Extended Learning Programs Chinle Unified School District

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Extended Learning ProgramsChinle Unified School
District
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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

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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.

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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.

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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.
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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
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• 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.

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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.

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• 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.

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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
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• 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.

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Language
Math
Reading
Parenting
Writing
ELL
Test Scores
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Additional Allowable Components

• Fitness
• Culture

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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

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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
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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

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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)

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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

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• 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?

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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