Transcript
Page 1: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

San Francisco Unified School District

529

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

Everett Middle School

Table of Contents

2001-2002

Page 2: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Introduction: Analysis of Current Conditions (Needs Assessment)Everett Middle School529

2001/2002

In August, all teachers participated in an analysis of performance scores and SAT-9 gains, and in small groups developed strengths and goals for the yearto improve performance. In September and February, the school completed a school-wide writing assessment to determine writing progress. The schoolconducted a PQR in Language Arts and Mathematics and all teachers review samples of student work to assess effectiveness. A plan was written by thePQR leadership team for improvement. All students were given the Scholastic Reading Inventory (SRI) in Sept. and Jan. to assess readingcomprehension. The information was reviewed at Reading meetings to plan for instruction.

Process for Data Analysis

Significant gains were made by the 7th grade matched scores in Reading and Math.The school did not meet the API target for 99-00.43% of students scored at he basic or above proficiency level on the IWA.(TARGET-53%)The Latino and ELC students made losses in reading scores. The AA students made gains in Reading and Math.

Academic/Performance

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Page 3: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Introduction: Analysis of Current Conditions (Needs Assessment)Everett Middle School529

2001/2002

School-wide significant gains in Math have been made over the past 3 years. 7th grade students have shown significant achievement in Math over the past2 years.

Areas of Success/Progress/Achievement

Alignment of curriculum and instruction with state standards and frameworks is incomplete, particularly in the areas of Language Arts and Mathematics.

Areas of Concern

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Page 4: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Introduction: Analysis of Current Conditions (Needs Assessment)Everett Middle School529

2001/2002

Give Standards at the beginning of the year.

Current Programs

page 3printed on 7/9/2001

Page 5: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School

Vision StatementSchool Year: 2001/2002

Everett Middle School Learning and Leadership Academy students will read, lead and bepeaceful problem-solvers. Parents, teachers, support staff and community agencies willwork cooperatively to help students be successful readers, leaders and problem-solvers.

printed on 7/9/20015/7/2001Modified on

Page 6: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Action Plan OverviewEverett Middle School

Priority Area Objectives Measures Major Benchmarks

529

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.

School will achieve its API targets forall significant sub-groups

SAT-9IWAMPASRI

20 % of students at the below averageproficiency level in SAT-9 will move tothe average level; 15% from average toabove average.

SAT-9IWAMPASRI

ELL Students will show a gain of morethan one year in Reading on the SAT-9

SAT-9IWAMPASRI

Individual classroom summaries ofstudent performance, monthly review ofstudent work, and school-wide Math,Reading and Writing samples andscorings.

Individual professional growth plans ;quarterly review of student writingproducts; analysis of pre and postreading assessment (SRI)

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.

All students will use adoptedinstructional materials (texts,supplemental materials).

Master schedule and student programs

All stduetns identified as “at risk” byanalysis of performance, attendance orother data will be enrolled in supportactivities and/or extended learning.

Individual learning plansSchool attendance data and attendancefrom extended day learning programsand support services.

Teachers will maintain monthly lessonplans that address core curriculum,content standards and performancestandards.

Teacher lesson plansCheck-out materials from library

Monthly SST/SAP meetings and reviewof student progress and monthly reviewof teacher lesson plans

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Page 7: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Action Plan OverviewEverett Middle School

Priority Area Objectives Measures Major Benchmarks

529

School Year: 2001/2002

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.

Students in the 1st and 2nd quartiles ofthe SAT-9 or Scholastic ReadingInventory will make significant growthin reading comprehension.

SAT-9SRI

Students will complete the corecurriculum for thier grade level from astandards based syllabus based on thecontent standards and demonstrateprogress using pre and postassessments for each unit of study

Pre-post assessments such as:IWAMPA

A literacy specialist will provideleadership and academic support to allteachers in the reading program. Suchsupport will include model lessons,curriculum materials, weekly grade-levelmeetings to discuss and develop moreeffective strategies.

All incoming students will be given theSRI during August, Jan., and May.Scores will be analyzed andinstructional plans will be reviewedaccordinglyAll students including ELL and SpecialEducation will participate in an“extended day” reading program whichfocuses on vocabulary and readingcomprehension skills.

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.

Number of incidents of classroomdisruptions, fighting, and slurs willdecrease by 20% compared to previousyear.

Referrals to counselorsMonthly suspension reports

Monthly crime report of violence willdecrease by 15% compared to previousyear.

Monthly suspension reportsMonthly crime reports

Monthly review of reports bycounselors and principal with monthlyresults and cummulative results forschool year communicated to teachers.

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

All parents will be informed of schoolsite plan, curriculum standards, schoolprogram offerings, academicbehavioral expectations andrequirements.

Teacher-parent conferencesInformation packets sent home withstudentsAttendance at school site councilmeetings, family literacy/math nights,parent education workshops

Phone logs of parent contacts byteachers and counselors. Review resultsof parent survey

Attendance reports at various parentactivities

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

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Page 8: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

School will achieve its API targets for all significant sub-groups

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

School Year: 2001/02

Teacher will use data/reports from IWA, SAT-9, MPA and teacherdeveloped assessments to identify students who are achieving in thelowest quartile and in the "below average" band of content clusters.This will be done to assess areas of student need and to identifyappropriate remediation, classroom instructional strategies, andsupplementary materials for Title I and ELL students. Teachers willprepare individual professional growth plans based on strategiesneeded to address student learning needs.

1

All Teachers

Data analysis report includingstrenghts and areas to teach inclosing the gap. Lessonsplans reviewed by principal.Year long overview for eachgrade level.

1 2 3 4 5 6 1 2 3 4 5 6 7August 1 1,

Teacher will use data/reports from IWA, SAT-9, MPA and teacherdeveloped assessments to identify students who are achieving in thelowest quartile and in the "below average" band of content clusters.This will be done to assess areas of student need and to identifyappropriate remediation, classroom instructional strategies, andsupplementary materials for Title I and ELL students. Teachers willprepare individual professional growth plans based on strategiesneeded to address student learning needs.

1

All Teachers

Data analysis report includingstrenghts and areas to teach inclosing the gap. Lessonsplans reviewed by principal.Year long overview for eachgrade level.

1 2 3 4 5 6 1 2 3 4 5 6 7August 1 1,

All students pre and post IWA scores will be distributed to Englishteachers in August. Writing samples for students who scored 3 orlower on the IWA will be analyzed to identify areas for specificinstruction. Scaffolding strategies will be developed for these areas.In addition, each grade level will adopt a common rubric for the eightwriting types which will meet the unique needs of each departmentand two writing performance based assessments will be administeredeach semester

2

DepartmentChairs

Monthly lesson plans andanalysis by teacher ofstrengths and areas to focus

1 2 3 4 5 6 1 2 3 4 5 6 7October, January,1 1,

Following analysis of data in August and weekly review of studentwork samples and assessment data, each classroom teacher willidentify those students who are not demonstrating mastery ofstandards. The counselor will meet with parents and schedule thestudent to participate in an extended learning activity or communityservice program before or after school.

4

All Teachers

Individual professionalgrowth plans and individualclassroom assesementsummary

1 2 3 4 5 6 1 2 3 4 5 6 7Quarterly1 2,

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

Page 9: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

20 % of students at the below average proficiency level in SAT-9 will move to the average level; 15% from average to above average.

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

School Year: 2001/02

Teachers will attend a retreat in the Spring to review data, analyzecurrent conditions, set priorities and assess effectiveness of currentprograms.5

All Teachers

Analysis report and revisionof priorities for followingyear

1 2 3 4 5 6 1 2 3 4 5 6 7Spring1 2,

The ELL teachers will use ESL Language Standards and Content andPerformances Standards to implement a writing, reading and orallanguage curriculum that utilizes multi-media technology. Aresource person will compare student language acquisition against theLALAR rubric created for this purpose.

3

All ELL Teachers

Student projects andschool-wide writing samplesand analysis of student’sstrenghts and areas to focus.

1 2 3 4 5 6 1 2 3 4 5 6 7August, January, March1 3,

Page 2 (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

Page 10: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

All students will use adopted instructional materials (texts, supplemental materials).

Priority/Objective/Activity #

Team/PersonResponsibleActivity Funding SourceTarget Population

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.

Completion/Benchmarks

School Year: 2001/02

The SAP/SST committee will meet weekly to assess students whohave been referred as potentially "at-risk", look at student programplacement, make recommendations for program changes or support,and review student progress against access to the Core Curriculum.

1

SAP Coordinator

Monthly schedule ofSAP/SSC and a quarterlyreview of student progress

1 2 3 4 5 6 1 2 3 4 5 6 7Quarterly2 1,

The Curriculum Technology Integration Specialist and theLibrarian/Media Specialist will review, purchase, maintain, andprovide professional development in the use of supplementaryelectronic materials to support achievement of academic standards.Emphasis will be placed on materials and activities that support ELand EDY students.

4

CTIS, Librarian

Inventory of materials,schedule of professionaldevelopment and studentwork products

1 2 3 4 5 6 1 2 3 4 5 6 7Jan., May2 1,

Grade level teachers will use a standard based syllabus to select unitsof study aligned to the standards and appropriate software/technologyintegration projects; develop units based on the distrcit's year longscope and sequence; and develop a timeline for the year long scopeand sequence

5

All Teachers

Lists of units of study,calendar for instructiona andappropriate pre and postassessment

1 2 3 4 5 6 1 2 3 4 5 6 7Aug and throughout the2 1,

Teachers will meet weekly by grade level to highlight the content andinquiry standards emphasized in the identified units of study; examinestudent work with an emphasis on the students identified in StrategicActivity #1; to evaluate and adapt the ongoing instruction and adjustinstructional units based on results of assessment/reflection.

6

All Teachers,Principal

Each teachers monitors theprogress of identifed studentswith respect to content andinquiry standards

1 2 3 4 5 6 1 2 3 4 5 6 7End of each month2 1,

Teachers will complete 60 hours of PD during the year byparticipating in monthly grade level meetings on examing studentwork, monthly grade level meetings to plan implementation of units,study groups around the content and inquiry standards at their gradelevel, courses offered through SFSU and other partners, other servicesoffered by the district and partner, and district, state and nationalconferences.

7

All teachers

100% of teachers attend gradelevel meetings, unit plansand revised instructionalplans

1 2 3 4 5 6 1 2 3 4 5 6 7Ongoing2 1,

Teachers will meet monthly and at the end of the year to evaluatestudent progress toward grade level content and inquiry standards andto review and revise overall instructional program8

All teachers andprincipal

Revise instructional plans ofunits

1 2 3 4 5 6 1 2 3 4 5 6 7Monthly2 1,

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

Page 11: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

All stduetns identified as “at risk” by analysis of performance, attendance or other data will be enrolled in support activities and/or extended learning.

Priority/Objective/Activity #

Team/PersonResponsibleActivity Funding SourceTarget Population

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.

Completion/Benchmarks

School Year: 2001/02

The teachers will schedule extended learning time and supplementalsupport programs will be designed for students who are notdemonstrating success in meeting standards. Students will bescheduled to participate in these extended opportunities and their workand progress will be reviewed with parents, quarterly. (e.g. academicenrichment class, tutoring, community resources.)

2

All Teachers,Administrator

Identification of students inneed ofsupport, schedule ofextended learningopportunities and review ofstudent work and progresswith parents

1 2 3 4 5 6 1 2 3 4 5 6 7Sept, Nov., Feb., April2 2,

The school's technology committee will develop a professionaldevelopment plan for the school based on identified areas of studentneed, teacher survey of technology related instructional needs andreview of course descriptions and Content and Performance Standards.Teachers will be offered a calendar of activities from which to choose.Staff will have access to a technology resource room access on-lineprofessional development resources; software, applications, internetresearch; sample lessons.

3

CTIS

Calendar professionaldevelopment activities,individual profesional growthplans and log of teacherresource lab use.

1 2 3 4 5 6 1 2 3 4 5 6 7Oct, May2 3,

Page 2 (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

Page 12: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

Students in the 1st and 2nd quartiles of the SAT-9 or Scholastic Reading Inventory will make significant growth in reading comprehension.

Priority/Objective/Activity #

Team/PersonResponsibleActivity Funding SourceTarget Population

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.

Completion/Benchmarks

School Year: 2001/02

The Research-based reading program for the school will provideinstructional strategies and materials to address the individual readingneeds and learning styles of all low performing students. Thisprogram will be taught during "extended day" period for studentswhich focuses on reading comprehension and vocabulary.

1

Principal,LiteracySpecialistIndividual learning plans,

student performanceassessment (SRI) and studentwork

1 2 3 4 5 6 1 2 3 4 5 6 7Sept., Jan, May3 1,

All students, including ELL and Special Education, will participate inreading and writing activities across the curriculum to improve theiroral reading needs and comprehension skills to access curriculumstandards and performance.

2

Principal, Allteachers

Student work samples, lessonplan reviews and classroomobservations.

1 2 3 4 5 6 1 2 3 4 5 6 7Monthly3 1,

All identified students (EDY, EL and SPED) who are at-risk or notachieving the grade level standards will be provided extended learningtime before, at lunch time, after school to improve their reading andmath achievement. Tutorial programs will include reading andwriting skills development, learning skills instruction, counseling andcommunity service support as identified. Extended learning time forstudents will also be provided by the reading program.

3

Principal, LeadTeacher, CBB

Review extended learningattendance sheets and studentwork

1 2 3 4 5 6 1 2 3 4 5 6 7Monthly3 1,

The school will create a 1.0 FTE to serve as a literacy specialist toprovide daily leadership and academic support to enhance the readingculture and reading program. The literacy specialist will coordinatethe professional development and support needed by teachers. Thiswill include providing model lessons, facilitation of weekly teachermeetings, coaching, team teaching, coordination of review of studentwork products, release time for teacher observations and planningtime. The resource teacher, in coordination with all teacher leaders,will conduct ongoing after school study/work groups for all LanguageArts teachers.

4

Principal,LiteracySpecialistIndividual PD plans, analysis

of SRI, and student workreviews

1 2 3 4 5 6 1 2 3 4 5 6 7Sept, Jan , May3 1,

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

Page 13: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

Number of incidents of classroom disruptions, fighting, and slurs will decrease by 20% compared to previous year.

Priority/Objective/Activity #

Team/PersonResponsibleActivity Funding SourceTarget Population

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.

Completion/Benchmarks

School Year: 2001/02

The Peer Resource Coordinator will provide training to all staffmembers in procedure for dealing with classroom and school groundconflicts. The Peer Resource Coordinator will coordinate a team ofstudent peer conflict mediators to assist with conflict resolution.

1 Log of confict resolution, PDfor all staff and record ofcrime statistics.

Nazarian,Bita

1 2 3 4 5 6 1 2 3 4 5 6 7Oct., May4 1,

The Everett Community Partner, Community Bridges Beacon, willcollaborate with Everett staff to provide safe and positive youthdevelopment, and mentorship programs for the students.3

Principal, CBB

Record of crime statistics andsuspensions and attendancerecords and student work

1 2 3 4 5 6 1 2 3 4 5 6 74 1,

Thirty hours of health education will be delivered by Science teachersand P.E. teachers based on the District Health Curriculum. Based onthe results of the Health survey, the focus of instruction will be onconflict resolution, resisting peer pressure, making choices and refusalskills related to drugs and tobacco, and dealing with violence. TheHealthy Schools Team will work with assistant principal and teachersto clarify explicit grade scope and sequence for the Health curriculum.

2

Science and P.E.Teachers

Year long lesson design foreach grade level and analysisstudent surveys

1 2 3 4 5 6 1 2 3 4 5 6 7Sept, Jan4 2,

The Peer Resource Coordinator, teachers, parents and CBB willcollaborate to establish and implement programs that empowerstudents to solve their problems in a nonviolent, constructive andmeaningful way. They will implement a school-wide nonviolence andanti-slur program and leadership activities for students such as PeaceDay, Unity Council, Peer Conflict Mediation, and Student Council.

4

Dean, counselorsand PeerResourceCoordinator

record of crime statistics,suspension rates, referrals tocounseling office, attendancerecords for programs, studentprojects

1 2 3 4 5 6 1 2 3 4 5 6 7Monthly4 2,

Student Ecology and Recycling Club, and Eighth grade communityservice hours will maintain a clean environment and help to beautifythe school and gardens.5

Principal,Counselor andEcology TeacherGrounds will be clean and

beautiful1 2 3 4 5 6 1 2 3 4 5 6 7

Ongoing4 2,

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

Page 14: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School 529

Priority/Objective/Activity #

Team/PersonResponsibleActivity Funding SourceTarget Population

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

Completion/Benchmarks

School Year: 2001/02

Classroom teachers will distribute and use Student Binder remindersand the Student Handbook to provide students with information aboutschool requirements and expectations. All teachers will review thebinder reminder and use them for ongoing, two-way communicationwith parents. Parents will be asked to sign the book weekly.

5

All teachers

Weekly parent sign-off ofbinder reminder

1 2 3 4 5 6 1 2 3 4 5 6 7Weekly5,

All teachers will participate in at least two events that encourageparental involvement in all curricula areas. This includes but is notlimited to, reviews of student work and student presentations.Teachers will hold parent conferences twice a year and discuss withgrade level teams, recommendations for revision in programs orinstruction based on parent information/feedback.

1

All teachers

Parent attendance logs,monthly log of parent visitsand workshop attendance

1 2 3 4 5 6 1 2 3 4 5 6 7Fall, Spring5 1,

Teachers will provide frequent reports to parents related to studentprogress in addition to regularly scheduled report cards. Informationto parents will focus on assessments, achievement data, meeting ofstandards and completion of requirements for promotion/graduation.

2

Principal, allteachers

record of communication toparents, and schedule ofhome visits and telephonelogs

1 2 3 4 5 6 1 2 3 4 5 6 7Monthly5 1,

Through weekly information packets, and distribution of StudentHandbook, the school will disseminate information regarding thetobacco-free and drug-free policy, and provide information related toparenting skills, communication skills, and support services forstudents and parents. Quarterly parent education workshops will beoffered to parents on topics identified as areas of need by Healthsurvey. Primary communication will be translated and responsesrequested using parent's primary language

3

Principal, allteachers

weekly parent envelopes,parent logs and activity logs

1 2 3 4 5 6 1 2 3 4 5 6 7Weekly5 1,

The School Site Council will be comprised of the required percentageof parents. Parents will be actively engaged in decision-making andplanning related to school programs including review of student data,analysis of current condition, review of student progress and programeffectiveness, and decisions related to budgets and services.

4

Principal

Calendar of site councilmeetings, minutes ofmeetings and decisions,sign-off on required forms

1 2 3 4 5 6 1 2 3 4 5 6 7Monthly5 1,

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

Page 15: San Francisco Unified School District Francisco Unified School District 529 DRAFT 1. School Description (see SARC) 2. Analysis of Current Conditions 3. School Vision Statement 4. School

Everett Middle School

Priorities Addressed PR1 PR2 PR3 PR4 PR5 PROGRAM

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

2001/2002

Academic Literacy Across Curriculum Standards (ALACASA)

After School Learning

Beacon Center

Beginning Teacher Support & Assessment (BTSA)

Exploratorium Teacher Institutes

Extended Literacy Collaborative

IASA Title VI

Middle School Links

NSF--Urban Systemic Program (Priority 6)

Peer Assistance & Review (PAR)

Peer Resources

Phono-Graphix

Reading is Fundamental

San Francisco Education Fund: (list)

21st Century Learning Centers

Teen Pregnancy Prevention

UCSF Center for Science Outreach


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