Single Plan for Student Achievement

ECSEL CAMINO SCHOOL

2015-2016

Part II: The Single Plan for Student Achievement

School: El Camino Elementary

District: Goleta Union School District

County-District School (CDS) Code: 6045405

Principal: Liz Barnitz

Date of this revision: December 3, 2015

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA. For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Liz Barnitz

Position: Principal

Telephone Number: (805) 692-5574

Address: 5020 San Simeon Dr. Santa Barbara, CA 93111

E-mail Address: lbarnitz@goleta.k12.ca.us The District Governing Board approved this revision of the SPSA on January 13, 2016.

Table of Contents II. Single Plan for Student Achievement

Form A: Planned Improvements in Student Performance 1

Form B: Centralized Services for Planned Improvements in Student Performance

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Form C: Programs Included in This Plan

7

Form D: School Site Council Membership

10

Form E: Recommendations and Assurances

11

Form G: Single Plan for Student Achievement Annual Evaluation

12

Parent/Guardian Involvement Policy

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Form A: Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LEA GOAL: LCAP GOAL 1: Demonstrate robust achievement growth for all pupils; reduce disparity in levels of achievement between student subgroups. SCHOOL GOAL:

1. 100% of El Camino Students in grades 3-6 will grow 10% in the areas of: 1) Problem Solving and Communicating Reasoning in Math; and 2) Reading and Writing ELA as measured by a comparison of Spring 2015 and Spring 2016 results of the CAASPP.

2. The percentage of students meeting projected growth targets in Math and Reading as measured by a comparison of Spring 2015 and Spring 2016 MAP RIT scores are as follows:

• 81% of kindergarten students will meet projected growth targets in Reading, and 76% will meet projected growth targets in Math • 66% of 1st grade students will meet projected growth targets in Reading and 75% will meet projected growth targets in Math • 64% of 2nd grade students will meet projected growth targets in Reading and 56% will meet projected growth targets in Math • 64% of 3rd grade students will meet projected growth targets in Reading and 61% will meet projected growth targets in Math • 62% of 4th grade students will meet projected growth targets in Reading and 68% will meet projected growth targets in Math • 61% of 5th and 6th grade students will meet projected growth targets in Reading and 69% will meet projected growth targets in Math

What data did you use to form this goal? Computer-based formative assessment program Measures of Academic Progress (MAP) data from Fall 2015 and CASSPP Spring 2016 and 2015 Spring baseline scores

What were the findings from the analysis of this data? A comparison of the percentage of students meeting MAP growth level targets per grade level revealed an overall 56% of students meeting projected growth targets in Reading and 48% of students meeting projected growth targets in Math. CAASSP 2015 baseline data shows

How will the school evaluate the progress of this goal? Tri-annual MAP testing (September 2015, January 2016, and May 2016) and summative Spring 2016 CAASSP results

STRATEGY: During the 2015-2016 school year, El Camino will provide differentiated instruction to all students in the classroom, and additional intervention and acceleration to students with identified learning needs.

1

Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)

Students will take MAP test three times yearly in the computer lab September, January and May. Biannual Grade level MAP PLCs Student needs, both in acceleration and intervention, will be identified and addressed Provide targeted reading, writing, and math instruction in small group for ELs and non-ELs who need support

Computer Teacher/Tech Support Principal Classroom Teachers Students Classroom teachers Learning Center teacher, Certificated tutors, instructional aides Classroom teachers Learning Center teacher, Certificated tutors, instructional aides

During two weeks of September, January and May, the computer lab will be used for MAP testing. The computer teacher will create the schedule and manage the sessions, troubleshooting technology issues if they arise. Classroom teachers will proctor the tests. The principal will oversee the scheduling and sessions. Teachers will meet in grade levels after the testing windows to review and analyze MAP reports of student data. Twice yearly the site will pay for grade level half-day release to analyze data, and discuss and determine ways to adjust instruction accordingly. Using the MTSS model, teachers and support staff will identify students who are performing above and below cut points from data sources such as DiBels, BPST, MAP, SIPPS, Corrective Reading, Lexia and/or classroom assessment data, will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during designated ELD time, . Using the MTSS model, teachers and support staff will identify students who are performing far below using DiBels cut scores, MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to Tier 1 DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes

Measures of Academic Progress (MAP) $3, 262.00 Microsoft Tech Support and Administration $3,450.00 Funding: Title 1, LCAP Substitutes for bi-annual Teacher Release Time for Data analysis/PLCs $2,000.00 Funding: Title 1, LCAP Additional CT Learning Center teacher for reading and math intervention, CT for before and after school classes, CTs during ELD $36,120 Title 1, Title 3, LCAP, SUPG Computer teacher, Additional CT Learning Center teacher, CT for before and after school classes, CTs during ELD $54,552: Titles 1 & 3, LCAP

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Form A: Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: LEA GOAL: LCAP GOAL 1 for English Learners: Increase the number of ELs being reclassified (R-FEP) by the end of 6th grade SCHOOL GOAL: 100% of El Camino English Learners will be reclassified by the end of 6th grade. What data did you use to form this goal? CELDT data ADEPT data

What were the findings from the analysis of this data? 96% of ELs were reclassified by the end of 6th grade. Five out of the 164 students (approximately 3%) who took the CELDT in 2013-2014 were 6th graders. Although 60% (three) scored Early Advanced, none of the three were reclassified.

How will the school evaluate the progress of this goal? CELDT data RFEP reclassification criteria (currently CWP writing sample and DiBels fluency score) MAP mean proficiency cut scores

STRATEGY: During the 2015-2016 school year, EL Camino will provide targeted instruction, including intervention and acceleration, in order to successfully reclassify 100% of English Learners by the end of 6th grade.

Action/Date Person(s) Responsible Task/Date Cost and Funding Source (Itemize for Each Source)

English Learners (ELs) will be assessed using the ADEPT 3 times per year, which will be used with the CELDT to determine proficiency levels and create appropriate groupings Certificated tutors will be

Principal Learning Center Teacher Classroom Teachers Students Principal, certificated

Students will be assessed in the Fall and/or Winter, and Spring at the site level with ADEPT. Results will be used in conjunction with CELDT scores to determine proficiency levels and groupings. ELs will be placed in appropriate groupings

ADEPT testing materials, teachers No cost Certificated Tutors $18,432

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hired to teach English Only groups to facilitate small, proficiency-level based ELD classes English Learners will receive daily 30 minute English Language Development instruction at their proficiency level as measured by CELDT and ADEPT assessments English Learners will receive the same intervention/acceleration opportunities/support as detailed in Goal 1: All students ELD classes will be scheduled in the afternoon to protect ELA time and ensure EL access to ELA instruction EL student subgroup MAP scores will be analyzed, and identified needs will be targeted

tutors Classroom teachers Classroom teachers, computer teacher, Learning Center teachers, CTs during ELD Principal

according to ADEPT and CELDT assessment data. Certificated tutors will be hired to teach English Only groups to facilitate small, proficiency-level based ELD classes Classroom teachers will deliver daily ELD instruction using Systematic ELD strategies and lessons. Teachers will implement strategies for ensuring systematic and explicit ELD instruction occurs regularly in ELD including a daily schedule, use of a language objective, structured oral practice, and sentence frames Students who are performing above and below cut points will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during ELD. Students who are performing far below MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes The principal will schedule ELD classes in the afternoon to protect 85-135 minute Math and ELA instructional blocks in the morning. This way, all students will have access to core instruction and intervention. Students who are performing above and below cut points will receive Tier 1 Differentiated Instruction (DI) in the general classroom, during ELD, and in the computer lab during daily ELA and Math clinics. Students who are performing far below MAP mean grade level scores will receive Tier 2 and Tier 3 intervention in addition to DI, in the Learning Center, during ELD, in the Computer Lab, and in before and after school classes

Title 1, Title 3, LCAP No Cost Additional CT Learning Center teacher, CT for before and after school classes $54,552 Title 1, Title 3, LCAP, SUPG No cost Grade Level release

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Language objectives will accompany learning objectives during Math and ELA

In grade level PLCs, classroom teachers will identify assessed needs of EL students using ADEPT and CELDT, as well as classroom assessments to target these needs during Tier 1 DI classroom time. Teachers will embed language objectives in daily ELA and Math, and implement strategies for ensuring systematic and explicit language instruction with the use of a language objective, structured oral practice, and sentence frames during core instruction

Meetings during PE specialist time $1,115 CORE

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Form B: Centralized Services for Planned Improvements In Student Performance

Actions to be Taken to Reach this Goal

Start/ Completion

Date

Proposed Expenditures Estimated Cost

Funding

Centralized District Services Centralized administrative services are provided to facilitate implementation of categorical programs. Centralized services assist the school to attain achievement objectives for every student. These services include:

• Community Liaisons August 2015 - May 2016

Provide support and translations, as needed, to homeless students and families in need of school and community services

$182,291 Title I & III, ELA, LCAP

• Professional Development August 2015 – May 2016

Provided teachers and principals with research-based professional development that supports the District’s plans for improving student achievement

Private School Set Aside

$9,503 Title I

• Identification and assessment of English Learners

August 2015 – May 2016

Provide in-service to administer the California English Language Development Test and primary language assessment; administer test

$50,431 Title I & LCAP

• Translation of NCLB documents, communication to parents, and notification of student progress

August 2015 – May 2016

Required translation of materials, parent letters, and parent conferences

$35,000 Title I & LCAP

• District parent and staff meetings to advise implementation of Compensatory Education Programs and Programs for English Learners

August 2015 – May 2016

Required translation of meeting materials

$1,632 Title I

• Coordination of reviews regarding program compliance with state regulations

August 2015 – Ongoing

Multi-funded central office administration to coordinate categorical programs

$1,000

Title I

• School Choice, and

Supplemental Services August 2015 – May, 2016

Required – set aside for Program Improvement

$85,523 Title I

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Form C: Programs Included in this Plan

State Programs Allocation Consolidated in the SWP

Local Control Funding Formula (LCFF) – Base Grant Purpose: To provide flexibility in the use of state and local funds by LEAs and schools

$0

LCFF – Supplemental Grant Purpose: To provide a supplemental grant equal to 20 percent of the adjusted LCFF base grant for targeted disadvantaged students

$29,325

LCFF – Concentration Grant Purpose: To provide an additional concentration grant equal to 50 percent of the adjusted LCFF base grant for targeted students exceeding 55 percent of an LEA’s enrollment

$0

California School Age Families Education (Carryover only) Purpose: Assist expectant and parenting students to succeed in school

$0

Economic Impact Aid/State Compensatory Education (EIA-SCE) (Carryover only) Purpose: Help educationally disadvantaged students succeed in the regular program

$0

Economic Impact Aid/Limited English Proficient (EIA-LEP) (Carryover only) Purpose: Develop fluency in English and academic proficiency of English learners

$0

Peer Assistance and Review (Carryover only) Purpose: Assist teachers through coaching and mentoring $0

Professional Development Block Grant (Carryover only) Purpose: Attract, train, and retain classroom personnel to improve student performance in core curriculum areas

$0

Pupil Retention Block Grant (Carryover only) Purpose: Prevent students from dropping out of school $0

Quality Education Investment Act (QEIA) Purpose: Funds are available for use in performing various specified measures to improve academic instruction and pupil academic achievement

$0

School and Library Improvement Program Block Grant (Carryover only) Purpose: Improve library and other school programs

$0

School Safety and Violence Prevention Act (Carryover only) Purpose: Increase school safety

$0

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Tobacco-Use Prevention Education Purpose: Eliminate tobacco use among students $0

List and Describe Other State or Local Funds (e.g., Career and Technical Education [CTE], etc.) $0

Total amount of state categorical funds allocated to this school $29,325

Federal Programs Allocation Consolidated in the SWP

Title I, Part A: Allocation Purpose: To improve basic programs operated by local educational agencies (LEAs)

$52,679

Title I, Part A: Parental Involvement (if applicable under Section 1118[a][3][c] of the Elementary and Secondary Education Act) Purpose: Ensure that parents have information they need to make well-informed choices for their children, more effectively share responsibility with their children’s schools, and help schools develop effective and successful academic programs (this is a reservation from the total Title I, Part A allocation).

$

For Program Improvement Schools only: Title I, Part A Program Improvement (PI) Professional Development (10 percent minimum reservation from the Title I, Part A reservation for schools in PI Year 1 and 2)

$

Title II, Part A: Improving Teacher Quality Purpose: Improve and increase the number of highly qualified teachers and principals

$0

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) Students Purpose: Supplement language instruction to help LEP students attain English proficiency and meet academic performance standards

$18,002

Title III funds may not be

consolidated as part of a SWP1

1 Title III funds are not a school level allocation even if allocated by the district to a school site. The LEA is responsible for fiscal reporting and monitoring and cannot delegate their authority to a site at which the program is being implemented. If Title III funds are spent at a school site, they must be used for the purposes of Title III and only for those students the LEA has identified for services. For more information please contact the Language Policy and Leadership Office at 916-319-0845.

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Title VI, Part B: Rural Education Achievement Program Purpose: Provide flexibility in the use of ESEA funds to eligible LEAs

$0

For School Improvement Schools only: School Improvement Grant (SIG) Purpose: to address the needs of schools in improvement, corrective action, and restructuring to improve student achievement

$0

Other federal funds: Title III (Immigrant) $0

Other federal funds (list and describe) $

Other federal funds (list and describe) $

Total amount of federal categorical funds allocated to this school $70,681

Total amount of state and federal categorical funds allocated to this school $100,006

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Form D: School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school.2 The current make-up of the SSC is as follows:

Names of Members

Prin

cipa

l

Cla

ssro

om

Teac

her

Oth

er S

choo

l S

taff

Par

ent o

r C

omm

unity

M

embe

r

Sec

onda

ry

Stu

dent

Alma Hernandez

James Woods

Olga Zermeño

Liz Barnitz

Kimbery Spiewak

Kandie White

Numbers of members in each category 1 1 2

2 EC Section 52852

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Form G: Single Plan for Student Achievement Annual Evaluation

SPSA ANNUAL EVALUATION Plan Priorities

• LCAP GOAL 1 for all students: To work toward our overarching school-wide goal of,“All Day Literacy for All”, 100% of El Camino grade levels will show a measured growthof 10 points from Winter 2015 to Spring 2015 in Reading Comprehension (Literature andInformational Text) and Foundational Skills as measured by mean RIT scores derivedfrom Measures of Academic Progress (MAP) assessments taken three times yearly. 4out of 7 grade levels met the goals.

• LCAP GOAL 1 for English Learners: 100% of El Camino English Learners will bereclassified by the end of 6th grade GOAL 97% MET (all but 3 students qualified forreclassification)

Funding Sources

• Title 1, Title 111, and LCAP were the main funding sources supporting thesepriorities.

Strategies and Activities • Students took MAP test three times yearly in September, January and May

• Teachers participated in triennial Grade level MAP PLCs

• Teachers engaged students in academic goal setting

• Student needs, both in acceleration and intervention, were identified andaddressed

• 100% of students in grades 3-6 received intervention/acceleration in thecomputer lab.

• English Learners (ELs) were assessed using the ADEPT and was used with theCELDT to determine proficiency levels to create appropriate groupings

• Certificated tutors were hired to teach English Only groups to facilitate small,proficiency-level based ELD classes

• English Learners received daily 30 minute instruction in English LanguageDevelopment instruction at their proficiency levels as measured by CELDT andADEPT assessments

• Reading and Writing experiences were included in daily ELD instruction

• English Learners received the same intervention/accelerationopportunities/support as detailed in Goal 1

• ELD classes were scheduled in the afternoon to protect ELA time and ensure ELaccess to ELA instruction

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• EL student subgroup MAP scores were analyzed, and identified needs were targeted

Strategies or activities that were particularly effective in improving student achievement

• The purchase, implementation, and professional development on a computer-based school-wide formative assessment program Measures of Academic Progress (MAP), that measures progress three times a year in Reading, Language, and Math, and the full implementation of goal setting that accompanies MAP.

• Computer-based programs such as Lexia and Reading Plus used on a daily basis in and out of the classroom. Specifically, in before and after school intervention, and during Computer Clinic times for small group intervention/acceleration.

• Extended school day Kindergarten Success Institute to bring students up to grade level.

Strategies or activities that were ineffective or minimally effective in improving student achievement.

• Continuing to use the district Math and Language Arts curriculum with fidelity

• Limiting professional development opportunities to support implementation

• Lack of effective follow-up or coaching to support implementation

Strategies not implemented or partially implemented:

• Language objectives did not accompany learning objectives during Math and ELA

• 6th grade students did not take MAP test in May due to the increase in hours needed

for state testing. Teachers and principal felt that teaching and learning would suffer due to loss of instructional time.

• Teachers received release time once annually (February) in grade level PLCs focused on MAP data.

• The goal to meet 100% of each student’s intervention/acceleration needs is ongoing

Based on the analysis of this practice, would you recommend: • Providing, and taking advantage of, effective follow-up and coaching to

support implementation of the math curriculum and Differentiated Instruction

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• Providing extra intervention for the 5th grade cohort of students• Parent education nights on how to help parents help students at home,

especially with reading• Keeping all day literacy for all as overarching goal, but add specific

sections for math and ELA• Implement math curriculum with fidelity• Focus on enrichment for students who excel; keeping students

engaged• Include Math problem solving academic language and discourse in

ELD

Involvement/Governance

• Input was sought and given by the ECSSC. Section G was completed during andafter a site council meeting.

• Input was sought and received by the ELAC on the 2014-2015 plan, the old goalwas reviewed, and the same goal pertaining to English learners was suggested,discussed, and agreed upon.

• The school site council discussed and reviewed progress toward goalsthroughout the year.

• ELAC meetings were held at night and ECSSC meetings were held during lunchto facilitate participation and attendance.

Outcomes

• All but 3rd, 5th and 6th grades met the goal of 100% grade levels growing by tenRIT score points. One major factor was that 6th grade did not take the May MAPtest due to the increased testing time and volume of testing that occurred due tonew State testing (CAASPP).

• 96% of ELs were reclassified by the end of 6th grade. Five out of the 164students (approximately 3%) who took the CELDT in 2013-2014 were 6th

graders. Although 60% (three) scored Early Advanced, none of the three werereclassified.

• El Camino School met state and federal performance goals for attaining EnglishProficiency for English Learners.

Based on this information, what might be some recommendations for future steps to meet these goals? • Expand goal to include Math and ELA sub-goals, with a focus on Meaning

Making and Effective Expression in ELA, and Problem Solving and Communicating Reasoning in Math. Multiple measures will include formative Writing CFAs, interim MAP assessments, and CAASPP results.

• The measures will be All students will grow: a) 10% overall in both Math and ELA

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as measured by spring CAASPP results for grades 3-6 overall, b) 10-point overall in both Math and ELA for grades 3-6 as measured by MAP, and 15-point overall in both Math and ELA for grades K-2 as measured by MAP

• Learning Neighborhoods focus on Academic Discourse to further meaningmaking, effective expression, problem solving and communicating reasoning

• Continue with the goal more measurable and reflect growth model• By the end of the year, 100% of teachers will fully implement the district-adopted

CCSS Math curriculum• Emphasize the School wide focus Math and English literacy through Academic

Discourse.• Continue walkthroughs, peer lesson studies, peer observations,• Continue partnering with United Way by implementing Lexia, Reading Plus, and

STRIDE academy for intervention and acceleration• Continuing NEU PD through parent nights and continue PD with staff and

parents (especially PTA members)• Including all students in the growth model, including accelerated students.

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EL CAMINO SCHOOL

PARENT/GUARDIAN INVOLVEMENT POLICY

El Camino School recognizes that parent/guardian involvement and support in the education of children are an integral part of achieving academic success and developing capable citizens, and that schools and parents/guardians must work together as knowledgeable partners to educate all students effectively. In order to assure parent/guardian/school collaboration El Camino School is committed to;

• including parents/guardians as partners in the education of their children;• establishing and maintaining effective two-way communication with all

parents/guardians at both school and district office levels;• encouraging the development of programs to help parents/guardians acquire

parenting skills;• providing parents/guardians with the information and techniques to enable

them to assist their children with learning at home;• developing strategies and programmatic structures to enable

parents/guardians to directly participate in their children's educationthrough:- involvement in classroom activities- school advisory groups and parent/guardian support organizations;

• fostering an environment at El Camino School that welcomesparents/guardians as active participants in their children's education;

• recognizing differences in the needs and interests between schools andbetween parents/guardians in each school.

REGULATIONS/PROCEDURES

I. MEETINGS AND SPECIAL PROGRAMS

A. School Site Meetings and Committees

1. El Camino School shall hold open houses, back-to-school nights,and parent/guardian organization meetings where the school'sphilosophy, mission, opportunities for adult participation, thecore curriculum, and supplemental instruction are discussed.

2. Every effort shall be made to insure that the composition ofschool committees reflects the population characteristics of ElCamino School.

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3. School Site Council members shall vote on the school site planand categorical budget. All parents/guardians are welcome togive input at meetings of the Council.

4. To build school and parent capacity for strong parentalinvolvement, and to support a partnership among school,parents, and community to improve student achievement, theSchool Site council will work in collaboration with school staffto develop a schedule of parent educational activities thatinclude understanding:

• State standards for academic content and achievement• State and school academic assessments and alternate

assessments• Requirements for Title I and other categorical programs• Ways that parents can monitor their child’s progress• How to work as collaborative partners with educators• The school-parent compact

Other topics of interest, to be considered annually by School Site Council, may include:

• Family literacy• Uses of technology• How school personnel and parents can work as partners

5. Parents, school staff, district office, and external presenters willbe sought to provide the necessary parent involvementworkshops.

6. The list and schedule of parent involvement trainings will beprinted in school newsletters annually.

7. School Site Council will address funding needs for parentinvolvement activities as appropriate through the sitecategorical budget.

8. Parent/guardian organizations, such as the Parent-TeacherAssociation, will be encouraged to provide opportunities foradult education and participation.

9. Every effort shall be made to provide opportunities for adulteducation and participation.

10. Accessibility and opportunities for parents with limited Englishproficiency, disabilities, or parents of migrant students will beoffered through actions such as arranging school meetings atvaried times, in-home conference, phone contacts, and outreachservices through the school’s community liaison.

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11. Translations will be provided as required by law.

B. Meetings with Certificated Personnel

1. Parents/guardians or teacher-initiated conferences to discussstudent progress and/or methods to improve studentachievement shall be a part of the educational program at ElCamino School.

2. During conferences, school personnel may assistparents/guardians with gaining access to community andsupport services for families and children.

C. School Site Activities

1. Parents/guardians shall have reasonable opportunities toobserve and volunteer in classrooms in accordance with schoolvisitation procedures.

2. Activities designed to help parents understand school programsand services shall be a part of school presentations.

II. WRITTEN COMMUNICATIONS BETWEEN THE SCHOOL ANDHOME A. Parents/guardians who are unable to attend school events,

activities, or meetings shall be encouraged to telephone and/or write school for information.

B. Materials such as school newsletters, classroom newsletters, and general announcements that provide parents/guardians with information about El Camino School will be sent home on a regular basis.

C. El Camino School shall distribute a school handbook and Grade Level Expectations to parents/guardians at the beginning of each school year and to the parents/guardians of new students after the start of the school year. The handbook shall contain information about current programs, criteria for pupil participation in these programs, and other information designed to acquaint parents/guardians with school regulations and procedures.

D. A letter explaining the purposes, organization, and services provided by the Title I program shall be distributed annually to the parents/ guardians of eligible students prior to participation in the program.

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ESCUELA DE EL CAMINO

PARTICIPACIÓN DE LOS PADRES/TUTORES

POLÍTICA

La escuela de El Camino reconoce que la participación y apoyo de los padres/tutores en la educación de sus niños es una parte integral del logro de éxito académico y del desarrollo de ciudadanos capaces; y que las escuelas y los padres/tutores deben trabajar juntos como socios informados para educar a todos los estudiantes con efectividad. Para asegurar la colaboración entre padres/tutores y la escuela, la escuela de El Camino se dedica a:

• incluir a los padres/tutores como socios en la educación de sus hijos;• establecer y mantener la comunicación mutua y efectiva con todos los

padres/tutores tanto al nivel de la escuela como al nivel de la oficina del distrito;• fomentar la creación de programas para ayudar a los padres/tutores a desarrollar

sus habilidades de crianza;• proveer a padres/tutores de la información y las técnicas necesarias para ayudar a

sus hijos a aprender en casa;• desarrollar las estrategias y la infraestructura del programa escolar para que los

padres/tutores puedan participar directamente en la educación de sus hijos através de:- participar en actividades del salón de clase- involucrarse en grupos para dar consejos a la escuela y en organizaciones de

apoyo paternal • fomentar un ambiente en la escuela de El Camino que acoge a los padres/tutores

como participantes activos en la educación de sus hijos; • reconocer las necesidades y intereses distintos de cada escuela particular y de

cada padre/tutor dentro de la escuela.

REGLAMENTO/PROCEDIMIENTOS

I. REUNIONES Y PROGRAMAS ESPECIALES A. Reuniones y comités en la escuela

1. La escuela de El Camino celebrará jornadas de puertas abiertas,noches de orientación para padres y reuniones de organizacionespara padres/tutores en cuales se discuten la filosofía, misión,oportunidades para participación adulta, el curso básico de estudiosy la instrucción suplementaria de la escuela.

2. Se hará todo esfuerzo posible para asegurar que la composición delos comités escolares refleja bien las características de la población dela escuela de El Camino.

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3. Miembros del Consejo asesor escolar votarán en el plan escolar y elpresupuesto categórico. Se les invita a todos los padres y tutores acontribuir sus opiniones en las reuniones del Consejo.

4. Para fomentar la capacidad de la escuela y de los padres para labuena participación paternal, y para apoyar la sociedad entreescuela, padres y comunidad para mejorar el rendimientoestudiantil, el Consejo asesor escolar trabajará en colaboración con elpersonal de la escuela para desarrollar un calendario de actividadeseducativas para padres. Estas actividades les ayudarán a entender:

• Los estándares estatales para el contenido y aprovechamientoacadémicos

• Las evaluaciones académicas del estado y de la escuela, yevaluaciones alternativas

• Requisitos para programas del Título I y otros programascategóricos

• Maneras en que los padres pueden seguir el progreso de sushijos.

• Cómo trabajar en colaboración con los maestros como socios• El compromiso entre escuela y padres.

Otros temas de interés, para consideración anual por el Consejo asesor escolar, pueden incluir:

• La alfabetización familiar• Usos de la tecnología• Cómo el personal escolar y los padres pueden trabajar como

socios

5. Se buscará a padres, personal de la escuela, la oficina del distrito ypresentadores de afuera para proveer de los talleres necesarios departicipación paternal.

6. La lista y el horario de los entrenamientos en la participaciónpaternal se incluirán en los boletines escolares cada año.

7. El Consejo asesor escolar se dirigirá a las necesidades monetarias delas actividades de participación paternal como sea apropiado a travésdel presupuesto categórico de la escuela.

8. Se animará a las organizaciones de padres y tutores, tal como laAsociación de Padres y Maestros (PTA), a proveer de oportunidadespara la educación y participación adultas.

9. Se esforzará para proveer de oportunidades para la educación yparticipación de los adultos.

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10. Se ofrecerá la accesibilidad y oportunidades para padres con dominiolimitado del inglés, con incapacidades o padres de estudiantesmigratorios a través de medidas como la programación de reunionesescolares en horas variadas, conferencias en casa, comunicación porteléfono y servicios para alcanzar e involucrar a los padres por laAyudante en la Comunidad de la escuela.

11. Se proveerá de traducciones según la ley.

B. Reuniones con personal certificado

1. Las conferencias para conversar sobre el avance estudiantil y/ométodos para mejorar el aprovechamiento estudiantil, sean pedidaspor los padres/tutores o por los maestros, serán parte del programaeducativo en la escuela de El Camino.

2. Durante las conferencias, el personal escolar puede ayudar a lospadres/tutores a acceder los servicios comunitarios y auxiliares parafamilias y niños.

C. Actividades en la escuela

1. Los padres/tutores tendrán oportunidades razonables para observary trabajar como voluntarios en los salones según los procedimientospara visitas de la escuela.

2. Las presentaciones escolares deberán incluir actividades diseñadaspara ayudar a los padres a entender los programas y serviciosescolares.

II. COMUNICACIÓN ESCRITA ENTRE ESCUELA Y CASAA. Se animará a los padres/tutores que no pueden asistir a eventos,

actividades o reuniones escolares a comunicarse con la escuela por teléfono o por escrito para recibir información.

B. Materiales tal como los boletines escolares, boletines del salón y anuncios generales que proveen a los padres/tutores de información sobre la escuela de El Camino se mandarán a casa con regularidad.

C. La escuela de El Camino distribuirá una guía para la escuela y las Expectativas del nivel de grado a los padres/tutores al principio de cada año escolar y a los padres/tutores de nuevos alumnos cuando entran después del principio del año escolar. La guía contendrá información sobre los programas en curso, los criterios para la participación estudiantil en estos programas y otra información diseñada para familiarizar a los padres/tutores con los reglamentos y procedimientos de la escuela.

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D. Se distribuirá anualmente una carta que les explica los motivos, la organización y los servicios provistos por el programa de Título I a los padres/tutores de estudiantes elegibles antes de que participen en el programa.

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