School Information

District Information

School Name

Hanna Ranch Elementary

District Name

West Contra Costa Unified

Principal

Anita Hayward

Superintendent

Dr. Gloria Johnston

Street

2482 Refugio Valley Rd.

Street

1108 Bissell Ave.

City, State, Zip

Hercules, CA 94547-1299

City, State, Zip

Richmond, CA 94801-3135

Phone Number

(510) 245-9902

Phone Number

510-234-3825

FAX Number

(510) 799-5795

FAX Number

510-236-6784

Web Site

http://www.hannaranch.com/

Web Site

http://www.wccusd.k12.ca.us/

E-mail Address

Anita.Hayward@gw.wccusd.k12.ca.us

E-mail Address

Michael.Jung@gw.wccusd.k12.ca.us

CDS Code

07-61796-6112015

SARC Contact

Michael Jung

Hanna Ranch is located at 2480 Refugio Valley Road, Hercules, CA 94547. It opened in the Winter of 1996. It is a well-maintained facility built around a central courtyard. There are five classroom buildings each with three classrooms built around a shared small instructional space, three portable classrooms, a library, a computer lab, a multipurpose room with professional stage and adjacent performing arts room. The site is currently undergoing a bond funded landscape improvement project that includes the construction of an outdoor classroom. The school serves its immediate community.

We provide academic intervention programs within the K-3 classroom instructional programs and through a Learning Center for grades 3-5. The SI funded computer lab and literacy workshop support our school-wide focus areas of reading comprehension, inquiry and writing.

Our vision is to ensure that all our students are served according to their strengths and needs. All students will be given the support they need to achieve grade level standards. We will accomplish this vision through a professional cycle of inquiry driven by student standardized and formative assessment data.

Staff and community member drafted our mission statement at our first Strategic Planning Retreat. It serves as the criteria for all our decision making, planning and resource acquisition. We will provide all of our students with the highest quality education by:

Addressing all curriculum area and diverse learning needs;

Utilizing effective teaching strategies.

We will maintain a safe, respectful, interdependent and responsible community environment to give our students the tools to become independent, contributing and responsible citizens of our community and of the world.

Contact Person Name

Contact Person Phone Number

Our PTA is a well-informed parent group that works with our staff and community to ensure that our teachers and students have all the support and resources necessary to engage successfully in our core curriculum. The newsletter they publish is a highly effective means of keeping our community well informed on the key issues and events of the school.

SCHOOL SITE COUNCIL: Every elementary school must have a School Site Council composed of five parents or community members, the principal, three classroom teachers, and one other staff member (Education Code Section 52852).

Our SSC and PTA coordinate our parent involvement program. Our SSC meetings provide parents with information about the school plan/programs and student progress. The PTA provides our community with a variety of parent involvement venues:

• Program and parenting informational meetings;
• Family Science Night;
• Pioneer Night;
• Potlucks;
• Classroom volunteer opportunities.

Grade Level

Enrollment

Grade Level

Enrollment

Kindergarten

60

Grade 9

0

Grade 1

80

Grade 10

0

Grade 2

79

Grade 11

0

Grade 3

80

Grade 12

0

Grade 4

90

Ungraded Secondary

0

Grade 5

84

Grade 6

0

Grade 7

0

Grade 8

0

Ungraded Elementary

0

Total Enrollment

473

Racial/Ethnic Category

Number
of
Students

Percent
of
Students

Racial/Ethnic Category

Number
of
Students

Percent
of
Students

83

17.5

Hispanic or Latino

65

13.7

American Indian or Alaska Native

0

0.0

Pacific Islander

0

0.0

Asian

88

18.6

White (Not Hispanic)

56

11.8

100

21.1

Multiple or No Response

81

17.1

Date of Last Review/Update

Date Last Discussed with Staff

Hanna Ranch has a completely articulated and ready Comprehensive School Safety Plan driven by a trained and drilled Chain of Command/Team Organizational Chart. All staff is trained in disaster preparedness, is organized into teams and has practiced communication protocols, evacuation/shelter, and search and rescue procedures. The Hanna Ranch School Community participated in the City of Hercules All City Disaster Drill. The staff and community members’ performance was well reviewed by the team of outside evaluators.

Staff

Safety Issues are reviewed and discussed at Faculty Meetings. Staff and parents will have access to two yearly trainings during the 2004-05 school year:

First Aide Training Pt.2

Disaster Drill Tabletop Exercise

Students

We will hold monthly fire and duck and cover drills. Students will participate in yearly evacuation and shelter-in-place drills. .

Community

Disaster emergency contact information is collected from all families during September. An overview of the school safety procedures is included in the School Handbook. Parents will be reminded of key safety procedures through the PTA sponsored newsletter. Each family will be given a list to guide their outfitting of a safety backpack for each of their children

Logistics

The staff room has been equipped with whiteboards and an outside phone line to serve as a command center. Student contact information is organized portable file box and stored with the plan and other key information in our office. The PTA provided funding for six new walkie-talkies and for all major safety equipment and supplies. The school’s search and rescue team carts, triage/medical, evacuation/shelter and individual student supplies are stored in a container located across the playground from the rear of the school. A member of the City of Hercules Safety Team is also a member of our SSC.

Crime/Violence Prevention

Our PTA is working with our SSC and with the WCCUSD to develop and equip site safety surveillance plans.

ACADEMIC PROGRAMS

Technology:

Our SI funded technology program is explicitly aligned with our literacy and math strategies. Students participate in a weekly lab and/or mobile lab program to:

develop word processing, desktop publishing and presentation skills;

do research;

engage in integrated reading and writing for information activities;

complete graphic organizers;

complete reports;

develop and apply their math problem-solving strategies.

Number of Suspensions

6

11

10

12705

12903

15339

Rate of Suspensions

1%

2%

37%

37%

45%

Number of Expulsions

0

0

0

43

38

53

Rate of Expulsions

0

0

0

0.12%

0.11%

.16%

Staff members monitor the school grounds ten minutes before the start of school and immediately after both of our dismissals. Our parent traffic volunteers maintain a safe and efficient traffic flow during morning drop-off times. All visitors are required to check in at the office when visiting the school. They are given visitor badges to identify them while they are on campus. Additional safety lighting was installed in our parking lot and along the playground. Our new facility is designed to support teaching and learning. Each building houses three classrooms built around a shared space that is available for small group learning and teacher collaboration. We added three portable classrooms. Each classroom has a phone and access to a multi-media system. We offer our students a fully automated library with three computers with Internet access. Our updated computer lab consists of twenty-seven Dell Optiplex GX 240 computers and six Dell C610 laptops with airport cards. These laptops are available as a “mobile lab” for use in the classrooms for student research and publishing. The PTA is in the process of equipping each of our 1-5 classrooms including our NSH classroom and Learning Center with new Dell computers.

Hanna Ranch was built in 1995. The site is currently undergoing a bond funded landscape improvement project that includes the construction of an outdoor classroom. The school serves its immediate community. School facilities are cleaned daily. For repairs, safety concerns are given the highest priority, followed by work that impacts the educational program.

Subject

English-Language Arts

51

52

53

21

24

25

32

35

36

61

62

62

20

23

23

31

35

34

Science

39

19

17

14

30

27

25

History-Social Science

16

17

17

28

28

29

Subject

African-
American

American
Indian or
Alaska
Native

Asian

Hispanic
or Latino

Pacific
Islander

White
(not
Hispanic)

English-Language Arts

23

64

65

54

60

34

76

71

54

80

Science

4

50

50

31

Subject

Male

English
Learners

Economically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

English-Language Arts

47

61

28

37

58

20

56

59

67

46

41

69

23

66

Science

38

39

22

46

9

43

Subject

50

56

33

32

43

43

67

69

37

38

50

51

Subject

African-
American

American
Indian or
Alaska
Native

Asian

Hispanic
or Latino

Pacific
Islander

White
(not
Hispanic)

37

65

58

50

68

43

85

79

60

77

Subject

Male

English
Learners

Economically
Disadvantaged

Students With
Disabilities

Migrant
Education
Services

Yes

No

Yes

No

52

61

30

45

60

28

59

68

71

65

44

77

38

72

Grade Level

5

17.1

17.1

17.1

13.0

13.4

12.7

24.8

26.7

22.9

7

13.1

13.1

13.1

29.1

31.3

27.0

9

17.2

15.3

18.9

26.3

25.3

27.2

API Base Data

API Growth Data

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

Percent Tested

100

100

99

Percent Tested

100

99

100

API Base Score

799

804

793

API Growth Score

801

795

813

Growth Target

1

A

1

Actual Growth

2

-9

20

Statewide Rank

8

9

8

Similar Schools Rank

7

6

3

API Base Data

API Growth Data

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

API Base Score

639

677

667

API Growth Score

640

681

671

Growth Target

1

1

1

Actual Growth

1

4

4

Asian

Asian

API Base Score

875

838

850

API Growth Score

839

846

871

Growth Target

A

A

A

Actual Growth

-36

8

21

API Base Score

845

850

832

API Growth Score

867

829

855

Growth Target

A

A

A

Actual Growth

22

-21

23

White (Not Hispanic)

White (Not Hispanic)

API Base Score

849

816

API Growth Score

817

Growth Target

A

A

Actual Growth

API Base Data

API Growth Data

From
2001
to 2002

From
2002
to 2003

From
2003
to 2004

API Base Score

649

693

644

API Growth Score

682

654

703

Growth Target

1

1

1

Actual Growth

33

-39

59

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.

Year Identified for Program Improvement

Year in Program Improvement

Year Exited Program Improvement

Number of Schools Currently in Program Improvement

22

Percent of Schools Identified for Program Improvement

34.9

Overall

All Students

Yes

Yes

No

No

Subgroups

All Students

Yes

Yes

Yes

Yes

African American

Yes

Yes

Yes

Yes

American Indian or Alaska Native

n/a

n/a

n/a

n/a

Asian

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Hispanic or Latino

n/a

n/a

Yes

Yes

Pacific Islander

n/a

n/a

Yes

Yes

White (not Hispanic)

n/a

n/a

Yes

Yes

Socioeconomically Disadvantaged

Yes

Yes

Yes

Yes

English Learners

Yes

n/a

Yes

Yes

Students with Disabilities

n/a

n/a

No

No

These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group.

Grade

Avg.
Class
Size

Number of Classrooms

Avg.
Class
Size

Number of Classrooms

Avg.
Class
Size

Number of Classrooms

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K

19.3

4

19.8

4

20.0

3

1

18.3

4

19.5

4

20.0

4

2

20.0

4

18.5

4

19.8

4

3

20.0

4

19.7

6

20.0

5

4

33.0

2

33.0

1

28.7

2

1

5

32.0

1

1

33.0

2

25.7

1

1

1

6

K-3

18.0

2

3-4

20.0

1

4-8

32.0

1

33.0

1

Other

Grade Level

Percent of Students Participating

K

100

100

100

1

100

100

100

2

100

100

100

3

100

100

100

This School

90.9

All Schools in District

95.9

High-Poverty Schools in District

94.7

Low-Poverty Schools in District

96.8

Total Teachers

26

25

23

Teachers with Full Credential

23

23

22

Teachers in Alternative Routes to Certification
 (district and university internship)

1

1

1

Pre-Internship

1

0

0

Teachers with Emergency Permits
 (not qualified for a credential or internship but meeting minimum requirements)

1

1

0

Teachers with Waivers
 (does not have credential and does not qualify for an Emergency Permit)

0

0

0

Misassignments of Teachers of English Learners

Total Teacher Misassignments

0.0

26.1

13.7

4.3

15.8

65.2

47.2

4.3

21.1

Less than Bachelor's Degree

0.0

0.1

Vacant Teacher Positions

The primary purpose of evaluation is to improve the educational programs, practices and services within the schools through increased effectiveness of each teacher. As outlined in the contract between the district and United Teachers of Richmond, temporary and probationary teachers are evaluated at least once each school year. Permanent teachers are formally evaluated every other year. If any deficiency is noted, the evaluator provides support such as specific suggestions and the opportunity to visit other classrooms. If a teacher receives an "Unsatisfactory" evaluation, he/she is required to participate in the district's Peer Assistance and Review (PAR) program. Our administrators and teachers have created an evaluation system, based on the California Standards for the Teaching Profession, for future use.

Teachers and other personnel report absences using an automated phone system called SubFinder. Teachers may contact a substitute themselves, or direct the SubFinder system to locate a substitute. We are usually able to find substitute teachers when needed. Occasionally there are not enough substitutes to fill all positions, and the administrators and teachers at the school assume the responsibilities of the absent staff member.

The site administrator brings extensive teaching curriculum and professional development experience to her principalship.

Instructional Leadership Team (ILT): Our ILT meets monthly and as needed. The primary role of our ILT this year will be to support our grade level teams in becoming effective and efficient Data Teams by training the staff and facilitating our grade level teams in using the Formal Five Step Data Team Process (Doug Reeves). It will also continue to plan and facilitate our RESULTS Process and annual Strategic Planning Retreat.

Student Study Team (SST): Our SST process operates on a standards-based, strengths model driven by standardized and formative student data. Students are referred to address both academic and social concerns. It meets monthly on the third or fourth Thursday of the month. Student data is provided through the use of the district referral form and our site-based addendum. We work from a combination of standardized and performance assessments, work samples, teacher observations and parent input. We include and discus data about the child’s participation effort, behavior focus and cooperative learning skills.

INSTRUCTIONAL PROGRAM

ENGLISH LANGUAGE ARTS

Description of core curriculum including adopted materials and focus on standards.

The core literacy program for grades K-5 is Open Court Reading 2002. Exceptions to this are Alternative Primary Language classes for grades K-3, which use Foro Abierto (the Spanish version of Open Court) and Coronado Elementary, which uses the Direct Instruction program.

Six grade classes in elementary schools use the Prentice Hall Literature series, Copper Level.

MATHEMATICS

Description of core curriculum including adopted materials and focus on standards.

K – 6th Grades:Harcourt Brace Math:The Harcourt Brace Math program lines up with the California math standards. It contains support for teachers such as intervention books, assistance for ESL students, and activities for advanced learners.

Description of assessments to monitor progress in core curriculum toward standards

- District Math Assessments and Diagnostic for all elementary grades

- Elementary Report Card Math Assessments – can be given to students to help teachers in the grading process.

Description of how assessment is used to inform instruction

Test results are now entered into edusoft to inform teachers, schools, and the district where the students need more assistance and where they are excelling. This information should then be used to guide instruction in the classroom.

Plan for monitoring implementation and standards-based instruction

¨       Continual visitations to all elementary PI 4 schools

¨       District pacing guides and assessments for all elementary grades.

SCIENCE

Description of Core Curriculum including adopted materials and focus on standards.

HBJ Science K-3

Students learn science by direct instruction and by reading the textbook and supplemental materials, such as Practice Workbook. Assessments are at the end of each chapter.

Foss Modules K-5

The Foss modules are organized under four headings:Life Science, Physical Science, Earth Science, and Scientific Reasoning and Technology. There are four modes for Kindergarten, six modules for grades one and two, eight modules for grades three and four, and eight modules for grades five for a total of 26 modules. Each module has a list of student readings that will enhance the hands-on experience, including both literature and non-fiction reference whenever possible. Videos that offer appropriate concept reinforcement and backgrounds are listed.

Harcourt Brace Science Text (Grades 4 and 5 only)

Students learn science by direct instruction and by reading the textbook and supplemental materials. Each lesson involves students in hands-on investigations. The assessments measures both content and process-what students should know and should be able to do-and does so in a variety of contexts.

HBJ (Chapter and End of the Unit Tests) and Foss Modules each have end of the unit tests that students should be taking to prepare them for their grade level expectations.

Description of how assessment is used to inform instruction

The classroom teachers uses chapter and end of the unit assessment results as a measure of what has been mastered by the students. The data gathered from the assessments are used to re-teach and differentiate future instruction.

Plan for monitoring implementation and standards-based instruction

The teacher and the principal monitor the alignment of daily lessons and the standards on on-going bases to ensure that grade level standards are being addressed for each student. Follow up support regarding standards-based instruction in science is discussed at grade level/data team meetings as teachers review student work and assessment results.

SOCIAL STUDIES

Description of core curriculum including adopted materials and focus on standards.

Harcourt Brace Social Studies builds consistent and cumulative learning from K-6. The program allows students at each level to build on major understandings and skills already acquired and to prepare for learning yet to come. The powerful ideas in Harcourt Brace Social Studies provide the principal contexts within which students can integrate major understandings, skills, and their own experiences. These powerful ideas have been selected to help students organize their thinking and develop the competencies they will need as citizens in a diverse, changing, and interdependent world.

ELD

Description of core curriculum including adopted materials and focus on standards.

English Learners (ELs) are identified by the RAP Center through an assessment process, which includes the CELDT, triggered by a Home Language Survey, identifying a language other than English. The RAP Center completes the Listening and Speaking portion of the annual CELDT test for all ELs at the school. . The RAP Center prepares a reclassification packet for ELs meeting CELDT and CST criteria, and does the reclassification paperwork when the packets are returned by the school. Staff follow up with and assist schools to complete the process. Reclassified students are monitored for two years following their reclassification. All teachers of EL students hold a CLAD or equivalent.

All ELs receive daily ELD at their diagnosed level of English proficiency (school may describe grouping/regrouping strategies, etc. as applicable). ELD is a minimum of 30 minutes a day, using Into English(PI YR4 schools use English Now) and supplemental materials to teach the ELD Standards.

ELs receive access to the core curriculum through Specially-designed Academic Instruction in English (SDAIE).These classes have the same standards and curriculum as grade level (with supplemental materials and primary language support that make content and concept more accessible).

Primary language aides provide ELs with assistance in accessing the core curriculum.

EL students receive bilingual instruction in the core curriculum when their parents/guardians request this program through the Parental Exception Waiver process. These classes use Spanish instruction to ensure students master grade level standards while they are learning English. The standards and curriculum are the same as the grade level. The texts are the Spanish version of the grade level adoptions.

Description of assessments to monitor progress in core curriculum toward standards

For ELD with Into English, teachers use the end of units assessments and the end of unit writing assessment.

The assessments for the core curriculum in Structured English Immersion, Dual Language Immersion, and Transitional Bilingual classes are the same as the general education grade-level assessments, though the Dual Language Immersion and Transitional Bilingual classes use the Spanish versions.

Description of how assessment is used to inform instruction

The end of unit writing assessments for Into English have scoring rubrics which provide information for the teacher to use to plan instruction. The rubric would indicate what had been mastered, what would need reteaching and what the next level of instruction would be.

Plan for monitoring implementation and standards-based instruction

The principal ensures the ELD program is implemented through meetings with staff and walk-throughs. EL Services staff provide technical support in implementing the ELD program, walk-throughs, and professional development.

In addition, the RAP Center provides teachers and administrators data on individual EL students including:CELDT, years in program, CSTs, annual growth target in English. The RAP Center also completes and provides annual R30 Language Census data. It also provides translation and interpreting services for all District-level documents and meetings and assists schools in finding translators and interpreters as needed.

EL Services also provides technical assistance and support in a variety of other areas pertaining to EL education and the mandates surrounding it, e.g. appropriate programming, appropriate budget expenditures, effective parent/family education and meetings, program evaluation.

SPECIAL EDUCATION

Description of core curriculum including adopted materials and focus on standards.

All elementary NSH and RSP special education students are provided a program (OCR., Harcourt Brace) that enables each student to access the core curriculum in the least restrictive environment among their peers. Students are instructed with learning objectives that are standards-based and meet the individual needs of the students. In addition, student learning is supplemented with the following:“Read Naturally,” Reading for Phonics (Early primary and intermediate Reading Interventions). Rewards, Kaleidoscope, and Lindamood-Bell.

Description of assessments to monitor progress in core curriculum toward standards

Students use the same assessments utilized in the OCR Program. In addition, the Woodcock Johnson III, DIBEL, and the San Diego Quick are also utilized.

Description of how assessment is used to inform instruction

All elementary special education students receive instruction based on their assessed needs.

Plan for monitoring implementation and standards-based instruction

All IEPs are reviewed by the special education program specialists or special education administrators for standards based instruction, assessments and progress reporting dates.

Support and services for students with special needs

GATE Students:Teachers will use a variety of thematically related core and supplemental reading, math including Mastery Learning Systems’ Advanced Materials and science materials, open-ended assignments, and flexible grouping, compacting and contracting to differentiate instruction for GATE students. Parents and teachers are collaborating to reorganize our core and supplementary materials in the service of this thematic instruction.

Socio-Economically Disadvantaged Youth (EDY): Students in K-3 classes will participate in the core curriculum and be given all the support they need to achieve grade level standards. Students experiencing difficulty will be flexibly grouped by instructional need. These intervention groups will follow both OCR front load and reteach models. These strategy-based intervention groups will provide guided instruction in decoding, comprehension and fluency. K- third grade students will participate in data-driven, classroom-based intervention groups. Fourth and fifth grade students experiencing difficulty will attend a data-driven, standards-based Learning Center that will focus on reading comprehension and writing intervention, reciprocal teaching and self-monitored fluency practice. K-5 teachers will implement the Every Day Counts Calendar Math to support students in achieving grade level standards. K-5 classrooms will use the Harcourt Math Intervention and Advanced Learners materials and standards-based, core aligned software to target identified student needs. Grade 4 classroom teachers will also use Excel Math to reinforce basic concepts. Fourth and fifth grade students experiencing difficulty as per standardized test data, the district’s diagnostic and ongoing Harcourt and district assessments will attend a data-driven, standards-based Learning Center that will use Mastery Learning Systems to scaffold their participation in their classroom core programs.

English Language Learners:Each grade level team develops a collaborative ELD Instructional Plan based on the assurances provided by the English Learners Services. English learners progress is reviewed in grade level meetings as part of our RESULTS instructional planning cycle.

Students will have the benefit of the sheltered instruction provided by the Every Day Counts Program, specialized computer software and other SDAIE approaches.

An English Learner Intervention Aide provides our English Language Learners with secondary language and occasionally primary language support in the core curriculum under the direction and supervision of their classroom teachers. This instructional support with focus on literacy and follow the instructional approaches of the OCR and Harcourt Brace programs.

Special Education Students:The Special Education Department PROVIDES direct support to the schools through an assigned Program Specialist or Special Education Administrator. Support includes attending IEP meetings, classroom management, curriculum development, SST training, training for special education aides, dealing with students who are in crisis. Psychologists provide counseling, crisis intervention, testing and dealing with difficult parents. School nurses provide support in vision and hearing screening, trainings for medically fragile students, and crisis intervention.

ENGLISH LANGUAGE ARTS

Professional Development offered to support the elementary core literacy adoptions include:

AB466 training in Open Court and Foro Abierto includes a 40-hour initial training in implementation for all teachers

SCOE advance and mastery level Open Court training 40-hour advance level trainings

ELAIT team trainings to provide site based Open Court Professional Development

Bi monthly training of trainer formats to support implementation and differentiation.

Monthly district offerings to support teachers in implementing Open Court and Foro Abierto. These trainings focus on implementation of program components and differentiated instruction.

Consultants and coaches provide site based literacy professional development on an ongoing basis.

MAST:(Math Achievement Support Team) Each elementary and middle school sends at least three representatives to these all day sessions. These “teams” receive valuable information to enhance their view of curriculum and receive teaching strategies that will increase the learning and involvement of the students. They then return to their schools where, in grade alike groups, they are given the opportunity to share with their colleagues the information they have received.

Teaching All Students:This is a Professional Development Series that is designed to give the elementary PI 4 schools useful training to boost their students’ involvement and curriculum comprehension in the classroom. The main goals of this series is to elevate all students to the standards, develop and use classroom management skills, make good use of instructional time, develop and use class management skills, and differentiate instruction.

Combo Class Training:A consultant from Harcourt will be training all teachers who have the awesome job of teaching combo classes. She will focus on time management and transitions between the two grades. The primary teachers will meet on a different day than the upper grades.

Harcourt Intervention:All PI 4 elementary schools will be trained by a Harcourt consultant on how to use the interventions section of the Harcourt Brace Math Books

Coaching and weekly Wednesday meetings with all PI 4 schools and other schools that request assistance.

SCIENCE

Monthly Elementary Curriculum Committee Meetings periodically address science instruction.

A cadres of teachers are sent to the Bay Area Science Project each summer to enhance their skills and return to share the information at their school site and or participate in district projects.

Harcourt Brace is available for in service as needed.

Bay Area Science Project will be offering 3 workshops on the 4/5 Harcourt Brace Text to enhance standards base instruction and use of the new text for test preparation.

SOCIAL STUDIES

Elementary Professional development has training focused on instructional strategies that correlates with the thematic units in the Harcourt Brace Social Studies text and provide opportunities for differentiated instruction and expository writing skills that are addressed by the CA History/Social Science Standards.

ELD

PI YR4 schools receive LitConn EIEA training for ELD

CLAD/BCLAD Examination preparation series for teachers taking the CLAD/BCLAD Examinations are provided by EL Services.

ELD teachers who have not previously been trained in the ELD standards participate in a 3-day or 5-session after-school ELD Standards training with grade level cohorts, focusing on:

Unpacking the ELD Standards;

ELD Standards-based lesson planning (backwards planning);

Using assessments to inform instruction;

Writing assessments for each unit of Into English;

Effective use of Into English including strengthening the writing component.

The series includes job-embedded activities between each session (e.g., lesson planning, coaching, team review of student work)

Literacy Coaches:6 training sessions on supporting English Learners in English Language Arts, including

Scaffolding ;

ELD Standards as the pathway to ELA Standards;

Understanding CELDT and other ELD Assessments.

Training for Paraprofessionals who work with English Learners

All primary language aide working with English Learners are offered the opportunity to participate in 5 three-hour workshop sessions, once a month starting in October, specifically designed to help them become familiar with their role in the classroom and acquaint them with effective practices they can use to better assist and support the English Learners with whom they work. Planned agenda topics include:Language acquisition and proficiency levels, differentiated questioning, cooperative learning activities which encourage productive discussion, working with the classroom teachers, the CELDT and the reclassification process, and the writing process.

SPECIAL EDUCATION

8/2004                                   Learning Center, Student Study Team

Process, New Special Education Handbook

8/20, 9/7, 9/14, Student Achievement through

9/21, 9/30/2004 Compliance & Literacy (Varied Dates)

9/13/2004 Reading for Phonics – Primary

9/14/2004 Reading for Phonics – Primary

10/05/2004 Reading for Phonics – Intermediate

10/06/2004 Reading for Phonics – Intermediate

9/23/2004                Curriculum Relevant Therapy:A Continued Discussion and Practical Applications – Part II

10/18/04                                                Lindamood Phoneme Sequencing (LIPS)

10/19/2004 Lindamood Phoneme Sequencing (LIPS)

11/04/2004 Lindamood Seeing Stars for Symbol Imagery (SI) Programs

12/2, 12/3/04                       Lindamood Visualizing and Verbalization

All Classroom Teachers (e.g. faculty meetings, grade level meetings, peer coaching, etc.):Our staff development program is grounded in all teachers’ participation in the RESULTS Process Cycle of Inquiry. In conjunction with this work, teachers will receive site-based training in Reeves 5 Step Data Team Process and in the identification and use of research-based instructional strategies using the What Works in Schools Video Materials and a variety of relevant professional articles i.e. “Deciding to Teach All Students”, Questioning the Author etc. Teachers will also use grade level meeting time to share MAST and ELAIT information. Our staff will cluster with Lupine Hills and Ohlone Schools for ELD training provided by the ELL department.

New Teachers: Our new teacher is a district intern. A fourth grade colleague will serve as her onsite mentor. She will also attend conferences and training provided by the WCCUSD Intern Program.

Non Classroom Teachers:Our Learning Center and computer teachers will participate in our RESULTS/Data Team Process. The Learning Center Teacher will also attend trainings offered by the Special Education department. Our SI funded and district computer teachers will attend district provided trainings and conferences. Our SI funded reading resource teacher will be trained in the New Heights fluency/comprehension program. They will collaborate with classroom teachers to plan and implement programs that are aligned with and supportive of our classroom programs and responsive to our students’ assessed needs.

Teachers experiencing difficulty: Any teacher identified as having difficulty will receive the support of:

The principal through consultation, demonstration teaching, materials selection and collaborative planning and problem solving.

His/her grade level team through consultation, classroom visits, collaborative planning and problem solving.

The district through the PAR program.

Non-instructional support staff: Our secretary and clerk attend district trainings in SASI and attendance procedures. They are trained in district-mandated procedures at the first faculty meeting of the year. The principal reviews the School Plan with the secretary, clerk and custodian each year. All non-instructional staff is informed of the school’s climate procedures, since they are integral to the success of the sunny climate program. The custodian attends district trainings provided by the Maintenance and Operations department.

Other Teacher Support: Teachers are supported through:

Standards-based feedback resulting from Quick Visits;

Teacher/principal collaborative consultations and planning sessions;

In class coaching and demonstration by OCR consultants, our strategic focus specialist and by the principal;

Collaboration with their grade level and vertical teams.

English Language Arts: The core literacy program for grades K-5 is Open Court Reading 2002. Exceptions to this are Alternative Primary Language classes for grades K-3, which use Foro Abierto (the Spanish version of Open Court) and Coronado Elementary, which uses the Direct Instruction program.

Six grade classes in elementary schools use the Prentice Hall Literature series, Copper Level.

K – 6th Grades:Harcourt Brace Math - The Harcourt Brace Math program lines up with the California math standards. It contains support for teachers such as intervention books, assistance for ESL students, and activities for advanced learners.

Science

HBJ Science K-3:Students learn science by direct instruction and by reading the textbook and supplemental materials, such as Practice Workbook. Assessments are at the end of each chapter.

Foss Modules K-5:The Foss modules are organized under four headings:Life Science, Physical Science, Earth Science, and Scientific Reasoning and Technology. There are four modes for Kindergarten, six modules for grades one and two, eight modules for grades three and four, and eight modules for grades five for a total of 26 modules. Each module has a list of student readings that will enhance the hands-on experience, including both literature and non-fiction reference whenever possible. Videos that offer appropriate concept reinforcement and backgrounds are listed.

Harcourt Brace Science Text (Grades 4 and 5 only):Students learn science by direct instruction and by reading the textbook and supplemental materials. Each lesson involves students in hands-on investigations. The assessments measures both content and process-what students should know and should be able to do-and does so in a variety of contexts.

Social Studies: Harcourt Brace Social Studies builds consistent and cumulative learning from K-6. The program allows students at each level to build on major understandings and skills already acquired and to prepare for learning yet to come. The powerful ideas in Harcourt Brace Social Studies provide the principal contexts within which students can integrate major understandings, skills, and their own experiences. These powerful ideas have been selected to help students organize their thinking and develop the competencies they will need as citizens in a diverse, changing, and interdependent world.

ELD: ELs receive access to the core curriculum through Specially-designed Academic Instruction in English (SDAIE). These classes have the same standards and curriculum as grade level (with supplemental materials and primary language support that make content and concept more accessible).

Primary language aides provide ELs with assistance in accessing the core curriculum.

EL students receive bilingual instruction in the core curriculum when their parents/guardians request this program through the Parental Exception Waiver process. These classes use Spanish instruction to ensure students master grade level standards while they are learning English. The standards and curriculum are the same as the grade level. The texts are the Spanish version of the grade level adoptions.

Special Education: All elementary NSH and RSP special education students are provided a program (OCR., Harcourt Brace) that enables each student to access the core curriculum in the least restrictive environment among their peers. Students are instructed with learning objectives that are standards-based and meet the individual needs of the students. In addition, student learning is supplemented with the following:“Read Naturally,” Reading for Phonics (Early primary and intermediate Reading Interventions). Rewards, Kaleidoscope, and Lindamood-Bell.

K

36,000

36,000

1

2

3

4

5

12

Category

District
Amount

State Average
For Districts
In Same Category

Beginning Teacher Salary

Mid-Range Teacher Salary

Highest Teacher Salary

Average Principal Salary (Elementary)

Average Principal Salary (Middle)

Average Principal Salary (High)

Superintendent Salary

Percent of Budget for Teacher Salaries

38.8

41.6

Percent of Budget for Administrative Salaries

5.2

Eighty percent of our operating expenditures go to salaries and benefits of teachers and support staff. Other expenses include books, supplies, and operational services such as utilities. Much of the operating revenues we receive from state, federal and local resources is for programs with specific guidelines and regulations governing their use. Examples include Special Education, Title I, II, II, V, School Improvement, Healthy Start, Gifted and Talented, Tenth Grade Counseling, Immediate Intervention Underperforming Schools Program and High Priority Schools grants. Revenues generated by the passage of two local bond measures, Measure M and Measure D, are accounted for in separate bond funds and designated exclusively for building modernization.