Student Performance Measures for State and Federal Accountability

Transcripción

Colorado’s Unified Improvement Plan for Schools for 2011-12
Preliminary Report
Organization Code: 0180
District Name: ADAMS-ARAPAHOE 28i
School Code: 2618
School Name: ELKHART ELEMENTARY SCHOOL (E)
Plan type based on: 3 Year
Section I: Summary Information about the School
Directions: This section summarizes your school‘s performance on the federal and state accountability measures in 2010-11. In the table below, CDE has pre-populated the school‘s data in blue text. This
data shows the school‘s performance in meeting minimum federal — Adequate Yearly Progress (AYP) — and state accountability expectations — School Performance Framework (SPF) data. The columns highlighted in
yellow indicate the SPF results (1-year or 3-year) that are applied to the school for accountability purposes. This summary should accompany your improvement plan.
Student Performance Measures for State and Federal Accountability
Performance
Indicators
Academic
Achievement
(Status)
Measures/Metrics
CSAP, CSAP-A, Lectura, Escritura
Description: % P+A in reading, math,
writing and science.
Expectation: %P+A is above the 50th
percentile by using 1-year or 3-years of
data.
Adequate Yearly Progress (AYP) Description:
%PP+P+A on CSAP, CSAP-A and Lectura in
reading and math for each disaggregated
student group.
Expectation: Targets set by state*.
Academic
Growth
2010-11 Federal and State Expectations
2010-11 School Results
Meets Expectations?
1-year
3-years
1-year
3-years
Reading
71.6%
72.0%
28.5%
31.1%
Math
70.9%
70.1%
42.4%
40.9%
Writing
53.5%
54.8%
21.3%
21.8%
Science
47.5%
45.4%
9.0%
11.0%
Overall number of targets for School:
31
Median Student Growth Percentile Description:
Growth in CSAP for reading, math and writing.
Expectation: If school met adequate growth,
then median SGP is at or above 45. If school did Reading
not meet adequate growth, then median SGP is
Math
at or above 55.
Writing
Overall % of targets met by School:
77.4%
Median
Adequate
SGP
Median SGP
61
45/55
70
70
Overall Rating for Academic Achievement:
Does Not Meet
* Consult your SPF for the ratings for each content area at
each level.
Reading
NO
Math
NO
Overall Rating for Academic Growth:
Median SGP:
44
Approaching
45/55
Median SGP:
54
* Consult your SPF for the ratings for each content area
45/55
Median SGP:
50
at each level.
* To see annual AYP targets, go to: www.cde.state.co.us/FedPrograms/danda/aypprof.asp
** To see your school‘s detailed AYP report (including school results by content area, disaggregated group and school level), access the report in the Automated Data Exchange AYP System.
CDE Improvement PLanning TempLate for SchooLs (Version 2.1 Last updated: August 9, 2011)
1
Organization Code: 0180
District Name: ADAMS-ARAPAHOE 28J
School Code: 2618
School Name: ELKHART ELEMENTARY SCHOOL (E)
Plan type based on:
3 Year
Student Performance Measures for State and Federal Accountability (cont.)
Performance
Indicators
Measures/Metrics
Median Student Growth Percentile
Academic
Growth Gaps
Description: Growth in CSAP for reading,
writing and math by disaggregated groups.
Expectation: If disaggregated groups met
adequate growth, then median SGP is at or
above 45.If disaggregated groups did not meet
adequate growth, then median SGP is at or above
55.
2010-11 Federal and State Expectations
2010-11 School Results
See your School Performance Framework Report for a
listing of median adequate growth percentiles for your
school‘s disaggregated student groups, including
free/reduced lunch eligible students, minority students,
students with disabilities, English Language Learners,
and
See your School Performance Framework
Report for a listing of median growth percentiles
for your school‘s disaggregated student groups.
Meets Expectations?
Overall Rating for Growth Gaps:
Approaching
students needing to catch up.
Accountability Status and Requirements for Improvement Plan
Program
Identification Process
Identification for School
Directions for completing improvement plan
State Accountability
Preliminary
Recommended Plan Type
Plan assigned based on school‘s
overall school performance
framework score (achievement,
growth, growth gaps,
postsecondary and workforce
readiness).
Priority Improvement
Based on preliminary results, the school has not met state expectations for attainment on the performance
indicators and is required to adopt and implement a Priority Improvement Plan. The plan must be submitted to
CDE by January 17, 2012 to be uploaded on SchoolView.org. Refer to the
UIP website for more detailed directions on plan submission, as well as the UIP Handbook to ensure
that all required elements are captured in the school‘s plan. Final results will be available in
November 2011.
Restructuring Planning
The school must complete a Title I Restructuring Plan using the Unified Improvement Plan template. Completed
plans are due to the district within 3 months of identification (Mid-January). The district
must use a peer review process to review the plan within 45 days of plan submission. An addenda
form specific to these requirements is available to supplement your UIP at another
www.cde.state.co.us/accountability/UnifiedImprovementPlanning.asp. The Quality Criteria is
good reference to ensure all requirements are met.
ESEA Accountability
School Improvement or Corrective
Action (Title I)
Title I school missed same AYP
target(s) for at least two
consecutive years.**
CDE Improvement PLanning TempLate for SchooLs (Version 2.1 Last updated: August 9, 2011)
2
Section II: Improvement Plan Information
Directions: This section should be completed by the school or district.
Additional Information about the School
Comprehensive Review and Selected Grant History
Title I Program
Related Grant Awards
Does the school receive Title I funds? If yes, indicate the type of Title I program

Did the school receive a Tiered Intervention grant? Indicate the intervention approach.
 Turnaround
 Transformation
Targeted Assistance

Schoolwide


Restart
Closure
Has the school received a School Improvement grant? When was the grant awarded?
School Support Team or
Expedited Review
Has (or will) the school participated in an SST review or Expedited Review? When?
External Evaluator
Has the school partnered with an external evaluator to provide comprehensive evaluation? Indicate the
year and the name of the provider/tool used.
Improvement Plan Information
The school is submitting this improvement plan to satisfy requirements for (check all that apply):
 State Accountability  Title IA
 Tiered Intervention Grant  School Improvement Grant

Other: ________________
School Contact Information (Additional contacts may be added, if needed)
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2
Name and Title
Ronald Schumacher, Principal
Email
[email protected]
Phone
303-340-3050
Mailing Address
1020 Eagle St., Aurora, CO 80011
Name and Title
Katie Hartenbach, Asst. Principal
Email
[email protected]
Phone
303—340-3050
Mailing Address
1020 Eagle St., Aurora, CO 80011
CDE Improvement Planning Template for Schools (Version 2.1 -- Last updated: August 9, 2011)
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Section III: Narrative on Data Analysis and Root Cause Identification
This section corresponds with the ―evaluate‖ portion of the continuous improvement cycle. In the text box at the end of this section, provide a
narrative that describes the process and results of the analysis of the data for your school. Two worksheets have been provided to help
organize your data analysis for your narrative. This analysis section includes: identifying where the school did not at least meet minimum state
and federal accountability expectations, describing progress toward targets for the prior school year, describing what performance data were
used in the analysis of trends, identifying trends and priority performance challenges (negative trends), describing how performance challenges
were prioritized, identifying the root causes of performance challenges, describing how the root causes were identified and verified (with more
than one data source) and what data were used, and describing stakeholder involvement in the analysis. Additional guidance on how to engage
in the data analysis process is provided in Unified Improvement Planning Handbook.
Worksheet: Progress Monitoring of Prior Year’s Performance Targets
Directions: This chart supports analysis of progress made towards performance targets set for the 2010-11 school year (last year‘s plan). This information should be considered
as a part of the data analysis narrative and in setting or modifying targets (section IV) for the 2011-12 and 2012-13 school years. You may add rows, as necessary.
Performance
Indicators
Targets for 2010-11 school year
Grade
Academic
Achievement (Status)
Target met? How close was school in meeting the target?
(Targets set in last year‘s plan)
K
1
2
3
4
5
K-2
DRA 2
2009-10
50%
40%
36%
45%
48%
48%
K-2
DRA 2
2010-11
53%
43%
39%
48%
51%
51%
CSAP
2009-2010
------25%
37%
42%
CSAP
2010-11 CSAP results showed us that we have
2009-2010
not made our achievement targets in Reading for
2010-11 in 4th and 5th grades. 3rd grade did
---exceed its target by 4%.
--2010-11 DRA 2 results showed that we have not
--made our achievement targets for 2010-11
28%
school year in K,1st,2nd,3rd,4th,and 5th.
40%
45%
4
Targets for 2010-11 school year
Performance
Indicators
(Targets set in last year‘s plan)
WRITING
Academic
Grade
3
4
5
CSAP
2009-10
13%
22%
30%
CSAP Target
2010-11
16%
25%
33%
Grade
3
4
5
In 3rd grade we exceeded our target by 6%. In 4th
and 5th grade we missed our target by 5% .
WRITING
CSAP
CSAP 2010Grade
2009-10
11 Actual
3
13%
19%
4
22%
17%
5
30%
25%
In 3rd grade we exceeded our target by 4%. 4th
grade missed the target by 10% and 5th grade
was 1% away from meeting the target.
MATH
Academic
Target met? How close was school in meeting the target?
CSAP
2009-10
35%
45%
42%
CSAP Target
2010-11
38%
48%
45%
MATH
Grade
3
4
5
CSAP
2009-10
35%
45%
42%
CSAP 201011 Actual
42%
38%
44%
5
Reading
Academic Growth
Grade
All
4
5
Spring
2010
53%ile
57%ile
47%ile
Spring
2011
Targets
60%ile
62%ile
53%ile
Writing
Academic Growth
Grade
All
4
5
Spring
2010
55%ile
50%ile
62%ile
Spring
2011
Targets
60%ile
55%ile
67%ile
Math
Academic Growth
Grade
All
4
5
Spring
2010
57%ile
61%ile
54%ile
Spring
2011
Targets
62%ile
64%ile
59%ile
2010-2011 CSAP results showed that we
have not made our growth targets in Reading for
the 2010-2011 school year.
Reading
Spring
Spring
2011
Grade
2010
Actuals
All
53%ile
38%ile
4
57%ile
35%ile
5
47%ile
41%ile
2010-2011 CSAP results showed that we have
not made our growth targets in Writing for the
2010-2011 school year.
Writing
Spring
2011
Grade
Spring 2010
Actuals
All
55%ile
41%ile
4
50%ile
35%ile
5
62%ile
50%ile
2010-2011 CSAP results showed that we have
not made our growth targets in Math for the
2010-2011 school year.
Math
Spring
Spring 2011
Grade
2010
Actuals
All
57%ile
54%ile
4
61%ile
48%ile
5
54%ile
59%ile
6
Academic Growth
Gaps
Reading
The percentage of male students scoring unsatisfactory in reading will
decrease from 45% to 42% in grades 3 to 5 combined.
2010-11 results showed we did not meet our
growth gaps targets in Reading. MGP=44th
Percentile AGP= 61st Percentile
Academic Growth
Gaps
Writing
The percentage of male students scoring proficient or advanced in writing will
increase from 13% to 16% in grades 3 to 5 combined.
growth gaps targets in Writing. MGP=50th
Percentile AGP=70th Percentile (Green=4/10/12
changes)
Academic Growth
Gaps
Math
The percentage of male students scoring proficient or advanced in math will
increase from 34% to 37% in grades 3 to 5 combined.
growth gaps targets in Math. MGP=54th
Percentile AGP=70th Percentile (Green=4/10/12
changes)
Post Secondary
Readiness
N/A
Worksheet: Data Analysis
Directions: This chart supports planning teams in recording and organizing observations about school-level data for the required data narrative. Planning teams should describe
positive and negative trends for all of the four performance indicators using at least three years of data. Prioritize the performance challenges that the school will focus its efforts
on improving. The root cause analysis and improvement planning efforts in the remainder of the plan will be aimed at addressing the identified priority performance challenge(s).
A limited number of priority performance challenges is recommended. At a minimum, priority performance challenges must be identified in any of the four performance indicator
areas where minimum state and federal expectations were not met for accountability purposes. Consider observations recorded in the ―last year‘s targets‖ worksheet. Provide a
brief description of the root cause analysis for any priority performance challenges. You may add rows, as necessary.
Performance
Indicators
Description of Trends
(3 years of past data)
Priority
Performance
Challenges
Root Causes
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Performance
Indicators
Priority
Performance
Challenges
Reading
Grade
2009
3
31
4
29
5
33
2010
25
37
42
2011
32
22
29
Over three years our percentage of proficient
and advanced students on CSAP has been
lower than our district‘s average.
The Achievement Indicator shows that we did
not meet the state‘s proficiency goal in Reading
in 2011.
All scores are significantly below state
averages for the last three years.
Grade level trends are inconsistent; 3rd
decreases, then increases, 4th and 5th increase,
then decrease.
Academic
Grade
K
1
2
K-2
DRA 2
2008-09
57%
32%
41%
Root Causes
K-2
DRA 2
2009-10
49%
40%
36%
Currently, only
31% of our 3rd,
4th, and 5th
grade students
are P/A on the
CSAP reading.
We do not understand language levels, sheltered
instruction, environmental support nor instructional
resources well enough to effectively instruct reading.
K-2
DRA 2
2010-11
46%
43%
31%
Over the three year period, the cohort of
students has decreased in proficiency each
year, from kinder to 1st and from 1st to 2nd.
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Performance
Indicators
Priority
Performance
Challenges
Root Causes
Our Minority
students are
growing at the
54%ile,
however in
order to make
adequate
growth to catch
up in 3 years,
they will need
to make growth
at the 70 %ile.
We have not explicitly planned for, systemically taught,
nor held our students accountable to common math
vocabulary.
Adequate Growth
Writing has the
Percentile (AGP)
largest gap
71
between MGP
70
and AGP, 50%89
70%.
We do not have a common understanding of the
development of writers and the process of writing;
therefore we do not address the behaviors and skills of
proficient writers.
Median Growth Percentile for Math
2009
2010
2011
Math
51
57
54
Academic Growth
The trend for Median growth percentiles in
Math have increased and then decreased.
For two years we have been above the district
and the state Median Growth in Math.
Writing
Academic Growth
Gaps
F/R lunch
Minority Students
Students with
Disabilities
ELL
Students needing to
catch up
Median Growth
Percentile (MGP)
52
50
36
54
52
72
76
9
Performance
Indicators
Post Secondary
Readiness
Priority
Performance
Challenges
Root Causes
N/A
0
1
Data Narrative for School
Directions: Describe the process and results of the data analysis for the school, including review of prior years‘ targets, trends, priority performance challenges and root cause
analysis. This analysis should be tightly linked to section IV; targets and action planning should be aimed at addressing the priority performance challenges and root causes
identified in this section. The narrative should not take more than five pages.
Data Narrative for School
Trend Analysis and Performance Challenges: What data did we use to identify trends? What are the positive and
negative trends in our school‘s performance for each indicator area? Does this differ for any disaggregated student groups
(e.g., by grade level or gender)? In which areas did we not at least meet minimum state and federal expectations? What
performance challenges are the highest priorities for our school? How/why did we determine these to be our priorities?
How did we engage stakeholders in this analysis?
Root Cause Analysis: Why
do we think our school‘s
performance is what it is?
How did we determine that?
Verification of Root Cause: What
evidence do we have for our
conclusions?
Narrative:
On which performance indicators is our school trending positively?
Stakeholders engaged in the process by reviewing CSAP data, Growth data, Growth Gap data, and DRA 2 data. Our stakeholders included representatives from each grade
level, k-5, Special Education, ELA (English Language Acquisition)Teacher, Teacher Leaders, District Teacher Coaches, District Student Achievement Director,
Interventionist, and Administrators. The whole staff had the opportunity to view and approve the UIP as did the School Parent Accountability Committee.
As Elkhart stakeholders went through the process it was noted that Elkhart did not meet at least the minimum state and federal expectations in 4th and 5th grades, all content areas.
3rd grade did meet the expectations, but at proficiency rates that are unacceptably low. Below are data charts that support this.
DRA 2 ‗11
K
1
2
3
4
5
READING
47%/53%
40%/43%
31%/39%
33%/48%
37%/51%
47%/51%
3 Elkhart/AYP
32%/28%
19%/16%
42%/38%
4 Elkhart/AYP
22%/40%
17%/25%
38%/48%
5 Elkhart/AYP
29%/45%
25%/33%
44%/45%
CSAP ‗11
READING
WRITING
MATH
Elkhart/AYP
Elkhart/AYP
Elkhart/AYP
Elkhart/AYP
Elkhart/AYP
Elkhart/AYP
We also discovered a 5 year trend of decreasing reading proficiency rates. The entire school had a 5% decrease and males exceeded that rate by 1%.
CSAP
Reading
2007
33%
2008
31%
2009
31%
2010
35%
Male
2011 Prof.
28%
2009
29%
2010
27%
2011
23%
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1
Positive trends for Academic Achievement (status) are:
3rd grade reading scores increased 4% in 2011
For three years at least 17% of 4th grade students moved from Partially Proficient to Proficient in Reading
The Reading Achievement Gap is closing; White and Hispanic each are at 43% proficient and Black student are at 40%, 3% behind.
In Math, our growth rate exceeds the state and district‘s, however it falls short of the 70th percentile necessary for students to catch up in three years.
Math Median Growth
Percentile
2009
2010
2011
ELKHART
STATE
51
50
57
50
54
50
FRL
Minority
ELL
ELKHART
2009/10/11
51/56/55
51/57/53
51/59/56
STATE
2009/10/11
46/45/47
48/47/49
51/50/50
Writing Cohort data for a three year trend indicate a continued increase in proficiency. Our students are growing at the 50th percentile and will need to reach the 70th percentile to
reach proficiency in three years.
5th
Grade
2009
2010
2011
18%
22%
25%
4th grade also showed a significant one year decrease in proficiency.
2009
2010
2011
4th grade writing
24%
22%
17%
2
1
Trend analysis and Performance Challenges
We have three Priority Performance Challenges that are of highest concern.
Priority need for academic achievement 28%-78% not proficient in Reading on the 2011 CSAP
o The root cause of this challenge is that the staff doesn‘t understand language levels, resources, and stages of a reader well enough; once they do, they still don‘t
understand how to use that understanding to be effective. Because of a large turnover rate and the experience level of the staff the majority of teachers have not
been trained or have been inadequately trained to address the reading needs of our students.
Our Minority students are growing at the 54%ile in Math, however in order to make adequate growth to catch up in 3 years, they will need to make growth at the 70 %ile.
o The root cause of this challenge is that we have not explicitly or systematically taught, nor held our students accountable to common math vocabulary. The staff
has had no mathematics professional development in the past 4 years and because of the turnover rate, a large number of staff members have not had training
or addressed the need for a common language or use of the curriculum.
Writing has the largest gap between MGP and AGP, 50%-70%.
o Because there has been no professional development in writing instruction in the past five years we don‘t have a common understanding of the development of
writers and the process of writing; therefore we don‘t address the behaviors and skills of proficient writers.
Section IV: Action Plan(s)
This section addresses the ―plan‖ portion of the continuous improvement cycle. First, you will identify your annual performance targets and
the interim measures. This will be documented in the required School Goals Form below. Then you will move into action planning, which
should be captured in the Action Planning Form.
School Target Setting Form
Directions: Complete the worksheet below. While schools may set targets for all performance indicators, at a minimum, they must set targets for those
priority performance challenges identified in Section III (e.g., by disaggregated student groups, grade levels, subject areas).
For federal accountability, annual targets for AYP have already been determined by the state and may be viewed on the CDE website at:
www.cde.state.co.us/FedPrograms/danda/aypprof.asp. Safe Harbor and Matched Safe Harbor goals may be used instead of performance targets. For
state accountability, schools are expected to set their own annual targets for academic achievement, academic growth, academic growth gaps and
postsecondary and workforce readiness. For each annual performance target, identify interim measures that will be used to monitor progress toward the
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1
annual targets at least quarterly during the school year. Finally, list the major improvement strategies that will enable the school to meet each target. The major improvement
strategies will be detailed in the Action Planning Form at the end of this section.
4
1
School Target Setting Form
Performance
Indicators
Measures/
Metrics
Priority Performance
Challenges
31% of our 3rd, 4th, 5th
grade students are
currently proficient on
the CSAP Reading.
CSAP,
CSAPA,
Academic
Achievement Lectura,
Escritura
(Status)
Annual Performance Targets
2011-12
2012-13
10% gain to 41%
All
goals
65% K
for
37% 1st P/A
41%
2nd
64% 3rd
35% 4th
47% 5th
10% gain to 51%
TBD per 2011-12 results
R
M
Interim Measures for
2011-12
Major Improvement
Strategies
District Interim
If staff understand and
Assessments grades
effectively shelter
3-10 (administered 3
instruction according to
times during the
language levels, use of
school year:
resources, and the stages
Student Interim
of a reader, then students
scores will meet or
will increase proficiency by
exceed stated goals applying reading skills and
for proficiency(64%
strategies.
3rd grade, 35% 4th
grade, 47% 5th
grade.)September,
December, May).
Mondo Literacy
Assessments
If we have a common
ongoing (grades Kunderstanding of the
5). Proficiency rates process of writing and how
will be triangulated
to develop writers and
for 3rd, 4th and 5th
explicitly and
grade. Quarterly
systematically instruct,
Mondo reporting will
then students will
be evaluated for
independently
progress towards
demonstrate specific
stated goals for
behaviors and skills of
primary grades (65% proficient writers across all
K, 37% 1st, 47% 2nd) content areas, specifically
in the area of Science.
W
5
1
S
AYP
(Overall
and for
each
disaggregat
ed groups)
Only 11% of our 5th
grade students scored
Proficient on the 2011
Science CSAP.
30% proficient/adv.
on 5th grade
Science 2012 CSAP
40% proficient/adv. on 5th Science
grade Science 2013
Notebooking
CSAP
Science Reflections
Foss post tests
94.23% of all
students and of
each disaggregated
group will be PP
and above OR will
show a 10%
reduction in percent
of students scoring
non-proficient
(CSAP)
94.23% of all students
and of each
disaggregated group will
be PP and above OR will
show a 10% reduction in
percent of students
scoring non-proficient
(CSAP)
R
District Interim
Assessments grades
times during the
school year:
September,
December, May).
Student Interim
scores will meet or
exceed stated goals
for proficiency(64%
3rd grade, 35% 4th
grade, 47% 5th
grade.)Mondo
Literacy
Assessments
ongoing (grades K5). Student Interim
scores will meet or
exceed stated goals
for proficiency(64%
3rd grade, 35% 4th
grade, 47% 5th
grade.)
If staff understand and
effectively shelter
instruction according to
language levels, use of
resources, and the stages
of a reader, then students
will increase proficiency by
applying reading skills and
strategies.
M
Academic
Median
R
If we explicitly and
6
1
Growth
Student
Growth
Percentile
Our Minority students
are growing at the
54%ile in the area of
Mathematics, however
in order to make
adequate growth to
M catch up in 3 years,
they will need to make
growth at the 70 %ile.
(CSAP)
Our Minority
Students will score
at the 60th
Percentile in Math
(CSAP)
Our Minority Students
will score at the 70th
Percentile in Math
(CSAP)
District Interim
Assessments grades
times during the
school year:
September,
December, May).
Post –testing of
Investigations and
CLP and PVC data,
per report card
(grades K-5).
systematically teach and
hold our students
accountable to common
math vocabulary, then we
will see students
demonstrate and apply
mathematical concepts by
utilizing flexible math
vocabulary in new or
unfamiliar contexts.
W
R
M
Writing has the largest
gap between MGP and
AGP, 50%70%.(CSAP)
Academic
Growth
Gaps
Median
Student
Growth
Percentile
W
In Writing, our
subgroups will make
the following 2012
MGP in order to
make adequate
growth over
time(CSAP):
FRL 57%
Minority 55%
Students with
Disabilities 55%
ELL 59%
Students needing to
Catch up 57%
In Writing, our subgroups
will make the following
2013 MGP in order to
make adequate growth
over time(CSAP):
FRL 62%
Minority 60%
Students with
Disabilities 60%
ELL 64%
Students needing to
Catch up 62%
If we have a common
understanding of the
process of writing and how
to develop writers and
District Interim
Assessments grades explicitly and
3-10 (administered 3 systematically instruct,
then students will
times during the
independently
school year:
demonstrate specific
September,
behaviors and skills of
December, May).
proficient writers across all
content areas by: using
Quarterly scored
resources, oral rehearsals,
writings, grade K-5
using writing as a form of
beginning January
expression, and using
2012.
writing for a variety of
purposes.
7
1
Post
Secondary &
Workforce
Readiness
Graduation
Rate
N/A
Dropout Rate
Mean ACT
8
1
Action Planning Form
Directions: Identify the major improvement strategy(s) that will address the root causes determined in Section III. For each major improvement strategy, identify the root
cause(s) that the action steps will help to dissolve. Then, indicate which accountability provision or grant opportunity it will address. In the chart below, provide details about key
action steps necessary to implement the major improvement strategy. Details should include the action steps that will be taken to implement the major improvement strategy, a
general timeline, resources that will be used to implement the actions, and implementation benchmarks. Add rows in the chart, as needed. While space has been provided for
three major improvement strategies, the school may add other major strategies, as needed.
Major Improvement Strategy #1: If we have a common understanding of the process of writing and how to develop writers and explicitly and systematically
instruct, then students will independently demonstrate specific behaviors and skills of a proficient writer across all content areas by: using resources, oral
rehearsals, using writing as a form of expression, and writing for a variety of purposes.
Root Cause(s) Addressed: We do not have a common understanding of the development of writers and the process of writing, therefore we do not address the
behaviors and skills of proficient writers.
_________________________________________________________________________________________________________________________________
______________
Accountability Provisions or Grant Opportunities Addressed by this Major Improvement Strategy (check all that apply):
 School Plan under State Accountability  Title IA School Improvement/Corrective Action Plan  Application for a Tiered Intervention Grant
 Title I schoolwide or targeted assistance plan requirements
 School Improvement Grant
Resources
Description of Action Steps to Implement
the Major Improvement Strategy
Timeline
Key Personnel*
(Amount and Source: federal,
state, and/or local)
Teachers will build a common language across
the six grade levels for the process of writing.
August 2011October 2011
Teachers
Plan using Literacy
Framework, Post
and use the
common writing
process posters
and language.
Writing
Development Team
Develop and Train
staff
Building
Consolidated Fund:
$150.00
Common writing process
posters with agreed upon
language for the writing
process.
$5,000
Development of Literacy
Framework by Writing
Development Team.
Teacher Professional
Implementation
Benchmarks
Teachers will meet
weekly during
Professional
Development (PD).
The language of the
writing process will be
posted in classrooms
and used by all staff
consistently through all
writing professional
development.
Administrators will
Status of Action
Step* (e.g.,
completed, in
progress, not begun)
Completed
9
1
Teachers will build and use instructional
knowledge of the writing process and will
differentiate instruction through the gradual
release of control for each stage of the writing
process.
Type in specific details about the work
Plannining Revision etc.
August 2011April 2012
Administrator
Guide the Writing
Development Team
and Monitoring
Classroom Teacher
implementation
progress.
Development time.
monitor the use of the
language of the writing
process. By the end of
October, 2011, 100%
of staff will develop a
common
understanding and use
of the language of the
writing process.
Teachers
Plan and instruct
according to
provided training
Coaches
Work with
individual teachers
to help implement
expectations
Writing
Development Team
Develop and Train
staff
Title 1 funds (10%):
Curriculum Pay for Writing
Development Team to
provide PD on a weekly
basis.
($25/hr. approx. 2 hrs per
member per week.
Currently 6 members.
$300.00 per week, or
$2,400.00 per quarter.
Estimated total for 18
months= $15,000)
Teachers will use
rubrics, exemplars
(Common Core and
Elkhart Student) and
Stages of the Writer to
plan differentiated
instruction for
students. Special
attention will be given
to the development
and implementation of
strategies (Shared and
Interactive) that meet
student needs based
on the achievement of
the student as well as
the developmental
(writing) stage of the
student. Teachers will
release control of the
writing to students as
appropriate.
Building
Administrators
Guide the Writing
Development Team
and Monitoring
Classroom Teacher
implementation
progress.
Materials as needed,
currently 1 text @ $19.00
for 35 staff
members=$665.00
In Progress
Weekly PD will include
discussions of student
0
2
work and how it relates
to grade level
standards and the
instructional next steps
(I Do, We Do, and You
Do).
Administrators will
monitor progress
during observations
and teachers will score
writing samples with
common rubrics and
exemplars, and then
plan lessons according
to student needs. By
April 2011, this will be
an established process
building wide.
By April, 2012, Elkhart
will also incorporate
Using Rubrics to
Improve Student
Writing as a resource
and for exemplars to
guide writing
instruction.
Teachers will give quarterly writing
assessments that will be graded as a grade
level team, and results will be communicated
to parents on report cards.
August 2011May 2013
(Grades 3-5
through
Interim
Teachers
―Trade and Grade
assessments to
establish inter-rater
reliability and
Gen. Fund/ongoing:
This time is allowed per
contract no additional
funding necessary.
PD quarterly to provide
Teachers will
understand and
identify proficient
writing using Common
Core State Standard
Writing Exemplars and
Ongoing grades
3-5
Not begun K-2
1
2
Assessments)
December
2011-May
2013 (Grades
K-2)
Not
completed for
K-2 as of
December
2011.
assess student
proficiency.
Coaches
Writing
Development Team
Building
Administrators
Monitor, ensure
effective
communication.
common grading time to
coincide with grade
reporting periods.
District Writing Rubrics
to collaboratively
assess student work.
Through this process
we will develop
common
understandings and
collect Elkhart specific
exemplars for writing
across the curriculum
to use for direct
instruction as well as
further assessment for
proficiency
.
Proficiency rates will
be evaluated each
quarter by the
Instructional
Leadership Team and
grade level teachers.
Scores and grade
levels for writing will be
communicated to
parents quarterly
through report card
comments.
Teachers will use rubrics and exemplars for
direct writing instruction of students and both
will be used in the classroom as a reference
and resource for students.
January
2012May 2013
Teachers
Plan and instruct
according to
provided training
Gen. Fund/ongoing
Teachers will use
rubrics and exemplars
in their daily writing
instruction so students
will have clear targets
and well defined
Not begun
On schedule for
January 2012
start date.
2
2
Coaches
Provide individual
support to teachers
and teams to
implement
expectations
Writing
Development Team
Provide school
wide training and
resources for the
use of rubrics and
exemplars
Building
Administrators
Guide WDT and
monitor and
evaluate
implementation
descriptors for grade
level proficient writing.
By April, 2012, 100%
of staff will post,
explicitly instruct and
assess writing using
rubrics and exemplars.
By January, 2013,
each grade level will
have agreed upon
student exemplars for
all required genres, as
well as for writing to
prompts and will plan
and explicitly teach
using these exemplars
for ALL formal writing
instruction.
Building Administrators
will monitor through
classroom visits.
Teachers will provide at least 5 purposeful
writing activities per school day across the
curriculum.
Teachers will utilize the tools of Science
Notebooks and Science Reflections to
evaluate student understanding and
articulation of Science Standards.
NOT Begun as of December 2011 for Science
August 2011May 2013
Teachers
Implement
Building
Administrators
Monitor and
evaluate
implementation
Gen. fund/ongoing
Teachers will provide
at least 5 formal and
/or informal writing
opportunities a day so
that students can
apply knowledge and
skills gained during the
Literacy Block across
all content areas.
Completed/OnGoing
3
2
Standards.
This will be monitored
through classroom
visits and teacher
reporting.
* Note: These two columns are not required to meet state or federal accountability requirements, although completion is recommended. ―Status of Action Step‖ may be required for certain grants
(e.g., Tiered Intervention Grant).
4
2
Major Improvement Strategy #2: If staff understands and effectively shelters reading instruction according to language levels using appropriate resources and
environmental support, then students will increase proficiency by applying reading skills and strategies.
Root Cause(s) Addressed: We do not understand
language levels, sheltered instruction,environmental support, nor instructional resources well enough to effectively instruct reading.
_________________________________________________________________________________________________________________________________
______________
 School Plan under State Accountability  Title IA School Improvement/Corrective Action Plan  Application for a Tiered Intervention Grant
 Title I schoolwide or targeted assistance plan requirements
 School Improvement Grant
Teachers will, by grade level, receive intensive
ELA support for planning and sheltering
instruction as well as providing a visually
supportive classroom environment.
Timeline
August 2011April 2012
Key Personnel*
ELA Teacher
Leader
ELA Consultant
Teachers
Building
Administration
Resources
ELA: FTE for Teacher
Leader
Planning time for 4 weeks
per grade level.
Implementation
Benchmarks
Teachers will, by
grade level, have full
accesses to the ELA
teacher leader for the
period of four weeks to
receive support as
described in the Action
Steps.
All teachers, at the end
of their month will be
able to shelter reading
instruction at the
language level of the
majority of their
students. Teachers
will also maintain
visually supportive
bulletin boards for
Literacy, Math and
International
Status of Action
Step* (e.g.,
completed, in
In progress
3rd, 4th and 5th
grade have
completed
training (ELA
Month) on Track
for K,1,2
All grade levels
completed. Will
continue this
process for the
2012-13 school
year.
5
2
Baccalaureate Units.
Exemplars for visually
supportive classrooms
will be photographed
for teacher reference
and to establish
benchmarks for best
practices. Teachers
will also have walkthrough visits to
exemplary classrooms
on a quarterly basis,
as a part of
Professional Learning
Group time.
Teacher actions will be
monitored by
Administration through
classroom visits.
Teachers will monitor reading levels and
proficiency on a quarterly basis using running
records, Mondo testing, District Interim
Assessments (Grades 3-5 only) and DRAII.
Need to address staff proficiency with running
records top establish proficiency.
August 2011May 2013
Teachers
Building
Administration
Consolidated Funds:
Retired teachers will be
used to give DRAII testing
during the Fall
2011(DRAII did not
happen) and Spring 2012
semesters.
Approximate cost
$10,000.
Leadership team will
monitor reading
proficiency quarterly.
Grade level teams will
monitor proficiency
quarterly with the
principal.
DRAII will be given by
impartial testing teams
(retired teachers) to
allow the triangulation
of data for accuracy.
In progress
6
2
Major Improvement Strategy #3: If we have explicitly and systemically taught and held students accountable to common math vocabulary, then we will see
students demonstrate and apply mathematical concepts by utilizing flexible math vocabulary in new or unfamiliar contexts.
Root Cause(s) Addressed: We
have not explicitly or systemically taught, or held students accountable to common math vocabulary.
_________________________________________________________________________________________________________________________________
______________
 School Plan under State Accountability  Title IA School Improvement/Corrective Action Plan  Application for a Tiered Intervention Grant
 Title I schoolwide or targeted assistance plan requirements
 School Improvement Grant
Timeline
Teachers will plan for and instruct agreed upon August 2012math vocabulary for each unit in Investigations, May 2013
as well as, for concepts from the Critical
Learning Phases and Place Value Continuum .
Key Personnel*
Math Coach
Literacy Coach
Teachers
Building
Administration
Resources
General fund/ongoing
Implementation
Benchmarks
Each grade level team
will meet weekly for
planning in math.
Special focus will be in
the area of
establishing the
essential vocabulary
for each concept ,
standard, and unit.
Staff will also develop
―describing wheels‖ for
the vocabulary so that
synonyms and
descriptive phrases
can be used to provide
students with the
vocabulary to apply
concepts in new
and/or unfamiliar
contexts.
Status of Action
Step* (e.g.,
completed, in
Not begun
7
2
By May, 2013, we will
have a comprehensive
math vocabulary, with
synonyms and
descriptive phrases for
each grade level. This
vocabulary will be
―loaded‖ into the Math
frameworks used for
planning in
subsequent years.
This list will be
evaluated by all grade
levels after each unit,
during PD, to ensure a
seamless vertical
articulation for all math
standards and
concepts.
Growth will be
measured by
Investigations pre and
post testing as well as
through quarterly
evaluation of the CLP
and PVC.
8
2
Section V: Appendices
Schools may add additional documentation to meet their unique needs. In particular, optional forms are available to supplement the improvement plan for schools to ensure that
the requirements for the following have been fully met:
Title I Schoolwide Program
Title I Targeted Assistance Program
Title I Improvement, Corrective Action or Restructuring
Additional Requirements for Turnaround Status Under State Accountability
Competitive School Grants (e.g., Tiered Intervention Grant, Closing The Achievement Gap)
9
2
Section V: Optional Addendum
For Schools Operating a Title I Schoolwide Program
Schools that participate in Title I may choose to use this format to document Title I program requirements for operating a schoolwide program. As a part of the improvement planning process, some
schools may meet some of the requirements in earlier sections of the UIP. This form provides a way to ensure all components of the program are met through (1) assurances, (2) descriptions of the
requirements or (3) a cross-walk of the Title I program elements in the UIP.
Description of Title I Schoolwide
Program Requirements
Assurance
Recommended
Location in UIP
Description of Requirement or Crosswalk of Description in
UIP Data Narrative or Action Plan (include page numbers)
How are parents and school staff involved in
the development of the improvement plan?
Section III: Data
Narrative (p. 6)
Pages 10-12
What are the comprehensive needs that
justify the activities supported with Title I
funds?
Section III. Data
Narrative (p. 6)
and Section IV.
Action Plan (p. 8)
Pages 10-23
What are the major reform strategies to be
implemented that strengthen core academic
programs, increase the amount and quality of
learning, and provide an enriched and
accelerated curriculum?
Section IV:
Action Plan (p. 8)
Pages 12-23
In addition, the UIP, once approved, will be shared at community events and quarterly
progress reports will be given to the SAC.
Use extra teaching staff and interventions…….Paras for Kindie
In addition to our Major Improvement Strategies, we have provided a Paraeducator for
each Kindergarten class to help accelerate math and literacy achievement. Four of
the five Paraeducators were funded through Title 1 funds.
5th Block will also provide extra time and opportunity for selected students during the
summer vacation to accelerate growth towards proficiency.
Title I students are only taught by highly
qualified teachers.

Yes
0
3

How are highly qualified teachers recruited
and retained?
No
Section IV:
Action Plan (p. 8)
Due to its urban location, Aurora Public Schools (APS) does not have difficulty recruiting
highly qualified (HQ) teachers. One of the goals of the district‘s plan, VISTA 2015, is to
recruit, hire, induct, support and retain high-performing staff to promote organizational
effectiveness. Additionally, APS seeks to ensure all employees are highly effective and
skilled for their positions.
In furtherance of these goals, APS candidates are expected to meet HQ status for any
licensed position to which they apply and candidates are only ―authorized‖ to apply for
positions for which they are appropriately licensed and endorsed. The Division of Human
Resources confirms appropriate licensure and endorsement of each new hire.
Once teachers are hired, all teachers new to APS receive intensive professional
development that pertains to the needs of the school district as well as the needs of the new
teacher. The professional development includes a mentoring program as well as an
induction into APS. Each new teacher receives coaching, through the district teachercoaching model, in literacy and/or mathematics as well as best practices for learners of
English. Also, each teacher new to the district is required to complete a three course study
in Linguistically Diverse Education, within three years of employment.
In other ways, APS uses its competitive salary structure to award and retain licensed staff
based on years of experience and years of education.
1
3
Description of Title I Schoolwide
Program Requirements
Assurance
How is the high quality professional
development based on student and staff
needs?
The school‘s Parent Involvement Policy
(including the Parent Compact) is attached.
How does the school assist in the transition
of preschool students from early childhood
programs to local elementary school
programs?

Yes

No
Recommended
Location in UIP
Section IV: Action
Plan (p. 8) and
Section III: Data
Narrative (p. 6)
Pages 12-23
Section IV:
Action Plan (p. 8)
Elementary Schools:
Pages 4-23
Many APS students attend a preschool class in an APS elementary school making the
transition from early childhood programs to the local elementary program as seamless as
possible. Preschool students are able to visit the kindergarten classrooms to gain familiarity
with the program.
District-wide, APS holds a ―Kindergarten Workshop‖ for preschool families. During this
workshop, parents are informed about the transition from preschool programs to elementary
programs and how best to help their student adapt to the new program.
The APS Early Childhood Education Department sends home letters at the end of each
school year to preschool families. The letter provides the families with information regarding
enrollment of their preschooler in kindergarten and the child‘s designated elementary school
regard boundaries.
Middle Schools:
Not applicable.
How will the UIP (including the Title I
requirements) be annually evaluated for
effectiveness and includes the participation of
parents?
Section IV:
Action Plan (p. 8)
Pages 12-23
Quarterly Implementation Plans will be submitted to Director of Student Achievement.
Quarterly Implementation Plans will be reviewed with grade level teachers and
compared to quarterly achievement data.
SAC will get quarterly performance updates and will discuss/review the upcoming
2
3
Quarterly Implementation Plan.
How are Title I funds used in coordination
with other ESEA funds, as well as state and
local funds?
Section IV:
Action Plan (p. 8),
Resource
Column
Pages 13-23
Elkhart also uses Title 1 funding to provide extra teaching, intervention, and Paraeducator
staff.
In addition to the resources listed in the Action Plan section of the UIP, Title I funds are used
in coordination with other ESEA funds through the use of district coaches at the school site
(Title II, Part A) and ELA coordinators (Title III).
3
3
Section V: Supporting Addenda Forms
For Title I Schools on Restructuring
Title I schools on restructuring may choose to use this format to ensure that all improvement planning requirements are met. As a part of this process, some schools may meet some of the
requirements in previous sections of the UIP. This form provides a way to make sure all components of the program are met through (1) assurances, (2) descriptions of the requirements or (3) a
cross-walk of the Title I improvement requirements in the UIP. If the school is also receives a turnaround plan type under state accountability, then the option chose for turnaround will likely meet the
Title I requirements for restructuring.
Description of Title I Restructuring
Requirements
Restructuring Options. At least one of the
restructuring approaches must be selected and
described.
Assurance
Recommended Location
in UIP
Section IV: A description of
the selected restructuring
approach in the Action Plan
Form
Restructuring Planning




Replace all or most of the school staff, which may include the principal,
who are relevant to the school‘s inability to make adequate progress
Enter into a contract with an entity, such as a private management
company, with a demonstrated record of effectiveness, to operate the
school as a public school
Re-open the school as a public charter school
Implement any other major restructuring of the school‘s governance that is
consistent with the principles of restructuring
4
3
ELKHART ELEMENTARY SCHOOL
1020 Eagle St. Aurora, CO 80011
303-340-3050
PARENTAL INVOLVEMENT POLICY
ELKHART ELEMENTARY SCHOOL WILL:
1. Parents will be involved in the planning, review, and improvement of Elkhart’s parental involvement policy,
any school-wide program plans (including the Title I program) and the school-parent compact.
They will have multiple venues for joint input through monthly PTO
Meetings (last Wednesday of the month), monthly parent coffees (first
Friday of the month), parent leadership groups (Thursday), monthly
Accountability Committee (first Friday of the month), etc. The meetings
will be announced ahead of time and the agenda published through
weekly parent bulletins (every Thursday), personal invitations, parent
bulletin boards, outside marquee announcements and automatic phone
messages (as needed) & Connect-ed messages..
2. Hold an annual meeting to inform parents of Elkhart’s participation in Title I, Part A programs, and to
explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs.
Elkhart will convene a morning and an afternoon meeting by September
5
3
30th of every school year and will be announced according to the plan on
No. 1 above. In addition to explaining the title I, Part A requirements, the
meeting includes a description and explanation of the school’s
curriculum, the forms of academic assessment used to measure
children’s progress, the proficiency levels students are expected to meet,
and a report of the most recent CSAP results.
3. Elkhart will provide information to parents in an understandable and uniform format, including alternative
formats upon the request of parents with disabilities, and, to the extent practicable, in a language that
parents can understand.
All weekly parent bulletins, automated phone messages and any other notes from the classroom teachers
are sent home in English and Spanish. Communication in English and Spanish covers 95% of the Elkhart
population. In addition, the school has a budget to hire interpreters and translators of other languages as
requested by the teachers and parents.
4. Elkhart will respond as soon as practicably possible to any request of parents to provide opportunities for
regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions
about the education of their children.
The family liaison is the contact person for the parents when they request a meeting with teachers or
administrators. She is available by phone and at the front office for parents who call or walk in needing help.
The family liaison follows up with teachers and administrators on behalf of the parents until the parent is
satisfied with the interaction. She keeps records of the requests and results.
5. In the fall of each year, Elkhart will mail to parents an individual report about the performance of their child
on the State assessment and their growth in at least math, writing and reading.
Third grade reading CSAP results are mailed to the home with the end-of-year report card.. All other CSAP
results are mailed to the students’ homes by the district in early fall each year.
6. Elkhart will send a notice home in the event that their child has been assigned or has been taught for four
(4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in
section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).
6
3
Reviewed and adopted by the Accountability Committee & Parents on September 2011
7
3
ESCUELA PRIMARIA ELKHART
303-340-3050
REGLAMENTO PARA LA PARTICIPACION DE LOS PADRES
LA ESCUELA PRIMARIA ELKHART:
1. Permitirá que los padres de familia colaboren en la planeación, revisión y
actualización del Reglamento Escolar que regule la participación de los padres
de familia en los programas a realizarse a nivel escolar (incluyendo los
programas bajo la categoría “Title I”) y el Documento/Acuerdo de las
responsabilidades entre padres y maestros.
Los padres de familia tendrán múltiples oportunidades, citaremos: las reuniones
mensuales de “PTO” (Organización de Padres y maestros-Parent Teacher
Organization), las reuniones mensuales llamadas “Café de Padres” el primer
viernes de cada mes, las de los grupos líderes de los padres en los días jueves
y las del Comité de Responsabilidad Escolar “Accountability Committee” el
primer viernes de cada mes, etc. Las reuniones se anunciarán con un tiempo
previo adecuado por medio de invitaciones personales, en la marquesina exterior
de la escuela y por el sistema automatizado de llamadas. La agenda será
publicada en los boletines semanales para los padres de familia al igual que el
evento.
2. Realizará una reunión anual para informar a los padres de familia de la
participación de Elkhart en la categoría”Title I, Part A programs”, así como para
explicar los requisitos a cumplir y los derechos que los padres de familia tienen
al pertenecer a una escuela calificada como “Title I”.
La escuela primaria Elkhart convocará a una reunión matutina y otra vespertina
antes del día 30 de Septiembre de cada año escolar e informará a la comunidad
de esta reunión haciendo uso de los medios indicados en el punto 1 citado
anteriormente. Además de la explicación de los requisitos a cumplir como
escuela “Title I”, la reunión incluirá una explicación de los contenidos
programáticos (académicos) a enseñar por grado escolar, los tipos de
evaluaciones que se utilizan para poder medir el progreso académico del niño y
que ayudarán a medir los niveles de aprendizaje que debe alcanzar el alumno;
también se darán a conocer los resultados más recientes de los exámenes
CSAP.
3. Proveerá la información a los padres en un formato e idioma entendible.
Elkhart tendrá la posibilidad de ofrecer formatos adecuados a las necesidades de
padres con dificultades para entender los formatos/términos oficiales y, en la
medida de las posibilidades, hará las adecuaciones de lenguaje necesarias para
una mejor comprensión.
Todos los boletines semanales para padres, los mensajes emitidos a través de
las llamadas automatizadas al igual que las notas enviadas a casa por los
maestros de clase son realizadas en Inglés y Español. El comunicarnos en
Inglés y Español cubre el 95% de nuestra población general en Elkhart. Con la
finalidad de alcanzar al resto de la población de padres, la escuela tiene
destinado una parte del presupuesto para contratar intérpretes y traductores en
los idiomas que requieran los maestros y padres de familia.
4. Responderá tan pronto como sea posible a las peticiones de los padres de
familia de tener reuniones en las que puedan expresar sus sugerencias y
decisiones sobre la educación de sus hijos -cuando sea aplicable-.
La Coordinadora de Padres de Elkhart es la persona a la que acuden los padres
de familia cuando tienen la necesidad de tener una reunión con los maestros ó
las autoridades escolares. La Coordinadora está disponible por teléfono y en la
oficina principal para los padres de familia quienes llamen por teléfono ó acudan
a la oficina solicitando ayuda u orientación. La Coordinadora de Padres hace el
seguimiento de las peticiones de los padres ya sea con los maestros y/o
autoridades escolares hasta que el padre de familia esté satisfecho con los
resultados. Se lleva un control de las peticiones y sus resultados.
5. Enviará por correo en el otoño de cada año, la información escrita de los
resultados académicos que tuvieron los alumnos en forma individual en las áreas
de matemáticas, escritura y lectura.
Los resultados del examen CSAP en el área de Lectura para 3er grado serán
enviados por correo a casa junto con la boleta final de calificaciones del año
escolar en curso. Todos los demás resultados de los exámenes CSAP de los
grados 3o, 4o y 5o grados, son enviados a las casas de los alumnos por las
oficinas centrales del distrito escolar en el mes de Julio.
6. Enviará una nota a casa en el caso que su hijo haya sido asignado ó haya
recibido instrucción por más de cuatro semanas por una persona que no
esté altamente calificada de acuerdo a lo indicado en la sección 200.56 de
“Title I Final Regulations” (67 Fed. Reg. 71710, Diciembre 2, 2002).
Revisado y adoptado por el Comité de Responsabilidad y Padres de familia el mes de Septiembre 2011
ELKHART ELEMENTARY
303-340-3050
SCHOOL-PARENT COMPACT
Elkhart Elementary School and the parents of the students participating in
activities, services, and programs funded by Title I, Part A of the Elementary and
Secondary Education Act (ESEA) (participating children), agree that this compact
outlines how the parents, the entire school staff, and the students will share the
responsibility for improved student academic achievement and the means by which
the school and parents will build and develop a partnership that will help children
achieve the State’s high standards. This school-parent compact is in effect during
school year 2011-2012.
School Responsibilities
Elkhart will:
I.
Provide high-quality curriculum and instruction in a supportive and
effective learning environment that enables the participating children
to meet the State’s student academic achievement standards as
follows:
Elkhart utilizes a district pacing guide for each content area, which is based
on the Colorado model content standards.
Elkhart utilizes educational resources which are adopted by the district
because they are aligned with the Colorado model content standards (Mondo,
Unit of Study, Investigations).
At Elkhart, teachers are systematically supported in order to develop their
content understandings and capacity for effective instructional strategies.
Elkhart provides specialized staff to help students with additional
educational needs succeed. Students who are learning English receive
additional explicit English development instruction by specialized teachers.
Students with emotional or learning disabilities receive individualized
instruction by special education professionals.
Elkhart provides additional academic interventions for underperforming
students.
Elkhart teachers provide a risk-free, caring, supportive learning environment
by maintaining discipline, providing clear classroom routines and procedures,
establishing rapport and actively engaging with students.
Elkhart has an Instructional Support Team to help teachers find alternative
ways of helping students that are not making adequate progress.
II.
Hold parent-teacher conferences during which this compact will be
discussed as it relates to the individual child’s achievement.
Specifically, those conferences will be held:
At the beginning of the school year for students who are on an Individualized
Learning Plan (ILP)
After the first quarter of instruction (October) for all students.
After the second quarter of instruction (January) for all new students and for
students who are performing below grade level.
Throughout the year as requested by the parents or the teachers.
III.
Provide parents with frequent reports on their children’s progress.
Specifically, Elkhart will provide reports as follows:
At the end of each quarter of instruction (October, December, February, and
April)
IV.
Provide parents reasonable access to staff. Specifically, staff will be
available for consultation with parents as follows:
Staff is available at the request of parents. The front office staff, including a
family liaison is available by phone and accessible in person to help connect parents
with teachers and administrators. The family liaison helps to bridge cultural and
linguistic barriers that parents may have in addressing issues and concerns with
staff.
Teachers are available in their classrooms 15 minutes before the first morning bell
rings and 20 minutes after the dismissal, every day except Wednesday mornings.
V.
Provide parents opportunities to volunteer and participate in their
child’s class, and to observe classroom activities, as follows:
Family liaison personally invites all new parents to learn the school culture
and volunteer.
Family liaison facilitates the contact between the teacher and the parent so
that the parent can feel comfortable coming to volunteer.
The Family Literacy Program has a requirement for parents to participate in
the classroom activities with their child (PACT time)
Parents are invited to volunteer twice a year through the weekly bulletin and
marquees
A “volunteer voucher” is sent home twice a year for parents to communicate
with the school the areas in which they would like to participate.
Parent Responsibilities
I.
We, as parents, will support our children’s learning in the following
ways:
Monitoring attendance.
Making sure that homework is completed.
Monitoring amount of television their children watch.
Volunteering in my child’s classroom.
Participating, as appropriate, in decisions relating to my children’s education.
Promoting positive use of my child’s extracurricular time.
Staying informed about my child’s education and communicating with the school by
promptly
Reading all notices from the school or the school district either received by my
child or by mail, or responding, as appropriate.
Serving, to the extent possible, on policy advisory groups, such as being the Title I,
Part A
Parent representative on the school’s School Improvement Team, the Title I Policy
Advisory
Committee, the District wide Policy Advisory Council, the State’s Committee of
Practitioners, the School Support Team or other school advisory or policy groups.
Student Responsibilities
I.
We, as students, will share the responsibility to improve our
academic achievement and achieve the State’s high standards.
Specifically, we will:
Do my homework every day and ask for help when I need to.
Read 20 - 30 minutes every day outside of school time.
Give to my parents or the adult who is responsible for my welfare all notices and
information received by me from my school every day.
__________________ __________________ _______________
School
Parent(s)
Student
__________________ __________________ _______________
Date
Date
Date
Reviewed and adopted by the Accountability Committee & Parents on September 2011
ESCUELA PRIMARIA ELKHART
303-340-3050
ACUERDO PADRES DE FAMILIA – ESCUELA
La escuela primaria Elkhart y los padres de los alumnos participantes en las
actividades, servicios y programas solventados por “ Title I, Part A of the Elementary
and Secondary Education Act ESEA” (niños participantes), están de acuerdo que este
documento- Acuerdo indica como los padres de familia, el personal escolar y
administrativo de Elkhart y los estudiantes compartirán la responsabilidad de mejorar
el aprovechamiento académico de los alumnos bajo el entendimiento de que los padres
de familia y maestros trabajarán en común acuerdo para ayudar a los alumnos a
alcanzar los objetivos generales del Estado. Este documento escolar “Acuerdo” estará
en función durante el año escolar 2011-2012.
Responsabilidades de la escuela
La escuela Elkhart:
I.
Proveerá enseñanza de alta calidad académica en un ambiente que
promueva la participación de los alumnos en alcanzar las máximas metas
académicas que exige el estado de Colorado; para su logro tiene en
práctica lo siguiente:
Elkhart utiliza la Guía de estudios programada por día y por Áreas Académicas
que está elaborada en base al Programa Educativo Estatal del Estado de
Colorado.
Elkhart utiliza los recursos educativos adoptados por el Distrito Escolar ya que
están alineados con el Programa Académico Estatal de Colorado (Mondo,
Unidades de Estudio, Investigaciones).
En Elkhart, los maestros reciben apoyo en forma sistematizada con la finalidad
de ayudarles a entender los conceptos académicos y las estrategias de
enseñanza a aplicar de acuerdo a las características propias de su salón de
clases.
Elkhart provee el apoyo de personal especializado para proporcionar extra
ayuda a los alumnos con necesidades académicas que lo demanden.
*Los alumnos que están bajo la categoría de aprendices de Inglés
como Segundo Idioma reciben enseñanza adicional de Inglés por
maestros especializados.
* Los alumnos con deshabilidades emocionales y en el aprendizaje
reciben instrucción académica individual por personal educativo
especializado.
Elkhart provee intervenciones académicas adicionales para aquellos alumnos
cuyas calificaciones necesitan mejorar.
Los maestros de Elkhart proveen a los alumnos un ambiente libre, seguro y lleno
de confianza; un ambiente que apoya el aprendizaje haciendo énfasis en la
disciplina, en la rutina escolar y en las reglas de interacción manteniendo la
buena conducta, estableciendo una actividad continua que facilite el aprendizaje
del conocimiento.
Elkhart tiene un Equipo de Asesores en Instrucción para apoyar a los maestros
a encontrar diferentes formas de enseñar a los alumnos que no están
progresando adecuadamente.
II.
Realizará reuniones entre padres y maestros en la que se analizará este
documento-Acuerdo, ya que se relaciona directamente con el
aprovechamiento académico del niño.
Específicamente, estas reuniones se realizarán:
Al principio del año escolar para los alumnos que están participando ó van a participar
en el Programa de Aprendizaje Individual conocido como (ILP)
Después del primer bimestre de enseñanza (Octubre) para todos los alumnos de la
escuela.
Después del segundo bimestre de enseñanza (Enero) para todos los alumnos nuevos que
tienen bajo rendimiento académico.
Durante todo el año escolar de acuerdo a las necesidades y peticiones de los padres de
familia ó de los maestros.
III. Proveerá en forma periódica a los padres de familia los reportes del
progreso académico de los alumnos.
Específicamente, la escuela Elkhart provee los reportes de calificaciones
como se indica a continuación:
Al término de cada bimestre de instrucción (Octubre, Diciembre, Febrero y Abril)
IV.
Facilitará a los padres de familia la interacción con el personal escolar.
Específicamente, el personal escolar estará disponible para dar respuesta a
las peticiones de los padres de familia como se indica a continuación:
El personal administrativo está disponible a las peticiones de los padres de familia.
* El personal de la oficina principal, incluyendo la Coordinadora de los Padres están
disponibles tanto por teléfono como en persona para ayudar a que los padres de familia
establezcan contacto con los maestros y las autoridades escolares.
* La Coordinadora de Padres ayuda a construir el puente cultural y a superar las
barreras del idioma que pudieran presentarse en el momento de que los padres
expongan sus inquietudes e ideas al personal escolar.
Los maestros están disponibles en sus salones de clase 15 minutos antes del timbre de
entrada y 20 minutos después del timbre de salida; esto es todos los días a excepción
del miércoles por la tarde.
V.
Proveerá a los padres de familia de oportunidades para ser voluntario,
participar en los salones de clase de sus hijos y de observar las
actividades que realizan en su diario aprendizaje; como se indica a
continuación:
La Coordinadora de padres invita personalmente a todos los padres de familia
de nuevo ingreso a aprender sobre los reglamentos y ambiente escolar así como
las oportunidades de ser voluntario.
La Coordinadora de padres facilita el contacto entre el maestro y el padre de
familia permitiendo que el padre sienta la confianza de participar como
voluntario en el salón de clases.
El programa de Literatura Familiar tiene como requisito que los padres de
familia que asisten a la clase de Inglés, participen en el salón de clases de sus
hijos (conocido como PACT time).
Los padres de familia son invitados a ser voluntarios en diferentes áreas por
medio de la marquesina escolar y de los boletines semanales.
Se envía a casa una forma de registro para ser voluntarios dos veces al año, en
el formato se mencionaran varias áreas en las que el padre de familia puede
participar como voluntario.
Responsabilidad de los padres de familia
I.
Nosotros como padres, apoyaremos el aprendizaje de nuestros hijos en
la forma que se indica a continuación:
Estando al pendiente de que asistan a diario a la escuela.
Asegurándonos de que hagan su tarea completa.
Supervisando el tiempo que nuestros hijos ven televisión ó practican juegos
electrónicos.
Participando como voluntarios en el salón de clases de los hijos.
Participando en las decisiones que se hacen sobre la educación de mi hijo; esto es,
dando mi opinión en lo que a mí me corresponde.
Promoviendo que el tiempo que tiene mi hijo después de escuela lo utilice positivamente
Estando informado y al pendiente sobre como va mi hijo en su educación y
comunicándome inmediatamente a la escuela cuando se me solicite.
Leyendo todas las noticias de la escuela y del distrito escolar que se me envíen ya sea
con mi hijo ó por correo,
Respondiendo a las necesidades de la escuela en forma apropiada.
Participando - hasta donde me sea posible-, en los grupos/comités escolares como el
que indica Title I, Part A
Ser padre representante en el Comité de Mejoramiento Escolar y/o en el Comité TiTle
I Policy Advisory
Responsabilidades de los alumnos
I.
Nosotros como estudiantes, compartiremos la responsabilidad de mejorar
nuestro rendimiento académico y alcanzar los objetivos generales
estatales. Específicamente:
Haciendo la tarea a diario y pidiendo ayuda cuando se necesite.
Leyendo de 20 - 30 minutos cada día cuando no sea horario de clases.
Dando diariamente a los padres ó tutores todas las noticias é información que reciba
de la escuela.
__________________ __________________ _______________
Escuela
Padres
Alumno
__________________ __________________ _______________
Fecha
Fecha
Fecha
Revisado y adoptado por el Comité de Responsabilidad y Padres de Familia en el mes de septiembre 2011

Student Performance Measures for State and Federal Accountability

Transcripción

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