All Casillas students will be prepared to confidently meet the challenges of middle and high school. – School Vision and Mission

Casillas School serves approximately 700 students in grades K-6, with 27 regular education classrooms and two special day class for students with mild to moderate learning disabilities in grades K-6.

Casillas’ teaching staff meets the NCLB standards of highly qualified with all certificated teachers credentialed to teach English Language Learners. Support staff includes a school psychologist, school nurse, language, speech and hearing specialist, and RSP teacher. A strong foundation of core values exists to guide our instructional practice for the diverse learners that attend Casillas every day.

Decisions about curriculum, instruction and school climate are based on our ability to reflect carefully on how we are helping all students, including English Language Learners, economically disadvantaged students, and special education students in our special day class for the non-severely handicapped, to be high achieving.

Parents join administrators and support staff in the interviewing process to select our teachers, custodians, and resource personnel to ensure that Casillas School hires highly qualified personnel who embrace the district and school’s vision and values.

A teamwork approach to our instructional focus and program is supported through CART, Grade level and cross grade level collaboration, weekly professional development, and partnerships with National University, Reuben H. Fleet Science Center, PEAK Energy Coalition, and the Ball Foundation.  Teachers examine, discuss, and plan instruction using assessment data and best practices based upon the most current research.

The school examines student assessment data on an ongoing basis to determine student needs and achievement.  California Standards Test data is disaggregated by grade levels; cohort groups; and academic content areas.  Every spring we administer the district’s annual multiple measures assessments, which evaluate reading (accuracy, fluency, and comprehension) and math (computation and problem solving).  Results are communicated to parents during parent conferences and on the standards-based report card.  Classroom assessment data is provided to the parents on a regular basis through weekly progress checks, parent conferences and report cards.   Parent conferences are available in any language through a district service called Connections and report cards are available in English and Spanish.

We believe it is important that assessments reflect our entire community of learners. To address the needs of our diverse student population, our evaluation system includes a combination of state, district and site-based assessments to measure student academic progress and to guide our instruction.  For example, we administer two tests to our English Language Learners (ELL). The California English Language Development Test (CELDT) is given in the fall to all children whose parents note that a second language is spoken at home on the Home Language Survey.  In the spring, the Student Assessment of Basic Skills (SABE) test is given to students who have been in school in California for less than 12 months. 

Our entire student body (grades 2-6) participates each spring in the California Achievement Test, 6th Edition (CAT6) and California Standards Test (CST). Last year, we had 100% participation as reflected in our API and AYP data. The data from these statewide-standardized tests is used to identify areas of focus for our instruction as well as professional development.

District multiple measures allow us to examine students’ progress toward the standards in ELA and mathematics. We view these results in conjunction with the standardized test scores to create a more holistic picture of student achievement.  The results of the Multiple Measures are communicated to parents during conferences and on the report card.

Other classroom assessments teachers use are publisher’s norm-referenced tests, writing samples, rubrics, teacher-created assessments, anecdotal records, portfolios, and student and teacher reflection. These are used throughout the year to evaluate student progress toward mastering standards. The data collected is used to refine teaching, focus time, and direct resources to meet the wide range of student needs. 

Technology is embedded in our evaluation of student progress through teacher and student use. Microsoft Excel spreadsheets provide teachers and administrators with a way to organize student test scores to facilitate the disaggregation of data in ways that are meaningful for teachers. This facilitates more in depth conversations about student achievement and helps teachers measure practice against outcomes.  Microsoft Excel is also used to create graphs and charts that visually present student growth. 

Academic and social expectations are communicated to students on a daily basis.  Kid-friendly standards and rubrics are posted in classrooms and are referred to during lessons.  
Our teachers use a variety of means to communicate with parents regarding standards, proficient work, and student achievement.  Examples of these communications are: weekly progress checks, e-mails, phone calls, notes, parent conferences, homework calendars, classroom newsletters, daily contracts, anchor papers, rubrics, and a Standards pamphlet.  During the first parent conference, parents receive A Parent Activity Guide for the Chula Vista Elementary School District Standards-Based Progress Report by grade level in English or Spanish.  The Standards pamphlet and report cards are available in Spanish.  When parents receive the CAT6 and CST scores, a letter from the district is included which explains how to interpret the scores.  This letter also refers parents to a California Department of Education website link that provides a helpful list of books at the students’ appropriate reading level. 
Our district vision statement contains a core value, which is central to Casillas’ approach to providing every student with a comprehensive core curriculum and standards-based instruction: 

“Each child is an individual of great worth.”

We understand that our students’ experiences at Casillas School will shape their basic beliefs about the importance of life-long learning. We also believe that what Casillas students learn while at Casillas school must equip them with foundational skills in academics, technology and social communication to be life-long workers.

At Casillas, the California State Standards are the foundation of all core curriculum and instruction.  Teachers use the State Frameworks to reinforce and augment the standards to provide a rigorous, comprehensive, and engaging curriculum.  The expectation for achievement at Casillas is that all students will reach proficient and advanced levels.  The language arts, mathematics, social studies, and science curricula are aligned to the standards and are California editions.  Our Houghton-Mifflin reading program notes target standards throughout the units including: all the strands of reading comprehension, word analysis, and writing. The program provides support materials for Universal Access, Challenge and ELD students, as well as comprehensive assessment geared to the standards.  All students, including those with special needs, have individual access to textbooks and practice books in all content areas.

Guided by current research, our teachers supplement instruction with publisher-provided and teacher-created, standards-based resources to ensure a comprehensive language arts program that includes listening, speaking, reading and writing skills.  Reading instruction is driven by the principles of Guided Reading and Readers’ Workshop. Writing instruction is supplemented with Wilda Storm (Write Up a Storm) curriculum and ideas, Six Traits writing, and Write Source student reference guides.

The love of reading and appreciation of literacy is fostered at Casillas through local, county and state reading initiatives that acknowledge extracurricular reading. Casillas English language learners come from many language backgrounds including: Spanish, Tagalog, Farsi, Korean and Japanese.  State-provided ELA/ELD mapping guides, which provide an onramp to the ELA standards, are used to differentiate instruction for EL learners.  This year, we will augment support for our English Language Learners using our LEP aide to assist kindergarten and first grade English Language Learners with BICS development. Teachers will also receive 2 days of GLAD training in the spring.

The underlying focus of our math instruction is to develop mathematical reasoning.  To this end, our math program is balanced with a three-pronged focus on concept development, computation, and problem solving skills.  Our goal is for students to be able to transfer knowledge to real-life applications.  The McGraw-Hill math program is the primary resource for math instruction and is enhanced by teacher-created materials, manipulatives, hands-on, and minds-on activities.  Additional activities are used for concept development and critical thinking, problem-solving skills.

Our teachers work to make the curriculum accessible and challenging for all students through differentiated instruction. This instruction is designed to meet the needs of all Casillas students, including identified Gifted and Talented Education (GATE), high achieving, EL learners, Special Day Class/Non-Severely Handicapped (SDC/NSH), and at-risk students. We differentiate content area lessons by using graphic organizers, scaffolding instruction, modifying assignments, providing support tools and resources, and assigning appropriate homework practice. 

Students who are identified at-risk receive additional small group instruction, one-on-one instruction, modified assignments, and extended school day instruction to promote growth towards proficiency at grade level standards.

Consistent collaboration within and across grade levels helps to maximize student achievement as well as to grow and refine our pedagogy. Grade levels meet for ½ day bi-monthly to assess student work and identify the need to modify curriculum, instruction, and homework. Student achievement data is shared and examined to identify strengths and weaknesses, plan interventions, and provide enrichment.  Grade level teams design and implement instruction based on student performance data. Instructional design includes front loading of instruction for English Language learners,  re-teaching, and modification of instruction as needed. 

Weekly staff meetings are dedicated to professional development, cross grade level discussion, and reflection on practice. 

All classrooms at Casillas School have leveled classroom libraries. Classroom libraries have been augmented with school funds over the last several years to ensure that all grade levels were equipped with quality libraries.

When re-teaching strategies identify students with a need for further assistance, the Student Study Team (SST) process is initiated.  The SST is a three-step (6-18 week) student review process that identifies a struggling student’s strengths and weaknesses in order to develop a targeted intervention strategy. The SST team includes the RSP teacher, classroom teachers, support staff, community support providers and parents. The focus of the team is to design appropriate classroom and home interventions. 

At Casillas, we are reaching out to open lines of communication to our community middle school, which is part of a 7-12 Sweetwater Union High School District. Each spring, our sixth graders start their transition to the middle school by taking placement tests.  Each year, the RDR school counselors provide an orientation to the students regarding class selections and school expectations, and the sixth grade teachers complete forms regarding student placement.  Our goal is to establish a stronger partnership with the RDR. 
Our teachers also communicate with for-profit supplemental academic services in the Casillas/Chula Vista community.  We regularly honor parent requests to share student information with agencies (such as Sylvan Learning Centers or American Center for Learning) and private tutors to align after-school instruction with classroom expectations.

Refreshing the school’s aging technology is a new point of focus. We are a fully networked PC school. Each computer has high-speed access to the Internet and is connected a file sharing server. Students can access files and application through individually assigned file server accounts. Work is saved in personal folders and can be accessed from any computer on campus.

Our technology committee is working to develop a technology replacement plan that will include the purchase of new laptops for each classroom teacher, the replacement of all student computers over the next five years, obtaining two fully equipped portable computer labs, and upgrading software to reflect current trends in educational technologies that support student achievement. A significant commitment of school funds along with support from the school’s PTA will be required.
Our community recognizes the need to refresh, support and plan for technology maintenance, distribution and expansion. In addition to district provided technology support services, we have expertise on site to assist with technology trouble shooting, distribution of new equipment, and staff development in technology. A technology plan and technology standards need to be developed.

Currently, a partnership is being formed between Casillas School and National University to provide teachers with opportunities to work with the George Lucas Educational Foundation in a project called INSPIRE. Casillas staff members will use National University’s computer labs for training. The school will also receive curriculum and materials from the George Lucas Educational Foundation in order to help teachers create lessons that integrate project-based learning and standards based instruction to help all students achieve higher levels of proficiency in Language Arts, Mathematics, and Science.

Casillas teachers are caring professionals who are dedicated to life-long learning.  We model learning through our ongoing professional development and pursuit of advanced degrees and certifications.  Our ambitious vision and mission along with the needs that arise from student achievement data drive selection of staff development activities and resources.  We are also committed to building capacity within our school by bringing information, training and strategies to our weekly staff development, CART, and Ala-CART meetings. All staff development is evaluated based on student progress toward meeting standards.  Following formal on-site staff development, grade levels meet to reflect on the impact of new knowledge and to discuss implementation plans for classroom instruction.

Casillas continues to participate as a member of cohort 1 with the Ball Foundation. Instructional Leadership Team members participate in professional development aimed at building collaborative relationships between ourselves and participating schools. As members of communities of practice, Casillas teachers are able to share their learning with teachers from other schools. This builds a larger sense of community, encourages professional collaboration, and ensures system wide application of best practices for all classroom teachers.

We are committed to creating a safe and healthy school at Casillas School. We feel one of our highest duties is to provide a safe school environment that promotes student learning and supports student health.  We communicate school-wide discipline expectations and policies to all students to ensure consistent implementation of behavior standards.  School policies that establish a safe-school environment are communicated to parents via the Parent Handbook, Principal’s communications, the school website, and various teacher communications.  The Casillas Safety Plan is reviewed and updated annually. This year, School Emergency Response Team training is being provided by our school nurse to all staff during weekly staff meetings. Monthly emergency drills familiarize students with emergency procedures.

The Casillas staff recognizes that we must work hard to create a sense of community and togetherness. Peaceful Playground is a comprehensive program that encourages fair play, teaches age-appropriate playground activities, and gives students skills to resolve playground conflicts.  Teachers organize quarterly Field Days to teach games and reinforce rules and conflict resolution strategies.  Students have learned to use non-violent means to resolve the problem through the Walk, Talk or Rock choices espoused by the Peaceful Playground program.

Other Casillas School programs that promote healthy student behaviors are: Adolescent Growth Education (AGE), Red Ribbon Week, and physical education instruction. 
AGE is taught each spring by the school nurse for fourth grade girls. Classroom teachers instruct fifth and sixth grade boys and girls.  Parents are notified prior to the beginning of AGE instruction and may request to have their child not participate. The PTA sponsors Red Ribbon Week activities. Physical education instruction is provided by classroom teachers and by our part-time support teacher who meets with all students over a two week period during CART rotations.

There is a well-coordinated system at Casillas that provides services for the physical, mental and social/emotional health of students.  This system consists of a team of individuals including the school nurse, psychologist, counselor, Language Speech and Hearing specialist (LSH), Resource Specialist (RSP), adaptive physical education teacher (APE), school resource officer (SRO), attendance-health clerk, and district-provided behavioral specialists (as needed).  In addition this team can refer parents and students to additional services such as New Directions Family Services Center (an assistance program which directs financially disadvantaged families to various health and community services), the district mobile immunization unit, and the Healthy Families Program.

At Casillas, as soon as a teacher recognizes that a student is not reaching proficiency with grade level standards the Student Study Team (SST) process is initiated. We are fortunate to have an excellent SST team that includes our school resource specialist, language, speech and hearing specialist, school psychologist, principal, and school nurse. In the first stage of the SST process (SST I), a teacher confers with SST team members and/or the student’s parents for possible strategies and interventions.  These are put into effect for a six-week period and then revisited to assess student progress.   The second stage of the SST process (SST II) is initiated if it is determined that a higher level of intervention is needed. In the second stage, the teacher meets again with team members and parent(s) to select additional interventions. These are put into effect for another six weeks and revisited to assess student progress.  The third stage of the SST process (SST III), is initiated if the re-teaching strategies demonstrate the need for further assistance. In SST III, the school psychologist may begin testing students using a battery of assessments.  If the test results show that there is a specific impediment to the student’s learning, the team discusses the student’s eligibility and suitability for special education. If it is determined that special education is appropriate, an Individualized Education Plan (IEP) is designed and implemented to suit the student’s individual learning needs.  Once a student is in the SST process, teachers and parents confer frequently to review interventions and student work to determine whether progress is being made or if further steps are necessary.

If at any point in the SST I or II process a student progresses due to successful interventions, the student does not advance to SST III for psychological testing but is continually monitored for consistent progress towards proficiency status. 

Chronic attendance problems result in home-school communication from the classroom teacher, the attendance clerk and the principal.  The school resource officer may also assist school personnel with home visits. Special and difficult cases are referred to district for further interventions.  As a last resort, if the problem persists, then the parent is referred to the Student Attendance Review Board (SARB).

Several of our students have school health care and/or 504 Plans that outline procedures for accommodating their specific needs that do not meet the criteria for special education services.  For example, some students have severe allergies. Our school nurse provides staff development on how to deal with emergency procedures should a student have an allergic reaction.  Classroom teachers who have students with severe allergies must possess valid CPR certification. The school nurse also provides a list to each staff member of students who have medical needs such as medication, glasses, allergies or medical conditions.  

All of our students have the choice of attending before and after-school programs such as the YMCA, Dynamic After School Hours (DASH), Special Opportunity Session (SOS), and after school programs Historically, the district’s summer school program provides remediation for students who did not reach proficiency as measured by the district’s multiple measures tests and upon teacher recommendation.  This year, Casillas is proposing an after school program aimed at providing immediate, short term, and targeted intervention for students identified as under-performing.  English Language Learners are also being identified for after school intervention.

At Casillas we pride ourselves in providing an attractive school facility.  The buildings and grounds are kept clean and safe through the daily maintenance by our custodial staff.  Students also help to maintain a clean campus by picking up trash during recess time or while walking throughout the school.  Procedure has been established in our Safe School Plan for dealing with graffiti, trash and other emergency maintenance needs.  Classrooms are adequately sized, stimulating, and educationally appropriate.

We believe that children learn best when they are happy and well adjusted. In our commitment to creating a safe and healthy learning environment, we want to do everything we can to address impediments to student learning. School programs and policies are designed to build and value community while embracing diversity. 

Our school community programs include: Peace and Safety Patrols, Peaceful Playgrounds, and teaching Second Step.  One of the ways we teach students to solve playground conflicts is through Walk, Talk, or Rock. When a disagreement arises, students can choose to walk away from the situation, talk to the individual they disagree with or use rock, paper, scissors to end the disagreement. If the students cannot peacefully resolve the situation, they can approach student Peace Patrol members to mediate the disagreement and reach a positive solution.  Peace Patrol is a service program where students in fourth through sixth grades serve as peer mediators for students who have playground conflicts. Peace Patrol members are taught how to mediate during after-school training sessions held by teacher/advisors.

Our positive school culture allows students to focus wholeheartedly on achieving mastery of grade level standards without the distraction of social conflict.  Our focus on standards and student achievement within a safe and healthy school environment is communicated regularly to parents by teachers, administrators and school resource personnel.

Our staff works to engage and involve families and the community in school activities.  Many academic and social activities are held throughout the year.  After school activities are planned as carefully as in school activities. Our goal is to enable families and the community to come together.  Some of these activities are Back to School Night, Open House, the Literature Parade, the Fall Festival, the Book Fair, Breakfast and Books, Rocket Readers, Scary Story Night, Night of Excellence, and Read Across America Day.