Extended Learning Programs Chinle Unified School District

Extended Learning Programs Agenda October 1st, 2008 I. Extended Learning -- Putting the Pieces Together II. Goals/Objectives/Reqirements III. Budget IV. Program Enhancements Breakfast club Partnerships V. Reports Monthly Enrollment Quarterly Mid-year Final Narrative VII. Adjournment – Next Meeting – November 05, 2008

21st Century JOM Title $ Sch Imp

Extended Learning 21st Century JOM Title $ Sch Imp Activities by other $$

Goals All students will reach high standards in Math by 2013-2014. All students will reach high standards in Reading by 2013-2014. All students will reach high standards in Writing by 2013-2014. All limited English Language Learner students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. Parents and family members will be provided with evening and summer programs that will address their identified needs and fill existing gaps in programs and services.

Objectives Chinle High School 1.1 By May of 2005, and for each of the project, 30% or more of the ninth grade students regular attendees will increase their scores in Total Math as measured by state assessment by a minimum of four percentile points in each subject area when comparing their scores to the previous academic year. 1.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona standards in Mathematics according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%.

2.1 By May of 2005, and for each year of the project, 30% or more of the Ninth grade student regular attendees will increase their scores in Total Reading as measured by the state assessment by a minimum of four percntile points in each subject area when comparing their scores to the previous academic year. 2.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and /or meets/exceed the Arizona Standards in Reading according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%.

Total Language Skills ELL 3.1 By May of 2005, and for each year of the project, 30% or more of the Ninth grade student regular attendees will increase their scores in Total Language as measured by the state assessment by a minimum of four percentile points in each subject area when comparing their scores to the previous academic year. 3.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and /or meets/exceed the Arizona Standards in Writing according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%. 4.1 By May of 2005 and for each year of the project, the percentage of regular ELL student attendees showing increased proficiency in English will increase by 20% ELL

5. 1. By May of 2005, and for each year of the project, 175 or more 5.1 By May of 2005, and for each year of the project, 175 or more parents and family members will attend classes that will improve their literacy, parenting and technology skills as measured by class attendance records. 5.2 By May of 2005 and each year of the project, participating parents and family members will report enhanced employability opportunities and lifestyles, as measured by annual opinion surveys.

Objectives CES, CJHS, TPS and MFES 1.1 By May of 2005, and for each year of the project, regular attendees will increase their scores in Total Math as measured by the state assessment by an average of five percentile points in each subject area when comparing their scores to the pervious academic year. 1.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona Standards in Mathematics according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007: and ensuing years: 75%.

2.1 By May of 2005, and for each year of the project regular attendees will increase their scores in Total Reading as measured by the state assessment by an average of five percentile points in each subject area when comparing their scores to the previous academic year. 2.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona Standards in Reading according to the following schedule: May 2005: 30%; May 2006: 50%; May 2007 and ensuing years: 75%.

Total Language Skills ELL 3.1 By May of 2005, and for each year of the project regular attendees will increase their scores in Total Language as measured by the state assessment by an average of five percentile points in each subject area when comparing their scores to the previous academic year. 3.2 By May of 2005, and for each year of the project, students who regularly attend will improve their achievement as evidenced by moving from falls far below to approaching and/or meets/exceeds the Arizona Standards in Writing according to the following schedule: May 2005: 305; May 2006: 50%; May 2007 and ensuing years: 75%. 4.1 By May of 2005 and for each year of the project, the percentage of regular ELL student attendees showing increased proficiency in English will increase by 20% ELL

5.1 By May of 2005 and for each year of the project, 175 or more parents and family members will attend classes that will improve their literacy, parenting and technology skills as measured by class attendance records. 5.2 By May of 2005 and for each year of the project, participating parents and family members will report enhanced employability opportunities and lifestyles, as measured by annual opinion surveys.

Language Math Reading Parenting Writing ELL Test Scores

Additional Allowable Components Fitness Culture

Requirements Funding is based on REGULAR ATTENDEES Students who attend 30 times or more in the year Includes previous year summer school Maintain accurate data and submit reports Participate in monitoring visits

Don't Forget '08 Summer School Regular Attendees Students who participate in Extended Learning activities 30 times or more in a year 21st Century Programs JOM Programs Title Extended Learning Activities School Improvement Tutoring Student Activities Athletics Aquatic Center Number of Students  CHS – 375 students  All other sites – 250 students Goal by December to Recover Funds:  CHS – 188 students  All other sites – 125 students Don't Forget '08 Summer School

Reports/Data The following reports must be submitted regardless of the funding sources of your Extended Learning Programs Enrollment Reports Monthly Previous month DUE at each monthly meeting Mid Year ADE Report DUE December 12 Final Report ADE DUE May 22 Narrative Reports Quarterly and Annually DUE November 12, March 4, June 15

Monitoring Visits Monitoring visits will be conducted throughout the year. Currently scheduled (more to come): November 12 All sites will be called for interview style monitoring on the narrative portion of the report (during regular school day) CHS & CES will be visited in person November 13 Tsaile will be visited in person March 4/5

Program Enhancements Breakfast Club: Have short informational sessions with the students who attend breakfast – nutrition/fitness/testing strategies/study skills Partnerships with existing Extended Learning Activities Athletics, student clubs/organization, tutoring sessions

How do we help our students to meet these goals and objectives? The programs that you have lined up at your site, are they following these goals and objectives? What are some of the programs that you know of that will support the goals of the grants?

Clay Roberts External Assets a. Family Support a. Creative Activities b. Caring School Climate c. Parent Involvement In Schooling Empowerment a. Community Values Youth b. Services to Others c. Safety Boundaries and Expectations a. Family boundaries b. School boundaries c. Neighborhood boundaries d. Adult role models Constructive use of time a. Creative Activities b. Youth Programs c. Religious community d. Time at home Internal Assets Commitment to Learning a. Achievement Motivation b. Homework c. bonding to School d. Reading for pleasure Positive Values a. Caring b. Equality and social justice c. Integrity d. Honesty e. Responsibility Social Competencies a. Planning and decision b. Interpersonal and competence c. Cultural competence Positive Identity a. Personal power b. Self-esteem c. Sense of purpose d. Positive view of personal future