Theodore Judah Elementary School - scusd.edu · We believe that all people want to be held...

The Single Plan for Student AchievementRealizing the Vision

12/20/2012

Theodore Judah Elementary SchoolSchool Name

2012-13 School Development and Improvement Plan


12/20/2012

Theodore Judah Elementary School Vision and Mission

Sacramento City Unified School DistrictStrategic Plan Framework

Pillar I: Career- and College-Ready StudentsPillar II: Family and Community Engagement

Pillar III: Organizational Transformation

Vision:We believe that all students will learn at high levels when instruction meets their needs.We believe that all people are inspired by high standards and challenging goals.We believe that all people thrive in a setting which respects their individual contributions and the diversity of perspectives they bring to achieving common goals.We believe that all people give their best in a culture that promotes trust, encourages risk-taking, and celebrates success.We believe that all people excel in an environment that is safe, and offers everyone unlimited opportunities for continuous growth and personal success.We believe that all people value open, hones and timely communication and collaboration.We believe that all people want to be held accountable and rewarded for their contribution to attainment of common goals.We believe that the social, economic and cultural diversity of our community is a source of strength for our school system.

Mission:Theodore Judah Purpose: We inspire and provide opportunities for all students to achieve high standards of performance for success in life and work.


12/20/2012

Profile of School (DATA)

Key Performance Indicators – Elementary/Middle School

Strategic Plan Goal

Strategic Plan Objective Key Performance Indicator Metric Description Data Source 2010-11 2011-12 2012-13 Target

Pillar I-A High Expectations English Language Arts Proficiency

Percentage of students scoring at/above proficient on CST/CMA English Language Arts

ARE Report #6

Schoolwide 63% 76% 90%

Black or African American 60% 61% 90%

American Indian or Alaska Native 100% 75% 90%

Asian 43% 67% 90%

Filipino 67% 67% 90%

Hispanic or Latino 59% 74% 90%

Native Hawaiian or Pacific Islander 100% 100%

White 69% 82% 90%

Two or More Races 60% 65% 90%

Socioeconomically Disadvantaged 56% 67% 90%

English Learners 25% 43% 90%

Students with Disabilities 38% 65% 90%


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Strategic Plan Goal


Pillar I-A High Expectations Math Proficiency Percentage of students scoring at/above proficient on CST/CMA Math

ARE Report #6



American Indian or Alaska Native 100% 100% 100%

Asian 71% 100% 100%



Native Hawaiian or Pacific Islander 100% 100% 100%

White 76% 84% 90%






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Strategic Plan Goal


Pillar I-A High Expectations Science Proficiency Percentage of students scoring at/above proficient on CST/CMA Science

ARE Report #6



American Indian or Alaska Native

Asian 100% 0% 90%



Native Hawaiian or Pacific Islander

White 82% 89% 90%






12/20/2012

Strategic Plan Goal


Pillar I-A High Expectations History-Social Science Proficiency

Percentage of students scoring at/above proficient on CST/CMA History-Social Science

ARE Report #6

Schoolwide

Black or African American


Asian

Filipino

Hispanic or Latino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Pillar I-A High Expectations Attendance Rate Percentage of "average cumulative actual attendance" (Month 7)

Budget Enrollment Report

94.76% 95.59%

Pillar I-A High Expectations Suspension Rate Number of principal suspensions Zangle 33 47

Pillar I-A College Readiness Gifted and Talented Education Identification

Percentage of students enrolled in Gifted and Talented Education Program

Zangle 9% 10%

Pillar I-A High Expectations District Benchmark Assessment English Language Arts Proficiency

Percentage of students scoring at/above proficient on District ELA Benchmark Assessments (Grades 2-8 CAB3)

Data Director 69% 72%

Pillar I-A High Expectations District Benchmark Assessment Math Proficiency

Percentage of students scoring at/above proficient on District Math Benchmark Assessments (Grades 2-8 CAB3)

Data Director 65% 68%

Pillar I-B Continuous Improvement

Meeting AYP Targets Percentage of AYP targets met (schoolwide and all numerically significant subgroups)

CDEhttp://dq.cde.ca.gov/d

ataquest/

88% 100%

Pillar I-B Continuous Improvement

Meeting API Growth Targets Percentage of API growth targets met (schoolwide and all numerically significant subgroups)

CDEhttp://dq.cde.ca.gov/d

ataquest/

100% 100%


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Academic Performance Index – A.P.I.

Groups 2009 Base

2010 Growth

2009-10 Growth Target

2009-10 Growth

Met Target

2010 Base

2011 Growth


2010-11 Growth

Met Target

2011 Base

2012 Growth


2011-12 Growth

Met Target

Schoolwide 858 852 A -6 Yes 852 855 A 3 Yes 854 890 A 36 Yes

Black or African American 815 837 837 821


Filipino

Hispanic or Latino 811 807 A -4 Yes 807 831 A 24 Yes 830 870 A 40 Yes


White 885 897 A 12 Yes 897 876 A -21 Yes 876 917 A 41 Yes

Two or More Races 865 880 880 887

Socioeconomically Disadvantaged 812 822 A 10 Yes 822 825 A 3 Yes 825 853 A 28 Yes

English Learners 745 778 778 822

Students with Disabilities 698 689 689 786


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Adequate Yearly Progress (AYP) Components – Theodore Judah Elementary School (PI Status: )

Component 1: Participation Rate

English Language Arts Mathematics

2010 2011 2012 2010 2011 2012Category

RateMetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method Rate

MetAYP

Criteria

Alt.Method

AYP Target 95.0 95.0 95.0 95.0 95.0 95.0

Schoolwide 100 Yes 100 Yes 100 Yes SH 100 Yes 100 Yes 100 Yes

Black or African American 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

American Indian or Alaska Native 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Asian 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Filipino 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Hispanic or Latino 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER

Native Hawaiian or Pacific Islander 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

White 100 Yes ER 100 Yes 100 Yes 100 Yes ER 100 Yes 100 Yes

Two or More Races 100 -- N/A 100 -- 96 -- 100 -- N/A 100 -- 96 --

Socioeconomically Disadvantaged 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes 100 Yes

English Learners 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

Students with Disabilities 100 -- 100 -- 99 Yes ER 100 -- 100 -- 99 Yes ER


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Component 2: Percent Proficient – Annual Measurable Objectives (AMOs)

English Language Arts Mathematics2010 2011 2012 2010 2011 2012

Category Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

Percent Proficie

nt

Met AYP

Criteria

Alt. Method

AYP Target (ES/MS) 56.8 67.6 78.4 58.0 68.5 79.0

AYP Target (HS) 55.6 66.7 77.8 54.8 66.1 77.4

Schoolwide 67.4 Yes 65.9 No 76.6 Yes SH 67.4 Yes 72.0 Yes 79.4 Yes

Black or African American 63.6 -- 66.7 -- 66.7 -- 45.5 -- 66.7 -- 61.1 --

American Indian or Alaska Native -- -- -- -- -- -- -- -- -- -- -- --

Asian -- -- -- -- -- -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- -- -- -- -- -- --

Hispanic or Latino 56.2 Yes SH 60.9 Yes SH 74.0 Yes SH 65.8 Yes 62.3 No 75.3 Yes SH

Native Hawaiian or Pacific Islander -- -- -- -- -- -- -- -- -- -- -- --

White 78.6 Yes 69.6 Yes 81.6 Yes 71.4 Yes 77.5 Yes 83.2 Yes

Two or More Races 75.0 -- N/A 73.3 -- 68.4 -- 58.3 -- N/A 80.0 -- 78.9 --

Socioeconomically Disadvantaged 57.6 Yes 60.0 Yes SH 68.4 Yes SH 64.6 Yes 66.4 Yes SH 71.4 Yes SH

English Learners 33.3 -- 40.0 -- 51.9 -- 61.9 -- 65.0 -- 77.8 --

Students with Disabilities 40.0 -- 42.5 -- 63.3 -- 50.0 -- 45.0 -- 67.3 --


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Component 3: Academic Performance Index (API) Additional Indicator for AYP

Component 4: Graduation Rate

2010 2011 2012 2010 2011 2012

Category 2010Growth

API

MetAYP

Criteria

Alt.Method

2011 Growth

API

MetAYP

Criteria

Alt.Method

2012 Growth

API

MetAYP

Criteria

Alt.Method

2010 Grad. Rate

(Class of 2008-09)

MetGrad. Rate

Criteria

Alt.Method

2011 Grad. Rate

(Class of 2009–10)

MetGrad. Rate

Criteria

Alt.Method

2012 Grad. Rate

(Class of2010-11)

MetGrad. Rate

Criteria

Alt.Method

AYP Target 680 710 740

Schoolwide 852 Yes 855 Yes 890 Yes N/A N/A N/A


12/20/2012


Adequate Yearly Progress (AYP) Safe Harbor Targets for Theodore Judah Elementary SchoolUsing 2012 Percent Proficient to Determine Minimum Safe Harbor Percent

English-Language Arts Mathematics

GROUPS Valid Scores

Number At or

Above Proficien

t

Percent At or

Above Proficien

t

Met 2012 AYP

Criteria

Alt. Method

Percent Not

Proficient

Safe Harbor Percent Growth

Goal

Safe Harbor Percent Target

Valid Scores

Number At or

Above Proficien

t

Percent At or Above Proficient

Met 2012 AYP

Criteria

Alt. Method

Percent Not

Proficient

Safe Harbor Percent Growth

Goal

Safe Harbor Percent Target

Schoolwide 252 193 76.6 Yes SH 23.4 2.3 78.9 252 200 79.4 Yes 20.6 2.1 81.5

Black or African American

18 12 66.7 -- 33.3 3.3 70.0 18 11 61.1 -- 38.9 3.9 65.0


3 -- -- -- -- -- -- 3 -- -- -- -- -- --

Asian 6 -- -- -- -- -- -- 6 -- -- -- -- -- --

Filipino 3 -- -- -- -- -- -- 3 -- -- -- -- -- --

Hispanic or Latino

77 57 74.0 Yes SH 26.0 2.6 76.6 77 58 75.3 Yes SH 24.7 2.5 77.8


1 -- -- -- -- -- -- 1 -- -- -- -- -- --

White 125 102 81.6 Yes 18.4 1.8 83.4 125 104 83.2 Yes 16.8 1.7 84.9

Two or More Races

19 13 68.4 -- 31.6 3.2 71.6 19 15 78.9 -- 21.1 2.1 81.0

Socioeconomically Disadvantaged

98 67 68.4 Yes SH 31.6 3.2 71.6 98 70 71.4 Yes SH 28.6 2.9 74.3

English Learners

27 14 51.9 -- 48.1 4.8 56.7 27 21 77.8 -- 22.2 2.2 80.0

Students with Disabilities

49 31 63.3 -- 36.7 3.7 67.0 49 33 67.3 -- 32.7 3.3 70.6

2013 AYP Percent Proficient TargetsES: ELA: 89.2% / Math: 89.5%MS: ELA: 89.2% / Math: 89.5%HS: ELA: 78.9% / Math: 88.7%


12/20/2012


California English Language Development (CELDT) Data

California English Language Development Test (CELDT) Results for 2011-12

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

1 ******** *** ********

2 1 25 1 25 2 50 4

3 ******** *** ******** *** ********

4 2 50 2 50 4

5 ******** *** ******** *** ********

6 1 14 1 14 2 29 2 29 1 14 7

Total 2 10 4 19 7 33 4 19 4 19 21


12/20/2012

The SDIP Process

Describe the process that the school has gone through in compiling the SDIP – this page is included so that all stakeholders are reminded of the collaborative process and in order that anyone reading the document is aware that school development and improvement is through a collaborative approach.

[X] Gather data[X] Analyze, reflect upon & discuss data[X] Find Big Messages from Data[X] Organize Big Messages by Common themes[X] Identify 2-3 priorities from Big Messages[X] Plan actions to support priorities[X] Merge actions, create time line and identify funding[X] Design evaluation process and structures[X] Inclusive list and dates of collaborative stakeholder meetings

Theodore Judah worked with Cambridge Education as a pilot site for the SDIP Process in 2010-11 to develop a long range plan. Our work on this process began in 2010-11 and this year, staff continued the work to make any revisions needed to the plan on the following dates:

2012-13 Budget Development with Staff and Council held during the 2011-12 school year.Staff Meeting on October 4,2012Staff Meeting on November 1, 2012School Site Council on November 5, 2012


12/20/2012

Big Messages

From our analysis of current school context, the following BIG messages were identified:1. CST: School-Wide ELA, Math science in the main outperforms Dist., County and State2. Science- achievement scores significantly outperform local, county and state- Science Alive program

3. Well-rounded education: opportunities for Music Art and after school enrichment4. Very low numbers of FBB BB students (grades 2-6)

5. Safe, supportive environment for our students6. High-Degree of parent/community support and engagement

7. How do our students compare with one another (special ed. EL, GATE, SED?)8. How are students doing in the different sub strands? What patterns of achievement do we see in our cohort groups?

9. Are we obtaining the maximum performance levels from all of our students?10. Do we have consistent academic content planning school-wide?

11. How are we differentiating to meet group and individual needs?12. How good are we at setting learning goals?

13. What is great learning/teaching? Do we have enough opportunities to view each other for support, ideas? View other schools/classes?14. Do we have consistent proving behaviors to assess our students’ learning?

15. Parent help with homework, etc. is “icing on the cake”, we are accountable for learning.

17. It is OK for adults to be learners-we expect our students to! Not about catching people who are “not up to date”, but to create a climate to support new learning (technology, instructional practice).BLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROW


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Priority 1: In order to improve student achievement, we will collaborate as a committed team of professionals, supporting efficient and effective work centered on reviewing student work and assessment data using the Data Inquiry Process. Our findings will drive our instruction to increase academic achievement for all students.

Priority 2: By ensuring consistency in planning and evaluation of our program, we will ensure that all students have equal access to mastering the content of grade- level core curricula, and progress will be evaluated in consistent manner, as supported by the use of our Common Planning time and academic conferencing. Vertical articulation will also occur annually to ensure that adjacent grade level instructors know the essential standards for success in the previous and next grade

Priority 3: By using differentiation consistently during instruction and providing opportunities for intervention and acceleration programs, we will maximize all students’ achievement.

2012-13 Allocations of Categorical FundsTitle I EIA - SCE EIA - LEP QEIA Other: General Fund

$0 $22,842 $5,644 0$ $26,214


12/20/2012

Parent Engagement and Partnership ActivitiesTo Reach School Priority Goal

To directly support school priority goals (academic, non-academic, climate) in the School Development and Improvement Plan (SDIP), the plan should include a Parent Engagement and Partnership component. The component develops programs, training, and activities in the six Epstein areas below to support the school improvement goal.

Parenting

To reach school priority goal, strategies should be developed to help parents understand how they can assist their children. If the priority goal is to increase reading scores, the school should offer parenting workshops to help instill in children a love of reading, or workshops to help parents understand the content standards in the area of reading and how they can help.

Communication

To reach school priority goal, strategies should be developed to help parents with the information and the vision of the benefits of the improvement goal. If the improvement goal is to increase math scores, a communication strategy may include stories about the importance of learning math in the school’s newsletter or an awareness campaign that culminates in recognition awards.

Home Learning

To reach school priority goal, strategies should be developed that improve the teacher-parent relationship, and that helps the parent to know how to more effectively collaborate and support classroom learning.

Volunteering

To reach school priority goal, strategies should be developed that solicit the assistance of parents in areas that will help the school reach their priority goal. If the school improvement goal is to improve safety in the campus, parent volunteers could be solicited to be hall monitors.

Decision Making

To reach school priority goal, strategies should be developed to strengthen and involve parent and community leaders to partner with the school to achieve all goal. Parent leaders should assist the school in encouraging other parents to provide needed support

Community

To reach school priority goal, strategies should be developed to solicit support from community organizations, local businesses, etc. Partnering with a local business, for example, could provide the school with needed money for projects, resources or volunteers with special kinds of expertise.


12/20/2012

Whole School Priority #1

Priority Goal 1 In order to improve student achievement, we will collaborate as a committed team of professionals, supporting efficient and effective work centered on reviewing student work and assessment data using the Data Inquiry Process. Our findings will drive our instruction to increase academic achievement for all students.

Action Personnel Budget Success Criteria Parent Engagement and Partnership Activities Ongoing Monitoring

Instructional staff will establish the yearly schedule for Common Planning Time (CPT). In 12-13, the Third Thursday of each month will be devoted to whole staff CPT time, with the remaining 9 hours to occur as extensions of that work in grade level/segment teams.

AdministrationCertificated Staff

Int 1Established by September, 2012

Communication:• parent newsletters, classroom

newsletters identifying and explaining purpose, value and work of CPT

Completion of the meeting calendar

Staff reflective evaluation of Data Inquiry Process and Administrative evaluation of progress with Data Inquiry

Admin.andCertificated staff

Int 1By October- Teams will have LCPs, POPs.In November, teams will develop and begin to implement an Action plan.

Communication:• parent

newsletters/conferences identifying areas of instructional focus and needs.

Monitoring and evaluation of student work and learning as aligned to the implementation of the Action Plan to address the LCP/POPs.

Int 2By March-Evaluate effectiveness of action plan

Home Learning:• staff to provide strategies and

information as to how families can support the child(ren) at home via conferences and progress monitoring

Evaluation of student work and assessment data to evaluate student progress towards meeting grade level and individual learning goals set at conferences.

CPT will be aligned to learning and practicing the Data Inquiry Process. Staff will complete the steps of the Data Inquiry Process, develop a Learner Centered Problem (LCP), Problems of Practice (POP) as well as an formal action plan to address student learning needs in both ELA and Math. Teams in all grades will set annual grade and student goals.

EndBy June-Adjust plans, repeat process

Teaching staff will participate in Academic Conferences (ACs) a minimum of three times per year. Teams will be furthering their work on the learning of the Data Inquiry

Certificated staffAdmin.

EIA-SCE:$1,500

Int 1By January- Teams will have LCPs, POPs and implement an Action plan.



Monitoring and evaluation of student work and learning as aligned to the implementation of the Action Plan to address the LCP/POPs.


12/20/2012


Int 2By March-Evaluate effectiveness of action plan



Evaluation of student work and assessment data to evaluate student progress towards meeting grade level and individual learning goals set at conferences.

Process, analysis of student work and assessment data, progress towards goals, and the corresponding action plan to meet student learning needs.

EndBy June-Adjust plans, repeat process


12/20/2012


Priority Goal 2 By ensuring consistency in planning and evaluation of our program, we will ensure that all students have equal access to mastering the content of grade- level core curricula, and progress will be evaluated in consistent manner, as supported by the use of our Common Planning time and academic conferencing. Vertical articulation will also occur annually to ensure that adjacent grade level instructors know the essential standards for success in the previous and next grade


Certificated StaffAdmin.

Int 1By November: Teamsbegin to develop and implement Action plans. Common lesson planning, norms for marking and evaluation.



Teacher and Administration:

• review and monitoring of agendas, minutes and work during CPT.

• classroom visits, observations

Int 2By MarchReview/Evaluate



evidence of instructional planning and corresponding evaluation of student work

• Student Study Team

• Administration review of progress monitoring documents

Common to all grade levels/segments teachers will implement consistent instruction as aligned to work in Data Inquiry during Common Planning Time. Focus is on reviewing student work, assessment data and planning for instruction to meet learning needs (i.e. intervention, differentiation, acceleration). All students will have consistent access to instruction in all core content areas and access to interventions. Grade level teams will also determine consensus on marking and evaluation of student progress. Teacher representatives will attend District training in the Common Core Standards and bring back learning and present information to colleagues to build staff capacity of understanding an implementing instructional requirements of the Common Core Standards fully by 2014-15.

EndBy JuneAll staff is providing consistent instruction in all content areas and evaluation and markings are consistent.

Strengthen the connection between the START after school instructional program to the core instructional program by providing all of the

Certificated Staff, START staff and Program

Int 1By January-develop a means for staff to articulate instructional areas of focus to be reinforced by START.

Certificated StaffSTART Instructional Coordinator, START staff and Program LeaderAdministration monitors progress and


12/20/2012


Leaders,Admin.

Develop areas of focus and plan for instruction.

effectiveness of work towards alignment

Int 2By MarchReview for efficacy/adjust

teachers the names of students participating in START as well as the name and contact information for the respective program leader. Program leaders to complete 10 hours of visits to the classrooms to observe classroom instruction and to connect with day to day learning.

EndBy June- evaluate efficacy of articulation and outcomes of student learning that were reinforced in START

Certificated Staff,Admin.

Int 1By November, establish date for December/January meetings.

Communication:• Parent newsletters containing

information on the new common core standards

• Partnership with PTA to support parental understanding of the Common Core

Agenda, minutes of CPTWalk -throughClassroom observations

Int 2By March-plan for content of vertical articulation session

A minimum of one time per year, staff will participate in vertical articulation to establish understanding of essential skills needed for success. Additional focus will go into the understanding of the Common Core standards, to norm understanding of “mastery” of a standard, and apply this to the implementation of the current standards, and eventually the new Common Core Standards.

EndBy June- Continued foundational understanding of the Common Core standards


12/20/2012


Priority Goal 3 By using differentiation consistently during instruction and providing opportunities for intervention and acceleration programs, we will maximize all students’ achievement.


TeachersAdmin.

Int 1By January- lesson planning and instruction to further reflect differentiation

Communication:Parent newsletters, conferences about differentiated instructional practices in the classroom.FAQ document to be developed to support messaging about differentiation and GATE services

Lesson plans

Classroom observations

Walk-through observations

Library:$11,368

Int 2By MarchReview and analyze practices

GATE parent nights (District ) Ongoing monitoring of student work and assessment data

Staff to continue to attend GATE certificate training and William and Mary (WM) ELA curriculum for advanced learners (GATE cluster staff only.) to support differentiation practices as well as full implementatinon of the WM curriculum. Staff to develop and agree on common messages for articulating methods for Differentiation applicable to all classes, and GATE services, applicable to the Cluster classes. All years are important, but key years for messaging are in first and third grades. Staff to continue to study and utilize revised Bloom’s taxonomy in lesson planning. Use of technology, ELD, library, CPT, Academic conferencing and vertical articulation to support this goal. Teachers will be provided voluntary opportunities to observe other grade level colleagues to support practice of implementing consistent differentiation practice and delivery of rigorous academic curriculum.

EndBy JuneEvaluate progress on implementing Differentiation practices

EIA -SCEExtended day:$ 3,632

Int 1By January-establishment of schedule/staff and students to be served

Int 2By March- students attend sessions

Provide opportunities during the day as well as after school (when feasible) for students not meeting grade level standards, utilizing grade-level and or/supplemental materials related to students’ learning needs. Staff to identify students in need during ACs and End


12/20/2012


CPT. By June-Participating students receiving consistent intervention during the day, or in after school program


12/20/2012

School Site Council Membership: Theodore Judah Elementary School

Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows:

Name of Members Principal ClassroomTeacher

OtherSchool

Staff

Parent orCommunity

MemberSecondaryStudents

Corrie Buckmaster Celeste [X] [ ] [ ] [ ] [ ]

Mai Ly [ ] [X] [ ] [ ] [ ]

Kathy Dawson [ ] [X] [ ] [ ] [ ]

TBA [ ] [X] [ ] [ ] [ ]

Lisa Hill [ ] [ ] [X] [ ] [ ]

Ken Scarberry [ ] [ ] [ ] [X] [ ]

Chuck Czajkowski [ ] [ ] [ ] [X] [ ]

Susan Loomis [ ] [ ] [ ] [X] [ ]

Yolanda Milliken [ ] [ ] [ ] [X] [ ]

Chris Hardwicke [ ] [ ] [ ] [X] [ ]

Numbers of members of each category 1 3 1 5

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

Theodore JudahParental Involvement Policy

Theodore Judah has jointly developed with and distributed to parents of participating students the following written parental involvement policy. The policy has been agreed on by parents of students and describes the means for carrying out the following SCSUD parental involvement requirements based in NCLB.(Title/Parental Involvement, 20 USC 6318 [a]-[f])

Policy InvolvementTheodore Judah carries out the following legal requirements in the manner described below:

1. Convene an annual meeting to inform parents of participating students of the requirements of the ability to be involved in their child’s education

Back-to-School Night

School Site Council

Open House

PTA BBQ

2. Offer a flexible number of meetings

Monthly Principal’s Chat

Opportunities for home visits

Parent Conference/SSTs

Connect Ed message sent for additional meetings as they are scheduled

PTA General Meetings

3. Involve parents of participating students in an organized, ongoing, and timely way, in the planning, review, and improvement of its programs

School Site Council

Connect Ed

School Safety Committee

GATE Meetings (District-wide)

Monthly Newsletter

4. Provide parents of participating students with timely information about educational programs

Connect Ed

Student Handbook

Back to School Night

Open House

Monthly School Newsletters

Kindergarten Orientation

District/School Web-site

School Marquee

5.Provide parents of participating students with an explanation of curriculum, academic assessment, and proficiency levels students are expected to meet

Student Handbook

Progress Reports

Back to School Night

Open House

Report Cards and Conferences

Published District/Grade Level Standards Sheets

District/School Web-site

Student Study Team/IEP meetings

6. Provide parents of participating students, if requested, with opportunities with regular meetings to participate in decisions relating to the education of their children

School Site Council

Monthly Principal’s Coffee Chats

Parent/Teacher Conferences

School Safety Committee

GATE Meetings

Student Study Team Meetings

“If a school has in place a process for involving parents in the joint planning and design of the school’s program, the school may use that process, if such process includes an adequate representation of parents of participating children.” (20 USC 6318 [c][3])

Shared Responsibilities for Theodore JudahTheodore Judah has jointly developed with and distributed to parents of participating student a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the California content standards.

1. The school’s responsibility to provide high-quality curriculum and instruction2. The parents’ responsibility to support their children’s learning3. The importance of ongoing communication between parents and teachers through, at a minimum,

annual conferences, reports on student progress, access to staff, and opportunities to volunteer and participate in and observe the educational program.

Building Capacity for InvolvementTo ensure effective involvement of parents and to support a partnership among Theodore Judah, parents, and the community to improve student academic achieving, Theodore Judah carries out the following legal requirements in the manner described below:

1. Assist parents in understanding academic content and achievement standards and assessments and how to monitor and improve the achievement of their children.

District Handout of Grade Level Standards

Parent Teacher Conferences

Progress Reports



2. Provide materials and training to help parents work with their children to improve their children’s achievement.

District Handout of Grade Level Standards

Parent Conferences

Progress Reports



Parent Partnership Preschool

District Sponsored Workshops

Teacher/parent Interest Groups

3. Educate staff, with the assistance of parents, in the value of parent contributions and how to work with parents as equal partners.

Staff Meetings

Curriculum Meetings

District Sponsored Workshops

PTA General meetings, and Board Meetings, as applicable

4. Coordinate and integrate parental involvement with other programs and conduct activities that encourage and support parents in more fully participating in the education of their children.

Parent Partnership Preschool

START parent meetings

Art Docent Program

Garden Program

Parent volunteers

PTA

5. Distribute information related to school and parent programs, meetings, and other activities to parents of participating students in a formal and, to the extent practicable, in a language the patents understand.

Attendance Letters are distributed in different languages

District Policies and informational handouts are distributed in different languages

Translators are provided for Parent Conferences

Personal phone calls from staff in various languages

School Marquee

6. Provide support for parental involvement activities requested by parents.

Patent/teacher Conferences

Referrals to assistance programs-District and County

Teacher Training

District Workshops

Referrals to District Family Advocate

PTA Meetings

Monthly Principal’s Coffee

AccessibilityTheodore Judah, to the extent practicable, provides full opportunities for the participating of parents with limited English proficiency, parents with disabilities, and parents of migratory students including providing information and school reports in a format and, to the extent practicable, in a language parents can understand.

THREE WAY LEARNING COMPACTTheodore Judah Elementary School

Sacramento, CA 277-6364

2012-2013Student Parent Teacher

Academic Achievement Academic Achievement Academic Achievement1. I will do my personal best at all times. 1. I will ask my child what they learned and read with them for at

least 15 minutes everyday. 1. I will expect the student to do their best work and show

them how to be successful.2. I will be responsible and complete all assigned work

neatly and on time and ask questions if I need help.2. I will read all notices from school, notify the teacher of

important changes in my child’s life and seek help when needed.

2. I will teach to the best of my ability and further my education through staff training.

3. I will be respectful of everyone’s right to learn. 3. I will attend all parent-teacher conferences. 3. I will evaluate student progress and report to student and parent at regular intervals.

4. I will be responsible for making-up missed work.Attendance

4. I will provide interventions and seek solutions for students’ problems as needed.

5. I will be polite and help make my class and school a safe learning environment.

1. I will be responsible for making sure my child attends school everyday and arrives on time. Attendance

6. I will listen and follow directions so that I can learn and that others can learn.

2. I will get my child to bed in time to be rested for the next day. 1. I will encourage perfect attendance through positive communication with the students e.g. certificates.

Attendance3. I will send a note or call the school explaining my child’s

absence before or on the day my child returns.2. I will establish and maintain a safe, positive, respectful

and healthy learning environment so that students will want to come to school every day.

1. I will do my best to have perfect attendance.Citizenship Citizenship

2. I will be responsible for bringing an excuse note when I am absent.

1. I will know and support school and classroom rules for behavior expectations.

1. I will post school and classroom rules and will discuss strategies for success with parents and students.

3. I understand that everyday I miss is a day that I miss learning what other people will learn.

2. I will teach my child to respect the rights and property of others.

2. I will enforce all rules fairly, firmly and respectfully.

Citizenship3. I will be responsible for making sure my child wears clothes

that comply with dress code daily.3. I will promote good citizenship through the teaching the

monthly character trait and reinforcing student behaviors that support this trait.

1. I will be polite, respectful, responsible and safe. 4. I will come to school if called to support any disciplinary action or attend emergency meetings.

Homework Homework Homework1. I will turn in all of my homework assignments neatly

completed and when they are due.1. I will provide a quiet time and place for my child to study and

complete homework.1. I will provide homework designed to reinforce what has

been taught in class.

Prepared to Learn2. I will make sure my child completes their homework and reads

at least 15 minutes everyday.2. I will provide student and parent/guardian with written

information about the class homework policy.

1. I will go to bed in time to be rested for a new day. 3. I will be familiar with my child’s class homework policy and

ask questions if I do not understand.3. I will notify you periodically if your child returns

incomplete homework or fails to return homework on time.

2. I will eat breakfast every morning at home or at school. 4. I may assign detention or other disciplinary consequences to your child in order to reinforce responsibility.

3. I will arrive at school on time everyday.4. I will tell myself to be respectful, be responsible, and be safe on my way to school everyday.

Student Signature Date Parent/Guardian’s Signature Date Teacher’s Signature Date

Theodore Judah Elementary School - scusd.edu · We believe that all people want to be held...

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