san francisco unified school district francisco unified school district 859 draft 1. school...

San Francisco Unified School District

859

DRAFT

1. School Description (see SARC)

2. Analysis of Current Conditions

3. School Vision Statement

4. School Site Priorities

5. School Activities

6. Educational Programs

School Site Plan for

Tenderloin Community Elementary School

Table of Contents

2001-2002

Introduction: Analysis of Current Conditions (Needs Assessment)Tenderloin Community Elementary School859

2001/2002

Results of standard and non-standardized testing were analyzed to determine student strengths and weaknesses in language arts and math, and todetermine areas of focus for 2001-2002. Scores were obtained from the following test sources: Brigance, ABC, RESULTS, MPA, IWA, and Stanford 9.

Process for Data Analysis

Stanford 9: Total Reading NCE Total Math NCE English Proficiency: Non-LEP Reading MathGrade 2 48.7 57.6 Basic Level and above: 46% 50%Grade 3 ----- ------ Developing Level and below: 55% 50%Grade 4 44.7 50.0

Integrated Writing Assessment (IWA) Grade 4: 2000 2001 BriganceBasic Level and above: 52.7% 50% Grade: KindergartenDeveloping Level and below: 47.4% 50% 51 Local % ile and above: 42.4%Indicates a loss of 2.7% from year 2000 to 2001. 50 Local % ile and below : 57.6%

The Mathematics Performance Assessment (MPA) Grade 3 Grade: 1Basic Level and above: 66.7% 51 Local % ile and above: 45.6%Developing Level: 33.7% 50 Local % ile and below: 54.4%Indicates a gain of 8.4% from 1999 to 2000

Assessment of Basic Comprehension (ABC) Grade 1 Reading MathEnglish Proficiency: LEPBasic Level and above: 63% 51%Developing Level and below: 36% 48%

Academic/Performance

page 1printed on 7/9/2001


2001/2002

8.4% increase of scores for Grade 3 on The Mathematics Performance Assessment from Spring 1999 to Spring 2000.Because we have only tested a limited number of students before this school year, we do not have sufficient data compare and report..

Areas of Success/Progress/Achievement

Language Arts:1. Performance of all students in grades 2-5 will show one year’s gain or more on Star 9 by Spring 2002.2. Performance of African American, Latino, and ELL students will increase 5 points from an average of 44 NCE to 49 NCE.3. 55% of 4th grade students will pass the Integrated Writing Assessment. 35% of 4th grade students who pass the IWA will score at level 4 or better.Mathemeatics:1. Performance of 2nd & 3rd grade AA, Latino & ELL students will increase 5 points from an average of 47 NCE to 52 NCE.2. To significantly increase the numbers of 4th grade students in Quartiles 1& 2, especially Aftican American, Latino and ELL students to 55%.3. 3rd grade scores on the Mathematics Performance Assessment will increase with more than 65% of the third graders scoring in the effective oraccomplished level.

Parent Involvement:Increase parent attendance at SSC, SAC, ELAC and PTO meetings.

Areas of Concern



2001/2002

Results - California Reading and Literacy Program to identify instructional strategies to support areas of need in reading.After-School Tutorial ProgramLiteracy Specialist for low performing students in grades 1-5Resource Specialist ProgramSupplemental math materials for grades K-5 to increase math skillsSupplemental reading and language arts materials for grades K-5 to increase reading and language skills.

Current Programs



Vision StatementSchool Year: 2001/2002

The Tenderloin Community School is distinct and the name describes what the school embodies, afacility whose mission is to bring together and celebrate the whole community in all of its diversity.

Our School creates a safe environment that encourages students’ appreciation of, respect for andresponsibility to themselves and others. Every child will be able to make positive life choices and beactive and productive citizens of the new millennium.

We envision a learning community of collaboration between neighborhood members, communityresources and children, parents and staff.

All partners work together to create a school that: fosters academic excellence, encourages each childto reach their full potential, and creates critical thinkers through an integrated hands-on curriculumwith teacher collaboration.

printed on 7/9/200111/4/2000Modified on

Action Plan OverviewTenderloin Community Elementary School

Priority Area Objectives Measures Major Benchmarks

859

School Year: 2001/2002

I. Academic Achievement:Significantly increase academicachievement and learning for allstudents, including closing theachievement gap, based on the2000-2001 achievement data. Focusmust be on reading and mathematics asmeasured by the Stanford 9Achievement tests and otherassessments as appropriate.

1.1 EDY & LEP students willdemonstrate the same level of gain asthe total school population.

RESULTS, ABC, Stanford 9, IWA &Brigance, 3rd Grade Math Assessment

1.2 All students will be moved to thenext highest category as determined bythe results of testing data-RESULTS,ABC, SAT 9 etc.

Scores will be delivered by Sept. anddata will be analyzed in monthly gradelevel meetings. Students in need ofsupport will receive help in theafterschool tutorial or with the readingspecialist.

Monthly grade level meetings tocompare RESULTS esp. in Oct, Jan. &May., Data Analysis for each classreported in Sept.Sept. students will be identified for afterschool tutorial for math and reading.Students also will be placed with thereading specialist based on their readingtest scores in REULTS. STAR 9 &ABC.

II. Academic Achievement: Ensurethat all students have access to acomprehensive education by providinga high-quality program of studies in theCore Curriculum areas(English/language arts, mathematics,science, social studies) visual andperforming arts, health and physicaleducation, world languages, andschool-to-career and technicalprograms where appropriate.

2.1 All students will participate in therequired number of minutes for eachcontent area including EDY, ELL andSp.Ed. students

85% of students are on-time for schooleach day.

2.2 Teachers lessons plans will reflectthe use of adopted instructional &supplemental materials for all studentsand address the Content &Performance Standards for allstudents.

During monthly grade level meetingsteachers will discuss and demonstratehow their lesson plans are addressingthe standards.

Weekly lesoon plans will include theappropriate number of hours for eachcore curricular area.

Weekly lesson plans will indicate theuse of adopted instructional andsupplemental materials. Monthly gradelevel meetings will address content andperformance standards.

III. Initiatives to ImproveInstruction: Improve the instructionaldelivery to all students using bestpractices for student learning asreflected in Focus on Learningrecommendations (PQR/WASC,Compliance (CCR), whole schoolreform models, schoolwide programs,school-based curricular, instructional,or programmatic improvements.

3.1 Students will make significantgrowth as measured by standard andnon-standard assessments as teacherswill all participate in and incorporatestrategies learned in ongoingprofessional development.

Students will increase 5% on the NCEon the Stanford 9

3.2 Teachers will collaborate withcolleagues to identify and implementbest practices.

100% teacher attendance during staffdevelopment. Evidence of teachersign-in sheet.

In August, all teachers will attend 2 daysof staff development in Bay AreaWriter’s Project. All teachers willadminister RESULTS assessment 3times a year, Oct. Jan, & May. Star 9will be given to all 2-5th grades in April.Staff development will occur everymonth at staff meetings.Monthly staff meetings will be led byteachers sharing ideas & strategies fromworkshops and conferences. Acommittee will organize and co-ordinatethe monthly staff development meetings.

6/7/2001Date Modifiedprinted on 7/9/2001 page 1

Action Plan OverviewTenderloin Community Elementary School

Priority Area Objectives Measures Major Benchmarks

859


IV. School Climate: Ensure a safe,secure school and learning environmentrelative to cleanliness, management ofthe facility and student behavior,consistent with State requirements fora Safe School Plan.

4.1 By implementing TRIBESagreements, the school will reduce thenumber of incidents of classroom andplayground disruptions, fights andslurs.

10% decrease in the suspension rate.10% fewer injury reports and 10%fewer incident reports

4.2 All students will receive 30 hoursof heatlth education, including tobaccoand drug prevention and nutritioneducation.

All students will rise up and testify tothe amount of fat, sugar and emptycalories they are receiving every daythrough the school lunch program.Student attnedance will increase by10%.

4.3 All parents will receive ongoinginformation related to drug and alcoholuse and prevention and informationabout communicating with children.

Increased attendance at parent educationworkshops.

By October 1, mentors and upper gradestudent monitors will help to maintainorder and safety on the yards/.

By November 1 all classes will havescheduled instructional time with on-sitegardener and doctor.

V. Parent and CommunityInvolvement: Significantly increase theinvolvement of a broad base of parentsand community at the school level.

5.1 Parent and community involvementin daily school activities will be evidentthrough bringing volunteers, mentors,and tutors to every classroom so thateach classroom has at least 2 assignedvolunteers.5.2 Attendance at Parent TeacherOrganization meetings, School SiteCouncil, School Advisory Council andBilingual Advisory Council meetings,school events, workshops andconferences will increase.

Attendance will increase by 15% from35% attendance to 50% attendance.

5.3 Parents will indicate that they aremore informed and engaged asmeasured by the Parent SatisfactionSurvey.

Results of the parent survey.

By November 1 each classroom willhave 2 identified parent helpers.

15% increase in membership in thePTO.

VI. Additional Priority: Optionalpriority. (Required for schoolsselected to participate in UrbanSystemic Program (USP)

6/7/2001Date Modifiedprinted on 7/9/2001 page 2

Tenderloin Community Elementary School 859

1.1 EDY & LEP students will demonstrate the same level of gain as the total school population.

Priority/Objective/Activity #

Team/PersonResponsibleActivity Funding SourceTarget Population

I. Academic Achievement: Significantly increase academic achievement and learning for all students, including closing the achievement gap, based onthe 2000-2001 achievement data. Focus must be on reading and mathematics as measured by the Stanford 9 Achievement tests and otherassessments as appropriate.

Completion/Benchmarks


Students identified by their classroom teachers using RESULTSassessment, Brigance, Assessment of Basic Comprehension, andStanford test scores performing in the bottom reading or math quartilewill be provided afterschool tutorial assistance twice a week for onehour. Students will be grouped into primary or upper grade tutorialprograms. These students will also receive assistance from a literacyspecialist.

1

All teachers

Participants will showacademic improvements inthe areas of reading and maththrough completion of workgiven to them by theirclassroom teacher and tutor.

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Classroom Teachers will utilize the SST process to refer studentsat-risk , especially AA, Latino, and ELL students in grades K-2 whoare experiencing significant difficulties in reading readiness progress,phonics, word recognition and meaning, decoding, structural analysis,and/ or areas of comprehension and math. Spring 2001 STAR and /orBrigance screening results will also be utilized in identifying students.Among these will be AA, Latino, and ELL students failing in thebottom quartiles on Spring 2000. The SST coordinator willcoordinate/facilitate all meetings. These students will also receiveassistance from the Literacy Specialist on a daily basis for 1/2 hour insmall group settings and may qualify for the afterschool tutuorial.

4

K-2 teachers,SST team,LiteracySpecialist

Teachers will refer students ina timely manner. Referredstudents will be scheduled inthe weekly SST schedule andrecommended strategiesimplemented.

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Paraprofessionals will work with identified At-Risk & LEP studentsneeding help in basic L.A. and math skills. They will useinstructional strategies matched to the student’s needs. After schooltutorial will be provided for At-Risk & LEP students identified byteachers through Brigance, Stanford 9 and RESULTS assessments.

7

Paraprofessionals, and teachers

Increase reading achievementfor LEP and At-Risk students

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The Literacy Specialist’s services will be provided based on teacherreferrals in the area of reading-phoneme awareness, segmentation andrhymning. Students identified and tested by their teachers will receiveliteracy support for 1/2 hour on a daily basis. The literacy teacher willwork with small groups of students in literacy groups. These studentswill be identified also by their classroom teacher as ones needingliteracy support.

10

ReadingRecovery Teacher& 1st gradeteachers

The Literacy Specialist willwork with the loweststudents to bring them up tograde level in reading. Thosestudents in the lowestquartile of the Brigance,RESULTS and Stanford 9will be targeted.

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Page 1 (printed on 7/10/2001)Key:

Targeted Population 1 = Bottom Quartile 2 = EDY 3 = ELL 4 = GATE 5 = Spec. Ed. 6 = All

Funding Source 1 = District 2 = CD 3 = SBCP 4 = Title I 5 = LEP 6=IIUSP 7 = Other


1.2 All students will be moved to the next highest category as determined by the results of testing data-RESULTS, ABC, SAT 9 etc.






A description of the supplementary instructional and auxillary servicesfor these specific student populations is as follows: LEP Receive thesupplemental services of bilingual paraprofessionals who work withthem individually/small group in LA/Math.EDY-Receive the supplemental services of paraprofessional who workindividually/small group in LA/MathGATE -Receive supplemental services of paraprofession who work insmall groups/computers in Science/Math/LA, instructionalmaterials/books.Special Education-Receive the supplemental services of an RSP;paraprofessionals who work individually/small group in all subjectareas; instructional materials/supplies.

2

Principal &Teachers

Improved achievement inLA/Math and Science forLEP/EDY, GATE & SpecialEd.

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In the event that a day to day substitute is not availabe to cover aclass, the dollars that are not spent on a day to day substitute will betransferred into the instruction materials and supplies account of theschool.

3

All teachers andprincipal

Students will still be taughtwhether or not they have asubstitute. All students willhave an education despite thelack of a substitute.

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Students who are referred to the SST and have gone through theprocess but are not identified as Special Education but need extra helpwill receive help on a regular basis from the Resource Specialist.There will be a para who will work under the direction of the RSP toreinforce basic skills with identified students. A teacher will be theSST facilitator. Extended calendar days and extended hours will bepaid to a teacher for faciliatating weekly SST meetings, monitoringand assisting in implementation of site budget and revising site planand school budget for the fall and spring school semester.

5

k-5 teachers,RSP teacher andaideTo increase level of basic

skills for students identifiedthrough SST. A bettercorodinated SST process willbe established wherenecessary interventions andstrategies as well as recordsbe maintained.

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1.2 All students will be moved to the next highest category as determined by the results of testing data-RESULTS, ABC, SAT 9 etc.






All classroom teachers will provide intensive individual and /orsmall-group remediation instruction to students identified as mostat-risk of early reading failure. Support to assist in reinforcing andmaintaining reading development will be provided also by classroominstructional aides and volunteers. Identified students may receivetutorial services after school. Identified 1st grade students at risk inreading will receive services from the Literacy Specialist.

6

Classroomteacher, paraaides andvolunteers

Increase reading abilities ofthe at-risk students.

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GATE and 4th and 5th grade students will conduct research projectson different topics, in which students obtain information from avariety of sources, ie Internet, write the report in cooperative groups,and present the report to the class.

8

4, 5th grade andGATE teachers

Students will be able to doresearch using variousresources.

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Additional language arts and math curriculum materials will bepurchased by the school site committee & Principal for all students,including EDY, LEP, and GATE. These will include English andprimary language materials in primary language software,ESL,multicultural materials and biographies of women and minoritiesand moveable maps, storage and organization materials and othermaterials deemed necessary.

9

teachers andprincipal

Increased reading scoresespecially for EDY, LEP andGATE students.

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2.1 All students will participate in the required number of minutes for each content area including EDY, ELL and Sp.Ed. students



II. Academic Achievement: Ensure that all students have access to a comprehensive education by providing a high-quality program of studies in theCore Curriculum areas (English/language arts, mathematics, science, social studies) visual and performing arts, health and physical education, worldlanguages, and school-to-career and technical programs where appropriate.



All students will be provided with computer time on a weekly basisto improve their math, reading and writing skills. As funds becomeavailable, more computers and software will be purchased.Computers, TV’s , printers, and a scanner will be purchased for theclassrooms and media center. To increase LEP students’ verbal &motor skills, students will participate in Young Imaginations’ musicand dance program.

5

All teachers

Students will becomeknowledgeable about the useof the computer. Studentswill develop their skills inreading, math and writingusing the computer.

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Special Ed students will read, write and illustrate big books with aparaprofessional. They will also record stories aloud on tape to belistened to by kindergarten students.Special Education students willbe mainstreamed into the regular education classes as often asrecommended by their IEPs and teachers recommendations.

6

Sp. Ed. teachersand paras

Special Education studentswill have a purpose to readand write.

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Student writing portfolios will be maintained for each student,reflecting progressive development of students’ literacy in writing,from Kindergarten to grade 5. Writing portfolio site standards will bealigned with district content and performance standards. Part of themonthly grade level meetings will be to analyis students’ writingusing a rubric developed by the District and site. Field trips will beprovided to encourage writing. Parents will be informed of students’writing progress in quarterly reports and conferences.

1

K-5th gradeteachers

Writing content andperformance standards will bealigned across the gradelevels. By 4th grade, 60%students will be able to passthe IWA.

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All students will receive daily instruction using Mathland materials aswell as supplementary lessons in Touch Math and other teacherdetermined appropriate curriculum. Paraprofessionals will provideESL assistance to reinforce teacher taught lessons.

2

All teachers

Increased understanding ofmath through the use ofMathland and othercurriculum materials.

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Manipulatives, including calculators will be used to solve problems.Mathematical thinking will be supported and constantly encouraged.Supplementary materials will be provided for GATE students,however, all students will have access to these materials.

3

GATE and allothe teachers

Manipulatives includingcalculators will be used by allstudents for probelm solvingin math.

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2.2 Teachers lessons plans will reflect the use of adopted instructional & supplemental materials for all students and address the Content & Performance Standards for allstudents.



II. Academic Achievement: Ensure that all students have access to a comprehensive education by providing a high-quality program of studies in theCore Curriculum areas (English/language arts, mathematics, science, social studies) visual and performing arts, health and physical education, worldlanguages, and school-to-career and technical programs where appropriate.



Every other faculty meeting will be devoted to staff development inwhich all staff will meet and collaboratively plan for coordinated andarticulated teaching strategies in the areas of academic gain, personalgrowth and career awareness, with special attention to strategies formeeting the needs of undeserved populations, including girls andwomen. We will attempt to implement Tribes and other conflictmanagement programs after training, to be followed by reports onadjustment necessary for success. All new teachers will have TRIBEStraining.

4

All staffmembers

Improved classroommanagement and behavior onthe yard. Staff developmentprovided for all.

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All staff will be expected to be familiar with District and Site job,Core Curriculum, Content and Performance Standards, and willimplement appropriate curriculum, instructional strategies andclassroom management techniques based on the needs of identifiedpopulations, ie. AA, ELL, SP. Ed., GATE.

7

All teachers,including GATE,Sp. Ed.Knowledge and

understanding of the CoreCurriculum and Content andPerformance Standards.

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All teachers will participate in the summer program CaliforniaLiterature and Reading Project. They will then utilize the RESULTSassessment in their class three times a year. Each teacher will begiven three release days during the year to assessment their students.The assessment will help the teachers to better align their curriculumto meet the needs of all students. Students that are identified throughthe assessments may receive help with the Literacy Specialist or thetutorial program

8

All staff

Students will increase theirreading scores once their lackof skills have been identifiedand the teachers and staffhave worked with thestudents through the tutorialprogram and the LiteracySpecialist

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Staff will be encouraged to participate in their own professionaldevelopment activites, which will in turn enrich the classroom.Kindergarten teachers will be encouraged to attend the CA.Kindergarten Teachers Conference and other teachers will attend otherconferences on reading, writing (BAWP) or math.Teachers will beencouraged to particpate in workshops and conferences that willimprove instruction in the classroom. Teachers will completeProfessional Development Plans based upon self-evaluation, testanalysis and comprehensive needs assessments that will addressschool site plan priorities.

9

Staff andprincipal

Increase the teachersunderstanding in the languagearts and math curricular area.

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3.1 Students will make significant growth as measured by standard and non-standard assessments as teachers will all participate in and incorporate strategies learned inongoing professional development.



III. Initiatives to Improve Instruction: Improve the instructional delivery to all students using best practices for student learning as reflected inFocus on Learning recommendations (PQR/WASC, Compliance (CCR), whole school reform models, schoolwide programs, school-based curricular,instructional, or programmatic improvements.



Faculty will participate in professional development in mathematics,to improve and refine site-based practices and techniques inmathematics instruction. Additionally, faculty will participate inprofessional development related to technological applications in thearea of mathematics.

3

All teachers

Increase staff particpation andawareness of mathematicalconcepts and techniques ofinstruction.

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All students K-5 will be provided daily writing activties based on theBay Area Writers’ Workshop techniques. Teachers will participate inBAWP during staff development and be encouraged to attend otherBay Area Writers’ Workshop in-services. ELL students will receiveadditional language writing activities in small groups taught by theteacher and bilingual paraprofessional.

4

All teachers,bilingual teachers& parasIncrease writing abilities of

all students but especially theELL.

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The principal and teachers will attend conferences and otherprofessional development activities to improve teaching and learning.Focus will be on language arts, science,math and classroommanagement/ classroom culture. Substitutes may be provided forconferences.

7

Principal andleadership team

Principal will be a moreeffective trainer and leader tothe staff.

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Teachers will participate in state, district and site staff developmentdays and will be encouraged to join in workshops and trainingopportunities based on interest and student needs. Emphasis will beplaced on students’ literacy needs. Workshops will provide additionalstrategies and curricular ideas to be implemented in the classroom, ie.TRIBES, City Science and California Literature Project, BAWP. Allnew staff members will be asked to particpate in the above mentionedworkshops.

8

Staff

Increase teacher knowledge ofcurriculum and effectiveteaching strategies.

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RSP teacher will work closely with the classroom teacher tosupplement core program by working with identified students on IEPgoals in the classroom whenever possible or in small group pull outsettings. In addition, she will facilitate modifications of thecurriculum, cross-grade level/peer tutorial, recruit parents orvolunteers and direct small group instruction with identified specialeducation and at-risk students. In addition the RSP will continue toprovide formal/informal staff development and parent education.

1

RSP teacher

Better communicationbetween teacher, RSP teacherand parent so that identifiedstudents can increase theirlearning skills.

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3.2 Teachers will collaborate with colleagues to identify and implement best practices.



III. Initiatives to Improve Instruction: Improve the instructional delivery to all students using best practices for student learning as reflected inFocus on Learning recommendations (PQR/WASC, Compliance (CCR), whole school reform models, schoolwide programs, school-based curricular,instructional, or programmatic improvements.



Teachers will meet during grade level meetings to continuouslyevaluate the site’s educational program. The SSC, SAC, ELACcommittees will meet and recommend site plan modifications asneeded to reflect program needs and school site priorities. Ongoingevaluations will include PQR process, measure monthly wiritngsamples with writing rubrics, running records and Resultsassessments, to continuously align curriculum and instruction withthe standards.

2

All teachers,SSC, SAC andELACSchool programs and their

effectiveness will continue toprogress as a reflection of thesite plan is made. Teachersand committees will beinvolved in theimprovements of the siteplan.

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Teachers will be given planning time in the beginning of the year todevelop year-long grade level plans to integrate subject matter basedon student needs and curriculum standards. Teachers will reviewstudents’ test scores data, student’s previous portfolio and any otherassessments to determine areas that need strengthening or reteaching.

5

All teachers

Grade level teachers willwork together to integrate allsubject matters

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Up to six release days and six extended hours will be allocated forteachers to collaborate and plan priorities, objectives and effectivestrategies for the Fall and Spring school site plan. Substituteswill beprovided so SSC can work on the site plan.

6

School SiteCouncil

A site plan revised basedupon on-going siteassessment and theComprehenseive NeedsAssessment.

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4.1 By implementing TRIBES agreements, the school will reduce the number of incidents of classroom and playground disruptions, fights and slurs.



IV. School Climate: Ensure a safe, secure school and learning environment relative to cleanliness, management of the facility and student behavior,consistent with State requirements for a Safe School Plan.



A mentoring program will be developed in collaboration withmembers of the community to help promote academic and socialskills during lunchtime recess. Mentors will engage students inlearning activities and/or encourage safe play. Upper grade studentswill help the morning yard teacher monitor student safety on theplayground. Upper grade students will help promote positivebehavior using the TRIBES agreements.

2

Principal,teachers, BayArea Women’sCenter

Increased safety on theplayground before schoolbegins in the morning anddecreased tardiness as theschool environment improvesas well as increased safetyduring lunchtime recessthrough communitymentoring.

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Students who qualify for the Primary Intervention Program (PIP) willbe provided services once a week, for a half hour, for 12 visits. Theprogram will help at risk students adjust to school, increasing theirchance of succeeding in class. Students will be identified by teachersurvey and questionaire.

4

All staff, PIPteacher

Students at risk will beidentified and will work withan intervention program

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An SST coordinator will be given extended hours on a monthly basisto coordinate all services needed for SST meetings. The coordinatorwill facilitate SST meetings, arrange for translators and coordinatedates and contact all necessary people for an SST. The SSTcoordinator will conatct parents who have been referred for SST due toacademic or behavioral problems.

6

SST coordinator& principal

A teacher will be able tocoordinator all SSTmeetings. The coordinatorwill follow SST proceduresto provide necessaryinterventions and strategies aswill as maintain records.

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4.2 All students will receive 30 hours of heatlth education, including tobacco and drug prevention and nutrition education.






All students will particpate in health and nutrition activities with ouron-site gardener and doctor to promote a healthy lifestyle. Lessonswill include tobacco and drug prevention concepts, as well as nutritioncounseling, and personal hygiene. Referral assistance to communityagencies which offer physical and mental health services for childrenand adults will be given. No child will be denied, isolated orsegregated from any programs or services in the school, based ontheir race, ethnicity, religion, gender or socioeconomic status.

1

School doctor,gardener andteachersStudents will increase their

awareness and make informeddecisions about their healthand well-being, to increaseattendance. All students’needs will be attended to atthe site with the communitycenter and the school tiedtogether.

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Parent education workshops will be offered which focus onmonitoring homewrok, family self-esteem. language arts, math andscience activities to support them as they guide their children towardsuccess. Workshops will be based on needs survey of parents andtaught by the Bay Area Women’s and Children’s Center. Parents willalso be encouraged to particpate in a variety of local and regionalconferences related to the Core Curriculum, Parent Involvement andEmpowerment.

3

BAWCC

Educational needs of theparents will be met and theywill have an increasedawareness of the educationalneeds of their children.

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The Tenderloin Community School Parent Handbook and theDistrict’s Parent Handbook, distributed to all parents in English andother primary languages, inform parents of attendance expectations,conferences, homework policy and school activities. These handbookswill be distributed at the beginning of each school year.

5

School secretaryand principal

Parents will have a writtendocument of school anddistrict expectations oncertain policies.

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Parent communication will be provided by the school via calendar,newsletters, special flyers, and notices sent home each week.Translations of important parent communications , in writing and atmeetings, will be provided in parents’ primary language, within theschool’s available resources for same. Staff members will involveparents as active partners in the education of their children and willreceive in-service in methods to use and ways in which to improvecommunication. To the greatest extent possible, such communicationwill be in the home language of the parents of the students involved.Registration for conferences will be paid by the school.

7

Staff, principal,secretary andParent/Teacherorganization.

Better communicationbetween all parties involved.Parents will have a sense thatthey are a part of thecommunity, whatever theirlanguage.

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4.3 All parents will receive ongoing information related to drug and alcohol use and prevention and information about communicating with children.






Results of SAT 9, Brigance tests, Integrated Writing Assessment,RESULTS, and portfolios will be shared with parents/guardiansduring parent/teacher conferences. A strong effort will be made tocontact and accommodate a parent/guardian for every student atTenderloin Community during conference weeks. Parents will bemade aware of the placement and progress of their child and ways inwhich they may assist in their child’s progress. A translator/Para willbe provided if needed.

8

Staff and parents

Parents will have a betterunderstanding of their child’sprogress and needs areas.

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All parents will be surveyed by the principal to identify ways andtimes parents are interested in and available to serve as volunteers inschool programs, including serving as classroom tutors, storytellers,guest speakers, as library assistants, as chaperones on field trips, etc.

9

Principal

A survey will convey to theteachers resources that theycan call upon from theparents.

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All parents will be invited to special events that will include, but notbe limited to programs celebrating Winter Holidays, Black HistoryMonth, Lunar New Year, Back-to School Night, Family Literacy,Family Math, assemblies, graduations, Parent/Teacher Organizationmeetings, Open House, etc. Supplies/materials may be purchased toenhance these events.

10

Staff

Parents will participate inevents that students are a partof.

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5.1 Parent and community involvement in daily school activities will be evident through bringing volunteers, mentors, and tutors to every classroom so that eachclassroom has at least 2 assigned volunteers.



V. Parent and Community Involvement: Significantly increase the involvement of a broad base of parents and community at the school level.



The Parent Center will make available to parents, appropriate officesupplies, copier, computers for training classes, software, books tocheck-out, parent education materials for workshops, A.V. equipment,film, cameras, and games/toys for childcare facility. Notices will beposted regarding school, district and community functions andassistance is offered concerning community resources.

1

BAWCC &school staff

Parents will have immediateaccess to needed itemsregarding the education oftheir children.

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A portion of the budget will be allocated to provide for the serving ofsimple refreshments to parents, and community members who arevolunteering, attending school functions, meetings, etc. Coffee,tea,juice, etc, may be available in the Parent Center. Parents interested inattending conferences will have their registration fee paid.

2

Principal andBAWCC

Refreshments will encourageparents to attend gatheringsand functions.

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Parent volunteers will be recruited to help in classrooms, givingindividual or small group help in different subject areas, especiallymath. In addition, parent volunteers will work in the library and onthe yard.

4

Parents, teachers,principal

Increased involvement ofparents on a daily basis, inthe classroom and out.

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Bulletin board in the lobby and all school notices will announce newsof interest and school participation opportunities for parents.Information will be conveyed to parents in the dominant primarylanguages of the student population. Translators are also available forconferences. Secretary and paras will translate through phones or inconferences for parents of another language.

5

School secretaryand principal

Increase parent awareness ofschool opportunities.

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To increase parent participation in their child’s education, studentswill complete projects/homework that requires someone from theirhome to participate or assist in completing, such as conduction aninterview with an adult from home, gathering data to complete graphs,exploring the household for information.etc. Parent volunteers willparticipate in field trips and special events such as Family LiteracyNight, Science/Math/Computer Night, the Winter Holidays programand assemblies. All information will be copied on leased copymachine.

9

All staff

Parents will be involved intheir child’s educationthrough various events,activities and projectsthroughout the year

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5.2 Attendance at Parent Teacher Organization meetings, School Site Council, School Advisory Council and Bilingual Advisory Council meetings, school events,workshops and conferences will increase.






A parent of a GATE student will be solicited to serve as the school’srepresentative on the District GATE Parent Council, attend scheduledmeetings, and serve as representative in the planning and evaluation ofthe site’s GATE program. Parents of GATE, Title 1, special ed andSST identified students will be informed of all activities related to theschool programs.

6

Parent of Gatestudents andPrincipalCommunication between

school and parents of GATEand special educationstudents is ongoing.

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Parents on the the School Site Council, School Advisory Committeeand English Language Advisory Committee will meet regularly tohelp plan and promote increased opportunities for parent involvement,participation and parent education activities. The SSC will meet inthe Spring and Fall to review and revise the school site plan andestablish a new budget annually, and if necessary, make othermodification in the the plan to reflect changing needs and priorities.Parent council/committee elections will be held every two years asmandated and all parents will be notified of their eligibility. Thesethree committees (SSC/SAC/BAC) will meet at least on a quarterlybasis and hold special meetings as necessary. The committees will beinvolved in planning, evaluating and modifying the school programbased on documents such as the needs assessment, self study, PQRreports, test scores, and samples of student work. All staff andparents will become familiar with the California Standards throughfaculty meetings, conferences, PTA meetings, SSC meetings, parentconferences, and monthly school newsletter. SSC will dliscuss anddecide continue participation in SBCP and any needed budgetchanges.

7

Parents on SSC,SAC & ELAC

Increased participation in allschool activities. Committeemembers will understand thelegal requirements andfuctions of the variouscouncils. Parents will help tocreate the site plan andbudget. The level ofawareness of the LanguageArts and Math Frameworkand Standards will be raisedfor all stake holders.

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The SSC, SAC, and ELAC will be actively involved in thedevelopment, implementation and evaulation of the school site plan,based on comprehenseive needs assessments. The school, staff andparents monitor educational progragram effectiveness at regular counciland committee meetings throughout the year. Abroad variety ofinstrumentsa and activities will be used including analysis of data.school/student portfolio, monthly faculty/grade level meetings andassorted surveys and polls to form a comprehensive assessment ofschool progress and identify areas for improvement.

8

All staff, SSC,SAC, ELAC

The annual comprehensivesite plan and budget will beconsistent with State andFederal guidelines. Schoolprograms and theireffectivenss will continute toprogress as a reflection of thesite plan.

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5.3 Parents will indicate that they are more informed and engaged as measured by the Parent Satisfaction Survey.






Parents and teachers will complete a Needs Assessment Survey in theSpring to assist the school in planning the next year’s program. Thesurvey will help determine the following year’s school priorities. Awritten school-parent compact will be given to all parents of Title Istudents. A copier will be leased for the use of parent copies.

3

Principal, staffand parents

All will have a say indetermining what are thepriorities of the school.

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Priorities Addressed PR1 PR2 PR3 PR4 PR5 PROGRAM

San Francisco Unified School District Department of Research, Planning & EvaluationPrograms in District Schools

2001/2002

After School Learning

America Reads

Arts Education Collaborative

Bay Area Writing Project (BAWP)

Beginning Teacher Support & Assessment (BTSA)

California Reading & Literacy Project--RESULTS

City Science

IASA Title VI

Intern Program

Primary Prevention Program (PIP)

San Francisco Education Fund: (list)

SED Mental Health Partnership

san francisco unified school district francisco unified school district 859 draft 1. school...

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