1. Extended Learning Programs Chinle Unified School District

2. Extended Learning Programs Agenda October 1st, 2008
I. Extended Learning -- Putting the Pieces Together
II. Goals/Objectives/Reqirements
III. Budget
IV. Program Enhancements
Breakfast club
Partnerships
V. Reports
Monthly Enrollment
Quarterly
Mid-year
Final
Narrative
VII. Adjournment – Next Meeting – November 05, 2008

3. 21st Century
JOM
Title $
Sch Imp

4. Extended Learning
21st Century
JOM
Title $
Sch Imp
Activities by
other $$

5. Goals All students will reach high standards in Math by 2013-2014.
All students will reach high standards in Reading by
All students will reach high standards in Writing by
All limited English Language Learner students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
Parents and family members will be provided with evening and summer programs that will address their identified needs and fill existing gaps in programs and services.

6. Objectives Chinle High School
1.1 By May of 2005, and for each of the project, 30% or more of the ninth grade students regular attendees will increase their scores in Total Math as measured by state assessment by a minimum of four percentile points in each subject area when comparing their scores to the previous academic year.
1.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona standards in Mathematics according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%.

7. 2.1 By May of 2005, and for each year of the project, 30% or more
of the Ninth grade student regular attendees will increase
their scores in Total Reading as measured by the state
assessment by a minimum of four percntile points in each
subject area when comparing their scores to the previous
academic year.
2.2 By May of 2005, and for each year of the project, students who
regularly attend will improve their achievement as evidenced
by moving from falls far below to approaching and /or
meets/exceed the Arizona Standards in Reading according to
the following schedule: May 2005: 30%; May 2006: 50%;
May 2007 and ensuing years: 75%.

8. Total Language Skills ELL
3.1 By May of 2005, and for each year of the project, 30% or more of the Ninth grade student regular attendees will increase their scores in Total Language as measured by the state assessment by a minimum of four percentile points in each subject area when comparing their scores to the previous academic year.
By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and /or meets/exceed the Arizona Standards in Writing according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%.
4.1 By May of 2005 and for each year of the project, the percentage of regular ELL student attendees showing increased proficiency in English will increase by 20%
ELL

9. 5. 1. By May of 2005, and for each year of the project, 175 or more
5.1 By May of 2005, and for each year of the project, 175 or more parents and family members will attend classes that will improve their literacy, parenting and technology skills as measured by class attendance records.
5.2 By May of 2005 and each year of the project, participating parents and family members will report enhanced employability opportunities and lifestyles, as measured by annual opinion surveys.

10. Objectives CES, CJHS, TPS and MFES
1.1 By May of 2005, and for each year of the project, regular attendees will increase their scores in Total Math as measured by the state assessment by an average of five percentile points in each subject area when comparing their scores to the pervious academic year. 1.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona Standards in Mathematics according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007: and ensuing years: 75%.

11. 2.1 By May of 2005, and for each year of the project regular attendees will increase their scores in Total Reading as measured by the state assessment by an average of five percentile points in each subject area when comparing their scores to the previous academic year. 2.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona Standards in Reading according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%.

12. Total Language Skills ELL
3.1 By May of 2005, and for each year of the project regular attendees will increase their scores in Total Language as measured by the state assessment by an average of five percentile points in each subject area when comparing their scores to the previous academic year.
3.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona Standards in Writing according to the following schedule: May 2005: 305; May 2006: 50%; May 2007 and ensuing years: 75%.
4.1 By May of 2005 and for each year of the project, the percentage of regular ELL student attendees showing increased proficiency in English will increase by 20%
ELL

13. 5.1 By May of 2005 and for each year of the project, 175 or more parents and family members will attend classes that will improve their literacy, parenting and technology skills as measured by class attendance records. 5.2 By May of 2005 and for each year of the project, participating parents and family members will report enhanced employability opportunities and lifestyles, as measured by annual opinion surveys.

14. Language
Math
Reading
Parenting
Writing
ELL
Test Scores

15. Additional Allowable Components
Fitness
Culture

16. Requirements Funding is based on REGULAR ATTENDEES
Students who attend 30 times or more in the year
Includes previous year summer school
Maintain accurate data and submit reports
Participate in monitoring visits

17. Don't Forget '08 Summer School
Regular Attendees
Students who participate in Extended Learning activities 30 times or more in a year
21st Century Programs
JOM Programs
Title Extended Learning Activities
School Improvement Tutoring
Student Activities
Athletics
Aquatic Center
Number of Students
 CHS – 375 students  All other sites – 250 students
Goal by December to Recover Funds:  CHS – 188 students  All other sites – 125 students
Don't Forget '08 Summer School

18. Reports/Data
The following reports must be submitted regardless of the funding sources of your Extended Learning Programs
Enrollment Reports Monthly
Previous month DUE at each monthly meeting
Mid Year ADE Report
DUE December 12
Final Report ADE
DUE May 22
Narrative Reports Quarterly and Annually
DUE November 12, March 4, June 15

19. Monitoring Visits
Monitoring visits will be conducted throughout the year.
Currently scheduled (more to come):
November 12
All sites will be called for interview style monitoring on the narrative portion of the report (during regular school day)
CHS & CES will be visited in person
November 13
Tsaile will be visited in person
March 4/5

20. Program Enhancements Breakfast Club:
Have short informational sessions with the students who attend breakfast – nutrition/fitness/testing strategies/study skills
Partnerships with existing Extended Learning Activities
Athletics, student clubs/organization, tutoring sessions

21. How do we help our students to meet these goals and objectives?
The programs that you have lined up at your site, are they following these goals and objectives?
What are some of the programs that you know of that will support the goals of the grants?

22. Clay Roberts External Assets a. Family Support a. Creative Activities
b. Caring School Climate
c. Parent Involvement In Schooling
Empowerment
a. Community Values Youth
b. Services to Others
c. Safety
Boundaries and Expectations
a. Family boundaries
b. School boundaries
c. Neighborhood boundaries
d. Adult role models
Constructive use of time
a. Creative Activities
b. Youth Programs
c. Religious community
d. Time at home
Internal Assets
Commitment to Learning
a. Achievement Motivation
b. Homework
c. bonding to School
d. Reading for pleasure
Positive Values
a. Caring
b. Equality and social justice
c. Integrity
d. Honesty
e. Responsibility
Social Competencies
a. Planning and decision
b. Interpersonal and competence
c. Cultural competence
Positive Identity
a. Personal power
b. Self-esteem
c. Sense of purpose
d. Positive view of personal future