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School Site Councils

School Site Councils. Focus on School Improvement and Student Achievement Provided by California Teachers Association Instruction and Professional Development Department. Improvement Plan. GOALS. Processes. RAI. Random Acts of Improvement.

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School Site Councils

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

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

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

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

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

  14. Composition of the SSCElementary 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. Secondary Configuration Principal (1) 1/2 Parents/ Community (3) Teachers (3) 1/2 Students (3) Other (2)

  16. Composition of the SSCSecondary 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. 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. Parent/Community Eligibility • 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

  19. Brown Act—SB 355Requirements • 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. 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. Where are we? Needs Assessment Where do we want to be? The School Site Plan Planning Process Implementation Focus Planning Evaluation 4-7 Year Change—Including Annual Report

  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. Developing the Single School Site Plan • Establish school goals Strategic and Specific Measurable Attainable Results-based Time-bound

  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. 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. Conducting A Needs Assessment Show Me the Data

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

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

  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. 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 Areas Outside the Scope of School Site Councils

  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. 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. 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. 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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