Oasis School, Phoenix Program, Magnolia Independent Study, Shasta Independent Study, Excel and R.B. Eaton

Combined Shasta County Office of Education

School Site Council (SSC) Meeting

September 16, 2013, Room 21 at Oasis School at 3:00 pm

Agenda and Minutes

Attendance: Janeen Seim. Chris McFarland, Jodie VanOrnum, Gina Murphy, Mike Kelly, Phil Mayer, Doreen Fuller (facilitator)

  1. Call to Order
  1. Discussion Item. Reviewed the following items.

A.  SSC Function:

  1. Provides advice on programs and the use of categorical funds within the school.
  2. Seeks input from other advisory councils on the Single Plan for Student Achievement
  3. Recommends the approval of the Single Plan for Student Achievement (SPSA) to the Board of Education/Trustees
  4. The SSC must meet at least twice per year (once to approve the SPSA and annually to review progress on the SPSA)

B.  SSC Composition:

a.  Must include parents, teachers, administration

b.  SCOE approved for a waiver of standard composition

i.  1 principal

ii. 4 teachers

iii.  1 other staff member

iv.  4 parents, community members – None attended, recruit and vote for 3 more

v. 2 students – need to recruit replacements

C.  Elections of members

a.  Parent representatives must be elected by parents

b.  Teacher representatives must be elected by teachers

c.  Student representative must be elected by students

d.  Other staff member representative must be elected by other staff members

  1. Action Items
  2. Approve Site Council to serve as School Advisory Committee. Unanimously approved.
  3. Review and give recommendations on Economic Impact Aid/State Compensatory Education programs and use of funding received. Reviewed and unanimously agreed with no other recommendations. Fund allocation located on:

http://www.shastacoe.org/uploaded/Dept/bsvc/Reports_Notifications/EIA_SB754_posting_12-13.pdf

  1. Review Oasis School School-wide Title I Program Plan. Reviewed and unanimously agreed with no other recommendations.
  2. Review expenditure plan for funds included in the LEA Plan. Received for information. It was noted that the probation officer for Alt Ed is included in the plan.
  1. Adjournment at 3:15 p.m.

Oasis Community School

School-wide Title I Program Plan

Udated September 2013

1. The District Leadership Team completed a comprehensive needs assessment of the school using state data, the APS survey, WASC information, attendance information, behavior referrals, and the Healthy Kids Survey. That information was used to create a Local Education Plan and a School-wide Title I Program Plan that meets the needs of all students.

2. School-wide reform strategies listed below address the following: student achievement, effective use of scientific based research methods and strategies, meeting the needs of all students, and progress monitoring. These strategies are consistent with and aligned to the Shasta County Office of Education LEA plan.

In the area of English-language arts and Mathematics

GOALS:

·  All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-14, including Limited English Proficient students.

·  All students will be taught by highly qualified teachers.

·  All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

·  All students will graduate from high school.

1. Alignment of instruction with content standards:
·  Content area expert in the area of English Language Arts, mathematics, Career Technical Education and the use of educational technology
·  Align K-12 curriculum and instruction with Common Core standards
·  Identify and implement pathways curriculum aligned to Common Core that emphasizes career and college readiness.
·  Incorporate components of Career Technical Education framework within instructional program.
2. Use of standards-aligned instructional materials and strategies:
·  Investigate on-line curricular materials to support Common Core Instruction
·  Develop a pathways plan
·  Conduct career interest survey to match student interest with pathways
·  Establish a process for teachers and instructional assistants collaboration
3. Extended learning time:
·  Provide hands-on activities for students in pathways programs
·  Connect students with community partners through career fairs, experts, mentors, or on-the-job (OTJ) training for students.
·  Provide academic support, including Supplemental Educational Services and extended learning time offering tutoring, on-line learning, electives, and sports activities through Project SHARE after school program.
4. Increased access to technology:
·  Access to Instructional Services staff with expertise in technology and curriculum to guide implementing a blended learning model of instruction.
·  Develop technology replacement plan
·  Provide instructional technology training to all staff
·  Insure the availability of Wi-Fi for all instructional spaces, with accessibility to appropriate URLs
5. Staff development and professional collaboration aligned with standards-based instructional materials.
·  Provide training in Common Core State Standards (CCSS), Career Technical Education framework and instructional technology, new and existing curriculum (ERWC,CBL, intervention programs, integrated math),and training in implementing behavioral systems and support plans.
·  Establish a system to track instructional technology support staff activities (IPads, Smartboards, etc.) in the area of professional development and support.
6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents):
·  Utilize Individualized Learning Plans/portfolios for informing students and parents of credit requirements and career pathway plans and activities.
·  Develop data sheets for progress on IEP goals.
·  Align and communicate transition expectations and plans with all stakeholders.
·  Communicate with local businesses and community service organizations regarding opportunities and or means for participating in student career education to support pathways (i.e. OJT, mentors, and internships, etc.).
7. Auxiliary services for students and parents (including transition from preschool, elementary, and middle school):
·  Provide transition support between programs and districts, and coordinate services to assist students and parents in educational planning for transition
·  Establish career development activities for students, including workshops, job fairs, and use of guest speakers.
·  Provide Intervention Teacher, Language Arts Specialists and math specialist
·  SSTs – discuss strengths and concerns for each child
·  Provide an on-site probation officer
·  Provide social work services, as available
8. Monitoring program effectiveness:
·  Provide technical assistance in the development, implementation and monitoring of a comprehensive LEA plan for District PI Year 3
·  Insure current standardized/criterion referenced test results are easily accessible to staff, with data made readily available.
·  Develop a shared grading system, allowing student performance to be tracked when they move from course to course/teacher to teacher.
·  Use collaboration, lesson study, and visitations to monitor/improve the program.
·  Use multiple assessment measures (STAR, CAHSEE, ASAM, CELDT, benchmark assessments, grades)
·  Targeting services and programs to lowest-performing student groups:
·  Maintain class size of 1:17 (in seat) to allow for more intensive instruction.
·  Provide instructional assistance (paraprofessional) in each classroom
·  Establish standardized expectations for instructional assistants
·  Evaluate the use of standards aligned intensive intervention program for ELA
·  Parent/School Trainings/Workshops
·  SST Meetings
·  Differentiated Instruction
·  Benchmark assessments for monitoring progress
·  Summer School and Extended Summer School
·  READ 180
10. All students will be educated in learning environments that are safe, drug-free, and conducive to learning:
·  Funding towards a School Resource Officer, ensuring a safe learning environment.
·  Provide training for Judicial and Probation staff on student educational programs.
·  Provide Individual Counseling for RBE/Independent Study students
·  Provide transportation for extended learning opportunities and services

In addition to the STAR test, a variety of State-level assessments are used by the Shasta County Office of Education: The California High School Exit Exam is given the prescribe three times per year to all students who are eligible to take the test. ASAM indicators are selected and reported each year to the state as required. The CELDT is given to all 7-12 grade students that are classified as English Language Learners.

The Shasta County Office of Education also utilizes a variety of assessment tools to determine academic needs when students are first enrolled in one of our programs as well as to monitor academic progress. The MAP is given to students when they initially enroll in our programs to determine the appropriate instructional level in language arts and mathematics. Students are then placed in READ 180 or iLearn if they are performing below grade level and concurrently are enrolled in the core Language Arts curriculum, Character Based Literacy (CBL) and Expository Reading Writing Curriculum (ERWC). Continued academic growth is monitored through Benchmark Assessments aligned with the CBL and ERWC programs. These assessments were written in 2010 and 2013, respectively, and continue to be revised and refined to better meet programmatic needs. Likewise, student performance on the MAP test also results in placement in Math Triumphs, a math intervention program, should the student qualify. Additionally, the student is placed in Integrated Math I or other appropriate math courses, as needed.

3. Oasis monitors instruction by highly qualified teachers by assigning teachers classes within their NCLB qualifications. SCOE provided training through the Verification Process for Special Settings (VPSS) for teachers in the area of math, ELA and science.

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the CDE DataQuest Web page. All teachers possess full credentials. There are no misassignments of teachers or vacant positions.cation of Classes

4. High-quality and ongoing professional develop for teachers, principals, and paraprofessionals is provided to all staff using the following criteria:

o  All content related professional development is standards based (i.e. math adoption, English Language Arts adoption) and part of current practices

o  Curriculum training for math/ELA core and intervention programs

o  VPSS offered for math, ELA, Science

o  Ongoing coaching and walkthroughs

o  Weekly Collaboration groups

o  Sustained, ongoing professional development that is based on data analysis of CST, CAHSEE, and local assessments

o  Content area bi-monthly collaboration

o  Staff development days will be provided to all staff throughout the year to address the needs of students as it relates to student standards, teacher standards, differentiated learning and behavioral needs.

o  Professional Memberships

o  Program Specialists for ELA, math and technology

5. Strategies to attract highly qualified teachers

SCOE attracts highly qualified teachers by offering full credit for years of experience when hiring teachers. Teachers are also offered preservice training, mentoring and previously mentioned professional development opportunities.

6. Involvement of staff, parents, and community (including notification procedures, parent outreach, and interpretation of student assessment results to parents):

·  School Site Council

·  Site Council agendas home

·  Parent Training

·  Student Study Teams

·  Newsletter mailings

·  Phone calls

·  District web site contains assessment information

·  STAR and CAHSEE Test results mailed home

·  Parents in focus groups

·  Open House

·  Fred Jones for parents

7. Oasis is a Community Day School that does not have direct ties to a pre-school/early childhood program; therefore our connection is to local 7-12 programs though the following:

Assessment of current educational services between all levels (7-12):

·  Maintain/develop and implement ongoing links between programs at site, district, and county level for special needs students.

·  Evaluation of student at intake to provide the most appropriate services.

·  Team will monitor and identify students eligible for direct services funded under Title I Part A Basic as well as others as listed above.

·  Bulletins of program activities/goals

·  Letters to parents/ Parent Compacts

·  Increase communication between SCOE preschool programs and host sites

8. Oasis Community School has a School Site Council, a School Advisory Committee and participates in the District Leadership Team. All of the teams meet the guidelines for composition and consist of teachers, paraprofessionals, site administrators and county office representatives, parents and students, where appropriate. These individuals meet at least quarterly and take information back to grade level/content groups for discussion and feedback. In addition to the Leadership Team meetings, all teachers meet weekly for collaboration. The focus of collaboration is assessment, core and intensive intervention materials and content area strategies necessary for student success. Teachers assess students monthly in the areas of ELA and math. That data is reviewed during weekly collaboration meetings, and the information is used to guide instruction.

9. Oasis Community School provides timely and effective assistance to students who experience difficulty in the following ways:

o  Placement in appropriate classrooms based on MAP assessment

o  Intensive intervention classrooms

o  Double block periods for ELA and Math for intensive students

o  Strategic support within the regular classroom

o  Project SHARE during the last period of the day

o  Re-teaching based on core benchmark assessments

o  Supplemental programs and services designed to offer support and services. (i.e. Summer and Extended Summer School)

10. Through the combined efforts of the School Site Council (SSC), District Site Leadership Team (DSLT) and the County Office of Education (COE), community social services and other programs will serve our school population and its specific needs/weaknesses as they arise through the following programs:

Fred Jones, Botvin’s Life Skills, and Aggression Replacement Training to address the needs of our at-risk population. The school conducted the California Healthy Kids Survey (CHKS) in the fall of 2010 and intends to conduct it again in the Fall 2014, allowing us to compare results. Data is also being collected through the VOICES grant to monitor our degree of success in reducing violence and increasing intervention services. Counselors provide individual and group counseling to those students most at-risk. Our Student Study Team has an on-going review process in place to identify and monitor targets students.