title i schoolwide program (swp) ed-02401-06 …...title i schoolwide program (swp) application and...

ED-02401-06

TITLE I SCHOOLWIDE PROGRAM (SWP) APPLICATION AND PLAN

School Year 2014-2015

DUE: 9/1/14

GENERAL INFORMATION AND INSTRUCTIONS: The information on this report is a requirement of Public Law 107-110, the No Child Left Behind Act of 2001. All 10 components must be addressed in order to be considered. Please complete an application for each Title I SWP school and upload the document with the ESEA application. Contact Noemi Treviño at 651-582-8233 or [email protected].

I. Identification Information

Choose one and enter year.

Original planning year: 2014-‐2015 Implementation year: 2014-‐2015

Enter grade span for each level included in your plan.

Elementary School: K-‐5 Middle School: High School:

District Name: Anoka-‐Hennepin District Number: ISD 11 Superintendent Name: David Law Superintendent E-mail: [email protected] School Name: Lincoln Elem Sch for the Arts School Number: 408 Principal: Scott Lempka Principal E-mail: [email protected] Telephone: 763-‐506-‐3101 Fax: 763-506-3103 Address: 540 South Street City: Anoka, MN Zip: 55303

Enter current building-level student demographics by percentage of total.

American Indian: 1.6 Asian: 2.9 Black: 4.5

Hispanic: 6.6 White: 84.4 Limited English Proficient: 6.1 Special Education: 13.6 Free or Reduced-Price Lunch: 53.5

Title I Schoolwide Coordinator Name: Eric Egstad Coordinator E-mail: [email protected] Coordinator Telephone: 763-‐506-‐1122 Coordinator Address: 2727 Ferry Street Coordinator City: Anoka, MN Coordinator Zip: 55303

II. General Information

1. Executive Summary of Schoolwide Program (SWP) Plan. Provide an overview of your school. Include enough information for the reader to become acquainted with the SWP plan.

Lincoln Elementary School for the Arts (LESA) is a K-‐5 elementary school located in Anoka, Minnesota. Anoka Hennepin School District 11 created this arts magnet school as part of the district’s student choice options. Lincoln’s program was developed to reduce racial and economic isolation. The school serves approximately 470 students in grades K-‐5. The student population includes 84.4 % white, 6.6 % Hispanic, 4.5 % Black, 2.9 % Asian and 1.6 % Native American students. Of this population, 13.6 % receive Special Education services and 7.6 % are identified as Limited English Proficient. Approximately 53 % of students at Lincoln receive free or reduced-‐priced lunch. In 2014, Lincoln achieved 63.3 % overall proficiency on the Reading MCA and 75.2% proficiency in Mathematics. On the Science MCA, Lincoln improved to 76.5% proficiency. Our achievement goals for 2014-‐2015 are as follows: In the spring of 2015, the percentage of 3-5 grade students meeting or exceeding Minnesota mathematics performance standards will increase from 75.2 % to 77.2% as measured by the Mathematics MCA.

In the spring of 2015, the percentage of 3-5 grade students meeting or exceeding Minnesota Reading performance standards will increase from 56.2% to 63.5% as measured by the Reading MCA. In the spring of 2015, the percentage of 3-5 grade students meeting or exceeding Minnesota Science performance standards will increase from 76.5 % to 80.1% as measured by the Science MCA. 2. SWP Planning Team.

a. List the names of people and programs represented in the development of this plan. There should be at least one participant from each of the following groups.

Parent Name(s)

Diana Pitzl

Sarah Edmundson

Parent Contact Information

763-‐506-‐3100

763-‐506-‐3100

Teacher Name(s)/Grade

Melissa Johnson K

Kathy Gornick Gr. 1

Rebecca Coubal, Gr. 2

Diana Pitzl, Gr. 3

Derek Williamson, Gr. 4

Rob Gamache, Gr. 5

Cindy Blagg, Reading Recovery

Sarah Bromenshenkel, M. Rec.

Andrea Whitcomb, Music

Anne George, Inst. Coach

Teacher Contact Information

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Community Member

Lincoln PTO – Michelle Taylor President

Community Member Contact Information

[email protected]

Other Staff Name(s)

Anne George – Building Title Lead

Other Staff Contact Information

763-‐506-‐3161

[email protected]

Pupil Service Personnel Name(s)

Mary Wolverton

Pupil Personnel Contact Information

[email protected]

Principal’s Name

Scott Lempka

Principal Contact Information

[email protected]

763-‐506-‐3101

Students Name(s) if secondary school program

NA Student Contact Information

NA

Program Administrator

(Administrators of the programs that are to be consolidated in the SW P plan)

Eric Egstad

Program Administrator Contact Information

[email protected]

763-‐506-‐1122

Technical Assistance Provider

Eric Egstad

Provider Contact Information

763-‐506-‐1122

Additional Member Name and Role

Additional Member Contact Information

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

Parents and community members have the opportunity to review the plan and provide input regarding the development, implementation and evaluation of the SWP plan and evaluation of the plan through bimonthly PTO meetings as well as scheduled “Meet and Greet” parent informational meetings during fall conferences. Information about the progress of the plan will be shared with parents via parent-‐teacher conferences, on our school web site, and the monthly school newsletter.

Staff members serving on the school’s BLT (Building Leadership Team) serve as building representatives on the SWP Planning Team. In this role, they assist with the development and evaluation of the plan as these groups establish the focus and write annual school improvement goals. Two of the members of Lincoln’s SWP Team are also parents of students in the school and provide valuable information and input from a parent perspective. The BLT Meets monthly to discuss the SWP and identify what is working well as well as areas that need improvement. In June of 2014, this team met to complete the Minnesota Quality Indicator Self Assessment. Information gathered from this assessment is used to evaluate the ongoing effectiveness of our plan and identify areas where improvement is needed. Student achievement data gathered throughout the year also serves as a tool to guide implementation of the SWP.

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

Information related to the plan is shared with staff during teacher workshop week in August of 2014. During this time, staff are given useful information about the SWP and tasked with the creation of grade-‐level and department SMART goals that align with the goals outlined in our SWP.

Lincoln Elementary School for the Arts has several Family Events each year including Open House, Parent Teacher Conferences, Title I Program Nights and Kindergarten Registration. These programs are designed as child/parent activities where families engage in learning activities together. Our goals for these programs are to make learning relevant for our students and their parents, build positive relationships with families and teacher parents how to support reading/math learning at home. Wherever needed, we use language interpreters to assist our non-‐English speaking parents/guardians. We also provide information to parents in Spanish.

Lincoln has a Volunteer Service Coordinator (VSC) who is active in engaging parents to support kindergarten data collection, volunteer to work family nights, and other school activities. The role of the coordinator is to engage families of all students in school activities and volunteerism in our school. Opportunities for “at-‐home” volunteerism are provided for those parents who are unable to come into the school setting. The VSC is available to welcome parents into the school setting, help them find a way to be of service and ensure all parents have opportunities to be involved.

Our plan will be communicated to our parents via our PTO meetings, newsletters and parent link phone calls. The plan is also made available on our school web page in a parent-‐friendly format.

III. Ten Required Components

Under section 1114(b)(1) of Title I of No Child Left Behind, the SWP must address the following 10 components. Please describe how the school will implement each of the components.

1. Comprehensive Needs Assessment

a. Provide a brief description of your school

including demographics of your school and community, academic achievement and other relevant information.

Lincoln Elementary School for the Arts (LESA) is a K-‐5 elementary school located in Anoka, Minnesota. Anoka Hennepin School District 11 created this arts magnet school as part of the district’s student choice options. Lincoln’s program was developed to reduce racial and economic isolation. The school serves approximately 470 students in grades K-‐5. The student population includes 84.4 % white, 6.6 % Hispanic, 4.5 % Black, 2.9 % Asian and 1.6 % Native American students. Of this population, 13.6 % receive Special Education services and 7.6 % are identified as Limited English Proficient. Approximately 53 % of students at Lincoln receive free or reduced-‐priced lunch. In 2013 LESA was identified as a “Rewards School” by the Minnesota Department of Education. Lincoln was also named a 2014 “School of Distinction” by the Magnet Schools of America. The tables below show a comparison of LESA to district and state proficiency percentages during the past 4 years. Lincoln is considered an arts magnet school. Lincoln’s mission is to enrich student learning through arts integration. The Building Leadership Team has identified the need for ongoing staff development on strategies for purposeful integration of the arts that enhances and strengthens the existing district curriculum. In June of 2014 Lincoln’s Building Leadership Team completed the Minnesota Quality Indicator Self Assessment. The team analyzed the results of this assessment to determine areas of strength within the building as well as areas for improvement. The following were noted as areas of focus for 2014-‐1015:

• Teachers developing a better understanding of the grade content above and below their grade level.

• Identifying set times throughout the year for staff to reflect and report progress on grade-‐level and subject area SMART goals.

• Continuing the development of effective PLC teams within the building with particular focus on analyzing data and decreasing disparities in outcomes among various groups of students.

• A system to record work done in PLC teams. The purpose of this form would be to create better communication grade level teams and staff who collaborate with those teams as well as an informal means of documenting efforts to accomplish SWP goals.

• Providing a forum for recognizing and or celebrating the many diverse cultures represented in the families of Lincoln Elementary students.

READING

Years LESA District State

2009-10 76% 74% 72%

2011-12 73.2% 79.4% 75.3%

2012-13 56.2% 62.1% 58.2 %

2013-14 63.3% 63.2%

Reading MCA 2014

Math MCA 2014

MATH

Years LESA District State

2009-10 77% 69% 66%

2011-2012 71.4% 62.7% 61.3%

2012-13 73.5% 74.8% 67.4%

2013-14 75.2% 75.1%

Total Tested Gr.3-5

Gend Gend

% Prof

F M Am Ind

Asian Hispanic Black

White LEP No

LEP Yes

SPED No

SPED Yes

FRD No

FRD Yes

63.30

73.95 50.51 100 60 44.44 36.36 65.22 64.11 44.44 72.53 16.67 69.72 56.88

Total Tested

Gend Gend

% Prof F M Am Ind

Asian Hispanic Black

White LEP No

LEP Yes

SPED No

SPED Yes

FRD No

FRD Yes

75.23

79.83 69.70 100 60 77.78 63.64 76.09 76.08 55.56 82.97 36.10 80.73 69.72

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

Dimension

Identification of Priority Needs

Data/Evidence to Support Identification of Priority Needs

Goal

Student Achievement

MCA Reading is an area of focus for the 2014-‐2015 school year. The AYP index rate for white students was 72.57, missing the index target of 74.02. Lincoln also had only 26.92 % of special education students proficient.

-‐Improved school-‐wide student behavior.

MCA Test Results: Grades 3-‐5

MAP Test Results: Grades 2-‐5

CoM Math Assessments

Formative and Summative assessments connected to our district Understanding by Design (UbD) curriculum documents.

-‐Annual behavior referral data and anecdotal observations of student behavior.

In the spring of 2015, the percentage of 3-‐5 students meeting or exceeding Minnesota Reading performance standards will increase from 63.3 to 63.5% as measured by the reading MCA.

-‐Reduce student behavioral referrals, leading to increased time engaged in learning.

Professional Development

-‐Ongoing professional development focused on arts integration strategies.

-‐Non-‐verbal strategies that support positive student behavior and maximize time engaged in learning.

-‐In recent years, staff have had little ongoing staff development with regard to strategies for integrating arts with district curriculum. The Building Leadership Team has identified this as a priority need for the School.

-‐Annual behavior referral data and anecdotal observation of student behavior support the need for professional development related management strategies that improve student behavior and engagement.

-‐Staff will receive ongoing professional development focused on the use of Tableau and movement as effective arts integration strategies.

-‐Staff will continue implementation of building-‐wide ENVoY strategies for non-‐verbal classroom management with the goal of becoming an ENVoY Certified school by the end of the 2014-‐2015 school year.

School Context and Organization

-‐Continued focus on development of effective PLC teams.

-‐Use PLC time to focus on content a grade level above and below in order to streamline learning across grades.

-‐Use of the Lincoln Team Meeting sheet for recording/documenting PLC work and action plans.

In 2013-‐2014 Lincoln set aside time for weekly PLC meetings. This is time for teachers to analyze data, develop interventions and focus on professional development. PLCs have had a positive affect on assessment data and the Building Leadership Team has noted that continued focus on effective PLC work is a benefit to our school. The team also identified the need for a recording form to document PLC work. This tool would help to create better communication among staff while also providing a means of evaluation of our goals and efforts.

-‐Lincoln will continue to hold weekly PLC meetings.

-‐Specific PLC meetings during the year will be identified for teams to focus on grade level content above and below the grade they teach.

-‐Lincoln has developed an efficient method of documenting PLC work.

Curriculum and Instruction

“What are the other kids doing during the reading block when the teacher is with a guided reading group?” What about our special education students? This is a focus for Lincoln this year. Use of resources including Jan Richardson, word study inventory, problem solving chart, levels of learners, etc. will identify areas to focus on with non-‐proficient students.

Word study inventory

Problem solving chart

Levels of learners

Jan Richardson

Lucy Calkins

Intervention blocks

Shared students across classrooms to make “like” groups

Reader’s Theater

Book studies

In the spring of 2015, the percentage of 3-‐5 students meeting or exceeding Minnesota Reading performance standards will increase from 63.3 to 63.5% as measured by the reading MCA.

Family and Community Involvement

-‐Recognition/celebration of the cultures of the families represented at LESA.

-‐School-‐wide Title I Parent Nights: Math Night: Nov. 13 and Reading Night: Feb. 5

Needs assessment data

Summarize how your goals match your identified priority need areas as the means to educate all students in the school to meet Minnesota’s academic content and achievement standards.

The Lincoln Elementary School Improvement Goals have been written to mirror the Anoka-Hennepin District Improvement Goals. The strategies identified on the district goal are included in our building goal as well. Each August a team of staff members meets to review the district data and goal, as well as the building test data. This team then generates the building SWP goals and action plans. These plans include how our building will integrate services and utilize research-based instructional strategies to improve the educational program in our school for all learners. These goals are shared with staff during workshop week to ensure that all staff understands our areas for improvement, and have the opportunity to reflect on our building data. Grade levels and departments create goals to reflect their own data and their action plan for achieving a supportive goal, which will, in turn, allow the building to meet its goal as a whole. Because our focus as a whole school is to improve scores

2. SWP Reform Strategies

a. Describe the school’s implementation of SWP reform strategies that will provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement.

Professional Learning Communities (PLCs) are the foundation that all of our SWP goals are based upon. PLCs provide a framework for staff to have powerful conversations related to assessment data, student learning needs, curriculum and instruction. As the Lincoln staff continues to grow in their ability to analyze data, form purposeful instructional groups and design timely interventions, we are strengthening our ability to meet the state’s proficient and advanced levels of student academic achievement. Continued development of our ability to infuse arts with grade-‐level content will also provide additional avenues to accommodate varying learning styles and enhance long-‐term retention of material.

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.

Principles and Standards for School Mathematics 2000 were developed by the National Council of Teachers of Mathematics and guided the Anoka-‐Hennepin curriculum review process for elementary mathematics. These Principles and Standards continue to guide the selection of resource materials, professional development and instructional strategies. Everyday Math is the main resource to support the Anoka-‐Hennepin Understanding by Design curriculum documents which teachers use for math instruction. The Understanding by Design documents for all subject areas including Math and Reading, were written by teams of teachers with particular focus on the use of research-‐proven best practices for instruction.

Math Recovery and Reading Recovery intervention programs were selected based on the strong research component regarding struggling learners. LESA currently employees a full-‐time Math Recovery teacher as well as a full-‐time Reading recovery teacher.

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

PLCs provide teachers with a framework to design effective first-‐best instruction. Teachers also are using PLCs to design efficient, timely and effective interventions based on relevant data. Beginning in 2013-‐2014, teachers in grades K-‐1 began a focus on using Concepts of Math data to identify areas where students lack necessary understanding of basic number sense. Grades K-‐5 began an intense study of strategies for teaching conceptual place value to again strengthen students’ number sense, leading to improved application of higher order mathematical thinking. Similarly, teachers have been using Developmental Reading Inventory data to form leveled reading intervention groups and meet students individual needs in reading. We will continue to focus on these areas in 2014-‐2015. Continued implementation of PLCs at Lincoln will support the development of these building-‐wide instructional strategies that increase the amount and quality of learning time.

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.

Math: In 2013-‐2014 Lincoln began a school-‐wide focus on strategies for teaching Conceptual Place Value. This research-‐proven strategy bolsters students’ number sense, allowing students to better understand and apply higher level mathematical skills. Teachers in primary grades also use Concepts of Math assessments to determine basic computational skills students are lacking. Teachers use their PLC time to design instruction and interventions that support these skills. In addition, Lincoln’s Title I Supplemental teaching staff employ Add+Vantage Math recovery with small groups of students. Lincoln additionally employs a full-‐time Math Recovery teacher who in addition to providing intervention to students, supports staff with professional development on best practices for teaching mathematics including Conceptual Place Value.

Reading: Lincoln staff use a variety of strategies to meet the varying needs of student in the area of reading. All students receive whole-‐group or “Making Meaning” instruction focused on applying various comprehension strategies. In addition, teachers use Developmental Reading Assessment (DRA) and MAP assessments to form guided reading groups. These groups follow the Jan Richardson model for guided reading and allow all students to receive reading instruction in appropriately leveled text. Lincoln’s Title I Supplemental staff also provide additional intervention instruction using Leveled Literacy Intervention (LLI). All of the above strategies hinge on the effective use of PLC meeting time to evaluate student data and design effective instruction/intervention. Lincoln will continue to focus on PLCs as a vehicle for meeting students’ needs with timely and informed instruction and interventions.

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

The Lincoln Elementary School Improvement Goals have been written to mirror the Anoka-Hennepin District Improvement Goals. The strategies identified on the district goal are included in our building goal as well. Each fall a team of staff members meets to review the district data and goal, as well as the building test data. This team then generates the building SWP goals and action plans. These plans include how our building will integrate services and utilize research-based instructional strategies to improve the educational program in our school for all learners. These goals are shared with staff during workshop week to ensure that all staff understands our areas for improvement, and have the opportunity to reflect on our building data. Grade levels and departments create goals to reflect their own data and their action plan for achieving a supportive goal, which will, in turn, allow the building to meet its goal as a whole.

A key component of the School Improvement Plan is school-wide intervention groups. Teachers will work collaboratively with their grade level teams utilizing MAP data in grades 2-5, Add + Vantage Math Recovery Assessments (AVMR) in grades 1-3, Understanding By Design Common Math Assessments, Kindergarten and First Grade Concepts of Math assessments, Kindergarten Concepts of Print and Letter ID Assessments. We will also look at Developmental Reading Assessment data (DRA), Running Records data, data from our Reading MCA tests in grades 3-5, along with data collected from common formative assessments, to identify which students will be placed in timely intervention groups that will be based on the identified Essential Skills from each grade level. By looking at Common Core and State standards and benchmarks, staff will identify grade level Essential Skills. Our supplemental staff, as well as grade level teachers will support grade level intervention groups.

I Measurable Mathematics Goal and Action Plan: In the spring of 2015, the percentage of 3-5 grade students meeting or exceeding Minnesota mathematics performance standards will increase from 75.2 % to 77.2 % as measured by the Mathematics MCA.

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

Lincoln scored 75.2 % on the Mathematics MCA in 2014. This was an increase of 1.7% from the previous year’s scores.

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

We will use diagnostic and common assessments including Concepts of Math (COM), Measures of Academic Progress (MAP), MCA, OLPA, AVMR, CPV. These measures will be collected throughout the year and results monitored to determine progress.

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

Parents will receive trimester report cards three times per year in addition to fall and spring conferences. Lincoln will also hold periodic parent and family information nights.

Strategy, Method or Action: What will you do? 1. Continue to

implement Conceptual Place Value (CPV) assessments and intervention strategies to boost student knowledge of place value K-5.

2. Collaboration between grade level teachers, SPED, ESL, Supplemental staff to focus on first/best instruction, identify areas of academic need, and provide timely interventions.

Who is Responsible? Who will provide the leadership to assure that this strategy is accomplished? -Building Administration -Grade Level and Lead Teachers -Instructional Coach -Math Recovery Intervention Specialist (MRIS)

Timeline When will this strategy or action begin and end? 2014-2015

Resources What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy? -Weekly PLC meetings -Formative assessment tools -MRIS -Instructional coaching cycles -UBD Documents, CPV Binders

Evidence What indicators will demonstrate progress in the implementation? -Students will have a stronger foundation in understanding the number system that will enable them to understand more advanced concepts that utilize place value. -PLC/collaboration notes -Intervention data sheets

Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement? -Grades K and 1 CoM Data -Grades 1-3 CPV Common Assessment Scores -Report Card Grades -Teacher Leader Feedback MCA, MAP, OLPA assessment scores

Instructional Strategies to support this goal -Use of guided math groups -Use of benchmark and formative diagnostic assessments -Student-friendly learning targets -CPV instructional strategies -Arts integration strategies

Classroom Teachers

Supplemental Staff

MRIS

Instructional Coach

Special Education

ESL

Arts Integrator

2014-‐2015

Weekly PLC meetings -Formative assessment tools -MRIS -Instructional coaching cycles -UBD Documents, CPV Binders

-Students will have a stronger foundation in understanding the number system that will enable them to understand more advanced concepts that utilize place value. -PLC/collaboration notes

-Intervention data sheets

-MCA, MAP, OLPA assessment data

-Grades K and 1 CoM Data -Grades 1-3 CPV Common Assessment Scores -Report Card Grades -Teacher Leader Feedback

-MCA, MAP, OLPA assessment scores

Professional Development to support this mathematics goal: -CPV training and coaching cycles -Math notebook training -Guided math training and coaching cycles -K-2 Fact fluency Arts integration strategies ENVoY training for non-verbal classroom management strategies

Instructional Coach

MRIS

District Math Teaching and Learning Specialists

Arts Integrator

Principal

Teacher Leaders

2014-‐2015

District Math Teaching and Learning Specialists

Instructional Coaching cycles

MRIS

Jacki Brickman/Amy Mulry (ENVoY Trainers)

-‐Evaluations from professional development session(s)

-‐Teacher Leader feedback

-‐Instructional coach, MRIS feedback

-Grades K and 1 CoM Data -Grades 1-3 CPV Common Assessment Scores -Report Card Grades -Teacher Leader Feedback

-MCA, MAP, OLPA assessment scores

Strategy, Method or Action: What will you do?

Who is Responsible? Who will provide the leadership to assure that this strategy is accomplished?

Timeline When will this strategy or action begin and end?

Resources What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?

Evidence What indicators will demonstrate progress in the implementation?

Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement?

Family/Community Involvement Activities to support mathematics goal. -Title I Math Night/Curriculum night(s) -Parent/Teacher conferences -PTO meetings -Teacher newsletters and/or online communication

Building Administration

Classroom Teachers

Supplemental Staff

MRIS

Instructional Coach

Special Education

ESL

Arts Integrator

2014-‐2015

-‐Title I funding

-‐School Volunteer Coordinator

-‐School Staff

-‐Evidence of family involvement will be recorded in Lincoln’ s School-‐wide Title I binder.

-‐Title I Parent Survey

-‐District Title I Survey

-‐ Building Title I Parent Survey


Other (specify):

J. Measurable Reading Goal and Action Plan

In the spring of 2015, the percentage of 3-5 grade students meeting or exceeding Minnesota Reading performance standards will increase from 63.3% to 63.5% as measured by the Reading MCA.

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

Lincoln scored 63.3. The 2014-‐2015 cohort of 3rd -‐5th grade students is academically lower than the previous cohort based on 2013-‐2014 MAP data.

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

We will use diagnostic and common assessments including DRA, Measures of Academic Progress (MAP), MCA, OLPA, and FAST assessments. These measures will be collected throughout the year and results monitored to determine progress.


Parents will receive trimester report cards three times per year in addition to fall and spring conferences. Lincoln will also hold periodic parent and family information nights.





Evidence What indicators will demonstrate progress in the implementation of this strategy?

Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement of this strategy?

Instructional Strategies to support this goal 1. Implement the 2010

ELA Writing Standards using the Anoka Hennepin Writing Curriculum resource based on the Units of Study.

2. Increase teachers’ knowledge and use of resources provided in the ELA curriculum binder.

3. Increase teachers’

knowledge of assessment tools and analysis of data.

-Building Administration -Grade Level and Lead Teachers -Instructional Coach -Reading Recovery/Literacy Resource Teacher (RR/LRT)

2014-‐2015

-‐District UBD, writing and ELA binders, and ELA resources

-‐Lucy Culkins Units of Study documents

-‐Jan Richardson curriculum resources (Progress Monitoring Chart, Problem Solving Chart)

-‐Daily 5 resources

-‐Making Meaning resource binders

-‐Assessment tools from writing binder and units of study.

-‐Diagnostic and formative assessment, guided reading monitoring charts and problem solving charts.

-‐FAST, DRA2+, DRA, MAP, MCA and common assessments




-‐Lead Teacher feedback

Professional Development to support this reading goal. -Instructional coaching cycles -RR/LRT co-teaching and collaboration using progress monitoring and problem solving charts -PLC collaboration using district writing binder -CLOSE Reading district training -Word Work district training

-‐Instructional Coach

-‐RR/LRT

-‐Grade-‐level Teacher Leaders

-‐District ELA Teaching and Learning Specialists

-‐2014-‐2015

-‐Instructional Coach

-‐RR/LRT

-‐Weekly PLC Meetings

-‐PLC Notes

-‐Instructional coaching cycles focused on identified PD.

-‐Teacher Leader feedback




-‐Lead Teacher feedback





Evidence What indicators will demonstrate progress in the implementation of this strategy?

Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement of this strategy?

Family/Community Involvement Activities to support Reading goal. -Title I Reading Night/Curriculum night(s) -Parent/Teacher conferences -PTO meetings -Teacher newsletters and/or online communication


Classroom Teachers

Supplemental Staff

MRIS

Instructional Coach

Special Education

ESL

Arts Integrator

2014-‐2015 -‐Title I funding


-‐School Staff

Evidence of family involvement will be recorded in Lincoln’ s School-‐wide Title I binder.





Other (specify):

K. Measurable Science Goal and Action Plan In the spring of 2015, the percentage of 5th grade students meeting or exceeding Minnesota Science performance standards will increase from 76.5 % to 80.1% as measured by the Science MCA.

School Profile data which relates to this goal: Description of how progress toward this goal will be measured:






Evidence What indicators will demonstrate progress in the implementation?

Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement?

Instructional Strategies to support this goal 1. Grade 3, 4, 5 use district common assessments to identify which science benchmarks students do not meet. 2. Increase focus on use of science journals as an effective learning tool across grade levels. 3. Grade 3 and 5 teachers attend professional development about biological concepts in the MN academic science standards.

-‐Classroom teachers

-‐Inquiry specialists

-‐Science Teaching and Learning Specialists

-‐Building Administration

-‐Grade Level Teacher Leaders

2014-‐2015

-‐FOSS Kits

-‐District common assessments

-‐District UBD documents for science

-‐MCA mini-‐units

-‐Increased MCA science scores

-‐District common assessment for science

-‐Increased scores on Science GRASPSS

-‐Formative assessments

-‐EEPR Report card indicators.

-‐Science journal entries

-‐Common assessments

-‐Diagnostic and formative assessments

-‐MCA scores

Professional Development to support this school goal. -District Life Sciences PD through Region 11 -Collaboration in PLCs regarding use of science journals

-‐Science Teaching and Learning Specialists

-‐Building Administration

-‐Region 11

-‐Classroom and Inquiry Teachers

2014-‐2015

-‐Region 11

-‐Common assessment documents

-‐Weekly PLC Meetings.

-‐District learning targets for science

-‐Students will demonstrate increased understanding of Life Science strand as measured by MCA and common assessment data

-‐MCA scores

-‐Common assessment data

Family/Community Involvement Activities to support the Science goal. -Under the Night Sky Science Night/Curriculum October 2014 -Parent/Teacher conferences -PTO meetings -Teacher newsletters and/or online communication -Title I Reading Night/Curriculum night(s) -Parent/Teacher conferences -PTO meetings -Teacher newsletters and/or online communication


Classroom Teachers

Supplemental Staff

MRIS

Instructional Coach

Special Education

ESL

Arts Integrator

2014-‐2015 -‐Title I funding


-‐School Staff

Evidence of family involvement will be recorded in Lincoln’ s School-‐wide Title I binder.




-‐District Title I

Survey

Other (specify):

3. Instruction by Highly Qualified (HQ) Teacher

D All teachers must meet the HQ requirements set forth in PL Section 1119(a)(1). Describe how the school will ensure and maintain that only HQ staff are instructing students in the SWP:

All teachers at Lincoln Elementary School meet the state guidelines as set forth in Minnesota Statute regarding Highly Qualified status. During the hiring process, steps are taken to ensure candidates chosen meet Highly Qualified status. For the purposes of the federal No Child Left Behind Act, a highly qualified teacher: holds a valid license under this chapter to perform the particular service for which the teacher is employed in a public school or; who meets the requirements of a highly objective uniform state standard of evaluation (HOUSSE); or who holds a valid multiyear license under this chapter and has obtained a qualifying score on all examinations and content area and pedagogy tests required by the Board of Teaching to perform the particular service for which the teacher is employed.

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.

Scott Lempka 8/29/2014 Principal’s Name (Keep original signature on file at the school.) Date

All paraprofessionals must meet the HQ requirements set forth in PL Section 1119(c) and 1119(d). New and Existing Paraprofessionals working in programs supported by Title I Part A shall satisfy the requirements of :

1. Completed at least two years of study at an institution of higher education;

2. Obtained an associate’s (or higher) degree; or,

3. Met a rigorous standard of quality and can demonstrate through a formal state or local academic assessment.

Describe how the school will ensure and maintain that only HQ staff are instructing students in the SWP:

All paraprofessionals meet the HQ requirements set for the in the PL Section 1119(c) and 1119(d). Paraeducators employed in the school, have either an AA/AAS or BA, or have completed 60 semester credits. The remaining paraeducators are highly qualified by successfully completing the para pro assessment with a score of 460 or more.

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.

Scott Lempka 8/29/14 Principal’s Name (Keep original signature on file at the school.) Date

4. Professional Development

The school must describe how it will implement high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff.

Student achievement & needs are being continually analyzed (MAP and MCA results) and used to determine where our most needy schools & students are located, and what staff development needs are necessary to improve the academic progress of our students. Considering the funding resources available (Supplemental Programs Department resources including Federal Title I, II, and State K-1/Learning Development and Compensatory funds), the District Staff Development Committee as well as the Superintendent’s Cabinet and Expanded Cabinet makes key decisions about how to effectively use the available resources. The Director of Elementary Curriculum and Assessment and Director of Secondary Curriculum and Assessment, and their respective staff and Associate Superintendent, plan the scope and sequence of the curriculum changes and implementation. This is used to identify specific major staff development initiatives. In addition, on-going assessment analysis of student performance is used to also identify immediate staff development needs. Anoka-Hennepin ISD 11 provides many high quality professional development activities to staff in reading and math. Examples of recent district professional development activities in literacy include:

• Jan Richardson’s Guided Reading (K; 1; 2-3; 4-5)

• Analyzing Running Records • Learners • DRA (Primary & Intermediate) • Guided Reading (Grades K-5) • Guided Reading for English Language • Using Formative Assessment to Guide

Instruction • Teaching Fluency using Audacity (Grades K-

5) • Elementary Non-Fiction Comprehension

Strategies • Writing Workshop: Poetry in Grades 3,4 & 5

Examples of district professional development activities in math include:

• Conceptual Place Value • Rational Number Project (fractions) • Technology Resources for Fifth Grade Math

and Science • Add+Vantage Math Recovery • Guided Math Instruction

• Building on Structure of Number • Counting On: How to Advance Students In

Important Early Problem Solving Strategies • CGI Children’s Development of Fractions

At the school level, the building staff development committee plans specific professional development activities. These include the refinement of grade level and department goals and action plans that support the district goals and action plans. They have also included specific learning activities as shared by Gary Howard and the building Cultural Responsive Team, Dr. Sharon Kramer and the building Professional Learning Community Team, and Jacki Brickman with EnVoy training. In 2014-2015, staff development will focus primarily on the implementation of a building-wide behavior intervention plan and ENVoY strategies for Non-verbal classroom management. Lincoln staff will also receive ongoing staff development related to the seamless integration of arts within the core curriculum. In addition, the building Instructional Coach, Math Recovery Teacher, Reading Recovery Teacher and Curriculum Integrator provide grade level, small group and individual staff development that is closely tied to the SWP and building goals. All teachers will participate in individual Coaching cycles throughout the year.

5. Highly Qualified Teacher to High Needs Schools

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

Open teaching positions in Anoka-Hennepin School District are posted through the district web site. Additionally, positions are made public locally and nationally through St. Clout State University’s EdPost. Building administration makes a high priority of identifying and interviewing only highly qualified candidates who possess the training and skills necessary to provide high quality educational experiences to students. Once candidates are hired, they take part in New Teacher Orientation which provides professional development to familiarize them with the district, resources and best practices. Throughout their time at Anoka-Hennepin School District, staff have access to numerous professional development opportunities, giving them the opportunity to grow professionally during their employment. These opportunities make employment within Lincoln Elementary School for the Arts and Anoka-Hennepin School District appealing to a broad range of highly qualified candidates.

6. Parent Involvement

a. Describe how parents will be involved in the design, implementation and evaluation of the SW P. NOTE: If the evaluation results show that the SW P plan is not satisfactory to parents, the school is required to submit these comments to the LEA.

Lincoln has two staff members who are also parents of students who attend LESA. These staff members will provide valuable feedback to guide development of the SWP from both a staff and a parent perspective. In addition, during 2013-‐2014 Lincoln’s SWP was shared with parents at 3 Parent Teacher Organization (PTO) meetings. During these meetings, copies of the plan were provided and parents were encouraged to provide feedback to regarding implementation and effectiveness of the plan as well as suggestions for future planning years.

In 2014-‐2015, the SWP will again be shared with parents at Lincoln PTO meetings. The Lincoln PTO is a committee comprised of parents. Meetings are held bimonthly and childcare is provided. The plan will be shared at a minimum of 2 meetings during the year and feedback regarding effective implementation will be sought from parents. Copies of the plan will also be available at meetings for parents to review. As in previous years, parents will also receive information on how to locate the SWP on our school web site.

Lincoln holds two Title I parent engagement nights each year. One of these focuses on Mathematics and the other Reading. At these evening events, parents learn strategies to support their child’s scholastic learning at home. These may include strategies for reading with your child, on-‐line mathematics resources and fun learning games families can play together. The SWP is made available to parents at these events and parents are encouraged to provide feedback regarding the plan’s implementation and effectiveness.

b. Describe how the school will provide parents with assistance in understanding the SW P.

Lincoln Elementary school for the Arts has several family events each year: Open House, Conferences, Title I Family Engagement Nights, Arts Showcase, Talent Show, etc. Opportunities for parents to become better aware the SWP as it relates to district curriculum and resources available to students are provided at these events. Additionally, Information regarding the SWP is shared with parents two to three times per year at Lincoln PTO meetings. These are also opportunities where parents can provide feedback regarding the SWP. Finally, the SWP is made available to parents via our school web site.

6. Parent Involvement c. Describe the services that will be

provided to parents as part of the SW P. There are a number of resources available to families including Title I family events, Language Line, School Social Worker, and Adult Learning Community Education Programs. At our Family Engagement Events, children and families engage in learning activities together. Our goal for theses program sis to make learning relevant to our students and families, to build positive relationships with parents and teach them how to support reading/math learning at home. Language Line is a communication service we can access to better inform our non-‐English speaking families. Lincoln’s School Social Worker is a liaison for families and provides information regarding health and social services available to students and families.

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

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

7. Preschool Transitioning a. Describe how the SWP will coordinate the transition

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

This information is presented to parents of ECSE students in December or January regarding what kindergarten will look like. The hope is to develop stronger relationships with ECFE, ECSE, Head Start and private community based preschool programs to facilitate a partnership with us in preparing children for kindergarten.

At the school level, we coordinate the transition of preschool children from early childhood programs to kindergarten through kindergarten transition meetings. The goal is to provide a seamless transition for students and families and to ensure that all of our efforts for student success are aligned with the same goal and mission

6. Parent Involvement 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).

Schoolwide programs will coordinate the transition from early childhood programs to the local elementary schools in various formats. It is required that students who will enroll in kindergarten participate in early childhood screening at the age of three. This affords the district the opportunity for an initial contact with both the parent/guardian and the student. Parents have a venue to receive information on kindergarten readiness programs, as well as future kindergarten programming options. Additionally, parents are provided general information on how to support their child’s learning. The screening also affords an opportunity to identify if there are additional supports or resources needed at that time for the student.

Prior to the student entering kindergarten, several outreach programs are provided for parents/guardians. The first program is “Getting Ready for Kindergarten.” Parents/guardians may attend this event and learn about the various kindergarten options in the Anoka Hennepin School District. Included in that information is also the support services embedded in programming from Special Education, Supplemental Services and/or ESL. Upon leaving the event, parents/guardians are provided activities to engage in with their student to support readiness skills. Anoka-Hennepin School District also offers families the option of enrolling their child in school and kindergarten Readiness Programs as early as age 3. These programs are specifically designed to prepare students and families for the transition to school and kindergarten.

Just prior to the start of the kindergarten year, additional venues for parents/guardians include kindergarten registration at each specific site, Early Childhood Special Education transition meetings, and a comprehensive kindergarten brochure. The brochure embeds information ranging from service delivery models to academic information.

Finally, a welcome week is being held to start the 2013-2014 school year. Half of the incoming kindergarteners will come on day one and half on day two of school to ensure all students get a smooth transition into kindergarten. During Welcome week, Lincoln will collaborate with ECFE staff who will be on site throughout the week to provide a smooth transition for these students.

6. Parent Involvement

8. 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.

Lincoln Elementary School for the Arts has a Building Leadership Team (BLT) that meets monthly to review data and make decisions that impact instruction within the building. In addition, all teachers meet in weekly PLC meetings. There, teachers review benchmark and formative assessment data and use this information to design timely interventions and inform daily instruction. Assessments include: Concepts of Math, Developmental Reading Assessment, NWEA (grades 2-5) and MCA (grades 3-5). Lincoln’s Instructional Coach, Math Recovery and Reading Resource teachers attend these meetings to provide resources and support.

9. Effective and Timely Assistance

Describe the step-by-step process to ensure that students who are experiencing difficulty mastering the proficient or advanced levels of academic achievement standards receive effective and timely assistance.

Interventions currently used include AVMR, Math Recovery, Reading Recovery, Supplemental Services groups, and content/skill-‐based small groups within grade levels.

1. Grade level teams identify standards-‐based essential learning skills and common asessments to identify students who need additional learning time.

2. Teachers create short-‐term intensive intervention groups based on assessment data.

3. Classroom teachers, Supplemental Programs Teachers and Special Education teachers will instruct intervention groups daily based on the students needs as indicated by assessment data.

4. Teachers use common assessments to determine if students have mastered a skill or if they need continued instruction/intervention.

5. Using ongoing data, new groups are created and the intervention cycle continues as determined by assessment results.

10. Coordination of Programs

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

Free and reduced breakfast and lunch offered to students Donations because of our F and R status Anoka County, local churches, Homeless Youth and Families

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).

Parents will receive information about the types of student assessments used to determine student academic needs through parent-teacher conferences (October and February), monthly newsletters, the school website and the Parent Teacher Organization meetings and minutes. Periodic parent nights (Open House, Math Night, Reading Night, etc.) at school will also provide an opportunity for teachers, administration, and other staff to share assessment information and suggestions for supporting students at home. State assessment results are mailed to families in the fall of each year.

b. Describe additional measures, other than the MCA, which will be used to identify successes and/or problems with the SW P.

In the fall and spring, we conduct the NWEA MAP assessment to all students in grades 2-5 in the areas of math and reading. We also conduct the MAP assessment in the winter for those students that did not make proficiency in the fall. This data allows the opportunity to set goals for students based on specific academic need as identified by strand data.

In grades 1-3 students are assessed using the Add + Vantage Math Recovery assessments. These assessments are used to identify specific student mathematical needs and provide targeted instruction to meet those needs. These assessments are also administered periodically to determine student progress and identify new needs.

Students in grades 1 and 2 are also assessed using the CoM assessment for mathematics.

In grades K-5, students are assessed in reading and comprehension using the DRA (Developmental Reading Assessment). These assessments are also administered periodically to determine student progress and additional needs. Students are also assessed in their guided reading groups.

IV. Accountability and Continuous Improvement c. Describe the plan for measuring and reporting student

progress during the year. Parents will receive information about student performance on the MAP assessment at conferences in the fall, winter, and spring. MCA results are mailed to parents in August.

All building PLC groups have identified assessments, both formative and summative, that will evaluate the success of intervention groups in the areas of math and reading. The focus is determined by standards-based, essential learning skills.

AVMR and DRA assessments are administered periodically to determine student progress and additional intervention needs. The trimester benchmarks and selected unit assessments are entered into the elementary electronic progress reporting system, EEPR.

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

Lincoln uses Viewpoint to look at MAP, MCA and DRA scores to determine student proficiency. If a student is not making progress, interventions are put in place. Professional Learning Community groups at Lincoln meet bi-monthly. During these meetings, classroom teachers, as well as Special Education teachers, Supplemental Programs teachers and ELL teachers review student work and assessments in order to identify specific areas of student academic need and develop an intervention plan. In addition, teams collect diagnostic test data, identify specific skills or concepts that students need additional work on, and collaborate on strategies and interventions to produce mastery of those skills. Data is tracked on each student and progress is monitored to increase success for all learners. Student groups are “fluid”, and students are selected for additional interventions based on need and assessment data.

IV. Accountability and Continuous Improvement 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.

In weekly PLC group meetings or during weekly collaboration time, teachers collect and analyze formative and summative data to determine the effectiveness of the instructional strategies implemented in the classroom as well as intervention groups. Based on their observations, groups can request staff development for needs specific to their focus.

The building administrator, administrative intern, and the instructional coach lead the PLCs, visits collaboration meetings and individual classrooms regularly. Follow-up conversations focus on instructional strategies and student data and progress. The building instructional coach is available to present building level staff development and follow-up with teacher’s in classrooms to assist with making instructional decisions.

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 Eric Egstad

Date Type of Assistance Resource Information

Provider’s Experience in SWP Programming Director of Supplemental Programs Provider Name

Dr. Mary Wolverton

Date Type of Assistance Resource/Curriculum Best Practices

Provider’s Experience in SWP Programming Associate Superintendent for Elementary Schools

Provider Name Noemi Trevino

Date Type of Assistance Clarification of SW Application

Provider’s Experience in SWP Programming MDE School-Wide Title Contact

Provider Name Cynthia Hayes

Date Type of Assistance Resource/Curriculum Best Practices

Provider’s Experience in SWP Programming Chief Academic Officer for Anoka-Hennepin School Dist. 11

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