Amador Public Schools
Teacher Handbook
“Never doubt that a small group of thoughtful, committed, citizens can change the world.
Indeed, it is the only thing that ever has.”
― Margaret Mead
Office of Curriculum and Instruction
Elizabeth Chapin-Pinotti, Assistant Superintendent
217 Rex Avenue
Jackson, CA 95642
209-257-5339
Top of Document
1
Official 2012 API Scores
District 800
2004 2005
2006
2007
2008
2009
2010
2011
2012
806
776
Amador
Argonaut
703
734
743
761
788
791
798
790
692
679
743
743
766
772
764
786
Ione Junior High
Jackson Junior High
751
767
777
764
800
786
830
793
725
766
781
775
767
780
837
843
Ione Elementary
Jackson Elementary
Pine Grove
Pioneer Elementary
Plymouth
Elementary
Sutter Creek
737
757
778
761
762
775
816
823
742
775
779
755
780
785
798
788
785
817
803
824
807
827
840
840
780
811
827
814
803
790
788
821
829
821
814
814
761
740
755
774
786
824
804
848
840
792
807
798
819
819
806
817
825
822
831
870
800 is the State Target – anything above is at or above the statewide
performance target
Top of Document
2
FISH! Philosophy…2013
Be There: Be physically and emotionally present for people, especially when they
need you. It’s a powerful message of respect that strengthens relationships.
Play: Play is a state of mind that you can apply to any task. It’s the sprit that fuels
creativity as it “Let’s Play with that idea!” You do your best work when you are
having fun doing it.
Make Their Day: Find ways to make people feel special, letting them know how
much you value and appreciate them. Celebrate others.
Choose Your Attitude: No matter what life throws in your path, you alone are
responsible for how you respond to it.
Top of Document
3
2012-2013 Curriculum Meeting Dates
While we try to schedule meetings on dates that are secure – there may be
times when unforeseen circumstances dictate meeting times and/or dates are
changed or cancelled and appreciate your understanding when this occurs.
CAC/DAC/GATE (Curriculum Advisory Committee, District Advisory Committee, Gifted and
Talented):
September 17, 2012 from 3:30 to 4:30 at the District OfficeOctober 1, 2012
January 14, 2013 from 3:30 to 4:30 at the District Office
March 25, 2013 from 3:30 to 4:30 at the District Office
May 20, 2013 from 3:30 to 4:30 at the District Office
TAC/DATE (Tolerance and Acceptance Committee and DATE):
District Office 3:30 to 4:30
September 11, 2012 September 12, 2012
January 15, 2013
March 5, 2013
May 14, 2013
Curriculum and Instruction Conversations – Come to the District Office from 3:30 to 4:30 for
Cross Level Articulation and Conversations Around Curriculum. This will be professional
development in nature and each teacher will be paid the district hourly rate for attending
and participating!
September 10, 2012 -- Yes, More Fish
October 22, 2012 – Interventions Begin at Tier 1
November 5, 2012 – Common Core in the Classroom
December 3, 2012 – Smarter Balanced Assessments
Please contact Elizabeth to schedule any or all of the following:
Meeting to go over STAR test results
Bully Prevention
504 Training for Teachers
Instructional Strategies Workshop(s)
FISH!
Please contact Joanne Hasson to do mandatory Bloodborn Pathogen and Mandated Reporter training!
Top of Document
4
This is a reminder that additional forms can be found at www.amadorcoe.org, at the District/County
Office, and on your school site.
The Governing Board of the Amador County Unified School District and the Amador County Office of
Education is committed to equal opportunity for all individuals in education.
District programs and activities shall be free from discrimination based on gender, sex, race, color,
religion, ancestry, national origin, ethnic group identification, marital or parental status, physical or
mental disability sex, sexual orientation, gender, gender identity or expression, or genetic
information; the perception of one or more of such characteristics; or association with a person or
group with one or more of these actual or perceived characteristics.
The Board, ACUSD and ACOE promote programs which ensure that discriminatory practices are
eliminated in all district activities.
Amador County Unified School District and the Amador County Office of Education Compliance
Officers and Coordinator of Section 504, Title II, Title IX and CCR, Title 5, Chapter 5.3 Section 4621(b)
is:
Compliance Officer:
Nancy Gamache, Executive Director of Personnel
209-257-5390
Compliance Officer and Coordinator:
Elizabeth Chapin-Pinotti, Assistant Superintendent of Curriculum and Instruction
209-257-5334
ACOE/ACUSD District Offices
217 Rex Avenue
Jackson, CA 95642
504 Coordinator Elizabeth Chapin-Pinotti
Amador County Unified School District/Amador County Office of Education
209-257-5334
Paul Neville, Amador High School 504 Coordinator -- 257-7300
Julia Sierk, Argonaut High School 504 Coordinator -- 257-7700
Lori Martinez, Independence High School and Education Options 504 Coordinator -- 257-5100
Nicole Pratt, Ione Junior High School and Ione Steps/Opportunity 504 Coordinator -- 257-5500
Janet Deleo, Jackson Junior High School and Jackson Steps/Opportunity 504 Coordinator -- 257-5700
Laurie Amick, Ione Elementary 504 Coordinator -- 257-7000
Barbara Magpusao, Jackson Elementary 504 Coordinator -- 257-5600
Keith Kimble, Pine Grove Elementary 504 Coordinator -- 296-2800
Susan Schultz, Pioneer Elementary 504 Coordinator -- 295-6500
Donna Custodio, Plymouth Elementary School 504 Coordinator -- 257-7800
Sean Snider, Sutter Creek Elementary 504 Coordinator -- 257-7200
Please address all correspondence to 217 Rex Avenue -- Jackson, CA 95642
Top of Document
5
Committee Members Required
Plymouth, Ione Elementary and Jackson Elementary please also select a parent to serve as
a DAC member.
Curriculum Advisory Committee Member
DAC District Advisory Committee Member
GATE Committee Member
Plymouth, Ione Elementary and Jackson Elementary DAC Member – may be a member of
your Site Council.
DAC District Advisory Committee Parent Member
CAC/DAC/GATE (Curriculum Advisory Committee, District Advisory Committee, Gifted and
Talented):
September 17, 2012 from 3:30 to 4:30 at the District Office
January 14, 2013 from 3:30 to 4:30 at the District Office
March 25, 2013 from 3:30 to 4:30 at the District Office
May 20, 2013 from 3:30 to 4:30 at the District Office
Other Parent/District DAC Committee Meetings TBA
TAC/DATE Committee Member Name
TAC/DATE (Tolerance and Acceptance Committee and DATE):
District Office 3:30 to 4:30
September 11, 2012
January 15, 2013
March 5, 2013
May 14, 2013
If you would like to represent your site on anyone of the committees – please speak with
your principal.
Math Task Force: Open to all. Please email Elizabeth for details.
Top of Document
6
After School Remediation
Each site must office math and ELA remediation after school clinics.
In addition, this year each site must offer a Math Facts Clinic at least three times per week. While I
don’t always like “drill and kill”, when learning math facts, it is necessary and special programs may
be the only way some students put in time to get the job done. In fact, research indicates that
computer programs and apps don’t have the same effect on memorizing math facts as old fashioned
putting paper to pen.
Additionally, two days per week each site will hold GATE classes in Rosetta Stone Foreign Language
and STEM – alternating days. These courses will be run much like afterschool clinics run.
Articulation: Here is the link to learn to create reports using your new Scantron machines:
http://www.scantronscore.com/. Also attached is a Powerpoint overview with an overview
regarding benchmarks. Please note that benchmarks exams are not to be sent to the district office,
but rather they are to be given and scored and the results are to be analyzed and used by you…the
teachers. The purpose of benchmark exams is to measure progress towards standards proficiency
and then to modify instruction based on test results. They are imperative tools to gauge what
students know and still need to learn as well as great tools for you to analyze what was covered well
and what should be re-taught.
That said, if you do not know the standards linked to each benchmark question you give – please get
together and spend a reasonable amount of time linking each question to a State Content Standard.
For most of the benchmark exams, this is already done, but if you need to refamiliarize yourself or if
you are at a new grade level – take up to four hours to determine and understand the link. In the
event line of your timesheet for this activity only – put “benchmark/standards alignment”. This is a
good exercise as we will be doing much of this as we head towards the Common Core Standards and
the new Smarter Balanced Assessments.
For each benchmark exam a grade level, department or grade span gives, teachers will receive 3
hours of professional development time to analyze them together. This is for each exam. Please fill
out a time sheet with “professional development” in the event line (please do not put anything else
or the timesheet will be returned). Also, please attach a paragraph summary of what you did during
the articulation time and what you concluded from your results. I don’t want an agenda, but rather a
thoughtful reflection.
Also, for regular articulation, teachers may have up to five hours per month. Please timesheet with
“professional development” in the event line. Also, please attach a paragraph summary of what you
discussed during articulation time. I do not want an agenda, but rather a thoughtful reflection from
each participant. Each, separately. Reflection is an important practice that we often overlooked. If
necessary, please take an additional 15 minutes to write up an awesome reflection – yes this may be
timesheeted as well. Is timesheeted a word…hummmm.
Beginning in December or January, depending upon your school level, we will be
articulating/professional developing towards the Common Core Standards! This is exciting and I will
get more information out to you as we get closer!
Top of Document
7
Core Academic Textbooks Adopted Elementary
English/Language Arts
Grades K-6 Houghton Mifflin Medallions Reading
Grades K-8 Step Up to Writing
Math
Grades K-5: Macmillan/McGraw-Hill: Macmillan/McGraw-Hill Math, 2009
Social Science
Grades K-5: Harcourt: California Reflections
Grade 6:
TCI History Alive! The Ancient World
Science
Grades K-6: MacMillan/McGraw Hill: California Science K-6
Core Academic Textbooks Adopted Middle School
English/Language Arts
7-8 Language of Literature, McDougal Littell – for the purposes of reading, writing, grammar,
spelling and vocabulary activities
English 7:
English 8:
Language of Literature 2002 or later – Level 7: McDougal Littell
Language of Literature 2002 or later – Level 8: McDougal Littell
The above replaces any and all reading, writing, grammar, spelling and vocabulary core or
supplemental adoptions preceding 2002. The entire program was adopted.
Math
Grade 7: Glencoe California Math: Concepts, Skills, and Problem Solving, a Pre-Algebra
Course; (Green)
Algebra Readiness: California Algebra Readiness: Concepts, Skills, and Problem Solving;
(Basic Blue)
7th -- California Pre-Algebra: Prentice Hall (Red)
Algebra 1: Glencoe California Math & Algebra 1: Concepts, Skills, & Problem Solving and
CPM Algebra 1
Social Science
Grade 7:
Holt, Rinehart and Winston: World History, Medieval to Early Modern Times
Grade 8:
Holt, Rinehart and Winston: United States History, Independence to 1914
Science
Grade 7: Pearson Prentice Hall: Prentice Hall California Science Explorer, Grade 7 2008
Grade 8: Pearson Prentice Hall: Prentice Hall California Science Explorer, Grade 8 2008
Integrated or Remediation Reading, Social Science and Science: Houghton Mifflin Portals
Top of Document
8
Core Academic Textbooks Adopted for High School
English/Language Arts
9-12 Language of Literature, McDougal Littell – for the purposes of reading, writing, grammar, spelling and
vocabulary activities
English 9:
English 10:
English 11:
English 12:
Language of Literature 2002 – Level 9: McDougal Littell
Language of Literature 2002 – Level 10: McDougal Littell
Language of Literature 2002 – American Literature
Language of Literature 2002 – British Literature
0618276564
0618276572
0618276580
0618276599
The above replaces any and all reading, writing, grammar, spelling and vocabulary core or supplemental
adoptions preceding 2002. The entire program was adopted.
Math
Algebra 1
Prentice Hall
CPM Algebra
Glencoe: Algebra 1: Concepts, Skills, & Problem Solving
0-13-125304-2
0-885145-67-3
Geometry
Prentice Hall
CPM Geometry
0-13-044265-8
1-885145-53-5
Algebra II
Prentice Hall
CPM Algebra II
0-13-062568
1-885145-63-2
Pre-Calc/Trig
Houghton Mifflin
CPM Analysis
0-395-32073-9
1-885145-49-7
Calculus
Houghton Mifflin Calculus/Single Variable
0-618-149-13
AP Calculus
Houghton Mifflin Calculus/Single Variable
0-618-149-13
Social Science
Grade 9:
Cultures (2010)
Glencoe: World Geography 0-07-860699-3 2005 or updated edition World Geography and
Grade 10:
Prentice Hall: World History: The Modern World 2007
AP EURO: Western Civilization
AP U.S.: The American Pageant
The Americans: Reconstruction to the 21st Century
Grade 11:
Grade 12:
Government: McGraw Hill: Government: Democracy in Action
AP Government: Glencoe/McH: Government in America
Economics: Economics: New Ways of Thinking
0-13-129977-8
0-53-464602-5
0-321-29236-7
0-82-193401-5
Science
AP Environmental Science: Living in the Environment, Thompson
Anatomy & Physiology: Anthony’s Textbook of Anatomy & Physiology, Mosby
AP Biology: Biology, Campbell, Reece, Mitchell
Ag Science I & II: The Science of Agriculture A Biological Approach, Thompson.
Life Science Holt Biology California Edition, Holt.
Physics: Glencoe Science Physics Principles and Problems, Glencoe.
Chemistry: Glencoe Science Chemistry Matter & Change, Glencoe
Biology/Ag Biology: Glencoe Science Biology California Edition, Glencoe
Top of Document
9
Kindergarten Retention
According to Education Code 46300, 48011 and AR 5123 Continuation in Kindergarten:
Students who have completed one year of kindergarten shall be admitted to first grade unless the
parent/guardian and the Superintendent/designee agree that the student shall continue in
kindergarten for not more than one additional school year. (Education Code 48011)
Whenever a student continues in kindergarten for an additional year, the Superintendent or designee
shall secure an agreement, signed by the parent/guardian, stating that the student shall continue in
kindergarten for not more than one additional school year. (Education Code 46300)
Procedure:
• Meet with parent to discuss options as early as possible
• Monitor student progress
• If retention is ultimately decided – conference with parents, sign “Agreement for Pupil to
Continue in Kindergarten Form” (attached next page)
• If a first grade student is demoted to Kindergarten any time during the first grade year, an
“Agreement for Pupil to Continue in Kindergarten Form” is also required
Submit forms to the Office of Curriculum and Instruction
Transitional Kindergarten Frequently Asked Questions (From CDE):
1. What is the Kindergarten Readiness Act of 2010?
Senate Bill (SB) 1381 (Chapter 705, Statues of 2010) amended California Education Code
(Section 46300, 48000, and 48010) to change the required birthday for admission to
kindergarten and first grade and established a transitional kindergarten program beginning in
the 2012–2013 school year.
2. What is the minimum age for admittance to kindergarten in California?
A child shall be admitted to a kindergarten maintained by the school district at the beginning
of a school year, or at a later time in the same year if the child will have his or her fifth
birthday on or before one of the following dates (EC 48000[a]):
For the 2010–11 school year the date is December 2
For the 2011–12 school year the date is December 2
For the 2012–13 school year the date is November 1
For the 2013–14 school year the date is October 1
For the 2014–15 school year and each school year thereafter the date is September 1.
3. What is transitional kindergarten?
A transitional kindergarten is the first year of a two-year kindergarten program that uses a
modified kindergarten curriculum that is age and developmentally appropriate. Pursuant to
law, (EC 48000[c]), a child is eligible for transitional kindergarten if a child will have his or her
fifth birthday between:
For the 2012–13 school year November 2 and December 2
Top of Document
10
For the 2013–14 school year October 2 and December 2
For the 2014–15 school year and each school year thereafter September 2 and December 2.
4. Will transitional kindergarten continue after 2014?
Yes.
5. Must children attend transitional kindergarten or kindergarten?
Parents and guardians are currently not required to enroll children in transitional
kindergarten or kindergarten (EC Section 48200).
6. Is a district required to offer transitional kindergarten and kindergarten programs?
Each elementary or unified school district must offer transitional kindergarten and
kindergarten classes for all children eligible to attend.
7. Can transitional kindergarten and kindergarten students be enrolled in the same
classroom?
Although the intent of the law is to provide separate and unique experiences for transitional
kindergarten and kindergarten students, districts have flexibility to determine how best to
meet the curricular needs of each child. (For this year, our TKs will be split Kindergarten/TK
classes).
8. What is the curriculum for transitional kindergarten?
California law (EC 48000) defines transitional kindergarten as “the first year of a two-year
kindergarten program that uses a modified kindergarten curriculum that is age and
developmentally appropriate.” While no state curriculum is mandated, local education
agencies must modify the local course of study in order to provide age and developmentally
appropriate curriculum for transitional kindergarten.
9. Do my TK students need to be CELDT tested?
All students enrolled in a transitional kindergarten (TK) program (Education Code 48000)
whose primary language is other than English, as determined by a home language survey,
must be administered the California English Language Development Test (CELDT). According
to the California Code of Regulation, Title 5, Section 11511, students should be tested within
30 days of enrollment or 60 days prior to instruction, but not before July 1. Students who
take the CELDT for the first time in a TK class must be marked as kindergarten for grade and
Initial Assessment for test purpose. In the following year, students who were identified as
English learners based on CELDT results must be marked as kindergarten for grade and
Annual Assessment for test purpose.
Top of Document
11
AMADOR COUNTY UNIFIED SCHOOL DISTRICT
Agreement for Pupil to Continue in Kindergarten
Reflects amendments to Education Code Sections 46300 and 48011, effective Jan. 1, 1992
Name of student: __________________________ Student birthdate:
_______________
Kindergarten attendance anniversary date: _______________________________________
Name of school official approving for District: _____________________________________
Information for Parent/Guardian:
California law provides that after a child has been lawfully admitted to kindergarten and has
attended for a year, the child shall be promoted to the first grade unless the school district
and the child's parent/guardian agree to the child's continuing in kindergarten for not longer
than one additional year. This rule applies whether a child begins kindergarten at the
beginning of a school year or at some later date, so that a child who begins kindergarten in
January, for example, shall be promoted the following January unless it is formally agreed
that he/she shall continue in kindergarten. Because kindergarten-age children often do not
develop at steady or predictable rates, the California Department of Education recommends
that approval to continue in kindergarten not be given until near the anniversary of a child's
admittance to kindergarten.
I agree that my child (named above) shall continue in kindergarten until _______________
(may not be more than one year beyond anniversary).
Signature of Parent/Guardian__________________ Date: ___________________
Printed/typed name of Parent/Guardian:
_______________________________________
Address: ____________________________________________________________________
Telephone number: ____________________
Revised 5/2012
Top of Document
12
Assessment Instruments: Student Performance
STATE
TYPE
PURPOSE
WHO
WHEN
USES
California
Standards
Test
Standardized
Criterion
Reference
Measure students
Achievement of
California Standards
All students:
Grades 2-5
Spring
Measures student
achievement of California
standards
In Reading, Language Arts,
Math, Science and History
State Fitness
Testing
Performance
Measures fitness levels of students
All students:
Grade 5
Spring
Useful to identify program
strengths and weaknesses
Standardized
Criterion
referenced text
Measures level of English Language
Achievement
All ELL
students
Fall
CAPA
Standardized
NormReferenced
Achievement
CMA
Standardized
Achievement
ASSESSMENT
CELDT
DISTRICT
ASSESSMENT
TYPE
PURPOSE
LAS
Standardized
NormReferenced
Measures level of English Language
Achievement
Standardized
NormReferenced
Measures intellectual potential
RAVEN
Hawthorne
Inventory
Periodic Math
Assessments
Individual
Performance
Assessment
Diagnostic/Progress
Individual
Performance
Assessment
Periodic
Assessment
Math
Summative Tests
Spring
Determined by
IEP
Spring
WHO
WHEN
All
Fall
One measure used to identify
GATE.
Fall
One measure used to identify
GATE.
All students:
K-6
Three
times per
year
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
Diagnostic/Benchmark
All students:
K-2
Three
times per
year
Individual
Performance
Assessment
Diagnostic/Benchmark
All students
Four times
per year
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
Individual
Performance
Assessment
Diagnostic/Benchmark
4-6
Four times
per year
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
Students who
pass only one
GATE
assessment
Individual
Performance
Assessment
Diagnostic/Benchmark
7-12
Three
times per
year
DIBELs
Individual
Intervention
Assessment
Diagnostic/Progress
Primary
When
needed
Curriculum
Individual
Performance
Assessment
Diagnostic/Progress/Benchmark
All
Top of Document
USES
Measure ELD levels, plan
programs and measure
annual growth. Used to
redesignate students.
Spring
7-12 District
Benchmarks
Associates
Evaluates the effectiveness of
school programs.
Compares performance to
National Norms.
Part of STAR Spring
assessments. Determined by
IEP to replace CST
All ELL
students
Measures GATE readiness
Results
Students in
Grades 2-5
unable to take
the CST
Measure ELD levels, plan
programs and measure
annual growth. Used to
redesignate students.
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
Used by teachers to diagnose
student skills, plan
subsequent instruction and
monitor progress.
13
The Educational Rights of Students in Homeless Situations:
The McKinney-Vento Homeless Education Act protects the educational rights of students
experiencing homelessness. It provides grants and legal protections so children and youth in
homeless situations can enroll in, attend, and succeed in school and preschool programs.
The Act defines homelessness as: lacks a regular, fixed and adequate nighttime residence
(substandard housing), sharing housing due to economic struggles (doubled up) living in a
shelter, hotel or motel or living in a public place not designated for sleeping (cars, parks).
Students in homeless situations have the right to:
Go to school, no matter where they live or how long they have lived there.
Get help enrolling and succeeding in school from the school district’s liaison for the
Education of Homeless Children and Youth. Every school district must have a liaison.
Liaisons have a special responsibility to help youth who are on their own.
Stay in the school they went to before becoming homeless or whatever school they
were enrolled in last (called “school of origin”), even if they move out of the district, if
that is feasible. Students can stay in their school of origin the entire time they are
homeless.
If applicable, get transportation to their school of origin, provided or arranged by the
school district, or a joint effort among school districts.
Go to the local school in the area where they are living. The school must immediately
let students enroll, attend classes, and participate fully in school activities, even if
students do not have a parent or guardian with them or documents such as proof of
residency, immunization records, other medical records, school records, or other
documents. Once students are enrolled, the school must get records from the last
school, and the liaison must help students get immunizations or immunization and
medical records.
If applicable, get preschool services, free or reduced school meals, services for
English language learners, special education, Title I services, vocational/technical
education, gifted and talented services, and before- and after-school care, as needed.
Go to school with children who are not homeless. Students cannot be separated from
the regular school program because they are homeless.
Amador Public Schools:
217 Rex Avenue
Jackson, CA 95642
Homeless Liaison: Elizabeth Chapin-Pinotti
Assistant Superintendent of Curriculum and Instruction
209-257-6339
Dispute Resolution: Nina Neville
Executive Director of Personnel
209-257-5331
Top of Document
14
Common Signs of Homelessness
First Common Signs of Homelessness
Parent who seems confused when asked about the last school
attended
Low-income motel address on enrollment form
Statements from family when enrolling, such as:
“We’ve been having a hard time lately.” “It’s a new address. I can’t
remember it.” “We move a lot and are staying with friends until we
find a place.”
Lack of Continuity in Education
Attendance at many different schools
Lack of records needed for enrollment (birth certificate,
immunizations, pre-school physical, school records, residency, etc.)
Inability to pay fees for school-related activities or school supplies
Consistent lack of preparation for schools (coming without books,
supplies, homework completed, or papers signed)
Poor Health/Nutrition
Chronic hunger (may hoard food)
Fatigue (may fall asleep in class)
Increased vulnerability to colds/flu
Grooming and personal hygiene are neglected/inconsistent
Wearing same clothes for several days
Unattended vision, medical, and dental needs
Transportation and Attendance Problems
Erratic attendance or tardiness
Inability to contact parents (no telephone, no address, etc.)
Parents do not attend parent-teacher conferences, etc.
Numerous absences
Lack of participation in field trips and after-school activities
Top of Document
15
Referral Procedures
McKinney-Vento (Homeless Program) Referral Procedure
Amador County Unified School District
The federal government’s legal definition of homelessness based on the McKinney-Vento Homeless Education
Assistance Act is anyone who:
As one of the persons who first meets a child when (s)he enters school, you are in a position to know about
these conditions. If you suspect from the comments a child makes, from the child’s appearance, or from
observing where the child lives, that a child is living in any of these circumstances please call Mary Anne McCray
(Homeless liaison) or the homeless recruiter (when hired) to talk with the parents while they are registering the
child, if possible. If it is not possible for one of them to meet the family at registration then please complete a
referral form so one of them can visit in the home (we have a requirement to determine eligibility within 24
hours of notification). It is not necessary for you to verify whether these conditions actually exist, the homeless
program will visit in the home to determine whether the child qualifies for the program. Please do not mention
the referral to the child, or to anyone else, since we should always keep student information confidential. Just
turn the name in to the program for us to determine whether the child is eligible for the program.
In addition, the requirements of the program are designed to ensure a child’s education does not suffer as a
result of the homeless situation. To this end:
1. a homeless child must be immediately registered and allowed to start school even if they have no documents
from the previous school, no medical records, no
these documents and the homeless program can help them obtain these items, including paying for items if
necessary)
2. homeless program eligibility is to be determined within 24 hours of a referral to the program
3. homeless students are automatically eligible for the National School Lunch Program when the Homeless
Liaison certifies they qualify for the program
4. homeless students have the right to be transported (at district expense) back to their “school of origin” (if
feasible) to prevent interruption of their education during the school year due to family moves
5. transfer records for homeless students leaving our schools should include information about the student’s
homeless eligibility so services can be provided at the new school
6. homeless students have the right to services which will help them be successful in school (access to
community services, access to school remediation programs, services of the homeless liaison, etc.)
Please help our district to fulfill these requirements by being alert to the conditions of homelessness and
notifying us promptly so we may begin services as soon as possible.
Top of Document
16
McKinney-Vento (Homeless Program) Referral
Amador County Unified School District
Please complete any information you know. You do not have to know all the information to make a referral.
Child’s Name:_______________________________ School: ____________________
Teacher:____________________ Grade: ____________________________________
Other School-aged children in the family:
________________________________ __________________________________ ___
________________________________ __________________________________ ___
________________________________ __________________________________ ___
Parent’s Name__________________________________________________ (if known)
Phone #_______________________________________________________(if known)
Mailing Address__________________________ Bus Route or Driver ______________
Physical Address _______________________________________________________
Other Person to Contact____________________________________________________ ___________
Your referral will be kept confidential! Your name will not be used in talking with the family.
To be completed by McKinney-Vento Program
Date referral received_________________ Date referral Verified__________________
Code _______Qualified for Program _________Did Not Qualify for Program
(If Qualified Complete Student Case Management Interview & Needs Assessment/Service Delivery Plan)
Person Making the Determination_________________________________
Educational Rights of the Homeless Student
Under the McKinney-Vento Homeless Assistance Act homeless students are entitled to:
1. A free, appropriate public education;
2. Immediate enrollment in school (even without appropriate documentation such as birth certificates and
immunization records);
3. An education in the mainstream school environment;
4. Prompt resolution of disputes regarding educational placement;
5. Automatic participation in federal, state and local food programs;
6. Not be isolated or stigmatized due to their homeless status;
7. Remain in their “school of origin” if they so desire, unless it is not in the best interests of the child and to
have transportation to the school of origin provided;
8. Services comparable to services offered to other students;
9. Participation in other educational programs, if eligible; and
10. Assistance of the homeless liaison in placement or enrollment decisions, with consideration given to the
views of the unaccompanied youth and with right to appeal. (in the case of unaccompanied youth)
I have received a copy of my child’s rights and I understand them.
________________________________________
_________________________
Parent’s signature
Date
_________________________________________
Student’s signature (optional)
Top of Document
____________________________________
Date
17
Strategies for Teachers of Homeless Students
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Give homeless students something that belongs only to them (i.e. school supplies, desk, locker, etc.).
Don’t take away their possessions as a disciplinary measure.
Break tasks into small segments that can be completed in a short period of time.
Give them classroom jobs.
Give choices when appropriate.
Teach them how to act responsibly, and then expect responsible behavior.
Teach them acceptable way to express emotions.
Provide well-defined transition procedures from one activity to another.
Give them time to say good-bye and gather possessions if you know in advance they are leaving the
school. Send along school records and/or notes to the next teacher.
Adhere to a consistent daily routine and clear, concise rules.
Assign “buddies” to new arrivals.
Use a quick assessment tool to help you place them in the curriculum if records have not arrived.
Modify your curriculum and your expectations to meet the individual needs of the children.
Be sure they have access to all educational services for which they are eligible, including free or
reduced meal programs, Title I.
Provide them with the supplies to use at home if you require homework (including a lap desk or
clipboard).
Try to arrange assignments to minimize homework.
17. Keep their living situations confidential.
18.
19.
20.
21.
Help them find proper clothing, shoes and coasts so they can attend school.
Keep nutritious snacks on hand for children who miss the breakfast program.
Don’t penalize them for being late. Find out if they have an alarm clock and transportation.
Make arrangements for them to attend field trips and school activities even if they are unable to pay
(see Homeless Program staff for assistance with this). Arrange school picture fee so they may have
them, too, if possible.
22. Show sensitivity when asking children to bring food, photographs, favorite toys, money or other items
from home. Homeless children may be embarrassed to admit they do not have these things.
23. Establish contact with community agencies in your area so they know you are willing to work with
them.
24. Learn more about homelessness so you can help dispel stereotypes and educate others.
Top of Document
18
Yes, this is a repeat…that means it is important
The Governing Board of the Amador County Unified School District and the Amador County
Office of Education is committed to equal opportunity for all individuals in education.
District programs and activities shall be free from discrimination based on gender, sex, race,
color, religion, ancestry, national origin, ethnic group identification, marital or parental
status, physical or mental disability sex, sexual orientation, gender, gender identity or
expression, or genetic information; the perception of one or more of such characteristics; or
association with a person or group with one or more of these actual or perceived
characteristics.
The Board, ACUSD and ACOE promote programs which ensure that discriminatory practices
are eliminated in all district activities.
Amador County Unified School District and the Amador County Office of Education
Compliance Officers and Coordinator of Section 504, Title II, Title IX and CCR, Title 5, Chapter
5.3 Section 4621(b) is:
Compliance Officer:
Nancy Gamache, Executive Director of Personnel
209-257-5390
Compliance Officer and Coordinator:
Elizabeth Chapin-Pinotti, Assistant Superintendent of Curriculum and Instruction
209-257-5334
ACOE/ACUSD District Offices
217 Rex Avenue
Jackson, CA 95642
Top of Document
19
ACUSD/ACOE
Uniform Complaint Procedures
I. PURPOSE OF UNIFORM COMPLAINT PROCEDURES
The Governing Board recognizes that the Amador District Unified School District (“District”) has the
primary responsibility to insure it is complying with applicable state and federal laws and regulations
governing educational programs. The District shall investigate complaints alleging failure to comply
with such laws and/or alleging discrimination and shall seek to resolve those complaints in accordance
with the District's uniform complaint procedures. (5 CCR § 4620).
The purpose of this policy is to establish a uniform system of complaint processing for specified
programs or activities that receive state or federal funding. This system of complaint procedures
applies to the filing, investigation, and resolution of a complaint regarding an alleged violation by the
District of federal or state law or regulations governing educational programs, including allegations of
unlawful discrimination. (5 CCR § 4620).
II. COMPLAINTS SUBJECT TO DISTRICT’S UNIFORM COMPLAINT PROCEDURES
A. Complaints of Discrimination
The District shall follow Uniform Complaint Procedures when addressing complaints alleging unlawful
discrimination against any protected group as identified under Education Code section 200 and 220
and Government Code section 11135, including actual or perceived sex, sexual orientation, gender,
ethnic group identification, race, ancestry, national origin, religion, color, or mental or physical
disability, or age, or on the basis of a person's association with a person or group with one or more of
these actual or perceived characteristics, in any District program or which is funded directly by, or that
receives or benefits from any state financial assistance. (5 CCR § 4610).
B. Other Areas Subject to Uniform Complaint Procedures
The District’s Uniform Complaint Procedures shall also be used when addressing complaints alleging
failure to comply with state and/or federal laws in adult education programs, consolidated categorical
aid programs, migrant education, vocational education, preschool and early childhood education, child
nutrition programs, and special education programs. Nothing in this policy shall prevent the District
from using its Uniform Complaint Procedure to address complaints not listed in this section. (5 CCR §
4610).
C. Complaints Subject to Williams Uniform Complaint Procedures
Complaints regarding sufficiency of textbooks or instructional materials, emergency or urgent facilities
conditions that pose a threat to the health or safety of students or staff, and teacher vacancies and
misassignments shall be investigated pursuant to the District's Williams complaint procedure. (5 CCR
§ 4680)
D. Complaints Subject to Referral to Other Agencies
The following complaints shall be referred to the specified agencies for appropriate resolution and are
not subject to the District or CDE complaint procedures unless these procedures are made applicable
by separate interagency agreements:
1. Allegations of child abuse shall be referred to the applicable County Department of Social
Services (DSS), Protective Services Division or appropriate law enforcement agency. However,
nothing in this section relieves the Department from investigating complaints pursuant to section
4650(a)(8)(C) herein.
2. Health and safety complaints regarding a Child Development Program shall be referred to
Department of Social Services for licensed facilities, and to the appropriate Child Development
regional administrator for licensing-exempt facilities.
Top of Document
20
3. Employment discrimination complaints shall be sent to the State Department of Fair
Employment and Housing (DFEH) pursuant to Title 22 CCR section 98410. The complainant shall
be notified by first class mail of any DFEH transferral.
4. Allegations of fraud shall be referred to the responsible Department Division Director who may
consult with the Department's Legal and Audits Branch.
(5 CCR§ 4611)
III. UNIFORM COMPLAINT PROCEDURES
A. Privacy
Discrimination complaints shall be investigated in a manner that protects the confidentiality of the
complainant, as appropriate, and to the extent necessary to effectively carry out the investigation or
proceedings, as determined by the District on a case-by-case basis. (5 CCR § 4621)
B. Policy Prohibiting Retaliation
The District prohibits any form of retaliation against any complainant in the complaint process,
including but not limited to the complainant’s filing of a complaint or the reporting of instances of
discrimination. (5 CCR § 4631).
IV. COMPLIANCE OFFICERS
Amador County Unified School District and the Amador County Office of Education Compliance
Officers and Coordinator of Section 504, Title II, Title IX and CCR, Title 5, Chapter 5.3 Section 4621(b)
is:
Compliance Officer: Nancy Gamache, Executive Director of Personnel
209-257-5390
Compliance Officer and Coordinator of Section 504, Title II, Title IX and CCR,
Title 5, Chapter 5.3 Section 4621(b):
Elizabeth Chapin-Pinotti, Assistant Superintendent of Curriculum and Instruction
209-257-5334
ACOE/ACUSD District Offices
217 Rex Avenue
Jackson, CA 95642
The District shall ensure that employees designated to investigate complaints are knowledgeable
about the laws and programs for which they are assigned to investigate. (5 CCR § 4621).
V. NOTIFICATIONS
The District shall annually provide written notification of the District's Uniform Complaint Procedures to
students, employees, parents/guardians, the District advisory committee, school advisory committees,
appropriate private school officials or representatives, and other interested parties. (5 CCR § 4622).
The District shall make available copies of the District’s Uniform Complaint Procedures free of charge.
(5 CCR § 4622).
The annual notice shall:
1. Identify the person(s), position(s), or unit(s) responsible for processing complaints;
2. Advise the recipient of any civil law remedies that may be available under state or federal
discrimination laws, if applicable;
3. Advise the recipient of the appeal process pursuant to Education Code Section 262.3,
including the complainant's right to take a complaint directly to the California Department of
Education (CDE); and
4. Be provided in English, and when necessary, in the primary language, pursuant to section
48985 of the Education Code, or mode of communication of the recipient of the notice.
(5 CCR § 4622).
Top of Document
21
VI. PROCEDURES
The following procedures shall be used to address all complaints alleging that the District has violated
federal or state laws or regulations governing educational programs as specified in Section II of the
District’s Uniform Complaint Procedures.
All parties involved in allegations shall be notified when a complaint is filed, when a complaint meeting
or hearing is scheduled, and when a decision or ruling is made.
Step 1: Filing of Complaint
Parties Who May File a Complaint
Any individual, public agency, or organization may file a written complaint of alleged noncompliance by
the District with any federal or state law or regulation governing a program listed in Title 5 California
Code of Regulations section 4610(b). (5 CCR § 4630).
A complaint may be filed by a person who alleges that he/she personally suffered unlawful
discrimination or by a person who believes that an individual or any specific class of individuals has
been subjected to unlawful discrimination. ( 5 CCR § 4630).
Time Period for Filing Complaint Alleging Unlawful Discrimination
A complaint alleging unlawful discrimination shall be initiated no later than six months from the date
when the alleged discrimination occurred, or six months from the date when the complainant first
obtained knowledge of the facts of the alleged discrimination.(5 CCR § 4630).
Requests for Extension of Time to File Discrimination Complaint
The time for filing a complaint alleging unlawful discrimination may be extended by the District, upon
written request by the complainant setting forth the reasons for the extension. The District shall
respond immediately upon a receipt of a request for extension. If the District determines that there is
good cause to grant an extension, he or she may extend complainant’s time for following for a period
not to exceed 90 days following the expiration of the six months time period. Any extension granted by
the District shall be made in writing. (5 CCR § 4630).
Complaint to be Filed With Compliance Officer(s)
The complaint shall be filed with the compliance officer(s) in accordance with the District’s Uniform
Complaint Procedures. The Compliance officer(s) shall maintain a record of each complaint and
subsequent related actions, including all information required for compliance with Title 5 California
Code of Regulations Sections 4631 and 4633. (5 CCR § 4630).
Assistance with Filing Complaint
If a complainant is unable to put a complaint in writing due to conditions such as a disability or
illiteracy, District staff shall help him/her in filing the complaint (5 CCR § 4600).
Step 2: Early Resolution of Complaints
Nothing in the District’s Uniform Complaint Procedures shall prohibit the parties from utilizing
alternative methods to resolve the allegations in the complaint, including, but not limited to, mediation.
(5 CCR § 4631).
Nothing in the District’s Uniform Complaint Procedures shall prohibit the District from resolving
complaints prior to the formal filing of a written complaint. (5 CCR § 4631).
Step 3: Investigation of Complaint
Within 60 days from the date of the receipt of the complaint, the District shall conduct and complete an
investigation of the complaint in accordance with the District’s procedures and prepare the District’s
written decision. The 60-day time period may be extended by written agreement of the complainant. (5
CCR § 4631)
Top of Document
22
The investigation shall include an opportunity for the complainant and/or complainant’s representative
to present the complaint and evidence or information leading to evidence to support the allegations in
the complaint. (5 CCR § 4631).
The Complainant’s refusal to provide the District's investigator with access to records or other
evidence related to the allegations in the complaint, or his or her failure or refusal to cooperate in the
investigation or engaging in any other obstruction of the investigation, may result in the dismissal of
the complaint because of a lack of evidence to support the allegation. (5 CCR § 4631).
The District’s refusal to provide the investigator with access to records and/or other information related
to the allegation in the complaint, or its failure or refusal to cooperate in the investigation or engaging
in any other obstruction of the investigation, may result in a finding, based on evidence collected, that
a violation has occurred and may result in the imposition of a remedy in favor of the complainant. (5
CCR § 4631).
An investigation of a discrimination complaint shall be conducted in a manner that protects
confidentiality of the parties and maintains the integrity of the process. (5 CCR § 4630).
Step 4: Final Written Decision
Unless extended by written agreement with the complainant, the District shall prepare and send to the
complainant a written report of the District's investigation and decision, within 60 calendar days of
receiving the complaint. (5 CCR § 4631).
The District's decision shall be written in English and in the language of the complainant whenever
feasible or required by law. (5 CCR § 4631).
The District’s decision shall include the following:
1. The findings of fact based on the evidence gathered. (5 CCR § 4631).
2. The conclusion(s) of law. (5 CCR § 4631).
3. Disposition of the complaint. (5 CCR § 4631).
4. The rationale for such disposition. (5 CCR § 4631).
5. Corrective actions, if any are warranted. (5 CCR § 4631).
6. Notice of the complainant's right to appeal the District's decision within 15 days to the CDE
and the procedures to be followed for initiating such an appeal. (5 CCR § 4631).
7. For discrimination complaints, notice that the complainant must wait until 60 days have
elapsed from the filing of an appeal with the CDE before pursuing civil law remedies. (Educ. Code
§ 262.3.)
VII. APPEALS TO THE CALIFORNIA DEPARTMENT OF EDUCATION
If dissatisfied with the District's decision, the complainant may appeal in writing to the California
Department of Education (“CDE”) within 15 days of receiving the District's decision. When appealing to
the CDE, the complainant must specify the basis for the appeal of the decision and whether the facts
are incorrect and/or the law has been misapplied. The appeal shall be accompanied by a copy of the
locally filed complaint and a copy of the District's decision. (5 CCR § 4632).
Upon notification by the CDE that the complainant has appealed the District's decision, the District
shall forward the following documents to the CDE:
1. A copy of the original complaint.
2. A copy of the District’s decision.
3. A summary of the nature and extent of the investigation conducted by the District, if not
covered by the decision.
4. A copy of the investigation file, including but not limited to, all notes, interviews, and
documents submitted by the parties or gathered by the investigator.
5. A report of any action taken to resolve the complaint.
Top of Document
23
6. A copy of the District's complaint procedures.
7. Other relevant information requested by the CDE.
(5 CCR § 4633)
VIII. BASIS OF DIRECT STATE INTERVENTION
CDE may directly intervene in the complaint without waiting for action by the District when one of the
conditions listed in Title 5 California Code of Regulations Section 4650 exists, including cases in which
the District has not taken action within 60 calendar days of the date the complaint was filed with the
District. (5 CCR § 4650).
CDE may not directly intervene in complaints brought under Title 5 California Code of Regulations
sections 4680, 4681, 4682, and 4683 regarding instructional materials, teacher vacancies or
misassignments, and the condition of a facility. (5 CCR § 4650). ACUSD/ACOE Complaint Form
Top of Document
24
Complaint against a District Employee
If you are unable to complete this form and would like assistance, contact the Executive
Director of Personnel at (209) 257-5353.
Name of Employee Involved:________________________________________________
Brief but specific summary of the complaint and facts surrounding it:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Specific description of any prior attempts to discuss the complaint with the employee and
failure to resolve the matter:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Signature of Person Filing Complaint
__________________________________________________ Date:________________
Signature of Person Receiving This Form
__________________________________________________ Date:________________
This form is to be forwarded to the immediate supervisor of the individual against whom the
complaint has been filed. This complaint will be investigated and/or resolved using Amador
County COE/USD Board Policy and Procedures 1312.1.
This form is available at www.amadorcoe.org
Top of Document
25
Article 13 of the ACTA Contract. Grievance Procedure
13.1 THIS GRIEVANCE PROCEDURE IS PROVIDED IN ORDER TO RESOLVE GRIEVANCES AT THE LOWEST
POSSIBLE MANAGEMENT LEVEL AND TO PROVIDE AN ORDERLY PROCEDURE FOR REVIEWING AND
RESOLVING GRIEVANCES PROMPTLY.
13.2 Definitions
13.2.1 "Grievance" means an alleged violation, misapplication or questionable interpretation of rules,
procedures, regulations, statutes, policies of this agreement (the contract) which personally
and adversely affects an employee or group of employees. Other matters of employeremployee relations for which the law prescribes a specific method of review by Board Policy
or by administrative rule or regulation are not within the scope of this grievance procedure.
13.2.2 "Immediate Supervisor" means the credentialed administrator who has immediate jurisdiction over
a grievant, and who has been designated to administer the grievance.
13.2.3 "Grievant" means any employee or group of employees of this District covered by the terms of this
agreement.
13.2.4 "Conferee" means any person the grievant wishes to have present during any part of the grievance
procedure.
13.2.5 A "District grievance form" shall mean a District-provided form (See Exhibit N).
13.3 Procedure
13.3.1 INFORMAL LEVEL
13.3.1.1 Before filing a formal grievance, the grievant shall attempt to resolve
the grievance by at least one informal conference with the grievant's
immediate supervisor.
13.3.1.2 The parties should seek to adjust the difficulty at the point of origin by
(1) obtaining advice from any appropriate division of the District level
staff and/or (2) consulting with conferees.
13.3.1.3 If the grievance is not resolved by conference, then either party may
declare that a grievance exists and the provisions of this agreement
shall be implemented.
13.3.2 SUPERVISOR'S LEVEL (I)
13.3.2.1 Within twenty (20) working days after a grievant knew, or by
reasonable diligence could have known of the conditions upon which
the grievance is based, the complainant shall present the grievance on
a District Grievance Form (see Exhibit N) to the site principal.
13.3.2.1.1 No grievances of class size will be filed until the 20th day after
Labor Day.
13.3.2.2 This form information shall be a clear, concise statement of the
grievance; the circumstances on which the grievance is based; the
persons involved; the decision rendered at the informal conference; the
remedy sought; the outline of actions taken to adjust the complaint;
and the specific provision(s) of the collective bargaining agreement
that are alleged to have been violated. Copies shall be sent to any or
all conferees by the District.
Top of Document
26
13.3.2.3 The principal shall communicate the decisions to the employee and the
Superintendent in writing within ten (10) working days after receiving
the grievance.
13.3.2.4 Either party to a grievance shall have the right to request and receive a
personal conference in order to resolve the grievance.
13.3.3 DISTRICT LEVEL (II)
13.3.3.1 If the grievance is not resolved to the satisfaction of the grievant in
Level I, the grievant may within ten (10) working days of the receipt
of the Level I decision, submit to the Superintendent on a District
Grievance Form a request for appeal.
13.3.3.2 A copy of the request for appeal shall be provided to the other party to
the grievance.
13.3.3.3 The hearing shall be held within ten (10) working days after receipt of
a written request for appeal.
13.3.3.4 The Superintendent shall communicate his decision to the grievant in
writing within ten (10) working days after the hearings are concluded.
Copies of the decision shall be provided to all parties to the grievance.
13.3.4 MEDIATION LEVEL (III)
13.3.4.1 If the Association is not satisfied with the disposition of the grievance,
or if no disposition has occurred pursuant to the provisions of Level
Two, the grievance shall be referred to grievance mediation.
13.3.4.2 The parties agree to contact a mutually acceptable state mediator in
order to schedule grievance mediation.
13.3.4.3 In the event that the grievance is settled in grievance mediation, the
settlement will be documented in written form and signed by the
parties.
13.3.4.4 In the event that the Association and the Superintendent or her/his
designee have not resolved the grievance with the assistance of the
mediator within 10 days of the first meeting held by the mediator, the
Association may terminate Level 3 and the grievance may proceed to
Level 4.
13.3.4.5 Offers of settlement made during the mediation process will not be
introduced in arbitration.
13.3.5 BINDING ARBITRATION (IV)
13.3.5.1 If the Association proceeds to arbitration, it shall notify the District in
writing. Within ten (10) days of such notification, representatives of
the District and the Association shall attempt to agree upon a mutually
acceptable arbitrator and obtain a commitment from said arbitrator to
serve. If the parties are unable to agree upon an arbitrator within the
specified period, the Association shall file a Demand to Arbitrate with
the CSMCS. The selection of the arbitrator and the arbitration
proceedings shall be conducted under the Voluntary Rules of the
American Arbitration Association.
13.3.5.2 The arbitrator’s decision shall be in writing and shall set forth the
findings of fact, reasoning, and conclusions of the issues submitted.
Top of Document
27
The arbitrator shall be without power or authority to make any
decision that requires the commission of an act prohibited by law or
which is a violation of the terms of this Agreement. However, it is
agreed that the arbitrator is empowered to include in any award such
financial reimbursement or other remedies as she/he judges to be
proper. The decision of the arbitrator will be submitted to the
Association and the Superintendent and will be final and binding upon
the parties. If any question arises as to the arbitrability of the
grievance, such question will be ruled upon by the arbitrator only after
she/he has had an opportunity to hear the merits of the grievance.
13.3.5.3 All costs for the services of the arbitrator, including but not limited to,
per diem expenses, travel and subsistence expenses and the cost of any
hearing room, will be borne equally by the District and the
Association. All other costs, except for released time for the
grievant(s), Association representative(s) and witnesses, will be borne
by the party incurring them.
13.3.6 MISCELLANEOUS
13.3.6.1 The Association may, at the request of the grievant, provide
representation at any or all levels.
13.3.6.2 If a grievance arises from an action or inaction on the part of an
employee at a level higher than the immediate supervisor level, the
grievance procedure shall begin at the appropriate level of occurrence.
13.3.6.3 Any employee who is requested to appear as a witness in a grievance
hearing shall be granted release time without loss of pay.
13.3.6.4 Time limits may be adjusted by mutual agreement between the
grievant and the District.
Top of Document
28
Title 1 Schools
No Child Left Behind
Mandatory Parent Notifications for Title I Schools
Student academic progress – Already Sent by District Office
·
Annual notification of the student performance on state annual examination
Program Improvement status of school/district – Not Applicable Yet
·
·
AYP identification for Year 1, 2, 3, 4, 5
Public school choice, supplemental educational tutoring services
Teacher and paraprofessional qualifications
·
·
At the request of the parent
Elements to be included in the notification:
1. Whether the teacher has met state qualifying and licensing criteria for the grade levels
and subject matter the teacher is teaching
2. Whether the teacher is under an emergency or other provisional status that is approved
by the state commission on teacher credentialing
3. The baccalaureate degree major of the teacher and any other graduate degree including
field of discipline of certification or degree
4. Whether the child is provided services by a paraprofessional and what qualifications the
paraprofessional possesses
4-week notification of non-compliant teacher – So Far We are 100% HQT
·
·
Parents are to be notified if their child’s teacher is non-compliant after four weeks
This requirement is to be monitored throughout the entire school year
ELL program participation
·
·
Inform parents of limited English speaking children on how they can become involved in
their children’s education.
Parents are to be notified if their child has been placed in a class for English language
instruction within 30 days of the school year and given the opportunity to opt their child out
of the class
Military release of information
·
Military recruiters have the same access to secondary school students as provided to
postsecondary institutions or to prospective employers. LEAs are also generally required to
provide students' names, addresses, and telephone listings to military recruiters, when
requested.
Parent Involvement Policy – Completed by District Office BUT YOU ALSO NEED ONE AT THE SITE
LEVEL
To be distributed annually to parents, staff and community is the district’s parent involvement policy.
The policy must be review annually for its effectiveness.
Top of Document
29
Sites are to develop site specific parent involvement policies with input from parents, staff and the
community. Additionally, the sites must distribute their policies to all parents of the school. The site
plan must specify that the school will do the following:
·
·
·
·
·
Convene an annual Title I meeting
Offer flexible meeting dates and times
Involve parents in planning, review and improvement of Title I programs
Provide timely information about its Title I programs addressing the curricula, student
achievement, respond to parent suggestions
Opportunity to allow parents to submit dissenting views to the LEA if they feel the
schoolwide program is not acceptable to them
Parent Notification of Teacher Education
As required by the “No Child Left Behind” Law, school sites must notify parent/guardians of the
following information. Please put this notice in your School Site Newsletter or your next parent
mailings.
Parents/guardians may request and the school will provide the requesting parents/guardians,
information regarding the professional qualifications of the student’s classroom teacher(s).
Please send a copy of the newsletter with this announcement to the Curriculum Office.
We will keep it on file for the auditors
Top of Document
30
Information Title 1 Parents Received:
What is a Title 1 School?
Our Title 1 schools are: Plymouth, Pioneer, Ione Elementary and Jackson
Elementary. Most educators, parents and community members have heard the term
Title 1 School. Being able to answer what is a title 1 school as established by the
U.S. Department of Education, however, is more difficult. Title 1 is the nation’s oldest
and largest federally funded program, according to the U.S. Department of Education.
Annually, it provides over $7 billion to school systems across the country for students
at risk of failure and living at or near poverty.
Originally, the idea of Title 1 was enacted in 1965 under the Elementary and
Secondary Education Act. This policy committed to closing the achievement gap
between low-income students and other student. The policy was rewritten in 1994 to
improve fundamental goals of helping at-risk students. With the implementation of No
Child Left Behind, schools must make adequate yearly progress on state testing and
focus on best teaching practices in order to continue receiving funds.
What is the Purpose of Title 1 Funding?
According to the U.S. Department of Education the purpose of Title 1 funding, “is to
ensure that all children have a fair, equal, and significant opportunity to obtain a high
quality education and reach, at minimum, proficiency on challenging state academic
achievement standards and state academic assessments.”
The basic principles of Title 1 state that schools with large concentrations of lowincome students will receive supplemental funds to assist in meeting student’s
educational goals. Low-income students are determined by the number of students
enrolled in the free and reduced lunch program. For an entire school to qualify for
Title 1 funds, at least 40% of students must enroll in the free and reduced lunch
program.
Top of Document
31
Amador County Unified School District Parent and School Compact
It is important that families and schools work together to help students achieve high academic standards.
IThrough a process that included teachers, families, students and community representatives, the following
are agreed-upon roles and responsibilities that we as partners will carry out to support student success in
school and in life.
STAFF PLEDGE
I agree to carry out the following responsibilities to the best of my ability:
s about student progress.
(30 minutes for grades 1–3, and 60 minutes for grades 4–6).
Participate in professional development opportunities that improve teaching and learning and support the
formation of partnerships with families and the community.
Actively participate in collaborative decision making and consistently work with families and my school
colleagues to make schools accessible and welcoming places for families and that help each student
achieve the school’s high academic standards.
STUDENT PLEDGE
I agree to carry out the following responsibilities to the best of my ability:
so that they can help me
to be successful in school.
FAMILY/PARENT PLEDGE
I agree to carry out the following responsibilities to the best of my ability:
–3, and
30 minutes for grades 4–6).
day, gets adequate sleep, regular
medical attention, and proper nutrition.
and/or attending parent-teacher conferences.
Student ___________________________________________
Teacher ___________________________________________
Parent/Guardian ____________________________________
Top of Document
32
AMADOR COUNTY UNIFIED SCHOOL DISTRICT
SCHOOL PARENT/COMMUNITY INVOLVEMENT
Parent Involvement Policy
The Amador County Unified School District (ACUSD) values authentic partnerships with parents and
families at home, in the schools and the community to improve academic achievement. The purpose of
this policy is to ensure that the ACUSD successfully connects with parents and families, that parents
are meaningfully consulted in planning, implementing and evaluating all aspects of ACUSD programs
and to comply with all parental involvement requirements under federal law, including Section 1118 of
the Elementary and Secondary Education Act (ESEA), and current No Child Left Behind (2001)
legislation.
I.Parent Advisory Committees
The ACUSD will ensure that all schools establish and maintain, as appropriate, functioning English
Learner Advisory Committees (ELAC) and School Site Councils (SSC) and will further ensure that a
ACUSD Parent Advisory Committee (DAC) and ACUSD English Learner Advisory Committee
(DELAC) are established and maintained at the ACUSD level. Both of these committees will have the
opportunity to provide input into school and ACUSD parent involvement policies and programs,
respectively. As it is the desire of the ACUSD to inform and engage parents as partners in the
education of their children, school sites will be encouraged to form other parent advisory committees
beyond those minimum groups in order to address programs, services or issues impacting significant
groups of students at the school (e.g., gifted and talented parent advisory committees).
Each School Site Council will select a representative to serve on the ACUSD Advisory Committee.
Each school site English Learner Advisory Committee will elect a representative to serve on the
ACUSD English Learner Advisory Committee.
The ACUSD Advisory Committee will be responsible for the implementation, review and evaluation of
the ACUSD’s Parent Involvement Policy. This policy is being established for the purpose of increasing
parent involvement in the Amador County Unified School District.
1California
Education Code Sections 48985, 52012, 52054, 52168, 52176, 52858.5, 54425, 62002.5,
64001; and 5 CCR Sections 11308, and 3932.
II.
ACUSD Activities to Involve Parents
1. The ACUSD will take the following actions to involve parents in the development, implementation
and evaluation of its ACUSD-wide parental involvement policy and ensure that parents provide
meaningful input into the development of its Consolidated Application (as required under section 1112
of ESEA):
At the beginning of each school year, the ACUSD will hold a meeting of all Title I parents to inform
them about the content and implementation of the ACUSD and Site Parental Involvement Policy, the
Title I programs and services, the ACUSD’s process to evaluate the Policy, and Title 1 programs and
services offered under the current Consolidated Application and LEA Plan. The ACUSD will send out
an invitation to all parents regarding the Title I meeting. Each school site will make every effort to be
represented by a minimum of five parents. The ACUSD will make a special outreach to parents of
English Learner students in a language they understand in accordance with Education Code Section
48985 in order to ensure that they understand the importance of the meeting and that they have the
opportunity to become involved in the education of their children and in the development of ACUSD
education programs.
The ACUSD will consult with the ACUSD Advisory Committee in the annual review, evaluation and
modification of the ACUSD’s Parent Involvement Policy. The ACUSD Advisory Committee will
Top of Document
33
establish an annual timeline for completing these tasks and the ACUSD will provide such information
and data as are needed for the committee to accomplish its responsibilities. The ACUSD will assist
these representatives in preparing an initial report of their findings and recommendations. These
findings and recommendations will be made publicly available for review and comment. The ACUSD
Advisory Committee will present the final report and revised policy to the ACUSD representative. The
ACUSD will submit the Title I Parent Involvement Policy for approval to the Board of Education.
Each year, the ELAC will have the opportunity to review and make recommendations to the School
Site Council on the Single Plan for Student Achievement. The SSC will also have the opportunity to
review and make recommendations to the on the Single Plan for Student Achievement (SPSA). At the
beginning of each year, each parent committee will establish its timeline for completing its review and
recommendations. The ELAC and SSC shall authorize a representative to certify through their
signature on the Single Plan for Student Achievement. If either committee’s representative elects not
to sign, they will have the opportunity to provide written comments. These comments will be attached
to the plan when submitted to the ACUSD’s Board of Education.
Each year, the DAC and DELAC will have the opportunity to review and make recommendations on
the ACUSD’s Consolidated Application.
2.
The ACUSD will take the following actions to involve parents in the process of program
improvement school process (ESEA, Section 1116).
Throughout the school year, the ACUSD will provide opportunities for parents at all school sites to
receive training regarding state academic and performance standards, state and local assessments
and how to monitor the academic progress of their children and school so that the parents will be
prepared to meaningfully assess the performance of their child(ren) and their school(s) and make
recommendations for improvement.
At the beginning of each school year, at each school site in the ACUSD, an annual Title I, meeting
regarding the academic assessments and results (including Academic Performance Index, Adequate
Yearly Progress data) will be held. The ACUSD and site staff members will also provide parents with
all mandated available data or assessment results regarding the school (e.g., CELDT data, classroombased data, retention data, reclassification data, CAHSEE and graduation rates, and any longitudinal
data available).
After the review of academic assessments, results and other data, the School Site Council, in
consultation with school and ACUSD staff, outside experts and the other school-site parent advisory
committees, will make recommendations for changes to the school plan to improve the academic
achievement of all children at the school.
As soon as they are available, the ACUSD will provide copies of the School Accountability Report
Cards (SARC) to the ACUSDwide Advisory Committee. The SARC will also be available to parents at
the school sites and on the ACUSD website.
3. Amador County Unified School District will provide opportunities for the following necessary
coordination, technical assistance, and other support to assist Title 1, Part A schools in planning and
implementing effective parental involvement activities to improve student academic achievement and
school performance:
A. support efforts to train parents (about Title I, test scores, etc.) by sponsoring or assisting
with workshops, speakers, etc. (All parent training shall be organized pursuant to the
requests of and consultation with the appropriate parent advisory committee(s).)
B. maintain efforts at all school sites to recruit, hire and retain bilingual staff.
C. help school sites use technology as a tool for information and involvement
D. D. promote parent participation in computer courses through CRC
E. provide training on use of the internet in order to access resources (e.g. school/ACUSD
websites, educational resources on the internet)
Top of Document
34
4. Amador County Unified School District will provide clear and comprehensive communications to
parents about basic, categorical and supplemental programs available from preschool through twelfth
grade with the goal of fostering a seamless transition and articulation from preschool to Kindergarten;
from fifth grade to middle school; and from middle to high school, high school to college.
5.
Amador County Unified School District will conduct an annual evaluation of the content and
effectiveness of this Parental Involvement Policy. The evaluation will include identifying barriers to
greater participation by parents in parental involvement activities (with particular attention to parents
who are economically disadvantaged, are disabled, have limited English proficiency, have limited
literacy, or are of any racial or ethnic minority background). We will use the findings of the evaluation
about its Parental Involvement Policy and activities to design strategies for more effective parental
involvement, and to revise, if necessary (per the recommendations of the Title I Parental Involvement
Policy Committee) its parental involvement policies. Specifically, the Educational Services Department
will take the following actions:
A. Gather data regarding the number and percentage of parent participation in the schools,
including numbers and percentages of parents: (1) attending parent conferences; (2) attending
back-to-school night; (3) attending open house; (4) visiting/volunteering in classrooms; (5)
attending educational/training conferences within and outside schools; and (6) participating in
parent leadership activities. The schools will work with the SSC and school site parent advisory
committees to gather and analyze this data at the school site level. The ACUSD administrators
will work with the DELAC and DAC to gather and analyze ACUSD level data.
B. Amador County Unified School District will update, in consultation with the ACUSD Advisory
Committee, our parent involvement survey. The Parent Involvement survey will be used to
gather and analyze information regarding school environment, parent involvement activities
and the Parent Involvement Policy.
III.
ACUSD Activities to Build Capacity for Strong Parental Involvement to Improve Student
Achievement
The ACUSD will build the schools’ and parents’ capacity for strong parental involvement in order to
ensure effective involvement of parents and support a partnership among the schools, through the
activities listed below:
1. ACUSD and school sites will provide assistance to parents of children served by the ACUSD or
school as appropriate, in understanding topics such as the following:
the state’s academic content standards,
the state’s student academic achievement standards (Accountability Progress
Report)
the local academic assessments including alternate assessments;
the requirements of Part A of Title I, ESEA
how to monitor their child’s progress, how to prepare their child for college
how to work with educators
The assistance provided by the ACUSD will include: workshops; informational meetings; parent
conferences; and other regular communications from the ACUSD and school.
Each year every school site must do at least this:
Supplementary services will be made available to eligible children at schools identified Title 1
Inform the parents why their children have been so identified and invite them to an annual
meeting
During the annual meeting, inform parents about the various parent involvement opportunities
including, SSC and ELAC, and the importance of these parent advisory groups
Describe the educational program options and services that eligible EL students and Special
Top of Document
35
Education students are entitled to receive
Describe the kind of support services the local school offers to students in the program
Notify the parents about program improvement when the school has been identified and
specifically explain the reasons why the school is in program improvement and how parents
can be involved in the development of any corrective plans or actions
Inform the parents about the survey that the Title 1 Advisory Committee will be sending home
during the school year and the importance of responding
1. Amador County Unified School District will, with the assistance of its schools and in consultation
with the ACUSD Advisory Committees, provide materials and training to help parents work with
their children to improve their academic achievement. The Amador County Unified School District
will organize workshops to help parents learn strategies to help their children with academic
achievement.
2. Amador County Unified School District will provide teachers, pupil services personnel, principals
and other staff, information on how to work effectively with parents as equal partners and in how to
implement and coordinate parent programs. Teachers will be provided with information and
assistance regarding how to effectively work with parents.
3. The Superintendent or his/her designee will, to the extent feasible and appropriate, coordinate
and integrate parental involvement programs and activities among preschool, elementary, middle
and high school programs, and conduct other activities that encourage and support parents in
more fully participating in the education of their children.
4. The DELAC will review the Master Plan for English Learners on an annual basis.
5. The ACUSD or school site, as relevant, will make every effort to provide translation or other
accommodations as requested.
6. 7. Attempts should be made to schedule parent meetings on dates, times and locations
convenient for parents.
7. All notices to parents are provided in compliance with state laws, including without limitation,
Government Code Section 54950, et seq. (the Brown Act), Education Code Section 35147 (the
Greene Act) and Education Code 48985, as applicable.
IV.
Accountability and Monitoring
Amador County Unified School District will be responsible for visiting each school site to provide
technical assistance and support to achieve compliance with the ACUSD Parent Involvement Policy.
The Educational Services Department must also review compliance at the ACUSD level with
mandates in this policy. Whenever any representatives from the California Department of Education
conduct a review of the ACUSD’s compliance with any categorical program requirements, the ACUSD
must keep the relevant parent advisory committees (at the ACUSD and school level for impacted
schools) informed as to the scope of the review and must endeavor to involve the relevant parent
advisory committees in every significant aspect of the review process.
V.
Adoption
This ACUSD Parental Involvement Policy has been developed jointly with, and agreed upon with,
parents of children participating in Title I, Part A programs, as evidenced by the following actions:
1. The ACUSD developed the policy in conjunction with the ACUSD Advisory Committee.
2. The draft Parental Involvement Policy was provided to the DELAC for their review.
3. In support of the implementation of the Parent Involvement Policy in alignment of Single Plans
for Student Achievement.
VI.
Parent Compact: Appendix A
A team of parents, teachers, and site and district staff developed the compact, teachers and
administrators developed the following School parent/community involvement plan. It describes the
responsibilities of the school and parents to improve student performance and the means in which to
do so. Please go to Appendix A, sign the Parent Compact and return it with your child to their teacher.
Top of Document
36
The teacher will sign it and return a copy back to you.
VII.
Code of Conduct for Students
School rules must be followed:
1.
2.
3.
4.
While on school grounds.
While going to and coming from school.
During lunch and recess times.
During or while going to or coming from a school sponsored activity.
Disciplinary action will be taken if a student’s behavior is disruptive to the instructional process or causes
a danger to persons or property, even though the offense is not defined in this Student Conduct Code
booklet.
Top of Document
37
Title 1 Money – A quick and dirty guide
Title 1 money can only be used on Title 1 students. Pioneer and Plymouth
Elementary Schools are the ONLY Schoolwide Programs.
If any technology, including computers, it/they can only touched by Title 1 students –
unless you are schoolwide. In other words, if computers or other equipment is used
for Title 1 students – Title 1 students are the only ones who can use the computers.
Expenditures Not Allowed Under Title 1
No Equipment – including copiers
Aides: If aides are paid out of Title 1 they can only serve Title 1 students.
Aides must know how they are paid and what percentage of funds come from
where. Auditors are now questions employees of their funding ratios and
duties
Title 1 Teachers: Only serving Title 1 students – Note: Oakland Unified was
called out of compliance for not serving ALL Title 1 students, so it appears that
the pendulum is swinging back…achievement is not the factor…economics
are the factor.
Construction or modernization
Expenditures which supplant existing programs
Allowed
Direct instruction and instructional aides for Title 1 students – only those who
are part of the free/reduced lunch program
Pull-out focused instruction and parent involvement
Push-in programs
Professional development for teachers to enable Title 1 students to meet
academic achievement standards and ensure that teachers meet the NCLB
requirements
Top of Document
38
Instruction
Top of Document
39
Principles of Effective Teaching
The principles of effective teaching encompass the ability to motive students; likewise, they
incorporate the essential elements of instruction put forth by Madeline Hunter four decades ago.
Teach to an Objective: Know what you are teaching, know the expected outcomes and make certain
that your expectations are explicitly clear to your students. You can’t learn if you have no idea what
you are supposed to be studying…neither can they. Break learning into teachable chunks of
information. Substitute the word “standard” for objective if it makes it easier for you, but know that
you will have to break certain standards into pieces. The California Content Standards often list two
to three objectives per standard. This can be confusing. Chunked learning = doable mastery.
Correct Level of Difficulty: Diagnose where students are in relation to what they need to learn and
then teach the grade level standards in incremental steps at that level. Chunked learning = doable
mastery. Do not lower your standards, but rather alter the difficulty of the material. Identify
sequential logical steps towards your learning objective. Determine where students are in relation
to where they need to be and use that as a starting point.
Monitor and Adjust: Elicit feedback from your students and adjust your lessons and teaching
accordingly. It is essential to constantly test and check students, both overtly and covertly, -- think
it, say it , do it -- in order to gauge progress towards objective mastery. Most of your students should
be with you most of the time. You need to constantly observe your students and alter your teaching
strategy or methods accordingly.
Motivation: Keep students engaged and focused on the lesson or task. Motivation involves feeling
tone, level of concern, student interest and connection, success, and knowledge of results.
Motivation is the plan students have to learn...it is their intent.
Active Participation: Engage students in what is being learned. Use overt and covert techniques to
keep students involved. To actively participate, students need to think, say and do more than sit and
listen.
Retention: Work towards the goal of student retention. Lessons need to be meaningful, teachers
need to model lessons and expectations and students need appropriate time to practice what they
need to know and do.
Guided Practice: Hands-on learning activities that are directly related to what is being modeled helps
students meet the identified performance expectations stated in the Objectives. Students must be
guided in activity and then demonstrate their proficiency or mastery as the teacher moves around
the classroom and assists all learners who still need help. If some students “get it” before others,
they can be used to help students who do not.
Transfer: Enable students to take what they learned and apply it in a generalized form. Students
need to be able to recognize when one lesson subject matter or skills are needed or applicable to a
new lesson or assignment.
Reinforcement: Increase learning behavior by fostering interaction between the learner and the
environment. Use positive responses to motivate correct responses and application.
Top of Document
40
Active Participation Review
Rational: What will I learn and why is it important
A 20% variation in achievement of individuals is accounted for by participation in the classroom
learning process; therefore, active participation by everyone – using overt and covert strategies (or
think it, say it, do it strategies) breaks up the pattern of “How come you called on me? I didn’t raise
my hand” and increases individual accountability.
Definition of Active Participation: The consistent mental involvement of the students with the
content being taught. In other words, students participate in every lesson while the teacher practices
strategies of think it, say it do it.
Parts/Components/Elements of the Skill
Generate overt behavior = observable =say it and do it behavior
Generate covert behavior = not observable = think it behavior
Most of the students = Simultaneously
Most of the time = Throughout the lesson
In sum, active participation…
Increases the speed of learning and achievement
Improves attention
Improves discipline and behavior
Increases memory and retention
-
When To Use Active Participation
Use overt behavior when observable results are needed
Use covert when students need more mental processing time.
An essential aspect of active participation is “wait time”. "Wait-time" as an instructional variable was
discovered by Mary Budd Rowe (1972). Rowe discovered that the periods of silence following teacher
questions and students' completed responses rarely lasted more than 1.5 seconds in most
classrooms; however, she discovered that when these periods of silence lasted at least 3 seconds,
both students’ and teachers’ attitudes and behaviors changed and more students were able to
produce accurate responses, fewer students had the “I don’t knows”, the number of student
volunteers with appropriate answers increased and the student achievement scores increased.
(Casteel and Stahl, 1973; Rowe 1972; Stahl 1990; Tobin 1987).
It is all about: think it, say it and do it.
Remember: “…when I hear I forget, when I see I remember, when I do – I learn.” It logically follows
that if students learn more by doing then students should do more, more often throughout lessons.
Top of Document
41
Teach to the Objective
Rational: What will I learn and why is it important.
Teachers must know where they are going before they can plan information, activities and questions
to help them get there. The concept is a simple one and the State has even provided content
standards, essentially lists of what students are supposed to learn by grade level, to ease the process.
Now, they are going one step farther…they are adopting Common Core Standards based on the
objectives of the Federal Government. They have given us what we are supposed to teach and it is
our collective job to teach our students.
We know what we have to teach in order for our students to be successful. Yet, even with this clear
roadmap, many teachers don’t consider the objective before they begin teaching rather they make a
general decision about content and then about activities. This is backwards. Objectives must be
clear – and then teachers must be ready to take alternative roads towards the mastery of said
objectives based on the information teachers receive as they monitor their students throughout each
lesson – monitor and adjust baby!
An instructional objective is a statement of specific content to be learned by the student and an
observable action to be demonstrated by the student that he or she has achieved the learning.
ELEMENTS OF MEASUREABLE INSTRUCTIONAL OBJECTIVES: A statement of specific content to be
learned by the student (what will the student learn). A verb that indicates an observable action by
the student.
RATIONALE: Why is the formation of measurable instructional objectives important?
Increases the likelihood that what is said and done by the teacher during a lesson will match
the desired outcome for the students.
Focuses on the students’ learning behavior.
Establishes a means for assessment.
Teaching to the Objective:
Increases the speed of learning
Increases student accountability because they are more confident about what they are
expected to learn
Reduces the amount of repeating and re-teaching needed
Increases attention and memory
Simplifies note taking
Top of Document
42
Highly Effective Teachers: Active Participation and Cognitive Engagement
Essential to student learning are well trained teachers – teachers who understand that each student
learns a bit differently but that every student needs to be actively engaged in the learning process.
Highly effective teachers are the single most important factor in generating student results and those
techniques can be learned.
Active participation and cognitive engagement are imperative for student success. Being mentally,
and even physically, involved in the learning process is far more stimulating for students and
generates far greater results than when students are not required to participate in instruction at a
rate of “most of the students” “most of the time”. Active participation and cognitive engagement
require students to be on at all times and constant mental involvement is necessary to ensure
optimum classroom learning.
Active participation and cognitive engagement are tools of all highly effective teachers…teachers who
inspire students…teachers who are able to generate learning…teachers who understand that every
student must be reached almost every minute of every lesson. Active participation requires a
constant back and forth between students and teachers. It does not result when students are
lectured to or talked at…that method of teaching works for very few students…but rather when
students are given the opportunity to reflect and think and process and act and interact…with the
teacher and with each other.
Generating active participation and cognitive engagement are not difficult concepts for teachers to
master…a few simple techniques added to one’s arsenal of lesson delivery and an understanding of
higher order thinking is really all it takes.
Higher order thinking occurs when students are required to reach into a topic or a concept. It is the
difference between asking “what did you think of the chapter we read from The Giver last night” and
“think about the chapter we read last night for homework, think about the world in which they
lived…with no color and no music and no memories. Think really hard…close your eyes and try to
picture our classroom without color…” Higher order thinking is generated when teachers are aware
of what is required of every question asked and every task generated. It is more than having
students learn facts…it is about a teacher who understands what students’ need to think about in
order to be actively involved.
The important thing to remember is that a teacher can’t ask for active participation or cognitive
engagement, but must require it through his or her words and actions. It must be planned, calculated
and executed with intent and purpose. The words used when asking questions have to affect the
level of concern students feel and make them all accountable. Questions that should be avoided
include:
“Who would like to…”
“Who can tell me…”
“May I please have a volunteer…”
Questions so phrased allow students to opt out and check out. In a student’s mind, it is easy to
say…not me, no think you, or someone else will answer. Questions should not be directed to
individuals, but beamed to the whole group. Predictably effective teachers deliberately raise and
lower the level of concern in their students and phrase questions so that attentiveness and
responsiveness is required by all.
Top of Document
43
“I want everyone to think about the operation required to solve problem six… 4 + N = 12 and
be prepared to share your answer with your partner.” Wait time…share.
“All of you look at question 1 and put up your right index finger when you’ve found it.” Wait
until all index fingers go up. “Everyone place that same index finger on the verb in that
sentence.”
Again, requiring active participation and cognitive engagement is imperative for student success. In
fact, according to a study by Bridgeland, Dilulio and Morison in 2006, the number one stated reason
students drop-out of high school is lack of classroom engagement and when asked about the type of
teaching these students reportedly desired, the type that would keep them in school, they described
hand-on, active participation methods. Study after study, as well as high school reform initiatives,
cite student engagement as a key factor in students staying in school and being successful while they
are there.
So, what is the greatest way to make a difference in schools? What is the fastest road to student
success? Through highly effective teachers who like students and who understand that active
participation and cognitive engagement are essential for student success and who are willing to
change it up in the classroom and engage most of their students most of the time.
Top of Document
44
William’s Complaints
Notice to Parents, Guardians, Pupils, and Teachers Complaint Rights
Please refer questions to the
Office of Curriculum and Instruction 209-257-5334
Parents, Guardians, Pupils, and Teachers:
Pursuant to California Education Code Section 35186, you are hereby notified that:
1.
There should be sufficient textbooks and instructional materials. That means each pupil,
including English learners, must have a textbook or instructional materials, or both, to use in
class and to take home.
2.
School facilities must be clean, safe, and maintained in good repair. A condition that poses
an urgent or emergency threat to the health or safety of students or staff, including: gas leaks,
nonfunctioning heating, ventilation, fire sprinklers or air-conditioning systems, electrical power
failure, major sewer line stoppage, major pest or vermin infestation, broken windows or
exterior doors or gates that will not lock and that pose a security risk, abatement of hazardous
materials previously undiscovered that pose an immediate threat to pupils or staff, structural
damage creating a hazardous or uninhabitable condition, and any other emergency conditions
the school district determines appropriate.
3.
There should be no teacher vacancies or misassignments. There should be a teacher
assigned to each class and not a series of substitutes or other temporary teachers. The
teacher should have the proper credential to teach the class, including the certification
required to teach English learners if present.
Teacher vacancy means a position to which a single designated certificated employee has not
been assigned at the beginning of the year for an entire year or, if the position is for a onesemester course, a position to which a single designated certificated employee has not been
assigned at the beginning of a semester for an entire semester.
Misassignment means the placement of a certificated employee in a teaching or services position
for which the employee does not hold a legally recognized certificate or credential or the
placement of a certificated employee in a teaching or services position that the employee is not
otherwise authorized by statute to hold.
4. Pupils, including English Learners, who have not passed one or both parts of the exit
examination by the end of grade 12 are to be provided the opportunity to receive intensive
instruction and services for up to two consecutive academic years after the completion of
grade 12.
5. A complaint form may be obtained at the school office, district office, or downloaded from the
school’s Web site at www.amadorcoe.org. You may also download a copy of the California
Department of Education complaint form from the following Web site:
http://www.cde.ca.gov/re/cp/uc/.
File Williams’ Complaints with:
The Assistant Superintendent of Curriculum and Instruction
217 Rex Avenue, Jackson, CA 95642
Top of Document
45
For Education Code Section 35186 Complaints
Education Code Section 35186 created a procedure for the filing of complaints concerning
deficiencies related to instructional materials, conditions of facilities that are not maintained in a
clean or safe manner or in good repair, and teacher vacancy or misassignment. The complaint and
response are public documents as provided by statute. Complaints may be filed anonymously.
However, if you wish to receive a response to your complaint, you must provide the following
contact information.
Response requested: Yes No
Name: __________________________ Address: _____________________________________
Phone Number: Day: ________________________ Evening: __________________________
Issue of complaint (please check all that apply):
1. Textbooks and Instructional Materials
A pupil, including an English learner, does not have standards-aligned textbooks or instructional
materials or state-adopted or district-adopted textbooks or other required instructional materials
to use in class.
A pupil does not have access to textbooks or instructional materials to use at home or after
school.
Textbooks or instructional materials are in poor or unusable condition, have missing pages, or
are unreadable due to damage.
A pupil was provided photocopied sheets from only a portion of a textbook or instructional
materials to address a shortage of textbooks or instructional materials.
2. Facility Conditions
A condition poses an urgent or emergency threat to the health or safety of students or staff,
including: gas leaks, nonfunctioning heating, ventilation, fire sprinklers or air-conditioning
systems, electrical power failure, major sewer line stoppage, major pest or vermin infestation,
broken windows or exterior doors or gates that will not lock and that pose a security risk,
abatement of hazardous materials previously undiscovered that pose an immediate threat to
pupils or staff, structural damage creating a hazardous or uninhabitable condition, and any other
emergency conditions the school district determines appropriate.
3. Teacher Vacancy or Misassignment
Teacher vacancy - A semester begins and a teacher vacancy exists. (A teacher vacancy is a position to which a
single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if
the position is for a one-semester course, a position to which a single designated certificated employee has not been
assigned at the beginning of a semester for an entire semester.)
Teacher misassignment - A teacher who lacks credentials or training to teach English learners is assigned to
teach a class with more than 20 percent English learner pupils in the class.
Teacher misassignment - A teacher is assigned to teach a class for which the teacher lacks
subject matter competency.
Date of Problem:________________________________________________________________
Location of Problem (School Name, Address, and Room Number or Location):________________
______________________________________________________________________________
Course or Grade Level and Teacher Name: __________________________________________
Please describe the issue of your complaint in detail. You may attach additional pages if necessary
to fully describe the situation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Please file this with your site principal or the Assistant Superintendent of Curriculum and
Instruction.
Top of Document
46
