary
S/C - LCAP
LIVE OAK 2016-2017 Subsitute Teachers Certificated Time Sheets Middle School Counselor Instructional Aides Instructional Aides Time Sheets Clerk Library Aide Materials Manager Parent/Community Aide Clerk/Library/Materials Time Sheets Parent/Community Aide Time Sheets Fringe Benefits Books Materials and Supplies Non Capitalized Equipment Travel and Conference Copier Cost per Copy District Vehicle Use Bus Use for Field Trips Printing Professional Services CAL Works COS Students Choices DIBELS AVID
Budget 11002 11003 12000 21000 21003 22000 22000 22000 22000 22003 22003 30000 42000 43000 44000 52000 56000 57100 57103 58000 58000 58000 58000 58000 58000
Expenditures to Date
Encumbered
1 Month of Salary
Month's Left $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00
$0.00
Balance $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $8,520.01 $0.00 $0.00 $0.00 $0.00 $0.00 $3,000.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $11,520.01
$0.00
$11,520.01
$8,520.01
$3,000.00
$11,520.01
2015-2016 BUDGET
$0.00
$0.00 $11,520.01
ASSISTANCE TO SCHOOLS:
Budget
Expenses
Encumbered
1 Month Sal
Months Left
Balance
AS OF
8/26/2016
TUTORING LIVE OAK 2016-17 CERTIFICATED TIME SHEETS INSTRUCTIONAL AIDES BENEFITS TOTAL HOURLY BUDGET
11003 21003 30000
Budget $2,744.00 $1,352.00 $689.00 $4,785.00
Expenditures
$0.00
Balance $2,744.00 $1,352.00 $689.00 $0.00 $4,785.00
Live Oak Middle School Budget Summary Balance as of 8/26/2016 2015/16 Preliminary Budgets
Budget
Expended
Encumbered
Instructional*
$
35,925.00 $
(4,361.64) $
14,459.97 $
PE Budgets
$
1,558.00 $
648.85 $
977.91 $
2016-17 Preliminary Budgets
Balance 25,826.67 (68.76)
Live Oak School Site Council Local Monitor and Review Findings March 8, 2016
Summary of findings: The overall tone of the visit was positive and the Local Monitor and Review team members were pleased with the results of their findings and classroom visitations. As a group, they concluded that Live Oak is meeting expectations with regards to the topics noted below. 1. Common Core Implementation a. Project Based Learning- Strong evidence seen across all content areas. Examples: Romeo and Juliet projects in Language Arts, Genetics project in Science, Social Studies castle projects, End of unit posters in Math, making a movie in Computer Tech class. b. Accountable Talk- Evident in most classes. Evidence: Accountable Talk posters on walls, math talk posters, students asked to cite evidence to defend an argument or disagreement, teaching of academic language (activity in Science class on Promethean board) 2. Classroom Management/Engagement/ Environment a. Kagan Strategies/ Cooperative Learning. Evidence: Use of whole class attention getters (“Eyes up here”, “Clap once, Clap twice..”), desks in rooms arranged in group settings, math classes had group jobs and descriptions of each role posted on desks and on walls, evidence of team building and group reconfiguring, parking lot for student questions. b. Student work posted on walls- Evidence: Abundance of student work posted in all classes, trophies in the band room displayed, PE mile times posted along with personal records, student art displayed in the library, noted that it is evident that teachers are allowed students to express themselves through their work and that there is a lot of creativity shown by both students and teachers despite the subject area that is being studied. 3. Interactive Technology a. Interactive Promethean Use- Evidence: More teachers using it than students. Seems to be used more as an overhead for teachers than as an interactive tool between teacher and student. Chromebooks in use by students for benchmark testing, interactive use of board in Science class for vocabulary lesson, impressed with Computer Tech class and programming generated from Hour of Code. 4. Other Comments, Observations, and Feedback- Use of Thinking maps evident, classroom rules posted on walls, daily schedule and class assignments posted, differentiation for students, no “busy work” going on even though there are 3-4 different activities going on at once, essential focus questions posted
Live Oak Middle School 980 N. Laspina Tulare, CA 93274 (559) 685-7310 FAX (559) 685-7313
Goes Live Oak Middle School Parent Involvement PolicyHere Live Oak Middle School recognizes that school and home must collaborate together to help all children succeed in school, especially those from different cultural and language backgrounds. It is the goal of Live Oak Middle School to forge a strong partnership with the home in an effort to foster student achievement and to promote a positive attitude about self and school. Efforts to forge a strong partnership between school and home will include the following: 1. Convene an annual meeting, at a convenient time, to which all parents/guardians of participating students shall be invited and encouraged to attend, in order to inform parents/guardians of Live Oak Middle School’s participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. a. An annual Title I Parent meeting is held at the beginning of each school year expressing the importance of staying connected, visiting the school and engaging in school related activities. 2. Offer a flexible number of meetings; such as meetings in the morning or evening, for which related transportation, childcare, and/or home visits may be provided as such services relate to parent involvement. a. Parent Education Meetings are offered during the evenings. b. PTO meetings are held in the evenings. c. 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 Live Oak Middle School's Parent Involvement Policy and, if applicable, the joint development of the plan for schoolwide programs. a. SSC meetings provide an opportunity for parents to be involved in the planning of such policies and programs. b. Local Monitor and Review, held annually in the spring, gives parents and School Site Council members an opportunity to visit classrooms and give feedback on implementation of school wide programs. 4. Provide the parents/guardians of participating students all of the following: a. Timely information about Title I programs. a. Notices and information provided in flyers, electronic parent information system and Parent Link bridges the communication for invitations to upcoming school meetings. b. A description and explanation of Live Oak Middle School’s curriculum, forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet. a. Expectations are provided at parent conferences twice during the school year b. Progress reports and report cards are provided throughout the school year measuring the student’s progress and areas of improvement. 12/20/2016
c. Individual teachers send home grade reports on an ongoing basis in order to communicate student progress to parents. d. Teachers have an ongoing open communication policy with parents, contacting them via email, phone, text or in person meetings in order to discuss student expectations and communicate progress toward meeting proficiency of academic standards. c. If requested by parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions related to their children’s education, and, as soon as practicably possible, responses to the suggestions of parents/guardians. a. School site administration has an open door policy to meet with parents and other relevant stakeholders as requested. 5. If Live Oak Middle School’s Schoolwide Plan is not satisfactory to the parents/guardians of participating students, submit any parent/guardian comments when Live Oak Middle School makes the plan available to the district. a. 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, 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. 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 Live Oak Middle School and parents/guardians will build a partnership to help students achieve state standards. a. The discussion begins at Live Oak Middle School’s Title I parent meeting at the beginning of the school year and continues throughout the school year with PTO and SSC/ELAC meetings. The collaboration of parents, students and staff in the discussion of the School-Parent Compact provides the necessary guidance towards the implementation of the SPSA/SWP. All components share the continuous development toward improving academic achievement. This compact shall address: a. Live Oak Middle School’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment that enables participating students to achieve the state’s student academic achievement standards. b. Ways in which parents/guardians will be responsible for supporting their children’s learning, such as monitoring attendance, homework completion, and television viewing; volunteering in the classroom; and participating, as appropriate, in decisions related to their children’s education and the positive use of extracurricular time. c. The importance of communication between teachers and parents/guardians on an ongoing basis through, at a minimum: (1) Parent-teacher conferences, during which the compact shall be discussed as it relates to the student’s achievement. (2) Frequent reports to parents/guardians on their children’s progress. (3) Reasonable access to staff, opportunities to volunteer and participate in their child’s classroom, and observation of classroom activities. 7. Build the Capacity of Live Oak Middle School 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).)
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b.
c.
d.
e.
f.
a. The monitoring of student achievement is documented in the student’s report card and shared with the parent at Parent/Teacher conference. b. Teachers participate in ongoing dialog with parents through various methods, including but not limited to phone calls, email, and text messages in order to provide parents individual feedback on student progress. Provide materials and training to help parents work with their children to improve their children’s achievement. (20 U.S.C. § 6318 (e)(2).) a. Orientation, Open House and Back to School Night throughout the school year provide an opportunity to build a collaborative relationship. b. Parent Education events provide information regarding student achievement, curriculum and learning. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners. (20 U.S.C. § 6318 (e)(3).) a. Parent education nights and community forums are offered 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).) a. Orientation, Open House and Back to School Night 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).) a. Our school produces a Calendar of Events to assist the teacher, administration and parents in partnering with one another in future events. b. Parent Link provides parents with information about site activities. c. Tulare City School District Electronic Application for communication. d. Live Oak Middle School maintains a website with updated information about meetings and other activities on campus. Provide such other reasonable support for parental involvement activities under this section as parents may request. (20 U.S.C. § 6318 (e)(1).) a. Our school’s Calendar of Events and the Title I Parent meeting both support parental involvement and encourages the support in and out of the classroom.
8. To the extent practicable, provide full opportunities for the participation of parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of migrant children, including providing information and school reports in a format and language such parents/guardians can understand. Live Oak Middle School’s Parent Involvement Policy shall be made available to the local community and distributed to parents/guardians of participating students in an understandable and uniform format and, to the extent practicable, provided in a language the parents/guardians can understand. The principal or designee, jointly with parents/guardians of participating students, shall periodically update Live Oak Middle School's policy to meet the changing needs of parents/guardians and the school. Live Oak Middle School will conduct an annual self-study of the school’s parent involvement practices by a committee of parents, teachers, and administrators using principles considered essential to home-school partnerships. . 12/20/2016
Live Oak Middle School 980 N. Laspina Tulare, CA 93274 (559) 685-7310 FAX (559) 685-7313
Goes HereOak Política sobre Participación de los Padres de la Escuela Live La Escuela Live Oak 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 Live Oak 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 Live Oak en Título I y para explicar los requisitos de Título I y el derecho de los padres/tutores para participar. a. Se realiza una reunión anual Título I para Padres al comienzo de cada ciclo escolar expresando la importancia de mantenerse conectado, las visitas a la escuela y la participación en actividades escolares. 2. Ofrecer una cantidad flexible de reuniones; tales como reuniones en la mañana y la tarde, por cual se podrá proporcionar trasporte, cuidado infantil, y/o visitas al hogar relacionadas según correspondan tales servicios a la participación de los padres. a. Por las tardes se ofrecen reuniones de Educación para Padres. b. Reuniones de la Organización de Padres y Maestros (PTO, por sus siglas en inglés) se realizan por las tardes. c. Reuniones del Consejo de Sitio Escolar/Consejo Asesor para Estudiantes del Inglés (SSC/ELAC, por sus siglas en inglés) se realizan por las tardes. 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 Live Oak y, si corresponde, el desarrollo conjunto del plan para programas a nivel escolar. a. Las reuniones SSC brindan una oportunidad para la participación de los padres en la planificación de dichas políticas y programas. b. El Monitoreo y Repaso Local, realizado anualmente en la primavera, Brinda a los padres y a los miembros del Consejo de Sitio Escolar la oportunidad de visitar los salones y aportar sugerencias sobre la implementación de programas escolares. 4. Proporcionar los padres/tutores de alumnos participando con todo lo siguiente: a. Información oportuna sobre programas de Título I. a. Avisos e información proporcionada en volantes, el sistema electrónico de información para padres y Parent Link extiende la comunicación para invitaciones a próximas reuniones escolares. 12/20/2016
b. Una descripción y explicación del currículo la Escuela Live Oak, formas de evaluación académica utilizadas para medir progreso estudiantil, y los niveles de competencia que se espera que cumplan. a. Se proporcionan las expectativas en conferencias para Padres en dos ocasiones durante el ciclo escolar b. Se proporcionan Informes de progreso y Boletas de Calificaciones a lo largo del ciclo escolar midiendo el progreso y las áreas de mejoramiento de los alumnos. c. Los maestros individuales envían habitualmente informes de calificaciones a fin de comunicar a los padres el progreso estudiantil. d. Los maestros tienen una política constante de comunicación abierta con los padres, comunicándose con ellos vía correo electrónico, teléfono, mensaje de texto o en persona a fin de discutir las expectativas estudiantiles y comunicar el progreso hacia el logro de la competencia de las normas académicas. 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 administración del sitio escolar tiene una política de puerta abierta para reunirse con los padres y demás partes interesadas a petición. 5. Si el Plan a Nivel Escolar de la Escuela Live Oak no es satisfactorio para los padres/tutores de alumnos participando, entregar cualquier comentario de los padres/tutores cuando la Escuela Live Oak haga el plan disponible al distrito. a. Además de haber tenido la oportunidad de colaborar y tomar parte en la aprobación del plan en cada reunión mensual SSC/ELAC, los padres pueden asistir a reuniones PTO, programar citas con la Administración e/o asistir a SSC o ELAC para compartir sus inquietudes sobre el Plan Escolar. 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 Live Oak y los padres/tutores establecerán una sociedad para ayudar los padres lograr normas estatales. a. La discusión comienza en la reunión Título I para padres de la Escuela Secundaria Live Oak al comienzo del ciclo escolar y continúa a lo largo del año con las reuniones PTO y SSC/ELAC. La colaboración de los padres, alumnos y personal en la discusión del Contrato Escuela-Padres brinda la orientación necesaria hacia la implementación del Plan Único para el Rendimiento Estudiantil (SPSA, por sus siglas en inglés)/Programa Escolar (SWP, por sus siglas en inglés). Todos los componentes comparten el desarrollo continuo hacia el mejoramiento del rendimiento académico. Este contrato debe abordar: a. La responsabilidad de la Escuela Live Oak 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:
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(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 Live Oak y padres/tutores para firme participación de los padres. a. Ayudar los padres a entender evaluaciones y normas de rendimiento y contenido académico y como supervisar y mejorar el rendimiento de sus hijos. (20 U.S.C. § 6318 (e)(1).) a. El monitoreo del rendimiento estudiantil es documentado en la boleta de calificaciones del alumno y es compartido con los padres en la conferencia de Padres/Maestros. b. Los maestros participan en un diálogo continuo con los padres mediante varios métodos, incluyendo mas sin limitarse a llamadas telefónicas, correo electrónico y mensajes de texto a fin de proporcionar a los padres comentarios individuales sobre el progreso estudiantil. b. Proporcionar materiales y capacitación para ayudar los padres a trabajar con sus hijos para mejorar su rendimiento. (20 U.S.C. § 6318 (e)(2).) a. La Orientación, Visita Escolar y la Noche de Regreso a Clases a lo largo del año brindan la oportunidad de forjar un vínculo de colaboración. b. Los eventos de Educación para Padres ofrecen información en relación al rendimiento, currículo y aprendizaje estudiantil. c. Educar el personal, con la ayuda de los padres, sobre el valor de contribuciones de los padres y como trabajar con los padres como socios equitativos. (20 U.S.C. § 6318 (e)(3).) a. Se ofrecen noches educativas para padres y foros comunitarios con valiosa capacitación sobre la incorporación de los padres como socios equitativos. d. Coordinar e integrar participación de los padres con otros programas y realizar actividades que alientan y apoyan los padres a participar más a fondo en la educación de sus hijos. (20 U.S.C. § 6318 (e)(4).) a. La Orientación, Visita Escolar y la Noche de Regreso a Clases apoyan a los padres a participar más plenamente en la educación de sus hijos. e. Distribuir información relacionada a programas de padres y escuela, reuniones, y otras actividades a los padres de alumnos participando en un formato y, al nivel práctico, un lenguaje que los padres entiendan. (20 U.S.C. § 6318 (e)(5).) a. Nuestra escuela produce un Calendario de Eventos para ayudar a asociarse con el maestro, a la administración y a los padres en próximos eventos. b. Parent Link brinda a los padres información sobre actividades escolares. c. Aplicación Electrónica del Distrito Escolar de la Ciudad de Tulare para comunicación. d. La Escuela Secundaria Live Oak mantiene un sitio web con información actualizada sobre reuniones y otras actividades en el plantel. f. Proporcionar tal otro apoyo razonable para actividades de participación de los padres bajo esta sección según la solicitación de los padres. (20 U.S.C. § 6318 (e)(1).) a. Nuestro Calendario de Eventos de la escuela y reunión para Padres Título I apoyan la participación de los padres y motiva el apoyo dentro y fuera del salón. 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.
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La Política sobre Participación de los Padres de la Escuela Live Oak 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 Live Oak para satisfacer las necesidades cambiantes de los padres/tutores y la escuela. La Escuela Live Oak realizará un estudio personal anual sobre las practicas escolares de participación de los padres por un comité de padres, maestros, y administradores usando principios considerados esenciales para las sociedades entre la escuela-el hogar.
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Live Oak Middle School Parent Survey Spring 2016 Participation: 30% Parent Survey Questions
YES (A)
1. My child is receiving a quality education at Live Oak School. 2. My Child’s needs are being met at Live Oak School. 3. Live Oak School provides opportunities for my child to get involved with activities outside of class. (For example: after school sports, Leadership, Prose and Poetry, Spelling Bee, After School Intervention, CJSF, etc…)
98% 96%
2% 3%
95%
4%
94%
5%
5. There are adequate social and behavioral support programs available at Live Oak School. (For example: counseling, tutoring YSB, 92% Academic Review, RTI etc…)
8%
6. Do you find our school planner helpful in assisting you with information about your child’s assignments?
89%
9%
7. Do you use the Tulare City School’s Website resources to retrieve information such as district calendars, school events etc…?
79%
21%
8. Is every aspect of the school’s climate open, helpful and friendly? 9. Is communication between school and home frequent, clear and two-way?
94%
5%
88%
9%
10. Do parents feel they are collaborators in the educational process?
92%
6%
11. Do parents feel they have a strong role in assisting the school with learning behavior?
90%
8%
12. Are parents encouraged both formally and informally to comment on school policies and to share in the decision-making process?
84%
13%
13. Do school site administrators actively express and promote the philosophy of partnership with all families?
88%
8%
14. Does the school encourage volunteer participation for parents and the community at large?
85%
12%
15. Does the school recognize its responsibility to forge a partnership with all families in the school, not simply those most easily available?
87%
9%
16. Does the school provide parents with resources to support their child’s academic success?
90%
6%
17. Does the school provide a safe and secure environment for your child?
92%
4%
4. There are adequate academic support programs to help my child achieve success at Live Oak.
NO (B)
BUILDING PARTNERSHIPS
WHAT IS A SCHOOL-PARENT COMPACT? 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 of our students reach or exceed grade-level standards. Effective compacts: Link to goals of the school improvement plan Focus on students learning skills Describe how teachers will help students develop those skills using high -quality curriculum and instruction Share strategies parents can use at home Explain how teachers and parents will communicate about student progress Describe opportunities for parents to volunteer, observe, and participate in the classroom
JOINTLY DEVELOPED Every Spring this document is revised by the School Site Council. During this meeting students’ learning needs, based on current grade-level data, is reviewed. These discussions are data driven and include suggestions for home learning strategies by teachers, along with input from parents to make these strategies specific to their needs. Students at the middle schools also provide insight on ways to support their learning. PARENTS ARE WELCOME TO CONTRIBUTE COMMENTS AT ANY TIME.
Canned Food Drive during the holiday season
United for Good
Kids Day benefitting Valley Children's Hospital
P.T.O. monthly meetings
Coins for Caring benefitting the Lighthouse Rescue Mission
Live Oak has numerous events throughout the school year. Parents and students are sent notices through Parent Link and notes home about up coming events. Parents are always welcome to volunteer and assist at events or in the classroom by contacting the office and getting proper background clearance. Also, Live Oak’s website will provide information on all up coming events. The office can assist you with any questions you may have. Feel free to call (559)685-7310.
SCHOOL-PARENT COMPACT FOR
ACHIEVEMENT
2016-2017
OUR FOCUS
COMMUNICATION ABOUT STUDENT LEARNING Live Oak is committed to frequent two-way communication with families about students’ learning. Some of the ways parents and teachers communicate all year are:
Back to School/Open House Parent Survey Parent Conferences– September 26-30 & March 13-17 Email and/or phone calls DO YOU HAVE QUESTIONS ABOUT YOUR CHILD’S PROGRESS? Please contact your child’s teacher by phone (559)685-7310, email (found on our website), or ask the office.
FOR STUDENT SUCCESS
TEACHERS, PARENTS AND STUDENTS - TOGETHER FOR SUCCESS
OçÙ GÊ½Ý ¥ÊÙ SãçÄã A«®òÃÄã
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 in the fall
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.
Open House in the spring Local Monitor and Review Parents can volunteer in the classroom (once background/TB/fingerprints are cleared) Communication to community through projects on display at different community events.
Live Oak parents joined staff to develop the following ideas about how families can support students’ success in reading and math. Check your child’s planner on a nightly basis. Ask your student questions about what is going on in their classes. Have them show and explain what they are learning about to you. Encourage your child read every night Ensure your child is on time and at school each day Provide a quiet study place for your child
We will get there by: Communica ng with parents frequently Staff Development– Learning Focused Conserva ons Academic progress monitored on a weekly, monthly and semester basis Local Monitor and Review Student Study Team to monitor student progress
STUDENTS Live Oak 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 Signature________________________ Principal Signature_____________________________
When teachers, students and fami-
Parent Signature _____________________________________________________________________
lies work together we CAN achieve
Student Signature_____________________________________________________________________
our goals!
¿Qué es una Escuela y los Padres Compacto? Un acuerdo escolar para el logro es un acuerdo que los padres, alumnos y profesores desarrollan juntos. Explica cómo los padres y maestros trabajarán juntos para asegurarse de que todos los estudiantes alcancen o superen las normas grado. Pactos de efectivo: · Enlace a las metas del plan de mejora de la escuela · Centrarse en los estudiantes habilidades de aprendizaje · Describir cómo profesores ayudará a los estudiantes desarrollar estas habilidades con estudios de alta calidad e instrucción · Compartir estrategias los padres pueden utilizar en casa · Explicar cómo los padres y maestros se comunicarán sobre el progreso del estudiante · Describir oportunidades para que los padres voluntarios, observar y participar en el aula.
CREACIÓN de ALIANZAS
Enlatados de Comida durante las fiestas navideñas
Unidos por la buena
Niños Día beneficiando a Hospital de Niños de Valle
Reuniones mensuales P.T.O.
Monedas para cuidado aprovechando la misión de rescate delfaro
Live Oak tiene numerosos eventos durante todo el año escolar. Los Padres y estudiantes se envían avisos a través de ParentLink y notas Inicio acerca de eventos próximos. Los padres siempre son bienvenidos como voluntario y ayudar en eventos o en el aula por ponerse en contacto con la oficina y conseguir espacio de fondo adecuada. También, sitio web de Live Oak proporcionará información sobre todos los próximos eventos. La oficina le puede ayudar con cualquier pregunta que pueda tener. No dude en llamar al (559) 685-7310
ESTUDIANTE de COMUNICACIÓN de de APRENDIZAJE Live Oak apuesta por la comunicación bidireccional frecuente con las familias sobre el aprendizaje de los estudiantes. Algunas de las maneras padres y maestros se comunican durante todo el año son:
Escuela-Padres Compacto Para El Logro 2016-2017
NUESTRO ENFOQUE
DESARROLLADO CONJUNTAMENTE Cada primavera, este documento es revisado por el Consejo Escolar. En necesidades de aprendizaje de los estudiantes de esta reunión, basadas en datos actuales de nivel de grado, se revisa. Estas discusiones son datos e incluyen sugerencias para las estrategias de aprendizaje página por los profesores, Junto con la entrada de los padres para hacer estas estrategias específicas a sus necesidades. Los alumnos de las escuelas medias también proporcionan la penetración en formas de apoyar su aprendizaje.
LOS PADRES SON BIENVENIDOS A APORTAR COMENTARIOS EN CUALQUIER MOMENTO.
• Regreso a la escuela /Open House • Encuestas de Los Padres • Conferencias de Padres – 26 al 30 de Septiembre y 13-17 de Marzo • Correo electrónico /o llamadas de teléfono
¿TIENES PREGUNTAS SOBRE EL PROGRESO DE SU HIJO?
Por favor, póngase en contacto con el maestro de su hijo por teléfono (559) 685-7310, correo electrónico (que se encuentra en nuestro web), o pedirle a la oficina.
PARA EL EXITO ESTUDIANTIL
NUESTROS OBJETIVOS PARA
DOCENTES, PADRES Y ESTUDIANTES - JUNTOS PARA EL ÉXITO
EL LOGRO ESTUDIANTIL
Las Prioridades del Distrito: #1. Aprendizaje seguro y seguro y trabajo medio ambiente para todos #2. Docente es relevante, útil y produce los niveles más profundos de de aprendizaje para todos #3. Conectar lo Local y lo Global las comunidades LCAP/METAS de la Escuela: altos
Los estudiantes alcanzar estándares y aumentar el logro estudiantil Los estudiantes tienen oportunidades para involucrarse y participar en actividades extracurriculares. EL estudiantes aumentará la competencia en inglés y aumentar el logro estudiantil en ELA. Facultad participarán en constante desarrollo profesional y formación. Promover la participación de padres y comunidad en un ambiente seguro
EN nuestras Aulas
EN casa
Maestros trabajarán con los estudiantes y sus familias para apoyar el éxito de los estudiantes en cumplen o superan los estándares comunes de estado centrales en lectura y matemáticas. Algunas de nuestras claves para conectar con las familias será:
Padres de Live Oak unieron personal para desarrollar las siguientes ideas sobre cómo las familias pueden apoyar el éxito de los estudiantes en lectura y matemáticas.
La Noche de la Escuela en el otoño
Casa Abierta en la primavera
Monitor Local y Revisión
Los Padres pueden ser voluntarios en el salón de clases (una vez TB/fondo/huellas se borran)
Comunicación a la comunidad a través de proyectos en exhibición en diferentes eventos.
Consulte el planificador de su niño cada noche.
Haga sus preguntas de estudiante sobre lo que está sucediendo en sus clases. Que muestran y explican lo que están aprendiendo acerca de usted.
Anime a su niño leer cada noche
Garantizar al niño el tiempo y en la escuela cada día
Proporcionar un lugar de estudio tranquilo para su hijo
Lo conseguiremos::
comunicación con los padres con frecuencia
Personal de desarrollo – Aprendizaje Centrado Conservación
Progreso académico supervisado en un semanal, mensual y base del semester
Monitor Local y Revisión
Equipo de Estudio del Estudiante para monitorear el progreso del estudiante
Cuando profesores, alumnos y famili-
as trabajan juntos podemos lograr nuestras metas!
Los Estudiantes Live Oak estudiantes se unieron a personal y los padres para desarrollar ideas sobre cómo pueden tener éxito en la escuela y alcanzar las estrellas en matemáticas y lectura. Pensaban en los estudiantes las siguientes ideas para hacer las conexiones entre el aprendizaje en el hogar y la escuela. * * * Firma del Maestro ___________________ Firma Principal ________________________ Firma de Padres __________________________________________________________ Firma del Estudiante ______________________________________________________
Live Oak Middle School Student Survey 2016 416 Students
For each question, bubble in A on the scantron if you agree, or B if you disagree 1.I feel safe in my classrooms. 2. I feel safe on the playground (quad) 3. I feel safe when taking the bus or walking to and from school. 4. Overall I feel safe at school. 5. Students treat each other with respect in class and on campus. 6. If students have a problem they can’t solve on their own, they know they can go to a staff member for help. 7. I am glad to come to school most of the time. 8. I feel safe on the bus. 9. I am proud of Live Oak 10. The campus and classrooms are kept in clean condition. 11. The office staff (secretaries, health aides) provides assistance in a timely manner. 12. Classroom lessons are clearly explained and presented in a timely manner. 13. Teachers return homework assignments and tests in a timely manner. 14. Teachers grade in a fair and consistent manner. 15. Teachers treat students with respect and enforce school rules in a fair and timely manner. 16. Teachers are available to provide extra assistance when needed. 17. Administrators treat students with respect and enforce school rules in a fair and timely manner. 18. My planner helps me keep track of assignments and their due dates. 19. Given the opportunity I would like to go to college.
Agree
Disagree
(A) 93% 85% 81%
(B) 7% 15% 19%
86% 39%
14% 61%
70%
30%
70% 86% 86% 75% 89%
30% 14% 14% 25% 11%
76%
24%
75%
25%
74% 73%
26% 27%
83%
17%
82%
18%
79%
21%
97%
3%
LIVE OAK MIDDLE SCHOOL TEACHER SURVEY 2016 22 Teachers Please answer questions
Agree
Somewhat Agree
1. Working in my LFC groups help me improve. 2. The Wednesday Staff Development days were helpful to me. 3. Information at staff meetings was clearly and effectively presented. 4. Our Grade Level/Dept. meetings were productive. 5. I feel my grade level or department works well together. 6. I regularly monitor the growth of my ILP students. 7. I make it a priority to make sure my El and At-risk student get the appropriate time on LEXIA each week and monitor their usage at least once a month. 8. I have a clear understanding of the RTI model and how to place my students on the RTI Pyramid.
59%
23%
59%
36%
5%
68%
9%
32%
18%
9. I can explain at a SST/SAT meeting the classroom interventions I am using. 10. I would like to revisit these programs for staff development. You may choose more than one. Lexia Usage Common Core implantation Project Based Learning Kagan Strategies ERIA Strategies Direct Instruction Strategies Cornell Notes CPM Academic Vocabulary
Disagree
Does not apply
18%
100% 23% 100%
13%
5%
Sparkly clear 73%
Foggy
86%
14%
Responses
5% 14% 5% 36% 0% 18% 27% 23% 23%
27%
50% 82%
In the Dark
LIVE OAK MIDDLE SCHOOL TEACHER SURVEY 2016 22 Teachers
AVID Stategies
Reponses 50%
11. I implemented Project Based Learning sometime this year with in my classroom to promote Common Core Learning. 12. I have a clear understanding of what DOK Leveled Tasks are.
76%
13. I intentionally implemented a variety of strategies to foster student engagement.
14. I feel this was a good way to do the teacher survey.
24%
Advance
Proficient
Basic
14%
68%
14%
Weekly
Monthly
A few times this year
86%
9%
5%
Agree
Somewhat Disagree agree
95%
5%
Below Basic 5% Never
