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Extended Learning Programs Chinle Unified School District

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Title: Extended Learning Programs Chinle Unified School District


1
Extended Learning ProgramsChinle Unified School
District
2
Extended Learning ProgramsAgendaOctober 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
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4
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5
Goals
  • All students will reach high standards in Math by
    2013-2014.
  • All students will reach high standards in Reading
    by 2013-2014.
  • All students will reach high standards in Writing
    by 2013-2014.
  • 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
ObjectivesChinle 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
  • 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.
  • 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/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 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
  • 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
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
  • All sites will be called for interview style
    monitoring on the narrative portion of the report
    (during regular school day)
  • Tsaile will be visited in person
  • March 4/5
  • All sites will be called for interview style
    monitoring on the narrative portion of the report
    (during regular school day)

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
  • Support
  • a. Family Support
  • 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
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