March 4 Education recognizes that the California Department of Education has layered the federal accountability requirements on top of its pre-existing plans. That is, it retained the state’s accountability systems in addition to adopting plans that complied with NCLB. This double accountability places an undue burden on California’s urban school districts vs. its suburban schools and districts.

The state and federal regulations do not fully address the unique needs of urban school districts (i.e., cultural, linguistics, poverty and parent involvement).  Whereas these factors do not necessarily prevent high academic achievement, when developing and implementing regulations there must be a researched and comprehensive plan of action that allows for students with exceptional needs to come from “far below basic” to their grade level and above.

State and federal regulations impose an equalization standard on urban schools without proper research, curriculum development and funding.  A one-size-fits-all educational curriculum, along with API and AYP regulations goes against all of the theoretical research on the growth and development of children.

Every child comes from a different place in developing socially and academically, and each child has his/her own unique learning style. Therefore, each child reaches his/her formal stage of cognitive development at different rates, and in some cases through the use of different social and educational stimuli.

Educational reorganization should not come out of fear of a State takeover of a school, the NCLB Act, or that a school has entered its 4th or 5th year of Program Improvement status.  Program improvement should not be based on the State regulations or the NCLB Act, but on the needs of any student that may be in danger of failing academically or socially.

The above said, and operating under the mandates of the District, state and federal regulations, we will proceed with our outline for student achievement and school improvement, centered around the pivotal role of the School Site Council.

STUDENT ACHIEVEMENT

Since all students can demonstrate their talents in many ways, the determination of whether a student is achieving at grade level must be based on multiple measures and not on standardized test scores alone.   Every School Site Council (at year 1-5 schools) will be responsible for utilizing multiple measures for determining student achievement, such as:  student class work, classroom assessments, teacher observations, parent comment, homework, portfolios, grades, standardized tests, etc..   In order to address the individual needs of students achieving below grade level, the SSC will be responsible for developing appropriate strategies, such as:  small group remediation, Student Success Teams, individual learning plans, parent-teacher consultations, after school tutoring, family interventions, supplemental learning materials, etc.

The SSC can solicit guidance from a Student Assessment Leadership Team (see section on School Site Development) on using multiple measures to analyze student achievement.  The SSC can solicit guidance from Curriculum Development, Textbook, and Parent Involvement Leadership Teams (see section on School Site Development) on developing strategies for meeting individual students' needs.  Use of these strategies must be site specific and incorporate all facilities necessary for student and school success.  Input will be welcomed from all members of the school community.

We recognize that the development of Student Success Teams and other strategies may require teachers to work beyond their normal day.  Therefore, the SSC, principal, Regional Superintendent and Superintendent must find ways to allocate funds to compensate teachers as outlined in their union contract, as well as to provide supplementary teacher assistance to help them with their evaluations and paperwork.  The School Site Council will document the extent to which financial resources are lacking in order to meet the needs of all students who are achieving below grade level.

STUDENT DEVELOPMENT

All students have gifts; therefore students in each class will be given an opportunity to share their gifts by participating in the visual or performing arts, conflict mediation, classroom leadership roles, peer tutoring, speech and communication, and any other necessary area of personal development. Students will be given the opportunity to share their gifts with the school student body, parents and community members.  The SSC will address this issue and include students in planning classes and activities in these areas.

PARENT INVOLVEMENT

Research has shown that parent involvement is an essential element in student achievement. The involvement of parents in the education process has not been fully developed in WCCUSD because of school climate, isolation/segregation of communities, and the lack of respect for the extended family concept.  We recommend welcoming the community and family in the schools to support the education process.  Ongoing parent education and training are of critical importance and can be funded by SSC’s with site funds and through community partnerships.

We propose each Parent Involvement Leadership Team (which is described further in the section of School Site Development) will facilitate parents’ contribution to children’s education in a variety of ways, including (but not be limited to) the following:

1. Parents, guardians, caregivers and extended family will be encouraged to volunteer at least one hour a month at the site helping in any of the following areas:
(a) Classroom
(b) Yard supervision
(c) Hall monitors
(d) Lunch room monitors
(e) Any other area of need at the site

2. The Parent Leadership Team will review and discuss the Homework Fact Sheet with parents.
Other duties of the Parent Leadership Team will include (but not be limited to) the following:

A. Designating a space in the school office, library, and school bulletin board for parent information
B. Hold monthly meetings to discuss parenting issues and concerns (with speakers, translators, snacks and childcare)
C. Institute a parent suggestion box
D. Institute a family game night that incorporates educational or social learning
E. Institute a family movie night at the site that promotes fun and discussion
F. Attend district-wide leadership meetings to discuss, share and learn new strategies for parent involvement
G. Assist in the development of activities for each grade level to perform for the community (i.e., historical and cultural speaking, poetry, music and dance)

The Parent Involvement Leadership Team must design a plan that works best for their school community. 

SCHOOL SITE DEVELOPMENT

The SSC can create Leadership Teams (with members selected/elected  in a manner determined by the SSC) in a 1-5 Year Improvement School to address the school needs for the school site, including (but not limited to):

1. Curriculum development 
2. Student assessments (i.e., standardized tests, portfolio, questionnaires, parent comment, teacher observation and other information)
3. English learners (ELAC)
4. Textbooks and supplementary materials
5. Facilities 
6. Safety and conflict mediation
7. Parent involvement
8. Attendance

The Leadership Teams will elect a chairperson and will be composed of five members:  two teachers, two parents, and a community member.

The Leadership Team will determine the number of monthly meetings necessary to gather and analyze data, and present a written/oral report to the School Site Council. The SSC will use the information to develop and include in their SSC Plan for student and school improvement.

SCHOOL SITE COUNCIL

The SSC will perform all duties required by state and federal programs.  In addition to Title I and other categorical funds, the SSC will have broad decision-making authority over district funds allocated to each site.  The composition of the SSC will be as outlined in state and federal regulations, with an intent to explore the possibility of phasing in student representatives on elementary SSC’s. The SSC Plan will include all areas reviewed by the school’s Leadership Teams. The Plan will include (but not be limited to) timelines, teaching strategies, materials, schoolwide climate, safety, conflict mediation programs and other activities necessary to enhance learning. The Site Plan will be the blueprint of educational achievement and environment. All members of the SSC are required to attend comprehensive training.

The SSC will require the Supplementary Educational Service provider to attend SSC meetings. The SES provider will work with the SSC to build a continual bridge for student achievement. The SES provider will report on student group progress, offer and receive suggestions for the students’ continual success.

SUPPLEMENTARY EDUCATION SERVICES

The SES provider will attend SSC meetings and give an overview of student group achievement. The provider or staff will report progress of individual student achievements to parents on a regular basis as outlined by the state. State guidelines for SES will be posted at the schools and given to the parents. The provider will also provide information to the principal or SSC of any problems that may impair students’ abilities to achieve.

SCHOOL ENVIRONMENT

We believe any person employed or volunteering on a school campus has a responsibility to the students. Therefore, it is imperative that all employees and volunteers model respectful interactions with each other and always treat students with respect, even when they are being reprimanded.  Staff and volunteers must report in a brief written form any behavior or concerns they have regarding students: first to the teacher, principal, Regional Superintendent and Superintendent for intervention. If staff and volunteers’ concerns are not addressed, staff has a responsibility to report their concerns to the parents and School Board.

SUPERINTENDENT’S RESPONSIBILITIES

The superintendent is required to attend one (1) SSC meeting a month at the year 1-5 schools to observe and answer questions regarding any necessary funding and support services for the site. The Superintendent will facilitate in the requisition of any support to the school sites and report to the Board on each site meeting. The Superintendent will also prepare and facilitate any necessary Board action items for the sites.

The Superintendent is responsible for developing a partnership with outside agencies such as social services, mental health, housing, community health and other agencies necessary to address students’ needs at each site.

Early childhood education is key to a successful transition to elementary school. Therefore, the Superintendent is responsible for working closely with the Director of the Early Childhood program that feed into sites to ensure preparation for students to enter school with certain basic skills. The Superintendent and Director of the Early Childhood program are expected to carry out the implementation of Child Find  to identify and develop an Individualized Education Plan for any student that has learning impediments in the areas of cognitive and social/emotional development.

The preschool IEP must be reviewed regularly for student progress and a copy of the plan with a clear summary report should be sent to the elementary school that the student would attend. The summary report must be reviewed and implemented by the prospective teacher and Student Success Team.

DIRECTOR OF STATE AND FEDERAL PROGRAMS

The Director of State and Federal Programs is responsible for identifying all categorical funds and grants that can be used at the sites in the following (but not limited to) areas:
A. Student development and achievement
B. Teacher training and materials
C. Parent and community involvement
D. School safety

The Director must inform the sites of all available funds and their uses, and ensure that all categorical funds are budgeted for the sites with clear definitions for the funds’ expenditures. The Director is responsible for ensuring that all categorical funds are given to the schools in a timely manner. 

All SSC expenditures must be tracked and delivered in a timely manner. Therefore, the Director must develop clear timeline instructions for budget expenditures. The Director must provide information to the sites regarding any projected monies to include in the site budget. 
The Director or staff will consult with the principal and SSC chair regarding regulations, funding, support and training on a monthly basis. We understand that SSC membership changes, therefore comprehensive SSC training for members and the school community should occur immediately after an election.  Supplemental training sessions on topics of interest to any SSC will be offered as requested.  All training must be posted and distributed using the following means:

1. District mail
2. School site information to parents
3. On-line parent groups
4. PTA or parent clubs
5. Richmond Free Press
6. West County Times
7. Faith-based organizations
8. Community social and health groups
9. Any other community groups with access to parents

DIRECTOR OF TRANSFERS

The Director of Student Transfers and staff will review the number of available openings at under-enrolled sites. Overpopulated and overenrolled 1-5 Year Improvement Schools will be given the first choice for students to transfer. The Director will visit each site and discuss transfer policy and options with parents and staff. All transfer requests will be handled in a timely manner with approval or denial. 

SCHOOL BOARD MEMBERS

In addition to the performance of their regular duties, School Board members are required to visit and interact with students, parents and teachers at least one hour a month at each site. They will receive written reports of the Superintendent’s monthly meeting with the sites at public Board meetings. The principals of the 1-5 Year Improvement Schools will also present a written presentation to the Board and public on their school’s improvement areas.

TERMINOLOGY