District Advisory Committee & Comit Asesor de Estudiantes de - PowerPoint PPT Presentation

District Advisory Committee & Comité Asesor de Estudiantes de Inglés del Distrito Tulare Joint Union High School District December 6, 2017 / Make-Up (December 18)

Goal of TJUHSD DAC/DELAC By working together; parents & educators, we can ensure a quality learning environment for all of our students including English Learners, low income and high achieving students.

Meta de DELAC/DAC en TJUHSD Al trabajar juntos, padres y educadores, podemos asegurar un ambiente de aprendizaje de calidad para nuestros estudiantes incluyendo estudiantes aprendices de inglés, estudiantes de bajos ingresos y estudiantes de alto rendimiento .

Purpose • Serves as an Advisory Board • The committee offers input regarding the district LCAP: • Reviews district activities • Reviews district metrics • Reviews district LCAP proposed to the school board

EL Propósito • Sirve como un Consejo Asesor • El comité ofrece su opinión respecto a la LCAP del distrito: • actividades del distrito • métricas del distrito • Los comentarios distrito LCAP propuso a la junta escolar • Revisa a la LCAP del distrito que es propuesta a la mesa directiva del distrito

Purpose • The committee advises the District on: • Programs and services for English Learners • Programs and services for students who are identified as low income • Programs and services for high achieving students • The committee advises the district on federal funds: • Reviews the distribution of Federal funds • Parent involvement plans and expenditures

EL Propósito • El comité ofrece su opinión respecto a: • programas y servicios para estudiantes aprendices de ingles • programas y servicios para estudiantes de bajos ingresos. • programas y servicios para estudiantes de alto rendimiento • El comité ofrece su opinión respecto a fondos federales que recibe el distrito: • Revisa la distribución de fondos federales • Revisa planes de participación para los padres, incluyendo los gastos

Duties of DAC/DELAC Representative • Attends DAC/DELAC representing the School Site Council and ELAC • Serves as a liaison between School Site Council and ELAC; shares information received and topics discussed

Deberes del Representante de DELAC/DAC • Asiste a las juntas de DELAC/DAC representando al ELAC y Consejo Directivo Escolar (SCC) de su escuela. • Les informa a miembros de ELAC y Consejo Directivo Escolar (SCC) acerca de la información recibida y los temas discutidos en DELAC.

CA Dashboard Local Indicators Budget Advisory Committee Tulare Joint Union High School District November 28, 2017

Big Ideas for CA Dashboard • 10 indicators • 6 State Indicators • High School Graduation rate • Academic Performance (3-8 only) • Suspension Rate • English Learner Progress • Preparation for College/Career • Chronic Absenteeism • 5 color-coded performance levels

Big Ideas for CA Dashboard • 4 Local Indicators • Met/Not Met/Not Met for 2 or More Years • Have transparency requirements • Must be populated for Fall 2017 Dashboard (December 1) • Process is what’s important; no colors • Narrative required but evidence kept locally

Priority 1 – Basic Conditions • Number/Percentage of teacher misassignments/vacant positions • 0/0% • Number/Percentage of students without CCSS textbook access • 0/0% • Number of identified instances where facilities do not meet “Good Repair” • 100%

Priority 2 – Implementation of State Academic Standards • English Language Arts and mathematics standards- implemented 6 years ago, continue to refine • English Language Development standards- focus during past 2 yrs, core departments have been trained • Next Generation Science Standards- districtwide focus for science teachers these past two years • revised our science course sequence and the curriculum in Biology, Chemistry and Intro Physical Science • Health content standards- implemented in freshman Physical Education courses • History, Career Technical Education courses, Physical Education, Visual and Performing Arts and World Language, review state standards for their courses regularly

Priority 3 – Parent Engagement • Parent Survey- spring of 2017 • 55 parents responded • Majority of parents responded indicated that they were very satisfied or completed satisfied with: • parental involvement opportunities • information about school activities • Participation of parents: • 66% Back to School Night • 62% sports events, concerts, and plays • 49% met with guidance counselor • 47% communicate with teachers through email or phone • 30% did not participate in school activities because of schedule conflicts

What would help parents become more involved in our district? • More communication between the school and parents- 42% • More information on involvement opportunities- 65% • More information on how to support students at home- 37% • More convenient times- 42% • More participation opportunities at the district level- 23% • More participation opportunities at the site level- 44%

Schools also meet individually with parents during... • incoming freshmen registration • sophomore registration

Priority 6 – School Climate • Student Survey- spring of 2017, 10th and 12th graders • 1880 students responded; 959 sophomores & 753 seniors • Used questions from Healthy Kids Survey • Students indicated that they disagreed or strongly disagreed with the following statements: • feel close to people at school (12%)(62%) • happy to be at school (11%)(61%) • feel like they are part of the school (16%)(49%) • feel safe at this school (9%)(64%)

Priority 6 – School Climate • At my school, there is a teacher or some other adult... • who cares about me (67%)(11%) • notices when I am not there(62%)(12%) • believes I will be a success(73%)(9%) • encourages on a regular basis(66%)(13%)

DISTRICT scored “Met” for all four Local Indicators • Questions/Comments

Additional Data

LCAP Goal 1: All students will graduate college and career ready.

English CAASPP % of Students who Met or Exceeded the Standards 2014-15 2015-16 2016-17 55% 52% 52%

Mathematics CAASPP % of Students who Met or Exceeded the Standards 2014-15 2015-16 2016-17 25% 25% 23%

English Early Assessment Program - College Ready 2015 2017 2016 16% 17% 19% College Ready College Ready College Ready 35% 36% 36% Conditionally Conditionally Conditionally Ready Ready Ready 48% 45% 48% Not College Not College Not College Ready Ready Ready

Mathematics Early Assessment Program - College Ready 2015 2017 2016 5% 6% 8% College Ready College Ready College Ready 19% 17% 18% Conditionally Conditionally Conditionally Ready Ready Ready 74% 75% 76% Not College Not College Not College Ready Ready Ready

% of students passing AP classes with a 3 or higher

LCAP Goal 2: All English Learners will improve their English Language Acquisition and achievement.

2013-14, 2014-15, 2015-16 = 56% VS. 2016-17 = 54%

% of Students meeting or exceeding the standards on the English CAASPP 18% - 2016-17 52%- 2016-17 18%- 2015-16 64%- 2016-17 55%- 2015-16 English 67%- 2015-16 All Reclassified Learners Students Students

% of Students meeting or exceeding the standards on the Mathematics CAASPP 5% - 2016-17 25%- 2016-17 1%- 2015-16 32%- 2016-17 25%- 2015-16 English 33%- 2015-16 All Reclassified Learners Students Students

LCAP Goal 3: All students will be part of a positive learning environment where they feel welcomed, valued, safe and engaged as part of a greater community.

Graduation/Dropout Rate 87.0% 85.3% 85.6% 87.2% (12.8%) (14.4%) (13.6%) (11.8%) 2014-15 2012-13 2013-14 2015-16

Suspension Data 4.2% 5.0% 7.0% 2014-15 2015-16 2016-17

95.4% Rate Highest rate in 7 years!

EL Master Plan Overview/Descripción General del Plan Maestro

Transición del CELDT al ELPAC / CELDT to ELPAC Transition

CELDT ELPAC Alineado con los estándares académicos Debe ser alineado con los estándares de 1999 para el desarrollo del idioma academicos de 2012 para el desarrollo inglés, como segunda lengua en del idioma inglés, como segunda lengua California, que tienen cinco niveles de en California, que tienen tres niveles de dominio dominio (Emergentes, en Expansión, y Estandares enlazantes) Un examen con dos propósitos: (1) Dos examines con dos propósitos: (1) Medir el nivel de habilidad en inglés; y identificación inicial; y (2) evaluación (2) evaluar cada año el avance de los sumativa. La identificación inicial será estudiantes que aprenden en inglés breve y calificado a nivel local.

CELDT ELPAC Examenes en forma papel y lápiz Examenes en forma papel y lápiz con el potencial para la transición a examines basados en computadora 1 de julio–31 de octubre ventana del Ventana del examen sumativa será un examen anual periodo de cuatro meses después del primero de enero (propuesto 1 o de febrero–31 de mayo), permitiendo más tiempo antes del examen para instrucción.