# data[].attributes.headline
4. Do teachers work collaboratively to support all students?

# data[].attributes.subject
4. Do teachers work collaboratively to support all students?

# data[].attributes.body
There is little to no collaboration between general education teachers and SPED teachers. Some student IEP information is not updated on digital platform. SPED teacher brought printed IEP accommodations 1 month into school year and never provided notice when a new IEP student was enrolled or moved into class. Most teachers do not attend IEP meetings. SPED Aides mean well, but are not well trained and just do the work for the students.

How can I Improve this?
Next year, I will arrange the meeting with the SPED teacher myself. I will also specifically ask if accommodations and IEP are updated. I will attempt to attend as many IEP meetings as I can. I will develop my own skills as an educator to make curriculum accessible to students with special needs so they can stay in the general class as much as possible.

# data[].attributes.body
While there is some co-planning amongst the departments, cross-curricular planning is non-existant and only superficially encouraged in PLC time once a semester (after year has already started and pacing guides made).

How can I Improve this?
I can look for ways to plan curricular activities on my own time. This summer, I can collaborate with other colleges and departments to create some cross standards or lessons so they can be incorporated into the pacing guides.

# data[].attributes.headline
11. Has the instructional team made concerted efforts to reach out to parents and family members of students of RCELD by fostering collaboration, mutual trust, and respect?

# data[].attributes.subject
11. Has the instructional team made concerted efforts to reach out to parents and family members of students of RCELD by fostering collaboration, mutual trust, and respect?

# data[].attributes.body
The school has made some effort to collaborate with families of students of RCELD by inviting them to school meetings. However, only about 5 parents came to my back to school night and I have a hundred and thirty-five students, 99% of whom are RCELD.

How can I improve this?

I can improve this by incentivizing the children to invite their parents to back to school night. I could create a digital back to school night where teachers can view the presentation online. I know many of my students parents cannot attend because they have work and family obligations. I also want to provide a copy of the syllabus in Spanish next year.

# data[].attributes.body
Although I tried to make myself available and accessible to parents, I did not have any parents contact me for positive or negative reasons all year (even when students were failing). With the exception of academic referrals, parents were not contacted by the school. Also most of our parents are Spanish-speaking so that limits my ability to call home directly.

How can I improve this?

I don't want the only school/parent communication to be negative. Perhaps I could establish communication by sending home positive letters (that I translate into Spanish).

# data[].attributes.headline
1. Does the school culture support and celebrate diversity and view students of RCELD (racial, cultural, ethnic and linguistic diversity) as assets?

# data[].attributes.subject
1. Does the school culture support and celebrate diversity and view students of RCELD (racial, cultural, ethnic and linguistic diversity) as assets?

# data[].attributes.body
We are Title I School serving a 99% Mexican-American population. The culture of the students is celebrated throughout the year in many ways. One is through the Cinco de Mayo parade. All of the clubs and sports participate in this cultural event that is celebrated throughout the entire community.

# data[].attributes.headline
8. Do school teams receive sufficient administrative support when expressing concerns about meeting the needs of students of RCELD?

# data[].attributes.subject
8. Do school teams receive sufficient administrative support when expressing concerns about meeting the needs of students of RCELD?

# data[].attributes.body
Our school is being converted into a level 3 Early College next year. This means that students will have the opportunity to earn college credit through Bakersfield College. Every single freshman will be enrolled in the program. Students who qualify may even complete an associate's degree upon graduating high school. This is a highly proactive approach spearheaded by the admin to help students who face barriers to college.

# data[].attributes.body
Whenever there is a discipline issue that requires administrative support, our administrators are excellent at not just punishing students but using positive behavior and restorative conferences. Students learn that their actions have consequences and are put on a behavior contract so accountability is there but they are not immediately expelled for making one mistake. There is a seven-step documentation system that allows for the teachers to document disciplinary issues in class, with each increasing step involving more systems of support.

# data[].attributes.body
The culture among staff, students, and teachers is one that celebrates students who are learning English. Since most of the students are emerging bilingual or reclassified ELL, there is a culture of mutual learning. Newcomer students afraid to speak at the beginning of the year blossomed into full participants by the end of the year, using content specific language in his or her work. Peers often volunteer to help their classmates with English tasks. The ESL teachers at our school are excellent and caring.