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School Site Councils Focus on School Improvement and Student Achievement Provided by California Teachers Association Instruction and Professional Development.

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Presentation on theme: "School Site Councils Focus on School Improvement and Student Achievement Provided by California Teachers Association Instruction and Professional Development."— Presentation transcript:

1 School Site Councils Focus on School Improvement and Student Achievement Provided by California Teachers Association Instruction and Professional Development Department

2 2 Processes RAI GOALS Improvement Plan Random Acts of Improvement 7.0 Vision–Highest Achievement for Each Student 6.0 Results/Accountability

3 3 Processes Aligned Acts of Improvement 7.0 Vision–Highest Achievement for Each Student 6.0 Results/Accountability Improvement Plan AAI GOALS

4 4 It All Starts With a Plan SSC is integral to developing and evaluating the school’s plan for improvements in student learning. Categorical budgets are part of the plan too. The plan must be approved by SSC and the Board of Trustees

5 5 School Governance 101  Legislative role—SSC writes plan/budget  Executive role—Principal/school staff implement school plan  Judicial role—Local governing board makes and interprets policy and approves plan  Advisory committees-advise the SSC

6 6 Functions of a School Site Council (SSC) The SSC is not to be viewed as an advisory body whose advice may be accepted or rejected. Instead, the actions of the SSC constitute the first step in a formal process for developing improvement strategies and for allocating resources to support these efforts

7 7 Functions of a School Site Council (SSC) Develop a comprehensive school site plan Ensure that the school is continually engaged in identifying and implementing curriculum and instructional practices Develop a budget aligned to categorical program funds

8 8 Functions of a School Site Council(SSC) Recommend Single Plan for Student Achievement to local School Board Recommend plan for targeting use of other categorical or supplemental funds to local School Board Continuous planning, monitoring, and review of effectiveness Annual review and revision of plan

9 9 Organizing the SSC: Selection  Determine process (By-laws/Board policy)  Election procedures  Terms  Officers  School principal  Committees  Operating rules  Records

10 10 Roles and Responsibilities of SSC Members  Regularly attend SSC meetings  Become knowledgeable of state and local educational issues related to assessment, curriculum and instruction  Communicate SSC business internally and externally  Review bylaws annually

11 11 Roles and Responsibilities of SSC Members  Review district policies  Develop training program for SSC members  Review meeting and operating procedures  Develop annual meeting calendar

12 12 Information Necessary for SSC Members Access to state content/performance standards, state frameworks, CDE publications: It’s Elementary; Taking Center Stage; Aiming High Student achievement data Local assessments State assessments API results Attendance Grades

13 13 Elementary Configuration Principal (1) Teachers (3) Other (1) Parents/ Community (5)

14 14 Composition of the SSC Elementary Any school which has two or more grades in the K-6 grade span:  10 member minimum, if all categories are to be represented  One half staff and one half parents/community members  Staff includes: principal, majority of classroom teachers, other staff

15 15 Secondary Configuration Principal (1) Teachers (3) Other (2) 1/2 Parents/ Community (3) 1/2 Students (3)

16 16 Composition of the SSC Secondary Any school which has two or more grades in the 7-12 grade span:  12 member minimum, if all categories are to be represented  One half staff and one half parents/community and students elected by their peers  Staff includes: principal, majority of classroom teachers, other staff

17 17 Other Category Includes all other staff  Itinerant teachers—resource, speech therapist, music specialist, ESL, librarian, etc.  Classified personnel—instructional assistants, secretaries, custodians, etc.  Administration—vice principal, student services coordinators

18 18  Parent is defined as the parent or guardian of a student at a school, unless that parent is a paid employee of the school district at that site  Community is defined as any person having an interest in the local school process and is elected by parents to take one of their slots Parent/Community Eligibility

19 19 Brown Act—SB 355 Requirements  Be open to the public  Allow the public to address the council on any matter within the jurisdiction of the council  Post a meeting notice 72 hours in advance specifying date, time and location, and agenda describing each item of business  Make any meeting materials available to the public upon request

20 20 Roles and Responsibilities  A staff development program for teachers, other school personnel, paraprofessionals, and volunteers, including those participating in special programs  Ongoing evaluation of the educational program  Other activities and objectives as established by the council [E.C. §52853 (a)]

21 21 Evaluation Where are we? Needs Assessment Where do we want to be? Focu s Planning Implementation 4-7 Year Change—Including Annual Report The School Site Plan Planning Process

22 22 Developing the Single School Site Plan  Obtain input advisory committees, parent, staff, student Review School Characteristics school vision, school profile, SARC Analyze Current Educational Practice curriculum, standards, CCR, WASC Analyze performance data API, STAR, SARC, CAHSEE, student grades

23 23 Developing the Single School Site Plan Establish school goals S trategic and Specific M easurable A ttainable R esults-based T ime-bound

24 24 Developing the Single School Site Plan Review available resources Select specific improvements--each goal has a specific activity Consider technical assistance from district Recommend plan to School Board

25 25 Developing the Single School Site Plan  Monitor progress  Evaluate effectiveness of plan 1. Are school goals based on tested student performance and a factual assessment of current educational practice? 2. Is the plan an educationally sound means of reaching school goals? 3. Was the plan implemented in a timely manner?  Modify the plan

26 26 Conducting A Needs Assessment

27 27 WITHOUT DATA, YOU ARE JUST ANOTHER PERSON WITH AN OPINION Sam Ewing

28 28 “The Needs Assessment identifies the gap between where the school is and where the Mission Statement says the school wants to be.” L. Lezotte

29 29 Areas to Consider  Student demographics  Student achievement  Curriculum and instruction  Professional development  Professional demographics  School organization  Family and community involvement

30 30 The Needs Assessment  Develop a management plan for conducting a comprehensive needs assessment  Specify tasks, responsibilities and timelines  Develop the scope of the needs assessment  Scope determines the who, what, when and why of the information to be analyzed

31 31 Areas Outside the Scope of School Site Councils A school management committee A policy-making body A political organization A personnel committee A grievance committee A fund-raising organization An extension of the PTSA A social group

32 32 School Site Council: Quotes If you always do what you’ve always done, you’ll always get what you’ve always gotten. Is it enough? author unknown There is nothing so unequal as the equal treatment of unequals. author unknown It’s better to know some of the questions than all the answers. James Thurber

33 33 The School Site Plan The School Site Council shall develop a school plan which shall include all of the following:  Curricula, instructional strategies and materials responsive to the individual needs/learning styles of each pupil  Instructional and auxiliary services to meet the special needs of English Language Learners, educationally disadvantaged pupils, gifted and talented pupils; and pupils with exceptional needs

34 34 The School Site Plan Key Considerations  Aligns with the Requirements of the PSAA  Reinforces the importance of data driven decisions to determine:  what students currently know and are able to do in relationship to content and performance standards  determine where the gaps are  develop a plan to close those gaps

35 35 The School Site Plan  How are all students achieving relative to state academic content standards?  Based on this analysis, what needs to be done to support, improve and increase student achievement?  Are our students mastering the content standards covered on the HSEE?  Are instructional practices, student assessments and curriculum aligned to State content standards?


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