Date of Last Review/Update

  4/05

 Date Last Discussed with Staff

5/05

Emergency Procedures

These emergency safety procedures are available on the web site. It is recommended that you give a copy of these procedures to those you have designated as emergency contacts on your child's emergency card.

Disaster Preparedness
Central School utilizes a Disaster Plan to provide a safe environment for your children. Our "yellow cards" provide us with the necessary information. We will not release your child to anyone whose name is not on the card. KEEP THE INFORMATION CURRENT.

In case of a disaster, all children will either "duck and cover" and then evacuate the building, or evacuate immediately, depending on the crisis. Each teacher will stay with his/her class until all parents or designees pick up the children. If safe, we will return to the building to wait inside, otherwise we will remain outside.

No student will be dismissed from school unless a parent (or individual previously designated by a parent) comes for him/her.

No student will be allowed to leave with another person, even a relative or baby-sitter, unless that particular person is listed on the student's emergency form in our files. If your child's emergency card is not up to date, please give us the correct information.
We do ask for your help in the following areas:

1. Please DO NOT CALL THE SCHOOL. We must have the lines open for emergency calls.
2. As soon a possible, come to school to pickup your child and any other children for whom you are the emergency card designee.
3. Park on the streets. Leave the driveway and parking areas clear for emergency vehicles.
4. If, at the direction of public officials (fire, police, etc.), the children have been relocated to another site for safety, announcement will be made on Bay radio stations and TV stations. A Public Information line will also be maintained at the District Office, 637-4800, and the PTA will initiate a telephone tree.
5. Be sure you have told your student to follow the directions of school personnel.
6. If there were a need to evacuate, students would be on the field behind the school.

For your information, we have a complete Emergency Response Plan available in our office. You are welcome to come in and review it at anytime.

Central School 's parent / staff Emergency Committee continually work toward improving student safety. In the past few years a "Kid's Preparedness Kit" concept was developed as a way for parents to participate in preparing our students in the event of a natural disaster or emergency during school hours. All students bring a completed Emergency Release card, along with specific snacks, which are stored by class in the emergency shed. The goal is to provide comfort and sustenance for students in time of an emergency. At the end of each year, the school enjoys the snacks at a Disaster-Free picnic. The committee has also inventoried all items needed in case of an emergency and purchased those items lacking. An Emergency Preparedness flip chart for each classroom was developed for teachers to refer to in case of an emergency. Each classroom also has a First Aid kit, which is used by the teacher in case of an emergency. The committee has recently reviewed and edited Central's Disaster Preparedness Plan. The Emergency committee is an integral part of Central's ongoing efforts towards excellence in student safety and preparedness.

Students at Central are positive, enthusiastic learners. The desire and love of learning are hallmarks for the children who attend school here. Parent and community volunteers help us to be assured that no child has an unanswered question or need.

The school promotes a “Culture of Courtesy” by establishing an environment that encourages courtesy, respect and responsibility. The Magic Words, (i.e. please, thank you, may I, excuse me, you’re welcome) are posted throughout the school. Each week one of the magic words is emphasized. It is introduced at Monday Morning Meeting, a meeting of the student body at the beginning of each week. In addition to introducing the Word for the Week students are honored for acts of responsibility and kindness at Monday Morning Meeting, as well as acknowledged for their birthdays and special accomplishments.

Objectives and activities are planned in grade level meetings by the faculty, who work well together to assure the success of all students. The collegiality and the richness gained from shared thought and planning are important factors enriching the learning environment.

Classroom teachers work with a variety of specialists such as Reading , Music, and Science teachers to expand the work of classroom teachers in benefiting every student. A variety of programs are available to children with special needs such as RSP, School Psychologist, Speech and Language, GATE, and ELL. These programs assure us that all children achieve at their highest levels.

Technology became an important part of the school since our work with Challenge 2000 grant. Project based learning through multimedia presentations enhance learning activities for children. The use of computers in both the lab and classroom enable students to word process, draw, and seek information.

Age of Buildings: This school has 18 classrooms, a music room, a library, a multipurpose room, and administrative offices (in 2004-2005). The main buildings were constructed in 1964, and modernized in 2004. Two portable classrooms were installed on the campus in 1998.

Cleaning Standards:The District has adopted cleaning standards for each school, and a copy of these is available in the principal’s office. The principal works daily with the custodial staff to develop and implement cleaning practices that ensure a clean and safe school campus.

Maintenance and Repair:District maintenance staff, assisted as necessary by outside contractors, keep the school in good repair. Work orders are completed in a timely manner, and tracked on a computerized system of record keeping, which also allows priority to be assigned to emergency repairs.

Complaints and Reports of Conditions Requiring Remedy:Each classroom contains a notice regarding the availability of complaint or report of unsafe condition forms, which can be found in the principal’s office. The District uses the Uniform Complaint Process (per Board Policy) in responding to all filed complaints.

Of the 18 classrooms at Central, 14 are used for regular instruction. The other classrooms are used for a 4/5 Science lab, the Reading Specialist classroom, and space for individualized tutoring and instruction. The Computer Lab has 22 computers networked to two printers, a Smart Board and a projector. An additional projector is available for use in classrooms. The library has 2 card catalogue computers and 2 librarian computers. There are teacher computer stations with printers in every room. The classroom computers are connected to TV monitors so that lessons can be projected from the computer to TV screen. Classrooms also have between 2 and 5 computers in them, in addition to the teacher’s computer, all of which are connected to the Internet. Every staff member has received mandated technology training. All classrooms have telephones. Each staff member has email and voice mailbox.

During 2004, four restroom facilities at Central have been completely renovated. We have also installed ADA (American Disabilities Act) equipment and accommodations to become completely handicap compliant.

Formal evaluations are done at least once each year for new probationary staff and every other year for permanent staff. Formal evaluations include an initial conference with the administrator, observations of the teacher in the classroom, and a final evaluation conference.  Progress towards meeting California Standards for the Teaching Profession is monitored by both the teacher and the principal. This year Central is piloting a new teacher evaluation instrument aligned with the California Standards.

All substitutes used by Central School have passed a qualifying examination administered by the State of California . When a teacher is absent from class, a qualified substitute teacher teaches the class. If a substitute is not available, the class is taught by a credentialed district administrator or a teacher without a regular class assignment. Last year, teachers averaged about 1.7 days of absence per month. This included illness, in-service training, and other leaves.

 Title

   FTE  

 Librarian (Media Tech.)

 .625

 Psychologist

 .4

 Speech/Language/Hearing Specialist

 .75

 Resource Specialist (non-teaching)

 1.0

 Inclusion aide and Paraprofessionals

6

We’ve designed Central’s core curriculum to be inclusive, sequential and aligned with District/State standards – all while challenging our students to think critically.  We provide standards-based curriculum and materials to all students in all subject areas.  We are pleased to watch our curriculum be validated by ongoing students’ progress as evidenced in the improvement each year in STAR testing scores.

Central’s teachers and support staff work together to provide a rigorous and engaging program aligned to California State Standards, particularly in the school’s two areas of curricular focus: math and ELA.  We adopted our new math program in 2002, after intensive research by the district-wide curriculum committee, consisting of teachers, parents and administrators.  We selected Everyday Mathematics, a research-based, spiraling balanced program because of its rigor and focus on critical thinking skills. 

In 2003 the District used the same process to adopt a new ELA program, Houghton Mifflin: Reading.  This program aligns with state standards and integrates history/social science and science for each grade level.

This year, our staff targeted writing as a school focus, thanks to STAR data and local assessments.  We searched for a model school with an exemplary writing program and found one in Danville, CA.  Based on their great success record with the new ELA adoption, we sent a team of our principal, staff and SSC to visit the school.  We witnessed firsthand that improving student writing has the greatest impact on all areas of ELA.  Soon after this visit, Central and our district decided to use 6 Traits Writing as a springboard to better writing.

In science, Central has implemented the district-adopted Full Option Science Systems (FOSS) method.  Our teachers use the hands-on, inquiry based method of teaching science encouraging students to learn through experimentation.  Houghton Mifflin Discovery Works textbooks supplement our science curriculum.

Central’s PE program is designed to make fitness fun in noncompetitive ways.  In 2003, teachers focused on improving PE by adopting Sparks (Sports, Play and Active Recreation for Kids) for all grades.  Sparks was added to Central’s award-winning Boot Camp, a twice weekly morning exercise program for grades 3-5 that prepares students for the 5th grade Presidential Physical Fitness test.  PE combines with our community outreach through two programs with NDNU (Notre Dame de Namur University).  Central’s 4th and 5th graders partner with NDNU Men’s Varsity Lacrosse Team for six weeks, learning the elements of lacrosse, as well as good sportsmanship with their terrific college role models.  We began a parallel program in January  with NDNU Women’s Varsity Volleyball Team!  At Central, our fifth graders attend Outdoor Ed, a rigorous yet re-energizing mind-body week long camp experience of hiking and communing with nature.

Outside of the normal classroom, all students participate in field trips, which extend core curriculum to real world experiences.  Central also has after school classes in chess, Spanish and science to further bolster regular academic programs.

Thanks to our school community belief in the arts, our PTA-sponsored Art in Action (AiA) has allowed students to blossom through art activities that support our vision of “educating the whole child.”  AiA is a standards-based art program promoting and giving multi-cultural expressions of art taught by trained parent/docents to grades 2-5. 

Music for Minors (MFM) provides standards-aligned music enrichment in grades K-3.  Third graders learn to play recorders and perform at a spring concert.  Grades 4 and 5 also participate in band and chorus and perform at site assemblies.

Instruction and Support for Special Needs

"Pull-out" programs for students with specialized needs have been scheduled in order to provide an in-depth program for all students. Support for special needs of students begins with Student Study Teams who, meeting regularly, develop strategies to help students become more successful in school.

The Student Study Team (SST) is a group of concerned experts working collaboratively with parents to support students who are showing initial signs of difficulties at school.  Through SST, the student’s strengths and needs are identified by reviewing assessment data, work samples, attendance data, developmental and health history, and current intervention approaches.  The entire team develops new interventions that may be as simple as a classroom accommodation, or as intensive as a referral to special education, but most importantly, are particular to that student’s needs.  For example, SST might recommend that a student with social or emotional difficulties participate in a facilitated playgroup at lunchtime.  All team members receive printed summaries of each meeting to serve as an action plan to ensure accountability.  We schedule follow-up meetings to monitor student progress.

Students identified as non-proficient, because they struggle with concepts and/or content, or perform one+ grade levels below standard on class work and testing, receive classroom modification strategies and/or other support services to help them succeed, including:

• Friends of Central program: (grades 3-5) curriculum-specific one to one tutoring.
• Reading Specialist: (grades 1-3) small groups focused on building ELA skills.
• Some classroom teachers offer before and after school individual student assistance.
• Homework Club (grades 2-5): homework assistance and one to one and small group instruction in ELA and math. Held twice weekly and led by a Teacher/Director.
• Teachers confer with on-site after school day care to offer strategies to help students.
• The district’s four-week summer school remedial program focuses on students at risk.

Staff development activities are determined through a process, which begins with the staff identifying needs that are related to the goals identified in the School Improvement Plan. District-wide needs identified through the "Futures" planning process are also incorporated into the plans for staff development. The calendar and topics for staff development conducted on non-student days are identified in the School Improvement Plan each year. Central School 's teachers participate in two days of staff development before the students return to school. An additional staff development day was conducted during the school year.

Central’s staff passionately believes the best professional development occurs when teachers have an opportunity to reflect and set goals for their teaching.  Our district uses a teacher evaluation program designed by teachers, which incorporates the California Standards for the Teaching Profession (CSTP).  Teachers use the CSTP to both self-assess their areas of strength and of growth and to collaborate with their colleagues in setting goals. The principal uses CSTP during observations and in the summative evaluation.

• Regular Education
• Class Size Reduction
• Guidance
• Music
• Summer School
• Community Day School
• Governor's Performance Awards
• API donations
• Outdoor Education
• School Force
• After School Sports
• Homework Centers
• Local Grants
   

Special Education

• Psychologists
• County Sp Ed
• Speech
• SP Ed IDEA
• RSP, SDC & NPS
• Home to School Transportation

• Teachers
• Classified Staff
• Benefits
• Books & Supplies
• Services
• Equipment
• Health Services
• Food Services
• Title I
• Drug
• Teacher Quality
• Title II
• Title III
• Title III not LEA
• Title V
• Dist Block Grant
• ELLP
• National Board Certified Teachers

• Classroom Library
• Public School Library
• Lottery Prop 20
• Tolerance Ed
• School Safety
• Tobacco Use Preventions Education
• Arts Ed Partnership
• EIA
• Ed. Tech
• GATE
• Instructional Materials
• IMFRP
• Standards Based
• Instructional Mat/Staff Buyout
• Miller Unruh
• Oracle Grant
• ACSD Grant
• SIP