Wyoming Department of Education Cindy Hill, Superintendent of Public Instruction Hathaway Building, 2nd Floor, 2300 Capitol Avenue Cheyenne WY 82002-0050 Phone: (307) 777-7675 | Fax: (307) 777-6234 | Website: edu.wyoming.gov

Date: November 14, 2014 To: Members, Joint Education Interim Committee From: Darlena Schlachter, Interim Director of Federal Programs

Kim Morrow, School Foundation Program Wyoming Department of Education

Subject: Wind River Indian Reservation Education Programs Background During the 2007 General Session, the Wyoming Legislature instituted W.S. § 21‐4‐601 to address conditions of severe unemployment, poverty and the lack of adequate job skills on the Wind River Indian Reservation1. By assisting the Shoshone and Arapaho Tribes with education programs, the Legislature held that the maintenance of education programs unique to Indian students is of mutual benefit to the tribes and the State, reducing future financial needs of those students as tribal members and as Wyoming residents. Funding for W.S. § 21‐4‐601 is provided under a professional services contract to provide program enhancements, services for students at risk of failure in school and other services essential to the success and welfare of students residing on the Wind River Indian Reservation. Funding To determine the biennial funding amount for the program, the WDE is directed to calculate the average per student funding amount under the Wyoming education resource grant model for Fremont School Districts 14, 21 and 38. The average per student funding amount is multiplied by St. Stephens’ student count to determine the gross funding amount. Funding from the Bureau of Indian Education (BIE) that is comparable to Wyoming’s funding model is subtracted from the gross amount to be paid to the JTBC. Pursuant to W.S. § 21‐4‐601(d), and in order to release fiscal year (FY) 2015 funds, an annual report must be submitted by St. Stephens to the Joint Education Interim Committee, the Select Committee on Tribal Relations, the Governor, the Superintendent of Public Instruction, and the tribal business councils. The professional services contract requires the following deliverables to be addressed in the annual report:

1 2007, Wyo. Sess. Laws, Ch. 200, Sec. 3.

Joint Education Interim Committee November 14, 2014 Page 2 of 3

1. Contractor shall assure completion of an updated Wyoming Department of Education (WDE) 2013‐2014 District/School Improvement Plan (D/SIP), for St. Stephens Indian School.

2. Contractor shall assure implementation of D/SIP for St. Stephens Indian School, and

provide evidence of implementation of the goals as outlined in the D/SIP through a visitation schedule for monitoring and provide a written report as outlined in the D/SIP.

3. Contractor shall provide a summary of expenditures related to the D/SIP Goals for St.

Stephens Indian School, which includes a copy of the original budget, a copy of actual expenditures in each original budget line with brief details outlining what was purchased under each budget line and a budget narrative for the 2013‐2014 school year.

4. Contractor shall meet with Agency representatives to implement a plan to report all

federal and state data/information deemed appropriate by the Agency. The attached report from Elma Brown, Superintendent of St. Stephens Indian School, addresses these requirements. As of the date of this memo, the deliverables outlined in the professional services contract have been received which allows the 2014-15 payment to be distributed. The amount calculated for payment is $1,068,725, slightly lower than amount estimated during the 2015-16 biennial budget calculations. This reduction in funding is primarily due to the decline in per pupil funding of the model districts, Fremont School Districts 14, 21, and 38 as well as the decline in the number of students attending St. Stephens. This payment will be processed within a week of this memo. At the time of the 2015-16 biennium budget calculations, the model generated resources increased to Fremont School Districts 14, 21 and 38, which increased the per student funding level for St. Stephens through statutory requirements. The Department’s calculation for the 2015‐16 biennium was $2,699,438 resulting in an exception request of $325,244 over the 2013‐14 biennium. The table below provides historical funding amounts for education programs on the Wind River Indian Reservation.

School Year St. Stephens Funding

2008-09 $ 1,049,946

2009-10 $ 1,049,946

2010-11 $ 1,106,622

2011-12 $ 1,106,622

2012-13 $ 1,187,097

2013-14 $ 1,187,097

2014-15 $ 1,068,725

2015-16 (Est.) $ 1,349,719

Source: WDE payment history and proposed 2015-16 Budget.

Joint Education Interim Committee November 14, 2014 Page 3 of 3 Please contact Darlena Schlachter at 307‐777‐5315 or darlena.schlachter@wyo.gov or Kim Morrow at 307‐777‐6000 or kimberly.morrow@wyo.gov if you require any additional information. Attachment cc: Dave Nelson, LSO Matthew Willmarth, LSO

July, 24, 2014

To: Eastern Shoshone & Northern Arapaho Joint Business Council

Cindy Hill - Superintendent of Public Instruction

Darlene

FR: St. Stephens Indian School

Elma Brown - Superintendent

RE: W.S. 21-4-601(b)

1. Contractor shall assure completion of an updated Wyoming Department of Education

(WDE) 2013-2014 District/School Improvement Plan (D/SIP), for St. Stephens Indian

School.

Attached is the updated documents that were required for the 13/14 SY that we submitted

through AdvancED and BIE.

2. Contractor shall assure implementation of D/SIP for St. Stephens Indian School, and

provide evidence of implementation of the goals as outlined in the D/SIP through a

visitation schedule for monitoring and provide a written report as outlined in the D/SIP.

This report addresses the impact W.S. 21-4-601(b) has had on the education program/services

which concentrate on Indian students at risk of failure in our school and additional programs that

help deliver support to improve academics in our school.

The community that we serve is rural and isolated. It has an unemployment rate of around 60%.

Our student population encompasses students as far as 35 miles resulting in our transportation

department logging over 300 miles a day, this does not take into account any extra-curricular

activities. Eleven percent of our student population qualifies as homeless with some of our

students coming from multiple family dwelling and others who live temporary housing

situations. St Stephens Indian School (SSIS) has no boundary lines to draw our students upon.

Students who come to SSIS do so out of choice. SSIS is one of nine school districts located on

the Wind River Indian Reservation. This creates a challenge of attracting and retaining students.

As a result, SSIS tends to lose students to neighboring schools that may be closer to home for

these children. These are some of the factors that contribute to the hardships that face our

students every day.

We continue to focus on our school improvement plans and the three areas of need as determined

by AdvancED. We have made to make significant growth in all academic areas, last year as a

school we made a 25% percent gain of proficient students from Fall 2013 to Spring 2014 in the

area of Reading and a 30% gain in Math according to our MAP – NWEA data. We will

continue to make gains in school improvement with the hard work of our staff and students.

3. Contractor shall provide a summary of expenditures related to the D/SIP Goals for St.

Stephens Indian School, which includes a copy of the original budget, a copy of actual

expenditures in each original budget line with brief details outlining what was purchased

under each budget line and a budget narrative for the 2013-2014 school year.

The budget reflects the provisions for education programs and services addressing Indian

students at risk of failure in school and programs and services essential to the success and

welfare of the school.

Salary Increase - The budget line item that included $625,000 for salary was to sustain the 27%

percent increase for certified teaching staff and the 4.5% increase for the classified staff made in

the 08-09 school year. The raise covered 100% of full and part time staff members employed at

St. Stephens Indian School, approximately 100 staff. In addition it paid for the increased cost of

the fringe benefits due to the increase of the salary. The salary increase directly impacts students

by being able to sustain quality teachers and staff. All teachers at SSIS are certified in the area

that they teach.

Staff development - The budget concerning the amount of $16,189.57 for staff development

was used for all staff at St Stephens Schools. 18 days of on-site professional development was

made available for all certified staff, paraprofessionals, and administrators. Approximately 40

employees, school board members and community members throughout the year attended off

site professional development.

High quality professional development is the best way to help teachers meet students’ academic

needs. We recognize that teachers need to provide differentiated instruction to their students

because of different abilities, and or learning needs. To assist our teachers in becoming diverse

in their instructional styles to meet the different needs of students, we continue to support our

teachers with a variety of professional development opportunities.

Incentives – $189,169.91 At SSIS we have established a culture where you are recognized for

the hard work and dedication to our students and community give out and efforts in school

improvement. We distribute monetary awards twice a year as well as appreciation certificates,

etc.

Training, Travel &Materials – $12,754.89 – We used this money to support the PD we give

our staff to be current with educational trends and the Common Core.

Instructional Supplies – $13,143.54 We use the funding to offset the instructional daily

supplies needed to ensure our students have up to date materials.

Technical Consultants – We have contracted with Mike Hetjtmanek to oversee the new interim

superintendent. With his experience in the State as a superintendent we feel that is knowledge is

valued and can ensure a smooth transition.

Student Incentives – $11,546.63 Students love getting rewarded for a job well done; this has

been proven time and time again. Our student incentives are provide it on a regular basis for

academic achievement, positive behaviors, attendance, participation in classroom and

extracurricular activities. Incentives such as these produce results, especially for low-income, at-

risk students. It may provide some motivation where there was none before. After all, anytime

that you can get kids excited about school, you will be well ahead of the game. We went over

our budget in this area but decided that this area was one of importance.

Star Math and Reading – $28,637.61 We have purchased the program to better asses our

students in an informal and formal manner. We will use these results to differentiate their

instruction so that their instructional needs are met.

Lunch Program – $220,000Providing a healthy breakfast/lunch significantly improve student

attentiveness in the classroom and also enhance the wellness and academic success of our

students. The lunch program also benefited from the W.S. 21-4-601(b) funds. By incorporating

more fresh fruits and vegetable into the daily meals, we are providing more balanced and

nutritious meals.

In this area we are well over the allocated amount but because we do not get specific funding

from the BIE to cover our food program we had to use State money to cover what we could not.

Nutrition is vital for students and so decided that we could cut other areas to ensure that our

students received a healthy breakfast/lunch every day.

Library Follet System – Provided a more efficient way to run our library to serve our students

with a minimal staff. . We have extended our Accelerated Reading program through the High

school to reinforce our regular language programs. So utilizing and maintaining the Follet

library system K-12 is crucial in the overseeing that all programs are implemented with fidelity.

MAP – At St. Stephens we have multiple measures to identify and meet the needs of our

students. One of those ways is to test our students using the MAP test. We have used W.S. 21-4-

601(b) funds to help maintain the MAP testing subscription from NWEA. NWEA helps in

providing effective progress monitoring for all students and keeps us aligned with the BIE and

WDE strong suggestion in utilizing MAP results to drive instruction in the classroom. NWEA

helps in providing effective progress monitoring for all students and current data utilization of

MAP results drive instruction in the classrooms. We help our teachers understand and use the

data to guide their teaching by disaggregating data to understand what was happening in the

classrooms and to identify and target instructional needs. MAP also gives us an opportunity to

share more information with parents so they can see their student’s progress.

4. Contractor shall meet with Agency representatives to implement a plan to report all

federal and state data/information deemed appropriate by the Agency.

St Stephens has been reporting data to the WDE in a similar fashion as every other district in the

state. We meet annually with the Food Services, Grant Management System. We have been a

part of the accreditation AdvancED and will get another visit this next fall to see that we have

been working towards the 3 required actions:

Develop and implement a continuous improvement system

Examine fully the outward migration of students throughout the system.

Develop and implement, with specific timeline a technology plan.

We successfully utilize FUSION. We also submit WDE 602 and WDE 684 on or before the due

annually.

St. Stephens Indian School has seen many positive results due to receiving the W.S. 21-4-601(b)

funds. The momentum for student academic improvement is showing in our testing data as well

as our student and staff morale. Teachers are becoming vested in the process of becoming a

school that focus on the professional growth of our staff and academic growth of our students. .

Again, St. Stephens Indian School will be working with the Wyoming Department of Education

for technical assistance on how to better maintain State funding by aligning our budget with the

State to help assist our students in attaining their educational goals.

Sincerely,

/s/

Elma Brown

Superintendent

St. Stephens Indian School

Attachments:

SY 2013 Legislative Appropriation Budget Spreadsheet

SIP

BIE AYP Status Letter

Tentative 2013-2014 Budget

1/08/2014BIE

St. Stephens Indian School128 Mission Rd.

St. Stephens Indian BIE 82524(307) 856-4147

Corrective Action Supplemental Report

To complete this form:

1. Enter your responses below. a. If you are in Corrective Action year 1, please complete questions 1-5. b. If you are in Corrective Action year 2, please complete questions 1-5 and questions 6-7 to begin the planning process for Restructuring.

2. Click "Save" at the bottom of the form to save your responses. Click "Save and Send for Review" to send the form to bereviewed.

3. To submit your report, return to the dashboard, go to the Required Reports section, and click the Corrective ActionSupplemental Report "submit" button.

Note: Please review your responses if you are copying and pasting from Word. There may besome compatibility issues that will need to be edited.

1. Please describe your school's extended day program, as appropriate. Activities may include student servicesprovided:

After School

Ou after school program, Lights On. They ensure that vertical and horizontal articulation is on target for both the

instructional day as well as after school activities. This ensures that there is a constant dialogue of data driven

instruction and effective classroom strategies.

2a. Please describe your Professional Development activities that address your reasons for not making AYP.During this phase, schools/districts must set-aside 10% of their Title I allocation for professional developmentof all staff.

Other

We will be partnering with Evans Newton Incorporated (ENi) for the 13/14 school year. Thework that they will be assisting us with is providing professional development in a process ofcontinuous improvement facilitated by our Leadership Team. It includes job-embeddedPrescriptive Coaching for administrator, instructional leadership team members, teacherleaders/coaches, and teachers effectuating high quality teaching and learning fortransformation at the classroom level. Also paramount to success of the partnership issupport for student-centered learning and learner accountability.

The partnership with ENi will help us with our intended outcomes:

� Develop and support the implementation of High Yield Instructional Strategies andhigh levels of rigor.

� Increase leadership capacity by implementing eCove learning walks to monitor,support, and sustain effective instructional practices.

� Strengthen and articulate effective next instructional steps through the timely analysisof data.

� Facilitate and guide gradual transition to the Common Core State Standards (CCSS)through the implementation and support of engaging, performance-based curriculum

Page 1 of 5

resources that address 21st century skill development and college/career readiness.

What we will be doing this school year is ENi Implementation team begins the capacitybuilding process by engaging the school's instructional leadership team members indevelopment and/or refinement of their leadership skills, knowledge, and tools. Inherent inthe design of Evans Newton professional development framework is the expectation thatthere will be a rigorous curriculum, use of best instructional practices, and formativeassessments, which are supported and monitored by the school's instructional leadershipteam.

The tight alignment of curriculum, instruction and assessment, coupled with engaged schoolleadership and Evans Newton's comprehensive professional development services anchoredby Prescriptive Coaching, provides the basis for increasing teacher capacity and improvingstudent achievement.

2b. Please describe your teacher mentoring activities.We are currently in Year One of our Teacher Mentor Program. We will be doing the following in ourimplementation phase.

� Assessing local setting against mentor and induction program standards and benchmarks� Clarifying program goals and desired results� Identifying selection criteria and process for mentor teachers� Gaining involvement of key stakeholders� Establishing supporting policies and procedures including incentives� Ensuring effective mentor and new teacher matches� Providing professional development and other support for all participants� Celebrate and acknowledge work of program participants

3a. Please describe your parent involvement program and how parents are engaged in various aspects of schoolactivities, governance, and program improvement planning.

School Improvement PlanningIn the school improvement process we are coordinating our efforts with the state and federal dollars available to integrate and deliver a rigorouscurriculum individualized for each student to maximize student achievement. We have begun and sustained programs that are scientific researchbased in conjunction with our performance driven school wide improvement plan.

School Governance

The administration and School Board recognizes the importance of retaining our dedicated staff that provides a quality

education for our students. We recognize that teachers need to provide differentiated instruction to their students

because of different abilities, and or learning needs. To assist our teachers in becoming diverse in their instructional

styles to meet the different needs of students, we continue to support our teachers with a variety of professional

development opportunities.

We continue to focus on our school improvement plans and the three required actions by AdvancED. Our school improvement done for

the BIE is within Native Star. Native Star is an instrument used by the BIE that is similar to Indi Star used by other districts and states

throughout the country. Within Native Star we do our school improvement forms, write to 99 indicators of school improvement and thisyear we will write our restructuring plan within the system as well.

Parent Engagement Activities

3b. Describe how the school notified parents of the school's failure to make AYP. Include description of theAnnual Title I Parent Meeting and Parent Notification Letter. Please upload documentation of the Annual Title IParent Meeting and Annual Parent Notification Letter into the Family Engagement/Parental Involvement folderin the NS File Cabinet.We notify our stakeholder yearly of our AYP status as well as what we are doing to address it, Below is an example of a

Page 2 of 5

letter:

September 6, 2013 Dear Parents/Guardians and Staff: This letter is to inform you that our school is in Corrective Action Status. We remained in Corrective Action Status thisyear due to the fact that all schools in Wyoming were held harmless for the 09-10 academic year. Being placed incorrective action occurs when a school fails to make Adequate Yearly Progress (AYP). Not making AYP happens as aresult of low test scores on the Proficiency Assessments for Wyoming Students (PAWS), in Language Arts/Reading,Mathematics, Writing, low student attendance in grades K through 8 and/or low graduation rates in grades 9 through 12. AYP is the progress needed each year to have all children proficient and advanced by the year 2014 according to PublicLaw 107-110, the No Child Left Behind Act. We have continued to address the problems of low achievement, attendance, and graduation rates. Some of themeasures taken are in partnership with Evans Newton to increase teacher capacity and improve student achievement.They will be providing our staff with continued professional development that has improved and increased teachers'knowledge of the academic subjects the teachers teach. We have been working toward giving the teachers, principalsand administrators the knowledge and skills to provide students with the opportunity to meet challenging state academiccontent standards and student academic achievement standards. A united team approach is very critical for developing and implementing a corrective action plan which will help ourstudents to improve their academic achievement, attendance, and graduation rates. Working together will help ourschool make Adequate Yearly Progress. If you have any further questions or concerns, please contact the school at 856-4147. Sincerely,SSIS Administration

4. Schools that have failed to make AYP for four consecutive years enter the fifth category on the sanctionstimeline mandated by the NCLB Act. This category is referred to as the "corrective action" phase. In addition,schools/districts in this phase must also implement at least one corrective action measure.

Schools must choose between the following corrective action measures (please check any corrective actionmeasure that has been selected by the school):gfedcb Implement a new scientifically research-based curriculum that is aligned to state content standards and assessments.

gfedc Extend the school year or school day for the school.

gfedc Replace school staff who are relevant to the failure of the school in making AYP.

gfedc Significantly decrease management authority at the school level.

gfedc Replace the principal.

gfedc Restructure the internal organizational structure of the school.

gfedcb Appoint an outside expert to advise the school on its progress toward making adequate yearly progress, based on itsschool plan.

5. Please summarize how this corrective action measure is being implemented within your school. The responseshould explain:

How the implementation of the corrective action measure was selected at your schoolHow the implementation of the corrective action option will raise academic scores of your students on theState AssessmentHow the corrective action measure will enable the school to make AYP

Page 3 of 5

How the implementation of the corrective action measure was selected at your school:The corrective action plan was measured by formal assessment done at the state level. We have found that our scoresalthough they have shown improvement over the years still are below where we need to be.

How the implementation of the corrective action option will raise academic scores of your students on theState Assessments We will facilitate and guide gradual transition to the Common Core State Standards (CCSS) through the implementation and support

of engaging, performance-based curriculum resources that address 21st century skill development and college/career readiness toimprove student acheivment and scores on the state assessment.

How the corrective action measure will enable the school to make AYP.This corrective action measure will enable students to make AYP because we are not only focusing on student achievementbut on building teacher capacity as well.

6. Planning for Restructuring - Schools that have failed to make AYP for five consecutive years will enter the"Planning for Alternative Governance" phase. During this phase, schools must research for alternativegovernance and plan for implementation of alternative governance to begin the following school year if theschool has failed to make AYP for six consecutive years. Please indicate which of the Alternative Governancearrangements your school has selected below:gfedc Replacing all or most of the school staff who are relevant to the failure to make AYP

gfedc Reopening the school as a public charter school (NOT APPLICABLE to BIE funded schools)

gfedcb Entering into a contract with an entity (such as a private management company with a demonstrated record ofeffectiveness) to operate the school.gfedc Turning the operation of the school over to the SEA-BIE

gfedc Any other major restructuring of the school's governance arrangement that makes fundamental reforms, such assignificant changes in the school's staffing and governance to improve student academic achievement and has substantialpromise of enabling the school to make AYP.

7. Please summarize how this alternative governance option was decided upon; how the implementation of thisalternative governance option will raise academic scores of your students on the state assessment; and how thealternative governance option will enable the school to make AYP.We will be partnering with Evans Newton Incorporated (ENi) for the 13/14 school year. The workthat they will be assisting us with is providing professional development in a process of continuousimprovement facilitated by our Leadership Team. In includes job-embedded Prescriptive Coachingfor administrator, instructional leadership team members, teacher leaders/coaches, and teacherseffectuating high quality teaching and learning for transformation at the classroom level. Alsoparamount to success of the partnership is support for student-centered learning and learneraccountability.

The partnership with ENi will help us with our intended outcomes:

� Develop and support the implementation of High Yield Instructional Strategies and highlevels of rigor.

� Increase leadership capacity by implementing eCove learning walks to monitor, support, andsustain effective instructional practices.

� Strengthen and articulate effective next instructional steps through the timely analysis ofdata.

� Facilitate and guide gradual transition to the Common Core State Standards (CCSS)through the implementation and support of engaging, performance-based curriculumresources that address 21st century skill development and college/career readiness.

What we will be doing this school year is ENi Implementation team begins the capacity buildingprocess by engaging the school's instructional leadership team members in development and/orrefinement of their leadership skills, knowledge, and tools. Inherent in the design of Evans Newtonprofessional development framework is the expectation that there will be a rigorous curriculum,use of best instructional practices, and formative assessments, which are supported andmonitored by the school's instructional leadership team.

The tight alignment of curriculum, instruction and assessment, coupled with engaged schoolPage 4 of 5

leadership and Evans Newton's comprehensive professional development services anchored byPrescriptive Coaching, provides the basis for increasing teacher capacity and improving studentachievement.

Reviewer comments:Question # 1: Can you explain the funding alignment? What funds are being used and how many staff are involved and arough estimate of student participation compared to last year at this time.

Question # 2: typo "In includes..." to "It includes.."?

Question # 2b: When will you analyze the effectiveness of the program? Is there administrator support?

Question # 3a: ADD in between the words "indicators" & "of" the following "with a focus on the 20 high leverage indicators".

Question # 4: this question should have a concise statement of the contents of the upload and it should be uploaded versesthe letter in the report.

Page 5 of 5

BIESt. Stephens Indian School

128 Mission Rd.St. Stephens Indian BIE 82524

(307) 856-4147

AYP/Smart Goals

Please answer the following questions for each sub-group that did not make Adequate YearlyProgress.

To complete this form:

1.  Enter the information for one sub-group2.  Select "Repeat" to add information for each additional sub-group (scroll down to the blank entry fields to enterinformation for subsequent sub-groups)

3.  Click "Save" at the bottom of the form to save your responses.4.  To submit your report, return to the dashboard, go to the Required Reports section, and click the AYP/SMART Goals"submit" button.

Note: Please review your responses if you are copying and pasting from Word. There may be some compatibility issuesthat will need to be edited.

Please answer the following questions for one sub-group.

Which subject?Math

Which student group?All Students

Which criterion?Assessment

Which grade level(s)? (Check all that apply to this subject, student group, and criterion)gfedc  3

gfedc  4

gfedc  5

gfedc  6

gfedc  7

gfedc  8

gfedcb  High School

What is your SMART Goal for this sub-group?Using MAP data St. Stephens 11th grade students will show a 15% growth in their math score, specificallyMeasurement/Geometry, Statistics/Probability, and Algebra in Mathematics by 5/27/2014 as measured by MAP.

How will you evaluate whether you have met this goal?

Measurable objective:A 15% increase of eleventh grade students will demonstrate a proficiency of Measurement/Geometry,Statistics/Probability, and Algebra in Mathematics by 5/27/2014 as measured by MAP.This gain will be based on the 12/13 Spring MAP scores.  K-12 students were at 37% proficient or advanced in the area of Math.

Strategy 1

SSIS has parterned with ENI(Evans Newton Incorporated).  ENI will be providing in depth one on oneobservations with pre and post conferences.  ENI is providing a deeper understanding of mathematical practiceand student targets.

Activity: Coaching by ENI Technical Assisstance Provider

Please answer the following questions for one sub-group.

Page 1 of 4

Which subject?Reading

Which student group?All Students

Which criterion?Assessment

Which grade level(s)? (Check all that apply to this subject, student group, and criterion)gfedcb  3

gfedcb  4

gfedcb  5

gfedcb  6

gfedcb  7

gfedcb  8

gfedc  High School

What is your SMART Goal for this sub-group?Using MAP data as evidence, St Stephens Indian School will increase Reading proficiency.  

How will you evaluate whether you have met this goal?Measurable Objective:St Stephens Indian School will increase reading proficiency by 30 - 40 % from Fall 2013 to Spring 2014, according tothe state minimum cut scores. This gain will be based on the 12/13 Spring MAP data.  K-12 students were 25% proficient and or advanced in thearea of Reading.Strategy 1:Implement a comprehensive literacy program -  A core curriculum, Reading Street, will be implemented for grades K-5, baseline data will be collected and reviewed to determine reading level and placement for students. My Sidewalksthe interevention program for reading Street is the Tier 2 and 3 intervention.  Grades 6-12 are using SuccessfulReader and Sysytem 44 as the reading intervention program with placement determined through SRI( StudentReading Inventory), NWEA(Northwest Education Association), PAWS (Proficiencyand assessment forWyoming students)  and classroom grades.  

Activity - Pearson Consulting GroupPearson offers a complete range of instructional materials and services, provided by expert consultants, to support theneeds of SSIS and increase student performance.  Pearson consultant comes onsite once a month for two days.

Please answer the following questions for one sub-group.

Which subject?Science

Which student group?All Students

Which criterion?Assessment

Which grade level(s)? (Check all that apply to this subject, student group, and criterion)gfedcb  3

gfedcb  4

gfedcb  5

gfedcb  6

gfedcb  7

gfedcb  8

gfedcb  High School

What is your SMART Goal for this sub-group?Using MAP data as evidence, St Stephens Indian School will increase Science proficiency. 

How will you evaluate whether you have met this goal?Measurable Objective: St Stephens Indian School will increase reading proficiency by 10% from Fall 2013 to Spring 2014, according to thestate minimum cut scores. 

Strategy: 

Page 2 of 4

Utilize new Science Curriculum purchased for the 12/13 school year.  The new curriculum is aligned with WyomingState Standards and Common Core.

Activity:Adjusted daily schedule for planning to become familiar with Science Materials.

Please answer the following questions for one sub-group.

Which subject?

Which student group?

Which criterion?

Which grade level(s)? (Check all that apply to this subject, student group, and criterion)gfedc  3

gfedc  4

gfedc  5

gfedc  6

gfedc  7

gfedc  8

gfedc  High School

What is your SMART Goal for this sub-group?

How will you evaluate whether you have met this goal?

Please answer the following questions for one sub-group.

Which subject?Math

Which student group?All Students

Which criterion?Assessment

Which grade level(s)? (Check all that apply to this subject, student group, and criterion)gfedcb  3

gfedcb  4

gfedcb  5

gfedcb  6

gfedcb  7

gfedcb  8

gfedc  High School

What is your SMART Goal for this sub-group?

Using MAP data as evidence, St Stephens Indian School will increase Math proficiency .  

How will you evaluate whether you have met this goal?

Measurable objective:A 15% increase of 3rd - 8th grade students will demonstrate a proficiency of Mathematics by 5/27/2014 asmeasured by MAP.

This gain will be based on the 12/13 Spring MAP scores.  K-12 students were at 37% proficient or advanced in thearea of Math.

Strategy 1SSIS has partnered with First People's Center of Education(FPCE) to bring quality coaching and professionaldevelopment to SSIS.  This is shown by providing in depth one on one observations with pre and postconferences.  FPCE is providing a deeper understanding or core and interevntion programs.

Activity - Coaching:Each math classroom will have a math coach  come in to observe teaching and give immediate feedback on how

Page 3 of 4

to improve instruction and engage students in a deliberate manner.  This will happen with an onsite math coachas well as monthly week long visits from our math coach partners of FPCE. 

Please answer the following questions for one sub-group.

Which subject?Reading

Which student group?All Students

Which criterion?Assessment

Which grade level(s)? (Check all that apply to this subject, student group, and criterion)gfedc  3

gfedc  4

gfedc  5

gfedc  6

gfedc  7

gfedc  8

gfedcb  High School

What is your SMART Goal for this sub-group?Using NWEA data as evidence, St Stephens Indian School will increase Reading proficiency.  

How will you evaluate whether you have met this goal?Measurable Objective:St Stephens Indian School will increase reading proficiency by 10-20 % from Fall 2013 to Spring 2014, according tothe state minimum cut scores. This gain will be based on the 12/13 Spring MAP data.  K-12 students were 25% proficient and or advanced in thearea of Reading.

Strategy 1:Continue with our comprehensive literacy program -  Grades 6-12 are using System 44 and Succesfull Reader as thereading intervention program with placement determined through STAR, NWEA, PAWS and classroom grades.  StepUp to Writing has been implemented as the K-12 writing program.

Activity -On site technical assistanceRennaissance Learning Technical Assistance.

Reviewer comments:

SMART GOALS #1-5 When using acronyms please list acronym fully at least once prior to using it.example is in SMARTGOAL 1 "ENI" Thank you. SMART GOALS #1-5 Please provide baseline data from SY 12-13. 

Page 4 of 4

2013-2014 Budget

2013-2014

Expenditures

Salary Increase/Fringe Benefts. $625,000.00 $625,000.00

Staff Development $20,000.00 $16,189.57

Staff Incentives $224,000.00 $189,169.91 To Be Paid August 2014

Training, Travel & Materials $20,000.00 $12,754.89

Instructional Supplies $15,000.00 $1,964.54 Encumbered to be paid July 2014 $11,179.00

Technical Consultants $10,000.00 $4,165.67 Contracted - To Be Paid Aug/Sept 2014 (Mike Hejtmanek)

Student Incentives $25,097.00 $11,546.63

Accreditation $1,000.00 $0.00

Star Math & Reading $20,000.00 $28,637.61

Lunch Program $217,000.00 $220,000.00

Equipment $0.00 $21,400.00

Library Follett System $5,000.00 $1,994.02

MAP $5,000.00 $0.00

Total * $1,187,097.00 $1,132,822.84

Originally budgeted $1,187,097.00

Actual 2013-2014 Allocation

previous year unspent funds $75,349.46

$129,623.62

Actual Amount Available $1,262,446.46 = $1,262,446.46

St. Stephens Indian School 2013-214 Budget & Expeditures

St. Stephens Indian School

STATE OF WYOMING

PROPOSED BUDGET

2014-2015

Salaries, Taxes & Benefits 631,500.00

Staff Development 76,500.00

Staff Incentives 220,000.00

Training, Travel & Materials 20,000.00

Instructional Supplies 15,000.00

Technical Consultants 10,000.00

Student Incentives 27,097.00

Accreditation 1,000.00

Star Reading 4,500.00

Lunch Program Subsidy 230,000.00

Library Follett System 3,500.00

MAP 5,000.00

Bus 105,000.00

TOTAL $1, 349,097.00

State of Wyoming 2014-2015 Proposed Budget.docx