Single Plan for Student Achievement E CS EL CAMINO SCHOOL

Transcripción

1 Single Plan for Student Achievement E CS EL CAMINO SCHOOL

2 Part II: The Single Plan for Student Achievement School: El Camino Elementary District: Goleta Union School District County-District School (CDS) Code: Principal: Liz Barnitz Date of this revision: December 3, 2015 The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person: Contact Person: Position: Liz Barnitz Principal Telephone Number: (805) Address: 5020 San Simeon Dr. Santa Barbara, CA Address: lbarnitz@goleta.k12.ca.us The District Governing Board approved this revision of the SPSA on January 13, 2016.

3 Table of Contents II. Single Plan for Student Achievement Form A: Planned Improvements in Student Performance 1 Form B: Centralized Services for Planned Improvements in Student Performance 6 Form C: Programs Included in This Plan 7 Form D: School Site Council Membership 10 Form E: Recommendations and Assurances 11 Form G: Single Plan for Student Achievement Annual Evaluation 12 Parent/Guardian Involvement Policy 16

4 Form A: Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LEA GOAL: LCAP GOAL 1: Demonstrate robust achievement growth for all pupils; reduce disparity in levels of achievement between student subgroups. SCHOOL GOAL: % of El Camino Students in grades 3-6 will grow 10% in the areas of: 1) Problem Solving and Communicating Reasoning in Math; and 2) Reading and Writing ELA as measured by a comparison of Spring 2015 and Spring 2016 results of the CAASPP. 2. The percentage of students meeting projected growth targets in Math and Reading as measured by a comparison of Spring 2015 and Spring 2016 MAP RIT scores are as follows: 81% of kindergarten students will meet projected growth targets in Reading, and 76% will meet projected growth targets in Math 66% of 1 st grade students will meet projected growth targets in Reading and 75% will meet projected growth targets in Math 64% of 2 nd grade students will meet projected growth targets in Reading and 56% will meet projected growth targets in Math 64% of 3 rd grade students will meet projected growth targets in Reading and 61% will meet projected growth targets in Math 62% of 4 th grade students will meet projected growth targets in Reading and 68% will meet projected growth targets in Math 61% of 5 th and 6 th grade students will meet projected growth targets in Reading and 69% will meet projected growth targets in Math What data did you use to form this goal? Computer-based formative assessment program Measures of Academic Progress (MAP) data from Fall 2015 and CASSPP Spring 2016 and 2015 Spring baseline scores What were the findings from the analysis of this data? A comparison of the percentage of students meeting MAP growth level targets per grade level revealed an overall 56% of students meeting projected growth targets in Reading and 48% of students meeting projected growth targets in Math. CAASSP 2015 baseline data shows How will the school evaluate the progress of this goal? Tri-annual MAP testing (September 2015, January 2016, and May 2016) and summative Spring 2016 CAASSP results STRATEGY: During the school year, El Camino will provide differentiated instruction to all students in the classroom, and additional intervention and acceleration to students with identified learning needs. 1

5 Action/Date Person(s) Responsible Task/Date Students will take MAP test three times yearly in the computer lab September, January and May. Computer Teacher/Tech Support Principal Classroom Teachers Students During two weeks of September, January and May, the computer lab will be used for MAP testing. The computer teacher will create the schedule and manage the sessions, troubleshooting technology issues if they arise. Classroom teachers will proctor the tests. The principal will oversee the scheduling and sessions. Cost and Funding Source (Itemize for Each Source) Measures of Academic Progress (MAP) $3, Microsoft Tech Support and Administration $3, Funding: Title 1, LCAP Biannual Grade level MAP PLCs Teachers will meet in grade levels after the testing windows to review and analyze MAP reports of student data. Twice yearly the site will pay for grade level half-day release to analyze data, and discuss and determine ways to adjust instruction accordingly. Substitutes for bi-annual Teacher Release Time for Data analysis/plcs $2, Funding: Title 1, LCAP Student needs, both in acceleration and intervention, will be identified and addressed Provide targeted reading, writing, and math instruction in small group for ELs and non-els who need support Classroom teachers Learning Center teacher, Certificated tutors, instructional aides Classroom teachers Learning Center teacher, Certificated tutors, instructional aides Using the MTSS model, teachers and support staff will identify students who are performing above and below cut points from data sources such as DiBels, BPST, MAP, SIPPS, Corrective Reading, Lexia and/or classroom assessment data, will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during designated ELD time,. Using the MTSS model, teachers and support staff will identify students who are performing far below using DiBels cut scores, MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to Tier 1 DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes Additional CT Learning Center teacher for reading and math intervention, CT for before and after school classes, CTs during ELD $36,120 Title 1, Title 3, LCAP, SUPG Computer teacher, Additional CT Learning Center teacher, CT for before and after school classes, CTs during ELD $54,552: Titles 1 & 3, LCAP 2

6 Form A: Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LEA GOAL: LCAP GOAL 1 for English Learners: Increase the number of ELs being reclassified (R-FEP) by the end of 6 th grade SCHOOL GOAL: 100% of El Camino English Learners will be reclassified by the end of 6 th grade. What data did you use to form this goal? CELDT data ADEPT data What were the findings from the analysis of this data? 96% of ELs were reclassified by the end of 6 th grade. Five out of the 164 students (approximately 3%) who took the CELDT in were 6 th graders. Although 60% (three) scored Early Advanced, none of the three were reclassified. How will the school evaluate the progress of this goal? CELDT data RFEP reclassification criteria (currently CWP writing sample and DiBels fluency score) MAP mean proficiency cut scores STRATEGY: During the school year, EL Camino will provide targeted instruction, including intervention and acceleration, in order to successfully reclassify 100% of English Learners by the end of 6 th grade. Action/Date Person(s) Responsible Task/Date English Learners (ELs) will be assessed using the ADEPT 3 times per year, which will be used with the CELDT to determine proficiency levels and create appropriate groupings Principal Learning Center Teacher Classroom Teachers Students Students will be assessed in the Fall and/or Winter, and Spring at the site level with ADEPT. Results will be used in conjunction with CELDT scores to determine proficiency levels and groupings. Cost and Funding Source (Itemize for Each Source) ADEPT testing materials, teachers No cost Certificated tutors will be 3 Principal, certificated ELs will be placed in appropriate groupings Certificated Tutors $18,432

7 hired to teach English Only groups to facilitate small, proficiency-level based ELD classes tutors according to ADEPT and CELDT assessment data. Certificated tutors will be hired to teach English Only groups to facilitate small, proficiency-level based ELD classes Title 1, Title 3, LCAP English Learners will receive daily 30 minute English Language Development instruction at their proficiency level as measured by CELDT and ADEPT assessments Classroom teachers Classroom teachers will deliver daily ELD instruction using Systematic ELD strategies and lessons. Teachers will implement strategies for ensuring systematic and explicit ELD instruction occurs regularly in ELD including a daily schedule, use of a language objective, structured oral practice, and sentence frames No Cost English Learners will receive the same intervention/acceleration opportunities/support as detailed in Goal 1: All students ELD classes will be scheduled in the afternoon to protect ELA time and ensure EL access to ELA instruction Classroom teachers, computer teacher, Learning Center teachers, CTs during ELD Principal Students who are performing above and below cut points will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during ELD. Students who are performing far below MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes The principal will schedule ELD classes in the afternoon to protect minute Math and ELA instructional blocks in the morning. This way, all students will have access to core instruction and intervention. Additional CT Learning Center teacher, CT for before and after school classes $54,552 Title 1, Title 3, LCAP, SUPG No cost EL student subgroup MAP scores will be analyzed, and identified needs will be targeted Students who are performing above and below cut points will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during ELD, and in the computer lab during daily ELA and Math clinics. Students who are performing far below MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes Grade Level release 4

8 Language objectives will accompany learning objectives during Math and ELA In grade level PLCs, classroom teachers will identify assessed needs of EL students using ADEPT and CELDT, as well as classroom assessments to target these needs during Tier 1 DI classroom time. Teachers will embed language objectives in daily ELA and Math, and implement strategies for ensuring systematic and explicit language instruction with the use of a language objective, structured oral practice, and sentence frames during core instruction Meetings during PE specialist time $1,115 CORE 5

9 Form B: Centralized Services for Planned Improvements In Student Performance Actions to be Taken to Reach this Goal Centralized District Services Start/ Completion Date Centralized administrative services are provided to facilitate implementation of categorical programs. Centralized services assist the school to attain achievement objectives for every student. These services include: Proposed Expenditures Estimated Cost Funding Community Liaisons August May 2016 Provide support and translations, as needed, to homeless students and families in need of school and community services $182,291 Title I & III, ELA, LCAP Professional Development August 2015 May 2016 Provided teachers and principals with researchbased professional development that supports the District s plans for improving student achievement $9,503 Title I Private School Set Aside Identification and assessment of English Learners August 2015 May 2016 Provide in-service to administer the California English Language Development Test and primary language assessment; administer test $50,431 Title I & LCAP Translation of NCLB documents, communication to parents, and notification of student progress August 2015 May 2016 Required translation of materials, parent letters, and parent conferences $35,000 Title I & LCAP District parent and staff meetings to advise implementation of Compensatory Education Programs and Programs for English Learners August 2015 May 2016 Required translation of meeting materials $1,632 Title I Coordination of reviews regarding program compliance with state regulations August 2015 Ongoing Multi-funded central office administration to coordinate categorical programs $1,000 Title I School Choice, and Supplemental Services August 2015 May, 2016 Required set aside for Program Improvement $85,523 Title I 6

10 Form C: Programs Included in this Plan State Programs Local Control Funding Formula (LCFF) Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools LCFF Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students LCFF Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA s enrollment California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program Economic Impact Aid/Limited English Proficient (EIA- LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety Allocation $29,325 Consolidated in the SWP 7

11 Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.) Total amount of state categorical funds allocated to this school $29,325 Federal Programs Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs) Allocation $52,679 Consolidated in the SWP Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation). $ For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2) $ Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals Title III, Part A: Language Instruction for Limited- English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards $18,002 Title III funds may not be consolidated as part of a SWP 1 1 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used for the purposes of Title III and only for those students the LEA has identified for services. For more information please contact the Language Policy and Leadership Office at

12 Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement Other federal funds: Title III (Immigrant) Other federal funds (list and describe) $ Other federal funds (list and describe) $ Total amount of federal categorical funds allocated to this school $70,681 Total amount of state and federal categorical funds allocated to this school $100,006 9

13 Form D: School Site Council Membership California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. 2 The current make-up of the SSC is as follows: Names of Members Principal Classroom Teacher Other School Staff Parent or Community Member Secondary Student Alma Hernandez James Woods Olga Zermeño Liz Barnitz Kimbery Spiewak Kandie White Numbers of members in each category EC Section

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15 Form G: Single Plan for Student Achievement Annual Evaluation Plan Priorities SPSA ANNUAL EVALUATION LCAP GOAL 1 for all students: To work toward our overarching school-wide goal of, All Day Literacy for All, 100% of El Camino grade levels will show a measured growth of 10 points from Winter 2015 to Spring 2015 in Reading Comprehension (Literature and Informational Text) and Foundational Skills as measured by mean RIT scores derived from Measures of Academic Progress (MAP) assessments taken three times yearly. 4 out of 7 grade levels met the goals. LCAP GOAL 1 for English Learners: 100% of El Camino English Learners will be reclassified by the end of 6 th grade GOAL 97% MET (all but 3 students qualified for reclassification) Funding Sources Title 1, Title 111, and LCAP were the main funding sources supporting these priorities. Strategies and Activities Students took MAP test three times yearly in September, January and May Teachers participated in triennial Grade level MAP PLCs Teachers engaged students in academic goal setting Student needs, both in acceleration and intervention, were identified and addressed 100% of students in grades 3-6 received intervention/acceleration in the computer lab. English Learners (ELs) were assessed using the ADEPT and was used with the CELDT to determine proficiency levels to create appropriate groupings Certificated tutors were hired to teach English Only groups to facilitate small, proficiency-level based ELD classes English Learners received daily 30 minute instruction in English Language Development instruction at their proficiency levels as measured by CELDT and ADEPT assessments Reading and Writing experiences were included in daily ELD instruction English Learners received the same intervention/acceleration opportunities/support as detailed in Goal 1 ELD classes were scheduled in the afternoon to protect ELA time and ensure EL access to ELA instruction 12

16 EL student subgroup MAP scores were analyzed, and identified needs were targeted Strategies or activities that were particularly effective in improving student achievement The purchase, implementation, and professional development on a computer-based school-wide formative assessment program Measures of Academic Progress (MAP), that measures progress three times a year in Reading, Language, and Math, and the full implementation of goal setting that accompanies MAP. Computer-based programs such as Lexia and Reading Plus used on a daily basis in and out of the classroom. Specifically, in before and after school intervention, and during Computer Clinic times for small group intervention/acceleration. Extended school day Kindergarten Success Institute to bring students up to grade level. Strategies or activities that were ineffective or minimally effective in improving student achievement. Continuing to use the district Math and Language Arts curriculum with fidelity Limiting professional development opportunities to support implementation Lack of effective follow-up or coaching to support implementation Strategies not implemented or partially implemented: Language objectives did not accompany learning objectives during Math and ELA 6 th grade students did not take MAP test in May due to the increase in hours needed for state testing. Teachers and principal felt that teaching and learning would suffer due to loss of instructional time. Teachers received release time once annually (February) in grade level PLCs focused on MAP data. The goal to meet 100% of each student s intervention/acceleration needs is ongoing Based on the analysis of this practice, would you recommend: Providing, and taking advantage of, effective follow-up and coaching to support implementation of the math curriculum and Differentiated Instruction 13

17 Providing extra intervention for the 5 th grade cohort of students Parent education nights on how to help parents help students at home, especially with reading Keeping all day literacy for all as overarching goal, but add specific sections for math and ELA Implement math curriculum with fidelity Focus on enrichment for students who excel; keeping students engaged Include Math problem solving academic language and discourse in ELD Involvement/Governance Input was sought and given by the ECSSC. Section G was completed during and after a site council meeting. Input was sought and received by the ELAC on the plan, the old goal was reviewed, and the same goal pertaining to English learners was suggested, discussed, and agreed upon. The school site council discussed and reviewed progress toward goals throughout the year. ELAC meetings were held at night and ECSSC meetings were held during lunch to facilitate participation and attendance. Outcomes All but 3 rd, 5 th and 6 th grades met the goal of 100% grade levels growing by ten RIT score points. One major factor was that 6 th grade did not take the May MAP test due to the increased testing time and volume of testing that occurred due to new State testing (CAASPP). 96% of ELs were reclassified by the end of 6 th grade. Five out of the 164 students (approximately 3%) who took the CELDT in were 6 th graders. Although 60% (three) scored Early Advanced, none of the three were reclassified. El Camino School met state and federal performance goals for attaining English Proficiency for English Learners. Based on this information, what might be some recommendations for future steps to meet these goals? Expand goal to include Math and ELA sub-goals, with a focus on Meaning Making and Effective Expression in ELA, and Problem Solving and Communicating Reasoning in Math. Multiple measures will include formative Writing CFAs, interim MAP assessments, and CAASPP results. The measures will be All students will grow: a) 10% overall in both Math and ELA 14

18 15 as measured by spring CAASPP results for grades 3-6 overall, b) 10-point overall in both Math and ELA for grades 3-6 as measured by MAP, and 15-point overall in both Math and ELA for grades K-2 as measured by MAP Learning Neighborhoods focus on Academic Discourse to further meaning making, effective expression, problem solving and communicating reasoning Continue with the goal more measurable and reflect growth model By the end of the year, 100% of teachers will fully implement the district-adopted CCSS Math curriculum Emphasize the School wide focus Math and English literacy through Academic Discourse. Continue walkthroughs, peer lesson studies, peer observations, Continue partnering with United Way by implementing Lexia, Reading Plus, and STRIDE academy for intervention and acceleration Continuing NEU PD through parent nights and continue PD with staff and parents (especially PTA members) Including all students in the growth model, including accelerated students.

19 EL CAMINO SCHOOL PARENT/GUARDIAN INVOLVEMENT POLICY El Camino School recognizes that parent/guardian involvement and support in the education of children are an integral part of achieving academic success and developing capable citizens, and that schools and parents/guardians must work together as knowledgeable partners to educate all students effectively. In order to assure parent/guardian/school collaboration El Camino School is committed to; including parents/guardians as partners in the education of their children; establishing and maintaining effective two-way communication with all parents/guardians at both school and district office levels; encouraging the development of programs to help parents/guardians acquire parenting skills; providing parents/guardians with the information and techniques to enable them to assist their children with learning at home; developing strategies and programmatic structures to enable parents/guardians to directly participate in their children's education through: - involvement in classroom activities - school advisory groups and parent/guardian support organizations; fostering an environment at El Camino School that welcomes parents/guardians as active participants in their children's education; recognizing differences in the needs and interests between schools and between parents/guardians in each school. REGULATIONS/PROCEDURES I. MEETINGS AND SPECIAL PROGRAMS A. School Site Meetings and Committees 1. El Camino School shall hold open houses, back-to-school nights, and parent/guardian organization meetings where the school's philosophy, mission, opportunities for adult participation, the core curriculum, and supplemental instruction are discussed. 2. Every effort shall be made to insure that the composition of school committees reflects the population characteristics of El Camino School. 16

20 3. School Site Council members shall vote on the school site plan and categorical budget. All parents/guardians are welcome to give input at meetings of the Council. 4. To build school and parent capacity for strong parental involvement, and to support a partnership among school, parents, and community to improve student achievement, the School Site council will work in collaboration with school staff to develop a schedule of parent educational activities that include understanding: State standards for academic content and achievement State and school academic assessments and alternate assessments Requirements for Title I and other categorical programs Ways that parents can monitor their child s progress How to work as collaborative partners with educators The school-parent compact Other topics of interest, to be considered annually by School Site Council, may include: Family literacy Uses of technology How school personnel and parents can work as partners 5. Parents, school staff, district office, and external presenters will be sought to provide the necessary parent involvement workshops. 6. The list and schedule of parent involvement trainings will be printed in school newsletters annually. 7. School Site Council will address funding needs for parent involvement activities as appropriate through the site categorical budget. 8. Parent/guardian organizations, such as the Parent-Teacher Association, will be encouraged to provide opportunities for adult education and participation. 9. Every effort shall be made to provide opportunities for adult education and participation. 10. Accessibility and opportunities for parents with limited English proficiency, disabilities, or parents of migrant students will be offered through actions such as arranging school meetings at varied times, in-home conference, phone contacts, and outreach services through the school s community liaison. 17

21 11. Translations will be provided as required by law. B. Meetings with Certificated Personnel 1. Parents/guardians or teacher-initiated conferences to discuss student progress and/or methods to improve student achievement shall be a part of the educational program at El Camino School. 2. During conferences, school personnel may assist parents/guardians with gaining access to community and support services for families and children. C. School Site Activities 1. Parents/guardians shall have reasonable opportunities to observe and volunteer in classrooms in accordance with school visitation procedures. 2. Activities designed to help parents understand school programs and services shall be a part of school presentations. II. WRITTEN COMMUNICATIONS BETWEEN THE SCHOOL AND HOME A. Parents/guardians who are unable to attend school events, activities, or meetings shall be encouraged to telephone and/or write school for information. B. Materials such as school newsletters, classroom newsletters, and general announcements that provide parents/guardians with information about El Camino School will be sent home on a regular basis. C. El Camino School shall distribute a school handbook and Grade Level Expectations to parents/guardians at the beginning of each school year and to the parents/guardians of new students after the start of the school year. The handbook shall contain information about current programs, criteria for pupil participation in these programs, and other information designed to acquaint parents/guardians with school regulations and procedures. D. A letter explaining the purposes, organization, and services provided by the Title I program shall be distributed annually to the parents/ guardians of eligible students prior to participation in the program. 18

22 ESCUELA DE EL CAMINO PARTICIPACIÓN DE LOS PADRES/TUTORES POLÍTICA La escuela de El Camino reconoce que la participación y apoyo de los padres/tutores en la educación de sus niños es una parte integral del logro de éxito académico y del desarrollo de ciudadanos capaces; y que las escuelas y los padres/tutores deben trabajar juntos como socios informados para educar a todos los estudiantes con efectividad. Para asegurar la colaboración entre padres/tutores y la escuela, la escuela de El Camino se dedica a: incluir a los padres/tutores como socios en la educación de sus hijos; establecer y mantener la comunicación mutua y efectiva con todos los padres/tutores tanto al nivel de la escuela como al nivel de la oficina del distrito; fomentar la creación de programas para ayudar a los padres/tutores a desarrollar sus habilidades de crianza; proveer a padres/tutores de la información y las técnicas necesarias para ayudar a sus hijos a aprender en casa; desarrollar las estrategias y la infraestructura del programa escolar para que los padres/tutores puedan participar directamente en la educación de sus hijos a través de: - participar en actividades del salón de clase - involucrarse en grupos para dar consejos a la escuela y en organizaciones de apoyo paternal fomentar un ambiente en la escuela de El Camino que acoge a los padres/tutores como participantes activos en la educación de sus hijos; reconocer las necesidades y intereses distintos de cada escuela particular y de cada padre/tutor dentro de la escuela. REGLAMENTO/PROCEDIMIENTOS I. REUNIONES Y PROGRAMAS ESPECIALES A. Reuniones y comités en la escuela 1. La escuela de El Camino celebrará jornadas de puertas abiertas, noches de orientación para padres y reuniones de organizaciones para padres/tutores en cuales se discuten la filosofía, misión, oportunidades para participación adulta, el curso básico de estudios y la instrucción suplementaria de la escuela. 2. Se hará todo esfuerzo posible para asegurar que la composición de los comités escolares refleja bien las características de la población de la escuela de El Camino. 19

23 3. Miembros del Consejo asesor escolar votarán en el plan escolar y el presupuesto categórico. Se les invita a todos los padres y tutores a contribuir sus opiniones en las reuniones del Consejo. 4. Para fomentar la capacidad de la escuela y de los padres para la buena participación paternal, y para apoyar la sociedad entre escuela, padres y comunidad para mejorar el rendimiento estudiantil, el Consejo asesor escolar trabajará en colaboración con el personal de la escuela para desarrollar un calendario de actividades educativas para padres. Estas actividades les ayudarán a entender: Los estándares estatales para el contenido y aprovechamiento académicos Las evaluaciones académicas del estado y de la escuela, y evaluaciones alternativas Requisitos para programas del Título I y otros programas categóricos Maneras en que los padres pueden seguir el progreso de sus hijos. Cómo trabajar en colaboración con los maestros como socios El compromiso entre escuela y padres. Otros temas de interés, para consideración anual por el Consejo asesor escolar, pueden incluir: La alfabetización familiar Usos de la tecnología Cómo el personal escolar y los padres pueden trabajar como socios 5. Se buscará a padres, personal de la escuela, la oficina del distrito y presentadores de afuera para proveer de los talleres necesarios de participación paternal. 6. La lista y el horario de los entrenamientos en la participación paternal se incluirán en los boletines escolares cada año. 7. El Consejo asesor escolar se dirigirá a las necesidades monetarias de las actividades de participación paternal como sea apropiado a través del presupuesto categórico de la escuela. 8. Se animará a las organizaciones de padres y tutores, tal como la Asociación de Padres y Maestros (PTA), a proveer de oportunidades para la educación y participación adultas. 9. Se esforzará para proveer de oportunidades para la educación y participación de los adultos. 20

24 10. Se ofrecerá la accesibilidad y oportunidades para padres con dominio limitado del inglés, con incapacidades o padres de estudiantes migratorios a través de medidas como la programación de reuniones escolares en horas variadas, conferencias en casa, comunicación por teléfono y servicios para alcanzar e involucrar a los padres por la Ayudante en la Comunidad de la escuela. 11. Se proveerá de traducciones según la ley. B. Reuniones con personal certificado 1. Las conferencias para conversar sobre el avance estudiantil y/o métodos para mejorar el aprovechamiento estudiantil, sean pedidas por los padres/tutores o por los maestros, serán parte del programa educativo en la escuela de El Camino. 2. Durante las conferencias, el personal escolar puede ayudar a los padres/tutores a acceder los servicios comunitarios y auxiliares para familias y niños. C. Actividades en la escuela 1. Los padres/tutores tendrán oportunidades razonables para observar y trabajar como voluntarios en los salones según los procedimientos para visitas de la escuela. 2. Las presentaciones escolares deberán incluir actividades diseñadas para ayudar a los padres a entender los programas y servicios escolares. II. COMUNICACIÓN ESCRITA ENTRE ESCUELA Y CASA A. Se animará a los padres/tutores que no pueden asistir a eventos, actividades o reuniones escolares a comunicarse con la escuela por teléfono o por escrito para recibir información. B. Materiales tal como los boletines escolares, boletines del salón y anuncios generales que proveen a los padres/tutores de información sobre la escuela de El Camino se mandarán a casa con regularidad. C. La escuela de El Camino distribuirá una guía para la escuela y las Expectativas del nivel de grado a los padres/tutores al principio de cada año escolar y a los padres/tutores de nuevos alumnos cuando entran después del principio del año escolar. La guía contendrá información sobre los programas en curso, los criterios para la participación estudiantil en estos programas y otra información diseñada para familiarizar a los padres/tutores con los reglamentos y procedimientos de la escuela. 21

25 22 D. Se distribuirá anualmente una carta que les explica los motivos, la organización y los servicios provistos por el programa de Título I a los padres/tutores de estudiantes elegibles antes de que participen en el programa.