Carpinteria Family School


CDS Code

Date of this revision: January 2016

This is a plan of actions to be taken to raise the academic performance of students and improve
the school's educational program. For additional information on school programs and how you
may become involved, please contact the following person:

Contact Person: Leslie Gravitz
Position: Principal
Telephone Number: 805-684-5481
Address: 1480 Linden Avenue, Carpinteria, CA 93013
Email address:

Carpinteria Unified School District
Micheline G. Miglis, Superintendent

The District Governing Board approved this revision of the School Plan on


Board of Education: Terry Hickey Banks, Jaclyn Fabre, Alicia Morales Jacobson, Michelle Roberts, Andy Sheaffer


Carpinteria Unified School
District Mission Statement

The Carpinteria Unified School District, in partnership with the community and parents,
believes that all students can learn and are capable of being successful in our diverse
society. We are committed to providing a quality educational program in a caring, positive
environment, which promotes self‐esteem and mutual respect. This will provide our
students the necessary skills to be responsible citizens, to lead happy, productive lives and
to meet the exciting challenges of the 21st century.

Core Philosophies of Carpinteria Family School: During the 2013‐2014 all
school visioning process, the school defined its core philosophies that support its mission
statement. These core philosophies, summarized below, further define the school:

Emphasis on “Whole‐Child:” All children are individuals who have a different set of needs,
socially, emotionally, and academically. By embracing individuality and creating a safe,
loving environment where everyone is respected and heard, children can flourish

Multi‐age classroom: The school embraces the multi‐age classroom as a philosophy of the
school, by choice and not necessity. Children are perceived less in terms of their grade and
more in terms of their unique qualities and capabilities.

Academics: Students become proficient learners through emphasis on state standards,
cooperative and project based learning, and a supportive environment that embraces all
the core philosophies.

Community: CFS has a strong partnership with our local community that facilitates
student, educator, and parent engagement in community service as well as welcoming the
community into our school. The school works collaboratively to connect as a family, school

Environmental Sustainability and Stewardship: Education, Awareness, and Practice: Our
students and their families learn the importance of protecting our environment.
Parent Participation: This is an integral part of a multi‐age classroom and family style
community. In striving for 100 percent parent participation, they are encouraged to
volunteer and bring their own unique talents and ideas into our school.

Tribes: Parents go beyond the known roll of committees by adopting the “tribe”
philosophy. Family is emphasized through cooperation and connection. Tribes work on
team building and planning the success and sustainability of the school community.

Compassion: The school embraces Marshall Rosenberg’s Nonviolent Communication and
training is offered to staff and parents.


History of Carpinteria Family School

In 2003, a group of parents approached the Carpinteria Board of Education and asked them
to establish a school that emphasized academic excellence, social and emotional growth,
and the opportunity for parents to be integral partners with the staff in the education of
their children. The Board determined that there was s sufficient need in the community
based on meetings with parents, the community, and the number of families interested. It
created the school under California Education code 58500 as an alternative school. It began
as a third through eighth grade classroom. The school expanded to include a K, 1, 2
classroom in the fall of 2004. The board approved conversion to a K‐6 school in the
2007/2008 school year. In 2008, the Board approved the reconfiguration of Carpinteria
Family School to a K‐5 school.

As an alternative school, the standards established for such schools are the foundation of
Carpinteria Family School. These standards are:

• “Maximize the opportunity for students to develop the positive values of self‐reliance,
initiative, kindness, spontaneity, resourcefulness, courage, creativity, responsibility, and

• Recognize that the best learning takes place when the student learns because of his or
her desire to learn.

• Maintain a learning situation that encourages student motivation, time‐management, and
the ability to follow their own interests.

• Maximize the opportunity for teachers, parents, and students to cooperatively develop
the learning process and its subject matter. This opportunity must be a continuous,
permanent process.

• Maximize the opportunity for students, teachers, and parents to continuously react to the
changing world, including, but not limited to, the community in which the school is

In addition, the school’s emphasis is on challenging students individually based on
cooperation rather than competition. The school community of students, parents, and staff
has adopted the tenets of Marshal Rosenberg’s Nonviolent Communication (NV) also
known as Compassionate Communication.

Profile of Carpinteria Family School: Carpinteria Family School is a 2014
California Distinguished School. For the 2015‐2016 school year, Carpinteria Family School
has three fulltime, credential teachers. It also has five aides: three 3.5 hour aides and two
1.5 hour aides. We are pleased to have had two student teachers from Antioch University
and three pre‐professionals from Westmont College. We have a half time AmeriCorps
volunteer. There are 73 students. Students come from diverse backgrounds. The Family
School’s population is 21.3% Hispanic, 60% Caucasian, 6.4% Asian, 6.8% American Indian
and 5.5% other.


School Mission Statement: Carpinteria Family School is a cooperative community of
students, educators, and parents dedicated to a safe, nurturing and creative learning
environment. Our multi‐age classrooms cultivate intrinsically motivated individuals who
are contributing, compassionate members of our local and global communities. Parent
participation is the heart of our school and crucial in encouraging our children to reach
their own unique potential. Carpinteria Family School honors diversity and inspires the
“Whole‐Child” through social, emotional and challenging academic experiences, laying a
foundation for developing creative, critical thinkers and life‐long learners.

We Are Carpinteria


Welcome to our Multi-age Classrooms




The Family School Experience

Carpinteria is a unique community that offers the closeness of a small town, the connection
to nature, and an educational system that honors the interests of its community members.
Parents have the opportunity to not only go to their neighborhood school, but also to
choose to attend Carpinteria Family School, an alternative school of choice

Just as the town of Carpinteria is a home to many people striving to foster close
relationships, so is the Family School. The overlying goal of the school is to create a family
atmosphere where members of the school community are dedicated to helping in the
academic and social/emotional growth of each child. As one parent recently said,

“I like the parent aspect of this school where as a community we can feed off of each other
and teach our kids things we each know. Each of us has our own strengths and we share
those with the entire school community, enriching everyone’s lives.”

The school is organized around creating a family of participants. Multi-age
classrooms are at the core of the school. Children have the same teacher for two years. Teachers, students,
and parents establish a unique, supporting relationship that furthers learning. On Friday
mornings, the entire school and parents gather for Family Friday where special themes are
emphasized. For instance, the most recent theme is the “Culture of Reading.” Recently ARF!
(Animals+reading=fun) came with Buttercup, a therapy dog. Her trainer read a book to the
students and the students experienced how reading to Buttercup can help in gaining
reading confidence.

At other times, students celebrate with their parents their progress in Accelerated Reading
and encourage each other to read more.


Tribes are an essential part of our cooperative community. Staff and parents have adopted
the “tribe” philosophy based upon Jeannie Gibbs’ book, Tribes, Learning, and Communities.
Tribes are organized to create many diverse opportunities for families to contribute at
their own capacity. For instance the Green Initiative Tribe is responsible for the garden
and promoting environmental awareness.

There are seven tribes, all working together for the benefit of the students and the school.

The school embraces the practice of Nonviolent/Compassionate Communication based
upon the work of Marhall Rosenberg. Students learn the language of giraffe and coyote

This common language is used throughout the school community by parents, staff, and
students. Parents and educators also participate in on‐going training to learn the language


of “Compassionate Communication.” One parent recently said, “I was looking for a
classroom that was non‐threatening and would teach my child compassionate
communication and empathetic listening. The Family School has provided this

A new parent to the school describes her choice of the school in these words, “My kids
came from a Montessori school environment. Family School has a similar, very integrated
community environment and many of the same philosophies.”

Parent Participation is an integral part of our multi‐age classroom and family‐style
community. In striving for 100% parent participation, parents are encouraged to volunteer,
bringing their own unique talents and ideas into the school. Through their volunteer
participation, they support not only their own children but also the other students,
furthering the cooperative community. Some of these parents choose to assist the teachers
in differentiating the curriculum by working in the classroom. Others share in special
events such as the Harvest Festival. Others guide students in the after school enrichment
program. For instance, this semester one parent is offering soccer and another

As a school, we strive to reach out the larger local and world community through servicelearning,
environmental awareness activities, and special projects in our classrooms. One
example of such an innovative project is “Honoring our Local Heroes,” where Mrs. Silk’s
students wrote letters to their “heroes,” received memento letters in return, and then
invited their pen pals to the classroom to interview. A second grader invited his ninety‐two
year old grandfather to share about his life.


Mathematics Data from 2014-2015

Third Grade Mathematics Results

  • Third graders significantly exceeded state and CUSD averages with 64% exceeding
    or meeting standards. There were also fewer students in the standard not met

Fourth grade results for English Language Arts and Math:

There were only nine students in the fourth grade and the results are considered not
statistically reliable. It is however helpful to determine how many students scored in each
category, then to study the results for each individual student. As a small school, we
fortunately are able to do so. For instance, a student could be in the “nearly met category”
and we can determine how close this student was to the “met” standard. This informs the
instruction for this student. The claim for reading demonstrated that further reading
intervention is needed for some of the fourth graders. Results were:

English Language arts:
Exceeded=1 student
Met=2 students
Nearly met=4 students
Not met=2

Fourth grade Mathematics:
Exceed=1 student
Met=2 students
Nearly met=2 students
Not met=4 students



Fifth Grade Mathematics Results

  • Fifth grade students significantly exceeded state and CUSD
    standards in exceeded and met with fewer students in not met.
  • Fifth grade students are to be commended on their performance.


  • Three students (21%) of third grade scored above standard which was the
    same as CUSD and a few points below the state.

  • Seven students (50%) scored at or near standard which was higher than
    both the state and district.

  • Three students (29%) scored below standard which was better than state
    and district.

  • Ten students (75%) were above standard or at or near standard which is
    significantly higher than the state and district.


Fifth Grade Claim (Subtest): Concept and Procedures

  • Six students (35%) of fifth graders were above standards which exceeded
    state and district performance.
  • Five students (30 %) either met or were at or near standard, which was
    above state and district performance.
  • Six students (35%) below standard less than that state and district

  • This is a difficult claim (subtest) and the fifth graders are to be commended
    on their results.

Third Grade Claim (Subtest): Problem Solving/Data Analysis

  • Six students (36%) were above standards with eleven students (79%) exceeding
    state and the district in the combined categories of above standard and at/or near
  • Three students (21%) below standard

  • Problem solving/data analysis is a key goal of Common Core math and we are
    pleased these students are understanding these concepts.


Fifth Grade Claim (Subtest): Problem Solving/Data Analysis

  • Three students (18%) of fifth graders were above standard in problem solving/data
  • Nine students (53%) were at or near standard.

  • Five students (29%) were below which was less that state and district.

  • Problem solving is a key goal of common core math and we are pleased our students
    are learning these concepts
  • CFS fifth graders had fewer students in below standards than the state and district.


Third Grade Claim (Subtest): Communicating Reasoning

  • Four (29%) of third grade students were above standard; Eight students (57%)
    were above or at/nearly met standards.
  • Twelve students (86 %) of third grade students were above standard or nearly met
    standards which exceeds the results of the state and CUSD.
  • Two students (14%) were below standard which is better than state and district.


Fifth Grade Claim (subtest): Communicating Reasoning

  • Five students (29%) were above standard and seven students (41 % ) were at/near
  • Twelve students (70%) were above standard or at/near standard which exceeds
    state and district results.
  • Five students (29%) were below standards which is less than both the state and


Family School Language Arts for 2015-2016

The analysis of language arts performance is discussed with each of the following
subtests (claims.)


Reading Data from 2014-2015

Third Grade Reading Results

  • One student (7%) of third graders was above standard.
  • Five students (36%) were at or near standard.
  • Eight students (57 %) were below standard.
  • Reading intervention program is in place for these students for 2015‐2016.


Fifth Grade Reading Results

  • Three students (18%) of fifth graders were above standards while 14 students (65 %) were
    at/near standards.
  • Fourteen (83%) of fifth graders were above or at/near standard which significantly exceeds
    the performance of the state and district.


Results for the claims (subtests) of Writing, Listening, and

  • Writing claim: Five students (15 %) were above standard and 70% (22%) were at
    or near standard.
  • Listening claim: Six students (18%) were above standard and 20 students (65%)
    were at or near standard.
  • Research: 8 students (25%) were above standard and fourteen students (45%)
    were at or near standard.


Summary Analysis of CAASPP 2015 Results


Mathematics was a strong performance area for the third and fifth graders Third graders
significantly exceeded state and district averages with 64% exceeding or meeting
standards. There were also fewer students in the standard not met category. Fifth grade
students significantly exceeded state and district performance in both the standard
exceeded and met with fewer students in the standards not met category. Also in all three
claims: Concepts and Procedures, Problem solving, and Communicating Reasoning, they
performed higher than the district and state. However, it is essential that each student that
is in the not met category receive the intervention required for success. Because the
mathematics’ portion is language rich and the reading claim for fourth grade was lower
than the other claims, stressing fourth grade reading intervention should also help their
performance on math.

The Language Arts

Overall, the language arts score for the third grade was lower because of the number of
students in the not met category for reading. The third grade had eight out of fourteen
students who did not meet the reading standard. Therefore, intervention for these
students is presently taking place along with the fourth graders and fifth graders who also
did not meet standards. Fifth graders scored higher in reading than their peers in the state
and district. Eighteen percent (6 students) exceeded standards and 65 % (20 students)
were in the category of at or near standards. Strong areas of performance for the entire
school were the Writing and Listening claim.

Goal One: Preparing our students for success by Addressing Individual
Academic Needs

Next Steps:
  1. Establish a strong foundation at the K‐1 that will lead to the further success of each
    student. Our goal is to exceed the local K‐1 local standards. We have found that
    students who have a stronger foundation from K‐1 are more successful upon their
    arrival in the second grade. Students who struggle at the second grade level find
    third grade even more challenging
Specific goals for Kindergartners by the end of the school year
  • Identify capital and lower case letter (92 %)
  • Know all their letter sounds (92%)
  • Can Rhyme (100%)


  • Writing: Write CFS words (90%)
  • Know all 50 sight words (90%)
  • Identify numbers 1‐50 (90%)
  • Add numbers within 20 (75%)
*For students who are having difficulty meeting these goals, they have already been
brought up for Student Study Team (SST.)
**It is a goal for all parents to assist their students with homework by learning
common core language through Miss Porter’s classroom website.

Specific goals for First Graders by the end of the school year
  • Students will be able to identify all 300 sight words. Proficient on district
    standards is one hundred words (75%.)
  • Students will meet their Accelerated Reading Goals (100%)

  • Students will be reading on at 1.9 level in preparation for second grade (75%)
Writing: (90%) will be able to accomplish these goals:
  • Be able to write a chapter book on an animal that includes five facts of where
    the animal lives, what they eat, and their appearance.
  • Students will use transition words to connect ideas and sentences

  • Students will be able to write an introduction (including a topic sentence),
    as well as a conclusion.
  • They will be able to revise, edit, and publish their work.
  1. Use teacher, district, and state assessments to drive instruction. In grades 2‐5, our
    assessments include the use of the Dynamic Indictors of Basic Early Literacy Skills
    (Dibels), NWEA’s Measurement of Academic Progress (MAPS), and the Interim and
    Block assessments from the California Assessment of Student Performance and
    Progress (CAASPP.)

  2. For each student that is below standards on either the ELA or Math CAASPP, the teacher
    will have an individual plan including but not limited to the student’s level of
    performance, program for intervention, and any other variables that might be affecting
    reaching goals.

  3. Two times a year, October and January, teachers will meet with parents, specialists
    working with the student, and the principal to review progress on the individual
    student plan through the Student Success Team (SST.)

  4. Teachers will meet with the principal four times a year to update progress and a plan
    will be made for further success when appropriate.

  5. Three times each year the school will host reading workshops for parents and aides.
    Workshops will be presented by either a certified reading specialist or equivalent
    online program such as the one provided by Calkins’ Reading Workshop. Parent
    volunteers and those parents having students below standard in reading will be
    strongly encouraged to attend these trainings. Teachers will have a professional
    development day to learn and review the strategies for teaching reading.


6. Teachers will continue to use Kate Kinsella strategies. They will use sentence frames to
   promote academic language and partner sharing.
7. Teachers will continue to align their teaching of common core math through working
   with math TOSA. Participating in their PLC (professional learning community, and
   attending relevant workshops at the Santa Barbara County office
8. Teachers will receive further training in the new math adoption in 2016. Two teachers
   are presently piloting the math series.
*For students who are having difficulty meeting these goals, they have already been
brought up for Student Study Team (SST.)
**It is a goal for all parents to assist their students with homework by learning common
core language through Miss Porter’s classroom website.

Goal Two: Creating a Culture of Reading

What was accomplished in 2015

Onward to 2016-2017 

1. Accelerated Reading (AR) Program. Beginning in January, 2016, students in 1‐5 will
   have an individual AR reading goal based upon each child’s reading level. Each
   classroom will have a class goal. The school with have a total reading goal. This is a


   program where students read books, take tests on‐line, and earn points. This
   program will include:
  • A home‐school connection where students take home their AR record sheet once
    a week
  • An in depth monthly report from their teacher

  • Follow‐up communications with family if needed

  • Once a month conference for each student with the principal

  • Kindergarten students will get points for their decoding books they read weekly
    at home.
  • Students, as leaders, will determine what they will earn when the school reaches
    its goals. They are considering a donating of a bike through Child Fund. This
    would enable a student in a distant country to be able to get to school and also
    have the opportunity to learn reading.
2. The Community Tribe will bring enriching reading experiences to the school
   through our whole school Family Friday Morning. The following is planned at this
  • Storytelling with Lisa Gonzalez, Youth Service Project Coordinator of Santa
    Barbara Public
  • All for the Animals (ARF) is a program where reluctant, younger readers read
    to therapy dogs. Such a dog, Buttercup, and her trainer will be coming.
  • Local author, Cyndi Stuven will be visiting to share her book, Santiago’s
  • Celebration of National Fairy Tale Day.

Goal 3: Fostering strong parent support for the school community and all
the children.
Establishing the Organization for the Year
  • Parents will support our school outreach program for enrollment by delivering
    information to all district preschools and assisting with presentations about the
    school in Spanish.
  • Before the end of May, the parent group and principal will set a calendar of parent
    participation events including future parent fundraising opportunities.
  • At a parent meeting in June, all parents will be given the calendar and asked to sign
    up for events and tribes they are interested in.
  • At the beginning of each school year, there will be a social event such as a school
    breakfast to welcome all parents and staff.
  • The first parent meeting in September tribes will meet in groups. At this meeting,
    there will be specific information on what each parent can do for the
    events/fundraising they have signed up for. Each tribe will share their plans with
    the entire parent group.
  • Each family will have a “buddy” family to work with the entire school year. These
    families will support each other not only with the academic progress of their

students but will be a link to each other for school information, and any school
support needed.
  • In October families will join each other in an all school tribes training based upon
    the work of Jeannie Gibbs in her book, Tribes, Learning, and Communities.

Participation Goals
  • Attending Back‐to‐School Night and Open House: 100%

  • Attending parent conferences 100%

  • Parents’ volunteering in the classroom or through home contributions: One parent
    volunteer will assist in the classroom a day for an hour. Therefore, each class will
    have a minimum of five hours a week of parent assistance.
  • Parent group will have an Executive Board responsible for fundraising, providing
    enrichment activities for students and families, and coordinating with the principal
    and teachers.
  • Tribe leaders: Tribe leaders serve as the liaison with tribe members. The goal is
    90% participation.
  • Jog‐a‐thon: The goal is to have 70 % of the parents participate in the jog‐a‐thon.

  • Have 70% of parents participate in a fundraising activity for the school.

  • Eighty percent of new parents participate in a Marshall Rosenberg’s NVC training


Projected Budget for Carpinteria Family School


*printer, projector, cartridges, printer paper, classroom & office supplies, computer speakers, clicks for printers**Principal
Reserve does not get new funding from year to year. This is the school’s fund that covers expenses that go over estimated
budgets. If enough remains at year’s end, we would like to purchase the KidBiz, a district used reading program.


Education Code Section 64001 requires that this plan be reviewed and updated at least annually, including
proposed expenditures of funds allocated through the Consolidated Application, by the school site council.
The current makeup of the council is as follows:


The school site council recommends this school plan and its related expenditures to the district
governing board for approval, and assures the board of the following:

• 1. The school site council is correctly constituted, and was formed in accordance with district
     governing board policy and state law.


• 2. The school site council reviewed its responsibilities under state law and district governing
      board policies, including those board policies relating to material changes in the school plan
      requiring board approval.

• 3. The school site council sought and considered all recommendations from the following groups
      or committees before adopting this plan:
      · School Advisory Committee for State Compensatory Education Programs
      · English Learner Advisory Committee
      · Community Advisory Committee for Special Education Programs
      · Gifted and Talented Education Program Advisory Committee
      · Other (list)

• 4. The school site council reviewed the content requirements for school plans of programs
      included in this Single Plan for Student Achievement, and believes all such content requirements
      have been met, including those found in district governing board policies and in the Local
      Improvement Plan.

• 5. This school plan is based upon a thorough analysis of student academic performance. The
      actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school
      goals to improve student academic performance.

• 6. This school plan was adopted by the school site council on:


__________________________________ Date: ________________   Leslie Ann Gravitz
Signature of school Principal

__________________________________ Date: ________________   Brittney Crooks
Signature of SSC chairperson