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North Tahoe Middle School Plan

2007-2008Single Plan for Student Achievement

ForNorth Tahoe Middle School

CDS Code: 31-66944-60945022945 Polaris Road

Tahoe City, CA 96145Contact Person: Teresa Rensch, Principal

Phone: 530-581-7050

____June , 2007________________ ______________________________ Date of School Site Council Approval Date of Board Approval

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Tahoe Truckee Unified School District

North Tahoe Middle School PlanTable of Contents

Recommendations and Assurances 3TTUSD Mission Statement, Vision Statement, Goals 4North Tahoe Middle School: Profile 5 Program Improvement: Year 6 6 North Tahoe Middle School: Student Demographic 7English Language Arts: 8

Needs Assessment Goals Action Plan

Mathematics 14 Needs Assessment Goals Action Plan

Technology 19Science 20 Social Science 21

Art and Graphic Art 22Physical Education 23

Special Needs Students 24 Special Education

SES GATE English Language Learner

School Climate 28Governance and Funding 30

Data Pages 31 API 2007 AYP 2007 CST Graphs CST 2007 CELDT 2007 Summary of Suspension Data

Addendum Pages 51 Restructure Plan Budget Page Academic Program Survey SSC Roster SSC Bylaws

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Tahoe Truckee Unified School District Mission of 75


We are committed to excellence.We empower our children and ourselves

To meet the challenges of today and tomorrow

Tahoe Truckee Unified School District VisionThe Tahoe Truckee Unified School District recognizes that we are held in trust by parents, the community, and society to prepare all of our students to be successful in a future characterized by technological innovation, cultural diversity and the explosive growth of information.

We are committed to exacting standards of scholarship, requiring technical, traditional and cultural literacy of our graduates. Our standards of literacy are not only the ability to read and write, but also the ability to access, analyze, synthesize and assimilate information. The curriculum enables our students to independently and collaboratively become critical and creative thinkers, effective communicators, and problem solvers who are responsible citizens and stewards of our environment.

We believe that all students can learn. We are unfailing in our commitment to provide all students with the tools necessary to succeed, the reasons that motivate them to succeed, and the encouragement that helps them persist in their decision to succeed beyond perceived limitations.

We acknowledge and respond to different learning styles. Student successes are measured by a variety of assessment methods. We utilized the best and most current research to deliver a quality education for all. Students and educators honor each person’s achievements.

Our schools are safe centers of learning, and learning is a life-long process of struggle, challenges and joy. We open our doors and extend educational opportunities to our community. Similarly, we receive support from our community, which provides us mentors, physical and financial resources, real life learning experiences and volunteers in service to our schools.

It is our vision that our educational system, with its aggressive and unrelenting commitment to excellence, will empower our children and ourselves to meet the challenges of tomorrow and reach full potential.

Tahoe Truckee Unified School District Goals1. DIVERSE and RIGOROUS PROGRAM PHILOSOPHY – Goal 1: sever the educational needs of all Tahoe Truckee students in a stimulating learning environment

through a rigorous and enriched curriculum. Goal 2: Evaluate existing and develop new District Wide programs that engage teachers, students and parents to meet the needs of the whole child/person.

2. OUTSTANDING STUDENT ACHIEVEMENT – Goal: To increase student achievement and reduce the number of students below basic 3. QUALITY STAFF – Goal: Attract develop, support and retain competent staff with the skills and expertise to address the student achievement gap.4. EFFECTIVE LEADERSHIP and CULTURE – Goal: Support student achievement by focusing on measurements and accountability, collaboration, inquiry, a positive

work environment and effective internal and external communication.5. FISCAL ACCOUNTABILITY - Goal: Prioritize and allocate expenditures to places of most impact on student outcomes while maintaining ongoing financial strength.

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North Tahoe Middle School Plan North Tahoe Middle School Profile

North Tahoe Middle School is a 6-8 school located in Tahoe City on the north shore of Lake Tahoe. It is one of 12 schools in the Tahoe Truckee Unified School District. NTMS currently serves 275 students. NTMS has fourteen 6-8 classrooms in addition to a Resource Specialist program, Special Day Class, Emotionally Disturbed program, AVID, an English as a Second Language (ESL) program and an Language Arts intervention program. For the past year, our parents, staff and district personnel have joined together in an effort to create an “action plan” that will bring NTMS closer to its goal of high academic achievement for all students. As a result of the 1999 SAT-9 test scores our school was identified as “under performing.” Since that time, with concerted efforts and effective planning, student achievement has increased in certain areas. In spring of 2006, student achievement reached several goals set for us by the state, meeting our AYP in all subgroups for Math and meeting our AYP in all but two subgroups (SED and EL) for Language Arts. This past year, student achievement fell in all our subgroups of Math and Language Arts although some groups showed growth.

One of the primary goals for the staff is to continue to include parents in their child’s education. We have an English Language Learners’ Advisory Council and a Very Interested Parents group that include staff and parents. This enables us to inform and include all parents in our school family. We have many social functions such as Unity Day, Spirit Week, Renaissance Faire, Tea Dance, and Class Field Trips where teachers, students and parents can interact and exchange ideas for assisting our students. Just as importantly, we have events with an academic focus such as the after school homework club and intensive instruction in Language Arts and Math, in conjunction with the Boys and Girls Club’s and Rite Out’s homework help and tutoring programs. We also have partnerships with the Family Resource Center whereby we offer additional support for our EL students and families.

Our entire staff has been actively involved in the planning process. Since 1999, we have been reviewing and analyzing data from SAT-9 results, CST results, TTUSD Benchmark results and other standardized multiple measures to help us determine the areas of need and guide us as we plan effective instructional strategies for our students. We have met with parent and community groups throughout the years and encouraged open conversation to get feedback and concerns. From this year’ long process of review and analysis, we have written a plan to address the issues that face North Tahoe Middle School.

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North Tahoe Middle School PlanProgram Improvement: Year 6

Needs AssessmentFinding(Evidence)

DataSource Possible Reason for Finding Need Based on Finding

NTMS has not met AYP (Adequate Yearly Progress) for 6 consecutive years.

CDE Significant subgroups have not met proficiency in ELA. Significant subgroups have not met proficiency in Math

35.2% of all students and the significant subgroups need to meet proficiency in ELA.

36% of all students and the significant subgroups need to meet proficiency in Math

NCLB Program Improvement: Corrective Action Year 4 and 5

Local Education Agency: Assist school site with technical assistance. Provide choice to attend another public school in the LEA that is not PI with transportation. Coordinate supplemental education service providers Placer County Office of Education serves as the outside expert District and School Leadership Team (DSLT) will develop a plan for implementing the alternative governance restructuring plan: As a means of enabling the

school to make significant academic gains North Tahoe Middle School will implement a comprehensive whole school reform model that includes strategic changes in the school governance.

School Site: Provide written notification for parents of students of PI status and offer choice to attend another public school in LEA that is not PI with transportation Use 10% of Title I school site allocation for professional development Identify students eligible to receive supplemental educational services Implement the Highpoint intensive instruction program for at risk students Restructure the school day to provide additional periods of English/Language Arts and math for all students Employ English Language Arts coach, math coach and ELL coach. Provide after school intensive tutoring in ELA for all students

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North Tahoe Middle School PlanCBED Data October of 2006

School Demographic CharacteristicsThese data are from the October 2006 California Basic Educational Data System (CBEDS) data collection and the 2007 Standardized Testing and Reporting (STAR) Program student answer document.

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Ethnic/Racial (STAR) Percent African American (not of Hispanic origin) 0 American Indian or Alaska Native 1 Asian 1 Filipino 0 Hispanic or Latino 43 Pacific Islander 0 White (not of Hispanic origin) 54

These percentages may not sum to 100 due to responses of: other, multiple, declined to state, or non-response.

Participants in Free or Reduced-Price Lunch (STAR)

37

Participants in Gifted and Talented Education Program (STAR) 13

Participants in Migrant Education Program (STAR) 0

English Learners (STAR) 34

Reclassified Fluent-English-Proficient (RFEP) Students (STAR)

8

Students with Disabilities (STAR) 15 Mobility School, CBEDS Date (STAR) 94 LEA, CBEDS Date (STAR) 94

These are the percentages of students who were counted as part of the school's or LEA's enrollment on the October 2006 CBEDS data collection and who have been continously enrolled since that date.

Fully-Credentialed Teachers (CBEDS) 96 Teachers with Emergency Credentials (CBEDS) 4

http://www.cde.ca.gov/ta/ac/ap/glossary07g.asp#gg12















Focus Area: English Language ArtsReading, Writing and English Language Development

School Wide Needs AssessmentFinding(Evidence)


47% of all students scored at the adv/prof levels in ELA in 2007.

15.4% of English Learners scored in the adv/prof levels in ELA in 2007.

API score for 2007 is 752

Grade Level Scores:

26% of students scored at FBB/BB in 6th grade, 2007: 17% in 2006.



100% of Core Subject teachers have met NCLB “Highly Qualified Teacher” certification

85% of paraprofessionals have met NCLB Qualifications

STAR:CST

CELDT

CDE

District HQT Data

District NCLB Paraprofessional data

Increased emphasis on intervention programs such as after school tutoring in Language Arts for basic students.

Scheduling changes to identify students at the intervention, strategic, benchmark/advanced levels.

SB472 training in intervention programs

Increased emphasis on intervention programs such as after school tutoring in Language Arts for FB and BB students.

Scheduling changes to identify students at the intervention, strategic, benchmark/advanced levels.

SB472 training in intervention programs

Continued professional development with a focus on English Language Arts, English Language Development and intervention strategies.

Teacher and student matched appropriately according to need and style.

There is a need to continue intervention instruction for identified students.



100% of TTUSD teachers in the core subject areas need to be HQT, by Jan 2007.

85% of TTUSD teachers in the core subject areas need to be HQT, by June 2007.

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North Tahoe Middle School PlanFOCUS AREA: English Language Arts

Reading, Writing and English Language DevelopmentObjectives

GOAL: Improve academic achievement in English/Language ArtsObjectives

Schoolwide Achievement Objectives for English/Language Arts

Closing the Achievement Gap Objectives:Hispanic/LatinoEnglish Language LearnersSocio-economically Disadvantaged

Meeting AYP: 35.2% of the students, schoolwide, will be at proficient and advanced levels in English Language Arts, as measured by the California Standards Test by Spring 2007. Teacher and Paraprofessional Qualifications:

o 100% of teachers in core academic subjects will be certified as a NCLB Highly Qualified Teacher by June 2007

o 85% of paraprofessionals will meet NCLB qualifications by June 2007.o Professional development will be organized for all staff and administrators to improve student

achievement in English Language Arts.

The English/Language Art program will: All ELA teachers received training in GLAD

Provide a balanced literacy program for all students With daily practice in reading, writing, speaking and listening Using a systematic approach based on research and best practices Use a leveled approach for Reading/Language Arts. Acquire the best instructional materials available to implement a balanced literacy program for all

students. Develop consistent district-wide reading assessment practices and collaboration time to implement

effective teaching strategies Identify students who are at-risk of reading failure and provide intervention as early as possible. Promote parent awareness and responsibility for their child’s success in the literacy program Provide on-going training and planning time for all instructional staff and parents to implement the

balanced literacy program Implement effective, research-based strategies that are successful with our student population Instill in students an intrinsic interest in reading

Meeting AYP: 35.2 of all significant subgroups will be at proficient and advanced levels in English Language Arts, as measured by the California Standards Test by Spring 2007.

Title III Annual Measurable Academic Objectives (AMAOs): Will be able met by the English Learner subgroup.

Strategies of 75

North Tahoe Middle School PlanObjectives

Alignment of instruction with content standards Improvement of instructional strategies and materials. Extended learning time.in area of Language Arts Increased educational opportunities through Measure A Staff development and professional collaboration on student data and effective teaching strategies Involvement of staff, parents and community Parent Volunteers to provide extra one-on-one or small group instruction Monitoring program implementation and results Implementation of a course schedule with 3 periods of ELA for intervention students, 2 periods of ELA for strategic students and 1 period for benchmark and advanced students.

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North Tahoe Middle School PlanSchool Action Plan

English Language Arts

GOAL: Improve academic achievement in English/Language Arts

Activities Time Line

Persons Responsible Parent Involvement Monitoring and

Evaluation1. Improvement of instructional strategies and

materials. Assess students with one or more of the following: STAR, Prentice Hall Literature, CELDT and District assessments to identify appropriate placement in District adopted and supplemental reading/language arts materials and programs.

Ongoing Regular classroom teachers, Special Needs staff.

Signed Parent Contract which includes:

a) Attending Individual Learning Plan bi annual meetings

b) Assist and check homework

c) Ensure regular attendance, on time and prepared for school

d) Attendance at parent/teacher conference

e) Attendance at parent information nights

Staff will analyze multiple assessments and student work to guide instruction.

2. Analysis of student data via DataWise, Aeries and student work samples to inform instruction and ensure correct placement to maximize student achievement

Annually BiweeklyQuarterly

Site and District Administration, teachers


3. Implementation of a leveled approach using Prentice Hall Literature series for advanced, benchmark and strategic level students. Intervention students will be instructed in the High Point language series and other supplemental materials.


Ongoing assessment by classroom teacher every three weeks.

4. Students identified ‘at risk of retention’, will have additional instruction Ongoing Site Administration and

teachers

Ongoing assessment by classroom teacher biweekly, quarterly, annually.

5. Students identified at Prof/lAdv. will have extension activities during the instructional time.

Ongoing Site Administration and teachers

Ongoing assessment by classroom teacher

6. CISAAC(Curriculum Instruction Standards Accountability Assessment Committee) is coordinating subject specific meetings to align instruction and assessment with grade level standards:

2007-2008 District Administration and teachers

End of year summary of work completed

7. Implementation of a course schedule with 3 periods of ELA for intervention students, 2 periods of ELA for strategic students and 1 period of ELA for benchmark and advanced students

Ongoing Site Administration and Counselor


8. Extended Learning Time: Intensive Ongoing Site Administration and Staff will analyze multiple

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EvaluationInstruction will be provided for those students identified at risk during the regular school day. PI schools will provide SES for prioritized at risk students.

teachersassessments to guide student work to inform instruction.

9. Provide personnel to support students in the ELD program and students at risk of not meeting grade level standards.

BOngoing Site Administration and

TeachersOngoing assessment by classroom teacher

10. Teachers will participate in S472 training in Prentice Hall Literature Program and Highpoint Intervention Program

Ongoing District administration and teachers

Agenda, sign in and daily evaluation feedback during training.

11. Site administrator will participate in AB75 training in Prentice Hall Literature Program and Highpoint Intervention Program.

Ongoing District and Site administrators


12. Weekly Professional development and collaboration: All staff will participate in professional activities with the goal to improve student achievement in English/Language arts and math.

Ongoing Site and District Administration, teachers

District auditing of buy-back hour, staff feedback, student performance, site visits.

13. Provide opportunities for all staff members to increase their skills and knowledge in areas of currently identified student needs by attending appropriate in services, workshops, conferences, and meeting to improve student achievement in all areas, but specifically English/Language Arts and Math


District auditing of buy-back hours and staff feedback.

14. Involvement of staff, parents and community, PTO, ELAC, parent, community and staff participation on a variety of District and community committees including: Ed-Matters, Family Resource Centers, Boys and Girls Club, citizens oversight committees, and DELAC.


Agendas, minutes and sign in sheets

14. Auxiliary services for students and parents: Transition from 5th grade to middle school Annually

a) Parents of 5th grade students are encouraged Feedback from

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Evaluationincludes visitations; parent information meeting with middle school staff; some middle school and elementary staff time for articulation between departments.

each Spring Site Administration and teachers

to attend an education night sponsored by the middle school.

b) 5th grade parents and students have the opportunity to visit the middle school prior to the start of school

administration, counselors and parents of incoming 6th grade students.

15. Auxiliary services for students and parents: Transition form 8th grade to High School includes visitations; parent meeting with high school staff; some middle school and high school staff time for articulation between departments. Annually

each SpringSite Administration and teachers

a) Parents of 8th grade students are encouraged to attend an education night sponsored by the high school.

b) 8th grade parents and students have the opportunity to visit the high school prior to the start of school

Feedback from administration, counselors and parents of 8th grade students.

16. The knowledge and skills outlined in the technology standards will be taught throughout the core subjects as well as in electives classes.



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Focus Area: MathematicsSchool Wide Needs Assessment

Finding(Evidence)


37.4% of all students scored at the adv/prof levels in Math in 2007.

16.8% of English Learners scored in the adv/prof levels in Math in 2007.

API score for 2007 is 752 with a loss of 22 points.

Grade Level Scores:




26% of students scored at FBb/BB in 8th grade Algebra 2007: 7% in 2006

100% of Core Subject teachers have met NCLB “Highly Qualified Teacher” certification

85% of paraprofessionals have met NCLB Qualifications

STAR:CST

CELDT

CDE

District HQT Data

District NCLB Paraprofessional data

Increased emphasis on intervention programs Scheduling changes to identify students at the intervention, strategic,

benchmark/advanced levels. SB472 training in intervention programs


benchmark/advanced levels. SB472 training in intervention programs


benchmark/advanced levels. AB466 training in intervention programs, state textbook adoption in

Mathematics. Continued professional development with a focus on improving all

academic areas.

Teachers and students are matched up appropriately based on student need/skill and teacher style/skill

TTUSD is in the process of meeting the requirements for NCLB.

TTUSD is in the process of meeting the requirements for NCLB.




There is a need to continue to provide a master schedule allowing appropriate teacher-student match ups

100% of TTUSD teachers in the core subject areas need to be HQT, by June 2006 or a letter of notification will go out to the parents

85% of TTUSD teachers in the core subject areas need to be HQT, by June 2006.

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North Tahoe Middle School PlanFOCUS AREA: Mathematics

ObjectivesGOAL: Improve academic achievement in Math

ObjectivesSchoolwide Achievement Objectives for Math


Meeting AYP: 37% of the students, school wide, will be at proficient and advanced levels in Mathematics, as measured by the California Standards Test by Spring 2007. Teacher and Paraprofessional Qualifications:

o 100% of teachers in core academic subjects will be certified as a NCLB Highly Qualified Teacher by June 2007

o 85% of paraprofessionals will meet NCLB qualifications by June 2007.o Professional development will be organized for all staff and administrators to improve student

achievement in English Language Arts. The Mathematics program will: All teachers received training in GLAD strategies Use literacy based strategies in math instruction Use daily practice of reading, writing, listening and speaking Use a systematic approach bases on research and best practices. Increase the overall percentage of students meeting math grade level standards while increasing the number of

Special Education and ELL students achieving proficient or advanced on the CST. Incorporate Language Arts strategies into math instruction Provides student with more time to explain the processes they used to solve problems Identify at-risk students, provide intervention/reteach instruction Identify students accelerating, provide enrichment activities Teachers will evaluate and revise math portfolio standards as necessary

Meeting AYP: 37% of all significant subgroups will be at proficient and advanced levels in Mathematics, as measured by the California Standards Test by Spring 2007.

Title III Annual Measurable Academic Objectives (AMAOs): Will be met by the English Learner subgroup.

Strategies Alignment of instruction with content standards

Improvement of instructional strategies and materials. Extended learning time in the area of math Increased educational opportunities through Measure A Staff development and professional collaboration Involvement of staff, parents and community Parent volunteers to increase one-on-one or small group instruction time Monitoring program implementation and student improvement Implementation of a course schedule of 2 periods of Math for intervention and strategic students and 1 period of

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North Tahoe Middle School PlanMath for benchmark and advanced students.

School Action Plan

Mathematics

GOAL: Improve academic achievement in Mathematics



Evaluation1. Improvement of instructional strategies and

materials. Assess students with one or more of the following: STAR, Prentice Hall Math Program and District assessments to identify appropriate placement in District adopted and supplemental math materials and programs.


Signed Parent Contract which includes:

a) Attend Individual Learning Plan Biannual meetings

b) Assist and check homework

c) Ensure regular attendance, on time and prepared for school

d) Attendance at parent/teacher conference

e) Attendance at parent information nights


2. Analysis of student data via DataWise, Aeries and student work samples to inform instruction and ensure correct placement to maximize student achievement

Annually biweekly and quarterly

Site and District Administration, teachers

Staff will analyze multiple assessments and student work to guide instruction

3. Students identified ‘at risk of retention’, will have additional instruction Ongoing Site Administration and

teachersOngoing assessment by classroom teachers

4. CISAAC is coordinating grade level meetings to align instruction and assessment with grade level standards:

2007-2008 District Administration and teachers

End of year summary of work completed

5. Students identified as prof./adv. will be provided with extension activities during instructional time.

2007-2008 Site Administration and teachers

Ongoing assessment by classroom teachers

6. Extended Learning Time: Intensive Instruction will be provided for those students identified at risk, before and after the regular school day. PI schools will provide SES for prioritized at risk students.


Staff will analyze multiple assessments to guide instruction.

7. Implementation of a course schedule with 2 periods of math for intervention and strategic students and 1 period of math for benchmark and advanced students.

Ongoing Site Administration and Counselor


8. Teachers will participate in SB472 training in Prentice Hall Math Program Ongoing District administrator and

teachers


9. Site administrators will participate in AB75 Ongoing District and Site Agenda, sign in and daily of 75




Evaluationtraining in Prentice Hall Math Program

Administrators

evaluation feedback during training.

10. Professional development and collaboration: All staff will participate in professional activities with the goal to improve student achievement in English/Language arts and math.


District auditing of buy-back hours, staff feedback, student performance, site visits

11. Provide opportunities for all staff members to increase their skills and knowledge in areas of currently identified student needs by attending appropriate in service, workshops, conferences, and meeting to improve student achievement in all areas, but specifically English/Language Arts and Math


District auditing of buy-back hours, staff feedback, student performance.

12. Involvement of staff, parents and community, PTO, ELAC, parent, community and staff participation on a variety of District and community committees including: Ed-Matters, Family Resource Centers, Boys and Girls Club, citizens oversight committees, and DELAC.


Agendas, minutes and sign in sheets

13. Auxiliary services for students and parents: Transition from 5th grade to middle school includes visitations; parent information meeting with middle school staff; some middle school and elementary staff time for articulation between departments

Annually each Spring

Site Administration and teachers

a) Parents of 5th grade students are encouraged to attend an education night sponsored by the middle school.

b) grade parents and 5th grade students have the opportunity to visit the middle school prior to the start of school

Feedback from administration, counselors and parents of incoming 6th grade students.

15. Auxiliary services for students and parents: Transition form 8th grade to High School includes visitations; parent meeting with high school staff; middle school and some high school staff time for articulation between

Annually each Spring

Site Administration and teachers

a) Parents of 8th grade students are encouraged to attend an education night sponsored by the high school.

Feedback from administration, counselors and parents of 8th grade students.

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Evaluation

departments.

b) 8th grade parents and students have the opportunity to visit the high school prior to the start of school

16. The knowledge and skills outlined in the technology standards will be taught throughout the curriculum as well as in computer classes.



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North Tahoe Middle School PlanFOCUS AREA: Technology

Needs Assessment

Findings (evidence): Need based on finding: There is a need to integrate technology standards throughout the curriculum. Possible reason for finding: Parent surveys indicate the need for more technology throughout the curriculum.

In addition the computer teachers and the technology committee indicate a need to integrate the technology standards throughout the curriculum.

Objectives

All students will learn how to use technology in order to meet grade level standards in core curricular areas. All students will learn basic, fundamental skills required of middle school students – use of the internet for

research, power point, excel, word processing.

Strategies

Professional development on the use of technology as a learning tool. Purchase of equipment, software, and supplies to implement the technology plan. Staffing and materials to maintain the computer labs, library/media center and classroom technology needs. Purchase supplies for enrichment programs that will be technology dependent. Staffing for after school enrichment programs related to technology.

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North Tahoe Middle School PlanFOCUS AREA: Science

Objectives

Objectives

44% students prof./adv.

Schoolwide Achievement Objectives for Science


To ensure that all pupils form a foundation based scientific principals, appropriate to and based on grade level standards in Science.

TTUSD has adopted the state approved Prentice Hall Science Series October of 2007. CISAAC provided professional training in the new series for all science teachers.The training included becoming familiar with the series, differentiated teaching strategies to reach all types of students in the classroom

Science curriculum is based on the State Frameworks of the State of California and the State Standards for Science with a service learning component to the standardized science curriculum. Each student receives instruction in alignment with the strands of the curriculum. Attempts are made to build on previous knowledge to form hypotheses, solve problems and predict outcomes.

Student group participating in this goal: Students not meeting the Proficient and Advanced levels. Performance gains expected for these students: Measurable increase for identified students. Means of evaluating progress toward this goal: CST scores, Spring 2006 and Spring 2007. Group data needed to measure academic gains: CST scores.

Strategies

Alignment of instruction with content standards Improvement of instructional strategies and materials. Extended learning time. Increased educational opportunities through Measure A Staff development and professional collaboration Involvement of staff, parents and community Auxiliary services for students and parents Monitoring program implementation and results Textbook adoption process for science program. Students will use technology as an instructional and research tool. Professional development opportunities will be provided for all staff and administrators.

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North Tahoe Middle School PlanFOCUS AREA: Social Science

Objectives

Objectives

35% students prof./adv.

Schoolwide Achievement Objectives for Social Science


Through incorporating learning from history and other humanities, geography, and the social sciences pupils will attain knowledge and cultural understanding.

To develop an understanding of our national identity, constitutional heritage, civic values, and rights and responsibilities the student will attain democratic understanding and civic values.

To attain basic study skills, critical thinking skills, and participation skills that are essential for effective citizenship the student will gain a strong foundation in skills and social participation.

TTUSD has adopted the new state approved Prentice Hall series spring of 2007. CISAAC provided professional training for the new series to all social studies teachers. The training included becoming familiar with the series, differentiated teaching strategies to reach all types of students in the classroom. The social science curriculum is based on the State Frameworks of the State of California and the State

Standards for social sciences

Student group participating in this goal: Students not meeting the Proficient and Advanced levels. Performance gains expected for these students: Measurable increase for identified students. Means of evaluating progress toward this goal: CST scores, Spring 2006 and Spring 2007. Group data needed to measure academic gains: CST scores.

Strategies

Alignment of instruction with content standards Improvement of instructional strategies and materials. Extended learning time. Increased educational opportunities Staff development and professional collaboration Involvement of staff, parents and community Auxiliary services for students and parents Monitoring program implementation and results Textbook adoption process for science program. Students will use technology as an instructional and research tool. Professional development opportunities will be provided for all staff and administrators.

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FOCUS AREA: Art and Graphic Art Objectives

Schoolwide Achievement Objectives for Math


Through a balanced and comprehensive Arts program, students will be able to understand artistic perception, creative expression, historical and cultural context, analyze and critic.

Develop connections, relationships and applications by connecting and applying what is learned in one’s arts discipline to other subject areas and careers.

To ensure active anticipation in Art augments academic achievement by increasing student interest. Students will develop an understanding of American culture and worldwide ethnic, racial, religious and cultural

groups. Through participation of Art, all students, regardless of ability, will be successful. To ensure that all students have equitable access to and the opportunity to participate in and benefit from high

quality Art activities.

Strategies

Alignment of instruction with content standards Improvement of instructional strategies and materials. Extended learning time. Increased educational opportunities through Measure A Staff development and professional collaboration Involvement of staff, parents and community Auxiliary services for students and parents Monitoring program implementation and results

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North Tahoe Middle School PlanFOCUS AREA: Physical Education

Objectives

Objectives

Schoolwide Achievement Objectives for Math


To ensure that pupils receive high quality, comprehensive and developmentally appropriate Physical Education instruction on a regular basis.

To ensure that all educational programs are based on high and challenging standards and accompanied by a process for monitoring and determining effectiveness.

To ensure that all students are provided with integrated and coordinated programs based on student needs and educationally sound and legally acceptable educational practices.

To ensure that all students have equitable access to, and opportunity to participate in and benefit from, high quality curricular and extracurricular activities.

To ensure that students have access to qualified teachers, administrators, and other staff members and that all educators have access to high quality professional development.

To ensure that all students are provided with integrated and coordinated programs based on student needs and educationally sound and legally acceptable educational practices.

To ensure that all students have equitable access to, and opportunity to participate in and benefit from, high quality curricular and extracurricular activities.

To ensure exposure and participation in traditional and nontraditional sports and activities.

Strategies

Alignment of instruction with content standards Grades 1-6, a minimum of 200 minutes of physical education instruction every 10 school days. Grades 7-12 a minimum of 400 minutes of physical education instruction every 10 school days. Improvement of instructional strategies and materials. Increased educational opportunities through Measure A Staff development and professional collaboration Involvement of staff, parents and community Auxiliary services for students and parents Monitoring program implementation and results Administer the state California Physical Performance Test (FITNESSGRAM) to each student in grades 5, 7 and 9

during the months of February and May

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School Action Plan

Special Needs Students (Special Education, GATE, Title I/At Risk Students, English Learners)

Focus Area Actions to Support Goals Timeline Need Based on Finding

Improving student academic achievement

SPECIAL EDUCATION: The Student Success Team (SST) will continue to investigate

methods of intervention, remediation, program strategies and assistance in the regular classroom.

The ILPs will continually update the list of resources both from county personnel and local agencies that provide assistance to both parents and teachers

There will be Individual Learning Plans for all students The staff will continue to be advocates for all students with special

needs and be creative in involving them in the total school community.

The service delivery options for our special education staff may include: pull-out, direct services, inclusion, alternative materials and/or curriculum, physical accommodations, modified teaching strategies, and in-service training.

Special Education input on the facilitation of class placement of Special Day class students into regular programs in groups is ongoing. This will continue to enable the SDC teacher to work collaboratively with regular teachers by decreasing the number of students served by different teachers. This process is also completed for Title I and RSP students.

Mainstreaming for Special Education students is in place. Opportunities for staff in working for Special Education staff,

sharing responsibility for inclusion and mainstreaming across teachers and grade levels

The resource specialist program and designated instruction and services maybe provided to pupils who have not been identified as individuals with exceptional needs, but all identified students with exceptional needs will be appropriately served. (ED 52860).

Ongoing 2006-2008

There is need for Special Education students to reach proficiency in all academic areas per CST results

There is a need for Individual Learning Plans for states in PI status per the state

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TITLE I : All students are identified for service using multiple assessment

measures. The ILPs will continually update the list of resources both from

county personnel and local agencies that provide assistance to both parents and teachers

There will be Individual Learning Plans for all students Students receive supplemental instruction and materials

appropriate for their needs through a collaborative effort of the classroom teacher, instructional aides, bilingual instructional aides, RSP teacher, and Title I teacher.

Work with the community volunteers to offer at risk students the opportunity to work one-on-one or small groups in receiving extra help to increase academic skills.

Regular education students may have access to Special Education Resources in the Learning Center and pull out program as needed. Title I services are available for students that are not performing at grade level.

Implementation of a course schedule to provide additional periods of instruction in ELA and Math.

Intensive instruction in English Language Arts and Math are available to identified at-risk students.

The Student Success Team (SST) will continue to investigate methods of intervention, remediation, program strategies and assistance in the regular classroom.

The SST will continually update the list of resources both from county personnel and local agencies that provide assistance to both parents and teachers

Intensive After School Tutoring for our “at risk” Specific Title I activities:

1. Provide an effective teaching strategies specific to our “at – risk” students.

2. Offer assistance with difficult concepts and supplement teaching in or out of the class.

3. Reinforce strategies for learning and study skills4. Provide an opportunity for certain students to be

guided through an independent study program5. Reinforce strategies for positive communication

There is a need for Title I students to reach proficiency in all academic areas.

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Focus Area Actions to Support Goals Timeline Need Based on Finding6. Encourage the raising of intellectual passions7. Encourage students to develop goals and have future

visions8. Encourage growth of self esteem.

GATE: Provide unique opportunities for high-achieving and under-

represented students who are identifies as gifted and talented. Offer a GATE Program for those students identified through the

district GATE guidelines. This program will begin in the fall and continue the entire year as

an after school program with monthly outdoor field activities partnered with SWEP. The students will go on a culminating field trip in the Spring.

Staff receive ongoing training to keep pace with changes in the law for these students. Guidelines for qualifying are reviewed each year.

Staff receive ongoing training to provide extended leaning activities, part-time grouping, clustering, independent study, acceleration and differentiated instruction.

Differentiated instruction is used to meet the needs of every student.

ENGLISH LANGUAGE LEARNERS: The ILPs will continually update the list of resources both from

county personnel and local agencies that provide assistance to both parents and teachers

There will be Individual Learning Plans for all students

Utilize the ELD standards so that EL students have the opportunity to continue their educational development while learning English as a second language.

Follow the guidelines of the District EL Plan Students receive supplemental instruction and materials

appropriate for their needs through a collaborative effort of the classroom teacher, instructional aides, bilingual instructional aides and RSP teacher.

Work with the community volunteers to offer at risk students the

There is a need to provide unique opportunities for high-achieving and under-represented students who are identifies as gifted and talented.

There is a need for EL students to achieve proficiency as required by Title III AMAOs.

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Focus Area Actions to Support Goals Timeline Need Based on Findingopportunity to work one-on-one in receiving extra help to increase academic skills.

Regular education students may have access to Special Education Resources in the Learning Center and pull out program as needed. Title I services are available for students that are not performing at grade level

Implementation of a course schedule to provide additional periods of instruction in ELA and Math.

Intensive instruction in English Language Arts and Math are available to identified at-risk students.

The Student Success Team (SST) will continue to investigate methods of intervention, remediation, program strategies and assistance in the regular classroom.

The SST will continually update the list of resources both from county personnel and local agencies that provide assistance to both parents and teachers

Scheduling and program modifications in ensure academic success.

Taught by appropriate EL certified teachers who also received GLAD training.

Multiple assessments including the CELDT, SABE, STAR and other district and locally developed assessments will be analyzed to guide instruction of our EL students.

ELL Coach services are available

School Action Plan

School Climate of 75



Parent Involvement

Family Support

School/Learning Environment

Service Learning

Positively engage parents in supporting the school and their children’s education and activities.

Effect significant, positive parent participation, which will help raise or maintain student achievement in schools.

Increase effective home/school communication between teachers and parents.

Develop a collaborative planning process that involves staff members, the principal and parents.

School site council serves as the focus of the planning process Parents of students with special needs have a voice in the

planning and evaluation of services. Allow sufficient time to be allocated to the planning process,

allowing for input from parents. Provide each staff member and parent information as to the overall

intent of the planned program, his/her roles and responsibilities in the process and how these responsibilities relate to what others are doing.

Provide orientation to parents, staff and community members of school based programs.

Monitor and assess the plan for effectiveness on a regular basis.

A tobacco free campus (TUPE). Provide educational opportunities for parents and community to

help reduce and prevent the use of tobacco among school-age youths.

Provide children with safe and healthy environment using the consultants of Power of Thought as a vehicle.

Provide access to community agencies Provide each student with a student parent handbook that

includes, expected behaviors and consequences. Playground is inspected daily to ensure that the site is safe for

students. Visitors are expected to adhere to district provided signage at each

site. Partnership with Education Matters as our community outreach for

student well-being.

Ongoing

Annual School Survey

Annual Parent Survey

Annual ELAC parent Survey

There is a need for parents to become actively involved in the education of their children.

There is a need for family support to ensure student success.

There is a need to provide a safe school/learning environment for optimal student success.

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Focus Area Actions to Support Goals Timeline Need Based on FindingGoal:

To provide at least one High Quality Service Learning experience to students at all grade levels.

Objective:

To energize students and teachers to meet the state standards through projects and activities that encourage civic responsibility, community participation and care for one’s environment.

Strategy:

Work with community partners especially Education Matters, other teachers and/or administrators to design standards- based projects that meet a real community need.

Governance and Funding

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School Site Council

Funding

Develop a school improvement plan that has involved all segments of the school community

Focus on how the school program will help all students meet grade level standards.

Align the budget with the School Site Plan. Use a variety of methods to evaluate the effectiveness of its overall

program each year (surveys, data analysis, interviews, ratings, etc) Encourage all segments of the school community to participate in

the evaluation process Communicate student progress to all segments of the school

community beyond the School Accountability Report Card and student report cards.

Ensure that families of English Language Learners receive the information in their primary languages(s)

Funding sources may include, but are not limited to: state lottery, SIP, Title I, EIA, ELAP, GATE, District Measures, Grants, and District general fund.

All funds allocated and expended will be used to improve student achievement.

These funds may cover personnel, supplies, equipment, incentives, technology, materials, professional development, enrichment and remediation, and support for parent education.

Ongoing

Ongoing

There is a need to involve parents and the community in the decisions that affect the students.

Improve communication among and between all stakeholders.

Families need to feel that they are an integral part of their school system.

Allocation and expenditures of funding are needed to meet the various learning needs of students.

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North Tahoe Middle School

Data Pages

of 75


2007 State Accountability: Academic Performance Index (API)

Number of Students included in the 2007 Growth API

API Met Growth Target

2007 Growth 2006 Base2006-07

Growth Target2006-07 Growth Schoolwide

Comparable Improve-ment (CI)

Both Schoolwide and CI

266 752 774 5 -22 No No NoSimilar Schools Median API

2007 Growth 2006 Base

757 753 Subgroups Subgroup API

Number of Students

Included in 2007 API

Numerically Significant in Both Years

2007 Growth

2006 Base

2006-07 Growth Target

2006-07 Growth

Met

Subgroup Growth Target

African American (not of Hispanic origin) 0 No American Indian or Alaska Native 1 No Asian 3 No Filipino 1 No Hispanic or Latino 110 Yes 608 616 9 -8 No Pacific Islander 0 No White (not of Hispanic origin) 150 Yes 856 874 A -18 Yes Socioeconomically Disadvantaged 109 Yes 618 624 9 -6 No English Learners 104 Yes 609 607 10 2 No Students with Disabilities 41 No

In order to meet federal requirements of No Child Left Behind, a 2007 Growth API is posted even if a school or LEA had no 2006 Base API or if a school had significant population changes from 2006 to 2007. However, the presentation of growth targets and actual growth would not be appropriate and, therefore, are omitted. "N/A" means a number is not applicable or not available due to missing data."*" means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and

Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2006 or 2007. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

"A" means the school or subgroups scored at or above the statewide performance target of 800 in 2006. "B" means the school did not have a valid 2006 Base API and will not have any growth or target information. "C" means the school had significant demographic changes and will not have any growth or target information. "D" means this is either an LEA, an Alternative Schools Accountability Model (ASAM) school, or a special education school.

Target information is not applicable to LEAs, ASAM schools, or special education schools. "E" indicates this school was an ASAM school in the 2006 Base API Report and has no target information even though the

school is no longer an ASAM school. Targets Met - In the "Met Growth Target" columns, the growth targets reflect state accountability requirements and do not match the federal Adequate Yearly Progress (AYP) requirements. The AYP requirement for the API is a 2007 Growth API of 590 or a one-point increase from 2006 Base API to 2007 Growth API for a school or LEA.

2007 Federal Accountability: Adequate Yearly Progress (AYP)

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http://www.cde.ca.gov/ta/ac/ay/glossary07k.asp#gk1

http://www.cde.ca.gov/ta/ac/ap/glossary07e.asp#gg11
















http://dq.cde.ca.gov/dataquest/AcntRpt2007/2006BaseSchSS.aspx?allcds=31669446094502

















http://www.cde.ca.gov/ta/ac/ap/glossary07e.asp#ga1

North Tahoe Middle School PlanMade AYP: No Met 15 of 21 AYP Criteria

Participation Rate

English-Language ArtsTarget 95%

Met all participation rate criteria? Yes

MathematicsTarget 95%

Met all participation rate criteria? Yes

GROUPS

EnrollmentFirst

Day ofTesting

Number of

Students Tested Rate

Met 2007 AYP

CriteriaAlternative

Method

EnrollmentFirst

Day ofTesting

Number of

Students Tested Rate

Met 2007 AYP

CriteriaAlternative

Method

Schoolwide 287 287 100 Yes 287 282 98 Yes

African American or Black (not of Hispanic origin) 0 0 -- -- 0 0 -- --

American Indian or Alaska Native 3 3 100 -- 3 3 100 --

Asian 3 3 100 -- 3 3 100 --

Filipino 1 1 100 -- 1 1 100 --

Hispanic or Latino 124 124 100 Yes 124 119 96 Yes

Pacific Islander 0 0 -- -- 0 0 -- --

White (not of Hispanic origin) 155 155 100 Yes 155 155 100 Yes

Socioeconomically Disadvantaged 118 118 100 Yes 118 115 97 Yes

English Learners 109 109 100 Yes 109 106 97 Yes

Students with Disabilities 43 43 100 -- 43 40 94 --

Percent Proficient - Annual Measurable Objectives (AMOs)

English-Language ArtsTarget 24.4 %

OC:\eagle\SCH.MDE

MathematicsTarget 26.5 %

Met all percent proficient rate criteria? No

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North Tahoe Middle School Plan No

GROUPSValid

Scores

Number At or

Above Proficient

Percent At or

Above Proficient

Met 2007 AYP

CriteriaAlternative

MethodValid

Scores

Number At or

Above Proficient

Percent At or

Above Proficient

Met 2007 AYP

CriteriaAlternative

Method

Schoolwide 266 125 47.0 Yes 262 98 37.4 Yes

African American or Black (not of Hispanic origin) 0 -- -- -- 0 -- -- --

American Indian or Alaska Native 1 -- -- -- 1 -- -- --

Asian 3 -- -- -- 3 -- -- --

Filipino 1 -- -- -- 1 -- -- --

Hispanic or Latino 110 14 12.7 No 106 16 15.1 No

Pacific Islander 0 -- -- -- 0 -- -- --

White (not of Hispanic origin) 150 108 72.0 Yes 150 78 52.0 Yes

Socioeconomically Disadvantaged 109 19 17.4 No 106 19 17.9 No

English Learners 104 16 15.4 No 101 17 16.8 No

Students with Disabilities 41 4 9.8 -- 38 0 0.0 --

Academic Performance Index (API) - Additional Indicator for AYP

2006 Base API2007 Growth

API 2006-07 GrowthMet 2007 API

Criteria Alternative Method774 752 -22 Yes

2007 API Criteria for meeting federal AYP: A minimum "2007 Growth API" score of 590 OR "2006-07 Growth" of at least one point.

Graduation Rate

Rate for 2006, Class of2004-05

Rate for 2007, Class of2005-06 Change

Average2-YearChange

Met 2007 Graduation Rate

Criteria Alternative MethodN/A

2007 Graduation Rate Criteria: A "Rate for 2007" of at least 82.9 OR "Change" (improvement in the rate from the previous year) of at least 0.1 OR "Average 2-Year Change" (improvement in the average two-year rate) of at least 0.2.

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NTMS – 6TH ELA

0

20

40

60

80

100

04-0505-0606-07

04-05 43 12 67 7 6205-06 33 8 62 6 5806-07 44 13 63 10 65

All SES Non SES EL Non EL

NTMS – 6TH Math

0

20

40

60

80

100

04-0505-0606-07

04-05 45 17 67 12 6305-06 32 15 52 17 4606-07 45 14 63 11 65


NTMS – 7TH ELA

0

20

40

60

80

100

04-0505-0606-07

04-05 60 36 74 9 7305-06 59 29 77 18 7906-07 39 20 59 3 59


NTMS – 7TH Math

0

20

40

60

80

100

04-0505-0606-07

04-05 52 25 67 5 6405-06 56 29 73 21 7406-07 36 21 54 6 55


NTMS – 8th ELA

0

20

40

60

80

100

04-0505-0606-07

04-05 46 22 60 12 6205-06 54 14 69 10 6806-07 51 17 68 15 67


NTMS- 8th Math

0

20

40

60

80

100

04-0505-0606-07

04-05 0 0 0 0 005-06 35 41 29 32 3706-07 4 7 0 3 14


NTMS – 8th Algebra

0

20

40

60

80

100

04-0505-0606-07

04-05 48 27 54 50 4805-06 88 57 91 50 9006-07 33 20 38 3 36


California Standardized Testing and Reporting (STAR)

North Tahoe Middle School All Students

California Standards Test Scores - 2007

Grades

2 3 4 5 6 7 8 9 10 11 EOC

Reported Enrollment 81 90 116

CST English-Language Arts Students Tested 81 90 116 % of Enrollment 100.0 % 100.0 % 100.0 % Students with Scores 81 90 116 Mean Scale Score 341.0 340.7 352.4 % Advanced 25 % 19 % 22 % % Proficient 20 % 19 % 28 % % Basic 30 % 30 % 34 % % Below Basic 16 % 19 % 11 % % Far Below Basic 10 % 13 % 4 % CST Mathematics Students Tested 81 88 % of Enrollment 100.0 % 97.8 % Students with Scores 81 88 Mean Scale Score 347.6 334.6 % Advanced 14 % 10 % % Proficient 31 % 25 % % Basic 33 % 36 % % Below Basic 14 % 19 % % Far Below Basic 9 % 9 % CST General Mathematics (Grades 6 & 7 Standards) Students Tested 23 23 % of Enrollment 19.8 % Students with Scores 23 23 Mean Scale Score 308.6 308.6 % Advanced 0 % 0 % % Proficient 4 % 4 %

% Basic 43 % 43 % % Below Basic 39 % 39 % % Far Below Basic 13 % 13 % CST Algebra I Students Tested 2 91 93 % of Enrollment 2.2 % 78.4 % Students with Scores 2 91 93 Mean Scale Score * 338.0 339.6 % Advanced * 7 % 8 % % Proficient * 26 % 27 % % Basic * 41 % 40 % % Below Basic * 24 % 24 % % Far Below Basic * 2 % 2 % CST Geometry Students Tested 1 1 % of Enrollment 0.9 % Students with Scores 1 1 Mean Scale Score * * % Advanced * * % Proficient * * % Basic * * % Below Basic * * % Far Below Basic * *CST History - Social Science Grade 8 Cumulative Students Tested 116 % of Enrollment 100.0 % Students with Scores 116 Mean Scale Score 321.5 % Advanced 11 % % Proficient 21 % % Basic 25 % % Below Basic 24 % % Far Below Basic 19 % CST Science - Grade 5, Grade 8, and Grade 10 Life Science Students Tested 116 % of Enrollment 100.0 % Students with Scores 116 Mean Scale Score 336.5 % Advanced 18 % % Proficient 26 % % Basic 23 % % Below Basic 21 %

% Far Below Basic 12 %

California Standardized Testing and Reporting (STAR) North Tahoe Middle School Economically Disadvantaged

California Standards Test Scores - 2007

Grades

2 3 4 5 6 7 8 9 10 11 EOC


CST English-Language Arts Students Tested 30 48 40 % of Enrollment 37.0 % 53.3 % 34.5 % Students with Scores 30 48 40 Mean Scale Score 301.2 313.1 311.2 % Proficient and Above 13 % 19 % 18 % CST Mathematics Students Tested 30 48 % of Enrollment 37.0 % 53.3 % Students with Scores 30 48 Mean Scale Score 311.1 311.7 % Proficient and Above 13 % 21 % CST General Mathematics (Grades 6 & 7 Standards) Students Tested 15 15 % of Enrollment 12.9 % Students with Scores 15 15 Mean Scale Score 312.3 312.3 % Proficient and Above 7 % 7 % CST Algebra I Students Tested 25 25 % of Enrollment 21.6 % Students with Scores 25 25 Mean Scale Score 310.8 310.8 % Proficient and Above 20 % 20 % CST History - Social Science Grade 8 Cumulative Students Tested 40 % of Enrollment 34.5 % Students with Scores 40 Mean Scale Score 281.9

% Proficient and Above 8 % CST Science - Grade 5, Grade 8, and Grade 10 Life Science Students Tested 40 % of Enrollment 34.5 % Students with Scores 40 Mean Scale Score 283.8 % Proficient and Above 10 %

California Standardized Testing and Reporting (STAR) North Tahoe Middle School

English Learner California Standards Test Scores - 2007

Grades

2 3 4 5 6 7 8 9 10 11 EOC


CST English-Language Arts Students Tested 30 34 33 % of Enrollment 37.0 % 37.8 % 28.4 % Students with Scores 30 34 33 Mean Scale Score 299.1 290.7 296.7 % Proficient and Above 10 % 3 % 9 % CST Mathematics Students Tested 30 34 % of Enrollment 37.0 % 37.8 % Students with Scores 30 34 Mean Scale Score 312.3 294.6 % Proficient and Above 10 % 6 % CST General Mathematics (Grades 6 & 7 Standards) Students Tested 16 16 % of Enrollment 13.8 % Students with Scores 16 16 Mean Scale Score 306.0 306.0 % Proficient and Above 0 % 0 % CST Algebra I Students Tested 17 17 % of Enrollment 14.7 % Students with Scores 17 17 Mean Scale Score 305.5 305.5 % Proficient and Above 18 % 18 % CST History - Social Science Grade 8 Cumulative Students Tested 33 % of Enrollment 28.4 %

Students with Scores 33 Mean Scale Score 270.1 % Proficient and Above 3 % CST Science - Grade 5, Grade 8, and Grade 10 Life Science Students Tested 33 % of Enrollment 28.4 % Students with Scores 33 Mean Scale Score 264.1 % Proficient and Above 3 %

California English Language Development Test

Annual Assessment - All StudentsGrades K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Performance Level Number and Percent of Students at Each Overall Porformance Level

Advanced 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

14.0%

618.0%

14.0%

00.0%

00.0%

00.0%

00.0%

89.0%

Early Advanced 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

726.0%

1339.0%

1867.0%

00.0%

00.0%

00.0%

00.0%

3844.0%

Intermediate 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

1556.0%

1030.0%

726.0%

00.0%

00.0%

00.0%

00.0%

3237.0%

Early Intermediate 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

311.0%

26.0%

00.0%

00.0%

00.0%

00.0%

00.0%

56.0%

Beginning 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

14.0%

26.0%

14.0%

00.0%

00.0%

00.0%

00.0%

45.0%

Number Tested 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

27100.0%

33100.0%

27100.0%

00.0%

00.0%

00.0%

00.0%

87100.0%

Skill Area Mean Scale ScoresListening 0.0 0.0 0.0 0.0 0.0 0.0 563.0 606.5 620.6 0.0 0.0 0.0 0.0

Speaking 0.0 0.0 0.0 0.0 0.0 0.0 523.2 544.4 546.8 0.0 0.0 0.0 0.0

Reading 0.0 0.0 0.0 0.0 515.1 530.7 560.6 0.0 0.0 0.0 0.0

Writing 0.0 0.0 0.0 0.0 532.1 544.3 571.0 0.0 0.0 0.0 0.0

*** Summary data are not provided for groups of three or less.

Notes:

1) CELDT Form F results, administered in 2006–07, are reported using a new common scale. Beginning with these results, the common scale will allow year to year comparisons to be made in the future. Summary Results for Form F are not to be compared with any CELDT results of previous years (Forms A – E) including those available on this Web site.

California English Language Development Test

Initial Assessment - All StudentsGrades K 1 2 3 4 5 6 7 8 9 10 11 12 Total

Performance Level Number and Percent of Students at Each Overall Porformance Level

Advanced 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

**********

**********

117.0%

00.0%

00.0%

00.0%

00.0%

218.0%

Early Advanced 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

**********

**********

117.0%

00.0%

00.0%

00.0%

00.0%

19.0%

Intermediate 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

**********

**********

00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

Early Intermediate 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

**********

**********

117.0%

00.0%

00.0%

00.0%

00.0%

218.0%

Beginning 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

**********

**********

350.0%

00.0%

00.0%

00.0%

00.0%

655.0%

Number Tested 00.0%

00.0%

00.0%

00.0%

00.0%

00.0%

3100.0%

2100.0%

6100.0%

00.0%

00.0%

00.0%

00.0%

11100.0%

Skill Area Mean Scale ScoresListening 0.0 0.0 0.0 0.0 0.0 0.0 ***** ***** 475.2 0.0 0.0 0.0 0.0

Speaking 0.0 0.0 0.0 0.0 0.0 0.0 ***** ***** 426.7 0.0 0.0 0.0 0.0

Reading 0.0 0.0 0.0 0.0 ***** ***** 526.8 0.0 0.0 0.0 0.0

Writing 0.0 0.0 0.0 0.0 ***** ***** 501.7 0.0 0.0 0.0 0.0

*** Summary data are not provided for groups of three or less.

Summary Suspension DataSeptember 2006 through May 2007

Suspensions by GradeGrade Sep Oct Nov Dec Jan Feb Mar Apr May Totals6th 6 4 2 1 1 8 4 3 297th 2 3 3 4 13 3 10 418th 4 1 6 1 5 5 22

Totals 12 8 13 1 6 26 7 18 92

Suspension by ReasonReason Sep Oct Nov Dec Jan Feb Mar Apr May TotalsMutual Combat 5 5 1 2 9 1 9 32BatteryWeaponRobbery/Ext Damage Prop 1 1 StealingObscenity/Profanity 3 1 4Disruption/Defiance 7 2 3 7 4 7 30Intimidation

Totals 7 5 7 1 5 19 6 17 67 Suspension by EthnicityEthnicity Sep Oct Nov Dec Jan Feb Mar Apr May TotalsAfrican AmericanHispanic 10 4 6 3 11 5 14 53White 2 4 7 1 3 15 2 4 38AsianOther 1 1

Totals 12 8 13 1 6 26 7 19 92

North Tahoe Middle School

Addendum Pages

Restructuring Plan


Goal:

Meet our AYP ELA goal that 35.2% of our students in each subgroup is proficient.Meet our AYP Math goal that 37% of our students in each subgroup is proficient.

Objective:Restructured our governance at NTMS to provide collaboration and implementation of the seven components of an effective school

Dave and Jessamy as Directors of Educational Services Single subject credentialed and HQ teachers Coaches – a math coach, an ELL coach, and partial ELA coach

from PCOE New principal appointed by the District Hired a new assistant principal Hired a new counselor Professional Learning Community = Bendock, Spohr

replacement, Sayegh, counselor and assistant and principal Intensive school instruction program apart of regular day Intensive after school instruction after school in math and

language arts Systematic and regular assessment analysis to guide

instruction Regular collaboration involvement with PCOE

Strategy:Work with the SAIT Team to maintain the effective components of a school to reach our math and ELA goals.

2007-2008 Our school is in year 6 of PI.

2006-2007 Allocation of Resources*Note: 1% of Title I funds must be allocated to Parent Engagement

Focus Area Expenditure Resource Amount Justification Plan Page #

English Language Learner Coach 1.0 DO Categoricals $60,000

Staff Survey indicates teachers need one-to-one support /guidance in the use of adopted curriculum and differentiated strategies for EL students especially in the shadow class

Page 4

Math Coach 1.0 DO Categoricals $60,000


ELLTeacher 1.0DO CategoricalsTitle IEIA

$60,00014%35%

Data indicates we need to target this student population with specific EL and ELD strategies

Two Way Immersion Teacher .4 DO Categoricals $40,000

Maintain a continuous program for students in Dual Immersion at the elementary level and then in foreign language at the High School level.

Avid Teacher .4 Do Categoricals $40,000

Bilingual teacher assistant Full time – paid hourly

.25 DO Categoricals .25 from Site Title .50 SIP

$15.00 an hour With a 40% student EL population and newcomers, there is a need

Student Resources Materials SIP and Lottery and Title I

$6,900, $4,350 $1,300

Students need the state adopted instructional materials to assist in their academic goal for proficiency

ELL Student Resources Materials ELAPEIA

$1,900$3,100

ELL students need the state adopted instructional materials to assist in their academic goal for proficiency, to close the achievement gap

Gate Enrichment Enrichment opportunities Gate $3,000 Gate students have access to enrichment opportunities

Intervention in Math and ELA tutoring Intensive Instruction

After School $8,000 Provide intensive tutoring in Math and ELA by grade level after school

ILPs Individual learning plans Counseling supplemental $13,000

Communicate with all at risk students and families to raise CST scores to meet proficient AYP goals in Math and ELA

ELA, Math, Science and Social Studies

Standard Aligned Instructional Materials 7156 DO

ExpenditureStudents will be provided with standard aligned instructional materials in those core curriculums

Science Science Materials and Field Experiences Measure A $4,596 Provide hands on materials and experiences

Music and Art ? Music Materials State Grant $4,300 Provide standardized and state of the art fine arts and music program

Technology Technology Maintenance Measure A $2,800 Maintain a working computer lab, and working teaching technology equipment

Professional Development Professional Development Discretionary Block

Grant $4500 Continuous professional development in the research proven teaching strategies

Summary of Critical Points of School Site Plan:

1. What does the school data say about student learning? A. ALL students in CST scores maintained about a 50% level of proficiency/advanced (taking standard deviation into

consideration)B. ELL in ELA have shown improvement over three year trendC. All students, ELL students and SED students showed improvement in ELA over a three trend in grade 6D. All students, ELL students and SED students showed improvement in ELA over a three-year trend grade 8.

2. What SMART goals have NTMS developed from data analysis?A. For ELA, 25% of more of our ALL students will be proficient/advanced. 25% of the SED and ELL population will show improvement. (62

more students total will show improvement. About 8% more will be proficient/advanced.)1. In analyzing our first benchmark, we are on target as 20% more of ALL students were prof./adv., 15% more of our SED were prof./adv/ and 11% more of our ELL students were prof./adv.

a. Curriculum and schedule:1. State adopted materials for all students.

2. We also have an ELA intensive curriculum for students BB or FB. 3. We use test-taking strategies embedded in the curriculum 4. We have study skills classes for our students with disabilities. 5. We have ELA support classes for students 1-2 years below grade level. 6. We have Avid for students that are college bound 7. We have benchmark core classes for prof./advanced and strategic students. 8. After School Tutoring in Math and ELA for the second semester = strategic

9. After school Field Experience Once a Month for second semester = Gifted and Talented studentb. . Interventions:

1. Avid2. Intensive ELA classes3. ELA support classes4. After school tutoring in Math and Language Arts5. Homework Help 6. Study Skills7. Resource and ELL Push in Support in some classes

c.. Personnel:1. All our teachers will be HQT in January.2. All our teachers are certified in the area they are teaching in.3. We have a bilingual support staff to support our intensive students and our newcomer students in their ELA and Math classes.4. We have a 50% Math coach, and 50% ELL coach and a partial ELA coach via PCOE to provide support for our math

teachers and math students, our Language Arts teachers and students. 5. Support staff for our students with disabilities6. Most the staff trained n SB 472 = the state assembly bill to train teachers with strategies using the state adopted

curriculum.7. The entire teaching staff was trained in GLAD = language acquisition.

8. Our academic coaches and administration was trained in SIOP = sheltered instruction.d. Staff Development:.

1. In 2006, the Staff attended workshop with CLMS = differentiation2. Other ELA trainings for some teachers = differentiation and different learner modalities 3. Weekly Professional Development around analyzing data, use of effective teaching strategies, and a positive school

culture.B. For Math, 3% more from last year’s AYP of each type of student (All, SED and ELL) will be proficient/advanced. (8

more students in each category will be proficient/advanced.)1. In analyzing our first benchmark, we are on target as 1% more of ALL our students were prof./adv., 1% of our ELL were prof./adv. and 1% of our SED students were prof./adv

a. Curriculum and schedule: 1. .State adopted materials for all students.

2. We use test-taking strategies embedded in the curriculum 3. We have study skills classes for our students with disabilities. 4. We have Math support classes for students 1-2 years below grade level. 5. We have Avid for students that are college bound 6. We have benchmark core classes for prof./advanced and strategic students. 7. After School Tutoring in Math for the second semester = strategic 8. After school Field Experience Once a Month for second semester = Gifted and Talented student.

b. Invention:1. Avid2. Intensive ELA classes3. Math support classes4. After school tutoring in Math and Language Arts5. Homework Help 6. Study Skills

c. Personnel: 1. All our teachers will be HQT in January.2. All our teachers are certified in the area they are teaching in.3.We have a bilingual support staff to support our intensive students and our newcomer students in their ELA and Math classes.4. We have a 50% Math coach, and 50% ELL coach and a partial ELA coach via PCOE to provide support for our math teachers and math

students, our Language Arts teachers and students. 5. Support staff for our students with disabilities

d. Staff Development: 1. Staff attended workshop with CLMS = differentiation2. Other math training for some teachers = differentiation and different learner modalities3. Weekly Professional Development around analyzing data, use of effective teaching strategies, and a positive school culture.

4. How are we monitoring progress toward your goals?A. Formative quarterly middle school benchmarks B. Common teacher assessments at each site, at least biweekly C. Biweekly analysis of these teacher assessments during collaboration time, to monitor

student progress, discuss instructional strategies and to plan instruction, the teaching, and the re teach and extension. (results)

D. August 2008 we analyze our CST results to review and revise our school wide SMART Goals for the 2008-09 school year.

5. Funding/resources needed :

Focus Area Expenditure Resource Amount Justification Plan Page #

English Language Learner Coach 1.0 DO Categorical $60,000


Page 4

Math Coach 1.0 DO Categorical $60,000


ELL Teacher 1.0DO CategoricalTitle IEIA

$60,00014%35%

Data indicates we need to target this student population with specific EL and ELD strategies

Two Way Immersion Teacher .4 DO Categorical $40,000

Maintain a continuous program for students in Dual Immersion at the elementary level and then in foreign language at the High School level.

Avid Teacher .4 Do Categorical $40,000

Bilingual teacher assistant Full time – paid hourly .25 DO Categorical

.25 from Site Title .50 SIP

$15.00 an hour With a 40% student EL population and newcomers, there is a need

Student Resources Materials SIP and Lottery and Title I

$6,900, $4,350 $1,300

Students need the state adopted instructional materials to assist in their academic goal for proficiency

ELL Student Resources Materials ELAPEIA

$1,900$3,100

ELL students need the state adopted instructional materials to assist in their academic goal for proficiency, to close the achievement gap

Gate Enrichment Enrichment opportunities Gate $3,000 Gate students have access to enrichment opportunities

Intervention in Math and ELA tutoring Intensive Instruction

After School $8,000 Provide intensive tutoring in Math and ELA by grade level after school

ILPs Individual learning plans Counseling supplemental $13,000

Communicate with all at risk students and families to raise CST scores to meet proficient AYP goals in Math and ELA

ELA, Math, Science and Social Studies

Standard Aligned Instructional Materials Lottery at DO $4,300 Students will be provided with standard aligned

instructional materials in those core curriculums

Science Science Materials and Field Experiences Measure A $4,596 Provide hands on materials and experiences

Music and Art Art and Music Materials State Grant $4,300 Provide standardized and state of the art fine arts and music program

Technology Technology Maintenance Measure A $2,800 Maintain a working computer lab, and working teaching technology equipment

Professional Development Professional Development Discretionary Block

Grant 0 Continuous professional development in the research proven teaching strategies

1. The nine EPC points: A. Instructional ProgramB. Instructional TimeC. School Principals Instructional Leadership TrainingD. Credentialed Teachers and Professional Development OpportunityE. Student Achievement Monitoring SystemF. On-going Instructional Assistance and Support for TeachersG. Monthly Collaboration by Grade Level or Program Level for Teachers Facilitated by the PrincipalH. Lesson Plan ScheduleI. Fiscal Support

2. How is Data Wise being used at your site? A. Common assessments - quarterlyB. Common assessment analysis during collaboration time within 7-10 days after the assessment was given MonthlyC. re in depth Data inquiry for specific studentsD. Create reports to analyze the progress of our students.

Tahoe Truckee Unified School DistrictSchool Site Council Roster

Governance and Administration

School:_______North Tahoe Middle School____________________________The school site council is the representative body responsible for development of the school plan and related expenditures at schools operating School Improvement Programs, School Improvement and Pupil Achievement and Block Grant Programs, and School-Based Coordinated Programs. The current make-up of the council is as follows:

Name of Member Principal Classroom Teacher Other School Staff Parent or

Community Member Secondary Student

Julie Pieper X

Johanna Monforte X

Kelley MacElavery X

Dee Dee Driller X

Gordana Wood X

Bob Gephart X

Nauman Zaidi assistant

Jeanne Morgan X

Teresa Rensch X X

Lisa McCready X

Lindsay Anzelc X

Pat Hamilton X

Total number in each Representative group

SCHOOL SITE COUNCILPreamble

In order to provide greater flexibility for schools in coordinating and using the various funds they receive while providing individual program protections, and to meet the unique needs of all students to succeed in the regular program through collaborative decision making between parents and the school community, we adopt these bylaws. These bylaws will provide clear statements or our obligations and rights as council members.

ARTICLE 1Name of the council

The name of this council shall be North Tahoe Middle School SSC.

School-Based Coordinated Programs School Site Council (SBCP,SSC)

ARTICLE IIRole of the Council

The council will assist in developing a school plan and budget which provides curricula, instructional strategies, and materials which are responsive to the individual needs of all students. The plan will also provide for the needs of identified students, staff development, program evaluation, and appropriate program expenditures. The plan and school budget will be approved by the council, updated annually, and will specify how the school intends to meet the individual needs and learning styles of all its students through full access to and participation in a rigorous core curriculum.

This section of the bylaws shall in no way be construed as giving the School Site Council a veto over any education program. The council shall be an advising and collaborating Council in order to further the purpose of education and the specific purpose of these bylaws. In the absence of written consent, no council member shall be required to provide any sum of money, property or service, other than services described herein, to the School Site council. The council shall carry out all other duties and responsibilities assigned to it in the Education code of the State of California.

Section 2 – Special Meetings

Special meeting may be called by the chairperson or by majority vote of the School Site Council.

Section 3- Place of Meeting

The School Site Council shall hold its regular monthly meetings and its special meetings in a facility provided by the school and readily accessible by all members of the public, including handicapped persons.

Section 4 – Notice of Meetings

Public notice of all meetings shall be given and agendas posted 72 hours in advance in a place accessible to the entire school community and parents. Any change in the established date, time or location must be given special notice. All special meetings shall be publicized. Any required notice shall be in writing; shall state the day, hour and location of the meeting; and shall be delivered either personally or by mail to each member not less than 72 hours or more than two weeks prior to the date of such meeting.

Section 5 – Decision of the SBCP School Site Council

All decisions of the School site council shall be made only after and affirmative vote of a majority of its members in attendance, provided a quorum is in attendance.

The School Advisory Committee (SAC) required for State Compensatory Education may elect to designate the SSC to function as its advisory committee for all purposes required by statute or regulations for a period of up to two years. Documentation that the SAC delegated its functions to the SSC must be reflected in the SSC minutes, records, or reports.

If EIA/LEP services are coordinated in a school-based program, the School Site Council must consult with the school-level English Language Advisory Committee (ELAC) prior to submitting the school plan and budget. If the BAC meets with the SSC, agendas should address all the following: a. development of the school plan for bilingual education; b. Conduct of the school’s needs assessment for training, bilingual issues and programs; c. the School’s language census; and d. Efforts to make parents aware of the importance of regular school attendance.

Section 6 – Quorum

The presence of 51 percent of the total membership shall be required in order to constitute a quorum necessary for the transaction of the business of the School Site Council. No decision of the School site Council shall be valid unless a majority of the members then holding office concur therein by their votes.

ARTICLE IIIAdvisory councils of School-Based Coordinated Programs

Section 1 – School Advisory Council (SAC)

A School Advisory Council (SAC) which is required by the State Compensatory Education Program may designate the School Site Council (SSC) to carry out its functions and comply with all statutes and regulations. Documentation should exist in the minutes or records of the SSC that this occurred.

Section 2 – English Language Advisory Committee (ELAC)

If services from EIA/LEP are coordinated in the school-based program the School Site Council should consult with the English Language Advisory Committee (ELAC) before the school plan and budget are submitted to the Board of Education for approval. If the ELAC meets with the School-Based Coordinated School site council, agendas should include: a. the development of the school plan for bilingual education; b. conducting a school needs assessment to determine training and program needs; c. administration of the school’s language census; and d. efforts to make parents aware of the importance of regular school attendance.

Article IVMembers

Section 1 – Size and Composition

The SBCP School Site Council shall be composed of a minimum of 10 members at the elementary and 12 at the secondary level.

Half the members will be the principal, classroom teachers, and other school personnel; half, parents, students and/or community members. Classroom teachers will be the majority of the first group. Teachers, other school personnel, students and parents of students attending the school shall be selected by their peers at the school. Community members (if selected) will be selected by parents of students attending the school. Council members representing parents and/or community members may be employees of the school district but may not serve as a parent representative at the site of employment.

Section 2 – Term of Office

All members of the council shall serve for a two-year term.

However, in order to achieve staggered membership, one-half, or the nearest approximation thereof, of the members representing parents or community members and one-half, or the nearest approximation thereof, of the members representing teachers and other school personnel (except the principal) shall serve for a one-year term only during the first year of the council’s existence. At the first regular meeting of the council, a chance method shall be used to determine which members shall serve one year term.

Section 3 – Voting

Each member shall be entitled to one vote and may cast that vote on each matter submitted to a vote of the council. The elected alternate shall vote in the absence of the representative. Absentee ballots shall not be permitted.

Section 4 – Termination of Membership

A member shall no longer hold membership should he or she cease to be a resident of the area or no longer meets the membership requirements under which he or she was selected; e.g., a parent becomes employed by the district. Membership shall automatically terminate for any member who is absent from all regular meetings for a period of three consecutive months. The council, by affirmative vote of two-thirds of all of the members, can suspend or expel a member.

Section 5- Transfer of Membership

Membership in the School Site Council is not transferable or assignable.

Section 6 – Resignation

Any member may resign by filing a written resignation with the principal of the school.

Section 7 – Vacancy

Any vacancy on the council shall be filled for the remainder of the school year by appointment by the chairperson. If the unexpired term is for another full year thereafter, the term for that year shall be filled by the regular selection process.

Article VOfficers

Section 1 – Officers

The officers of the School Site Council shall be a chairperson, vice-chairperson, secretary and such other officers as the council may deem desirable.

Section 2 – Election and Term of Office

The officers of the School Site Council shall be elected annually and shall serve for one year or until each successor has been elected.

Section 3 – Removal

Any officer may be removed by a two-thirds vote of all members sitting on the School Site Council whenever, in the judgment of the council, the best interest of the council would be served thereby.

Section 4 – Vacancy

A vacancy in any office because of death, resignation, removal, disqualification, or otherwise shall, by special election, be filled by the School Site Council for the unexpired portion of the term.

Section 5 – Chairperson

The chairperson shall preside at all meetings of the School Site Council and may sign all letters, reports, and other communications of the School Site council. In addition, the chairperson shall perform all duties incident to the office of chairperson and such other duties as may be prescribed by the School Site Council from time to time.

Section 6 – Vice Chairperson

The duties of the vice-chairperson shall be to represent the chairperson in assigned duties and to substitute for the chairperson during his or her absence, and the vice-chairperson shall perform such other duties as from time to time may be assigned by the chairperson or by the School site Council.

Section 7 – Secretary

The secretary shall keep the minutes of the meetings, both regular and special, of the School site council and shall promptly transmit to each of the members and to such other persons as the School Site Council may deem, true and correct copies of the minutes of such meetings; see that all notices of all meetings are duly given to members in accordance with the provisions of these bylaws; be custodian of the School Site Council records; keep a register of the address and telephone number of each member of the School Site Council which shall be furnished to the secretary by such member; and, in general, perform all duties incident to the office of secretary and such other duties as from time to time may be assigned to the office by the chairperson or by the School Site Council.

Enrollments* (STAR) Percent Grade 2 0 Grades 3-5 0 Grade 6 28 Grades 7-8 72

Grades 9-11 0

*This is a percentage of all enrollments in grades 2-11. Parent Education Level (STAR) Percentage with a response* 90 Of those with a response: Not a high school graduate 22 High school graduate 21 Some college 17 College graduate 25 Graduate school 14

*This number is the percentage of student answer documents with stated parent education level information.

Average Average Parent Education Level (STAR) 2.89

The average of all responses where "1" represents "Not a high school graduate" and "5" represents "Graduate school."

Average Class Size (CBEDS) Grades Average 4-6 20 Core academic courses 22 in departmentalized programs Number

Enrollment in Grades 2-11 on First Day of Testing (STAR) 287

Students Exempted from STAR Testing Per Parent Written Request (STAR) 0

Number of Students Tested (STAR) 287 Yes/No Multi-track, Year-round School (CBEDS) No



pesb.ttusd.org · Web view32% of students scored at FBB/BB in 7th grade, 2007: 12% in 2006. 15% of...

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Transcript of pesb.ttusd.org · Web view32% of students scored at FBB/BB in 7th grade, 2007: 12% in 2006. 15% of...