Identification Information - District



RECORD OF CONTINUOUS IMPROVEMENTSCHOOL IMPROVEMENT PLANAND TITLE I SCHOOLWIDE PROGRAM (SWP) PLANSchool Year2018-2019Identification InformationDISTRICT INFORMATIONDISTRICT PHONE, FAX, EMAILDistrict Name and Number Tracy Public Schools #2904: Phone: 507-629-5500Superintendent (Director): Chad AndersonFax: 507-629-5525District Address: 934 Pine Street Tracy, MN 56175Email: andersonc@tracy.k12.mn.usTitle Coordinator: Michael MunsonPhone: 507-629-5518Coordinator Address: 700 S. 4th Street, Tracy, MN 56175Email: munsonm@tracy.k12.mn.usSCHOOL INFORMATIONSCHOOL PHONE, FAX, EMAILSchool Name, Number and Grade Span: Tracy Elementary School, 2904, K-6Phone: 507-629-5518School Address: 700 S. 4th Street, Tracy, MN 56175Fax: 507-629-5525Principal: Michael MunsonEmail: munsonm@tracy.k12.mn.usIs this your schoolwide program plan? ? Yes ? NoIf yes complete the entire document.Check one:? Initial Schoolwide plan? Existing Schoolwide plan? Targeted AssistanceEnter Data:2017-18 FR: 58.4 percentCheck Current Designation:? Reward ? Celebration Eligible ? Continuous Improvement? Priority? FocusCheck one if Designated as a Priority or Focus School:? Northern Sky Center? South/Central Lakes Center? SE/Metro CenterLOCAL BOARD OF EDUCATION ACTIONThe local Board of Education/Charter Board of Tracy Area Public Schools has authorized Chad Anderson (Nat a monthly meeting on August 21st to act as the Local Education Agency (LEA) representative in reviewing and filing the attached plan as provided under P.L. 107-110 for school year 2017-18. The LEA Representative will ensure that the school district (LEA) will maintain compliance with the appropriate federal statutes, regulations, and procedures and will act as the responsible authority in all matters relating to the administration of this improvement plan. The local Board of Education/Charter Board ensures that its designee(s) will periodically update the Board regarding goals and strategies/practices, participate as a member of the school leadership implementation team, and work in collaboration with the Regional Centers of Excellence and/or MDE in support of technical assistance through the Minnesota Statewide System of Support (SSOS) or the Department.__________________________________________________________________________(Signature of Superintendent/Charter School Board Chair)( Date)School InformationBuilding Level Student Demographics:Percentage of Total Enrollment:American Indian/Alaskan Native0.0%Asian14.5%Black/African American0.5%Hispanic/Latino5.1%White78.8%Limited English Proficient7%Special Education18.2%Free or Reduced-Price Lunch58.4%LEADERSHIP IMPLEMENTATION TEAMROLECONTACT INFORMATIONMichael MunsonPrincipal/ Program Administrator507-629-5518Suanne ChristiansenTeacher507-629-5518Nancy JonesTeacher507-629-5518Sara TimmermanParent605-201-5315Cindy RokehPupil Service Personnel507-629-5518Craig PolkowTechnical Assistance507-629-5500Katie GervaisAdditional Member507-629-5500SCHOOL SUMMARYSTATEMENTSExecutive summary of your school: Provide a school overview and include enough information for the reader to become acquainted with the focus of this action plan.Tracy Area Public Schools consists of six cities: Tracy, Amiret, Balaton, Currie, Garvin and a (9-12) tuition agreement with Milroy Public School. Balaton consolidated with Tracy Area in 2009-10 school year. As a schoolwide program, we are looking at providing help for as many students as possible and where we see it needed given by AIMS web, NWEA, and MCA results. We have a reading and math title teacher. With the schoolwide plan, our Title teachers will work with students in the classroom, along with pull out and large group times. It gives our staff the most flexibility to provide the needed services to as many students as possible. Using our Data Team and Title teachers, we will target needs of our students and use the Title staff in helping those students obtain strong gains in those areas.Describe the team’s plan for communicating with the school and community.We will continue to communicate with the school through staff in-service and PLC time (which is 1 hour a week). We will continue to communicate with our parents through our website, parent-teacher conferences, PTC meetings, and title sponsored activates included Breakfast and Books and Bingo for books. IV. Schoolwide Program (SWP) Plan Required Components (SWP schools complete)Under section 1114(b)(1) of Title I of No Child Left Behind, the SWP must address the following 10 components. Comprehensive Needs Assessment (Component 1) action steps are included in 4a. EXPLORATION. Required narrative is below.Reform Strategy (Component 2) action steps and responses b and e are included in 4b through 6c. Other required narrative is below.Assurances (check boxes for items 1-6) ? 1. Our schoolwide plan was developed during a one-year period and was developed with the involvement of parents and other members of the community including teachers, principals, administrators, pupil services personnel, technical assistance providers and school staff. It addresses the ten components listed below and is also available to the LEA, parents, and the public in an understandable and uniform format in a language the parents can understand. Comprehensive Need AssessmentWe conducted a comprehensive needs assessment of the entire school identifying specific areas of academic needs, resulting in a plan that reflects the use of data driven decision making, establishing challenging goals, as well as identified areas of instructional strengths and weaknesses.Reform StrategiesWe have provided the implementation of reform strategies designed to improve instruction throughout the school so all children can meet the state’s proficient and advanced levels, including strengthening core academic program, increasing amount and quality of learning time, enriched and accelerated curriculum, and strategies to meet the needs of historically underserved populations and those at risk of not meeting academic performance standards.Highly Qualified TeachersWe provide instruction by highly qualified teachers.High-quality and Ongoing Professional Development We provide high-quality and ongoing professional development for teachers, principals, and paraprofessionals and others as appropriate.Strategies to Attract High-Quality Highly Qualified TeachersWe implement strategies to attract high-quality highly qualified teachers to high-need schools. Parental InvolvementWe have strategies in place to increase parental involvement to improve student academic achievement.TransitionWe assist the transition of preschool children from early childhood programs to the local elementary schools.Teacher Involvement in Use of Academic AssessmentTeachers are included in the decisions regarding the use of academic assessments in order to improve the achievement of individual students and the overall instructional program.Timely and Effective AssistanceWe identify students who are experiencing difficulty mastering the proficient or advanced levels of academic achievement standards and ensure they receive effective and timely assistance. CoordinationWe coordinate and integrate the use of federal, state and local resources, services and programs.? 2. Our plan was developed in consultation with the district and its leadership implementation team or other technical assistance provider.? 3. All paraprofessionals meet the definition of highly qualified as outlined under NCLB.? 4. All paraprofessionals are working under the direct supervision of a highly qualified teacher. ? 5. We will conduct an annual review of the schoolwide plan to ensure that the program description in the plan is implemented as designed and has a positive effect on student achievement.? 6. We will retain documentation in our district file related to the three core elements of a schoolwide program: conducting a comprehensive needs assessment, creating a comprehensive schoolwide plan, and conducting an annual evaluation.Narrative1.Describe the school’s Comprehensive Needs Assessment process including data sources and data analysis. Indicate the priority needs to be address and the reform strategies to be implemented to improve teaching and learning at this site.We have a data team that meets in August to go over the data with our areas service coop. During this process, our team reviews our MCA, NWEA, and Aims web data. This information is broken down into standard scores, which are shared with the teachers at a start of the year in-service. Teachers spend time going over the data and talking with teachers from nearby grade levels to determine courses of action. They use the data to make adjustments to their curriculum maps and thus their teaching focus during the school year. Teachers utilize PLC time to work on improving their teaching to attack deficiencies in the test scores. This is an ongoing process throughout the year and starts over with the new test scores the following year.2.Describe your schoolwide program vision. How do you plan to operate differently in the new Title I schoolwide program model in order to impact the needs of all students including strategies for meeting the educational needs of historically underserved populations? Highlight staff and parent roles and responsibilities for supporting all learners.The transition from Targeted Assistance Title I programming to Schoolwide Title I programming not only offers staff members more flexibility in terms of providing educational services to all children, but it has enabled all children to have the benefit of diversified, differentiated, and flexible instruction. In the schoolwide setting, the school is able to provide maximum educational instruction to students identified as “at risk” in an environment that goes well beyond the typical “pull-out” model of instruction. The schoolwide format has enabled the school to provide supplemental reading and math instruction in small groups at each grade level. We are expanding to three sections versus two sections when needed in grades K-6 to further decrease class size. This format will enable the district to continue to provide individual and small group reading support for students at risk in K-6. Students at risk need to remain in a regular classroom type setting for optimal learning to occur and the transition to schoolwide programming will permit more flexible grouping options that enable kids to work and succeed at their own level. Our two Title teachers will work with students in and out of the classroom; they will support all learners as they see the need through testing scores and teacher requests. 3.Provide a summary of your plan to integrate multiple resources and funding sources to build capacity to improve student achievement. Include any examples of federal, state, local funding, partnerships, and/or other special resources. We utilize a number of funding sources to improve student achievement. We use our staff development fund to provide on-going training for our staff both in and out of the district. We use the Southwest Service Coop to provide different resources including aiding our data team, math curriculum speakers, occupational therapy, and special education services. We also have a number of parents and community groups including the Lions Club that provide resources and people to read with students. 4.What process was employed to engage parents, teachers, and community representatives in helping this school become a schoolwide program? How will you continue to inform all relevant stakeholders and engage them in the improvement process? Our schoolwide plan is developed in a collaborative environment, and is a guide for how we operate at TAES. Sources of information include feedback and ideas parents share at our Breakfast and Books and Bingo for Books family outings. The Title teachers communicate with the staff over the best ways to provide services in the schoolwide program with limited interruptions to the students’ normal day. The parents involved in the schoolwide planning are also community members. They provided ongoing feedback during monthly PTC meetings that are attended by parents and the principal. The Schoolwide plan is continuously discussed between the staff, title teachers, and data team. Adjustments are made throughout the year as all stakeholders see fit. For the parents and the community, the plan will be posted on our website. Parents are informed of the program at Parent-Teacher conferences, PTC meetings, and Family events. All of these communications help fulfill our commitment to keeping our families and residents informed regarding the various programs and strategies we utilize to improve student achievement.5.How will you evaluate your Title I schoolwide program? Progress will be measured by giving a fall, winter, and spring NWEA in math in all grades, K-2 and fall and winter NWEA in grades 3-6. The results will be used to help identify students who fall in the bottom 20% and the students who did not meet the median score for each test. NWEA displays RIT by class and by area and that information will be used in determining areas of need. Classroom grades and teacher input data will also be used in the process. Progress of Title students will be monitored with NWEA and Aims Web scores.6. Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments required by section 1111(b)(3).The school provides individual academic results by giving the parents the AIMS, NWEA, and OLPA results with an accompanying letter that shows how the student compares with benchmarks and the state. The teachers hand out and explain this at conferences. Letters are sent with the MCA results, and parents are provided phone numbers to call if they have questions or comments. If we are aware of any parent that needs to have information presented in their home language, we make this happen through local interpreters or through the local Coop.7. Provide a list of technical assistance providers who have contributed to the development of the SWP plan. Include meeting dates and topics.Provider NameDateType of AssistanceProvider’s Experience in SWP Programming Pat Sommervold Monthly Budget/Plan requirements 30 years in district as Finance Officer MDE/ Michael Bowlus Every August/ and as needed Plan assistance, requirement explanation, general questions Several years ................
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