LePera School Arizona School Improvement Plan
List of Schools with Similar Demographics
1. Wilson Primary School
415 N. 30th St.
Phoenix, AZ 85008
Phone: (602) 683-2500
Wilson Primary uses the SRA Direct Instruction. The school demographics are
similar to LePera School with 75% Limited English Proficient, 97% disadvantaged,
and a 69% mobility rate. The Grade 3 scores went from the 17th percentile to the
50th percentile in the spring of 2000 on the SAT/9 and in 2000 had no children in the
FFB category on the AIMS and 75% in MEETS or EXCEEDS.
2. Desert Mesa Elementary School
2350 S Avenue
Yuma. AZ 85365
Desert Mesa Elementary School uses the SRA Direct Instruction. The school
demographics are similar to LePera School with 78% Limited English Proficient.
The MAP results had 77% of students making expected progress in reading. Their
reading scores in 2002 were at 74%, up from 60% in 2000.
3. City Springs Elementary School
100 S. Carolina St.
Baltimore, MD 21231
Phone: (410) 396-9165
City Springs Elementary is a school that serves a largely disadvantaged community
where all students receive Title I services and 92% of its students are in the free or
reduced lunch program not unlike LePera. City Springs’ scores in 1994 had not one
student in Grade 5 who had scored “satisfactory of above” whereas in 2000, 32.7%
had according to the School Performance Index.
Parent, Family, and Community Involvement Policy
We, the principal and staff of Le Pera Elementary School, believe that a child’s education
is a responsibility shared by the school and the family during the entire period the child
spends in our school. To support the goal of the school district to educate all students
effectively, the schools and parents must work as knowledgeable partners. Our Family
Literacy Program follows the researched based Six National Standards for Parent/Family
Involvement Programs by the National Parent Teacher Association. These are based on a
comprehensive survey of the research by Anne Henderson and Nancy Berla: The
Evidence Grows (1981); The Evidence Continues to Grow (1987); and A New Generation
of Evidence: The Family Is Critical to Student Achievement (1995). Citing more than 85
studies, these publications document the profound and comprehensive benefits for
students, families, and schools, when parents and family members become participants in
their children’s education and their lives. This means involving parents in a variety of roles
including, but not limited to, the following components of successful parent involvement
• Communication between home and school is regular, two-way, and
• Responsible parenting is promoted and supported.
• Parents play an integral role in assisting student learning.
• Parents are welcome in the school, and their support and assistance is
• Parents are full partners in the decisions that affect children and families.
• Community resources are made available to strengthen school programs,
family practices, and student learning.
LEPERA ELEMENTARY SCHOOL
Any person who is interested in helping this may sign in lieu of the parent. I want my child to
achieve. Therefore, I will encourage him/her by doing the following:
_______See that my child is punctual and attends school regularly.
_______Support the school in its efforts to maintain proper discipline.
_______Establish a time for homework and review it regularly.
_______Provide a quiet well lighted place for study.
_______Encourage my child’s efforts and be available for questions.
_______Stay aware of what my child is learning.
_______Provide a library card for my child.
_______Read with my child and let my child read to me.
It is important that I work to best of my ability. Therefore, I shall strive to do the following:
• Attend school regularly
• Come to school each day with pens, pencils, paper, and other necessary tools for learning.
• Complete and return homework assignments.
• Observe regular study hours.
• Conform to rules of student conduct.
It is important that students achieve. Therefore, I shall strive to do the following:
• Provide homework assignments for students.
• Provide necessary assistance to parents so that they can help with the assignments.
• Use special activities in the classroom to make learning enjoyable.
I support this form of parent involvement. Therefore, I shall strive to do the following:
• Provide an environment that allows for positive communication between the teacher, parent and student.
• Encourage teachers to regularly provide homework assignments that will reinforce classroom instruction.
PACTO ESCOLAR / ALUMNO / PADRE
ACUERDO DEL PADRE/GUARDIAN
Cualquier persona que este interesada en ayudar puede firmar con el permiso de los padres. Quiero
que mi hijo sobresalga, por eso mismo yo le animare por medio de lo siguiente:
_______Mirar que mi hijo (a) este puntual y asista regularmente a la escuela.
_______Apoyar a la escuela y su esfuerzo de mantener una disciplina apropiada.
_______Establecer cierto tiempo para la tarea y revisarla regularmente.
_______Proveer un lugar acogedor para el estudio.
_______Animar los esfuerzos de mi hijo (a) y estar disponible parar preguntas.
_______Estar al pendiente de lo que mi hijo (a) esta aprendiendo.
_______Proveer una tarjeta de librería para mi hijo (a).
_______Leer con mi hijo y dejar que él / ella me lea a mi.
ACUERDO DEL ALUMNO
Es importante que yo trabaje lo mejor de mis habilidades. Por lo mismo, yo me esforzaré para
hacer lo siguiente:
• Asistir a la escuela regularmente.
• Venir todos los días a la escuela con lapiceras, lápices, papel, y cualquier otra cosa para aprender.
• Completar y regresar las tareas asignadas.
• Observar horas regulares de estudio.
• Estar conforme con las reglas de la conducta del alumno.
ACUERDO DEL MAESTRO (A)
Es muy importante que los alumnos sobresalgan. Por lo mismo, yo me esforzaré para hacer lo
• Proveer con tarea escolar para los alumnos.
• Proveer a los padres con asistencia necesaria para que ellos puedan ayudar con la tarea escolar.
• Usar actividades especiales en el salón para lograr un aprendizaje agradable.
ACUERDO DEL PRINCIPAL
Apoyo esta forma de envolvimiento de padres. Por lo mismo, yo me esforzaré para hacer lo
• Proveer un ambiente que permita la comunicación positiva entre el maestro, padre y alumno
• Animar a los maestros para que regularmente den tareas escolares que refuercen las instrucciones del
salón de clase.
LE PERA SCHOOL IMPROVEMENT NEWS
Volume 1, Issue 1…………………………………………………………………………………………...October 2002
SCHOOL IMPROVEMENT EFFORTS PLANNED
Parents and community members:
Arizona’s schools have recently been choose independent Supplemental
designated with one of four Service providers from a state
achievement labels. From high to low, approved list and the district will pay
the labels are as follows: 1.) Excelling; such costs as are permitted by Title I.
2.) Improving; 3.) Maintaining; and 4.) The faculty and staff of Le Pera
Underperforming. Le Pera School Elementary see the improvement
received a Maintaining designation. process as a challenge and an
Under normal circumstances, Le Pera opportunity to provide the best
would not have to develop a School education available to our children.
Improvement Plan. However, since Our improvement process has already
Le Pera receives Title I funding, our begun with assistance from Charlotte
school is expected to show that our Wing, a state approved “external
students are able to meet the Arizona facilitator”. The Arizona Department
Academic Standards. Le Pera of Education requires Le Pera to
Elementary scores have been below develop a School Improvement Plan
the acceptable standards in the past by January 15, 2003. We need your
and our school was already in School input to help us better serve our
Improvement Status for Title I when students.
the Arizona labels came out. Because We encourage you to be a part of
schools must show progress for two the following event:
years in a row, Le Pera will remain in Parent School Improvement Night.
School Improvement for the current October 23rd
school year. 6-8 p.m.
Because Le Pera is in School Le Pera School Cafeteria
Improvement, we are required to Free Spaghetti Dinner!
inform parents of the following Parents will be separated in small
information: 1.) Eligible students may groups (7-10 people) for a Question
transfer to another school in the and Answer Breakout Session.
district, subject to available space. Parents will have a choice of attending
Transfers may be requested using a Breakout Session in Spanish or
Open Enrollment application forms; English.
and 2.) Parker Unified School District We hope that you will join us in our
will provide supplemental educational efforts to improve our school and help
services to eligible students. These our students meet the Arizona
services will include after school Academic Standards so that No Child
tutoring, intersession activities, and Is Left Behind.
summer school. Parents may also
January 5, 2003
Parker Unified School District 27
1608 Laguna Avenue
Parker, AZ 85344
Attn: Lori Bachmann
I am pleased that the Parker Unified School District 27 is considering the adoption and
implementation of the SRA Corrective Reading Direct Instruction Program. Our objective is
to provide teachers with professional development that focuses on how to teach these
programs to students, how to assess students’ ongoing achievements in the programs, and
how to evaluate the effectiveness of classroom instruction of the programs.
Upon adoption of the Corrective Reading program, SRA recommends and proposes the following
Year 1 Staff Development Activities:
Placement Testing Inservice – About 2 Hours – This training is designed for staff involved in the
placement testing of students. This training would include the management, implementation,
scoring, and placement into the program, and provide hands-on practice for staff members to
ensure consistency in this assessment.
Implementation Inservice – 1 Full Day–We would provide initial training for all staff involved in
the program. Participants would receive specific training that emphasizes program philosophy and
addresses implementation issues, such as structure and organization, pacing, assessment, meeting
individual student needs, and evaluating the instructional process of the program.
Follow-up Inservice – 1 Full Day – This follow-up training is provided after the staff has been
instructing the program about 8-10 weeks. Participants would discuss questions and concerns
about the program, pacing, and classroom management and review specific teaching strategies.
Year 2 Staff Development Activities:
New Teacher Training – 1 Full Day – This one-day initial training would be provided for new
teachers or teachers new to teaching each of the Direct Instruction Programs.
Please let me know if you have any questions regarding this staff development proposal.
Cathy A. Sadler, SRA Arizona Representative