Cap Cana Heritage School -----------
Transcripción
Cap Cana Heritage School -----------
Cap Cana Heritage School BACK TO SCHOOL NIGHT ANNUAL REPORT ACADEMIC AREA DIVISIONS CCHS AREA CHANGES DIVISION DE COORDINACIONES ACADEMICAS CCHS DIVIDED THE ACADEMIC AREAS INTO THREE DISTINCT SECTIONS: Nivel Inicial: Nido-PreK Early Childhood: NidoPreK Primaria: Preprimario-5to Grado Elementary: Kinder-5th Grade Intermedia y Secundaria: 6to-4to Grado Carla Marcelino Lori Bobak Middle & High: 6th-12th Grade Jorge Ruiz Carla Marcelino Lori Bobak Jorge Ruiz SOME NOTABLE ACCOMPLISHMENTS 2013-2014 CCHS ACCOMPLISHMENTS LOGROS MAS DESTACADOS 2013-2014 2nd Step Character Education program (piloted). 2nd Step Programa de Educación en Valores (piloto). “Caja de Amor” added to our service learning activities. Agregamos las “Cajas del Amor” a nuestras actividades de Aprendizaje por Servicio. ELA and Social Studies curricular revisions (K-12). Spanish and Sociales curricular revisions (Ministry). KinderMusik Program Revision curricular de Inglés y Sociales (K-12). Adopción y Nuevo currículo del Minerd. Kindermusik Program SOME NOTABLE ACCOMPLISHMENTS 2013-2014 CCHS ACCOMPLISHMENTS LOGROS MAS DESTACADOS 2013-2014 Added two research databases in the library and more books, bringing our circulation to over 12,000 volumes. Se añadieron 2 nuevas bases de datos a la biblioteca y se incorporaron nuevos titulos aumentando a mas de 12,000 volumes disponibles para circulacion. Reading Marathon participation. Participacion en el Maraton de lectura de PR. Over 40 hours of staff professional development; sent three staff members to conferences in the USA. Mas de 40 horas de capacitacion docente; tres maestros asistieron a talleres en USA. High school students participated in the GIN international conference. Un grupo de estudiantes de Media participarón en la conferencia Internacional de Global Issues Network. IMPORTANT REMINDERS UNIFORMS Must be purchased in school store or in the capital. Uniforms not purchased in school are not allowed. FLAG PROTOCOL REMINDERS When national anthems play on school grounds all staff and parents are asked to remain still and refrain from talking until the anthems stop. DISMISSAL PROTOCOL If your child is leaving with another student or parent you must notify the school IN WRITING prior to him/her leaving. RECORDATORIOS IMPORTANTES UNIFORMES Solo se aceptaran uniformes del colegio de venta en el economato o en Topito en Santo Domingo PROTOCOLO CEREMONIA DE BANDERAS Cuando escuchan los himnos en cualquier area del plantel es imprescindible detenerse y permanecer en silencio en señal de respeto hasta que los mismos finalicen. SALIDA DEL CENTRO Si su hijo/a se va con otro padre es imprescindible notificarlo por escrito al colegio REGISTRATION PROCESS REGISTRATION BEGINS IN MARCH We use registration numbers to plan for the next year: Number of staff REGISTRATION INFORMATION We begin recruiting in December Number of textbooks Number of materials Number of assessments Number of books for library Classroom furniture 51% of students were registered in June, July and August. PROCESO DE REINSCRIPCION LA REINSCRIPCION INICIA EN MARZO Tomamos decisions de acuerdo al número de estudiantes matriculados para el año escolar siguiente: Cantidad de maestros/asistentes Iniciamos el proceso de reclutamiento en diciembre Cantidad de libros Cantidad de materiales Cantidad de evaluaciones Cantidad de libros para biblioteca Cantidad de mobiliario para aulas 51% de estudiantes se matricularón de junio- agosto. REGISTRATION PROCESS REGISTRATION POLICIES Late Registration Fee will be applied to any families registering after the deadline. REGISTRATION INFORMATION Waiting lists created and classes will be closed once the class fills. Recommendation: Register your child(ren) on time to secure his/her spot in the class. Students not registered on time are not guaranteed a spot in class. PROCESO DE REINSCRIPCION POLITICAS DE REINCRIPCION A partir del año próximo se cobrará un monto por reinscripción. La reinscripción tardía a aquellas personas que se inscriban despues del period de matriculación. Se implementarán las listas de espera y una vez se llegue al tope de cupos se cerrará el mismo. Recomendación: Reinscribir a su hijo/a a tiempo para garantizar su cupo. Los estudiantes que no matriculan a tiempo corren el riesgo de perder su cupo. STUDENT SUPPORT SERVICES ROLE OF STUDENT SUPPORT SERVICES ROL DE EL EQUIPO DE SERVICIO DE APOYO AL ESTUDIANTE Provide support for teachers, students and families in the areas of language, academic and social emotional development. Conduct formal and informal assessments to determine students’ areas of need. Implement interventions based on the results from the assessments. Work along with staff parents and students to provide the necessary supports. Proveer apoyo a los maestros, estudiantes y familias en las areas del lenguaje y de desarrollo academico y socioemocional Conducir evaluaciones formales e informales para determinar areas de necesidad de los estudiantes. Implementar intervenciones basadas en el resultado de las evaluaciones. Trabajar con el staff, padres, y estudiantes para proveer el apoyo necesario. ROLE OF STUDENT SUPPORT SERVICES STUDENT SUPPORT SERVICES STAFF Maribel Awad – School Psychologist: Nido – 2nd Hannah Henry – School Counselor: 3rd – 12th Leticia Zorrilla – Student Services Coordinator Ana I. Esteva – Special Education and ESOL/SSOL Specialist Hannah Vowell – ESOL/SSOL Specialist Jeanne Spearman – ESOL/SSOL Specialist ROL DE EL EQUIPO DE SERVICIO DE APOYO AL ESTUDIANTE Maribel Awad – Psicologa: Nido – 2do Hannah Henry – Orientadora Escolar: 3ro – 4to de Media Leticia Zorrilla – Coordinadora Servicios Estudiantiles Ana I. Esteva –Educación Especial y ESOL/SSOL Hannah Vowell – ESOL/SSOL Especialista Jeanne Spearman – Especialista ESOL/SSOL SCHOOL PSYCHOLOGIST Address social-emotional and behavioral needs of students such as: Attention concerns STUDENT SUPPORT SERVICES Learning difficulties Problems at home or with peers Depression, anxiety, stress, phobias and other emotional needs Coping with crisis and trauma Life changing events Help families to better meet the needs of students social emotional, behavior and other academic concerns. Individual and Group counseling Second Step – Character Education Program Organizes parent education workshops PSICOLOGA ESCOLAR Lidiar con las situaciones socioemocionales de los estudiantes tales como: Situaciones de atención Dificultades de aprendizaje Problemas en el hogar o con sus pares Depresión, ansiedad, estres, fobias y otras necesidades socioemocionales. Lidiar con crisis y traumas Eventos que cambian vidas Ayudar a las familias a satisfacer las necesidades académicas, socioemocionales y de comportamiento de sus hijos/as. Intervención familiar y grupal Second Step –Programa de educación en valores Organizacion de talleres para padres PARENT UNIVERSITY PARENT EDUCATIONAL WORKSHOPS STUDENT SUPPORT SERVICES There are surveys in the classrooms for parents The surveys are to determine what topics will be discussed at the parent education workshops Please fill them out completely! UNIVERSIDAD PARA PADRES TALLERES EDUCATIVOS PARA PADRES Encontrarán unas encuestas para padres en las aulas . Dichas encuestas son para recoger temas de interés de ustedes los padres para futuros talleres. Porfavor complete las mismas! SCHOOL COUNSELOR STUDENT SUPPORT SERVICES Address social-emotional and behavioral needs of students such as: Attention concerns Learning difficulties Problems at home or with peers Depression, fear and other socialemotional issues Coping with crisis and trauma Life changing events Help families to better meet the needs of students social emotional, behavior and other academic concerns. Individual and Group counseling Wise Skills– Character Education Program College/Career Standardized Testing ORIENTADORA ESCOLAR Lidiar con las situacnes socio-emocionales de los estudiantes tales como: Situaciones de atención Dificultades de aprendizaje Problemas en el hogar o con sus pares Depresión, ansiedad, estrés, fobias y otras necesidades socioemocionales. Lidiar con crisis y traumas Eventos que cambian vidas Ayudar a las familias a satisfacer las necesidades academicas, socioemocionales y de comportamiento de sus hijos/as. Intervencion familiar y grupal Wise Skills–Programa de educación en valores Organización de talleres para padres Orientacion Universitaria/Vocacional Pruebas Estandarizadas SPECIAL EDUCATION EDUCACION ESPECIAL Behavior concerns Attention concerns Learning difficulties Push-in and Pull-out Support STUDENT SUPPORT SERVICES Students will have Special Education teachers go into their classes (push-in) or pull them out of their classes (pull-out) to get the interventions they need to be successful. Individual and Small Group Support Students may receive academic, behavior, attention, social skills, and other interventions in a small group or one-on-one setting. Meet with teachers and parents to discuss support, interventions, and follow-up Preocupaciones por comportamiento Preocupaciones por atención Dificultades de aprendizaje Apoyo por intervenciones Los estudiantes recibiran apoyo de las maestras de educacion especial por medio a entrar al salon(pushin) o pueden llevarlos a trabajar a un area alterna (pull-out) para recibir el apoyo que necesitan para ser exitosos. Apoyo individual y en grupal Los estudiantes pueden recibir apoyo académico, de comportamiento, atención, destrezas sociales, y otras intervenciones en grupos pequeños e individuales. Reuniones con maestros y padres para discutir intervenciones, apoyo y seguimiento. ENGLISH/SPANISH FOR SPEAKERS OF OTHER LANGUAGES STUDENT SUPPORT SERVICES Support in the language acquisition process ESOL after school program Monday/Wednesday: 3:15-4:15 Tuesday/Thursday: 3:15-4:15 Push-in Support for ESOL and SSOL ESOL/SSOL teachers will go into ELA, Spanish, Sociales, and/or Science classes to offer support to students in the program. Pull-out Support ESOL/SSOL teachers will pull students out of ELA and Spanish classes if they need remedial help. ENGLISH/SPANISH FOR SPEAKERS OF OTHER LANGUAGES Apoyo en el proceso de adquisición de la lengua Programa co-curricular ESOL Lunes/Miercoles: 3:15-4:15 Martes/Jueves: 3:15-4:15 Apoyo dentro y fuera de las aulas para ESOL and SSOL Los maestros de ESOL/SSOL entrarán a las clases de ELA, Español, Sociales, y/o Naturales para proveer apoyo a los estudiantes referidos a dicho programa. Apoyo fuera del aula Los maestros de ESOL/SSOL sacarán a los estudiantes de las clases de inglés y de español para proveerles el apoyo que requieran. GIN CLASS EDUS SUMMIT PTA – ASOCIACION PADRES Y PROFESORES PRUEBAS NACIONALES PRUEBAS NACIONALES LENGUA ESPAÑOLA MATEMATICAS CIENCIAS NATURALES CIENCIAS SOCIALES 8vo SUPERIOR SUPERIOR SUPERIOR SUPERIOR 12vo SUPERIOR SUPERIOR SUPERIOR SUPERIOR CCHS OBTUVO PUNTAJES SUPERIORES A NIVEL REGIONAL Y A NIVEL DISTRITAL ESPANOL PRUEBAS NACIONALES 8VO MATEMATICAS CIENCIAS SOCIALES CIENCIAS DE LA NATURALEZA ESPANOL PRUEBAS NACIONALES 12VO MATEMATICAS CIENCIAS SOCIALES CIENCIAS DE LA NATURALEZA Language Usage Percentage of students at or above normative Spring 2013 44% ---Spring 2014 51% CCHS Students Performance 100.0% School‐wide Goal 90.0% 80.0% 70.0% 65% 65% 65% 65% 65% 65% 65% 65% 65% 65% 65% 44.3% 46.0% 65% 60.0% 51.0% 50.0% 43.9% 40.0% 36.0% 30.0% 47.0% 45.8% 39.5% 38.5% 51.0% 38.5% 32.9% 20.0% 7% 10.0% 0.0% Fall 09 Winter 10 Spring 10 Fall 10 Winter 11 Spring 11 Fall 11 Spring 12 Fall 12 Spring 13 Fall 13 Spring 14 100.0% Problem Solving Percentage of students at or above normative 90.0% Spring 2013 47% ---Spring 2014 59% CCHS Student Performance CCHS School Wide Goal 80.0% 70.0% 60% 60% 60.0% 61.0% 50.0% 53.3% 40.0% 44.6% 39.0% 30.0% 49.6% 57.3% 59.0% Fall 13 Spring 14 47.0% 42.0% 35.6% 20.0% 10.0% 12% 0.0% Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12 Fall 12 Spring 13 Reading Goal #2 Literal Comprehension Percentage of Students at or Above Normative Spring 2013 51% ---Spring 2014 66% CCHS Student Performance School Wide Goal 100.0% 90.0% 80.0% 75% 65.6% 70.0% 58.5% 60.0% 58.3% 58.4% 51.0% 47.9% 50.0% 40.0% 55.7% 39.0% 60.5% 42.6% 30.0% 15% 20.0% 10.0% 0.0% Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12 Fall 12 Spring 13 Fall 13 Spring 14 Reading Goal #3 Interpretative Comprehension Percentage of Students at or Above Normative Spring 2013 55% ---Spring 2014 60% CCHS Student Performance School Wide Goal 100.0% 90.0% 80.0% 75% 75% 75% 75% 75% 58.5% 59.8% Spring 11 Fall 11 75% 75% 75% 75% 75% 59.2% 59.7% Fall 13 Spring 14 70.0% 60.0% 52.1% 50.0% 40.0% 55.8% 59.1% 55.0% 48.0% 43.8% 30.0% 5% 20.0% 10.0% 0.0% Fall 09 Spring 10 Fall 10 Spring 12 Fall 12 Spring 13 Reading Goal #4 Evaluative Comprehension Percentage of Students at or Above Normative Spring 2013 64% ---Spring 2014 66% CCHS Student Performance School Wide Goal 100.0% 90.0% 80.0% 75% 70.0% 71.4% 60.0% 64.4% 50.0% 40.0% 47.3% 49.3% 65.8% 61.5% 63.8% 63.8% Fall 12 Spring 13 65.6% 52.1% 30.0% 2% 20.0% 10.0% 0.0% Fall 09 Spring 10 Fall 10 Spring 11 Fall 11 Spring 12 Fall 13 Spring 14 Reading Goal #2 Literal Comprehension Percentage of Students at or Above Normative CCHS Student Performance School Wide Goal 100.0% 80.0% 75% 58.5% 55.7% 58.3%58.4%51.0% 60.5%65.6% 47.9% 42.6% 60.0% 39.0% 40.0% 20.0% 0.0% Reading Goal #4 Evaluative Comprehension Percentage of Students at or Above Normative CCHS Student Performance 100.0% 50.0% School Wide Goal Reading Goal #3 Interpretative Comprehension Percentage of Students at or Above Normative CCHS Student Performance School Wide Goal 100.0% 80.0% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 60.0% 52.1% 58.5% 59.8% 55.8% 59.1% 55.0% 59.2%59.7% 40.0% 43.8% 48.0% 20.0% 0.0% Spring 2013 Spring 2014 57% 64% Overall Comprehension Overall Comprehension 75% 52.1% 0.0% 47.3% 49.3% 64.4%61.5%65.8%63.8%63.8% 71.4% 65.6% Trend Data 2009‐2014 Area 2009 2014 Language Usage 36% 51% +/% Growth + 15% Problem Solving Literal Comprehension Interpretive Comprehension Evaluative Comprehension 39% 39% 44% 47% 59% 66% 60% 66% + 20% + 27% + 16% + 19% Overall Comprehension 43% 62% + 19% THANK YOU! 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