School Site Council & ELAC
Bohn’s School Site Council (SSC) &
English Learners Advisory Committee (ELAC) Agenda
Tuesday, September 29th
3:30p to 4:30 P via Microsoft Teams
2. Power Point - Function and Overview of the School Site Council (SSC) and English Learners Advisory Committee (ELAC)
The School Site Council (SSC) annually reviews and updates the Single Plan for Student Achievement (SPSA) including proposed expenditures of funds allocated to the school.
California Education Code requires the SSC to:
· Measure effectiveness of improvement strategies at the school
· Reaffirm or revise school goals
· Revise important strategies and expenditures
· Represents and advises on programs and services for EL students
· Recommend the approved Single Plan for Student Achievement (SPSA) to the governing board
· Monitor implementation of SPSA
3. Review of Positions and Committees
We will need to vote on a chairperson and vice-chairperson
Standing committee reports include updates from PTO, ELAC, Staff, and Principal.
4. Old Business
5. Approval of last meeting minutes
6. New Business
-Reopening of School
-Topics/concerns to address for future
-DELAC Representative Nomination
Bohn Single Plan for Student Achievement Site Goals:
Goal #1 – Prepare all students for college and careers and that all students meet grade level standards with a focus on closing the achievement gap.
Area 1: Tier 1: Core Instruction and Differentiation
a. All Students
b. English Learners (ELD and Support for Content Area achievement)
Area 2: Tier 2: Additional Support for At-Risk Students and Students Not Making Progress
(including LTEL and at risk for LTEL)
Area 3: Tier 3: Intensive Support
Evaluation for Goal 1 Actions:
Rationale for identified outcomes (site): Our collective district and site goal is to shift to a student-centered model focused in students working and thinking about their learning by using our Rigor and Relevance rubrics to design rigorous and relevant learning opportunities for all of our students. Our staff will use district assessment data to enable us to track our site’s data over time and compare the student achievement at Bohn to that of other TUSD schools. Teacher will use common formative assessment data every 6 to 8 weeks to drive their Tier I core classroom instruction and Tier II interventions. To effectively implement our grade-level intervention blocks for the 2019-2020 school year, every 6 to 8 weeks, PLC grade level teams will regroup and differentiate support for students based on skill needs using common formative assessment data. We will use our paraprofessionals to push-in for support during targeted intervention time at each grade level. Grade level district pre-service and district ERM session will provide our teachers the opportunities to collaborate and build a deeper understanding of the STEM units through collaborative planning sessions. Our driving STEM/Leadership/PLC team will meet 10 times during the year to engage in instructional rounds using the Rigor/Relevance CIR tools. We will use our analyzed data from our walk-throughs to plan site-specific professional learning to support implementation of our STEM units. Together, we will be reflecting and planning using the CIR Rubrics and incorporate the framework into our Bohn PLC Process. We are going to be engaging in STEM lesson studies with each grade level to promote student discourse, inquiry, and sense making.
Goal #2 – Provide a safe and equitable learning environment
(including decreasing chronic absenteeism and reducing suspension rates)
Evaluation for Goal 2 Actions:
Rationale for identified outcomes (site): When students are equipped to deal with the social/emotional challenges of school, they feel safer and attendance rates increase. When students feel safer, they are better able to focus on their learning. Providing a safe culture allows for an efficient environment as staff is able to focus on tasks versus managing behavior. We are investing in one additional day of counseling per week to support our students and their increasing need. We will also be focusing on improving our students’ attendance. Every day a student is absent is a lost opportunity for learning. Attendance improves when a school community offers a warm and welcoming environment that emphasizes building relationships with families and stresses the importance of going to class every day. The key is developing a school-wide culture that promotes a sense of safety, respect and personal responsibility, where students feel connected and know that someone notices, in a caring manner, when they miss school. Too many parents and students do not realize that just missing two days each month can be a problem, and often leads to falling behind in the classroom. Even fewer families realize that absenteeism is a problem as early as kindergarten and building the habit of attendance in the early grades can influence their children’s chances of graduating from high school.
Goal #3 – Parent Involvement & Education
Evaluation for Goal 3 Actions:
Rationale for identified outcomes (site): When families are involved in all aspects of the school community, students have a sense of a unified support network, which aids in their academic success. Outcomes listed promote the involvement of parents for their understanding of expectations and their sense of community with their child’s school. Adjusted goal for 50% attendance for Family Curricular Nights is a result of this year’s turnout. We will work with our Parent Liaison to help promote the curricular evenings in both English and Spanish communication. We will market the curricular nights with student incentives to encourage participation at the family events. We also will be starting a parent/family resource center for our at-risk EL families, which will be housed in our conference room.
Goal #4 – Technology: Use technology as a tool for improvement in instruction; management of departments, sites and classrooms; and to increase efficiency in operations across the district.
Evaluation for Goal 4 Actions:
Rationale for identified outcomes (site): The 4Cs – critical thinking, communication, collaboration, and creativity – are the basic skills all students need in the 21st century (National Education Association, 2018). Purposefully planned integration of technology can help support students’ critical thinking, communication, collaboration, and creativity skills. Additionally, technology is constantly emerging around us, and expected to be part of every student’s learning experience. Our students will experience more STEM integration through our district PreK-12 STEM grant. As the demand for technology based assessment grows, it is important that our students have access and understand how to use and operate technology to aid in their success. Learning to use technology effectively and appropriately for teaching and learning to support our students in becoming college and career ready. Our educators will also be using technology to improve their daily classroom instruction. For instance, third through fifth grade teachers will use the results from interim assessments to help them learn and reflect on what’s working and what needs improving in their classroom. Interim assessments support teachers by helping them check where students are in their learning and determine where they need additional instruction or if they can move on to more challenging work. Additionally, our kindergarten through second grade teachers will use iRead’s digital program to provide students individualized experiences to master the alphabet, phonemic awareness, phonics, and fluency, while building vocabulary and comprehension.