Test Template Document



|[pic] |ESEA Title Programs1500 Highway 36 |TITLE I SCHOOLWIDE PROGRAM (SWP) |ED-02401-06 |

| |West |APPLICATION AND PLAN |Due: 08/30/14 |

| |Roseville, MN 55113-4266 | | |

|I. IDENTIFICATION INFORMATION |

|Plan Status | |

|Original Planning Year (     ) Elementary School (grade span K-5) Approved Q-Comp: | |

|Implementation Year (2014 - 2015) Middle School (grade span      -     ) | |

|High School (grade span      -     ) | |

|District Name |District Number |Superintendent Name |Superintendent Email | |

|Bemidji Area Schools |0031 |Dr. James Hess |jhess@bemidji.k12.mn.us | |

|School Name |School Number |Telephone Number |Fax Number | |

|Lincoln Elementary School |060 |(218) 333 - 3250 |(218) 333 - 3480 | |

|Building Principal |Email | |

|Jason Luksik |jluksik@bemidji.k12.mn.us | |

|Address |City |Zip Code | |

|502 Minnesota Ave NW |Bemidji |56601 | |

|Current Student Demographics (building level) | |

|23.7 % American Indian 0.9 % Hispanic 0.2 % Limited English Proficient | |

|0.2 % Asian 73.7 % White 13.9 % Special Education | |

|1.6 % Black 56.3 % Free/Reduced-price Lunch | |

|Title I Schoolwide Coordinator |Telephone Number |Fax Number | |

|Kathy Palm |(218) 333 – 3100, ext. 103 |(218) 333 - 3129 | |

|Address |City |Zip Code | |

|502 Minnesota Ave NW |Bemidji |56601 | |

|Email | |

|kpalm@bemidji.k12.mn.us | |

|II. GENERAL INFORMATION |

|1. Executive Summary of SWP Plan |

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|Provide an overview of your school with adequate information for the reader to become acquainted with the SWP plan. |

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|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 fourteenth year, enrollment is 561 students in grades K-5. According to the State Department Administration Data for 2013-2014, the percentage of|

|students receiving free and reduced priced meals is 57%. 25% of Lincoln’s students are Native American, and Lincoln’s mobility rate is currently 14.53% (based on 2012 |

|– 2013 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. |

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|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 extra curricular 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. |

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|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. |

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|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. |

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|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 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. |

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|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 provided 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. |

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|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 is initiating 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 will continue 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. Starting in 2013-2014, our district is providing 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. |

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|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 ten individualized |

|interventions for K-3 students just under grade level targets in reading. |

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|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). |

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|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, and a traditional ice cream social for the community. A very active PTO help 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. |

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|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. |

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|II. GENERAL INFORMATION (CONTINUED) |

|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). |

|Category |

|Name |

|Contact Information |

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|Parent Name(s) |

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|Teacher Name(s) and Respective Grade |

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|Jason Luksik, principal |

|Amanda Mix, math specialist |

|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 |

|(218) 333 - 3250 |

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|Community Member |

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|Other Staff Name(s) |

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|Carla Quinn, Cafeteria |

|Sandy Underwood, Paraprofessional |

|(218) 333-3250 |

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|Pupil Service Personnel Name(s) |

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|Principal’s Name |

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|Jason Luksik |

|(218) 333-3250 |

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|Students Name(s) if secondary school program |

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|Program Administrator |

|(Administrators of the programs that are to be consolidated in the SWP plan) |

|Kathy Palm, Director of Curriculum |

|kpalm@bemidji.k12.mn.us |

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|Technical Assistance Provider |

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|Tony Andrews |

|tandrews@bemidji.k12.mn.us |

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|Additional Member Name and Role |

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|B. How do all staff, parents, and community members provide input into the development, implementation, and evaluation of the SWP plan? |

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|The school-wide/site team at Lincoln School meets as needed during the school year to set school improvement goals and to update and revise the school-wide plan. The |

|team builds support for implementation by updating the staff at staff meetings, as needed. The school-wide facilitators and principal act as coordinators for the |

|school-wide plan. |

|C. Describe the team’s plan for communicating with the school and community. |

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|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. |

|III. TEN REQUIRED COMPONENTS |

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

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|Lincoln Elementary School is the largest of six elementary schools and one Kindergarten center in the Bemidji school district. It is located within the city limits of |

|Bemidji, a college town of approximately 12,000 people, in an economically depressed area. The new Lincoln Elementary School opened in October of 1999. In this, its |

|fifteenth year, enrollment is 561 students in grades K-5. The percentage of students receiving free and reduced meals is 56.3%. The average number of students who eat |

|breakfast daily is 160. 23.7% percent of Lincoln students are Native American. The district provides for all day, every day kindergarten. |

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|In addition to the district’s core curriculum, all students and staff at Lincoln are engaged in the Renaissance philosophy in math and reading. A CSR Grant for $300,000 |

|was awarded to Lincoln for the years 2002 through 2004 and professional development for the entire staff was the most important component of the Renaissance philosophy. |

|With low staff turnover, this model has been sustained effectively since then. |

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|Our broad academic goal has been to improve scores of all students in reading and math by using data from MCA’s, NWEA MAP tests, AIMSWeb screening scores, and Renaissance |

|STAR scores. Lincoln School did not meet AYP standards in Native American reading in 2009 – 2010, but was successful in meeting AYP in 2010 – 2011 & 2011 - 2012. Last |

|year, in 2012 – 2013, Lincoln did not make AYP in All Students and with White students in math. 2013-2014 was designated a continuous improvement school because of our |

|Math Scores. Our Multiple Measurement Rating (MMR) was 69.5% in 2012-13 and went down to 18.97% in 2013-2014. Since math performance appears to be the weakest according |

|to the MCA-III we created a continuous improvement plan to provide staff development for increasing the use of differentiation strategies in math instruction as guided by |

|data, and establish essential learning outcomes and curriculum alignment in reading and math, and establish Rti team facilitators to support the process, |

|B. Describe the process used to collect and analyze data across the five SWP planning dimensions: |

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|Dimeion |

|Identification of Priority Needs |

|Data/Evidence to Support Identification of Priority Needs |

|Goal |

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|Student Achievement |

|The Lincoln Student Growth Team met in August to set goals for the school year. The principal and school - wide facilitators updated the plan. |

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|Priority needs in math are to increase the percentage of proficient students for all students. |

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|Priority needs in reading are to increase the percentage of proficient for all students. |

|MATH: |

|2014 MCA-III data shows 25.0% of 3rd Graders, and 39.8% of 4th graders were not proficient in Math. |

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|2014 MCA data shows 59.1% of Native American 3rd graders, and 70.0% of Native American 4th graders were not proficient in Math. |

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|Math sub scores – gaps in avg. % of points earned between the school and state: |

|3rd grade Data Analysis & Probability (-1.5) |

|3rd grade Number & Operations (-1.9) |

|3rd grade Algebra (-2.7) |

|3rd grade Geometry & Measurement (-3.4) |

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|4th grade Data Analysis & Probability (-7.2) |

|4th grade Number & Operations (-7.5) |

|4th grade Algebra (-5.2) |

|4th grade Geometry & Measurement (-9.5) |

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|READING: |

|2014 MCA data shows 41.7% of 3rd graders, and 52.4% of 4th graders were not proficient in Reading. |

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|2014 MCA data shows 77.3% of Native American 3rd graders, and 70.0% of Native American 4th graders were not proficient in Reading. |

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|Reading sub scores – gaps in avg. % of points earned between the school and state: |

|3rd grade Literature (+0.9) |

|3rd grade Informational Text |

|(-2.8) |

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|4th grade Literature (-2.1) |

|4th grade Informational Text (-4.7) |

|Third, fourth, and fifth grade students at Lincoln Elementary School will increase their math proficiency from an average of 63.1% in the spring of 2014 to an average of |

|67.1% in the spring of 2015 as measured by the MCA III Math Test. |

|All Native American students at Lincoln Elementary School will increase their math proficiency from an average of 38.8% in the Spring of 2014 to an average of 44.8% in the|

|spring of 2015 as measured by the MCA III Math Test. |

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|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. |

|All Native American students at Lincoln Elementary School will increase their reading proficiency from an average of 33.3% in the spring of 2014 to an average of 39.3% in |

|the spring of 2015 as measured by the MCA III Reading Test. |

|Third, fourth, and fifth grade students at Lincoln Elementary |

|School will increase their Informational Text sub score to an average of 5.00 in the spring of 2015 as measured by the MCA III Reading Test. |

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|Professional Development |

|The district provided time for Lincoln’s Student Growth Team to analyze data and set new school goals at the August Data Retreat. |

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|The district will provide continued training for Reading Recovery teachers. |

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|The district provided LLI in the summer of 2013 to one of our facilitators who is using the latest LLI curriculum for third grade. |

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|The district will provide training for our MN Reading and Math Corp Coach. |

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|Grade level and School-wide teachers will participate in RtI Teams to implement an instructional model of benchmarking, diagnosis, intervention, and progress monitoring |

|students with the guidance of RtI Specialist Kim Kusler. |

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|A District Staff Development Grant will be used to train new teachers in Expressions. |

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|District MCA Data shows that our Math Scores have decreased. |

|All classroom and School-wide teachers will create grade-level goals in their RtI Teams. |

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|Through the school year, grade level RtI teams will analyze quarterly data, devise instructional strategies and plan for the next quarters’ small group guided reading |

|flooding strategies. |

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|Increase student proficiency scores in Math. |

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|School Context and Organization |

|Total School-wide staff in 2014-2015 is 3 full-time teachers, 4.5 full-time paraprofessionals, 1 full-time MN Math Corp tutor and 1 full-time MN Reading Corp tutor. |

|Increasing student needs as indicated by data analysis prompted the hiring of more staff. |

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|Due to budget cuts for the 2014-2015 school year 1 full-time teacher was reconfigured to a Math Specialist position. 1 parent involvement facilitator was cut. |

|School-wide staff will determine priority needs of students and scheduling of intervention services for each grade level to ensure appropriate and accurate grouping for |

|intervention and guided reading will occur as soon as possible after the school year begins. |

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|Curriculum and Instruction |

|Because of low district-wide math scores, the district math curriculum committee adopted a new, rigorous math series (Everyday Math), in the fall of 2007. |

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|In 2009-2010, additional reading intervention programming (Reading Recovery & Leveled Literacy Intervention) was added to the elementary school curriculum. |

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|In the spring of 2010 – 2011, the district adopted the Houghton Mifflin “Journeys” reading series and updated Zaner-Bloser handwriting materials to be implemented in 2011 |

|- 2012. “Journeys” has a strong Vocabulary focus. |

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|In the fall of 2012 – 2013, the district adopted the Houghton Mifflin “Fusion” science curriculum. |

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|In the summer of 2013, additional LLI training was provided to in order to implement the third grade LLI reading series with fidelity. |

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|In the fall of 2013 – 2014, the district adopted a new Harcourt social studies curriculum. Training was provided to classroom teachers in August 2013. |

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|The district math curriculum committee adopted a new math series (Expressions), in the spring of 2014 to be implemented in the 2014/2015 school year. |

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|Spring 2013-2014 the district added a new Math intervention program (Number Worlds) and gave training to the Title-I staff. |

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|The district hired a Math Specialist for the 2014-2015 school year. This person will work with 3rd-5th grade students and teachers to help improve Math scores. |

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|The lowest 20% of 1st Grade readers are assessed using the Observation Survey to ascertain which students would be the best candidates for a series of Reading Recovery |

|Lessons. |

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|At the beginning of the year, new students to Lincoln are assessed using the Fountas & Pinnell Benchmark Assessment System that accompanies the LLI curriculum to see if |

|they need LLI and which level of instruction they should receive. |

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|AIMSWEB scores were used to identify students who may need an additional reading intervention. |

|Lincoln’s goal is for every student to receive 60 minutes of instruction in Expressions and for intermediate students to receive an additional 30 minutes of math |

|interventions as needed. |

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|The intervention programs that began in 2009 – 2010 continue to help at-risk students work to reach grade level. |

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|The new basal reading series “Journeys” (and handwriting materials) is implemented with fidelity, including the use of recommended whole and small group instruction. |

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|Family and Community Involvement |

|Lincoln families have been reluctant to become involved in parent educational activities. |

|After analyzing attendance data for the past several years, evidence shows that parent’s attendance at educational functions is comparatively much lower than at social |

|functions such as the fall carnival, Scholastic book fairs, and the spring ice cream social. |

|Our goal is to reach more families by offering varying opportunities for parents to become involved both during the day and in the evening. |

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|The goal at Lincoln is to offer at least two academically centered family night events a year. |

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|Families will be invited to a cultural event held during one of the winter months. |

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|Families will also be invited to a Math Madness night in March. |

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|There will be a school-wide Family Reading afternoon, where parents can come and read with their children or to their child’s class. |

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|Lincoln School offers many opportunities for parent volunteers to be involved during the year and they are recognized with a gift at year’s end. |

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|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. |

|All students will benefit from the goals set in reading and math through implementation of a rigorous math series and a guided reading series where fidelity is of great |

|importance, and restructuring the way facilitators are used in the classroom (Guided Reading, Read Naturally, differentiated instruction, Leveled Literacy, and Reading |

|Recovery). The professional development goals set for staff to receive instruction on new and existing programs will benefit all students. As parents feel welcome and |

|become more comfortable with the school, attendance at educational functions will improve and we will see more parental involvement and volunteering. |

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|2 of Ten Required Components. 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. |

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|All students are assessed several times during the school year to show growth and predict areas of need for interventions. |

|Grade |

|Type of Assessments |

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|Kindergarten |

|Kindergarten screening |

|AIMSWeb Tests of Early Literacy and Early Numeracy assessment three times per year |

|Phonological Awareness Skills Test (PAST) for students who need further diagnosis for reading intervention instruction. |

|AIMSweb Qualitative Features Checklist or Math Prerequisite Skills Student Worksheet for students who need further diagnosis for math intervention instruction. |

|Houghton-Miffllin “Journeys” Reading curriculum assessments |

|Houghton-Miffllin “Expressions” Math curriculum assessments |

|AIMSweb probes for Progress Monitoring |

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|First |

|AIMSWeb Tests of Early Literacy and Early Numeracy assessment three times per year |

|The lowest 30% of kindergarteners are assessed using the Observation Survey at the beginning of 1st grade for qualification for Reading Recovery, students who qualify |

|are then assessed up to two more times per year. |

|Leveled Literacy Benchmarks at the beginning of the school year are given to new students to determine Leveled Literacy qualifications and used throughout the year as |

|needed. |

|PAST, Quick Phonics Screener (QPS), San Diego Quick Assessment, & Beginning Reading Inventory (BRI) as needed for diagnosis of reading intervention needs. |

|AIMSweb Qualitative Features Checklist or Math Prerequisite Skills Student Worksheet for students who need further diagnosis for math intervention instruction. |

|Houghton-Miffllin “Journeys” Reading curriculum assessments |

|Houghton-Miffllin “Expressions” Math curriculum assessments |

|AIMSweb probes for Progress Monitoring |

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|Second |

|NWEA MAP reading and math tests 2 – 3 times per year |

|Leveled Literacy Benchmarks at the beginning of the school year are given to new students to determine Leveled Literacy qualifications and used throughout the year as |

|needed. |

|PAST, QPS, San Diego Quick Assessment, & BRI as needed for diagnosis of reading intervention needs. |

|Math Prerequisite Skills Student Worksheet for students who need further diagnosis for math intervention instruction. |

|Houghton-Miffllin “Journeys” Reading curriculum assessments |

|Houghton-Miffllin “Expressions” Math curriculum assessments |

|AIMSweb probes for Progress Monitoring |

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|Third |

|NWEA MAP reading and math tests 2 – 3 times per year |

|Leveled Literacy Benchmarks at the beginning of the school year are given to new students to determine Leveled Literacy qualifications and used throughout the year as |

|needed. |

|PAST, QPS, San Diego Quick Assessment, & BRI as needed for diagnosis of intervention needs. |

|Math Prerequisite Skills Student Worksheet, Mathematics Screener for Problem Solving Record Form, Operations Knowledge Assessment, or Applications Content Test for |

|students who need further diagnosis for math intervention instruction. |

|Houghton-Miffllin “Journeys” Reading curriculum assessments |

|Houghton-Miffllin “Expressions” Math curriculum assessments |

|MCA III Reading (1 – 2 times) and Math test (2 – 3 times) in the spring |

|AIMSweb probes for Progress Monitoring |

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|Fourth |

|NWEA MAP reading and math tests 2 – 3 times per year |

|Leveled Literacy Benchmarks at the beginning of the school year are given to new students to determine Leveled Literacy qualifications and used throughout the year as |

|needed. |

|PAST, QPS, San Diego Quick Assessment, & BRI as needed for diagnosis of intervention needs. |

|Math Prerequisite Skills Student Worksheet, Mathematics Screener for Problem Solving Record Form, Operations Knowledge Assessment, or Applications Content Test for |

|students who need further diagnosis for math intervention instruction. |

|Houghton-Miffllin “Journeys” Reading curriculum assessments |

|Houghton-Miffllin “Expressions” Math curriculum assessments |

|MCA III Reading (1 – 2 times) and Math test (2 – 3 times) in the spring |

|AIMSweb probes for Progress Monitoring |

| |

|Fifth |

|NWEA MAP reading and math tests 2 – 3 times per year |

|Leveled Literacy Benchmarks at the beginning of the school year are given to new students to determine Leveled Literacy qualifications and used throughout the year as |

|needed. |

|PAST, QPS, San Diego Quick Assessment, & BRI as needed for diagnosis of intervention needs. |

|Math Prerequisite Skills Student Worksheet, Mathematics Screener for Problem Solving Record Form, Operations Knowledge Assessment, or Applications Content Test for |

|students who need further diagnosis for math intervention instruction. |

|Houghton-Miffllin “Journeys” Reading curriculum assessments |

|Houghton-Miffllin “Expressions” Math curriculum assessments |

|MCA III Reading (1 – 2 times), Math test (2 – 3 times), and Science (1 time) in the spring |

|AIMSweb probes for Progress Monitoring |

| |

|The Benchmark Assessments in Leveled Literacy will also be available and used to determine reading levels and improvements through grades K-5. |

|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. |

| |

|In the fall of 2009, Reading Recovery was integrated into the District’s reading intervention curriculum based on the research, which states that 75% of students |

|successfully completing the program continue reading at grade level. That same fall, the Leveled Literacy Intervention program targeted at-risk students not receiving|

|Reading Recovery who were also at least one year below grade level. The LLI program is based on a guided reading lesson format, which has been proven successful in |

|scientific research. Teachers providing these services received a minimum of 45 hours of training. |

| |

|The district language arts curriculum committee met in the 2010 – 2011 school year and selected Houghton Mifflin’s “Journeys”, a research-based basal reading series to|

|be implemented in 2011 - 2012. The series was selected based on alignment to core reading standards and adherence to research-based strategies. This same year, the |

|AIMSweb assessment program was adopted to monitor student growth throughout the year by having trained school-wide staff assess all of Lincoln’s students three times |

|per year. In spring 2014 district administration, in an effort to minimize the amount of testing in our district, decided to continue the use of AIMSweb assessments |

|in Kindergarten and 1st Grade but transition to only using NWEA MAP assessments to benchmark grades 2 – 5 two – three times a year. This consistent benchmarking helps|

|guide teachers in differentiated instruction and planning for interventions as needed. |

| |

|In the fall and winter of 2011, the district provided several trainings on how to promote guided reading and differentiated instruction within the classroom. With the|

|assistance of school-wide teachers, every grade level began experimenting and are now implementing guided reading. In 2011 – 2012, the district science curriculum |

|committee met and selected Houghton Mifflin’s “Fusion”, a research-based science curriculum that was implemented in 2012 – 2013. |

| |

|During the 2012-2013 school year, school wide facilitators and paraprofessionals will “flood” grade levels for 1 hour to provide personnel with guided reading small |

|group instruction and intervention/enrichment opportunities for students. For the 2013-2014 and 2014 – 2015 school year, this same flooding model will continue to |

|provide guided reading interventions and/or math interventions depending on the needs of the students and the input of classroom teachers and school-wide facilitators.|

| |

|In 2012 – 2013, the district social studies curriculum committee met and selected a new Harcourt research-based social studies curriculum that will be implemented in |

|2013 – 2014. |

| |

|District curriculum committees met throughout spring 2013 and the 2013 – 2014 school year and used scientifically based research to choose a new math curriculum: |

|Houghton Mifflin “Expressions”. This curriculum will be implemented during the 2014 – 2015 school year. The main reasons this curriculum was chosen is that it is |

|designed around the mastery of skills, Algebra strands are covered in K – 5, and the curriculum specifies which Minnesota standards are covered in each lesson. |

|C. Describe how the SWP reform strategies will use effective methods and instructional strategies to increase the amount and quality of learning time. |

| |

|Differentiated instruction allows for an increase in the amount and quality of learning time. Teams of instructors will work to maximize instruction time, using |

|various approaches to fit the needs of the students. School wide facilitators will be used to work with groups of students who need additional instruction in various |

|reading and math strands and skills. All grade level teachers implement guided reading with assistance from school wide paraprofessionals. Additional resources, |

|including a literacy closet, and leveled readers from the Houghton Mifflin reading and science series’, are available to assist teachers in implementing guided |

|reading. Teachers will also implement the current reading series as intended, with a focus on both large and small group instruction. Interventions will include |

|reading and/or math strategies depending on the needs of the students and teacher input. |

| |

|Classrooms and camp areas at Lincoln are also used as a positive learning environment in the 21st Century After School Learning Program. This program is designed to |

|help at-risk students with their homework and to provide extra practice to enhance learning skills. |

|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. |

| |

|Because most Lincoln teachers have been trained in the Ruby Payne philosophy for learning structures, we 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. In addition, such data will be used as a lens to target at-risk students for Leveled Literacy and Reading Recovery |

|instruction. Teachers will have the opportunity to collectively work in RtI Teams to identify highly successful approaches to deliver a particular concept or unit of |

|content. RtI teams will also allow teachers to have the opportunity to differentiate instruction through collaboration, professional development, or self-study. Our |

|Student Growth Team will also be studying ways to close achievement gaps. |

|E. Describe how the SWP reform strategies are consistent with, and designed to implement, the state and local school improvement plans. |

| |

|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.” |

Measurable School Goal and Action Plan:

|School Profile data which relates to this goal: |

| |

|Parent and student surveys in the spring of 2006, indicated the need for training in recognizing and addressing student to student harassment, threats, and bullying. |

|Description of how student progress toward this goal will be measured: |

| |

|The principal will keep records of the number of code violations for bullying, aggressive behavior, harassment, and assault. |

|Description of procedures for reporting student progress toward this goal to parents: |

| |

|Parents will be informed of disciplinary action on an on-going basis. Results of a student survey will be sent home to parents. |

|Strategy, Method or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |

|What will you do? |Who will provide the leadership to|When will this strategy or action |What existing resources (or |What indicators will demonstrate |How will you gather the evidence |

| |assure that this strategy is |begin and end? |resources you will have as you |progress in the implementation of |needed to demonstrate progress and|

| |accomplished? | |implement this plan) will you use |this strategy? |achievement of this strategy? |

| | | |to accomplish this strategy? | | |

|Instructional Strategies to support| | | | | |

|this goal |The Olweus Prevention team will |September 2014-May 2015 |Olweus materials are available in |There will be fewer behavior |There will be an online computer |

| |provide themes and ideas for the | |the professional library. |referrals and reports of bullying |program (SWISS) used to document |

|Students will experience monthly |classroom teachers to teach for | |The Olweus Prevention team will |completed by the principal. |the number of behavior referrals, |

|PBIS (Positive Behavior |PBIS classes throughout the school| |provide monthly themes for anti | |which will be documented by the |

|Intervention Strategies) groups |year. | |bullying lessons that classroom | |principal. |

|where anti bullying lessons will be| | |teachers will teach their | | |

|taught. | | |students. | | |

| |The matrix provides examples on | |Classroom teachers will use, | | |

|Students will be taught/shown |the expectations of students and |September 2014-May 2015 |schoolwide, the Matrix behavioral |There will be an increase in |There will be an online computer |

|modeling in the Matrix Behavioral |their behaviors while | |model chart and point out the |positive behavior management, and |program (SWISS) used to document |

|Model that provides examples for |learning/traveling in different | |posted/visual reminders on the |fewer referrals of disruption in |the number of behavior referrals, |

|the proper behavior in different |areas of the school. | |proper behaviors student should |the classroom. |which will be documented by the |

|areas of the school. | | |display at school. | |principal. |

|Professional Development to support|The PBIS committee will provide | | | | |

|this school goal. |topics for teacher teams to build |September 2014 |Professional materials are |Student and parental responses to |Data from the spring 2014 teacher |

| |lessons. The teachers will | |available in the professional |successful PBIS lessons. |survey will provide the feedback |

| |utilize any support staff in the | |library. | |needed to demonstrate progress. |

| |classrooms for small group | | | | |

| |instruction on PBIS topics. | | | | |

|Family/Community Involvement | | | | | |

|Activities to support school goal. |Licensed Staff |Orientation day in September 2014 |Parent newsletter, principal’s |Parents will be informed of the |Data from the spring survey will |

| | | |newsletter, and parent education |results of the spring survey. |show interest in the program. |

|Continuation of education on the | | |sessions. | | |

|Olweus Bullying Prevention for | | | | | |

|parents. | | | | | |

|Other: (please specify) |A behavior matrix outline, |September 2014-May 2015 |Copies of the behavior matrix will|There will be fewer behavior |A spring 2014 student survey will |

| |provided by the WAVE committee, | |be posted as reminders to students|referrals and reports of bullying |be conducted and the PBIS |

|      |will provide students with the | |on what is expected. |completed by the principal. |committee will analyze behavior |

| |behaviors expected at all school | | | |referral data. |

| |facilities. | | | | |

| | | | | | |

| |The district will continue to | | | | |

| |discus Positive Behavioral | | | | |

| |Intervention Strategies to | | | | |

| |implement in the near future. | | | | |

| | | | | | |

| |A Safe School Ambassador Program | | | | |

| |will be implemented. 30 – 40 4th | | | | |

| |and 5th grade students will be | | | | |

| |trained and mentored to be | | | | |

| |ambassadors. | | | | |

F. Measurable Mathematics Goal and Action Plan:

Third, fourth, and fifth grade students at Lincoln Elementary School will increase their math proficiency from an average of 63.1% in the spring of 2014 to an average of 67.1% in the spring of 2015 as measured by the MCA III Math Test.

|School Profile data which relates to this goal: (most recent Math MCA data used to create baseline for above goal) |

| |

|2014 MCA-III data shows 25.0% of 3rd Graders, and 39.8% of 4th graders were not proficient in Math. |

| |

|Math Sub scores - gaps in avg. % of points earned between the school and the state: |

|3rd grade Data Analysis & Probability (-1.5) |

|3rd grade Number & Operations (-1.9) |

|3rd grade Algebra (-2.7) |

|3rd grade Geometry & Measurement (-3.4) |

| |

|4th grade Data Analysis & Probability (-7.2) |

|4th grade Number & Operations (-7.5) |

|4th grade Algebra (-5.2) |

|4th grade Geometry & Measurement (-9.5) |

| |

|Description of how student progress toward this goal will be measured: (local math assessment) |

| |

|The Expressions Math curriculum assessments, MCA math scores, OLPA reports, and MAP math scores will be used to assure students are making positive growth in their math skills. |

|Description of procedures for reporting student progress toward this goal to parents: |

| |

|RTI Math Interventions. MAP score reports, and MCA reports are sent to parents via the mail and MAP RIT scores are reported on-line at the Bemidji School’s website, as well as at parent conferences in the spring. |

|Strategy, Method or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |

|What will you do? |Who will provide the leadership to |When will this strategy or action |What existing resources (or |What indicators will demonstrate |How will you gather the evidence |

| |assure that this strategy is |begin and end? |resources you will have as you |progress in the implementation of |needed to demonstrate progress and |

| |accomplished? | |implement this plan) will you use |this strategy? |achievement of this strategy? |

| | | |to accomplish this strategy? | | |

|Instructional Strategies to support|Classroom teachers and facilitators|August and September trainings in |Expressions Math and Accelerated |Accelerated Math growth reports |Accelerated Math Diagnostic Reports |

|this goal: | |2014 |Math resources and assessments |will show progress. |Expressions Diagnostic Reports |

| | | |Math Facts in a Flash |Expressions Math assessments will |MAP reports |

|Extended instructional time of 60 | | |RTI Math Interventions |show progress. |OLPA reports |

|min./day using the Expressions | | | | |Progress Monitoring |

|Math curriculum and an additional | | | | | |

|30 minutes of math interventions | | | | | |

|aligned with Expressions Math | | | | | |

|objectives. | | | | | |

|Professional Development to support|Kathy Palm, Curriculum Director |Ongoing |Expressions Training for Classroom |Expression assessments/ growth |Accelerated Math Diagnostic Reports |

|this mathematics goal. | | |Teachers and Math Specialist |reports will show progress. |MAP scores |

| |Kim Kusler, RTI Specialist | |RTI Interventions provided on the |Progress Monitoring will determine |Math Diagnostic Reports |

| | | |School District Website |student progress in RTI and Math |Progress Monitoring |

| | | |Math Corps Interventions |Corps. |Number Worlds Evaluation assessments|

| | | |Number World Curriculum |Increase in achievement levels |and placements. |

| | | | |through the Number World series. | |

|Family/Community Involvement |School-wide Staff/Facilitators |March 2014 |Math Manipulatives from the |Family attendance will be |Parent survey reflecting on the |

|Activities to support mathematics | | |Expressions Math Curriculum, Math |tabulated. |family night will be collected |

|goal: | | |themed games to be played. | | |

| | | | | | |

|Family Math Event (March Math | | | | | |

|Madness) | | | | | |

|Other: (please specify) |Hired Licensed Tutors |Every Monday and Wednesday from |Assistance with Renaissance |Test scores will show additional |Accelerated Math Diagnostic Reports |

| | |October through May (3:20-5:20PM) |Learning Programs, |hours spent on math concepts and |Also, the students who participate |

|After School Learning Community | | |Expressions Math Curriculum, |will be analyzed through Viewpoint.|in this program will be put in a |

| | | |and homework assigned by classroom | |group through the Viewpoint program |

| | | |teachers. | |to monitor student growth. |

G. Measurable Reading Goal and Action Plan:

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.

|School Profile data which relates to this goal: (most recent Reading MCA data used to create baseline for above goal) |

| |

|2014 MCA data shows 41.7 % of 3rd graders, and 52.4% of 4th graders were not proficient in Reading. |

| |

|Reading sub scores, - gaps in avg. % of points earned between the school and the state: |

|3rd grade Literature (+0.9) |

|3rd grade Informational Text (-2.8) |

| |

|4th grade Literature (-2.1) |

|4th grade Informational Text (-4.7) |

|Description of how student progress toward this goal will be measured: (local reading assessment) |

| |

|RTI Reading Interventions will be used, along with Houghton Mifflin curriculum assessments, and MAP and OLPA scores. |

|Description of procedures for reporting student progress toward this goal to parents: |

| |

|MCA reports are sent to parents via the mail and MAP RIT, and OLPA scores are reported on-line at the Bemidji Schools website, and spring parent/teacher conferences. |

|Strategy, Method or Action |Who is Responsible? |Timeline |Resources |Evidence |Evaluation Methods |

|What will you do? |Who will provide the leadership to |When will this strategy or action |What existing resources (or |What indicators will demonstrate |How will you gather the evidence |

| |assure that this strategy is |begin and end? |resources you will have as you |progress in the implementation of |needed to demonstrate progress and |

| |accomplished? | |implement this plan) will you use |this strategy? |achievement of this strategy? |

| | | |to accomplish this strategy? | | |

|Instructional Strategies to support|All Classroom Teachers |Ongoing |Houghton-Mifflin “Journeys” reading|AIMSweb Test scores |MCA, |

|this goal |All School-wide Staff | |series instruction, assessments, |Progress Monitoring through the |MAP, |

| | | |and leveled readers. Leveled |Houghton-Mifflin assessments and |Accelerated Reader TOPS reports, |

|Implementation of Guided Reading | | |Literacy Interventions. Books from|Leveled Literacy Assessments |Houghton-Mifflin reading tests, |

|aided by “flooding” a grade level | | |Literacy Closet, RTI Reading |RTI Reading Interventions. |AIMSWEB probes |

|to allow for more differentiated | | |Interventions (provided on the | |LLI Benchmarks |

|groups | | |District Website). | | |

|Professional Development to support| | | | |MCA, |

|this reading goal. | | | | |MAP, |

| | | | | |Accelerated Reader TOPS reports, |

|Continued Houghton Mifflin Training|Kathy Palm, Curriculum Director |During the 2014-2015 school year |Houghton Mifflin materials |Houghton Mifflin assessments |Houghton-Mifflin reading tests, |

| | | | | |AIMSWEB probes |

| | | | | | |

|RtI Team Meetings | | | | |Monthly discussions in RtI Team |

| |Kim Kusler, RtI Specialist |During monthly meetings in | |Through informal assessments, |Meetings. |

| |Jason Luksik, Principal |2014-2015 school year. |Houghton Mifflin |notes, and data score changes | |

| |Classroom Teachers |(Ongoing) |“Journeys”curriculum materials |teachers will be able to see if | |

| |School-wide Teachers | |Response to Intervention guidelines|their interventions were deemed | |

| | | |and materials are offered to all |successful. | |

| | | |teachers before or during their | | |

| | | |monthly RtI team meetings. | | |

|Family/Community Involvement |School-wide Staff/Facilitators |February 2014 |Parents and students come to |Family attendance will be |Parent survey reflecting on the |

|Activities to support mathematics | | |explore and read books at Lincoln |tabulated. |family night will be collected |

|goal: | | |Elementary the last 45 minutes of | | |

| | | |the day. | | |

|Family Reading Event (Drop | | | | | |

|Everything and Read) | | | | | |

|Other: (please specify) |Hired Licensed Tutors |Every Monday and Wednesday from |Assistance with Reading strategies,|Test scores will show additional |Data from MCA’s, MAP, and OLPA |

| | |October through May (3:15-5:15PM) |and homework assigned by classroom |hours spent on reading skills. |scores will be collected and |

|After School Learning Community | | |teachers. | |evaluated. Also, the students who |

| | | | | |participate in this program will be |

| | | | | |put in a group through the Viewpoint|

| | | | | |program to monitor student growth. |

|3 of Ten Required Components. Instruction by Highly Qualified (HQ) Teachers |

|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 SWP. |

| |

|      |

| |

| |

|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. |

| |

|_____________________________________ |

|Principal’s verification (Name) and date |

|(Keep original signature on file at the school.) |

| |

|NOTE: follow this link for more detailed explanation of what it means to be HQ. |

|[] |

|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 2 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. |

| |

|      |

| |

|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. |

| |

|_____________________________________ |

|Principal’s verification (signature, printed name and date) |

|(Keep original signature on file at the school.) |

| |

|NOTE: follow this link for more detailed explanation of what it means to be HQ. |

|[] |

|4 of Ten Required Components. 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. |

| |

|District and Lincoln staff development, Title I, and stimulus funds will provide training for instructors as needed. |

|Lincoln Elementary is continuing to use the Houghton-Mifflin reading series “Journeys,” the new math series “Expressions”, and the Renaissance programs. |

|The new math series, Expressions, will be implemented and the district will provide specific math trainings for teachers in the 2014-2015 school year. |

|A new math intervention, Number Worlds, will be introduced and used with students K-5. |

|RTI Teams will meet once or twice a month to create and monitor math and reading goals. |

|Lincoln Elementary staff will continue to use the AIMSWeb assessment, which they were trained in during the 2010-2011 school year, in kindergarten and first grades |

|during the 2014-2015 school year. |

|A new Math Specialist will provide instructional support to teachers K-5 and will provide direct instruction to students in grades three through five. |

|Lincoln Elementary will demonstrate a push in model during grade level guided reading sessions and additional math support will be facilitated by the grade level |

|classroom teachers, the Math Specialist, and the Title 1 interventionists. |

|5 of Ten Required Components. Highly Qualified Teacher to High Needs Schools |

|What is the school doing to attract and retain highly qualified teachers to its school? |

| |

|The teacher turnover rate is very low and occurs mainly because of retirements or budget cuts. |

| |

|All teachers and paraprofessionals at Lincoln School have met the requirements of highly qualified instructors (HOUSSE). |

| |

|The district will provide staff development training in research-based reading and math practices, along with a positive atmosphere, which will attract high quality |

|teachers. |

|6 of Ten Required Components. Parent Involvement |

|Describe how parents will be involved in the design, implementation and evaluation of the SWP. NOTE: If the evaluation results show that the SWP plan is not |

|satisfactory to parents, the school is required to submit these comments to the LEA. |

| |

|Parent representatives will be asked to be part of our Student Growth Team and information will be shared with them pertaining to our school goals and our School-wide |

|plan. |

|Parent information nights give the school facilitators the opportunity to educate parents about existing programs. |

|The Lincoln Elementary Principal sends an informational monthly newsletter in every student’s Tuesday packet. |

|B. Describe how the school will provide parents with assistance in understanding the SWP. |

| |

|School-wide program brochures and Parent Involvement Policy packets are available to parents. They are located in the Lincoln Elementary hallway in the brochure wall |

|and they are also made available on Family Activity Nights. The readability level of the brochure is below the sixth grade. Classroom teachers and parents are able to |

|view the School-wide plan online on Lincoln Elementary School’s website. |

|C. Describe the services that will be provided to parents as part of the SWP. |

| |

|Lincoln Elementary has a very active Parent Teacher Organization that includes parents and teachers that work together to ensure that our school is a safe, healthy, and|

|fun place to learn. The PTO coordinates a variety of school-wide activities such as: Student Council, March Math Madness, Fall Festival, Drop Everything and Read, our |

|yearly Cultural event, and Family Nights. The PTO also organizes school benefits when families from Lincoln need additional support. |

| |

|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. |

|A brochure wall outside our Parent Den also contains helpful information for parents and families. |

| Describe the process of annual evaluation of the Parent Involvement Policy/Procedures and Parent/Teacher Compact. |

| |

|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. The present policy and the compacts are evaluated by the Title 1 team. |

|REMINDER: The current Parent Involvement Plan and Parent/Teacher Compact must be uploaded with the Title I application in SERVS. |

|7 of Ten Required Components. Preschool Transitioning |

|A. Describe how the SWP will coordinate the transition of preschool children from early childhood programs to the local elementary schools. |

| |

|Kindergarten teachers review records provided by Head Start in order to determine students in need. ECFE and EIC preschool screenings are entered into the District #31|

|Skyward data track. |

| |

|In order to transition kindergarten students into Lincoln School, an invitation and “Welcome to Kindergarten” letter is sent to parents inviting them to visit |

|kindergarten classrooms and tour the playground and an actual bus. Parents and students are also able to meet the staff. They are given information about personal |

|skills and basic learning that can be reinforced before entering school in the fall. Handouts are available, as well as the school calendar, supply list, a map of the |

|school building, and health office information. Preschool screening information is shared with the special education staff prior to kindergarten. The kindergarten are|

|given the experience of a “mini school day” in which the parents and students are informed of individual teacher expectations, as well as student behavior. Parents are|

|given ideas of ways in which they can help their child at home so that they can succeed in school. Bus routes are verified and snack and lunchroom costs are stated. |

|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). |

| |

|The Parent Advisory Council meets with Head Start program leaders to learn about their programs and inform parents of available services. Flyers for parents are |

|available in our school regarding early childhood programs and adult basic education for parents. Kindergarten registration is held at the Lincoln School site. Title I |

|Family Nights will acquaint younger siblings to the school surroundings. Lincoln parents are allowed to check out library books for preschoolers. |

|8 of Ten Required Components. Measures to Include Teachers in Decision-Making Regarding the Use of Assessments |

|Describe how teachers are included in the decision-making 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. |

| |

|During the 2014-15 school year, Lincoln Elementary will administer Aimsweb assessments to students in kindergarten and first grades, MAP assessments to students in |

|second through fifth grade, and MCA assessments to students in third through fifth grade in both reading and math. Classroom teachers may also choose to use the |

|Renaissance programs, Accelerated Math and Accelerated Reading. |

|All teachers are provided access to test data from the MCA’s, MAP, AIMSWEB, and Renaissance TOPS reports and have been trained to use the data. The Lincoln Student |

|Growth Committee meet several times throughout the year to evaluate data and write school improvement goals for the year. These are sent to the district curriculum |

|director, Kathy Palm. |

|9 of Ten Required Components. 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. |

| |

|Lincoln Elementary provides a Targeted Services Program for at–risk students after school two days per week, and in the summer for 6 weeks. |

|A federal meal program is provided for both students and their parents. |

|Title facilitators work with classroom teachers to provide support in analyzing data and servicing all students (flexible grouping, Guided Reading groups, flexible |

|grouping in math classes, flooding models, Leveled Literacy, and Reading Recovery). |

|TAT (Teacher Assistance Teams) provides guidance to teachers in the evaluations and interventions for at-risk students. |

|The Bemidji School District implemented an RTI model during the 2010-2011 school year, and received core instruction intervention ideas and coaching from RTI |

|Specialist, Kim Kusler. Grade level RTI teams meet weekly to discuss goals, strategies, and interventions to implement when working with individual students. Students |

|are progress monitored to see if gains have been made and to determine if further interventions need to be provided. |

|10 of Ten Required Components. Coordination of Programs |

|10. Coordination of Programs |

|Describe the coordination and integration of federal, state and local services and programs. |

| |

|The Bemidji School Board and district administration decide the district goals, based on assessment, demographic and perception data. Bemidji’s 2014-2015 aims and |

|goals are not yet School Board approved. Following is a draft of the 2014-2015 District Goals that will be presented to the School Board for approval at their |

|September meeting: |

|2014-2015 Bemidji District Aims, Goals and Measures |

|AIM 1 Highest Levels of Student Success |

|Goal A Reading: |

|In Bemidji Area Schools district-wide the “All Students” group will increase their proficiency of 60.6% in the Spring of 2014 to 64.6% in the Spring of 2015 and to |

|68.6% in the Spring of 2016 as measured by the MCA in Reading for students enrolled October 1. |

| |

|Goal A1 Bemidji Area Schools district-wide will close achievement gaps for the following subgroups as measured by the MCA in Reading: |

|• Special Education students’ proficiency will improve from 27.9% to 33.9% in Spring 2015. |

|• American Indian students’ proficiency will improve from 37.7% to 43.7% in Spring 2015. |

|• Free and Reduced Lunch students’ proficiency will improve from 48.9% to 54.9% in Spring 2015. |

|Goal B Mathematics: |

|In Bemidji Area Schools district-wide, the “All Students” group will increase their proficiency of 62.9% in the Spring of 2014 to 66.9% in the Spring of 2015 and to |

|70.9% in the Spring of 2016 as measured by the MCA in Mathematics for students enrolled October 1. |

| |

|Goal B1 Bemidji Area Schools district-wide will close achievement gaps for the following subgroups as measured by the MCA in Mathematics: |

|• Special Education students’ proficiency will improve from 27.3% to 33.3% in Spring 2015. |

|• American Indian students’ proficiency will improve from 42.1% to 48.1% in Spring 2015. |

|• Free and Reduced Lunch students’ proficiency will improve from 50.4% to 56.4% in Spring 2015. |

| |

|Goal C Science: |

|In Bemidji Area Schools district-wide “All Students” group will increase their proficiency on the MCA Science Test given in grades 5, 8, and 10 from 51.4% in 2014 to |

|equal or exceed Minnesota State average scores (53.2% in 2014). |

| |

|Goal D Graduation Rate: |

|The Bemidji High School student graduation rate as measured by MDE’s Four-Year Graduation Rate calculations will increase to 90% for all students in 2014-2015. |

|(Baseline Data: Bemidji High School Four-Year Graduation Rate: 2009 = 84.6%, 2010 = 82.5%, 2011 = 83.2%, 2012 = 86.6%, and 2013 = 85.8%). |

| |

|AIM 2 Safe and Welcoming Environment |

|Goal A Demonstrate Respect: |

|Bemidji Area Schools’ students will reduce the incidences of assaults and fights by 5% as reported by school principals on the Skyward Student Management Data System |

|for 2014-2015. (Baseline Data: 2013-2014 Grades K-5 – 126, Grade 6-8 – 28, grades 9-12 – 47). |

| |

|Goal B Anti- Bullying |

|District 31 will implement the new Safe and Supportive MN Schools Act and related policy. School administrators will report on anti-bullying activities during the |

|2014-2015 school year in their end of year report. |

| |

|Bemidji elementary schools will continue the Safe Schools Ambassador Program and PBIS at their level in an effort to reduce bullying behaviors and evaluate program |

|effectiveness by a survey of elementary principals in May 2015. |

| |

|All District employees will learn the definition of bullying and support anti-bullying efforts by properly reporting incidents of bullying on district-approved |

|reporting forms. |

| |

|AIM 3 Effective and Efficient Operations |

|Goal A During the 2014-2015 school year, Bemidji Area Schools will hold an election in November of 2014, asking voters to approve questions to approve construction of a|

|new elementary school, make improvements to the Bemidji Middle School HVAC, and provide operating revenue to partially fund the additional classrooms and school |

|building for 10 years. District 31 will conduct an informative and successful campaign resulting in an approved bond issue. |

| |

|The schools decide their building goals based on the district goals and their assessment and demographic data. They provide the district office with their school |

|improvement and staff development plans every fall, and these are published for Leadership, District Curriculum Committee, and the School Board. Throughout the year, |

|all building and district staff work to achieve their goals and align staff training to these goals. At the end of the year, each building provides a report of how |

|they performed in reaching their goals to the Director of Curriculum. This information becomes part of the district’s Annual Report on Curriculum, Instruction, and |

|Student Achievement, distributed to the public by October 1 each year and posted on the district web site. |

| |

|The district provides teachers with MCA, NWEA MAP and AIMSweb test data and helps them analyze their data through data retreats. Most of the Title I teachers |

|participate on their school improvement teams. The Title I AYP set aside provided a data retreat scheduled August 18, 2014. Analyzing data will be a building level |

|focus in 2014-2015. Primary reading is the focus for the Title I LEP this year. We will continue to focus on of Response to Intervention (RtI), Professional Learning |

|Communities (PLCs), and AIMSweb benchmark training. |

| |

|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 (2014-2015) will provide tutors in elementary schools to focus on students (Reading Well) by Third Grade. |

|MN Math Corps New in 2014-2015, 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. |

|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. |

|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). |

| |

|This is not a large problem in our school, as the families are all English-speaking. There is currently only one ELL student at Lincoln School. This student receives |

|ESL services provided by the district. In addition, interpreters from the local area can be contacted if there is a need |

|B. Describe additional measures, other than the MCA, which will be used to identify successes and/or problems with the SWP. |

| |

|Perception data: Family night and other parent surveys are conducted; our district has a scanner available to read survey data. |

|Student learning data: AIMSWeb, NWEA MAP, Renaissance STAR tests, Observation Survey results, Fountas and Pinnell Benchmarking System assessments. Houghton-Mifflin |

|Assessments in the “Journeys” reading series |

|Teacher Judgment and Input: Teachers provide anecdotal and observational data. |

|Demographic data: Records of attendance at Title I functions will drive our planning for parent involvement. |

|C. Describe the plan for measuring and reporting student progress during the year. |

| |

|The school collects student achievement data (see part B above, second bullet) throughout the school year that indicates growth and areas of need. School-wide |

|facilitators along with the principal and data team members disaggregate this data and make recommendations for student instruction. Individual student data is shared |

|with parents at two conferences during the year and many reports are sent home on an ongoing basis. Parents may also access information on the district’s website. |

|D. Describe how disaggregated data will be used to identify groups of students and determine whether or not they are making progress. |

| |

|The school-wide data team meets in the fall before school starts to examine disaggregated data and determine student needs. Title I staff conducts and examines |

|additional assessments after school begins. In September 2014, all students will be benchmarked. Kindergarten and 1st grade students will take AIMSweb Early Literacy|

|and Numeracy assessments, and 2nd grade – 5th grade will take MAP assessments. All assessment data drives decisions on instructional strategies and indicates areas of |

|need. On an ongoing basis, data will be disaggregated into subgroups that need improvement. This includes our Native American population and many of our students who |

|receive free and reduced priced meals or Special Education services. Lincoln School uses flexible grouping of students in our math and reading programs. Students in |

|need will be placed in smaller groups with more teacher assistance, and small, flexible reading intervention groups (LLI and Guided Reading) will be conducted |

|throughout the year. |

| |

|E. Describe how the results of your student assessment data and other measures will be used to improve instructional practice as part of the evaluation process for |

|continuous improvement. |

| |

|Our assessment data drives our instruction in the classroom. Teachers use demographic data to address needs by instructing small, flexible intervention groups. |

|Reinforcement and enrichment is provided by Guided Reading groups, the Renaissance Learning Program, LLI, Reading Recovery, and AIMSWEB practices. Our Professional |

|Learning Communities are used as a venue to grasp the concepts behind Response to Intervention while teachers analyze student data and determine research-based |

|instructional strategies. Teachers in these RTI groups set goals based on student needs, and they revise the goals as necessary based on student achievement. |

| |

|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 SWP Programming |

|Kathy Palm |On-going |District Demographics, data analysis, and research|Director of Curriculum, Extensive experience of school |

| | |assistance |improvement, data analysis and effective instructional |

| | | |methods |

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

|Kim Kusler |On-going |Data analysis and research assistance, RTI |Extensive experience in school improvement (15 years), data |

| | |specialist |analysis and effective instructional methods |

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

|      |      |      |      |

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

|      |      |      |      |

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

|      |      |      |      |

-----------------------

|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 SWP school and upload the document with the ESEA application.|

|Contact Noemi Treviño at 651-582-8233 or noemi.trevino@state.mn.us with any questions regarding SWP. |

| |

|School Year: 2014-2015 |

| |

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