west contra costa unified school district tara hills ......tara hills elementary schooltara hills...

Tara Hills Elementary SchoolTara Hills Elementary SchoolTara Hills Elementary School 2014 Single Plan for Student Achievement

West Contra Costa Unified School District

Tara Hills Elementary School

SINGLE PLAN FOR STUDENT ACHIEVEMENT

2015 - 2016

Board Approval Date: March 16, 2016

Contact Person: Linda Wilkinson

Principal: Linda Wilkinson

Telephone Number: (510) 231-1428

Address: 2300 Dolan Way

San Pablo, CA 94806-1699

E-mail address:

[email protected]


BOARD OF EDUCATION 2015 - 2016

BOARD PRESIDENT : RANDY ENOS

BOARD CLERK : ELIZABETH BLOCK

VALERIE CUEVAS

TODD GROVES

MADELINE KRONENBERG

Superintendent Dr. Bruce Harter

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1101

Fax

(510) 236-6784

Email Address

[email protected]

Assistant Superintendent Nia Rashidchi

District Address

1108 Bissell Avenue City

Richmond, CA Zip Code

94801

Telephone

(510) 231-1130

Fax

(510) 620-2074

Email Address

[email protected]


Contents Page

School Site Council (SSC) Recommendations and Assurances

SSC Roster

Executive Summary

Stakeholder Involvement

System-wide Barriers

Data Analysis

Action Plan for Improving Student Achievement (Academic)

Student Achievement Strategies

ELA

Math

ELD

Science

History/Social Studies

Attendance

School Climate

Parent Involvement

Other 1

Other 2

Other 3

Overall Budget Summary

Agreements


School Site Council (SSC) Recommendations and Assurances

The school site council recommends this school plan and proposed expenditures to the district governing board for approval, and

assures the board of the following:

1. The school site council is correctly constituted, and was formed in accordance with district governing board policy and state

law.

2. The school site council reviewed its responsibilities under state law and district governing board policies, including those

board policies relating to material changes in the school plan requiring board approval.

3. The school site council sought and considered all recommendations from the following groups or committees before adopting

this plan.

X English Learner Advisory Committee

X Other (list)

ILT

Staff

Parents

4. The school site council reviewed the content requirements for school plans of programs included in this Single Plan for

Student Achievement and believes all such content requirements have been met, including those found in district governing

board policies and in the Local Improvement Plan.

5. This school plan is based on a thorough analysis of student academic performance. The actions proposed herein form a

sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This school plan was adopted by the school site council on: November 12, 2015.

7. The School Site Council will monitor the implementation and effectiveness of strategies in the plan at least twice during the

2015 - 2016 school year, using the WCCUSD monitoring process.

Attested:

Linda Wilkinson

Typed name of school principal Signature of school principal Date

Linda Wilkinson

Typed name of SSC chairperson Signature of SSC chairperson Date


West Contra Costa Unified School District

Tara Hills Elementary School

2015 - 2016

School Site Council Membership Roster

Education Code Section 64001(g) requires that the SPSA be reviewed and updated at least annually, including proposed expenditures

of funds allocated through the Consolidated Application, by the school site council. The current make-up of the school site council is

as follows:

Names of Members Email address

(Home mailing address if email n/a) Phone Number

Term

ends on:

Identify

Chair

Person:

Parent/Community Members

#1 Emily Wilson 2017

#2 Josh Cleberg 2017

#3 Janet Bush 2017

#4 Rubi Esquivel 2017

#5 Gabriella Davis 2017

School/Other Members

Tchr #1 Josephine Knutsen 2016

Tchr #2 Shabana Johnson 2016

Tchr #3 Kelsey Holdredge 2017

Other Alicia MaClean 2017

Principal Linda Wilkinson [email protected] (510) 231-1428 on going X

Membership Composition:

Elementary (10 total)

1 Principal

3 classroom teachers

1 other school staff

5 parents/community members


Executive Summary

The Single Plan for Student Achievement (SPSA) has traditionally served as a vehicle for communicating information about the

school’s vision, initiatives to improve academic achievement, as well as describe how supplemental categorical funds are used to

support these efforts.

WCCUSD’s new district Local Control Accountability Plan (LCAP) is designed to improve student achievement, support the whole

child socially and emotionally, and involve stakeholders to ensure all WCCUSD students are college and career-ready, able to make

life choices that have successful, productive outcomes.

Improve Student Achievement: Provide a clear, well-resourced and rigorous student achievement program that addresses the full

range of student needs and results in all students being prepared for a successful life.

Support the Whole Child Socially and Emotionally: For students to achieve at high academic levels, schools, families, and

communities must focus on the child’s social, emotional, physical and behavioral health, as well as the acquisition of academic skills.

Involve All Stakeholders: Engage the community in a process that provides for open, transparent, and inclusive participation of

community stakeholders in WCCUSD planning.

Ensure All WCCUSD Students Are College and Career-Ready: Students can demonstrate independence, build strong content

knowledge, respond to the varying demands of audience, task, purpose, and discipline, comprehend as well as critique, value

evidence, use technology and digital media strategically and capably, and understand other perspectives and cultures.

Through data metrics and analysis, the LCAP also addresses the State’s 8 Priority Areas: Student Achievement, Student Engagement,

Other Critical Student Outcomes, School Climate, Parental Involvement, Basic Services, Implementation of Common Core State

Standards, and Course Access (see glossary for details on the 8 priority areas).

During the 2015-16 school year, we are transitioning our school’s SPSA to becoming a true companion document to the district LCAP

so that it focuses on programs, activities and actions which are designed to continually address and support the same goals and 8

priority areas articulated in the LCAP.

As we go deeper into this work, we will continue to connect these two critical plans, driving the academic needle forward for

WCCUSD students.

Please read on to learn about Tara Hills Elementary School’s specific SPSA plan of action for the 2015-16 school year.


SPSA Stakeholder Involvement

The School Site Council (SSC) works effectively with its stakeholders to complete the variety of tasks involved in developing,

implementing, and monitoring the effectiveness of the Single Plan for Student Achievement (SPSA).

As the lead group, the SSC agrees to the following procedures for completing all work involving the SPSA:

Choose one task management option for each step

Task SSC Actively Involved in Task or Task Delegated to

Step 1 Analyze local assessment data Process:

Discuss with Staff and SSC,

work with Learning Center to support

FBB and BB students in Tier II; Staff

development used for tier I

interventions.

or Process: staff meeting, council meetings,

community of care, PLC and academic

conferencing, principal/teacher meetings,

meetings with parents.

Step 2 Gather input from

(check all that apply)

X ELAC

X Others Special Education

Process: Discuss with SSC and Staff,

review with ELAC

or Process: Principal discussing with ELAC,

members of site council discussing with

staff and parents

Step 3 SPSA strategies development Process: school-wide we developed

goals based on our student needs,

SPSA, ILT, and ELAC provide input.

SPED. worked closely with principal,

staff, and community of care to

provide Tier II services

or Process: Weekly meetings with principal

and specialist to discuss our Tier II and

III students, weekly collaboration, staff

meeting, academic conferences.

Step 4 Budget development Process: Discuss with ILT, SSC, ELAC,

and Staff

or Process:

Staff meeting, PLC, ILT, SSC, meetings.

Principal and Site Council

Step 5 Finalize and submit SPSA for

School Board Approval

Date: December 6, 2015

Step 6 SPSA monitoring Process:

Provide all staff with an electronic

copy of the plan and have a hard copy

available for parents and community.

In January, 2016, ensure that each

committee has a hard copy of the plan

and refers to the plan for the

committees outcomes. Present to

ELAC

At the academic conferences and staff

meetings refer to the plan for

monitoring

or Process: Members of Site Council that

are on the staff


System-wide Barriers

The following system-wide barriers have impacted our ability to meet our academic goals. Check all that apply and provide brief

description of issue(s) and where applicable any site determined strategy for overcoming the barrier(s).

Barrier Description Strategy for Overcoming Barrier

X Staffing: We need a ELD teaching specialist. we don't

have enough teachers to meet the needs of our EL

students.

X* Hire a teacher on special assignment or specialty

teacher to teach our EL students. More training for

all teachers in ELD and differentiated instruction. We

want our EL students to rotate through one teacher.

Facilities maintenance: *

Facility capacity (space for classrooms/programs): *

Safety: Lack of yard supervision, radio

communication, lack of training for yard supervision.

* Order radio's, vests

Materials availability: *

X Technology: Lack of computers. The computers are

not reliable. The wireless is faulty. Lack of service for

our technology needs.

X* The current training model is a great start.

Technology people need to come out to the site to

address the problems. Scheduled maintenance and

updates of our technology. Each site needs someone

who only works with the technology. This person

could be responsible for training staff how to use tech

in the classroom more effectively, facilitate the state

testing, STAR and Early Literacy. We need a pacing

guide, scope and sequence for technology Pre K-12.

We have to put funding for a technology teacher at

each sites or per two sites.

X Fiscal Support: Would like to provide classes for our

parents. Increase the pay of the yard supervisors and

the instructional aides.

X* When looking at full service schools we need to keep

parent education in mind. Recruit, reward, retain.

Compliance Support: *

X Curriculum and Instruction Support: We need a math

curriculum, we need cultural proficiency training, bi-

monthly mandatory training in tech use with lessons,

effective teaching strategies, teaching writing,

X* We need a math curriculum, we need cultural

proficiency training, bi-monthly mandatory training in

tech use with lessons, effective teaching strategies,

teaching writing,

X Other: Additional curriculum for our Tier III students.

2 or mor egrade levels below. Research evidence that

these students need an intensive curriculum to teach

these students. Not Triumphs.

X* Additional curriculum for our Tier III students. 2 or

mor egrade levels below. Research evidence that these

students need an intensive curriculum to teach these

students. Not Triumphs.

* A check in the box indicates that completion of this section requires additional central administrative department support.


Data Analysis

Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Academic Data

Ch

oo

se 3

Accelerated Reader/Star

Reading:

Describe data reviewed

XArea of concern

Area of strength 50% of our students are reading below grade level

Benchmarks:

Trimester I Math

Benchmark

Area of concern

XArea of strength 90% Kindergarten students scored at Mastery on the first

benchmark CC3-7, 2nd grade had 63% NBT Mastery

Benchmarks:


Area of concern

Area of strength

Benchmarks:


Area of concern

Area of strength

CAHSEE:


Area of concern

Area of strength

AMAO Data:


Area of concern

Area of strength

CELDT:


XArea of concern

Area of strength 65% of our EL's are not making one years growth on the

CELDT

Grade Count: (Secondary

Only)


Area of concern

Area of strength

GPA: (Secondary Only)


Area of concern

Area of strength

Credits Earned: (Secondary

Only)


Area of concern

Area of strength

Other:

SBAC

XArea of concern

Area of strength In 2015, (45%) of our 3rd grade, (34%) of our 4th grade,

(50%) of our 5th grade and (48%) of our 6th grade students

scored near standard or above on Math Claim 1. 2015 as

reflected in the SBAC results, our 3rd grade scored at (52%),

4th grade scored at (43%), 5th grade scored at (48%), and

6th grade scored at (37%) below standard in writing.

Other:

SBAC

XArea of concern

Area of strength In 2015, (45%) of our 3rd grade, (34%) of our 4th grade,

(50%) of our 5th grade and (48%) of our 6th grade students

scored near standard or above on Math Claim 1. 2015 as

reflected in the SBAC results, our 3rd grade scored at (52%),

4th grade scored at (43%), 5th grade scored at (48%), and

6th grade scored at (37%) below standard in writing.

Student Support Data

Ch

oo

se 2

Attendance:

Describe data reviewed XArea of concern

Area of strength 2013-2014 we averaged a 95% rate of attendance. An

Increase from the previous year

Suspension


XArea of concern

Area of strength Number of AA and Hisp. students who are suspended versus

other races/ The number of student physical conflicts

Parent/Community Survey:


Area of concern

Area of strength

Keys Survey:


Area of concern

Area of strength


Data Reviewed

Concern/Strength Determine if data results

indicate an area of growth

school wide or an area of

concern/need

Description of Findings (400 character max) Provide a brief description of what the data shows/implications for

instruction

Healthy Kids Survey:


Area of concern

Area of strength

Other:

Powerschool

Area of concern

XArea of strength Suspensions and behavior referrals have been reduced

Other:


Area of concern

Area of strength


ACTION PLAN

REQUIRED SPSA STRATEGIES

FOR IMPROVING STUDENT ACHIEVEMENT


Student Achievement

English Language Arts (ELA)

2015-2016 Single Plan for Student Achievement (SPSA) Goals LCAP Alignment

1. Content Area

2. What student needs have been

identified and what metrics were

used to measure/identify progress?

3. Description of 2015-16 School

SMART Goal

4. Targeted Pupil

Subgroup(s)

5. What Local Assessment/Metric

will be used to measure School

SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Arts

2014-2015 , there were (14)

Early Emergent, (12) Late

Emergent,( 3) Transitional, and

(1) Probable Reader in

Kindergarten.

2014-2015, there were (12)

EER, (36) LER, (5) TR, and (3)

Probable Readers in First

Grade.

2015 1st Trimester:

GE 2nd 3rd 4th

5th 6th

0-0.9 2 1

1-1.9 25 17 10

6 3

2-2.9 24 20 28

17 12

3-3.9 4 11 20

19 18

4-4.9 7 8 14

22 12

5-5.9 2 8

16 21

6-6.9 3

5 6

7-7.9

5 5

8-8.9

4

9-12.9

3

By May 2016, 80% of K-1

grade will make one years/1

level growth as measured by

the Star Early Literacy

By May 2016, 50% of 2-6

grade students will make one

years growth/1 level as

measured by Star Reading.

By June 2016, the number of

3-6 students scoring near, at,

or above standard in writing

will increase by 20% on

writing as measured by the

SBAC.

--------

All

Early Star Literacy (Grades K-

1)

STAR Reading (Grades 2-6)

Final, summative will be

SBAC. Benchmarks can be

used for monitoring.

--------

Student

Achievement

1.1


# of Students at each grade

2015 as reflected in the SBAC

results, our 3rd grade scored at

(52%), 4th grade scored at

(43%), 5th grade scored at

(48%), and 6th grade scored at

(37%) below standard in

writing.

--------

Actions to Support Goal: (one action per line) By When: Cost: Site Funding Source

1 Blending Support daily, daily fluency reading in Treasures book, UA twice a week from homogenous grouping for extra support including a listening center

August 2015-June 2016 0

2 Daily quick writes October 2015-June 2016 0

3 Professional Development that focuses on reading and or writing November 2015-June 2016 900 LCAP

4 Study Trips December 2015-June 2016 3000 LCAP

5 Academic Conferences Monitor Illuminate data and use the Active Lessons recommended in

correlation with the CCS

February 2016 1200 LCAP

6 Recognizing students for their reading progress October 2015- June 2016 400 LCAP

7 Purchasing supplemental materials: Possible selections may include, Lucy Calkins reading and writing, technology based program in reading

informational text.

January 2016 10900 LCAP

8 Identifying Tier II students, monitor, and assess. Provide additional intervention services for the Tier II and III students beginning with 2nd grade in the Learning Center

October 2015-June 2016. 6

weeks and daily respectively 0

9 Implementing the Treasures core curriculum Daily 0

10 Teacher teams new to the grade level will receive student engagement Strategies,reading development strategies, and higher academic levels of

student discourse presented by, Educational Consultant, Sara Buckerfield

Beg. September 2015 (5 visits) 9600 LCAP


Student Achievement

Mathematics


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Mathematics In 2015, (45%) of our 3rd

grade, (34%) of our 4th grade,

(50%) of our 5th grade and

(48%) of our 6th grade students

scored near standard or above

on Math Claim 1.

2015, Trimester I, (90%)of our

Kindergarten students scored at

the mastery level on K.CC3-7,

(49%) of our First grade

students and (63%) of our

Second grade students scored at

Mastery in accordance with the

district benchmark 1, OA and

NBT Standards

--------

By June 2016, 3-6th grade

will increase the number of

students scoring at a

proficiency level of 3 or

higher by 10% on Math Claim

1, concepts and procedures.

By June 2016, the number of

3-6 grade students scoring at a

level 1 and 2 proficiency level

will decrease by 10% on

Math, Claim 1, concepts and

procedures.

By May 2016, 80% of K-2

students will score proficient

or higher on the third trimester

benchmark for CCS K. CC,

and all OA and NBT standards

respectively.

--------

Math Claim 1 SBAC

Math Claim 1 SBAC

District Math Benchmark 3,

CCS KCC, OA, and NBT.

--------

Student

Achievement

Student

Achievement

1.1

1.1


1 We will use supplemental math materials: Ready Common Core December 2015-April 2016 0

2 Math Professional Development Conferences November 2015-June 2016 3500 LCAP


3 We will implement differentiated instruction moduals and strategic tutoring Ongoing 1390 LCAP

4 We will use formative assessments from the Ready Common Core Weekly 0

5 We will use student discourse to explain, defend, prove, analyze math problems, and use multiple measures to solve math problems

Daily 0

6 Study Trips 2016 3000 LCAP

7 Teacher additional hours for professional development and collaboration August 2015-June 2016 3500 LCAP

8 Teachers will read Growth Mindset with principal Monthly 2016 300 LCAP

9 Purchase math supplemental materials to support CCCS Being researched 2016 5161 LCAP

10 We will use academic conferences to analyze student data and plan instruction January 2016-June 2016 1200 LCAP


Student Achievement

English Language Development (ELD)


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

English Language

Development (ELD)

August 2015, 59 students at

level 1, 37 students at level 2,

63 students at level 3 in

reading.

August 2015, 44 students at

level 1, 43 students at level 2,

59 students at level 3 in writing.

By the August 2016, 50% of

our students will increase their

CELDT level of proficiency in

reading and writing by one

level.--------

EL CELDT Test-------- Student

Achievement

1.2


1 Teachers will have students speak in complete and grammatically correct sentences.

on going 0

2 ELD collaborative discussions are scheduled on going 0

3 Using genuine formative assessments to guide instruction frequently. on going 0

4 Providing daily, rigorous English Language Development instruction. on going 0

5 Developing and citing daily language objectives that frame opportunities for student discourse (collaborative conversations) and developing academic

vocabulary.

on going 0

6 Workshops for teachers in ELD provided by our district personnel January 2016 and ongoing 0

7 Academic Conferences to analyze student data and plan ELD instruction January 2016 1110 LCAP

8 ELD strategic tutoring January 2016

9 ELD materials Jan 1500 LCAP

10 Bilingual Instructional Aide to work with our EL students weekly 2015-2016 19458 LCAP


Student Achievement

Science


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Science 2015, 48% of our 5th grade

students scored proficient or

higher as measured by the CST.

--------

By May 2016, 65% of 5th

grade students will score

proficient or higher as

measured by the 2016 CST.---

-----

All Science CST-------- Student

Achievement

1.1


1 Science tutoring/study groups for the month of March March 2016 0 LCAP

2 Focus on chapter and lesson reviews in class and for homework

3 Continue with class projects based on 5th grade science standards

4 Create a practice packet for spring break from the CST release questions

5 Participate in STEM PD 3 hours of additional teacher hours 2015-2016 560 LCAP

6 Science materials that support CA Common Core and Goals

7 Professional Development on new Science standards

8 Monitor the science implementation in grades 4 and below

9 Study Trip 2016 1000 LCAP


Student Achievement

Attendance


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Attendance 2015, our average attendance

was 94.5--------

By June 2016 our average

attendance will be 95%--------

All students with a

concentrated focus

on Kindergarten

Power School Attendance------

--

Student

Engagement

4.2


1 We will form an attendance committee and meet monthly September 2015 and ongoing

2 We will plan and implement student recognition for positive attendance and include recognition for those students who may not have perfect attendance but

have improved their attendance

September 2015 and ongoing

3 The principal, office staff, all teachers will monitor attendance reports August 2015 weekly

4 We will communicate attendance goal to parents and students August 2015 and monthly

5 The principal, office staff, all teachers will monitor student tardiness August 2015 Weekly

6 Hold parent conferences for absences December 2015 and monthly

7 Take pictures of our trimester and monthly perfect attendance students September 2015 and monthly 200 LCAP

8 Grade level class attendance competitions January 2016

9 Attendance incentives, certificates, medals, etc., Monthly 1000 LCAP

10 Strategic communication with Kindergarten parents Bi-Monthly


Student Achievement

School Climate


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

School Climate Social Emotional:

Baseline

Baseline

--------

By June 8, 2015 90% of

students and staff will

participate in a minimum of 3

“No Place for Hate” activities.

June 2016, 90% of students

will show an increase of kind

acts as measured by surveys

and observations each

trimester.

All Students

Kindness surveys

--------

School Climate 4.2


1 Post banners and posters with our school vision and school-wide expectations: Revise

February 2016 0 LCAP

2 Created a NPFH Student Ambassadors of Kindness October 2015 and ongoing 0 LCAP

3 Continue BEST implementation, Second Step, and NFH activities Weekly 0

4 Positive behavior recognition and incentives: C2BK Tickets Daily 0 LCAP

5 Staff will monitor discipline data Monthly 0

6 Review Healthy Kids Data January 2016 0

7 Mindfulness workshop fellowship for staff January 4, 2016 0

8 Mindfulness for students and staff one day a week January 2016 4000 LCAP

9 Purchase Speakers and CD player to support TEP students Jan 2016 1000 LCAP


Student Achievement

Parent Involvement


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Parent Involvement First trimester in 2015, 8 out of

20 students who have been

consequenced for behaviors are

African American and 9 are

Hispanic students. 8 of those

students are in Special

Education.

In 2016, 20% of our parents

will receive a personal

invitation to participate in a

series of mindful workshops.

--------

Underperforming

and students with

behavior

challenges.

Sign in sheet for attending the

workshop

parent evaluation of the

program

--------


1 Parents will gain knowledge as to some strategies that they can use with their children and themselves to help comfort them in times of anxiety, stress, etc.

January 2016

2 A Mindfulness app. will be shared with students and parents

3 This is an activity to help connect us and build relationships so that we can narrow the achievement gap.


Student Achievement

Other #1


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

ELA: Reading 2015 first Star Reading

Assessment reflected that most

all grades have 50% or more

students reading below grade

level.

June of 2016, 70% of 2nd

grade students will be on

grade level.

2nd Grade

STAR Reading-------- Student

Achievement

1.1


1 Students will attend the Learning Center for Tier II Strategies 2015 October and on going

2 Every 6 weeks, LC teacher and principal will discuss growth and exit students who are at grade level and schedule new students who are in need

Every 6 weeks

3 Monitoring of student reading levels and as space permits, work our way up through grade levels

Every 6 weeks

4 Third trimester monitor our first grade Beginning of Trimester III 2016


Student Achievement

Other #2


1. Content Area





SMART Goal

4. Targeted Pupil

Subgroup(s)



SMART Goal?

Specify LCAP

Priority

Specify LCAP

Goal

Process Goal This goal indirectly will benefit

student achievement--------

By June 8, 100% of teachers

will complete 1 cycle of

inquiry as measured by

collaboration notes.

all Notes from grade level--------


1 Review cycle of inquiry process First Trimester 2015 0

2 Check in’s with grade level teams Monthly 0

3 Commitment from grade levels when they will start their cycle of inquiry On going 0

4 Collect notes from inquiry June 2016 0


Overall Budget Summary

Summary of Costs

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

LCAP 73879 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

LCAP 73,879.00


Agreements

The following critical compliance items are in place throughout WCCUSD:

Highly Qualified Teachers: All teachers and paraprofessional involved in our academic programs will meet NCLB’s highly qualified requirements. Our site coordinates with the WCCUSD Human Resources Department to ensure compliance with this

item.

Strategies to attract and retain high quality teachers: Our site acknowledges the importance of attracting and retaining high quality instructional staff. Our site coordinates with the WCCUSD Human Resources Department to develop programs and

strategies to ensure high quality instruction staff want to come to and remain at our site.

Learning Center Collaborative Model: Each WCCUSD school that runs a collaborative model provides a seamless approach to integrating personnel, resources, and teaching strategies to serve at-risk special and general education students. Special education

teachers may work with unidentified students and regular education teachers may work with identified students (as long as they

are qualified to meet the goals on the students’ I.E.P.s).

Staff development, selected strategies to implement or continue, and materials used are focused on meeting the needs of at-risk and general education students. This information is detailed in the SPSA. Any funds spent to support the model are also outlined

in the SPSA. Finally, staff is consistently monitoring and evaluating the effectiveness of the collaborative model so that changes

can be made where needed.

Pre School Transition – Description of the above program:

The preschool kindergarten transition program provides a smooth path for parents and students to be introduced to kindergarten.

By offering preschool students and parents the opportunities to participate in school-wide activities, meet the kindergarten staff,

and visit classrooms.

- This transitional program - Promote continuity from preschool to kindergarten - Focus on family strengths and build collaborative relationships

Schoolwide Plans and Homeless Children and Youth: In accordance with McKinney Vento Federal Homeless Assistance Law, the following actions are taken:

o Flyers are posted in the front office stating the rights of homeless children and services available. These flyers are made readily available to homeless families.

o Staff is trained before the start of each academic year on how to enroll and identify homeless students by the district’s homeless liaison.

o Teachers receive yearly training on how to identify warning signs which may indicate homelessness and sensitivity training on the special needs of homeless children and youth.

o Parents without homes are included in outreach efforts by parent involvement outreach workers for inclusion in school site councils.

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