1500 Highway 36 West
Roseville, MN 55113-4266 / TITLE I SCHOOLWIDE PROGRAM (SWP)
APPLICATION AND PLAN / ED-02401-06
Due: 8/31/14
GENERAL INFORMATION AND INSTRUCTIONS: The information on this report is a requirement of Public Law 107-110, the No Child Left Behind Act of 2001. All ten components must be addressed in order to be considered. Please complete an application for each Title I school wide school and upload the document with the ESEA application. Contact Noemi Treviño at 651-582-8233 or with any questions regarding SWP. /
SCHOOL YEAR
2 0 1 4 – 2 0 1 5
I. IDENTIFICATION INFORMATIONPlan Status
Planning Year (2009) X Elementary School (grade span K-6)Making AYP:Yes
Middle School (grade span -) Approved Q-Comp: N/AYesNo
Implementation Year (2010) High School (grade span -)
District Name
Lake Park Audubon / District Number
2889 / Superintendent Name
Dale Hogie / Superintendent Email
School Name
Lake Park Audubon Elementary School / School Number
10 / Telephone Number
(218) 439 - 3301 / Fax Number
(218) 439 - 3318
Building Principal
Sam Skaaland / Email
Address
601 4th Street, Box 338 / City
Audubon / Zip Code
56511
Current Student Demographics (building level)
5 % American Indian4 % Hispanic0% Limited English Proficient
2% Asian 88% White154% Special Education
1 % Black44% Free/Reduced Lunch
Title I School wide Coordinator
Sam Skaaland / Telephone Number
(218) 439 - 3301 / Fax Number
(218) 439 - 3318
Address
601 4th Street / City
Audubon / Zip Code
56511
II. GENERAL INFORMATION
1. Executive Summary of School wide Program (SWP)
Provide an overview of your school with adequate information for the reader to become acquainted with the SWP plan.
Lake Park Audubon Elementary School began implementing an RtI model of instruction eight years ago. During this time our free and reduced lunch population increased rapidly and our needs for academic and behavioral interventions has also increased. The percentage of students entering our school in kindergarten with an IEP has been above 30% for three out of the past four school years. AIMSweb testing, Star testing, and MCA results allow us to identify students needing help, and the areas where help is needed. It is important for our instructional staff to be able to provide appropriate interventions on a timely basis. The process for identification and placement of students in a Targeted Title I program can be cumbersome and time consuming, and it is important to provide interventions as quickly as possible upon identification. Many times, it seems as though a student identified as needing Title I services becomes labeled and remains a “Title I student” for the remainder of their elementary school years. This process does not fit well with our adoption of an RtI model of instruction. Interventions should be given immediately upon recognition of need, and children can be dismissed from services as soon as their deficiency is remedied.
A School Wide Title I plan allows all school staff including classroom teachers, Title I paraprofessionals, special education paraprofessionals, and instructional aides to give our students the extra help they may need immediately upon recognition without the necessity of applying a label. Students who score below the 40th percentile on a standardized test may not need help on all skills, but only specified areas of weakness. A student scoring at the 80th percentile on a standardized test may still need an intervention involving a particular skill. Our school wide plan allows us to help these students and give appropriate instruction in an optimal setting. Intervention periods have been scheduled throughout our school day, and these periods can be understaffed due to regulations in the Targeted assistance program. Research has shown that additional, effective instructional time beyond the classroom core instruction produces the best results. Our intervention periods provide extra teaching time as well as giving an opportunity for one to one or small group instruction.
Specific goals of our plan include: 1. Successful implementation of the RtI model 2. Reach school wide goal of 68.7 proficiency on MCA Reading tests in the spring of 2014. 3. Reach school wide goal of 84.7% proficient on MCA Math tests in the spring of 2014. 4. Title I instructional staff, special ed. staff, and classroom teachers and aides can be included in planning and implementing interventions for all students. 5. Reduce the effects of poverty on achievement. 6. Seventy percent of all 2nd graders will be reading at or above grade level target by the end of 2nd grade. 7. Reduce office discipline referrals by 5% from the previous year.
Activities for meeting the school wide goals: 1. All instructional staff will be trained in RtI concepts, and understand the model as it pertains to Lake Park Audubon Elementary School. All instructional staff will attend grade level meetings and study data involving specific students and groups for the purpose of planning and providing appropriate interventions for all students. 2. Appropriate reading instruction will be provided in the classroom as a part of our core reading curriculum, and interventions will be given to identified students using appropriate instructional staff including those trained in specific interventions. Interventions will include Minnesota Reading Corps, small group pull-out and back table instruction, Read Naturally, Leveled Literacy, and instructional services at after school programs. Children will be continually tested and identified through FAST probes, Star Early Literacy, and Star Reader to diagnose needs and monitor progress. 3. Identified students will be supplied with small group instruction in math, and interventions including Accelerated Math, Math Facts in a Flash, and Study Island will be provided with appropriate personnel. 4. Meetings will be held, at least monthly, where all instructional staff will study student data and make recommendations for interventions for specified students. These Personal Learning Communities will be encouraged, and instructional staff will learn about interventions and teaching techniques to be supplied to students in order to meet their needs. 5. Data for subgroups will be studied and disaggregated including the Free and Reduced Lunch and Special Education subgroups to determine interventions and adjustments that can be made to provide for optimal instruction. 6. Star probes and progress monitoring will provide identification of students who need help in pre-reading and fluency in the kindergarten through second grade levels. Specific instruction will be provided in phonemic awareness, phonics, fluency, guided reading, and vocabulary involving all instructional staff. 7. Lake Park Audubon Elementary School is in its fourth year as a PBIS school, and emphasis is being placed on teaching positive behaviors throughout our building. A SWIS system for gathering behavior data has been put in place, and the staff is learning about behavior interventions appropriate to specified students and groups.
II. GENERAL INFORMATION (CONTINUED)
2. School wide Program (SWP) Planning Team
A.List the names of people and programs represented in the development of this plan. (There should be at least one participant from each of the following groups).
Category / Name / Contact Information
Parents Name(s) / Zora Sternitzky
Kristi Kruger / 218-439-3398
218-238-6289
Teachers Name(s) and Respective Grade / Stacey Stalberger – 1st
Katie O’Connell – 6th / 701-261-3679
218-234-8452
Community Member / Barb Jenson / 218-841-1496
Other Staff Name(s) / Kristen Frank / 218-841-6362
Pupil Service Personnel Name(s) / Jennifer Heggestuen / 218-849-0371
Principal’s Name / Sam Skaaland / 218-439-3301
Students Name(s) if secondary school program / Elementary Program / No secondary student
Program Administrator
(Administrators of the programs that are to be consolidated in the SWP plan) / Sam Skaaland
Title I / 218-439-3301
218-439-6876
218-439-3301
Technical Assistance Provider / Darla Harstad / 218-238-4079
Additional Member Name and Role: Title I and ADSIS representative / Carol Ricke / 218-850-1559
B.How do all staff, parents, and community members provide input in the development, implementation, and evaluation of the SWP plan?
Our school wide planning team has representation from all segments of the school community, and this helps ensure that input is gathered from a good cross section of all concerned. The members of this committee have given suggestions for the development of the plan and have approved it before its submission to the state. Implementation of the plan began at the start of the 2010- 2011 school year as a part of our RtI instructional model. A meeting was held each to explain to all staff how our Title I programs work, and the changes it may involve as far as their duties. Regular RtI team meetings are held to examine test results and plan for specified interventions for identified students. MCA results will be studied in detail before the school year begins, and all students will be tested using FAST, Star Math, Star Reading, and Star Early Literacy during the first weeks of school. This information will be used to target students for interventions as needed. The LPA Title I Parent Involvement policy requires the involvement of parents at every step in the process, and our Title I Family Night (Raider Power Time), Title I Parent Committee, and satisfaction surveys for all segments of the school community will continue and become enhanced as a part of our School Wide Title I Plan. School wide implementation will be the responsibility of all LPA Elementary instructional staff, and tasks will be assigned to those most qualified. The movement to a school wide Title I program has been discussed with the school board and community members and a resolution to apply for a school wide Title I plan was approved by the Lake Park Audubon School Board. School Wide Title I will be evaluated through the process of examining survey and test results, and the success of the plan will be judged by an improvement in test scores along with “high” ratings from all segments of the school community.
- Describe the team’s plan for communicating with the school and community.
1
III. TEN REQUIRED COMPONENTSUnder section 1114(b)(1) of Title I of No Child Left Behind, a Schoolwide Program (SWP) must address the following ten components. Please describe HOW the school will implement each of the ten components.
1. Comprehensive Needs Assessment- Provide a brief description of your school including demographics of your school and community, academic achievement and other relevant information.
Property values in the Lake Park Audubon School District can range from the very high valued lake properties and large farms to very low trailer park values. While relative property values remain high or increase in value, our student population has an increasing poverty level. This creates a large socioeconomic diversity among our students, and may encourage open enrollment out of the district by families of higher socioeconomic status to schools with newer facilities. A building bond referendum and an excess levy referendum both passed in 2010. Extensive renovations and some new construction were completed at the elementary school before the start of the 2011 – 2012 school year. Students and teachers moved into an entirely new high school for the beginning of the 2012 – 2013 school year. Many residents of the Lake Park Audubon School District work in the Fargo/Moorhead or Detroit Lakes communities and commute to work. Public libraries, clinics, and social service agencies are located in Detroit Lakes, about seven to eight miles from the elementary school.
Lake Park Audubon Elementary School has achieved Adequate Yearly Progress every year since the inception of that measure by the Minnesota Department of Education. Our free and reduced lunch population has scored significantly lower than the remainder of our students as measured by Minnesota Comprehensive Assessment Tests, AIMSweb test probes, and Star testing. Testing has indicated that our fourth grade classes have scored lower than other grade levels (below the state average), in reading.
All grade levels at Lake Park Audubon Elementary School scored above the state average for math on the MCA tests given in the spring of 2013. All grade levels except 4th grade scored above the state average in reading on the spring 2013 MCA tests. LPA Elementary School has made AYP every year since the inception of that measurement system.
B. Describe the process used to collect and analyze data across the five SWP planning dimensions:
Dimension / Identification of Priority Needs / Data/Evidence to Support Identification of Priority Needs / Goal
Student Achievement / Data is gathered using MCA test results, FASTtests, Star Testing, and local test results. A needs assessment conducted during the past school year indicated a high need for motivation and achievement in both reading and math, / The Lake Park Audubon Elementary test scores have shown a need especially in our free and reduced lunch and special education populations. The teachers and staff identified reading and math as our highest academic priorities. / Our school has set a goal of increasing our MCA test scores by 5% in both reading and math school-wide. Another achievement goal is to have seventy percent of all second graders reading at grade level by the end of second grade according to FAST test results.
Professional Development / Professional development priorities as identified by our LPA needs assessment indicated our highest needs in the areas of - 1st, Reading/Math RtI -2nd, and Positive School Climate (PBIS) . / RtI, reading, and math professional development opportunities were ranked high on our needs assessment. Study of test data also indicates a high need in these areas. Grade 4 has ranked below the state average on MCA test scores in reading and math. / The LPA staff development goals for the 2014-15 school year include the expansion of Study Island, Math Facts in a Flash, and RtI training in interventions to boost achievement levels. The expansion of PBIS strategies and an increase in number and attendance at grade level meetings were also identified as goals.
School Context and Organization / Our highest needs in the area of school organization include communication between grade levels and coordination of services (Title I, Special Education, and Regular Education). A school-wide Title I program will help us to provide this in our school. / The priorities in the area of school context as rated on the needs assessment were communication between grade levels and coordination of services. Teachers and staff want to be able to provide the best services to children at an optimal time and location. A school wide plan will help us to meet these needs. / Our goal is to enhance our a school-wide Title I program so that appropriate staff can provide interventions as soon as possible upon identification of need. Opportunities for meetings between grade levels and all segments of our staff will be provided.