|Orient SD School Wide Title 1 Plan|
Orient School District No.065
School Wide Improvement Plan
Title I School Wide Program Plan
Plan Status: Final
Revisions Made September 2010-11 SY
PURPOSE AND IDENTIFYING INFORMATION:
The purpose of this School Wide improvement Plan (SIP) is to improve student learning in the Orient School District, which is consistent with the district’s mission. The Orient School District intends for this plan to fulfill the requirements of WAC 180-16-220 as well as the requirements of a Title I School Wide plan.
B. School and Personnel Identification and Signatures:
Orient School District #65
P.O. Box 1419, 5th and C Street
Orient, WA 99160
Phone: (509) 684-6873 Fax: (509) 684-6873
Mark Selle, Superintendent, Special Programs Supervisor
(Special Education, LAP, Title I, HOME Program)
Bill Glidewell, Assistant Superintendent
Tara Holmes, Principal
Cher Belcher, Special Education, Title I, and LAP Coordinator
Brad Armstrong, Orient School Board Chair
School Enrollment: 40
The signatures below certify this School Wide Program Plan is in accordance with all applicable Title I rules and regulations as well as the requirements of WAC 180-16-220.
Mark Selle, Superintendent, Cher Belcher, Title I Coordinator
Special Programs Supervisor
Brad Armstrong, Board Chair Tara Holmes, Principal
SCHOOLWIDE IMPROVEMENT PLANNING TEAM: HIGH LEVELS OF COLLABORATION AND COMMUNICATION
A. School Wide Improvement Plan Team Members
The team members listed below has been active in various meetings that serve this plan over the past year. In our small district, the roles of parent, staff, and board often overlap. Everyone is invited to become involved to solve problems and create solutions.
Parents / Interested Community Members:
Brad and Brandi Armstrong, Harley and Susan Passmore, Nicholei and Dan Bryant, Curtis and Peggy Vandergriffe, Gabriel and Gretchen Cruden, Heather and Josh Alexander/Conyer, Allen Riggs, Beth Fowler, Lois Granum, Christine Jenkins, Sheila Best, Audrey Rickard, Roy and Karen Eslick, Terry Cochran, Dave and Cheryl Simonson, Tara and Bill Holmes, Gloria and Dave Geary, Gary and Cher Belcher, Lorna and Ray Dahl, Gabe Kerr, Pennie Lindsey, Keith Wilder, Jevon and Sarah Mills, Chris and Christie Petterson, John and Theresa Hein, Rick and Sandy Spuhler, Pam Slott, Erin Blackston, Crystal Johnson, Heidi Golden Thorne, and Gordin and Dena Taylor.
Brandi Armstrong, Heather Alexander, Gretchen Cruden, Allen Riggs Beth Fowler, Lois Granum, and Cher Belcher, Tara Holmes
Classified Support Staff:
Rick Sphuler, Robin Gillis, Betty Rathbun, Diana Behrens, Dan Bryant, Gary and Molly Oliverson, Bill Charlton, Dave Simonson, Lori Buchmann, Debbie Ginter, George Brazee, Susan Keto, Christine Jenkins, Sheila Best, Audrey Rickard, Alan Wiley, Gloria Geary, Sarah Hills, Christie Petterson, Shelly Graham, Hannah Payne, Tina, Regine Peregoodoff, Roberta Wilder, Bob Davis, Rob Pottinger, and Ron Richardson
Mark Selle-Superintendent, Eileen Harris-Fiscal Manager, Bill Glidewell-Assistant Superintendent, Tara Holmes-Principal, and Dan Bryant-Transportation Director
B. School Improvement Team (S.I.T.) Meetings
The Orient School District School Improvement Team (S.I.T.) meets on the first Tuesday of each month beginning in October. The purpose of this meeting is to communicate ways to improve upon the physical, mental, and social well being of every student attending Orient School. The SIT committee will gather and analyze a variety of data to evaluate the needs of OSD students which determine professional development opportunities and school-wide goals.
Members of this committee include staff, parents, and community. Input will be gathered throughout the school year at weekly staff meetings, the five designated waiver days, the monthly safety and SIT committee meetings, the monthly Response To Intervention (RTI) meetings, WSAC, 21st Century collaboration, through parent, teacher, student surveys, and needs assessments.
The team communicates S.I.T. activities and goals within the school and community by postings on the school’s website (www.orient.k12.wa.us), the school biweekly bulletin, reports to the school board, in ‘The Orient School Times’ quarterly newsletter, the local newspaper, at staff meetings, and during student and community events.
C. Clear and Shared Focus
The team approach in the Orient School District is committed to the academic achievement of each student through common beliefs and values. It is because of our small size and strong communications that we have a clear and shared focus.
COMPREHENSIVE NEEDS ASSESSMENT: FREQUENT MONITORING OF TEACHING AND LEARNING
Each year the SIT committee members gather input and examine student data in order to evaluate yearly progress and to determine future goals. A variety of assessments are used to determine academic strengths and weaknesses and to create a targeted and efficient school wide improvement plan. In addition, our Response to Intervention Team (RTI) has developed student learning improvement plans for students in need of specific goals. Implementation of reading, writing, spelling, and math assessments at every grade level will be administered during the school year and results will be used to revise interventions.
We are a small school which enables us to focus on the needs of individual students. Highly qualified staff along with administrative support provide for student needs through state and federal programs such as LAP, Title I, Title II, Title VI, Special Education, basic education, and highly capable. In every step of our planning, from analysis of test data to providing effective instructional practices, we address the needs of all students. Particular focus is placed on the needs of educationally disadvantaged children who are served through the categorical programs listed above because of our high poverty population.
B. Strengths and Weaknesses
The Orient School District staff is highly qualified, dedicated, collaborative, and cohesive team. We provide research-based curriculum to our students in reading, math and written language. Our school’s small population makes it difficult to provide a statistical sample to address school-wide strengths, weaknesses, and trends. Instead, we choose to monitor individual scores for areas of growth and improvement, with the intent to overcome barriers that may result from poverty.
SCHOOLWIDE IMPROVEMENT MISSION AND GOALS: HIGH STANDARDS, HIGH EXPECTATIONS
Our program goal is to serve the needs of all students. In planning meetings, special consideration is given to meeting the needs of those students historically served by LAP, Title I, Title II, Title VI, Highly Capable and Special Education. Our mission and goals ensure effective and timely assistance to students who have difficulty making progress in the regular classroom without intervention with the Spalding, Core Knowledge, Accelerated Reader, and Saxon Math programs. Barriers for student learning will be identified and intervention plans created to engage students in their learning.
The mission of the Orient School District is to provide a positive educational experience that will assist all students in developing skills and competencies that are fundamental to becoming contributing and responsible citizens.
The school promotes an effective education by:
1) Insuring student acquisition of the basic educational skills takes priority over other school activities;
2) Providing safe appropriate facilities and a highly-qualified staff with high standards;
3) Encouraging family and community involvement in the educational process;
4) Offering after school tutorial;
5) Extending extra-curricular opportunities that broaden experiences and provide for the learning styles of the whole child.
B.Curriculum, Instruction and Assessment Aligned with Standards
In addition to the traditional mission and effective schools statements above, the Orient School District recognizes the Nine Characteristics of High Performing Schools promoted by the Office of Superintendent of Public Instruction (OSPI), which are reflected in this plan. All curriculum and instructional goals reflect a conscious effort to align with the Washington State Essential Academic Learning Requirements (EALRs).
2010-2011 SIT Goals
1. Train students to use assessment data and personal SLP to evaluate their academic performance and progress and to create personal academic goals.
2. Promote a Professional Learning Community by supporting professional development activities that address current research, foster greater knowledge and skill and advance best instructional practices, curricula and management techniques. All professional development will be shared with colleagues.
3. Give precedence to all aspects of technology that provide greater academic support and enrichment including maintaining, upgrading, improving and expanding systems; improving student learning of and through the use of technology (including keyboarding skills and online courses); and increasing training and opportunities for the use of technology for staff and students.
4. Develop an efficacious program for the highly capable students with a continuum of services to meet individual needs within state guidelines.
5. Revise and update the school website to be more user- friendly and facilitate communication between staff, students, parents and community members.
6. Develop and implement a school wide, curriculum-based assessment and establish benchmarks (based on state standards) to identify student achievement/progress in composition
1. Expand centralized database to record student assessment data at regular intervals and use data for analysis of individual student and systemic school wide achievement. Use data to monitor progress and determine effective intervention.
2. Offer opportunities, both during school and after school that connect with local resources to enrich curriculum and increase vocabulary in all content areas.
3. Respect the role of parents as critical partners in the education of their children, provide high levels of flexibility and personalization to meet the educational needs of all students, and encourage regular communication and involvement by parents with the school.
4. Provide necessary training for staff and parents in the Spalding Program to ensure student achievement and mastery of basic language and reading skills including, decoding, comprehension, vocabulary, grammar, sentence structure and paragraph construction.
5. Maintain programs that promote healthy living habits and character development.
6. Maintain a self-sustaining grant writing and management program.
7. Communicate safety issues of the OSD safety committee to the staff, parents, students and the community and resolve such issues.
8. Offer the option of full-day kindergarten to parents.
9. Continue to support school activities and field trips that enrich student knowledge/experience by promoting cultural and economic diversity and tolerance.
The Orient School District commits to providing the best balance of administrative, teaching, and paraprofessional staffing to meet these goals.
INSTRUCTIONAL PROGRAM: A SUPPORTIVE LEARINING ENVIRONMENT
The school has a safe, civil, healthy, and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized as our small class size increases student contact with teachers.
The goals listed will make significant and positive impact on our instructional programs. Our assessment system is stronger now and will continue to improve allowing us to tailor instruction more effectively to the individual needs of students.
We are committed to employing highly qualified staff, especially teachers and para-educators. To this end, we provide ongoing school wide staff development opportunities. We also support staff in their efforts to meet standards and improve their skills by supporting individual staff development. We actively recruit staff that meets the highest standards to fill vacant positions.
This clear and shared focus, along with our commitment to ongoing staff development to establish and maintain a supportive learning environment ensures a high degree of effective instruction for each student.
There is strong district-wide support for our school wide program implementation.
FOCUSED PROFESSIONAL DEVELOPMENT
A. Effective School Leadership
Orient School District holds high expectations for effective school leadership and commits to adequate school leadership staffing to support this plan. Based upon collaboration and consensus of all stakeholders, the school board and administrative team lead according to this improvement plan. The unique character of the Orient School District as a small, rural, K-8 district requires school leaders to fulfill multiple roles. The administrative configuration is the responsibility of the superintendent, subject to board approval, which is indicated in budget approval each year and approval of payroll each month. Administrative costs assigned to federal programs enhance, and do not supplant basic education.
The Orient School District is proud of its maintenance of student population and programs over the past several years. We have the school leadership necessary to effectively carry out all aspects of this plan. Effective leadership is required to implement changes to improve student achievement. The principal, teachers and other staff, including those in the office, may play out the role as a leader. All leaders are effective as they advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.
A budget is provided for ongoing board and administrative professional development. The administrative team is expected to maintain the highest standard of professional organizations, regular attendance at professional organizations, regular attendance at professional meetings, and ongoing education through in-service opportunities or courses at colleges and universities to enhance their professional development.
B. Effective Teaching Teams
We will provide ongoing professional development for teachers and paraprofessionals to improve their ability to diagnose and use effective instructional strategies conducive in increasing achievement in penmanship, spelling, reading, writing, speaking, mathematics, social studies, geography, science, fitness, nutrition, art and music. All staff strives to understand and research how to sustain our professional learning community. The SLP will be used to create student-led conferences. Portfolios and other curriculum-based assessments will be reviewed and refined in the plan. Assessments provide the data teachers use to provide for differentiated instruction. These professional development activities directly support our program goals, including alignment of curriculum with EALRs. Federal and state grants contribute greatly to our professional development goals and are necessary
to maintain funding for quality professional development.
C. Technology and Response to Intervention Focus for 2010-2011
Professional development in-service days during the 2010-11school year will focus on improving our use of technology and response to intervention . We will accomplish this by improving the student’s use of technology, developing and reviewing the data included in the student learning plans, and aligning our grade-level curriculum with GLEs.
HIGH LEVELS OF COMMUNITY AND PARENT INVOLVEMENT
We have adopted the following goals, based on home surveys and community input, to increase community and parent involvement during the 2010-2011 school year:
1. Keep community and parents informed of school events through the quarterly Orient School Times, biweekly school bulletin, town center reader board, posters, and the OSD Website.
2. Provide time in staff meetings to discuss parental concerns and issues.
3. Continue the SIT regular monthly meetings.
4. Maintain parent communications through information nights and conferences through out the school year.
5. Provide opportunities for volunteerism.
6. Ongoing appreciation of community partners.
7. Encourage support of the WSAC and 21st Century funded program.
8. Identify barriers to participation by parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority.
9. Use S.I.T. evaluations and surveys to design strategies for more effective parent involvement.
Parents will continue to be involved in the design of the school wide programs by participating in SIT meetings, volunteer opportunities, as well as, participating in evaluating the effectiveness of the school wide plan.
Orient School regularly conducts parent conferences with a high percentage of parents attending. These personalized meetings allow parents to examine the school wide plan and their student’s achievement results.
Students’ progress will be measured through both school wide and classroom based assessment. Students in grades 3 – 8 will participate in MSP and K-8 students will be participating in MAP testing each spring to assess learning growth. In addition, we will continue to administer authentic classroom-based assessments. Parents, teachers, and paraeducators that work with students to develop interventions will use data from assessments.
We will use the results of assessments to evaluate and improve instructional practices and student learning. Assessment data will allow us to continually monitor our strengths and weaknesses. We will be able to chart individual student growth and use data to create learning plans that provide highly personalized instruction.
Parents will be provided with classroom assessment data regularly during conferences and progress report periods. Results of school wide and mandated assessments will be mailed to parents.
These measures will assure that all students grow educationally; especially those traditionally served by Title I, Title VI, LAP, Highly Capable, and Special Education.
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ONGOING PROGRAM DEVELOPMENT: FREQUENT MONITORING OF TEACHING AND LEARNING
The school wide plan will be monitored and evaluated regularly. Based upon teacher observation, self-evaluations and feedback from stakeholders, teachers will continue to adjust instruction to meet the challenge of ensuring that every child grows in achievement in every area. Student learning guides our mission.
All legally applicable funds contribute to our school wide program. To date, we understand these funds to be: State Basic Education, Title I Parts A, B, C, and D, Title II, Part A, Subpart 2, Title IV, Title V, Part A, Title VI, Title Vii, Title IX, IDEA Part B, LAP, federal, and local funds. If other funds can be legally applied to our school wide program, we intend to combine these funds as well. We have adequate funds to carry out the activities described in this plan.
Our school-wide program expenditures allocated to a program are included in the fiscal maintenance of effort calculated and test for the program. We take care to ensure that the appropriate expenditure levels are maintained and the district is not in jeopardy of failing maintenance of effort under the federal cost cutting or Special Education tests. All federal funds are used to enhance and not supplant necessary basic education functions. In a small rural K-8 district, administrative and instructional staff must often wear many hats. Consequently, administrators and teachers must often be assigned to multiple programs (local, state, and federal). Since the superintendent may also be subject to such multiple roles, his discretion in staffing configurations are subject to board review and approval each year and time is taken each July during the budget hearing to review these multiple assignments.
Additional programs, grants, or new agencies will be evaluated by the team prior to being approved for incorporation into the total Orient School wide Plan. This evaluation will be based on the program, grant, or agency’s ability to meet the goals of our School wide Plan.
Eileen Harris, is the fiscal manager for the Orient School District and provides ongoing guidance in fiscal affairs. Mrs. Harris is available by phone to answer questions and provides helpful technical assistance.
Assistance in instruction available from the Core Knowledge Foundation in Charlottesville, Virginia, Spalding International, Phoenix, AZ, and Saxon Math are readily available to provide technical support and assistance. We contract with Ron Richardson, Schoolhouse Technology, for System Administration Services, OSPI, and with ESD 101, to receive technology assistance to implement and manage our programs.