Programa de plantel
escolar para alumnos que
están aprendiendo inglés
Plantel:
Fecha:
Plan escolar Tabla de contenido
PÁGINA DE INFORMACIÓN DE PLANTEL
1
MISIÓN, VISIÓN, ACUERDO DEL DISTRITO Y COMPROMISOS
COLECTIVOS
ARTÍCULO 1:
ANÁLISIS DEL PROGRAMA DE ENSEÑANZA
ACTUAL
ARTÍCULO 2:
REPORTE DE EVALUACIÓN CONTINUA
2
ARTÍCULO 3:
METAS SMART Y PLANES DE ACCIÓN
ARTÍCULO 4:
GOBIERNO Y ADMINISTRACIÓN
6
7-15
16-19
Página de recomendaciones y garantía del gobierno
16
Miembros del Consejo de plantel escolar
17
Aprobación del Plan escolar y presupuesto por el SSC a y
(Orden del día y actas de la reunión)
Programas y subvenciones
ARTÍCULO 5:
3-5
PRESUPUESTOS
Páginas de planificación de presupuestos
Lista de personal de planificación de presupuesto
18
(inserción)
19
20-27
20-25
26
Servicios centralizados
APÉNDICE A:
APÉNDICE B:
APÉNDICE C:
APÉNDICE D:
APÉNDICE E:
27
(inserción)
INFORMACIÓN DEL RENDIMIENTO ESCOLAR Y
28
ESTUDIANTIL
(inserción)
GRAFICA DE LOS REQUISITOS PARA EL PLAN
PARA EL RENDIMIENTO ESTUDIANTIL
COMPONENTES REQUERIDOS PARA EL
PROGRAMA DE MEJORAMIENTO DEL PLAN
ESCOLAR
REQUISITOS DEL PROGRAMA DE
MEJORAMIENTO ESCOLAR DE NCLB
CONTRATO DE HOGAR-ESCUELA DE TITULO I
29-32
33
34
Misión del Distrito

Educar una comunidad de alumnos de toda la
vida quienes estén preparados para el siglo 21

Forjar una asociación con la comunidad a través
la cual:
o Se valora la diversidad
o Los límites son retados
o Se premia la excelencia
Acuerdos del Distrito
Cada escuela y todos los grupos de alumnos:

Cumplirán las metas de objetivos AYP de 2009:
o Artes lingüísticas (2-8=46%, 9-12=44.5%)
o Matemáticas (2-8=47.5%, 9-12=43.5%)
Ó

Lograrán por lo menos un aumento de 5 puntos de porcentaje en
domino, lo cual sea mayor. Para (nombre de la escuela), estos
objetivos son:
o Artes lingüísticas (____%)
o Matemáticas (____%)

Cumplir con el objetivo de crecimiento API de 5% o crecer 5 puntos.
Para nuestra escuela, la meta es _________.
La misión de nuestra escuela es
 Add
school mission here
Aportaciones de los padres
Hay que hablar de nuestra comunidad por un
momento…

¿Tiene alguna pregunta acerca de la misión de
nuestra escuela?
 ¿Qué es una cosa que verdaderamente le gusta
acerca de la misión de nuestra escuela?
 ¿Tiene alguna sugerencia o algo adicional para
nuestra misión escolar?
Nuestra visión escolar
 Add
school vision here
Aportaciones de los padres
Hay que hablar acerca de nuestra comunidad por
un momento…

¿Tiene alguna pregunta acerca de la visión de
nuestra escuela?
 ¿Qué es una cosa que verdaderamente le gusta
acerca de la visión de nuestra escuela?
 ¿Tiene alguna sugerencia o algo que agregarle
a nuestra visión escolar?
Información estudiantil
English-Language Arts - Adequate Yearly Progress (AYP)
ENGLISH-LANGUAGE ARTS ADEQUATE YEARLY PROGRESS (AYP) BY STUDENT GROUP
PROFICIENCY
LEVEL
All Students
White
African-American
Asian
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
Participation Rate
100
100
100
100
100
100
100
100
100
100
98
100
Number
At or Above Proficient
477
461
497
197
182
163
27
20
24
17
26
24
Percent
At or Above Proficient
40.9
38.8
43.0
57.9
56.3
54.5
34.6
23.5
28.9
58.6
74.3
64.9
AYP Target
24.4
24.4
35.2
24.4
24.4
35.2
24.4
24.4
35.2
24.4
24.4
35.2
Met AYP Criteria
Yes
Yes
Yes
Yes
Yes
Yes
--
--
--
--
--
--
ENGLISH-LANGUAGE ARTS ADEQUATE YEARLY PROGRESS (AYP) BY STUDENT GROUP
PROFICIENCY
LEVEL
Hispanic
Socio-Economically
Disadvantaged
English Learners
Students w/
Disabilities
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
Participation Rate
100
100
100
100
100
100
100
100
100
100
99
100
Number
At or Above Proficient
219
217
274
53
44
92
237
235
277
13
12
12
Percent
At or Above Proficient
31.6
30.3
38.7
19.1
16.5
29.8
32.2
31.0
37.2
14.3
9.6
9.1
AYP Target
24.4
24.4
35.2
24.4
24.4
35.2
24.4
24.4
35.2
24.4
24.4
35.2
Met AYP Criteria
Yes
Yes
Yes
No
No
Yes
Yes
Yes
Yes
--
No
No
Información estudiantil
Mathematics - Adequate Yearly Progress (AYP)
MATHEMATICS ADEQUATE YEARLY PROGRESS (AYP)
PROFICIENCY
LEVEL
All Students
White
African-American
Asian
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
Participation Rate
100
99
100
100
99
100
99
99
100
100
98
100
Number
At or Above Proficient
402
345
398
158
129
119
19
16
22
17
20
24
Percent
At or Above Proficient
34.5
29.1
34.5
46.5
40.3
39.8
24.7
19.0
26.5
58.6
57.1
66.7
AYP Target
26.5
26.5
37.0
26.5
26.5
37.0
26.5
26.5
37.0
26.5
26.5
37.0
Met AYP Criteria
Yes
Yes
No
Yes
Yes
Yes
--
--
--
--
--
--
MATHEMATICS ADEQUATE YEARLY PROGRESS (AYP)
PROFICIENCY
LEVEL
Hispanic
Socio-Economically
Disadvantaged
English Learners
Students w/
Disabilities
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
05-06
06-07
07-08
Participation Rate
100
100
100
100
100
100
100
99
100
100
99
100
Number
At or Above Proficient
196
165
218
56
45
88
204
172
231
9
12
17
Percent
At or Above Proficient
28.3
23.1
30.8
20.2
16.9
28.6
27.7
22.8
31.0
9.9
9.6
12.9
AYP Target
26.5
26.5
37.0
26.5
26.5
37.0
26.5
26.5
37.0
26.5
26.5
37.0
Met AYP Criteria
Yes
No
Yes
No
No
Yes
Yes
No
Yes
--
No
No
Aportaciones de los padres
Hay que hablar acerca de nuestra comunidad por
un momento…

¿Tiene alguna pregunta acerca de la
información de nuestra escuela?

¿Tiene algún comentario acerca de la
información de nuestra escuela?
Metas SMART para alumnos que
están aprendiendo inglés
SMART Goals and Action Plan for Improved Performance
Verification
SMART goals (Specific, Measurable, Achievable, Results Oriented, Time Bound)
Refer to Districtwide Agreement #1
Date:
(To be completed in the
Fall of 2009)
English Learners
English Language Learners
AMAO 1 (increase % of ELs making annual progress in learning English as measured by the CELDT)
2008-09 AYP Target = 51.6%
[ ] Met
[ ] Not Met
SMART Goal:
By June 2009, the % of EL students increasing 1 or more CELDT levels or maintaining early advanced/advanced will
increase from 74% to 79%, meeting the AYP target goal of a 5% increase.
AMAO 2 (increase % of ELs attaining English proficiency on the CELDT)
2008-09 AYP Target = 30.6%
[ ] Met
[ ] Not Met
SMART Goal:
By June 2009, the % of EL students achieving the proficient level on the CELDT will increase from 47% to 52%, meeting
the AYP target goal of a 5% increase.
AMAO 3 (increase % of ELs meeting AYP requirements for EL subgroup)
2008-09 ELA AYP Target = 45% Math 45.5%
[ ] Met
[ ] Not Met
SMART Goal:
By June 2009, the % of EL students scoring proficient or advanced on the language arts section of the CST will increase from 29.8% to 45%,
meeting
the
AYP
target
goal
of
45%.
By June 2009, the % of EL students scoring proficient or advanced on the math section of the CST will increase from 28.6% to 45.5%, meeting
the
AYP
target
goal
of
45.5%.
By June 2009, the % of 8th grade EL students scoring proficient or advanced on the history section of the CST will increase from 13% to 18%,
meeting
the
AYP
target
goal
of
making
a
5%
increase.
By June 2009, the % of 8th grade EL students scoring proficient or advanced on the science section of the CST will increase from 21% to 26%
meeting the AYP target goal of making a 5% increase.
Long Term English Learners-5+ years in EL program (increase % of LTELs meeting reclassification criteria)
[ ] Met
[ ] Not Met
SMART Goal:
By June 2009, the % of LTEL students meeting reclassification criteria will increase from 8% to 13%, meeting the AYP target goal of making a
5% increase.
Metas SMART para alumnos
reclasificados
Reclassified Fluent English Proficient -R-FEP (maintain or increase % of R-FEPs proficient on CST)
[ ] Met
[ ] Not Met
SMART Goal:
By June 2009, the % of 7th grade R-FEP students scoring proficient or advanced on the language arts section of the CST will
increase
from
64%
to
69%,
meeting
the
AYP
target
goal
of
a
5%
increase.
By June 2009, the % of 8th grade R-FEP students scoring proficient or advanced on the language arts section of the CST will
increase
from
47%
to
52%,
meeting
the
AYP
target
goal
of
a
5%
increase.
By June 2009, the % of 7th grade R-FEP students scoring proficient or advanced on the math section of the CST will increase
from
62%
to
67%
meeting
the
AYP
target
goal
of
a
5%
increase.
By June 2009, the % of 8th grade R-FEP students scoring proficient or advanced on the general math section of the CST will
increase
from
25%
to
47.5%,
meeting
the
AYP
target
goal
of
47.5%.
By June 2009, the % of 8th grade R-FEP students scoring proficient or advanced on the algebra section of the CST will increase
from
33%
to
47.5%,
meeting
the
AYP
target
goal
of
47.5%.
By June 2009, the % of 8th grade R-FEP students scoring proficient or advanced on the geometry section of the CST will
maintain
at
100%,
having
met
the
AYP
target
goal
of
47.5%
By June 2009, the % of 8th grade R-FEP students scoring proficient or advanced on the history section of the CST will increase
from
52%
to
57%,
meeting
the
AYP
target
goal
of
a
5%
increase.
By June 2009, the % of 8th grade R-FEP students scoring proficient or advanced on the science section of the CST will increase
from 62% to 67%, meeting the AYP target goal of a 5% increase.
How will progress during the year be monitored?
Teachers
will
receive
lists
of
ELL
students
in
their
classroom.
As
part
of
the
Data
Analysis
Protocol,
assessment
results
for
ELL
students
will
be
disaggregated.
The
district
will
provide
disaggregated
data
on
the
achievement
levels
of
ELL
students
on
district
benchmark
tests.
Based on the data, teachers will develop a plan of intervention to provide additional learning opportunities for underperforming students.
Underperforming students will be monitored by the bilingual community assistant.
Plan de acción


Action Plan: Actions to be Taken to Reach These Goals
Based on results of Academic Program Survey and Student Achievement
Data
Consider staffing, professional development, research based high yield
strategies, engagement, differentiation, interventions
Start and
Completion Dates
Proposed
Expenditures
Estimated
Cost
Funding
Sources
Teachers will prominently display the lesson's learning objective and guide students to refer to the
objective throughout the lesson in order to help all students and subgroups focus on and assess
their personal learning progress.
August 08 - June 09
Dry erase markers;
chart paper
$500.00
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Teachers will collaborate to develop rigorous standards based grade level lessons that use district
adopted textbooks and materials, incorporate the design elements for good first teaching, and
ensure high quality instruction ELL students.
August 08 - June 09
Printer toner/ink; subs
for trimester PLC
release time
$1,500.00
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Teachers will collaborate with the ELD coach to implement strategies into each lesson from
Schlechty's Design Qualities of Engaging Student Work to incorporate active participation
techniques that ensure student engagement and differentiated learning opportunities for ELL
students.
August 08 - June 09
Individual whiteboards
and supplies;
ActivSlates; chart
paper; colored dots;
literacy coach
salary/benefits
$2500.00
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Binders; highlighters;
index cards; sentence
strips; sheet protectors;
spiral notebooks
$2500.00
Teachers will collaborate with the ELD coach to incorporate Marzano's high yielding instructional August 08 - June 09
strategies into each lesson that raise the level of achievement of ELL students.
.8 FTE
.8 FTE
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Teachers will follow the Data Analysis Protocol to identify the most often missed skills/concepts
in chapter/unit/benchmark assessments and mutually agree on a strategy to re-teach these missed
items.
August 08 - June 09
Thumb drives
$500.00
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Teachers will teach test taking strategiesappropriate for their content area and use CST formatted
questions embedded with academic language throughout the school year to prepare students for
the May standardized tests.
August 08 - June 09
printing at RUSD
publications
$2,000.00
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Teachers will be provided opportunities to visit other teachers/schools and attend conferences and
workshops to observe and reinforce their understanding of effective instructional strategies for
ELL students.
August 08 - June 09
Conference fees,
mileage, meals,
substitutes
$2,000.00
Title I
SLIP
EIA/SCE
EIA/LEP
ELAP
Programas y subvenciones
PROGRAMS
Allocation
State:
[ ] California School Age Families Education (Cal SAFE)
[X] School & Library Improvement Program (SLIP)
$41,088.00
[X] Economic Impact Aid/Limited English Proficient (EIA/LEP)
$48,530.00
[X] Economic Impact Aid/State Compensatory Education
$48,680.00
(EIA/SCE)
[ ] Tobacco-Use Prevention Education (TUPE)
[X] Gifted and Talented Education (GATE)
$1,800.00
[X] English Language Acquisition Program (ELAP)
$14,329.00
[ ] Pupil Retention Block Grant
[ ] Middle and High School Supplemental Counseling Program
[ ] School Safety and Violence Prevention
[ ] Peer Assistance and Review (PAR)
[ ] State Preschool
[ ] Helping Elementary Achievers Reach The Stars (HEARTS)
[ ] After School Education and Safety Program (ASES)
[X] Partners In Riverside Investing In Middle School Education
N/A
(PRIME TIME)
Federal:
[X] Title I, Part A: Improving the Academic Achievement of the
$345,818.00
Disadvantaged
[ ] Title II, Part A, D: High Quality Teachers/Principals,
Technology
[ ] Title III, Part A: Language Instruction for Limited English
Proficient students
[X] Title IV, Part A: Safe & Drug Free Schools & Communities
(S&DFSC)
[X] Title V, Part A: Innovative Programs
$952.00
[ ] Head Start (Title I, Part B: Preschool Program)
[ ] Even Start Family Literacy (Title I, Part B, Subpart 3:
Preschool Program)
Participación y financiamiento
(del análisis de las actuales
prácticas)
Involvement
Describe the resources that are available from family, school, district and community to assist under-achieving students.
The
various
resources
available
to
assist
under-achieving
students
include:
* Parent involvement in PTSA, Title I, ELAC, and SSC meetings where speakers and trainings are provided that address identified concerns;
* School programs, such as 1802 counseling meetings with all underperforming students, parent conferences, progress reports both on line and
every three weeks, Friday school for language arts students, SST process, and ongoing analysis of student achievement by teachers with
differentiated
instruction,
academic
support
and
interventions
provided;
*
Categorical
funds
(SIP,
Title
I,
ELAP,
EIA)
used
to
fund
academic
support
and
interventions;
* Community personnel speak to parents at parent meetings and to students at Chemawa's Career Day.
Describe the strategies and services used to increase parental involvement/education that will support students in becoming proficient in
grade level standards.
*Chemawa holds regular meetings for School Site Council (SSC), the English Learner Advisory Council (ELAC), and the Title 1 Parent Advisory
Group.
Each
parent
group
identifies
parent
training
needs.
*Chemawa offers the Parent Institute for Quality Education (PIQE) training for parents. *This training may be offered every other year.
*To keep parents informed on student progress, progress reports are given to students to take home every third week. Parents sign the progress
reports
showing
they
are
updated
on
student
progress.
*Parents
are
made
aware
of
the
tutoring,
intervention,
and
Prime
Time
programs
available
for
students.
*Teachers are required to make at least ten positive phone calls and/or send home positive post cards to parents monthly.
*All
*A
correspondence
bilingual
resource
sent
assistant
home
provides
to
translation,
parents
when
is
needed,
translated
at
school
into
meetings
Spanish.
and
events.
Financiamiento
(del análisis de las actuales
prácticas)
Funding
Briefly describe the services that will be provided by categorical funds that enable underperforming students to meet content standards
(Details are provided in Action Plans).
School
Improvement
funds
provide
for:
**
support
for
Chemawa's
school
wide
Pyramid
of
Interventions:
**
technology
to
support
research
based
instructional
practices;
**
support
the
student
recognition
and
incentive
programs;
**
planning
time
for
teachers
(either
with
substitutes
or
extra
duty
pay);
**
School
Site
Council
(SSC)
expenses.
**
a
bilingual
community
assistant
who
works
with
students
and
parents.
Title
1
funds
provide
for:
** literacy and math coaches to work directly with teachers on implementing research-based strategies to ensure student engagement and learning
and
to
provide
staff
development
on
these
strategies;
**
tutoring
before
and
after
school
and
intervention
classes;
** release time for teachers to observe peers, collaborate with department members, and attend conferences and training on the implementation of
differentiated
instruction;
** instructional assistant to work with the interactive technology tools and students using the laptop lab;
** community assistant and resource assistant who monitor student progress and communicate with parents;
** consultant time for intensive coaching of ELA and Math departments on using direct instruction to engage students;
** Parent Institute for Quality Education (PIQE) which helps increase the number of parents attending school functions and improve the
communication
between
the
school
and
parent
community.
ELAP
funds
provide
for:
**
administration
of
the
CELDT
test
during
the
summer;
** purchase of instructional technology and supplies to be used in the classroom to raise the achievement level of students;
** release time for teachers to observe peers and collaborate with department members on differentiated lessons.
Economic
Impact
Aide
(EIA)
funds
provide
for:
** bilingual office assistant to communicate with English learners and their parents and provide translation at parent meetins;
** tutoring before and after school and an intervention class for ELL students not scoring proficient in ELA on the CSTs;
Actividad interactiva

Los padres formarán cuatro grupos (cabezas
numeradas, 4 esquinas, etc.)

Cada grupo repasará una de las secciones
resaltadas en la sección de participación o de
financiamiento.

Cada grupo de padres:
• Hará tres preguntas acerca de su sección
• Hará por lo menos dos sugerencias que aumentarían la
participación de los padres o su conocimiento
Compartiendo sugerencias con el
Consejo de plantel escolar
La próxima reunión del Consejo del plantel
escolar está programada para el
_________________.
Los comentarios y sugerencias de los padres de
ELAC acerca del plan escolar serán
compartidos en esa reunión e incorporados en
la próxima actualización del plan.
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School Site Program for English Learners