School Development and Improvement Plan - scusd.edu · School Development and Improvement Plan. The Single Plan for Student Achievement Realizing the Vision Page 2 12/8/2011 Woodbine

The Single Plan for Student AchievementRealizing the Vision

Page 1 12/8/2011

Woodbine Elementary SchoolSchool Name

School Development and Improvement Plan


Page 2 12/8/2011

Woodbine 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:Woodbine Elementary School, through the continued development of a culture of high expectations and high supports, is dedicated to producing literate, competent, responsible students who will be able to reason critically and become functioning members of the school, community, and society through high school and beyond.

Mission:To realize our vision we will

• Develop, implement, review, and revise a rigorous curriculum K6• Insure effective instruction in every classroom• Continually analyze our progress through all data forms• Utilize all available resources both fiscally and personnel• Communicate with all stakeholders to build a learning community• Provide timely and relevant professional development to all staff members• Provide training, resources, and learning opportunities to all members of the school community• Achieve all AMO’s for the 201112 school year


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Profile of School (DATA)

Key Performance Indicators – Elementary/Middle School

Strategic Plan Goal

Strategic Plan Objective Key Performance Indicator Metric Description Data Source 2009-10 2010-11 2011-12 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 36% 34% 42%

Black or African American 29% 28% 37%

American Indian or Alaska Native

Asian 51% 49% 56%

Filipino

Hispanic or Latino 34% 26% 36%

Native Hawaiian or Pacific Islander 39% 35% 43%

White 48% 53% 60%

Two or More Races 50% 55%

Socioeconomically Disadvantaged 37% 34% 42%

English Learners 22% 24% 34%

Students with Disabilities 21% 30% 38%

Pillar I-A High Expectations Math Proficiency Percentage of students scoring at/above

proficient on CST/CMA Math ARE Report #6


Black or African American 35% 25% 35%

American Indian or Alaska Native 50% 55%

Asian 60% 52% 58%

Filipino


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Strategic Plan Goal



Native Hawaiian or Pacific Islander 50% 55% 60%

White 52% 37% 45%

Two or More Races 20% 50% 55%




Pillar I-A High Expectations Science Proficiency Percentage of students scoring at/above

proficient on CST/CMA Science ARE Report #6


Black or African American 7%


Asian 36% 29% 37%

Filipino


Native Hawaiian or Pacific Islander

White 75% 75% 75%

Two or More Races




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


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Strategic Plan Goal


Black or African American


Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

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 95.07% 95.36% 95.5%

Pillar I-A High Expectations Suspension Rate Number of principal suspensions Zangle 39 74 50

Pillar I-A College Readiness Gifted and Talented Education Identification

Percentage of students enrolled in Gifted and Talented Education Program Zangle 1% 2% 2%

Pillar I-A High ExpectationsDistrict Benchmark Assessment English Language Arts Proficiency

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

Data DirectorNot

available(pilot)

32% 42%

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 DirectorNot

available(pilot)

24% 35%

Pillar I-B Continuous Improvement Meeting AYP Targets Percentage of AYP targets met (schoolwide and

all numerically significant subgroups)

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

dataquest/68% 52% 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/

dataquest/20% 0% 100%

http://dq.cde.ca


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Academic Performance Index – A.P.I.

Groups 2008 Base

2009 Growth

2008-09 Growth Target

2008-09 Growth

Met Target

2009 Base

2010 Growth


2009-10 Growth

Met Target

2010 Base

2011 Growth


2010-11 Growth

Met Target

Schoolwide 685 733 6 48 Yes 731 731 5 0 No 731 701 5 -30 No

Black or African American 694 694 640 5 -54 No


Asian 735 765 5 30 Yes 765 784 5 19 Yes 784 773 5 -11 No

Filipino

Hispanic or Latino 691 743 5 52 Yes 743 723 5 -20 No 723 678 5 -45 No

Native Hawaiian or Pacific Islander 734 738

White 810 777

Two or More Races

Socioeconomically Disadvantaged 685 727 6 42 Yes 725 726 5 1 No 726 701 5 -25 No

English Learners 687 748 6 61 Yes 747 723 5 -24 No 723 715 5 -8 No

Students with Disabilities 616 563


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Adequate Yearly Progress (AYP) Components – Woodbine Elementary School (PI Status: In PI)

Component 1: Participation Rate

English Language Arts Mathematics

2009 2010 2011 2009 2010 2011Category

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 SH 100 Yes 100 Yes 100 Yes SH 100 Yes 100 Yes

Black or African American 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER 100 Yes ER 99 Yes ER

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

Asian 100 Yes ER 99 Yes ER 100 Yes ER 100 Yes ER 99 Yes ER 100 Yes ER

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

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

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

White 100 -- 100 -- 100 -- 100 -- 100 -- 100 --

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

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

English Learners 100 Yes 99 Yes 100 Yes 100 Yes 99 Yes 100 Yes

Students with Disabilities 100 -- 98 -- 100 Yes ER 100 -- 98 -- 99 Yes ER


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

English Language Arts Mathematics2009 2010 2011 2009 2010 2011

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 46.0*44.5**

56.8*55.6**

67.6*66.7**

47.5*43.5**

58.0*54.8**

68.5*66.1**

Schoolwide 38.4 Yes SH 38.8 No 34.5 No 44.5 Yes SH 45.1 No 35.7 No

Black or African American 28.0 Yes SH 27.7 Yes SH 27.4 No 36.7 -- 36.9 Yes SH 26.2 No

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

Asian 46.0 Yes 51.9 Yes SH 49.2 No 55.6 Yes 59.3 Yes 52.5 No

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

Hispanic or Latino 39.1 Yes SH 38.7 No 27.3 No 41.3 Yes SH 41.9 No 28.3 No

Native Hawaiian or Pacific Islander 17.6 -- 41.2 -- 36.8 -- 17.6 -- 52.9 -- 57.9 --

White 61.5 -- 52.6 -- 55.6 -- 76.9 -- 52.6 -- 33.3 --

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

Socioeconomically Disadvantaged 36.9 Yes SH 38.2 No 34.7 No 43.7 Yes SH 45.1 No 36.0 No

English Learners 39.4 Yes SH 38.3 No 36.8 No 48.0 Yes 46.1 No 41.2 No

Students with Disabilities 31.3 -- 24.4 -- 29.8 -- 50.0 -- 34.1 -- 17.4 --


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

Component 4: Graduation Rate

2009 2010 2011 2009 2010 2011

Category 2009Growth

API

MetAYP

Criteria

Alt.Method

2010 Growth

API

MetAYP

Criteria

Alt.Method

2011 Growth

API

MetAYP

Criteria

Alt.Method

2009 Grad. Rate

(Class of 2007-08)

MetGrad. Rate

Criteria

Alt.Method

2010 Grad. Rate

(Class of 2008–09)

MetGrad. Rate

Criteria

Alt.Method

2011 Grad. Rate

(Class of2009-10)

MetGrad. Rate

Criteria

Alt.Method

AYP Target 650 680 710

Schoolwide 733 Yes 731 Yes 701 No N/A N/A N/A


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California English Language Development (CELDT) Data

California English Language Development Test (CELDT) Results for 2010-11

Advanced Early Advanced Intermediate Early Intermediate Beginning Number TestedGrade

# % # % # % # % # % #

K ******** *** ********

1 6 23 6 23 10 38 3 12 1 4 26

2 4 16 11 44 6 24 4 16 25

3 1 3 4 13 12 40 10 33 3 10 30

4 1 5 9 41 7 32 5 23 22

5 3 19 11 69 2 13 16

6 7 33 8 38 5 24 1 5 21

Total 7 5 25 18 61 43 32 23 16 11 141


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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.

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

1. Needs Assessment

• Team of teachers and principal review all academic data• Completed survey of the staff• Discussion with School Site Council and ELAC• Discussion with a group of students

2. Outline of Plan

• Team identifies “Big Messages”• Narrow and group “Big Messages” into priorities

2011 School Development and Improvement Plan Page 12 12/8/2011

• Sort out priorities• Brainstorm the priorities

3. Writing the Plan

• Using the information collected during the outline, put plan into template• Review and proofread the plan

4. Review and Present the Plan

• Present plan to staff to review• Present plan to parent groups for review


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Big Messages

From our analysis of current school context, the following BIG messages were identified:

• Students are not reaching proficiency on the CST tests given at the end of each year• Limited growth shown in the number of students gaining proficiency on the CST• API showed 30 point drop last year• Intensive need for K1 assistance to develop sound/letter recognition and number recognition• Limited growth shown in learning English by our English Learners on the CELDT test• Community is involved in events but not in an academic capacity• Communication is not consistent with staff or community• Grade level collaboration is not effective across all grade levels• Curriculum is not always focused on key or focus standards• Focus standards are not identified and used to drive instruction across all grade levels• Reading Comprehension scores are low across all grade levels according to CST results• Writing scores are among the lowest tested section at all grade levels according to CST results• No consistency in math achievement across the strands on the CST• Curriculum is not rigorous enough• Students are not given enough opportunities to think at higher levels

BLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROWBLANK ROW


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Priority 1: Every student will show a minimum of one year’s growth in English Language Arts and Math by the end of the 2011-12 school year.

Priority 2: Every English Learner will grow one proficiency level in ELD and one academic year in all subject areas during the 2011-12 school year.

Priority 3:

2011-2012 Allocations of Categorical FundsTitle I EIA - SCE EIA - LEP QEIA Other:

$82,873 $80,620 $38,152


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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.


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Parent Engagement and Partnership ActivitiesTo Reach School Priority Goal

Woodbine has opened a parent resource center to assist parents and teachers to work together. In Epstein's six areas we have planned the following strategies:Parenting - With the Parent Advisor, the principal and teachers will create and present three workshops around academic assistance at home for parents, guardians, older siblings or anyone else in the home who can help the students.Communications - A monthly newsletter with upcoming events, celebrations, and helpful advice will continue to be created and distributed in both English and Spanish. The newsletter is co-written by the parent advisor and principal with teacher input.Home Learning - The parent workshops will assist in this area as well as the parent resource center which is open five days a week and by appointment for parents to get individual help so they may better help their students.Volunteering - Woodbine is developing a group of room parents. The idea of the room parents is to give every classroom a parent who can connect and organize other parents to volunteer in the classroom or for special projects so Woodbine will have more parents on campus to serve students.Decision Making - In addition to a well functioning SSC and ELAC, Woodbine is creating a PTA for the first time in almost a decade. These three groups will give parents a strong voice in policy and budget decisions at Woodbine.Community - Woodbine actively seeks community partnerships from local businesses to support big events. Local businesses have and continue to support Back to School Night, Pancake Breakfasts, Black History Night and the Multicultural festival.


Page 17 12/8/2011

Planning into ActionAction Steps towards the Realization of Our Vision


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Whole School Priority #1

Priority Goal 1 Every student will show a minimum of one year’s growth in English Language Arts and Math by the end of the 2011-12 school year.

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

Principal and all teachers

NCLB-$19,800EIA-SCE- $5,990

Int 1By January staff will be meeting regularly in CPT to discuss data

Parents will be notified of school goals using specific data

Principal will attend CPT meetings as a particpant to give advice and direction and listen to concerns/obstacles

Int 2By March staff will be creating and using tasks designed in CPT

Parents will have the opportunity to attend workshops describing student goals around data and how they can help at home

Principal will visit classes during instruction and provide feedback on the use of data

Become proficient in the gathering, reviewing and use of data using the data inquiry model and collaborate with grade level partners around this data.

EndBy June staff will be consistently using all aspects of data inquiry to improve learning

Parents will celebrate the success of students around student goals

PRincipal will review staff progress around data inquiry from the year

Principal and all teachers

NCLB-$22,208EIA-SCE- $5,680

Int 1By November staff will understand what the key focus standards are and where their students achieve on each standard

Parents will be informed of focus areas for the class and their individual student

Principal will actively identify and assist in planning with staff

Int 2By February staff will review instruction around key standards and its effectiveness

Parents will have opportunites to attend parent workshops to assist students at home in the focus areas

Principal will observe lessons and give feedback

Identify and plan rigorous instruction around key or focus standards

EndBy June staff will reflect on past year's instruction and begin planning for next year

Parents will have a forum to discuss how much their students learned and what seemed to help them the most.

Principals will reflect on practices with teachers and attend parent forums

Principal and all staff

NCLB- $19,150EIA-SCE- $6,700

Int 1By October staff will be given more training in Bloom's questioning and the meaning of rigor

Parents will be given information and training on Bloom's and how they can ask questions of their students at home

Principal will present information and facilitate discussions around Bloom's as well as help develop tasks

Develop better questioning strategies and tasks to meet the demands of society and it's need for critical thinkers

Int 2 Parents will be given information Principal will present information and


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By February staff will be given training in Webb's DOK and build tasks around Bloom's and Webb's.

on Webb's and how to do high level thinking activities at home

facilitate discussions around Webb's as well as help develop tasks

EndBy June staff will identify effective high level tasks used this year and begin planning for next year

Parents will report on how helpful the critical thinking component was for them

Principal will lead discussions about the successes of questioning strategies and tasks using Bloom's and Webb's

Principal, all staff, parents and students

NCLB- $20,883EIA-SCE- $28,221

Int 1By November staff will identify the strengths and areas of need for all students and have a plan for each student

Parents will be informed of their students individual progress and what strategies they can use at home to help

Principal will assist in identifying students needs and review progress with teachers. Principal will oversee process to insure teacher particpation.

Int 2By February all plans will be reviewed and adjusted as needed to insure growth

PArents will be part of the review process and help make decisions for their students

Principal will assist in identifying students needs and review progress with teachers. Principal will oversee process to insure teacher particpation.

Meet each student's individual needs to insure growth in ELA and Math

EndBy June all plans will be reviewed to determine success and next steps

Parents will review plans with the teacher to determine success

Principal will design a process for a thorough and uniform review of student plans and oversee process to insure teacher participation.


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Whole School Priority #2

Priority Goal 2 Every English Learner will grow one proficiency level in ELD and one academic year in all subject areas during the 2011-12 school year.


Principal and teachers

EIA-SCE- $10,270EIA-LEP - $454

Int 1By October a master schedule of ELD instruction will be created

Parents will be notified and have an opportunity to view the curriculum being used to teach English to their students

Principal will create schedule and monitor its accuracy

Int 2By February each teacher will review ELD lessons for effectiveness with each student and make adjustments as necessary

Parents will be kept aware of progress and given ideas on how to improve English outside of school

Principal will visit classrooms during ELD instruction to monitor student learning and teacher effectiveness

ELD curriculum will be effectively taught to every non redesignated English Learner for a minimum of 30 minutes per day

EndBy June staff will determine if the curriculum and lessons used during ELD were effective and if not how can they improve

Parents will be informed of student progress in ELD and given a forum to discuss ideas for improvement

Principal will monitor classrooms and host forum.

Principal, teachers, instructional aides

EIA-SCE- $13,609EIA-LEP- $18,049

Int 1By October all teachers will be using learned strategies from SIOP or SDAIE training

Parents will be given strategies to assist students at home in regards to homework around content knowledge

Principal will coach and observe lessons and objectives for ELD students in ELA or MAth content

Int 2By February SIOP coaches will evaluate and give feedback on content lessons

Parents will have the resource center available to assist with individual needs in regards to helping their students

Principal will continue to coach and observe lessons and objectives for ELD students in ELA or MAth content

Content will be delivered to ELD students in effective ways to facilitate learning

EndBy June staff will reflect on effective strategies and plan for more extensive use next year.

ELD Parents will have an opportunity to give feedback on student learning

Principal will provide structure for reflection and future planning.

Provide specific interventions to ELD students who are not achieving at expected levels

Principal, teachers, instructional aides, parent advisor,

NCLB - $832EIA-SCE- $10,150EIA-LEP-

Int 1BY October teachers will identify ELD students and their level of achievement and design plans for intervention

Parents will notified and consulted on learning strategies which could be effective with their student(s)

PRincipal will monitor plans for compliance and give input into plan development.


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parents $19,649

Int 2By February teachers will review plans and make adjustments for effectiveness

Parents will help teachers review plans and achievement and give suggestions for improvement

PRincipal will monitor plans for compliance and give input into plan development.

EndBy June teachers will review plans and evaluate student success as well as communicate progress to next teacher

Parents will celebrate growth of the student as well as provide feedback to teacher about student growth

Pincipal will monitor plans for compliance and give input into plan development as well as provide structures for reflection and parent input


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School Site Council Membership: Woodbine 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

Ely Lopez [ ] [ ] [ ] [X] [ ]

Thomas Sullins [ ] [ ] [ ] [X] [ ]

Kanisha Frison [ ] [ ] [ ] [X] [ ]

Mario Washington [ ] [ ] [ ] [X] [ ]

Catherine Escalicas [ ] [ ] [ ] [X] [ ]

Scott Oltmanns [X] [ ] [ ] [ ] [ ]

Janet Wong [ ] [X] [ ] [ ] [ ]

Martin Bazua [ ] [X] [ ] [ ] [ ]

Kristina Roberts [ ] [X] [ ] [ ] [ ]

Elizabeth Lourence [ ] [ ] [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.

Woodbine Elementary School Parent Involvement Policy

Policy Involvement

• An annual meeting will be held during the first trimester of each school year to inform parents of the programs and opportunities available to students through Title 1 and parents’ right to be involved.

• Parents will be provided with information regarding grade level curriculum, academic assessments and student achievement data during parent/teacher conferences twice a year.

• The administration and staff will offer opportunities for parents to meet to discuss student achievement at least three times during the school year.

• Feedback concerning student achievement and parent participation will be solicited during meetings and used to guide planning of Title 1 program opportunities.

Shared Responsibilities for Student Achievement Woodbine Elementary School has developed a compact to provide families and staff with an outline of responsibilities that will help ensure student success and maintain a strong partnership between families and the school. A copy of the home/school compact is attached. Building Capacity for Involvement

• Home visits, parent conferences, and school wide parent meetings will be utilized to provide parents with adequate information regarding curriculum and student achievement.

• A school handbook and family newsletter will be distributed to keep parents informed of school procedures and activities. • School documents and communication will be translated whenever possible in the parents’ home language. • The school will coordinate activities during the year that will encourage family participation in school such as Back to School

Night, Open House, and Family Nights. Accessibility Woodbine Elementary will make all reasonable attempts to provide access to all school related activities and communication for parents with limited English proficiency or physical disabilities, and migratory or homeless families.

Woodbine Elementary School Parent Student Compact

Parent/Guardian Agreement (Any person who is interested in helping this student may sign in lieu of the parent) I want my child to achieve. Therefore, I will encourage him/her by doing the following:

• See that my child is on time and attends school regularly • Support the school in its efforts to maintain proper discipline • Establish a time for homework and review it regularly • Provide a quiet, well lit place for homework and studying • Be aware of what child is learning by:

o Communicating with the teacher frequently o Attend regularly scheduled parent conferences o Volunteer or observe at the school, in the classroom, and on field trips

• Read with my child and let my child see me read • Help my child with social skills • Hold high expectations for my child’s academic and social progress and achievement

SIGNATURE: _____________________________________________

Student Agreement It is important that I work to the best of my ability. Therefore, I shall strive to do the following:

• Attend school regularly and be on time to school • Come to school each day with all necessary tools for learning • Complete and return homework assignments on time • Follow rules of student conduct with respect for each person • Hold high expectations for my work, my achievement, and my behavior

SIGNATURE _____________________________________________

Teacher Agreement It is important that students achieve high levels. Therefore I shall strive to do the following:

• Provide homework assignments that will challenge the student and is practice for the skills and strategies learned in class • Provide necessary assistance to parents/guardians so that they can help with their child’s assignments • Encourage students and parents by providing information about student progress • Provide differentiated learning to my students so that they may learn in more than one way • Hold high expectations for my students’ academic and social progress and achievements so that each child will meet or exceed state standards

SIGNATURE _____________________________________________

Principal/ School Agreement I support this form of parent involvement. Therefore, I shall strive to do the following:

• Provide a safe environment that allows for positive communication between the teacher, parent/guardian, and student • Provide frequent written student achievement reports to parents • Hold high expectations for academic and social achievement for all students to meet or exceed state academic standards.

SIGNATURE ____________________________________________

Documents

School Development and Improvement Plan - scusd.edu · School Development and Improvement Plan. The Single Plan for Student Achievement Realizing the Vision Page 2 12/8/2011 Woodbine