BIE Title I Schoolwide Supplemental Report

BIE Title I Schoolwide Supplemental Report

In order to meet the NCLB, Title I, Part A requirements under Section 1114 (b) - Components of a Schoolwide Program, revisions have been made for SY 14-15 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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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 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 Native Star High Leverage Indicators ID10, IID09, IID11; Recommended Indicators IID08, IID10, IF01; and other optional 99 Rapid Improvement Indicators IID03, IID05, IID06, IE13, IF02, IF03, IF04, IF05, IF08, IVB04.

The annual data review, using the comprehensive needs assessment, will be held 1 - 5 June, 2015. Again this year the entire week will be a continuation of the work already completed during the SY14/15 aligning the Common Core State Standards into an accessible and operational curriculum. This will take priority for the next several years.

Our data, obtained through a variety of sources, will be used as a guide in decision-making as it pertains to the curriculum, just as it has in the past. These sources include:

Attendance data still indicates that absences plague the school with regards to individual students, especially in the primary grades. Our social workers regularly (how often?) address this issue with parents and in extreme cases, administrative action is taken.

This year we attempted to reinstate our parent action committee with minimal success, which means that we still need to actively involve parents in other ways in order to meet their needs and make them active participants in their children's education.

Professional development activities occur the week before school starts. This year we will once again concentrate on aligning the Common Core State Standards to our curriculum and the logistics of teaching and learning within that alignment.

2. Provide a 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 such as SIG, BIE Reads, Math Counts, FOCUS, 21st Century Community Learning Center.)

TMES has an extended school day throughout the year. We begin classes at 8:30 and conclude at 3:40. Students begin arriving as early as

7:30 and breakfast is served from 7:55 - 8: 45, allowing each student the opportunity to eat a healthy meal prior to classwork.

Additional time is offered from 7:50 - 8:20 for students in the computer lab and the band room for those students involved in those activities and interests. Other students are housed in the gym as they arrive from home, until they are dismissed to their classroom where many are offered "morning work" as a supplement to their daily work.

TMES offers summer programming during the month of June. Students in grades K-5 are offered the opportunity to attend sessions from 8:00 - 12:00 daily. Grades K-2 receive instruction in both reading and math while students in grades 3-5 chose either reading or math. Recruitment efforts are centered on those students not yet achieving proficiency on selected assessments. Direct instruction programs (Reading Mastery and Connecting Math Concepts) which are research-based are used with students in grades 3-5. Voyager Reading and Math, both research-based supplemental programs, are used with the primary grades. TMES offers after school programming during the school year. Efforts are focused on students that have not completed or are unable to complete work during the school day. In addition, because we are a Title 1 school (identified by State? or BIE?) in need of improvement, supplemental services are offered for nearly 100 students in the areas of reading and math. 21st Century funds are used to offer reading, math, science, choral, and physical activities to groups of students periodically. All of the academic services are aligned to the research-based programs and instructional strategies that are used during the academic school day.

This year we offered two different after school programs for enrichment, beyond that of 21st Century. Turtle Power and One-on-One programs were offered throughout the school year and were a great boost for many of our students who need that extra time to acquire knowledge.

Extended School Year is offered to those students on IEP's that meet the criteria for summer programming. Approximately 25 students are enrolled in the 2014 summer ESY program which runs concurrently with the general education summer program. Services for ESY are extensions of the IEP's that are in place during the academic school year.

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."

4. Please upload to the NS Document Upload a copy of the schools Professional Development Plan for SY12-13 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.)

The Professional Development Plan for SY14/15 starts 27 June - 30 June, 2014 with the Curriculum Committee, Content Area Committee, and administration meeting to discuss the results of the most current Comprehensive Needs Assessment. Through those discussions the outline for upcoming PD will result. PD already set begins 11 July - 15 July, 2014 with a week-long training session on Writing across the Curriculum stressing Native American themes, based on Common Core State Standards (CCSS) and presented by BIE consultants. Throughout the school year we will bring back Common Core Institute (CCI) consultants who have worked closely with our staff for the past two years. They will continue to instruct, guide, and assist with the full implementation of our CCSS curriculum.

5. Upload in the NS Document Upload a copy of the school’s plan that lists strategies to attract high-quality, highly qualified teachers to the school.

Turtle Mountain Elementary School (TMES) ended the 2014/15 school year with a student population of 752 students. These students are assigned to one of 37 general education classrooms. This allows for a classroom enrollment of approximately 20-25 students, though there are some classrooms at 26 students in the upper grades. All teachers assigned to these classrooms are highly qualified in the state of North Dakota. In grades one, two and three, two certified teachers are present in each classroom as team teachers. In addition to the general education staff, there are 11 special education teachers, as well as resource staff in the areas of music, physical education, technology, culture and guidance. TMES also employees 14 general education instructional para-professionals and 10 special education para-professionals. The resource staff are all highly qualified for the positions in which they are working. It is clear that TMES supports teachers when creating instructional opportunities. Belcourt School District (BSD) #7 employees are involved in contract negotiations but it is assumed that they will once again be offered a raise for the upcoming school year. BIE employees remain on a government freeze of salaries.

The BIE has decided to continue to utilize the performance evaluations of teachers which include a critical element that requires BIE staff to show evidence of positive progress of the students assigned to the staff member. This specific Critical Element was drafted by the teachers and agreed to by the BIE union members. It is the responsibility of the BIE staff member to arrive at their annual review with data that is reflective of the progress that has been made by students on the respective staff member's caseload or classroom roster. A score of five on all elements entitles staff to a pay increase while a score of less than three can be used to deny a pay increase to a BIE employee.

While the BSD #7 has not yet included a similar element to their evaluation system, it is common for BSD #7 staff to present the data related to their students in a manner that reflects the BIE practice. BSD #7 staff are eligible for incentive awards that can be based on the outstanding performance of students. BSD #7 offers one of the most competitive salary and benefit packages in the State of North Dakota. BSD #7 policies have been put in place that support teachers when working on advanced degrees and/or when working with other organizations/agencies that could further their effectiveness in the school. Opportunities for on-site professional development are abundant.

The Human Resource Officer posts position openings on local, state and national sites. Efforts to recruit are ongoing and occur both in and out of state.

The 2013/2014 school year found TMES with two retirements that involved two classroom instructors. This is evidence of the commitment of staff to the school.

Teachers new to the school are assigned a mentor that has at least three years of experience in the building and is holding a position similar to that of the mentee. Many have also completed mentor training. This practice has ensured that new staff have a "go-to" person who can support them in their efforts. This will also positively impact the ability of new staff to effectively teach in our school.

6. Upload in the NS Document Upload a copy of the school’s plan that provides strategies to increase parental involvement in accordance with section 1118, as well as other required documents listed in the Native File Cabinet 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.

Our Parent Action Committee that had disbanded the previous year, was reinstated but with much less participation. Parents who work outside of the school setting are reluctant to get involved without some form of financial reimbursement. Parental involvement continues to be one of our top issues. We would like to have parents attending and involved without compensation, however we also realize that this is a difficult practice to break. We are currently researching methods and ideas to promote parental involvement in areas much like ours.

7. Upload in the NNS 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 Native Star Indicators IG10; IVB04; IVC02.

TMES has partnered with the local Head Start for the last 14 years to create opportunities that allow for smooth transitions into kindergarten. Our efforts include an informational session for parents in the spring of the four year old Head Start program, a Kindergarten "Round Up" for parents and students in April, Head Start visitations in the kindergarten classrooms in May and a Back-to-School day that includes an open house and the opportunity to visit classrooms and meet the staff. School representatives meet each Spring with Head Start staff to discuss incoming students who will be enrolled at TMES for the following school year. This allows for a smoother transition for all students, but especially those with special needs.

BSD #7 has successfully added preschool services to the district. The local school board has set aside sufficient funds to fund a district operated preschool. Recent data collected indicated that there are more than 100 four year olds on the reservation that are on a Head Start waiting list. This will help to address the four year olds who have not enrolled in Head Start because of a parent choice. We believe that, as a district, we need to reach out to this population and assist them in finding preschool services.

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.

All instructors within the system are involved in grade level team meetings three times weekly to discuss student acheivement data and the implications of said data. Plans evolve for individual students as well as small groups of students needing similar revisions, re-teaching, or interventions. Students needing further assistance are assessed by a variety of professionals depending on the intervention(s) needed. Instructors are always included with the design and implementation of each plan for students within their classrooms.

9. Describe activities to 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, IIB06, IIIA40, IVA06, IVB04, IVC02.)

Turtle Power and One-on-One tutoring programs are brought in to assist students in the areas of reading, language arts, and math. These programs meet after school Monday - Thursday from 3:40 - 5:15 and utilize certified instructors. Students may attend one or more sessions per week. Students who are struggling are encouraged to attend and progress is submitted to each student's classroom instructor as well as the head of each program. Tutoring is provided throughout the year, beginning in Sept., and students may graduate out of the program or be added at a later date, whatever is deemed most appropriate by the student's classroom teacher and other staff members. Students are identified through the NWEA BOY (Sept) and MOY (Dec) results and evaluated using the NWEA EOY results. Efforts to remediate students in the bubble area (most likely to move into the Proficient category as identified through the Dynamic Reports: Grade by RIT portion of NWEA) are a high priority.

Other evaluative methods are used to identify students, such as daily and weekly DIBELS, Smarter Balance state test, teacher observation, pre- and post-tests, unit tests, and teacher generated tests.

Time is set aside in each classroom schedule entitled Tier II. This time is used to remediate students who are identified on a daily basis as needing extra assistance. Tier II is 30 minutes every day and the student grouping changes daily.

More in-depth services are offered through our Special Education program. Services include Learning Disability, Trainable Mentally Handicapped, Educable Mentally Handicapped, Speech and Hearing, Loss of Hearing, and Emotionally Disturbed classrooms. These services are provided from the 1st day of school for some, while others enter the programs throughout the year. IEPs are adhered to strictly and parents are involved in all aspects of their child's education.

This is the same as question 2, but needs a different answer.

TMES has an extended school day throughout the year. We begin classes at 8:30 and conclude at 3:40. Students begin arriving as early as 7:30 and breakfast is served from 7:55 - 8: 45, allowing each student the opportunity to eat a healthy meal prior to classwork.

TMES offers summer programming during the month of June. Students in grades K-5 are offered the opportunity to attend sessions from 8:00 - 12:00 daily. Grades K-2 receive instruction in both reading and math while students in grades 3-5 chose either reading or math. Recruitment efforts are centered on those students not yet achieving proficiency on selected assessments. Direct instruction programs (Reading Mastery and Connecting Math Concepts) which are research-based are used with students in grades 3-5. Voyager Reading and Math, both research-based supplemental programs, are used with the primary grades. TMES offers after school programming during the school year. Efforts are focused on students that have not completed or are unable to complete work during the school day. In addition, because we are a Title 1 school in need of improvement, supplemental services are offered for nearly 100 students in the areas of reading and math. 21st Century funds are used to offer reading, math, science, choral, and physical activities to groups of students periodically. All of the academic services are aligned to the research-based programs and instructional strategies that are used during the academic school day.

10. Check the programs that are included in the Consolidated Schoolwide Program.

Describe how the school reserves funds 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% or more for schools in school improvement, corrective action, or restructuring).

For the SY13/14 we had no students who met the definition of living in a homeless situation. We do however have funds from the McKinney-Vento Act for the Homeless that are used to assist with educational opportunities for disadvantaged students and can be ear-marked (what percentage) for specific homeless stituations as they arise.
Professional development funds are utilized to bring the instructional staff back to work prior to their contract start dates for intensive training which these past years has been focused on aligning and implementing the Common Core State Standards with and into our curriculum. This CCSS training will remain our focus until the instructors and administrators are comfortable with its implementation within our curriculum.

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