TITLE I SCHOOLWIDE PROGRAM (SWP)
APPLICATION AND PLAN
ED-02401-06
DUE: 9/1/14
School Year 2014-2015
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 10 components must be addressed in order to be
considered. Please complete an application for each Title I SWP school and upload the document with the
ESEA application. Contact Noemi Treviño at 651-582-8233 or [email protected].
I. Identification Information
Choose one and enter year.
Original planning year:
Implementation year:
2014
Enter grade span for each level included in your plan.
Elementary School:
Middle School:
High School:
District Name:
Superintendent Name:
School Name:
Principal:
Telephone:
Address:
PreK-6
Fertile-Beltrami
Brian Clarke
Fertile-Beltrami Elem.
Nathaniel Messick
218-945-6953
210 Mill Street South
District Number:
Superintendent E-mail:
School Number:
Principal E-mail:
Fax:
City: Fertile
Enter current building-level student demographics by percentage of total.
American Indian:
0.4%
Asian:
0.0%
Black:
2.9%
Hispanic:
2.9%
White:
95.9%
Limited English Proficient:
0%
Special Education:
14%
Free or Reduced-Price Lunch:
35%
Title I Schoolwide Coordinator Name:
Coordinator E-mail:
Coordinator Telephone:
Coordinator Address:
Coordinator City:
Coordinator Zip:
Jason Allrich
[email protected]
218-945-6953
210 Mill Street South
Fertile
MN
0599-01
[email protected]
0599-02
[email protected]
218-945-6934
Zip: 56540
II. General Information
1. Executive Summary of Schoolwide Program (SWP) Plan. Provide an overview of your school. Include
enough information for the reader to become acquainted with the SWP plan.
Fertile-Beltrami Elementary School, which is operating the SWP, has an enrollment of 243 students. The school’s enrollment has
been steady if not increasing the last few years resisting the trend of many districts battling declining enrollment. The district’s
percent of students on Free and Reduced Lunch has decreased again this past year, from 45% in 2012, 39% in 2013, and now 35% in
2014; Special Education percent of student population has also declined to 14%. This data illustrates the added responsibility the
district has to serve this population of special education and FRP student counts.
Fertile-Beltrami has again made adequate yearly progress in its elementary last year. Fertile-Beltrami Elementary reading scores
dropped, but comparison to previous years’ scores should not be made due to the updating of the state test. Fertile-Beltrami will be
working to further prepare its students for the expectations of the updated tests.
Fertile-Beltrami is dedicated to ensuring the educational success of all students, and has been taking measures to reach proficiency
for all students. These measures include reviewing practices and evaluating needs for changes/additions to the instruction of
literacy. The basis for these changes and additions has been data from multiple resources used to identify individual areas students
need improvement.
Fertile-Beltrami will continue to develop the understanding of mathematics curriculum materials and implementation of curriculum,
as well as continued work on alignment of curriculum and instruction with state math standards.
A continued effort for the upcoming year will be on early readers not at grade-level achievement. The reading specialist has
implemented a leveled literacy program to focus on these readers.
Collaboration with parents is essential to make the expected progress in student achievement. Parent involvement will be
developed through activities for parents and students designed to promote the schoolwide goals.
2. 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.
Parent Name(s)
Teacher
Name(s)/Grade
Tanya Rasch
Rochelle Bauer
Tracy Nowacki
Jean Tollefson, Rdg Specialist
Kerri Solie, 2nd Grade
Karin Sorenson, 3rd Grade
Jason Allrich, 5th Grade
Leah Swenby, KIndergarten
Dennis Hanson, School Board
Community Member Member
Contact information can be obtained
from the Fertile-Beltrami School at 218945-6953
Teacher Contact Fertile-Beltrami Elementary School 218945-6953
Information
Parent Contact
Information
Community
Member Contact
Information
Carol Osmondson, ECFE/School Other Staff
Contact
Other Staff Name(s) Readiness
Sarah Nereson, Counselor
Pupil Service
Personnel Name(s)
Nathaniel Messick
Principal’s Name
Contact information can be obtained
from the Fertile-Beltrami School at 218945-6953
Information
Contact information can be obtained
from the Fertile-Beltrami School at 218945-6953
Pupil Personnel
Contact
Information
Contact information can be obtained
from the Fertile-Beltrami School at 218945-6953
Principal Contact Contact information can be obtained
from the Fertile-Beltrami School at 218Information
945-6953
Students Name(s) if
secondary school
program
Program
Administrator
Not Applicable
Not Applicable
Student Contact
Information
Not Applicable
Not Applicable
Program
Administrator
Contact
Information
(Administrators of the
programs that are to be
consolidated in the
SW P plan)
Technical
Assistance Provider
Noemi Trevino, MN Dept of Ed
Additional Member
Name and Role
Provider Contact
Information
651-582-8233
Additional
Member Contact
Information
b. How do all staff, parents, and
community
members provide input into the
development, implementation, and
evaluation of the SWP plan?
All participants on the Title I Advisory Committee have the
opportunity to provide input throughout the year. The SWP is a
culmination of input received from staff, community members, and
parents from group processes, including Staff Development Team,
Improvement Team, and informal discussions with individuals of the
district. A benefit of being a small district, many of the individuals on
the Title I Advisory committee are also the same individuals on other
teams that carry out functions of the school/district. This allows
connections to occur between committees and forms a district-wide
direction for each committee. Specifically for the SWP, contents of
the SWP are able to be directly based on the achievement goals set
forth by the district, being followed out by each of the district-wide
committees. These committees are formed from parents, staff, and
community members.
c. Describe the team’s plan for
communicating
with the school and community.
The very activities that are contained in the SWP are designed as
modes of communication with the school and community. In
addition to the activities that illustrate the district’s goals, the school
and community also receive communication through monthly
newsletters sent to each box holder in the district, updates in the
local newspaper, and published reports such as the Report on
Curriculum, Instruction, and Student Achievement. The school’s
website is becoming an increasingly utilized format of communication
for parents and community as well.
III. Ten Required Components
Under section 1114(b)(1) of Title I of No Child Left Behind, the SWP must address the following 10
components. Please describe how the school will implement each of the components.
1. Comprehensive Needs Assessment
a. Provide a brief description of your school including
demographics of your school and community,
academic achievement and other relevant
information.
Fertile-Beltrami School District #0599, consisting of a Pre-K through 6th grade elementary and a 7th-12th grade high
school, stretches over 359 rural square miles, with students attending from Polk, Norman, Mahnomen, and Red
Lake counties. Enrollment in the district for 2013-2014 was 443 (243 elem.; 200 hs). Enrollment has typically
been declining. However, the outlook continues to look steady for Fertile-Beltrami. Fertile-Beltrami as a district
does not have large diversity having 95.5% of students best described as white, 1.1% American Indian, 2.5%
Hispanic, 0 % Asian, and 0.9% Black as reported by the state. However, the elementary school’s percent of
students on Free and Reduced Lunch remains higher than the high schools (35% elementary with the district at
32.7%); Special Education percent of student population remains steady at 14%. State percent for Free and
Reduced Lunch is above the district’s at 38.5% and state Special Education rate is above the district’s at 14.9%.
This is the first year in many that Fertile-Beltrami has been on the opposite side of the state’s statistics.
Attendance rate and graduation rates are high at Fertile-Beltrami, 93.8%. The number of students attending our
district from other districts is high that students attending another district from Fertile-Beltrami.
b. Describe the process used to collect and analyze data across the five SWP planning dimensions:
Dimension
Student Achievement
Identification of Priority
Needs
School committee uses MCA and
other local assessment results to
identify areas that should be given
priority. Scholastic Reading
Inventory (SRI) results are an
example of other local assessment
results utilized.
Data/Evidence to Support
Identification of Priority Needs
Goal
MCA scores in Reading have remained Implementing the school’s
steady from previous years, but despite Local Literacy Plan, literacy
recent data not showing improvement, will continue to be a focus,
data in reading will continue to drive
striving towards 80%
improvement focus. Math scores reveal proficiency for all students and
success, but with greatest focus on
subgroups. In math, all
reading, math scores continue to be
students and subgroups will
monitored.
continue to meet their Index
Target.
Professional
Development
Needs Assessment completed as
Curriculum, Instruction, and Data/Use Meetings will focus on the
part of the Improvement Process to of Assessment Results were identified continuity of literacy
identify needs priorities.
by process of staff discussions.
instruction throughout the
elementary grades.
School Context and
Organization
Needs Assessment completed as
School Context and Organization was
part of the Improvement Process to not given highest priority through the
identify needs priorities.
process of the Needs Assessment.
Curriculum and
Instruction
No goal will be established in
this area for the 2014-2015
school year. District will be
evaluating process for
implementing change.
Needs Assessment completed as
Some subject area curriculum does not Team Planning will occur
part of the Improvement Process to completely align to the Minnesota
weekly at each grade level,
identify needs priorities.
Standards.
with standards and researchbased instructional strategies
being discussed each meeting.
Family and Community
Involvement
Needs Assessment completed as
With the tremendous attendance at
part of the Improvement Process to parent/teacher conferences and family
identify needs priorities.
fun nights, family and community
involvement was not a priority need.
No goal will be established in
this area for the 2014-2015
school year.
Summarize how your goals match your identified
priority need areas as the means to educate all
students in the school to meet Minnesota’s
academic content and achievement standards.
The goals for Curriculum and Instruction, and Student Achievement are closely connected with the Local
Literacy Plan. Literacy has received the priority at Fertile-Beltrami. Time for staff collaboration remains
scheduled on the 2014-2015 district calendar to focus on team planning. Therefore, an increase of
Student Achievement will be the direct result of additional emphasis placed on Curriculum and Instruction.
2. SWP Reform Strategies
a. Describe the school’s implementation of SWP
reform strategies that will provide opportunities for
all children to meet the state’s proficient and
advanced levels of student academic achievement.
Fertile-Beltrami initiated all-day every day
kindergarten in the 2009-2010 school year. This
practice provided an increase in learning time in the
early years, which will foster the acquisition of reading
and math skills expected out of students as they
encounter state assessments in 3rd grade. The
additional focus on team planning time will allow
regular classroom teachers, Reading specialist,
special education teachers, and paraprofessionals the
time to discuss each individual student’s progress,
whether they are Below Proficiency or Exceeding
Expectations of proficiency. Without this planning
time, instruction would not be data-driven at the
student-level. The use of Scholastic Reading
Inventory (SRI) will monitor the progress of each
student, measuring the literacy progress in the format
of a Lexile-level in a quarterly interval; MCA growth
data will measure growth as well. Establishing a
routine for tiered time also ensures supports for
struggling readers as well as skill development in
advanced readers.
b. Describe the selection process for choosing
effective methods and instructional strategies
established on scientifically based research that
strengthens the core academic program of the
school.
Focusing on Literacy, research was compiled from the
National Reading Panel indicating the essentials for
developing proficient readers. With the knowledge of
the five essentials, all students will be influenced, not
just a group of students that are lacking on of the five
essentials for proficiency. Research was important
that supported the achievement level of all students,
not one subgroup as measured by NCLB.
In the area of math, continued focus was given to
computation. Research indicates that routine practice
of basic math facts is essential for the acquisition of
higher level math reasoning. This research supports
the addition of a web-based computerized math facts
program.
Research also supports early intervention through an
increase in quality and quantity of instruction, as
outlined in the goals of Title I, Part A. The decrease of
class-size in the kindergarten will allow an increase in
teacher contact time and student instructional time for
all students as they progress through the grade-levels
of our school-wide building. An early intervention
program will also supplement the instruction struggling
readers receive.
c. Describe how the SWP reform strategies will use
effective methods and instructional strategies to
increase the amount and quality of learning time.
The addition of the kindergarten section has directly
increased the amount and quality of learning time
during the most efficient time of language and math
acquisition for learners. Also, the Fertile-Beltrami
elementary has made the time commitment to
increase the instructional time spent on the five
essential elements of Literacy following a 90-minute
block of literacy model. Increased instructional time
will be spent on Guided Reading. To be sure that the
increase instructional time is efficient, the increase of
planning time was implemented. The staff will also be
participating in staff development opportunities
designed to improve the quality of learning time.
Curriculum mapping, cohort groups focused on
literacy and Lexile framework webinars are examples
of efforts to improve quality of learning time for
students.
d. Describe the instructional strategies that will
address the needs of all children in the school,
particularly the needs of historically underserved
populations and low-achieving children.
The instructional strategy of using Guided Reading
allows students to develop according their achieved
level of literacy. Guided Reading is a flexible program
that allows students that are rapidly accelerating to
move into more challenging material, but offers
continual support for students that are having difficulty
in the area of literacy. The flexible grouping of Guided
Reading and Reading Concepts time focuses
instruction on the specific essential element that the
students need. This practice provides the lowachieving children with the greatest potential to
increase their literacy level. Paired with Leveled
Literacy Intervention, readers behind grade level will
receive direct instruction.
Computation is an area of mathematics that lowachieving students typically struggle. The use of webbased software to work on math facts enables
differentiated learning to happen, even providing extra
opportunities for students to increase their
computational skills.
e. Describe how the SWP reform strategies are
consistent with, and designed to implement, the
state and local school improvement plans.
Fertile-Beltrami is consistent with all local
improvement plans, but is not currently under an
improvement plan from the state.
I
Measurable Mathematics Goal and Action Plan:
In the spring of 2015, the percentage of 3rd-6th grade students meeting or exceeding Minnesota
mathematics performance standards will increase from 78.2 % to 80 % as measured by the
Mathematics MCA-III.
School Profile data which relates to this goal: (most
recent Math MCA data used to create baseline for
above goal):
Results were taken from the school’s report card, reporting the 20132014 MCA-III data.
Description of how student progress toward this goal
will be measured (local math assessment):
Student progress will be monitored using the district quarterly
assessment.
Description of procedures for reporting student
progress toward this goal to parents:
Parent/Teacher conferences enable the sharing of student progress.
Strategy, Method or
Action:
Who is
Responsible?
Resources
What will you do?
Who will provide
the leadership to
assure that this
strategy is
accomplished?
Timeline
When will this
strategy or
action begin and
end?
What existing
resources (or
resources you will
have as you
implement this
plan) will you use
to accomplish this
strategy?
ALEKS software and
computers; EveryDay
Mathematics
curriculum and staff
development on use of
Everyday Mathematics
curriculum; teachers
and their planning
time; Minnesota State
Standards for math;
data from MCA-III
assessments
Evidence
What indicators will
demonstrate
progress in the
implementation?
Evaluation
Methods
How will you gather
the evidence
needed to
demonstrate
progress and
achievement?
Instructional
Strategies to support
this goal
Classroom teachers,
Title I Coordinator,
Principal, District
Leadership Team
Throughout entire
school year
Professional
Development to
support this
mathematics goal.
Principal, Title I
Coordinator, Staff
Development Team
PLC’s and Data-Digs Time for staff to meet Teachers will use data to Observation during
will occur two times in PLC’s; MCA-III,
drive math instruction and Data-Digs; goals on
monthly as
ALEKS math data and refer to data frequently PLC reporting sheets,
scheduling allows
assessments; data
Classroom Walkanalysis software
Through’s and lesson
plan monitoring
Family/Community
Involvement Activities
to support
mathematics goal.
Classroom Teachers,
Title I Coordinator,
Principal, Testing
Coordinator
Available
continuously
throughout entire
school year
Other (specify):
Math curriculum,
teachers, MCA-III
results by individual
student, internet
access, goal-setting
worksheet, parent
letters, school’s
website
Increases in automaticity MCA-III results,
of math facts and
improved scores on endcalculations; deeper
of-unit curriculum tests
understanding of math
concepts; increase use of
Everyday Mathematics
curriculum resources
Increase in parent
Attendance at parent
participation, greater
functions, parent survey
homework completion,
parent feedback about
usefulness of content on
website
J.
Measurable Reading Goal and Action Plan
In the spring of 2014, the percentage of 3rd-6th grade students meeting or exceeding Minnesota Reading
performance standards will increase from 64.4% to 80% as measured by the Reading MCA.
School Profile data which relates to this goal: (most
recent Math MCA data used to create baseline for
above goal):
Results were taken from the school’s report card, reporting the 20132014 MCA-II data.
Description of how student progress toward this goal
will be measured (local math assessment):
Student progress will be monitored using the district quarterly
assessment.
Description of procedures for reporting student
progress toward this goal to parents:
Parent/Teacher conferences enable the sharing of student progress.
Strategy, Method or
Action:
Who is
Responsible?
Resources
What will you do?
Who will provide
the leadership to
assure that this
strategy is
accomplished?
Timeline
When will this
strategy or
action begin and
end?
Evidence
Evaluation
What existing
What indicators will
Methods
resources (or
demonstrate
How will you gather
resources you will
progress in the
the evidence
have as you
implementation of
needed to
implement this
this strategy?
demonstrate
plan) will you use
progress and
to accomplish this
achievement of this
strategy?
strategy?
Paraprofessionals,
Improvement of reading Formative assessments
teachers, Guided
achievement of all
and teacher
Reading Leveled Trade students as measured by observations;
books, Computers,
lexile levels, advancement
Interactive
of Guided Reading levels SRI measuring lexile
levels given quarterly;
Whiteboards, Destiny by individual students,
Library Database,
increase use of centers by MCA-II data in fall,
weekly team planning
Scholastic Reading
teachers and
Inventory assessments independence of students when student groups are
discussed
Instructional
Strategies to support
this goal
Reading Teachers,
Classroom Teachers,
SpEd Teachers, and
Principal
Planning
implemented prior to
school year; weekly
evaluation of
progress during team
planning; bimonthly
PLC discussions,
reflection on reading
program following
school year
Professional
Development to
support this reading
goal.
Staff Development and
District Leadership
Team lead by the
Principal
Dispersed throughout Northwest Service
Formative assessments as PLC reports, Team
the school year as
Cooperative, District developed in PLCs,
Planning notes, new
staff development
Reading Coach,
revised grading process as report card, lesson plans
days are distributed Teacher Resource
developed in team
as evaluated by the
by administration.
Library; Grade Level planning, differentiated principal and classroom
Progress also made Reading Teams will
standards-based lessons walk-through’s by the
through the use of
meet once a week to developed in PLCs and principal, year review
PLCs occurring
plan instruction around implemented in
completed by staff
bimonthly.
student needs and state classrooms, increase in development committee
standards. Multithe variety of instructional
Grade PLCs will meet strategies
bi-monthly to review
data and plan lessons
of standards-based
instruction.
Strategy, Method or
Action:
Who is
Responsible?
What will you do?
Who will provide
the leadership to
assure that this
strategy is
accomplished?
Family/Community
Involvement Activities
to support reading
goal.
Other (specify):
Activities spread out
during entire year,
starting with Back-toSchool Night and
winding down with
Spring Bingo-ForBooks; constant access
to resources via school’s
website
Timeline
When will this
strategy or
action begin and
end?
Resources
What existing
resources (or
resources you will
have as you
implement this
plan) will you use
to accomplish this
strategy?
FB Education
Improved parent
Foundation, Polk
involvement and
County Family
participation in
Health Services, FB children’s education
AdvanceCom
Evidence
What indicators will
demonstrate
progress in the
implementation of
this strategy?
Evaluation
Methods
How will you gather
the evidence
needed to
demonstrate
progress and
achievement of this
strategy?
Parent perception survey, Activities spread out
attendance at
during entire year,
parent/teacher
starting with Back-toconferences, family
School Night and
nights, parent mornings, winding down with
and book study.
Spring Bingo-ForBooks; constant access
to resources via school’s
website
3. Instruction by Highly Qualified (HQ) Teachers
D
All teachers must meet the HQ requirements set
forth in PL Section 1119(a)(1). Describe how the
school will ensure and maintain that only HQ
staff are instructing students in the SW P:
Each teacher meets the highly qualified requirements in the school-wide
program. Any new teaching staff will be hired only if they meet the highly
qualified requirements, and existing staff are expected to continue meeting the
license requirements set forth by the State of Minnesota.
I verify that copies of teacher qualifications are maintained at the school as well as the district office and are
available to any member of the general public upon request. By signing this section of the application, the
principal of this school attests in writing that the school is in compliance and meets the highly qualified teacher
requirements.
Nathaniel Messick
Principal’s Name (Keep original signature on file at the school.)
Date
NOTE: Read a detailed explanation of what it means to be Highly Qualified.
L. All paraprofessionals must meet the HQ requirements set forth in PL Section 1119(c) and 1119(d). New and Existing
Paraprofessionals working in programs supported by Title I Part A shall satisfy the requirements of :
1. Completed at least two years of study at an institution of higher education;
2. Obtained an associate’s (or higher) degree; or,
3. Met a rigorous standard of quality and can demonstrate through a formal state or local academic
assessment.
Describe how the school will ensure and maintain that
only HQ staff are instructing students in the SWP:
All paraprofessionals meet the highly qualified requirements. New
paraprofessional staff will be required to verify their status of highly
qualified before employment at Fertile-Beltrami.
I verify that copies of paraprofessional qualifications are maintained at the school as well as the district office
AND are available to any member of the general public upon request. By signing this section of the
application, the principal of this school attests in writing that the school is in compliance and meets the highly
qualified paraprofessional requirements.
Nathaniel Messick
Principal’s Name (Keep original signature on file at the school.)
NOTE: Read a detailed explanation of what it means to be Highly Qualified.
Date
4. Professional Development
The school must describe how it will implement high
quality and ongoing professional development for
teachers, principals, and paraprofessionals and, if
appropriate, pupil services personnel, parents, and
other staff.
The Northwest Service Cooperative (NWSC) offers high quality staff
development opportunities sponsored by MDE designed to engage staff
in a focus on standards and curriculum, and research-based instructional
methodology. Fertile-Beltrami will utilize the NWSC offerings. In
addition to out of district professional development, within the district
staff will participate in webinars and online opportunities for
development. These activities will support the district’s goal to
improve student achievement in the area of literacy. Weekly staff
meetings enable curriculum discussions, data review, and review of
workshops allows staff to cover a wide variety of topics. Staff
development committee and administration work closely to plan staff
development activities to meet the district goals and individual needs of
district staff participants.
In addition to the above mentioned staff development opportunities, the
district will explore partnering with experts in area of mathematics
curriculum and technology. This effort by the district will be a costsaving move to provide a least-restrictive development opportunity for
staff.
5. Highly Qualified Teacher to High Needs Schools
What is the school doing to attract and retain highly
qualified teachers to its school?
Faculty members of Fertile-Beltrami are always included in the hiring
process enabling assurance of highly qualified participants. School
board initiated public relations procedures allow individuals outside of
the district to become familiar with the strengths Fertile-Beltrami has to
offer as a community and as a school. A promotional video and
website are used to illustrate our district’s values and strengths.
a. Describe how parents will be involved in the
design, implementation and evaluation of the
SW P. NOTE: If the evaluation results show
that the SW P plan is not satisfactory to
parents, the school is required to submit these
comments to the LEA.
b. Describe how the school will provide parents
with assistance in understanding the SW P.
c. Describe the services that will be provided to
parents as part of the SW P.
d. Describe the process of annual evaluation of
the Parent Involvement Policy/Procedures and
Parent/Teacher Compact.
Design, implementation and evaluation of the SWP are completed through the
Title I Advisory committee. The committee consists of parents, school board
members, teachers, Specialists. and administration. Specific activities are
discussed as well as the general direction the SWP is heading to keep all
members of the committee working towards district goals. Concerns or
comments would be noted throughout the year as well, and shared during the
advisory committee meetings.
Informed teachers of the SWP plan are important for providing parents with
assistance in understanding the SWP, as they are the first individuals of the
school that parents typically turn to. Through parent/teacher conferences and
frequent interactions about the routines of school, teachers are able to share
how the literacy and math activities connect to the SWP. Parents new to
district meet with administration who share important aspects of the
elementary, and how the Title program works at Fertile-Beltrami elementary
school. Each parent involvement activity contains aspects of the SWP, and the
particular focus of the activities is clearly advertised to parents.
The elementary Reading Specialist will be offering multiple opportunities for
parents to become knowledgeable about the essential elements of literacy.
Book fairs and bingo for books will enable literature to be placed in homes to
promote literacy. Other services will support parents as well, such as the
district’s Family Service Specialist, offering financial and social support for
disadvantaged students and families. Assessment interpretations are offered to
parents upon request also, including discussions about areas of concern and
strength for each student.
The Title advisory committee has the responsibility of reviewing the Parent
Involvement Policy/Procedures and the Parent/Teacher Compact.
REMINDER:The current Parent Involvement Plan and Parent/Teacher Compact must be uploaded with the
Title I application in SERVS.
7. Preschool Transitioning
a. Describe how the SWP will coordinate the transition
of preschool children from early childhood programs
to the local elementary schools.
b. Describe how the SWP will coordinate, to the extent
feasible and appropriate, parent involvement
programs and activities with other state or federally
run preschool programs (Section 1118).
Preschool screening will be held in the fall and spring to evaluate the needs
of children entering the elementary school. This will enable the SWP to
focus on the needs of the incoming children. Also, Early Childhood Family
Education (ECFE) schedules regular family activities including literacy
activities. Often these activities are coordinated with other family fun
nights offered to all elementary families.
The SWP will coordinate as stated above with ECFE activities when
possible to allow complete family experiences.
8. Measures to Include Teachers in Decision-Making Regarding the Use of Assessments
Describe how teachers are included in the decisionmaking process regarding the use of academic
assessments in order to provide information on, and
to improve, the achievement of individual students
in the overall instructional program.
The size of Fertile-Beltrami allows teachers to be completely involved in
decision-making. Through the staff development/data team, decisions are
made about development for staff that will influence the overall
instructional program. Weekly staff meetings also are dictated by shared
needs arising from teacher input about academic assessments and the
instructional strategies used to influence student achievement.
9. Effective and Timely Assistance
Describe the step-by-step process to ensure that
students who are experiencing difficulty mastering
the proficient or advanced levels of academic
achievement standards receive effective and timely
assistance.
Teachers first identify students needing attention beyond regular
instruction. Students are referred to the Student Assistance Team for
further examination of assessments and opportunities for interventions.
Further interventions are attempted with the student. The Student
Assistance Team is involved in the implementation of the interventions and
works closely with the classroom teacher to be sure interventions are
designed for success. Student progress is reviewed periodically, more often
if necessary, less often if student is responding to interventions.
10. Coordination of Programs
Describe the coordination and integration of federal, Fertile-Beltrami School works in collaboration with several organizations,
such as Polk County Social Services, Norman County Social Services
state and local services and programs.
Northwest Mental Health, Fertile-Beltrami Education Foundation,
Northwest Service Cooperative, and Polk County Community Collaborative
on a regular basis during the year. Professional development activities are
provided to the staff using a variety of these organizations to provide staff
with updated information from these local professionals, as well as specific
student services provided by specialized professionals. District
Superintendent, Principal, Dean of Students, Counselor, Title I coordinator,
and teachers work together to collaborate and integrate services for the
benefit of students.
IV. Accountability and Continuous Improvement
a. 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).
b.
c.
d.
e.
The MCA assessments as required by NCLB are given to grade 3-6 in
the Fertile-Beltrami Elementary school. Information about the results of
the assessments is provided each fall; copies of each student’s results are
mailed to the parents. In addition to the information provided by the
state for parents, published in brochure format and links provided to
website resources, parents are asked during parent/teacher conferences
about their understanding of the results of all state and local assessments
by the classroom teachers. Contact information is provided for the
district assessment coordinator as well as an opportunity for parents to
inquire about student assessments in all information provided to parents.
Scholastic Reading Inventory (SRI) is used to assess literacy growth
Describe additional measures, other than the MCA,
multiple times throughout year. In addition to these assessments, local
which will be used to identify successes and/or
measures involve informal teacher assessments in math and reading, as
problems with the SW P.
well as the use of curriculum-based measurements.
Describe the plan for measuring and reporting student SRI assessments will provide teachers and administration a method of
checking student progress throughout the year. This information will be
progress during the year.
shared with staff first, then staff having conferences with students, and
information being shared with parents. The district leadership team will
allow a means for school data to be analyzed, as well as dispersed
through PLCs. Parents will receive any updated information during
parent/teacher conferences. Quarterly report cards are provided for
parents. Report cards have been developed to not only reflect an endresult letter grade, but also feedback on specific reading skills.
Once administered, data from SRI will be used by teams of staff
Describe how disaggregated data will be used to
identify groups of students and determine whether or responsible for the planning of instruction. Student groups may change
as a result of the disaggregated data, resulting in the instruction of
not they are making progress.
specific student weaknesses and level of achievement. Weekly team
planning allows reflection on student progress. Intervention groups are
also established as a result of progress monitoring completed during the
weekly team planning.
Describe how the results of your student assessment PLCs focus on the instructional strategies used in the classroom to teach
Minnesota state standards as assessed by the state assessments.
data and other measures will be used to improve
instructional practice as part of the evaluation process Instructional strategies and practices are linked to the Minnesota
standards also. Peer coaching is in implementation stage; will become a
for continuous improvement.
method of improving and sharing instructional practices to support
strategies experiences at workshops and other modes of teacher
development.
V. Technical Assistance
Provide a list of technical assistance providers who have contributed to the development of this SWP plan.
Include meeting dates and topics.
Provider Name
Date
Type of Assistance
Provider’s Experience in SW P
Programming
Provider Name
Date
Type of Assistance
Provider’s Experience in SW P
Programming
Provider Name
Date
Type of Assistance
Provider’s Experience in SW P
Programming
Provider Name
Date
Type of Assistance
Provider’s Experience in SW P
Programming