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School Site Council - SSC

Agenda

Dr. George Washington Carver Academic Elementary School

Emmanuel Stewart, Principal

_________________________________________________________________

School Site Council Meeting

January 28th, 2016

Time:  3:55 p.m.

Location:  B-1 Parent Resource Room

 

 

Important Meeting

All parents and community members are encouraged to participate in our School Site Council.

 

The School Site Council helps monitor the implementation of our Single Plan for Student Achievement (SPSA), helps evaluate the effectiveness of the allocation of resources, and provides additional input in the modification of the SPSA.

 

 

Agenda:

  1. Welcome and Introductions
  2. Call to Order
  3. Adoption of the Agenda
  4. Public Input
  5. Reading and Approval of Minutes from last meeting

a.   None

 

     6.  New Business

 

  1. Share names of members – Teachers, ‘Community members’, Parents and guests
  2. Elect Chairperson, Vice Chairperson, and Secretary
  3. School Site Council Bylaws – distribute for review, revision, and approval
  4. Parent Involvement / Parent compact

Review Carver’s Budget, Balance Score Card and Funding update and Expenditures

 

      7.  Old Business

  1. None

     8.  Announcements

 

     9.  Next Meeting: February 18, 2016, at 3:55 p.m.

 

   10.Next Meeting: School Planning Retreat on Saturday, February 20th, 2016Site: TBD

(Instructional Leadership Team, School Site Council and Administration Team)

 

 

   11.  Adjournment

Date Posted:

1/28/15 11:00 AM

 

 

 

BSC-balanced score card

2014-2016 Balanced Score Card Mid-Plan Review & Addendum

Last year, SFUSD launched a two-year Balanced Score Card, encouraging sites to think about the actions and strategies that would support achieving its goals over the course of the 2014-15 and 2015-16 school years. A new class of students, new assessment data, new resources, and in some cases, new members of your staff mean that now, at the mid-point of this plan, some of these actions and strategies will change. For this year’s Balanced Score Card and school planning process, we ask that you review your data and use it to determine adjustments to your plan and that you complete a new budget for the 2015-16 school year. All of this information should be articulated below, in the 14-16 Balanced Score Card Addendum.

This addendum provides space to:

1. Re-articulate your vision for access, achievement and equity at your school site

2. Reflect on your data, draw new trends, patterns and analyses

3. Use these new trends, patterns and analyses to determine where you might need to change your actions and strategies

4. Plan your budget for restricted funding sources for the 2015-16 school year

School

Carver, Dr. George Washington Elementary School

Principal

Emmanuel Stewart

KEY REQUIREMENTS CHECKLIST

To be sure that all schools satisfy the key requirements for the BSC and school planning process, sites are required to PDF and upload all of the below documents, including the SharePoint BSC template, to SharePoint in the School Site Folder found on the School Balanced Score Card page by March 27, 2015.

 

Balanced Score Card/ Single Plan for School Achievement

Complete 2014-2016 BSC Mid-Plan Review & Addendum in SharePoint and, as necessary, update in Fall 2015 in alignment with the release of any additional data and final budget allocations.

School Site Council Roster, Signatures, Bylaws & Agendas

SSC Roster that has been verified to have parity, designating either “staff-alternate”
or “parent/community-alternate” for any alternate members selected. Names listed should reflect elected members.

SSC Signatures (Please scan the final two pages of your BSC Mid-Plan Review & Addendum for signatures, and upload them to the SharePoint site). Note: Signature from the principal and the SSC Chair are required, other members can sign but it is not required.

SSC Bylaws. Note: These should have already been uploaded to the School Site Folder on SharePoint. If any changes have been made then the revised version needs to be uploaded, replacing the old version.

SSC and Community meeting(s) Agenda, Minutes, Sign-In Sheets and handouts that demonstrate feedback and input in the development of the BSC/ SPSA and Budget Mid-Plan Review & Addendum. Note: For Title I schools SSC agendas should reflect school’s decision regarding School Wide Program (SWP) status.

Budget

Articulation of allocation, activities and strategies of both school site-managed funds (e.g. WSF, SCG, QEIA, TIIG, Title I) and any centrally-managed FTE or resource allocations.

 

Quality Education Investment Act (QEIA) Schools – For Fall 2015, all 2014-15 QEIA carryover funds are accounted for in the BSC.

Title I Parent Involvement Policy

All Title I schools have an SSC-approved Parent Involvement Policy (PIP) and Home-School Compact in their upload package. These do not need to be uploaded again unless changes have been made to the existing PIP.

 

SECTION I: SCHOOL VISION AND EXECUTIVE SUMMARY

Please include salient points from your SARC School Vision and complete an Executive Summary for your school site. Include the following components:

  •  Who are you: What are three to five facts about your school? What is essential to know about your students, staff, and community?
  •  Areas of success or strengths: What are your school’s top one or two strengths that directly impact student academic success, student social/emotional development, and/or school culture/climate?
  •  Areas of challenge: What are your school’s top one or two challenges that directly impact student academic success, student social/emotional development, and/or school culture/climate?
  •  Key strategies: What are the main two or three strategies driving work across your entire school and/or within a large component of your school? (For instance, if someone were to ask any teacher at the school, “what is the school mainly working on right now,” what would he/she say?)

Dr. George Washington Carver Elementary School is a community of learners who are dedicated to creating an academically rigorous, culturally caring and inclusive learning environment. Carver Achievers are goal-oriented, critical thinkers and community leaders who are dedicated to achieving the highest level of integrity and academic success. We are committed to providing a safe, supportive and challenging learning environment where all students can thrive and reach their full potential. We strive to develop a culture of excellence that includes the implementation of a robust, standards-based instructional program aligned to the Common Core State Standards (CCSS). This includes a strong focus on using Balanced Literacy through Reader's and Writer's Workshop and building competency across all subject areas including the integration of science, technology, engineering and math. We seek to develop well-rounded students who are problem solvers, have strong character and who exemplify health and wellness. We also strive to create a positive school climate where every member feels valued and respected. We provide students with rich, student-centered learning experiences to develop and to grow through discovery, exploration, innovation, and creativity. Through coaching, collaboration and professional learning communities, we offer professional development trainings to build staff capacity to improve teaching and student learning. We use all available resources within the school community to provide students with a high-quality education to ensure they possess the skills and competencies to become college and career ready, as well as life-long learners.

SECTION II: SCHOOL-WIDE ANALYSIS

Using available quantitative and qualitative data, identify two to three data patterns or trends and offer your analysis of this data.

 

1. Challenging Curriculum & Engaging Instruction

STUDENT ACHIEVEMENT AND GROWTH

Data Patterns/ Trends

Analysis of Results

Kindergarten and 5th grade have experienced the most growth. Our Kindergarten students who
came in 90% not meeting benchmark have made tremendous growth, so that now only 90% are approaching, on or above grade level. Our 5th grade students went from 42% on or above grade level to 60% on or above level. The greatest area of improvement is in 3rd and 4th grade. In 3rd grade, our students who came in above grade level, maintained, however students on grade
level did not progress and about 10% fell below. In 4th grade, the biggest increase was in students’ not yet meeting benchmark, which went from 39% to around 50%. At the same time F&P scores for 3- 5th graders who met or exceeded the benchmark were at 51% and did not correlate with the SBAC ELA Reading scores that are a lot lower only 39% are at or near standard at .

Knowing that many of our Kinder students came in far below grade level according to the Fountas and Pinnell benchmark assessment, and knowing that we will have many new teachers in K-2 next year, as a school we chose to focus next year on making sure that we allocate support to our K-2 students to ensure that they are reading at grade level by 3rd grade. New teachers will be provided with F&P professional development to learn the skills necessary to administer the assessment with fidelity and consistency. This will be followed with a whole staff discussion around calibrating F&P comprehension skills amongst grade levels in order to ensure that F&P assessments will be less subjective and provide more accurate school-wide student data. Due to new K-2nd teachers coming to Carver, initially, coaches are strengthening Tier 1 instructional and behavioral strategies. Our goal is that by November we will identify students who need targeted interventions through our Academic Response to Intervention (ARTI) teacher, a MTSS central office allocation. This teacher will provide intensive support along with the classroom teacher to improve foundational skills (i.e. letter recognition/ sounds, basic sight words, blending, segmenting, etc.) This also includes building stronger relationships with the child development centers in the area (i.e. Leola Havard). We also know that three-fourths of our 3rd and 4th grade teachers are in their first or second year of teaching, so we need to continue to also support those teachers. This will have significant impact on our systems for professional learning, as well as professional learning plan for the 2015-16 school year.Carver will continue to participate in the Core Pairing as apart of SQIS. Through this pairing, administration will have the opportunity to conduct cross site visits with the goal of visiting classrooms, observing best practices and sharing resources. Administration will also use this time to collectively establish and to articulate goals for student learning and plan collaboratively. This includes developing long and short-term instructional plans to support student writing, as well as social-emotional goals to build stamina, perseverance and grit - (ex. Mindset).

 

CLOSING THE ACHIEVEMENT GAP

Significant Student Group refers to any group with 20 or more members at your site.

Significant Student Group

Data Patterns/ Trends

Analysis Results

* African-American Students* English Language Learners

Our African-American students and English Learners are lagging behind other sub-populations where is recent years gains for these sub- groups were made. With this being said, holding an EQUITY LENS in all school systems is essential to maintaining accountability. To this end, grade level teams must continue to participate in weekly grade level collaboration meetings using a Results Oriented Cycle of Inquiry (ROCI) to establish learning goals, plan lessons, teach, assess, analyze student achievement data, as well as to reflect and adjust in order to improve instructional planning, delivery and learning outcomes. This includes participating in grade level collaboration to establish weekly, monthly and yearlong plans needed to meet students’ needs. Teachers also participate in weekly professional development trainings on the Thursday early release days to build their capacity and knowledge to effectively implement a standards-based, core instructional program for all students. Engaging in continuous improvement by implementing research-based, best practices, as well as engaging in professional growth and reflection with the goal of access and equity for all students is key to social justice. Teachers will be planning and delivering rigorous lessons that provide students with the opportunity to engage in Depths of Knowledge 3 and 4 learning.

There is a correlation between social-emotional measures and supports and academic success. A link also exists between disciplinary actions. Students who received out of class referrals and/or suspensions performed below grade level due to the loss of instructional learning time. It's important to use Restorative Practice to reintegrate students back into the classroom quicker instead of sitting out for long periods of time. It is equally important to provide ongoing professional development training to help build teachers' capacity to effectively deal with students experiencing trauma. In addition, it's important to use the ARTI Facilitator (MTSS position) to work with teachers to identify students early who may need targeted interventions. Finally, it's important to provide high quality teachers who value and hold high expectations for our students and who provide an engaging, intellectually rich learning environment. With SIG ending and the lost of an ELD Coach to provide support for ELs, it's important for teachers to incorporate the, Interacting in Meaningful Ways toolkit from the Multilingual Pathways Department. The purpose of the toolkit is for teachers to ensure that all students, especially English Language Learners (ELL) are engaging in intellectually challenging and meaningful ways as required by the CA ELD Standards, the CCSS and the Next Generation Science Standards (NGSS). The 3 Goals and 8 Talk Moves are participation structures and protocols that will enable teachers to support students’ thinking while developing language and content knowledge through conversations.

 

2. Student-Centered Learning Climate

       

STUDENT ENGAGEMENT AND SCHOOL CLIMATE

Data Patterns/ Trends

Analysis of Results

Discipline:89% of the office referrals at the end of Fall/Winter Trimester were for African-American students - Of that percentage, 79% were African- American males - This trend is persisting in the Spring according to the referral and suspension data.Attendance - Yearly Total Percentage: 2014- 15: 90.63% 2013-14: 93.17 % *Comparison data

An increase in out of class referrals have resulted in a loss of instructional learning time, especially for our African-American boys in Grades 3-5. The goal is to focus on deepening a Strong Tier 1 implementation including building positive relationships and positive behavior supports (PBS), building teachers' capacity to better serve students of color experiencing trauma, as well as implementing a robust, rigorous and engaging core curriculum to meet the needs of all students. Attendance comparison data shows a decline for this same time last school year. Strategies to boost attendance include, increase monthly incentives in classrooms, utilize SART team to develop action plans to address issues of chronic absenteeism and excessive tardiness early and partner with families to identify barriers in order to develop effective interventions to combat loss of instructional learning time which impacts student achievement.In addition, we are inviting Dr. Sharroky Hollie to provide three cycles of PD around Culturally Relevant Practices, so teachers can strengthen routines, classroom management, and culturally relevant instruction.

 

3. College & Career Readiness

 

Data Patterns/ Trends

Analysis of Results

- 80% K 2 College Accounts- Increased partnerships with businesses including GAP, S.F. Recreation and Parks Department, as well as Square Trade- Carver Scholars STEM Program (i.e. Dinner with the Scientist, Science Fair, fieldtrips to Tech companies, etc.)- Scheduling of 5th Grade Middle School Tours to Aptos and Willie Brown Middle Schools, as well as inviting the Administrators , as well as from MLK to speak to Carver families regarding Middle school expectations and beyond.- Carver Summer Academic and Enrichment Program

Although 80% of Kindergarten students have accounts, it has been very difficult for families in recent years to make deposits because there are not any local Chase banks in the Bayview neighborhood. As a result, families are encouraged to mail in payments. Ultimately, the goal is for all students to have the opportunity and financial means to attend college regardless of one's socio-economic status. Square Trade and GAP are supporting Carver's literacy efforts by supplying books for classroom libraries, participating in Read Alouds, Field Day and by drafting plans to paint a mural on the front of the school to promote Dr. Carver's vision that

states, "Education is the key to unlock the golden door of freedom." The San Francisco Recreation and Parks Department along with Playworks are increasing opportunities for Carver students to engage in positive play and physical activity.Our Middle school tours and parent meetings are designed to prepare students for Middle School and secondary education.The Carver Scholars and the Carver Summer Academic and Enrichment Program are designed to keep students' skills sharp during the summer slump by providing students with experience in STEM activities and careers.Increase college tours and opportunities to engage in activities and career related opportunities on university campuses.

 

4. Parent-School-Community Ties

FAMILY ENGAGEMENT

How do the data patterns and trends that inform your family engagement strategies and priorities connect to [one of] your school’s instructional, culture/climate, OR social emotional learning goals?

Data Patterns/ Trends

Analysis of Results

Connection to School Goals (instructional, culture/climate, OR social emotional learning)

Our goal is to create equitable forums for all voices to be heard is key to school improvement. Our goal is to increase the number of voices and perspectives. This includes holding monthly parent workshops on a broad range of topics (i.e. safety, trauma, Curriculum Nights, Family Game Night, CCSS/ SBAC, etc.) Hence, our goal is to create conditions within Carver where all stakeholders are valued and respected and where teaching and student learning take center stage.

Parents participate in a variety of school events including Back to School Night, Halloween Fair, Winter Assembly, Family Literacy Night at the Bayview Library, Exploratorium Science Night, Family Health Night, PTSA, SSC, Community meetings, SBAC parent trainings, etc. - Participation and attendance rates have varied throughout the year. Please note the results from the parent surveys:Best Ways for Families to Receive Information - Text and Newsletter received the highest votes.Parents would like the school to focus its resources and time in the areas of English Language Arts, Technology and Math as areas to prioritize.79% of parents reported feeling safe, while 19% did not feel safe.59% of families feel satisfied compared to years past while 21% are dissatisfied comparatively.How should we encourage family involvement? Results from the community survey and meetings indicate parents feel working in the classrooms, organizing more school events and fundraisers.In terms of parent teacher conferences, there was an increase in the number of parents who attended this year compared to last year; however, there was a decrease in the number of parents who attended the 2nd parent teacher conferences compared to the 1st for the 2014-15 school year.

Most parents report not receiving information about school events even though weekly school newsletters are sent home and school outreach occurs within the day with signs/ posters. We need to find ways to better communicate information with our families which include sending text messages; placing events on the school website; using social media to get the word out (i.e. Facebook, Twitter, etc.); being more visible before and after school to talk with families. Make signage larger and place in strategic places throughout the school so that families have multiple opportunities to receive information. We can also use channels in our after school program to communicate events with our families. Additionally, the school can offer incentives for families who participate in school events such as providing snacks and meals and childcare to support their ability to participate in these school-wide events. Finally, it is important to communicate and to message how participating in school governance (ex. SSC) is critical to the school. This includes creating equitable forums for all voices to be heard. Creating avenues for parents to volunteer and to support the school as room parents and organizing school cultural events was voiced. With this, the importance of having translation services available emerged as key so all families can participate. 20% families returned surveys. We have to find better ways to increase two-way communication and to help families feel welcomed and a part of the school community. There was an alignment between what parents and staff felt as school priorities with the only major difference for staff was the area of providing more mental health services to support student experiencing

trauma. Compared, to families, only 50% of staff feel safe at schools. Reasons provided were more supervision and strategies for dealing with escalating Tier 2 & 3 behaviors.

SECTION III: CHANGES TO BALANCED SCORE CARD/ SCHOOL PLAN

Given the trends, pattern and analysis completed above and a review of your currently articulated Balanced Scorecard strategies and actions, what updates, if any, need to be made to your 2014-2016 Action Plan? Please note the changes in the tables below. If no changes are needed, simply
write “Continue with existing action steps”.

 

1. Challenging Curriculum and Engaging Instruction (Includes Tier 1 and Differentiated Access)

Plan Component

Updates/Revisions

Language Arts

Language Arts Planning Teachers will use district Curriculum Maps, Unit Plans, Plan Weekly Plans and Plan Daily lessons aligned to the CCSS and SFUSD PK-12 Core Curriculum Embed assessment data (diagnostic, formative and summative) in all levels of planning Incorporate student-centered learning (student interests and strengths are taken into consideration during planning) Implement participation protocols to increase student talk Participate in at least 2 hours of supported ELA planning a month. Teachers will implement the Comprehensive Approach to Literacy framework:Classroom Environment 3 areas for instruction (whole group, small group, independent work areas) classroom libraries organized by interest, theme, genre, author, etc. anchor charts (procedural and instructional) materials are set up and organized for student independenceInteractive Read Aloud Teachers will use text at or above grade level Separate from mini-lessonReading Workshop Mini-lessons, routines for independent reading/centers, Guided Reading/conferring, Share Use of Reader’s Notebooks (K-5th grade) Writing Workshop Mini-lessons, routines for independent writing, Conferring, Share Writing Workshop uses the Writing Process (Plan, Draft, Revise, Edit, Publish) Use of Mentor Texts, teacher’s writing and student writing Use of Writer’s Notebook (1st -5th grade)Word Study Taught multiple times/week – (Include vocabulary, spelling and language conventions) Use the Literacy Continuum, Words Their Way and Treasures curriculum as resources Focus on how letters, sounds and words work (i.e. phonics) in lower gradesELA Assessments● K-5 Fountas and Pinnell Benchmark 3 times per year● K/1 Fountas and Pinnell Foundational Skills 3 times per year until meeting benchmarks● Administer IAB assessments 2 times per year● Administer District Quick Checks aligned to the CCSS● Running records and/or conference notes are ongoing● On Demand writing assignment at the end of each spiral (outside sources when applicable)

Mathematics

Planning Use of CCSS-M, including Standards for Mathematical Practices, and SFUSD Math Units of Study for unit, weekly, and daily lesson planning. Adhere to the pacing of the scope and sequence provided by the SFUSD Math Units of Study. Plan for daily “Math Talks” to increase academic discourse Participate in at least 2 hours of supported math planning a month Plan lessons that include DOK 3 and 4 Instruction Administer all math tasks in a unit. Include more if needed to scaffold instruction. Teach the standards through a lesson series in between tasks. Use lessons that employ the backwards- gradual release model (You do, We do, I do) where students work in collaborative groups to solve rigorous math tasks and teachers use direct instructions at the end of the lesson to summarize and to clarify steps based on student responses. Do at least 3 Math Talks per week Consistently and frequently use 3 Read Protocol and Participation Quiz to increase student discourse. Assessments Administer IAB and Milestone tasks as assessment. Analyze IAB data in school supported structures and interpret it as an indicator of student progress and as information for reviewing or re-teaching standards. Collect and track evidence of student’s ability to explain their thinkingScience Teach all 3 FOSS units Regular use of Science Notebooks

Additional Supports for English Learners

Incorporate 30 minutes of daily ELD for designated EL students Use of SDAIE strategies in content instruction (including language objectives in lessons) Implement participation protocols to increase oral language

acquisition and production Purchase IPADS and ELD Apps for EL students to use

 

2. Student-Centered Learning Climate

Plan Component

Updates/Revisions

Student-Centered Learning Climate

B-RtI – Implement school-wide Tier 1 supports Teach and positively reinforce school-wide expectations and behaviors Implement 16 proactive classroom strategies (*focus on relationship building) Respond to problem behaviors using restorative approaches Teach SEL skills through 2nd Step curriculum school-wide Implement Restorative Practices school-wide including in the after school program Use the SST process to create action plans for students experiencing academic/ behavior problems Create a Wellness Center for students experiencing trauma – Apply for funding/ grants to provide a wellness staff (i.e. Therapist/ Behavior Specialist, AmeriCorps volunteers, etc.) Provide mental health services in coordination with the school Social Worker (MTSS position) Create opportunities to build partnerships with community-based organizations - Create opportunities to learn the community context in the Bayview (i.e. tours and community events) Attendance Make Daily Attendance Phone Calls Hold weekly SART meeting to address chronic absenteeism and excessive tardiness Streamline a system for conducting home visits that includes utilizing the MTSS positions (i.e. Academic Advisor and Parent Liaison) Monthly Smoothie parties (Sponsored by the Tzu Chi Foundation) Recognition assemblies/celebrations/dances, etc. Culturally Responsive Teaching Provide regular time for reflection, PD/training, and planning to address issues of race/culture/class/power as it relates to social justice and equity with Dr. Sharroky Hollie Have regular cultural events to celebrate and educate school community about various cultures and languages Early Ed Understanding and use of developmentally appropriate practices for youngest learners (K-2) Implementation of High Scope practices Implementation of Teaching Pyramid practices New Teacher Support Specialized support for new teachers to establish positive relationships, classroom routines, and rigorous instruction Partner new teacher and veteran teacher New staff PLC Additional time and support for classroom set up, planning

Reducing Significant Disproportionality

SAP/CARE Team Ensure use of well-defined referral process school-wide Agendas prepared ahead of each meeting; agendas employ routines/protocols to ensure time to review 3-4 new students each meeting & generate action plans Regular use of data and evidence in discussions about students and families Include support and services to families of any student brought to SAP/CARE Communication to all stakeholders consistently happens after each meeting Tier 2 and Tier 3 interventions Systematize matching of Tier 2 and Tier 3 interventions with specific student behaviors Train staff in implementing Tier 2 and Tier 3 interventions with fidelity (provide continuity and consistency for students) Regularly monitor and track impact of Tier 2 and Tier 3 interventions Communicate Tier 2 and Tier 3 actions/decisions with teachers and staff Seneca Behavior Specialist that is onsite to work with Tier 2 and Tier 3 students. Focus on building a solid, consistent Tier 1 (instruction and culture/climate) as primary prevention of Tier 2 and 3 referrals

 

3. College & Career Readiness

Plan Component

Updates/Revisions

College and Career Readiness

Technology All students will have access to technology for research, publishing, assessments, etc. This includes the computer lab, mobile laptop carts and a limited amount of iPads Technology will be used to help students access the core curriculum through regular use of the following online literacy programs through MyOn, Raz Kids and the online Math program, Redbird Increase K 2 College Accounts and

Deposits Increase Middle School and college tours especially for

upper grade students Develop partnerships with local colleges and universities to provide tutors in the after school program

 

4. Parent-School-Community Ties

Plan Component

Updates/Revisions

Implementation of the Family Engagement Standards

Implementation of the Family Engagement Standards Standard 1: Supporting Strong Relationships Increase number of active members on PTSA Ensure Family Resource Room serves as hub to empower families to navigate educational and other social service systems to provide desired supports and resources Increase school volunteer opportunities Build capacity of Parent Liaison to implement parent engagement plan Incorporate incentives to encourage family engagement Increase monthly family events and parent workshops Standard 2: Facilitating Two-Way Communication Ensure multiple forms of communication with families, with attention to culturally/linguistically responsive forms Support families’ access to/completing of district satisfaction surveys Provide translation services Increase communication methods to keep families informed (i.e. texting, website, flyers, newsletter, parent board, school and classroom newsletters, print-rich front lobby, etc.)

Deepening a Community Schools Approach

Deepening a Community Schools Approach Excel Afterschool Program Provide high quality extended day learning opportunities and experiences for students Increase collaboration and alignment from day program with after school program Continue the coordination of intramural sports for students (i.e. Girls and Boys Basketball Community Ambassador Program (Bayview Y, HEAL Zone, Kaiser) Increase healthy eating and active living initiatives Identify parent leaders for this initiative Playworks Provides structures and access for positive play on yard Supports leadership and character development through IM sports and Junior Coach program Expand Jr. Coach program to include conflict resolution role Order adequate play equipment to support physical activity throughout the year Education Outside Provide hands on science learning via gardening and outdoor education consultant Continue to align instruction to CCSS and the NGSS with the SFUSD curricula Coordinate annual Family Health Night and host regular Farmer's Market Health and Wellness Continue to have weekly Food Pantry and snack program to provide families and students with fresh fruits and veggies Coordinate with HERC and Asthma Mobile to provide asthma care and management Partner with the Center for Youth Wellness to provide parent workshops (i.e. stress) Increase physical activity classes for parents to address obesity (i.e. Zumba classes)San Francisco Recreation and Parks Department Continue to partner with City Department to provide daily sports clinics and relaxation techniques

SECTION IV: MID-PLAN CHANGES TO SCHOOL BUDGET AND RESOURCE PRIORITIES

Using your updated data analysis and changes to your school plan, please outline how you will prioritize your site’s resources dedicated for specific student groups the coming school year. As a reference, the Site Based Budget Guide can be found here: http://www.sfusd.edu/15-16-sbb-guide

WSF funds are part of your school site budget and funds the core program. Recognize that there are additional weights in WSF for the purpose of providing specific core services for English Learners and Low Income students. This should be reflected in the budgets submitted on FileMaker Pro.

 

Site-Based Resources

Funds Designated to Support English Learners

LCFF Supplemental Concentration for English Learners (SCG-EL)

9,800

$2500 for instructional materials to specifically support English Learners$3800 for other supplies specifically designed to support English Learners for example but not limited to IPADS and ESL Apps$2500 in consultant fees

Funds Designated to Support Students Identifying as Low-Income

LCFF Supplemental Concentration for Students Identifying as Low-Income (SCG-LI)

   

Funds Designated to Support Students with Disabilities

WSF-Special Education

1,100

$1100 for instructional materials specifically for identified students with special needs

Funds Designated to Support Special Populations, including English Learners, Students Identifying as Low-Income and Foster Youth

LCFF Concentration Allocation

30,000

0.2 salary for Literacy Specialist to focus on Tier 2 and 3 academic interventions$10,081 in consultant fees for behavior specialist support focused on students needing Tiers 2 and 3 levels of behavioral interventions$1500 for student field trips

Title I

49,684

0.05625 salary for paraprofessional$3500 for extended calendar pay$15,000 in consultant fees for behavior specialist support focused on students needing Tiers 2 and 3 levels of behavioral interventions$558 for other supplies to enhance base academic programs

Title I 1% for Parent Involvement

500

To pay for parent workshops, childcare and food for family events. To purchase materials for fundraising efforts to support school goals.

Targeted Instructional Improvement

Block Grant (TIIBG)

257,870 3.2 salaries for classroom teachers and paraprofessionals$1708 for instructional

materials

Funds Designated for Class-Size Reduction

QEIA

Other Funds

Other

Centrally Managed Services & Support

15,000

Core Pairing for the School Quality Improvement $5000 in consultant fees for culturally and linguistically responsive pedagogy training and support. Funds will also be used to provide substitutes for school teams to visit school pairs to learn best practices. Finally, the remaining funds will be used to purchase instructional materials to support Literacy and social-emotional learning.

Service/ Support

High leverage strategies this service or support will accomplish

AP (1FTE); IRF (1FTE); Literacy Coach (1FTE); Academic RTI (1FTE); Early Ed. Coach (.2FTE); Nurse (1FTE); Social Worker (1FTE); Early Ed. Mental Health Consultant (.2FTE); Elementary Advisor (1FTE); Family Liaison (1FTE); EED Family Support Specialist (.2FTE); Visual and Performing Arts (.4FTE); Librarian (1FTE); and Physical Education Consultant (.4FTE); and Playworks Coach

The following MTSS allocated positions will support the academic, social-emotional, as well as the culture and climate goals outlined in the BSC:- The Assistant Principal will assist with establishing and monitoring school-wide expectations for curriculum, instruction, assessment and interventions to accelerate teaching and student learning. Focus will be placed on Math support.- The IRF will provide support around assessments (F&P, CLAs and SBAC), as well as systems for professional learning as it relates to coaching, grade level collaboration and professional development trainings. The IRF will serve a key role on the Instructional Leadership Team (ILT) to support the Theory of Action. - The Literacy Coach will support teachers with implementing a comprehensive approach to Literacy through Reader's and Writer's Workshop. This will include the facilitation of professional development trainings to build teacher capacity. This will also include coaching around establishing the room environment. - The Academic RTI Facilitator will provide targeted interventions for students who are not meeting grade level proficiency in English Language Arts and Math. This support position will support the classroom teacher with small group instruction.- The Early Ed Coach will support our Kindergarten teachers with supporting students transitioning to Kindergarten.- The Nurse with support Carver students physical well-being and health. This includes the coordination of school-wide health initiatives and staff trainings.- The Social Worker will coordinate all school-based mental health services for students. This includes case management, as well as providing individual and group therapy/ counseling. The Social Worker will also facilitate the SAP/ CARE team meetings for Tier 2 and Tier 3 student experiencing academic and/or social-emotional needs. Finally,

the Social Worker will serve as a key member on the Behavior RtI/ Culture and Climate team.- The Early Ed. Mental Health Consultant will provide coaching for our Kindergarten teachers around mental health services and support.- The Elementary Advisor will provide support around improving attendance and reducing truancy. This role will serve to combat chronic absenteeism and excessive tardiness by identifying root causes and developing action plans and targeted interventions to support families. This includes facilitating SART meetings with Administration. When necessary, the Academic Advisor with the Parent Liaison will conduct home visits. Finally, the Academic Advisor will assist classroom teachers by providing small group instruction for focal students. - The Family Liaison will work to support parent engagement and empowerment efforts. This includes implementing the family engagement plan and supporting families with navigating through the educational system. The family liaison will also run the Parent Room, a hub for parents to volunteer, receive training and to receive support. - The EED Family Support Specialist will work to support families who participate and receive government assistance programs. - The VAPA teachers will provide drama/ music and Visual Arts to students. During, this time, teachers will have the opportunity to plan collaboratively.- The Librarian will provide school-wide literacy initiatives. The Librarian will also work with teachers to support Balanced Literacy including providing regular interactive read-alouds with classes along with weekly book shopping. The Librarian will also incorporate technology to support teachers with advanced research and resources to support the spirals in the SFUSD Core Curriculum.- The Physical Education Consultant will provide physical education classes aligned with the P.E.

standards and District goals to meet the required 200 minutes of physical education instruction every 10 days for students.- The Playworks Coach will coordinate positive play and physical activities during recess and lunch. The Playworks Coach will also coordinate intramural games, as well as coordinate the Junior Coach Program to promote leadership skills. Finally, the Playworks Coach will facilitate weekly game time with assistance and support from classroom teachers.

SECTION V: RECOMMENDATIONS AND ASSURANCES

Please print these final two pages of your BSC/SPSA. Be sure that the principal has reviewed, checked, and initialed each assurance and that the principal and SSC president have signed the assurances page, and that all SSC members, along with their role & title, are listed in the roster.

The School Site Council recommends this school plan and its related expenditures to the district governing board for approval, and assures the Board of the following:

The SSC is correctly constituted, and was formed in accordance with district governing board policy and state law.

The SSC 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.

The SSC sought and considered all recommendations from the following groups or committees before adopting this plan.

School Advisory Committee (SAC) for State Compensatory Education Programs English Learner Advisory Committee (ELAC)
Community Advisory Committee for Special Education Programs
Gifted and Talented Education (GATE) Program Advisory Committee

Other:

The SSC reviewed the content requirements for school plans of programs included in this Balanced Scorecard/Single Plan for Student Achievement and believes all such content requirements have been met, including those found in district governing board policies, SFUSD’s strategic plan, and in the Local Improvement Plan.

This school plan is based upon 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.

The school held two (2) community meetings prior to the completion of the school site plan.

  •  One meeting to gather input from the school community including all advisory committees

before March 27, 2015.

  •  One meeting to present plan upon its completion before October 1, 2015.

The SSC reviewed the impact of the school’s categorical programs and made alterations to these investments on the basis of student achievement data. This review was conducted on:

3/18/2015

For Title I School-Wide Program Schools ONLY: Based on our comprehensive review of school data and program goals, our SSC elects to have our site continue as School-Wide Program.

Our site has a process and budget for replacing lost or damaged textbooks as well as a process for managing textbooks to ensure that each student has standards-aligned textbooks or other required instructional materials to use in class or to use at home in order to complete required homework assignments.

Our site uses an IEP Master Calendar to ensure compliance with Special Education timelines.

This school plan was adopted by the SSC on: 3/26/2015

School Site Council Roster and BSC/SPSA 2015-2016 Attestation

Please make sure the role listed clearly indicates whether the person is a principal, classroom teacher, other staff, parent, community member or student. Co-Chair and alternates can be identified in addition to role as listed above (i.e., “Teacher/Co-Chair” or “Parent/Alternate”)

 

Name

Role

Signature

Barbara Ockel

Community Member

 

Lachelle Wright

Parent/ Classified other staff

 

Mauncha Robinson

Parent

 

Kenya Moore

Parent /Secretary

 

Salaia Copeland

Parent

 

Jennifer Comeans

Classroom Teacher

 

Nicholas Proctor

Classroom Teacher

 

Michelle Mastrianni

Classroom Teacher

 

Donna Smith

Parent Liaison/ Classified Other Staff

 

Emmanuel Stewart

Principal - Chair