I. Identification Information - Bemidji Area Schools...2015, the percentage of students receiving...

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I. Identification Information

DISTRICT INFORMATION DISTRICT PHONE, FAX, EMAIL

District Name and Number: Bemidji Area Schools #0031-01 Phone: (218) 333-3100, 31120

Superintendent (Director): Dr. James Hess, Superintendent Fax: (218) 333-3129

District Address: 502 Minnesota Ave NW, Bemidji, MN 56601 Email: [email protected]

Title Coordinator: Kathy Palm, Director of Curriculum & Admin Services Phone: (218) 333-3100, 31103

Coordinator Address: 502 Minnesota Ave NW, Bemidji, MN 56601 Email: [email protected]

SCHOOL INFORMATION SCHOOL PHONE, FAX, EMAIL

School Name, Number and Grade Span: Lincoln Elementary, #060, Grades K-5

Phone: (218) 333-3250

School Address: 502 Minnesota Ave NW, Bemidji, MN 56601 Fax: (218) 333-3480

Principal: Jason Luksik Email: [email protected]

Is this your schoolwide program plan? X☐ Yes ☐ No

If yes complete the entire document.

Check one: ☐ Initial Schoolwide plan X☐ Existing Schoolwide plan ☐ Targeted Assistance

Enter Data: 2012-13 MMR: 18.97 percent

2013-14 MMR: 48.68 percent

2012-13 FR: 60.69 percent

2013-14 FR: 66.33 percent

Check Current Designation: ☐ Reward ☐ Celebration Eligible ☐ Continuous Improvement

☐ Priority ☐ Focus

Check one if Designated as a Priority or Focus School: ☐ Northern Sky Center ☐ South/Central Lakes Center ☐ SE/Metro Center

RECORD OF CONTINUOUS IMPROVEMENT

SCHOOL IMPROVEMENT PLAN AND TITLE I SCHOOLWIDE PROGRAM (SWP) PLAN

School Year

2015-2016

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II. School Information

Building Level Student Demographics: Percentage of Total Enrollment:

American Indian/Alaskan Native 26.4%

Asian/Pacific Islander 0.2%

Black, not of Hispanic origin 1.5%

Hispanic 0.9%

White, not of Hispanic origin 71.0%

Limited English Proficient 0%

Special Education 9.7%

Free or Reduced-Price Lunch 54.1%

LEADERSHIP IMPLEMENTATION TEAM ROLE CONTACT INFORMATION

Jason Luksik Principal (218) 333-3250

Liana Schaefer Teacher (218) 333-3250

Darlene Riewer Teacher (218) 333-3250

Amanda Mix Other (218) 333-3250

Kathy Palm, Director of Curriculum Program

Administrator [email protected]

Jennifer Verdugo Parent (218) 497-0189

Amy Beighley Community Member (218) 444-9666

Angela Lauderbaugh Pupil Service

Personnel [email protected]

Enter student name here Student (if secondary) Enter contact information here

Tony Andrews Technical Assistance [email protected]

Student Growth Team:

Jason Luksik, principal

Liana Schaefer, facilitator

Renae Donaghue, special education

Doreen Felts, K

Krista Klinke, 1st

Lisa Schussman, 2nd

John Williams, 3rd

Jeff Smith, 4th

Deb Brown, 5th

Amanda Nelson, specialist

Additional Member (218) 333-3250

SCHOOL SUMMARY STATEMENTS

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Executive summary of your school:

Provide a school overview and include

enough information for the reader to

become acquainted with the focus of this

action plan.

Lincoln Elementary School has been in existence on the south side of the city of Bemidji, Minnesota for over 100 years. The new Lincoln building opened in October of 1999 and in this, its fifteenth year, enrollment is 561 students in grades K-5. According to the State Department Administration Data for 2014-2015, the percentage of students receiving free and reduced priced meals is 54.1%. 26.4% of Lincoln’s students are Native American, and Lincoln’s mobility rate is currently 22.8% (based on 2014 – 2015 MDE data). The district provides for all day, every day kindergarten. Lincoln’s vision statement is: Encouraging Successful Lifelong Learners. The mission statement is: The mission of Lincoln School is to work collaboratively with families, staff, and community to provide a welcoming, safe, and challenging learning environment where each child is successful and differences are respected. It is the goal and desire of Lincoln Elementary to improve achievement of all students regardless of their individual or collective demographic patterns. A team of staff members, along with the principal, were introduced to the school-wide concept of restructuring in 1998 and voted to accept this new venture in school-wide planning. A site team was formed and met often to decide on new ways to deliver intervention services. The team decided to use School-wide funding to hire a Parent Involvement Facilitator who would have an office in The Parent Den and assist teacher facilitators with family functions, volunteer coordinating and recognition, and assist parents with educational brochures, etc. Although re-located to the main office, this Parent Involvement Facilitator continues to coordinate a variety of school-wide extracurricular activities such as: Student Council, Family Night meals, Scholastic Book Fairs, the School Store, and organizes school benefits when families from Lincoln need additional support. 2014-2015 School Year: Due to limited funding the position of the Parent Involvement Facilitator was eliminated. In the spring of 2007 the site team met to consider changes in facilitators’

staffing, in part, because of reduction in School-wide funding.

The site team decided to utilize three facilitators for the following year. This enabled our staff to restructure and serve the entire school population. With licensed facilitators, we use differentiated instruction and flex grouping. In the fall of 2008, increased funding allowed us to hire one full-time paraprofessional who assisted at all grade levels. In the fall of 2009, Title I stimulus money permitted us to hire an additional full-time paraprofessional, and one part-time paraprofessional; as well as train one facilitator in Reading Recovery, and one facilitator in Leveled Literacy Interventions. In 2010-2011, due to an increase in student need determined by data analysis, intervention staff was expanded to a total of 3 full-time teachers and 3.5 paraprofessionals. During the 2010-2011 school year classroom teachers and licensed facilitators were trained in Guided Reading in order to serve all ability levels. We received continued Guided Reading Training in 2011 – 2012 as well. In 2011-2012, due to a continued increase in student need, the School-wide staff increased to 4 full-time teachers and 4.5 paraprofessionals (as of December 2011). We are fortunate to be able to add one full-time MN Reading Corp tutor to our staff for the 2012 – 2013 school year. One of our existing facilitators will be her coach. In addition to the district’s core curriculum, all students and staff at Lincoln are engaged in the Renaissance philosophy. In the fall of 2002, Lincoln School received a CSR grant for $300,000 to be used over three years and chose the Renaissance programs as its reform model. Using this model students learn to choose books at their own reading level and then go to the computer to take comprehension quizzes on them. Students are encouraged to read more challenging books. By meeting certain standardized criteria related to number of points and book difficulty, students earn certification levels. These are a reflection of the quality and quantity of their reading. Some grade levels recognize student reading progress throughout the

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year at reading award ceremonies to which parents are invited. The progress of every student is acknowledged and celebrated. A milestone that is celebrated involves students who have read a million or more words during the school year. To recognize these students their name is announced during the morning announcements. In addition to at least 60 minutes of Expressions, most third and fourth grade students, and some advanced students in earlier grades are put into flexible groups for Accelerated Math instruction. Students are placed in appropriate libraries based on their assessment results; and for 4th graders, how far the child progressed in the libraries the previous year. For the past seven years, one or more facilitators taught an Accelerated Math class in grades 3-5 to reduce class size. Accelerated Math classes were structured so that there were more students assigned to higher-level classes and fewer students in classes with below grade level learners. Math Facts in a Flash is another Renaissance program which every math classroom has available to help students with basic facts on the computer. Starting the 2013-2014 school year, Accelerated Math will still be provided for the classroom teachers to use, but School-wide facilitators will use this time to provide intensive and developmentally appropriate math interventions to support Lincoln Elementary’s Response to Intervention (RtI) strategies. Also, School-wide will provide strategic math interventions for grades K-5 based on data, teacher input, and student needs. Through a “flood in” model, school-wide facilitators, and paraprofessionals, will collaborate with classroom teachers to push in to classrooms, or pull out students from classrooms, and use developed interventions in reading and math in order to meet the needs of as many students as possible and to lower the number of daily classroom interruptions to provide a positive learning environment for everyone. In 2011 – 2012, the district began a five-year Response to Intervention (RtI) plan. RtI Specialist, Kim Kusler, presented core curriculum strategies to our Student Growth Team, and the student growth team passed these strategies onto staff in staff meetings and PLC (now called RtI team) meetings. Staff was also trained in a “tool kit” of interventions that would be beneficial to students struggling in particular reading areas. In 2012 – 2013, our district initiated improved communication protocols to inform parents when and why their children need interventions, what the interventions are, what the progress monitoring indicates, and if/when the intervention is discontinued. In 2012-2013, morning RtI groups divided into different grade levels to discuss student concerns and intervention strategies that were effective or needed improvement every month. In 2013-2014, these RtI groups continued to address student concerns and the interventions that will be applied to help students reach his or her appropriate level of success in reading and math. In 2013-2014, our district provided four early release days in which students will leave school early and School-wide facilitators and classroom teachers will use this time to address student concerns, intervention strategies, and how to maintain a positive learning environment. This process continued in 2014-2015 and will again continue in the 2015-2016 school year. In 2014-2015, the sixth year of RTI, the district focused on the behavior intervention process. The behavior committee was formed to put together behavior interventions, which are on First Class for all teachers to access as needed. In 2015-2016, the districts goal will be to focus on Essential Learning Outcomes (ELO’s). To provide effective, timely assistance for low achieving students, the School-wide program uses a combination of small intervention group instruction as well as inclusion within classrooms. Facilitators use supplemental Reading Recovery, Leveled Literacy Intervention (LLI), Houghton Mifflin, Read Naturally, Scholastic reading materials and materials from the intervention “tool kit”. Additionally in 2012 and 2014, our MN Reading Corp tutor will provide one of

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ten individualized interventions for K-3 students just under grade level targets in reading. Starting in 2013-2014 Title staff was refigured to provide a Math Specialist for 3rd-5th grade. This will help add a Math intervention time by having Title services 3x a week for Reading and 2x a week for Math. To provide effective, timely assistance for low achieving students, the School-wide program uses a combination of small intervention group instruction as well as inclusion within classrooms. Facilitators use supplemental Math “Tool Kit” Interventions, Number Worlds, MN Math Core Tutor, and Expressions (New Math Curriculum for 2014-2015). Strategies to involve parents include a well-attended Orientation Day, a cultural event, a school-wide family “drop everything and read” afternoon, a Book Fair and Supper Family Night, a fall carnival, two Scholastic Book Fairs during parent/teacher conferences, musical concerts, school dances, a volunteer recognition event, fifth grade graduation, March Math Madness, and a traditional ice cream social for the community. A very active PTO helps to make these programs successful. In the spring of 2012, our district added new parent resources on the district website with the “Reading Well by 3rd Grade” plan. There are many “do at home” reading activities provided. All certified staff members at Lincoln are licensed in the areas in which they

teach and 100% of paraprofessionals are highly qualified. With only small

changes in our unified staff, we look forward to more years of continued

maintenance of all our programs.

Describe the team’s plan for

communicating with the school and

community.

A copy of the school-wide plan is available to the staff in the lounge, given to

the district leadership team, and available to community members in the office

and on the school website after it is sent to MDE. The Bemidji school district,

as well as most of Lincoln’s classroom teachers and a school-wide facilitator,

maintains websites that are available to everyone. Bemidji Area Schools also

publishes an annual report, which gives a complete snapshot of Lincoln School

with a summary of the school-wide plan. At fall conferences parents are

introduced to the Parent/Teacher/Student compacts and the compacts are

revisited during the spring conferences. A monthly Lincoln newsletter will be

sent out to parents, informing them about activities and programs at school.

A twitter account has also been made to communicate daily school wide

activities and events.

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SCHOOL: Lincoln Elementary PLAN CONTACT: Jason Luksik SUBMISSION DATE: June 5, 2015

1. Use this template to develop a record for each separate usable intervention being implemented. A usable intervention could be an instructional

strategy or practice and may be part of a larger instructional framework. Copy the template as needed. Instructions for completing each section

are provided as a separate document.

2. Each template will provide detail for math, reading or graduation. Check one. X Math ☐ Reading ☐ Graduation (if applicable)

3. SMART Goal: Third, fourth, and fifth grade students at Lincoln Elementary School will increase their math proficiency from an

average of 54.6% in the spring of 2014 to an average of 58% in the spring of 2015 as measured by the MCA III Math Test.

4a. EXPLORATION

This process includes a COMPREHENSIVE NEEDS ASSESSMENT and will lead to the selection of a usable intervention you believe will lead to

improved student outcomes. Consider the demographics of your school and community, academic achievement and other relevant information

(section 1114(b) (1) of Title I of No Child Left Behind, the SWP).

ACTION STEPS

What data will the team review and what activities will the team engage in to

explore possible instructional

strategies/practices?

TEAM LEAD/

RESOURCES

Who will lead this action step?

What resources are needed?

DATA

What did you learn from the data you reviewed?

BY DATE NEXT STEPS

What will you do next to advance the exploration process?

1. MCA, MAP, and AIMSweb results

Title-I Team and Student Growth Team

Examine strands for MCA and MAP and %’s for AIMSweb

Spring 2015 Analyze results with individual classroom teachers at RTI

2. Math Training Math Trainer Library Math Curriculum Curriculum pay

Enter info after Training June 10, 2015

Teachers will use what they learned from the training in their classrooms

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ACTION STEPS




TEAM LEAD/

RESOURCES



DATA


BY DATE NEXT STEPS


3. District Data Retreat Cheryl Nash Enter info after Aug 2015 Share data with Lincoln Staff

4. Staff Meeting- Will go over all test data.

Conclusion charts from MCA, per: District Data Retreat

Enter info after August 2015

Building goals will be set.

4b. SELECTING A USABLE INTERVENTION

Identify the usable interventions (strategies or practices) the team has selected for monitoring.

If applicable, identify the instructional framework that includes the usable intervention: Enter the framework here if applicable

5a. USABLE INTERVENTION SELECTED FOR MONITORING: Math ELO’s

5b. Instructional Change Manager: Jason Luksik 5c. X Math ☐ Reading ☐ Graduation (check one)

List of usable interventions selected for monitoring below. Highlight the one you will measure first. Fully Implemented?

1. Math ELO alignment

2. Common Formative Assessment

3. Number Worlds

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6a. INSTALLATION

ACTION STEPS

What activities will provide structural supports necessary to implement

interventions successfully?

TEAM LEAD / RESOURCES

EFFORT

EXPECTATION

What is the expected result of this adult activity?

BY DATE EVIDENCE SUMMARY TO

INFORM NEXT STEPS

Use the drivers to overcome installation barriers. Celebrate successes. Determine

next action step.

1. All staff will be a part of RTI meetings discussing ELO’s at least once a week.

Teachers ELO’s

Discuss/Review data Align ELO/Curriculum Full Participation

Ongoing Continue meeting weekly and reevaluating assessment data.

2. RTI meetings will also occur on early out days. 1 hour long

Principal, Teachers

Discuss/Review data Align ELO/Curriculum Full Participation

Ongoing Continue meeting during early outs to reevaluate process and data.

3. Establish monthly coaching schedule for math specialist

Math specialist Teachers

Guidance from the specialist to help improve student success.

October 2015

Schedule will be submitted

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6b. INITIAL IMPLEMENTATION

These are the action steps you will take to implement the usable intervention you have selected to fidelity. Fidelity requires at least 50% of the

teachers using the practice to do so with a high level of proficiency when observed.

ACTION STEPS

What actions are taken to support teachers’ implementation of the usable intervention? Use the drivers to develop

these supports.


FIDELITY EXPECTATION

What is the expected or desired fidelity outcome for

this adult activity


INFORM NEXT STEPS

Record actual fidelity outcomes. Use the drivers to overcome barriers to

improvement and guide next steps. Full implementation is attained when at least 50% of teachers use the intervention with

fidelity.

1. Data is shared by SGT with staff. SGT, principal We will have

implementation data. August, 2015

Discussion on grade level participation and how far along each grade is in the process.

2. Teachers meet weekly during the school year to organize materials and student groups.

Grade level teams, principal

50% Ongoing Monitor % of participation.

3. Teachers communicate daily/weekly with students, other teachers & support staff pertaining to weekly groups & progress.

Grade level teams, support staff, principal

50% Ongoing Monitor % of participation.

4. Teachers evaluate data and student progress daily/weekly.


50% and above Ongoing Monitor % of participation.

5. Math Specialist will be involved in fidelity observations to ensure participation.

Math Specialist 50% and above Ongoing Monitor % of participation.

6. Principal will observe and monitor RTI grade level teams.

Principal 50% and above Ongoing Monitor % of participation.

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6c. FULL IMPLEMENTATION

Once this intervention has been implemented successfully by over 50% of the teachers, create a sustainability process for the intervention and

processes to assist teachers who are still developing their proficiency. Then start a new action plan for the next intervention selected in 4b.

ONGOING MONITORING OF THE INTERVENTION

What data will you collect and review to measure whether or not you are reaching

your desired educational outcomes?

What is your measure of adult behavior change (e.g., is implementation of the intervention occurring as intended)?

What is your measure of student performance change?


SUSTAINABILITY

EXPECTATION

What is your target for student outcomes (e.g.,

achievement gap reduction)?

What is your target for instructional behavior

(e.g., increased fidelity)?


INFORM NEXT STEPS

Record actual outcomes for both student outcomes and fidelity.

Celebrate successes. Determine next action steps.

1. Weekly Math pretests and post tests from ELO’s

Classroom teachers pre and post ELO tests

Ensure that students learn math skills that they need to know by the end of the school year.

2015/2016 school year

Teachers will record individual student data within their class.

2. OLPA Scores Teachers, SGT OLPA data

Improve student math skills

Winter 2015-2016

Teachers will collect, evaluate, and record individual scores.

3. MCA Scores Teachers, SGT MCA data

Improve student math skills

Spring 2016

Teachers will collect, evaluate, and record individual scores

4. MAP Scores Teachers, SGT MAP data

Improve student math skills.

Sept., Jan., May

Teachers will collect, evaluate, and record individual scores

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6d. INTERVENTION MONITORING RECORD Math ELO alignment

Teachers will assess students weekly in the math ELO’s that need to be taught throughout the year. They will administer a pretest in a specific skill. They will then group students according to whether or not they have mastered that skill. Teachers will provide enrichment for those students that have mastered the skill. They will re-teach students that have not mastered the skill. They will then administer a posttest to students to see if they have now learned the skill. Students will be given the OLPA assessment in the middle of the school year to determine what math skills they still need to learn. Teachers will then look at the data and the scores from the OPLA, MCA, and MAP assessments to evaluate the progress that students have made using this process. The school principal and the math specialist for the district will monitor and determine fidelity.

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SCHOOL: LINCOLN ELEMENTARY PLAN CONTACT: Jason Luksik SUBMISSION DATE: Sept. 1, 2015

1. Use this template to develop a record for each separate usable intervention being implemented. A usable intervention could be an instructional

strategy or practice and may be part of a larger instructional framework. Copy the template as needed. Instructions for completing each section

are provided as a separate document.

2. Each template will provide detail for math, reading or graduation. Check one. ☐ Math X Reading ☐ Graduation (if applicable)

3. SMART Goal: Third, fourth, and fifth grade students at Lincoln Elementary School will increase their reading proficiency from an

average of 58.1% in the spring of 2014 to an average of 62.1% in the spring of 2015 as measured by the MCA III Reading Test.

4a. EXPLORATION

This process includes a COMPREHENSIVE NEEDS ASSESSMENT and will lead to the selection of a usable intervention you believe will lead to

improved student outcomes. Consider the demographics of your school and community, academic achievement and other relevant information

(section 1114(b) (1) of Title I of No Child Left Behind, the SWP).

ACTION STEPS




TEAM LEAD/

RESOURCES



DATA


BY DATE NEXT STEPS


1. MCA, MAP, and AIMSweb results

Title-I Team and Student Growth Team

Examine strands for MCA and MAP and %’s for AIMSweb

Spring 2015 Analyze results with individual classroom teachers at RTI

2. District Data Retreat Cheryl Nash Enter info after Aug 2015 Share data with Lincoln Staff

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ACTION STEPS




TEAM LEAD/

RESOURCES



DATA


BY DATE NEXT STEPS


3. Staff Meeting - Will go over all test data.

Conclusion charts from MCA, per: District Data Retreat

Enter info after August 2015

Building goals will be set.

4b. SELECTING A USABLE INTERVENTION

Identify the usable interventions (strategies or practices) the team has selected for monitoring.

If applicable, identify the instructional framework that includes the usable intervention: Enter the framework here if applicable

5a. USABLE INTERVENTION SELECTED FOR MONITORING: Reading ELO alignment

5b. Instructional Change Manager: Jason Luksik 5c. ☐ Math X Reading ☐ Graduation (check one)

List of usable interventions selected for monitoring below. Highlight the one you will measure first. Fully Implemented?

1. .Reading ELO’s

2. Common Formative Assessment

3. PALS

4. Reading Recovery

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6a. INSTALLATION

These activities provide structural supports necessary to implement the intervention successfully.

ACTION STEPS

What activities will provide structural supports necessary to implement

interventions successfully?


EFFORT

EXPECTATION

What is the expected result of this adult activity?


INFORM NEXT STEPS

Use the drivers to overcome installation barriers. Celebrate successes. Determine

next action step.

1. All staff will be a part of RTI meetings discussing ELO’s at least once a week.

Teachers ELO’s

Discuss/Review data Align ELO/Curriculum

Ongoing Continue meeting weekly and reevaluating assessment data.

2. RTI meetings will also occur on early out days. 1 hour long

Principal, Teachers

Discuss/Review data Align ELO/Curriculum

Ongoing Continue meeting during early outs to reevaluate process and data.

3. Establish monthly coaching schedule for reading specialist

Reading Specialist Teachers

Guidance from the specialist to help improve student success.

October 2015

Schedule will be submitted.

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6b. INITIAL IMPLEMENTATION

These are the action steps you will take to implement the usable intervention you have selected to fidelity. Fidelity requires at least 50% of the

teachers using the practice to do so with a high level of proficiency when observed.

ACTION STEPS

What actions are taken to support teachers’ implementation of the usable intervention? Use the drivers to develop

these supports.


FIDELITY EXPECTATION

What is the expected or desired fidelity outcome for

this adult activity


INFORM NEXT STEPS

Record actual fidelity outcomes. Use the drivers to overcome barriers to

improvement and guide next steps. Full implementation is attained when at least 50% of teachers use the intervention with

fidelity.

1. Data is shared by SGT with staff. SGT, principal We will have

implementation data. August, 2015

Discussion on grade level participation and how far along each grade is in the process.

2. Teachers meet weekly during the school year to organize materials and student groups.


50% and above Ongoing Monitor % of participation. .

3. Teachers communicate daily/weekly with students, other teachers & support staff pertaining to weekly groups & progress.

Grade level teams, support staff, principal


4. Teachers evaluate data and student progress daily/weekly.



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6c. FULL IMPLEMENTATION

Once this intervention has been implemented successfully by over 50% of the teachers, create a sustainability process for the intervention and

processes to assist teachers who are still developing their proficiency. Then start a new action plan for the next intervention selected in 4b.

ONGOING MONITORING OF THE INTERVENTION

What data will you collect and review to measure whether or not you are reaching

your desired educational outcomes?

What is your measure of adult behavior change (e.g., is implementation of the intervention occurring as intended)?

What is your measure of student performance change?


SUSTAINABILITY

EXPECTATION

What is your target for student outcomes (e.g.,

achievement gap reduction)?

What is your target for instructional behavior

(e.g., increased fidelity)?


INFORM NEXT STEPS

Record actual outcomes for both student outcomes and fidelity.

Celebrate successes. Determine next action steps.

1. Weekly Reading pretests and post tests from ELO’s

Classroom teachers pre and post ELO tests

Ensure that students learn reading skills that they need to know by the end of third grade.

2015/2016 school year

Teachers will record individual student data within their class.

2. OLPA Scores Teachers, SGT OLPA data

Improve student reading skills

Winter 2015-16


3. MCA Scores Teachers, SGT MCA data


Spring 2016


4. MAP Scores Teachers, SGT MAP data

Improve student reading skills.

Fall, Winter, Spring


5. AIMSweb Scores Teachers, SGT AIMSweb data


Fall, Winter, Spring


6. PAST Scores Teachers, PAST data

Improve students skills Ongoing Teachers will collect, evaluate, and record individual scores.

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6d. INTERVENTION MONITORING RECORD: Reading ELO alignment

Teachers will assess students weekly in the reading ELO’s that need to be taught throughout the year. They will administer a pretest in a specific skill. They will then group students according to whether or not they have mastered that skill. Teachers will provide enrichment for those students that have mastered the skill. They will re-teach students that have not mastered the skill. They will then administer a posttest to students to see if they have now learned the skill. Students will be given the OLPA assessment in the middle of the school year to determine what math skills they still need to learn. Teachers will then look at the data and the scores from the OPLA, MCA, and MAP assessments to evaluate the progress that students have made using this process. Running records will be used to monitor first grade reading progress. AIMSweb probes and PAST assessments will be used to monitor progress of pre-reading skills with kindergarteners. The school principal and the reading specialist for the district will monitor and determine fidelity.

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III. Schoolwide Program (SWP) Plan Required Components (SWP schools complete)

1. Under section 1114(b)(1) of Title I of No Child Left Behind, the SWP must address the following 10 components.

2. Comprehensive Needs Assessment (Component 1) action steps are included in 4a. EXPLORATION. Required narrative is below.

3. Reform Strategy (Component 2) action steps and responses b and e are included in 4b through 6c. Other required narrative is below.

Assurances (check boxes for items 1-6)

X 1. Our schoolwide plan was developed during a one-year period and was developed with the involvement of parents and other members of the community including teachers, principals, administrators, pupil services personnel, technical assistance providers and school staff. It addresses the ten components listed below and is also available to the LEA, parents, and the public in an understandable and uniform format in a language the parents can understand.

a) Comprehensive Need Assessment

We conducted a comprehensive needs assessment of the entire school identifying specific areas of academic needs, resulting in a plan that

reflects the use of data driven decision making, establishing challenging goals, as well as identified areas of instructional strengths and

weaknesses.

b) Reform Strategies

We have provided the implementation of reform strategies designed to improve instruction throughout the school so all children can meet the

state’s proficient and advanced levels, including strengthening core academic program, increasing amount and quality of learning time,

enriched and accelerated curriculum, and strategies to meet the needs of historically underserved populations and those at risk of not

meeting academic performance standards.

c) Highly Qualified Teachers

We provide instruction by highly qualified teachers.

d) High-quality and Ongoing Professional Development

We provide high-quality and ongoing professional development for teachers, principals, and paraprofessionals and others as appropriate.

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e) Strategies to Attract High-Quality Highly Qualified Teachers

We implement strategies to attract high-quality highly qualified teachers to high-need schools.

f) Parental Involvement

We have strategies in place to increase parental involvement to improve student academic achievement.

g) Transition

We assist the transition of preschool children from early childhood programs to the local elementary schools.

h) Teacher Involvement in Use of Academic Assessment

Teachers are included in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program.

i) Timely and Effective Assistance

We identify students who are experiencing difficulty mastering the proficient or advanced levels of academic achievement standards and ensure they receive effective and timely assistance.

j) Coordination

We coordinate and integrate the use of federal, state and local resources, services and programs.

X 2. Our plan was developed in consultation with the district and its leadership implementation team or other technical assistance provider.

X 3. All paraprofessionals meet the definition of highly qualified as outlined under NCLB.

X 4. All paraprofessionals are working under the direct supervision of a highly qualified teacher.

X 5. We will conduct an annual review of the schoolwide plan to ensure that the program description in the plan is implemented as designed and

has a positive effect on student achievement.

X 6. We will retain documentation in our district file related to the three core elements of a schoolwide program: conducting a comprehensive

needs assessment, creating a comprehensive schoolwide plan, and conducting an annual evaluation.

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Narrative

1. Describe the school’s Comprehensive Needs Assessment process including data sources and data analysis. Indicate the priority needs to

be address and the reform strategies to be implemented to improve teaching and learning at this site.

The Lincoln Student Growth Team will meet in August to set goals for the school year. They will use data from MCA’s, NWEA MAP

tests, and AIMSweb screeners to set goals for the 2015-16 school year. The principal and school - wide facilitators will update the

plan. Priority needs in math and reading are to increase the percentage of proficient students for all students. Our reform strategy is

to fully implement math and reading ELOs school wide.

2. Describe your school wide program vision. How do you plan to operate differently in the new Title I schoolwide program model in order to

impact the needs of all students including strategies for meeting the educational needs of historically underserved populations? Highlight staff

and parent roles and responsibilities for supporting all learners.

Lincoln teachers are aware that the needs of the individual student must drive our instructional process. Educators will ascertain

student needs by collecting data from our subgroups and design our instruction and assessments to meet those needs and

encourage steady, increased achievement. Staff will be able to meet weekly and discuss their ELO’s data from their common

formative assessments. In addition, such data will be used as a lens to target at-risk students for Leveled Literacy and Reading

Recovery assessments. Teachers will have the opportunity to collectively work in RTI Teams (previously referred to as PLC’s) to

identify highly successful approaches to deliver a particular concept or unit of content during their weekly RTI meetings. Other

teachers will have opportunity to differentiate instruction through collaboration, professional development, or self-study. Our Student

Growth Team will also be studying ways to close achievement gaps. For the 2015-2016 school year Title will have 3 ½ teachers and

4 ½ paraprofessionals who will help in one hour blocks for both Reading and Math. We will also have 1.5 Reading Corps helpers

and 1 Math Corps helper. At Lincoln we use a Guided Reading flooding model. We use 1- hour blocks to “flood” each grade level

with extra staff to assist teachers in meeting the needs of their students. We group students according to their needs and provide

interventions. We communicate with parents about the interventions that their child is receiving. We also visit with parents at

conferences about their child’s progress and what they can do at home to help their child be successful.

3. Provide a summary of your plan to integrate multiple resources and funding sources to build capacity to improve student achievement.

Include any examples of federal, state, local funding, partnerships, and/or other special resources.

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The Lincoln School wide Plan is aligned with The Bemidji Area School District Aims, Goals and Measures that states, “All students

will meet or exceed proficiency levels in reading, math, and writing. All students and staff will demonstrate respect for all individuals

and demonstrate a high level of connectedness to their school. Parents/guardians and community are valued and active partners in

student success.”

The Bemidji School District supports staff development for highly qualified teachers and paraprofessionals. We provide Title II, Part

A and district General Fund for staff development. The District Staff Development Committee oversees Title II, Part A and the

district staff development money to award grants for staff development opportunities that align with district school improvement

goals and student achievement. The district provides five days for district-wide staff development. Bemidji also provides teachers

with ongoing training opportunities in the five areas required by the MN Board of Teaching for license renewal: teaching reading,

behavior modification, adapting curriculum, early onset of childhood mental illness, and using technology for delivering curriculum.

Bemidji district also provides training for new teachers.

Title I resources are used to target the greatest academic needs for student achievement and based on the assessment data from

the previous year. Reading and math continue to be primary staff development focuses. Building principals oversee Title I

purchases for their buildings, the Director of Curriculum approves those purchases, and the district Business Manager approves all

final purchases. The Bemidji School District’s business office oversees all accounting procedures, provides information to the

auditors, and compiles the SERVS information.

The district sets aside at least 1% of all Title I funds for Parent Involvement, and 95% of those funds are used for building-level

parent involvement activities and 5% for district-level Parent Advisory Council (PAC) activities. These activities include Title I school

newsletters and math and reading activities at Title I schools. Title I staff coordinate parent math and reading activity events for

families to help them help their children in these areas.

Other district Title I set asides include the homeless program, which served 300 students last year; Reading Recovery training and

materials, MN Reading Corps coaches training, and instructional materials for district Limited English Proficiency.

Other areas of school collaboration with district, state and federal programs include:

MN Reading Corps (2015-2016) will provide tutors in elementary schools to focus on students (Reading Well) by Third Grade.

MN Math Corps New in 2015-2016, will provide math tutors for grades 4-5 at six elementaries and grade 6 at the middle school if enough math tutors are found.

Title II, Part A provided four trained Ruby Payne Framework for Understanding Poverty trainers who give training for all district staff in the effects of poverty. Because of a better understanding of poverty, our teachers are improving the test scores for students receiving free and reduced lunches.

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Community Education also provides specific staff development in the five areas of needed for teacher licensure renewal: teaching reading, adapting curriculum, early onset of childhood mental health, behavior management, and using technology for delivering curriculum. Non-Public, district, substitute teachers and parents attend these classes.

Adult Basic Education provides services to parents with low basic skills and English as Second Language learners. They also provide training in reading and math for district paraprofessionals completing the NCLB highly qualified requirements. ABE brochures are available at the schools.

Early Childhood Family Education and Early Intervention Center (for pre-school special education children) provide services to parents and pre-school children, as well as transition to kindergarten activities. ECFE brochures are available at the schools.

Head Start provides services to parents and pre-school children, as well as transition to kindergarten activities to families who meet financial qualifications. Head Start brochures are available at the schools.

District 4-year-old Program (located at Bemidji State University) started in 2009 with the Title I Stimulus money. The 5-day, morning and afternoon programs are designed to attract at-risk students and expanded in 2013-2014 under Community Education.

Targeted Services Alternative Program & 21st Century Grant offer summer and after-school programming at all six elementary schools and the middle school to at-risk students. This program offers math and reading remediation, as well as activities to build student confidence and self-esteem.

Indian Education provides services to Native American families and students. They also provide home-school liaisons to connect educational services with the home.

Homeless Education services are provided through Title I, McKinney Vento grant, and the district. A homeless liaison provides homeless children with the connection to our schools, assuring transportation and access to services and resources. The liaison also makes regular contact with the homeless shelters and assures all children have access to school. Evergreen Shelter children are provided services at the Alternative Education Center with a paraprofessional and highly qualified teachers.

District Special Education provides a wide array of services for all students with disabilities. Our district K-12 special education percentage is 15.3%.

District School Nurse provides services district wide and coordinates with the health paraprofessionals at every building.

District Food Service provides nutritionally balanced meals. They are replacing high-sugar and high-fat foods in their menu to meet students’ nutritional needs. This was a recommendation of the District Wellness Committee.

Summer Federal Food Program provides free student breakfasts and lunches to students and low-cost meals to other family members for seven weeks.

Bemidji State University provides interns, student teachers, and volunteers who work with Bemidji students. They also offer teachers, administrators, and paraprofessionals year-round professional development opportunities. BSU and District leadership meet regularly and collaborate.

Beltrami County Collaborative provides a grant that funds the District Tracker Program, which works with families of truant students.

Upper Mississippi Mental Health provides mental health social workers for the school district.

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4. What process was employed to engage parents, teachers, and community representatives in helping this school become a school wide program? How will you continue to inform all relevant stakeholders and engage them in the improvement process?

The school wide plan will be shared by our building principal. He will share it with our PTO and Lincoln staff at one of their

regular scheduled meetings. Classroom teachers and parents are able to view the School-wide plan online on Lincoln

Elementary School’s website and also the Bemidji Area Schools Title website. A School-wide facilitator maintains a

comprehensive website available to all families. This website includes: enrichment reading and writing activities, student

worksheets, remedial reading activities, and links to reading, math, and science websites that focus on improving student

learning. One of the links provides information on our district’s math standards through standardized test practices.

The PTO coordinates a variety of school-wide extracurricular activities such as: purchases and manages the food and treats for

all Family and school wide parent nights and days, and organizes school benefits when families from Lincoln need additional

support.

Parent information nights give the school facilitators the opportunity to educate parents about existing programs. School-wide

facilitators keep attendance and records from all parent involvement activities. This information is tabulated and evaluated before

planning future activities. Every May, the Title I Parent Advisory Council, comprised of members from each school wide school,

meet to review and evaluate the Parent Involvement Plan and the Parent/Student/Teacher Compact. Other opportunities for

parents to interact and be informed are during Orientation and fall and spring conferences.

5. How will you evaluate your Title I school wide program?

We use our RTI grade level meetings to analyze and interpret student data. We continually use progress monitoring and running records to assess and monitor our student’s progress. We use this process to inform our instruction. At the end of the school year we analyze our data to reflect on student growth and to reevaluate our teaching strategies.

May of every year we will send out our Title-I parent surveys to be filled out by parents and returned to us so we can gather data

on the events that happened throughout the school year. We will be looking at teacher in-put and also principal observations.

At Lincoln Elementary our Title 1 team meets regularly to evaluate our program and to implement our school wide activities. We

meet periodically with our district wide Title 1 staff to share ideas and to provide consistency among our buildings.

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6. Describe how the school will provide individual student academic assessment results in a language the parents can understand, including

an interpretation of those results, to the parents of a child who participates in the academic assessments required by section 1111(b)(3).

Classroom teachers and Title-I staff will provide reports and explain/interpret academic assessment results at teacher

conferences in the fall and spring. When we share information with parents we ensure that the readability of the material is

between a fifth and seventh grade level. We also use visual presentations of information whenever possible. Lincoln Staff is

always available for questions from parents throughout the school year.

7. Provide a list of technical assistance providers who have contributed to the development of the SWP plan. Include meeting dates and

topics.

Provider Name Date Type of Assistance Provider’s Experience in SWP Programming

Jacque Pearce March 30th E-mail pertaining to SWP Secretary of Title 1

Jacque Pearce April 9th E-mail pertaining to SWP Secretary of Title 1

Kathy Palm April 29th Parent Advisory Council Director of Title 1

District Title 1 Team May 20 Title 1 district wide meeting District Title 1 Team

I. Identification Information - Bemidji Area Schools...2015, the percentage of students receiving...

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