BIE Title I Schoolwide Supplemental Report

BIE Title I Schoolwide Supplemental Report
In order to meet the ESEA, Title I, Part A requirements under Section 1114 (b) - Components of a Schoolwide Program, revisions have been made for SY15-16 on the Schoolwide Sec. 1114 Template. Native Star Indicators have been noted that would support the 10 Components of a Title IA Schoolwide Program. Schools may refer to the previous year's annual updated Sec. 1114 Plan. Please complete the following:
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To complete this form:
  1. Enter your responses.
  2. Click "Save" at the bottom of the form to save your responses.
  3. To submit your report, return to the dashboard, go to the Required Reports section, and click the Title I Schoolwide Supplemental Report "submit" button.

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

Please complete the following:
1. Please describe how the school conducted a COMPREHENSIVE NEEDS ASSESSMENT of the entire school that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards. The summary should include (a) information from all four measures of data - student achievement data, school programs/process data, perception data, and demographic data and should be supported with tasks identified for the Rapid Improvement Indicators and (b) a summary needs and gaps that were identified using the data.​

June 24, 2014: 

1.  Student Academic Achievement Data:

     Reading

  • PSDS state reading assessment for Spring 2014 data shows:  41% met proficiency  in the AIMS assessment for 3rd/4th grade.  For SAT 10 scores, 4% of Kindergarten through 2nd grade met at or above the 50th national percentile.
  • NWEA Spring 2014 test results indicate:  13% were proficient for Kindergarten through 4th grades.

     Math

  • PSDS state math assessment for Spring 2014 data shows:  24% met proficiency  in the AIMS assessment for 3rd/4th grade.  For SAT 10 scores, 7% of Kindergarten through 2nd grade met at or above the 50th national percentile.
  • NWEA Spring 2014 test results indicate:  18% were proficient for Kindergarten through 4th grades.

2.  School programs and process data:

  • PSDS is using Spring 2014 student data in conjunction with Common Core State Standards (CCSS) for emphasis at the beginning of the year.
  • The Curriculum alignment is ongoing.
  • PSDS is working with the District Instructional Team for the second school year in all areas of school improvement.
  • All of our data is recorded in Native Star so that staff, parents, and community members are available for all to review.

3. Perception Data:

  • PSDS offers a sports program that includes cross country and basketball with the participation from 2nd - 4th grade students.
  • There is a yearly PSDS Princess pageant held during Native American Week that allows the participation of all female students.
  • Our students participate in the "Walk Across the Navajo Nation" initiative.
  • PSDS has implemented the "Second Step" bullying prevention program across all grade levels.
  • Included is the 30 minutes specials for: SPARKS, Computers, Library, Positive Behavior, Culture and Nutrition for Healthy Snacks.
  • Althought our enrollement is low it allows for more indivudal and small group support for all students.

4. Demographic Data:

         Students:

  • For SY 2013-2014, we enrolled 101 student with 87 student completing the Full Academic Year.
  • 100% of our students receive transportation services to and from school.
  • The National School Lunch Program reimburses the school at 84% free meals, 11% reduced meals, and 5% paid meals.
  • 14% of the student population received special education and/or related services.
  • According to the McKinney Vento Act, 0% of the student population is considered homeless or displaced.
  • The attendance goal at Pine Springs Day School is 92%.  According to NASIS attendance report, overall the attendance rate was 93.84%.

         Staff:

  • At the beginning of the School Year 2013-2014, we had 83% of our certified staff. At the end of the school year, we had 100% of our certified staff.
  • 67% of our teachers have been employed at PSDS longer than five years.
  • 83% of our teachers have a Master's Degree in Education.
  • In the last two years we have a turnover rate of 33% among our certified staff.
  • The student to teacher ratio is 15:1.
  • A contracted certified counselor is available as needed.
  • We have contractural related service providers such as Occupational Therapist, Speech/Lanauge Therapist, Physical Therapist and School Psychologist

May 13,2015

1. Student Academic Achievement Data:

Reading

  • NWEA Spring 2015 test results indicate: 34% were proficient for Kindergarten through 4th grades.
  • AIMSWeb Spring 2015 test results indicate: 40.6% were proficient for Kindergarten through 4th grades.
  • BOY and EOY Writing Assessments: All students improve in their writing skills overall and we will look at writing proficiency data next year.

Math

  • NWEA Spring 2015 test results indicate: 43% were proficient for Kindergarten through 4th grades.
  • AIMSWeb Spring 2015 test results indicate: 11% were proficient for Kindergarten through 4th grades in computation and concepts/application.        

2. School programs and process data:

  • PSDS is using Spring 2015 student data in conjunction with Common Core State Standards (CCSS) for emphasis at the beginning of the year.
  • The Curriculum alignment is ongoing.
  • PSDS started working with the District Instructional Team for the third school year in all areas of school improvement.
  • PTO participation is monthly with five active parents.
  • School Board meets monthly to review and approve activities.
  • Child study teams meets for academic, attendance, retention, and behavior referrals.
  • Daily attendance is kept by the teachers and entered into the NASIS data base.
  • Special education records are maintained in confidential files and entered into the NASIS data system.
  • The school uses the Native Star system to report budgets, academic achievement, and program requirements.
  • Budget and quarterly reports are shared quarterly with staff and school board members by the business technician.

3. Perception Data:

  • PSDS offers a basketball program with participation from 2nd - 4th grade students.
  • There is a yearly PSDS Princess pageant held during Native American Week that allows the participation of all female students.
  • Our students participated in the "Walk Across the Navajo Nation" initiative.
  • PSDS has implemented the "Second Step" bullying prevention program across all grade levels and the Tiger Tots program in grades Kindergarten and first.
  • Included are the 30 minutes specials for: SPARKS, Computers, Library, Positive Behavior, Culture and Nutrition for Healthy Snacks.
  • Our enrollment of 76 students allows for more individual and small group support.
  • We are an accredited NCA School.
  • A Parent Handbook is in place and provided to all parents and guardians.
  • The school's data wall displays NWEA scores for all stakeholders to view.

4. Demographic Data:

Students:

  • For SY 2014-2015, we enrolled 86 students with 66 students completing the Full Academic Year. Total number of 33 (43%)  boys and total number of 43 (57%) girls are currently enrolled, with 100% Native American representation. Mobility rate is 16%.
  • 100% of our students receive transportation services to and from school.
  • The National School Lunch Program reimburses the school at 81% free meals, 12% reduced meals, and 7% paid meals.
  • 12% of the student population received special education and/or related services.
  • According to the McKinney Vento Act, 0% of the student population is considered homeless or displaced.
  • The attendance goal at Pine Springs Day School is 92%. According to NASIS attendance report, overall the attendance rate was 94.15% as of May 13, 2015.

Staff:

  • For the School Year 2014-2015, we have 100% of our teachers who are certified and highly qualified.
  • 50% of our teachers have been employed at PSDS longer than five years.
  • 83% of our teachers have a Master's Degree in Education.
  • In the last two years we have a turnover rate of 25% among our certified staff.
  • The student to teacher ratio is 13:1.
  • We have contractual related service providers which include an Occupational Therapist, Speech/Language Therapist, Physical Therapist and School Psychologist.
  • All our school bus drivers are certified and maintained their certification annually.  

2. Provide a brief summary of the SCHOOLWIDE REFORM STRATEGIES that—(a) provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement; (b) use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program in school and increase the amount and quality of learning time; (c) may include counseling, pupil services, mentoring, college and career awareness, integration of vocational and technical education programs, and are coordinated with the school’s improvement plan, including SIG. (Option - Refer to tasks identified for the 99 Rapid Improvement Indicators in Native Star that may describe special program initiatives such as SIG, 21st Century Community Learning Center.)

June 27, 2014:

  • Teachers are analyzing data to align the instructional needs of the students to the Common Core State Standards for student academic growth.
  • Teachers are in the process of deconstructing CCSS to identify the essential learning targets and depth of knowledge of each standard so that we will be able to determine effective methods and instructional strategies.
  • PSDS does offer counseling services to students that are identified through Child Intervention Team.
  • The counselor setup a Family Counseling program during the summer months.
  • The Child Intervention Team identifies students who are academically challenged and refers those students to the Special Education referral process after interventions offered are not successful.
  • The school implements the three tier Response to Intervention (RTI) model, based on the student data.

May 13,2015

  • Student growth is measured by assessment data using the three points in time (Beginning of year, Middle of the year, and End of the year) that is aligned to the Common Core State Standards.
  • Teachers have deconstructed the CCSS to identify student learning objectives and use the depth of knowledge to meet the challenges of the students.
  • The Child Intervention Team identifies students who are academically challenged to remediate existing developmental problems or preventing thier occurrence.  Students are referred to the Special Education program if they are not successful after interventions are tried in the regular education classroom.
  • The School implements the Response to Intervention(RTI) model guided by student outcome data. 
  • PSDS offers five specials:  Second Step curriculum, Navajo Studies, SPARKS, library and computer. 1) Second Step curriculum to teach the development of empathy, problem solving skills, and anger-managment techniques in discussion activities and role-playing. 2) Navajo Studies - includes Navajo kinship, beginning oral language, and the Navajo phonetic system.  3) SPARKS practice hand eye coordination, balancing, teamwork, team building skills, following directions, general health, and general enthusiasm about being active  4) Library skills included choosing books at their reading level, understanding libraries catalog system, and read aloud. 5)  Computer skills included maneuvering the mouse, basic keyboarding and computer skills.
  • Students participating in extra-curricular activites are required to meet a criteria in academics to participate in sports.

3. All teachers and paraprofessionals must be HQ upon hire.
  •  Please upload in the NS Document Upload a copy of the list of teachers and instructional paraprofessionals signed by school administrator attesting that all individuals are "highly-qualified." (Note: A sample HQ listing can be found under the Docs & Links tab.)
4. Please provide a brief summary of Professional Development that describes alignment with the AYP/SMART Goals, Strategies in Question 2 (above) and describes coordination of Title I and Title II PD, and upload to the NS Document Upload a copy of the school's Professional Development Plan for SY15-16 that is aligned to the Comprehensive Needs Assessment. Title IA, subsection (a)(4) as well as Section 1119 require high-quality and ongoing professional development for teachers, principals, and paraprofessionals, and if appropriate, pupil services personnel, parents and other staff to enable all students in the school to meet the State's student academic achievement standards. (Refer to tasks for Native Star Recommended Indicators IF05, IF06, IF07 and other optional 99 Rapid Improvement Indicators IF02, IF03, IF04, IF08, IF10, IVC02.)​

June 27, 2014:

Our school Professional Development Plan centers around the Navajo District's PD Monthly Plan, that includes 1 full day and 3 half day's per month.  See Native Star File Cabinet for Professional Development Plan.

May 13, 2015

Our school Professional Development Plan centers around the Navajo District's PD Monthly Plan, that includes 1 full day and 3 half day's per month. See Native Star File Cabinet for Professional Development Plan.

5. Please provide a brief statement of the school's strategies to attract high-quality, highly qualified teachers to the school and upload a copy of the school’s Recruitment and Retention plan into the NS Document Upload.​

See Native Star File Cabinet for Recruitment and Retention of Teachers.

May 14, 2015

PSDS gets approval from the school board for any vacancy that may have occurred. The school then sends a copy of the minutes and a request to advertise the position to Human Resources in Albuquerque. Human Resources then advertises the position and issues the Certificate of Eligible for possible interviews. Advertisement is on USA Jobs as well as BIE Home Page.

6. Please provide a brief statement about the strategies to increase parental involvement in accordance with section 1118, and upload required documents listed in the Native Star Document Upload Guidance to support Family Engagement. Also refer to tasks for Native Star Recommended Indicator IIIB06; and optional 99 Rapid Improvement Indicators IG02, IG10, IIIB01, IIIB02, IIIB03, IVA09, IVA06, IVA11, IVB04, IVC02.​

See Native Star File Cabinet for plan.

May 14, 2015

  • Fall Open House
  • Monthly Newsletters
  • Monthly PAC meetings various times of the day
  • Holiday Celebrations
  • Open invitation for class observations
  • Sports
  • Child Study Team Meetings
  • Parent/Teacher Conferences
  • Progress Reports
  • Positive Communication to parents

7. Upload in the NS Document Upload a copy of the school's plan for assisting preschool children in transition from early childhood programs, such as BIE's F.A.C.E. or Head Start, Even Start, Early Reading First, or a State-run preschool program, to the elementary school program. Provide supporting tasks for optional Native Star 99 Rapid Improvement Indicators IG10, IVB04, IVC02.

See Native Start File Cabinet for Transition Plan (Title i-A Schoolwide Programs SY 14-15).

May 14, 2015

Copy of the plan is uploaded for SY 15-16.

8. Per Section 1111(b)(1), describe how teachers are included in decisions regarding the use of state academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Provide supporting tasks for Native Star High Leverage Indicators IID09, IIIA07; Recommended Indicators IID02, IID08, IID10; and optional 99 Rapid Improvement Indicators IID03, IID06, IID07.

June 27, 2014:

Teachers analyze and discuss class and student individual data continually.  School year assessments are done to place students in the appropriate level to determine differentiated instruction. Upon analyzation of data, teachers identified the weaknesses where they will begin instruction to improve academic growth. The identified weakness will also assist the teachers in preparing lesson plans, modifying instruction, and differentiating instruction throughout the school year. 

May 13, 2015

For school year 2014/2015, teachers analyzed NWEA data at the beginning of the year to determine grouping of students. This assisted teachers in determining how to present and differentiate instruction to meet the needs of students. Students were grouped according to RIT band for intervention and learning activities. Students who scored at a lower RIT band were given more intervention time in their areas of weakness. Students who scored at a higher RIT band were challenged according to their strength.

On May 7, 2015, Teachers shared all their NWEA data with their colleagues through a powerpoint presentation. Information about struggling students was also disseminated to the next grade level teacher.

Future plans include continuing data share at the end of each assessment period to ensure that students are grouped in a timely manner.

9. Describe activities to meet your SMART Goals and ensure students experiencing difficulty mastering the proficient and advanced levels of academic achievement standards shall be provided with effective, timely additional assistance which shall include measures to (1) ensure that these students are identified on a timely basis and (2) provide sufficient information on which to base effective assistance. (Refer to tasks identified for Native Star High Leverage IIIA07, IIIA31; and other optional 99 Rapid Improvement Indicators IIA03, IIB01, IIB02, IIB03, IIB04, IIB05, IIIA40, IVA06, IVB04, IVC02.)

June 27, 2014:

  • Analyzing data is a continuous task done by teachers to identify school wide trends, intensive students, weaknesses by strands, and attendance factors.
  • Intervention time is built into the school schedule for at risk students in reading and math.
  • Intensive students are also referred to the Child Intervention Team for support in collaborating on an action plan to help the student academically.
  • The teachers determine when reteaching is necessary through formative assessments.
  • Teachers will provide a pre/post assessment in reading and math that is aligned to CCSS.
  • Using the three tier model teachers will collaborate to provide continous support for all student.

 May 13, 2015

  • Analyzing data is a continuous task done by teachers to identify school wide trends, intensive students, weaknesses by strands, and attendance factors.
  • As a group the teachers assessed students using NWEA Benchmark/AIMWeb Reading and Math Beginning of the Year, Middle of the Year, and End of the Year.  Data is reveiwed and utilized for intervention. Using the three tier model teachers will collaborate to provide continous support for all students.
  • Teachers provide a pre/post assessment in reading and math that is aligned to CCSS.  The teachers determine when reteaching is necessary through results using formative assessments.  
  • If student is not responding to current classroom intervention or is having difficulty with behavior, than the student is referred to the Child Study Team. The CST will recommend an alternate documented intervention to be tried for 30 days before considering the student for referral for special education.  
10. Check the programs that are included in the Consolidated Schoolwide Program for meeting the requirement of coordination and integration of Federal, state and local services and programs.
Title IA
SIG 1003(a)
SIG 1003(g)
Title IIA
Title IVb-21st CLCC
Title VI-Rural Education
Title X,C-McKinney-Vento
Title VII, A - Indian Education Act
FACE
Education Program Enhancement
FOCUS
Describe how the school reserves funds (0.5% minimum set-aside) for students who enroll in the school and who meet the definition of living in a homeless situation. Indicate the required set-asides for professional development (10% minimum set aside for schools in school improvement, corrective action, or restructuring) ​and for parental involvement strategies (1.0% minimum set aside).​

June 27, 2014:

For School Year 2014-2015, PSDS will focus on:

1. Homeless situation- Pine Springs Day School will set aside .05% of our ISEP funding to support any families who meet the criteria of  homeless. Notification of criteria and eligibility will be dissminated twice a year through the school's monthly newletter and flyers posted at the school.  


2.  Professional Development-We are required to use 5% of our Title II funds for Indiviudal Teacher Development Plan in areas of reading, math, science, and/or technology. Travel restrictions is limited but accepted with critical missions.

3.  Per our NCA report we have provided training for the teachers in use of the promethean board, with document cameras, and additional time in the computer lab.

May 13, 2015

For School Year 2015-2016, PSDS will focus on:

1. Homeless situation- Pine Springs Day School will set aside .05% of our ISEP funding to support any families who meet the criteria of homeless. Notification of criteria and eligibility will be dissminated twice a year through the school's monthly newletter and flyers posted at the school.


2. Professional Development-We are required to use 5% of our Title II funds for School-Wide Teacher Development Plan in areas of reading, math, science, and/or technology. Travel restrictions is limited but accepted with critical missions. In the summer of 2015, the Solution Tree consultants are scheduled to provide Designing Assessments on-site to all our academic staff. Additionally the district is conducting training in July at a location to be announced in the areas of: assessment, consultancy protocol, curriculum design, and lesson planning.

3. Additional PDs that would benefit the teachers are use of technology training, teaching reading strategies, activities, providing supplemental centers, engaging students, Lucy Caulkins' writing instructions, NWEA trainings in using RIT bands, and using sensory motor intergration in the classrooms.  

Reviewer comments:

SY 2015-2016

5-18-2016

Number 4:  It will be accepted if you include the statement just add this statement in the first box of your column:  District initiatives( deconstructed standards-developing teacher knowledge/skills, developing formative assessments-how do we know students have learned expectations and what do we do if they have or have not, student learning expectations-what are students expected to know and do after being taught objectives, Lesson Plan design and delivery-DOK, student engagement, etc. 

Number 10: McKinney-Vento Homeless funding plan needs to be uploaded into the file cabinet.  Your plan need to include fund amounts, activities, criteria for selecting students, materials.

I am accepting your plan pending your revisions.  I will be looking for your revisions and submission.

Number 10: upload your statement into your McKinney-vento file in your file cabinet.

12.12.14 - Title I report is accepted with conditions. Any school that receives Title I funds is required to set aside .05% for a homeless situation plan. Make sure you have a homeless liason include in your plan.  Also noted are PS's team effort in identifying strategies for academic improvement.  Please submit report as soon as the homeless situation plan is included.

12.13.13 - The Comprehensive Needs Assessment Action Plan is a good document and can be strengthen by adding an additional column which identifies the outcomes of each action.  This action plan speaks only to one data point (student achievement).  Create the same document for the remaining three data points, which are school programs/process data, perception data, demographics data. Note - the school will find that these data points will drive the responses to the remaining questions in this report. Please include additonal information and edit anything posted in questions 2-10.

9.27.13 - What has been identified as PSDS Comprehensive Plan does not suffice a Comprehensive Needs Assesment. Specific results of your assessments still have not been included to fully address a Comprehensive Needs Assessment. Although, the school does not receive additional funds to serve homeless children and youth, the school is still required to set aside .5% of Title I funds and to establish a policy to serve homeless children and youth.  Please revise and return to include Findings from the assessments and establish strategies to address the findings (strengths and challenges that may impact student achievement).

9.25.13 - The process of the comprehensive plan is identified, what are the findings (needs) that your school will focus on this school year 2013-2014?  This would be based off of data from SY 12-13.  The plan describes how the school will achieve the goals it has identified as a result of its needs assessment that is conducted annually, question # 1 is the driver for the rest of the plan, the strengths and challenges in key areas that affect student achievement.  

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