Plan Status: ____New _X_Revised (August, 2009)
MAINE DEPARTMENT OF EDUCATION
NO CHILD LEFT BEHIND (NCLB) ACT
SCHOOLWIDE PROGRAM PLAN
NAME OF UNIT ____M.S.A.D. #19___________ NAME OF SCHOOLWIDE
City, Town, SAD or CSD CONTACT PERSON___Margaret D. Bailey_____
SCHOOL NAME_Lubec Consolidated School_____ SCHOOL/DISTRICT OFFICE__M.S.A.D. #19___
SCHOOL ADDRESS_ 44 South St __ ADDRESS_44 South Street, Lubec, ME 04652__
______ Lubec, ME 04652____
TELEPHONE # __733-5573______________ TELEPHONE # _733-5573 ___
FAX # __733-2004______________ FAX # _733-2004__________________
E-MAIL __msad19@yahoo.com _______ E-MAIL _mdbailey@midmaine.com _____
I HEREBY CERTIFY that, to the best of my knowledge, the information contained in this plan has been developed by an appropriate planning team and has received support of the school board of the unit named above. I have been authorized, as its representative, to submit this plan.
__________________________________ ________
Signature, Superintendent of Schools Date
For Information Call: Return Original and 1 Copy To:
Title IA Office 624-6705
Maine Department of Education
NCLB Clearinghouse
23 State House Station
Augusta, ME 04333-0023
DUE DATE: August 1
SCHOOLWIDE PLAN FORM
Section One: GETTING STARTED
1A. List the names of people and programs represented in the development of this plan. (Each group should have at least one participant.)
|
Schoolwide Program Planning Team Name(s) Parents: |
Stephanie Page, parent/ Board member |
|
Teachers (Certified Staff) include position |
Karen Dunn, HS English |
|
Other Staff |
Marianne Gallant, SpEd Coordinator |
|
School Administrator |
Peter Doak, Principal |
|
District staff |
Margaret D. Bailey, NCLB Coordinator |
|
Title I Staff |
Amy Jackson, Title IA Coordinator |
|
Others (Optional) students, community members etc. |
David Pressley, community member |
1B. List dates of team meetings held to develop this plan as well as proposed future meeting dates.
2007-2008, RUS and AOS meetings included research into local school data, strengths and needs.
All meetings attended by Margaret Bailey (Peggy), some attended by former Superinten-
dent Michael Buckley, Selectman William Daye, Town Administrator Maureen Glidden,
and School Board member Eleody Libby
August – November 2008, An eleven-member committee of community volunteers ( including School
Board member Eleody Libby, Technology Coordinator Laurence Hayward and MSAD #19
Special Ed Coordinator Marianne Gallant, with NCLB Coordinator Margaret Bailey acting
as a researcher for local information) met to investigate the viability of the local high school
and options for the future. Other schools in the area were researched, detailed comparisons
made with local programming and costs, and the information was shared widely throughout
the community. A public vote determined the desire to focus on improving local program-
ming for students. The study showed the benefits available in the PK-12 structure of Lubec
Consolidated School: the ability to share staff across grade levels, to provide professional
development that includes all staff, to be flexible in programming and scheduling, and to take
advantage of local resources.
3-10-09 OK from Board to pursue Schoolwide programming
3-26-09, Peter, Susan, Amy, Peggy – need and feasibility questions
4-15-09, Peter, David, Peggy – responsibilities, timeline
4-27-09, Peter, Amy, Susan, Karen, Terry – review of progress to date, request for additional input,
scheduling of full-day work session
5-12-09, School Board updated on planning progress to date at regular monthly public meeting.
Draft plans given to board members and to members of public, with request for comments.
5-26-09, Marianne, Susan, Amy, Peggy, Karen, review of data, planning progress compared to
rubric provided from MDOE
6-01-09, Draft of plan circulated to all staff with request for review and comments
6-12-09, School Board approved submission of plan to MDOE as soon as budget figures were
finalized
6-15-09, Reviewing of updates of draft plan, Peter, Susan, Amy, Marianne, Karen, Peggy. Copies given
to Juanita and David Pressley for review and comments.
Proposed future meetings:
8-31-09, Schoolwide Planning Committee will meet during the opening workshop day of
the 2009-2010 school year to review plans for program implementation.
The Schoolwide Planning Committee will meet in November, January, and March to review progress on the implementation of the schoolwide plan. A formal evaluation of the program will be held yearly in May. Informal evaluations and adjustments to program implementation will be done as soon as problems are noticed.
1C. Describe how the team will communicate with the school and community.
Schoolwide planning reports will be presented at regularly scheduled School Board meetings.
Notices will be sent home to parents requesting input and informing them of program changes.
The plan will be published on webpage for review and it will be updated upon approval. Over the first year of implementation, staff will be provided additional opportunity for input regarding plan activities at weekly staff development meetings.
Section Two: COMPREHENSIVE NEEDS ASSESSMENT
2A. Describe your comprehensive needs assessment process, including your data sources. Make sure that you have included the needs of all the students in the school (including regular education, special education, gifted and talented, migrant, and bilingual, etc., as well as Title I), with particular focus on the needs of educationally disadvantaged children. How does this data compare with your school’s AYP summary and status reports?
MEA, NECAP, SAT, DRP, DAR, grades 2-12 Gates-MacGinitie tests, observational surveys, and Soar to Success assessments have been reviewed. Dropout rates over the last 6 years, and teacher and administrative input were also included in the review. Continued improvement in test scores over time is documented in many areas, and at most grade levels. This correlates with the school’s improved AYP status.
Need for continued emphasis on vocabulary and reading comprehension in all areas of the curriculum at all grade levels is demonstrated. Students continue to need additional support in mathematics. Additional data collection ability in math, science, social studies is apparent, as is teacher training in the use of data to improve instruction.
1) The comprehensive needs assessment planning process does not include information regarding:
a. Subgroup (i.e. Students with disabilities, economically disadvantaged) data review
Student performance as a whole has been improving over time, but the most recent MEA data still shows middle school Special Education students performing significantly lower in math than the entire student population average, and the state average. There has been a change in instructional staff, with the former high school math teacher moving to the position of middle school math and social studies teacher, and the hiring of a high school math teacher who at one time worked for the district teaching remedial math labs for students needing additional support. The newly hired ½ time Title IA teacher is also a former high school math teacher, and a former Adult Basic Education and GED instructor. She will provide much needed support for middle school and high school students who continue to struggle to meet the standards of the Maine Learning Results.
MEA scores in reading have shown a positive movement at most grade levels in most subgroups. A new research-based curriculum in grades K-3 over the past 3 years, a focus on literacy and differentiation in K-12 professional development, and implementation of Soar to Success as a Tier 2 intervention are showing benefits across the board, with some classes exceeding state averages. Very few students are placing in the Does Not Meet category of the MEAs, but those who are fall into the male, economically disadvantaged, and special education subgroups. These students will truly benefit from the Title IA schoolwide plan, and the intervention of the Title IA literacy specialists and programs to supplement their instruction.
We have begun tracking all students with a single instrument showing data from MEAs, SATs, DRAs, and fall and spring DRP, and Gates-MacGinitie tests. The spreadsheet also includes data relating to student subgroups such as Special Education and Reading Recovery participation. This following of individual students is very valuable because often each subgroup (Special Education, Economically Disadvantaged, e.g.) is too small to be statistically significant and the relevant data is not included on state reports. It will take several years to have sufficient data collected by new assessments to determine correlations to those which have been in place over time. 90% of identified Special Education students are classified as economically disadvantaged, somewhat higher than the 77% of the general population.
See attachment #1 – MEA subgroup data analysis for 2007, 2008, and 2009. Also see attachment #2 -
a copy of a page of the Lubec Consolidated School data assessment summary.
The student dropout rate rose to 7% in 2008-2009 after seeing an improvement to 2.5% in the prior year. 50% of the students who have dropped out in the last four years have been Special Education students. Continued professional development focused on differentiation, the update of training in behavior management for all staff, and alternative instruction opportunities will be employed to meet the needs of those students who don’t learn easily in the typical classroom setting. Inquiry-based instruction will also be a tool used to increase student interest and involvement in learning. The middle school science teacher piloted FOSS curriculum modules during the 2008-2009 school year, and his assessments and MEA testing scores for those students showed improvement in reading comprehension in addition to active class participation in learning. After recent changes in program administration, efforts are being expanded to made to help all students experience success in school at an early age, including making changes in Special Education programming and having SpEd teacher participation in all K-12 schoolwide professional development activities.
b. Curriculum and instruction
Curriculum and instruction have been revised in recent years to address deficiencies noted in the program by failure to make AYP, first in writing, and then in reading. Those problems have been successfully addressed by increased emphasis on long-term coaching and mentoring of staff, the purchase of research-based curriculum materials – Write Source, K-12 for writing, and Houghton-Mifflin Reading for K-3, and Reading Recovery and Soar to Success as Title IA interventions; all combined with K-12 literacy coaching and mentoring. Improving student scores on MEAs have demonstrated the value of these programs.
Students in grades 3-7 are showing improvements in their MEA scores in mathematics. The research-based Everyday Math curriculum has been in place for many years in the lower grades. Weekly coaching and mentoring sessions with former University of Maine professor Richard Paul from October 2007 until May 2009 focused on differentiation, including inquiry-based math projects, for students from kindergarten through high school. Special Education students are benefiting from more inclusion in the classroom, and from a greater understanding of varied techniques of differentiation on the part of classroom teachers. Special Education students at the middle school and high school level still need additional support to bring their math skills up to grade level proficiency. The middle school math teacher hired in the fall of 2008 was a former high school math teacher who began her career in education as a teacher’s aide working with special education students. The high school math teacher, also hired in 2008, has in the past worked in a math lab setting with students having difficulty with math. Those teachers, with the additional support of the newly hired half-time Title IA teacher, who was a math major and former high school math teacher, working with students who are struggling in math, will greatly strengthen the program for all students.
Lubec Consolidated School has had 1-to-1 computing for grades 7-12 since 2001, and laptops for K-12 staff since 2006. The new MLTI re-allocation and buy-out will allow 1-to-1 computing to be extended to grade 5/6. Adaptive technologies are put in place for students when the need arises. Most teachers in grades 2-12 have SmartBoards in their classrooms, and all teachers have access to mobile boards. Special Education resource rooms also have SmartBoards. Online resources abound to supplement textbook instruction and to expand learning opportunities. Teachers have received training to use technology in the classroom from the distance learning director of the Washington County Consortium, from the technology providers, and from the district technology coordinator.
c. Professional development
All teachers and instructional paraprofessionals are highly qualified in at least one subject area. One teacher has expanded her role to teach an additional subject area, has filed a plan, and is taking the few courses she needs to meet the requirements to become highly qualified in that area also.
The coaching and mentoring model of professional development has been used with great success for many years at Lubec Consolidated school. The process has progressed from long-term consultant coaches to in-house mentoring and staff development providers. The improvement in student performance on MEAs and the retention of highly qualified teachers shows the value of this program. Every Wednesday afternoon during the school year, students are released at 2:00 pm, and K-12 teachers and ed techs participate in classes on-site. During the most recent sessions, staff members have focused on vocabulary instruction and improving reading comprehension across the curriculum, differentiation of instruction to meet the needs of individual students, and on assessment, with an emphasis on the implementation of RTI strategies. This on-site professional development program has been provided by a Lubec Consolidated School staff member with extensive training in literacy and assessment. Teachers are provided opportunity for feedback at each session. Subject areas for concentration have been determined by the review of student progress on MEAs and other standardized assessments, areas of concern noted in teacher surveys, and by a literacy audit conducted in 2005 by the Center for Resource Management (CRM) for the Lab at Brown University, in connection with a Title IIA grant for Adolescent Literacy obtained by the Washington County Consortium in conjunction with several other area schools. Other professional development in the past has focused on meeting state-mandated requirements such as the common assessment system.
d. Family and Community Development
At the beginning of the school year parents are invited to contact school personnel whenever they have questions concerning their children’s education. Parents participate in IEPs for Special Education, in student-led conferences, and in parent conferences for all students. High school teachers maintain telephone contact with parents as part of the advisor/advisee program, as do many teachers in the lower grades. In addition, parents of Title IA students participate in a spring parent meeting to discuss program activities, and to express any concerns they might have about the program.
Progress reports are mailed to parents six times a year in grades K-2, progress reports and report cards by trimester in grades 3-8, and quarterly in grades 9-12. Parents of high school and elementary students may receive weekly progress reports upon request. State testing scores are mailed individually to parents. Teachers and guidance office staff are available at any time to meet with parents by appointment, and at the regularly scheduled parent-teacher and student-led conferences.
MSAD #19 is a one town, one school PreK-12 district. Parents have access to administration to address concerns, and additionally, are able to express those concerns during the public comment periods of the monthly school board meetings. Information is posted on the school website for public reference. Parents are members of the school board, members of the staff, participants in review committees, volunteers that provide enrichment activities, and active-fund raisers. Parents and staff members were also on the committee which met from August through November of 2008 to review Lubec Consolidated School programs and performance in relation to other area schools. Information gathered was widely circulated throughout the town, and community input was requested.
e. School context and organization
MSAD #19/Lubec Consolidated School has a vision and mission statement that has been in place
and well-publicized for many years. It has been reviewed and retained over the years:
M.S.A.D. #19 Vision Statement:
To become lifelong learners with knowledge and skills for success in the 21
st
century, all Lubec Consolidated School students will have an opportunity to achieve excellence in education through a cooperative process of learning.
M.S.A.D. #19 Mission Statement:
Our mission is to provide an environment in which our students can receive the highest possible quality of education.
Students, staff members, and community members of M.S.A.D. #19 developed the vision statement through a series of discussions that took place over a period of several years. The process was supported by Maine Learning Results Implementation funding.
With the establishment of the Schoolwide Planning Team, staff members have increased input into decisions on school operations. In addition inviting staff members to team meetings, staff input is sought through survey and requests for proposal review. The school principal, Peter Doak, is a member of the team, and the new district superintendent, Brian Carpenter, is very supportive of the goals of the Schoolwide Plan. The NCLB Coordinator works as a liaison between the district business office and the Lubec Consolidated School staff, and confirms that federal program expenditures match approved program plans.
2B. Describe your school attendance area and factors that may be pertinent to your schoolwide planning.
Lubec Consolidated School is located in a geographically remote rural area which has experienced a great loss of industry and employment in the past decade. Many residents of the area are elderly and rely on fixed incomes. There are a number of home-schooling families in the district’s service area of Lubec and the unorganized territory of Trescott , a few taking advantage of special school programs from time to time. The US/Canadian border is located only a few hundred yards from the school, and the international makeup of the local community is very evident. Many students have close family members living on both sides of the border. Among year-round residents there is a high incidence of self-employment and underemployment, with most work being in the fields of fishing, health care and education. The average attained education level of parents is lower than many areas of the state, 77% of Lubec Consolidated School students are eligible for free lunch. Students and staff at the school are becoming quite technology literate and some residents in the area telecommute for a major part of their employment.
The Lubec area teems with abundant and accessible natural resources which are becoming the focus of a growing eco-tourism industry and are a draw for a large, mostly seasonal, artistic community. The Lubec area is also experiencing the beginnings of a migrant community with non-English speaking children enrolled in local daycare.
2C. Summarize findings of the strengths and weaknesses of your current program as revealed through data analysis
2) There is no data provided to substantiate the strengths and weaknesses
or that the solutions were
researched-based.
Strengths:
a. PreK-12 Art: Student exhibits of excellent work, award-winning staff member, wide-spread community support for the program.
b. Aquaculture: pioneer distance learning program, award-winning staff member, student project success,
wide-spread community support for the program.
c. Technology (6-12 one-one computing, some distance-learning capabilities in place, K-5 computer classes)
allows for expanded course offerings, early college classes, on-line professional development for staff.
(a., b., and c. are all considered effective strategies for dropout prevention in the list compiled by Dr. Jay Smink of the National Dropout Prevention Center at Clemson University, along with Franklin Schargel of the Schargel Consulting Group. http://www.schargel.com/2007/12/17/15-effective-strategies-for-dropout-prevention )
d. Improving standardized scores: data found at state web sites:
http://www.state.me.us/education/mea/edmea.htm
, and
http://www.state.me.us/education/mhsa/school_reports.htm
show that Lubec students have gone from being consistently the lowest performing on MEAs 10 years ago to outperforming many other area schools in literacy.
e. PreK-12 structure (all in one building, ensuring communication among staff and ease of transition
for children).
f. Strong literacy initiative: (see d.),
on-site professional development program has recently been provided by a Lubec Consolidated School staff member with extensive training in literacy and assessment. The program began in 2001 with a three-year project of coaching and mentoring at the elementary level by Dr. Cyrene Wells under a Title IA School Improvement grant, and continuing with Title IIA funds. A project in Adolescent Literacy began at the same time at the high school level under a grant received by the Washington County Consortium. The Adolescent Literacy program has since been expanded to include grades 6-12, and is in a third round of funding, this time under Title IIA. Doris Ray of Norway, Maine is the external evaluator for that project.
g. Community partners:
Lubec Memorial Library – Book Club, RIF, community readers in classrooms, Maine Community
Heritage partner with school and local historical groups
Regional Medical Center at Lubec (RMCL) – School health clinic (with dental screenings), Project
Adventure, Alcohol Abuse Prevention support, day-care partner with Head Start and Pre-K
Maine Coast Heritage Trust: Outing Club support
h. Susan Curtis Camp attendance (summer, 2009) 15 students attended and successfully completed a two-week session. All were invited back for the 2010 season, several for the 4 week leadership training sessions.
(g. and h. both target school-community collaboration, also considered one of the 15 dropout prevention strategies noted by Dr. Smink and Mr. Schargel.)
i.100% of seniors accepted at post-secondary schools (Class of 2009).
j. Upward Bound has actively supported economically disadvantaged students who are working to become the first in their family to attend college. A mentor meets regularly with enrolled students to provide study skills counseling and support. Summer activities and scholarships are also available to participants.
k. Gear-up: A federal program administered through the guidance office enhances student aspirations, provides assistance to economically disadvantaged students who are aspiring to be first time college enrollees. Assistance is given with college searches and scholarships are available for participants.
After soliciting administrative, staff, and parent input to the plan, the following solutions were proposed to begin addressing priority needs:
After reviewing data and soliciting administrative, staff, and parent input to the plan, the weaknesses were noted, and the following solutions were proposed to begin addressing priority needs:
Weaknesses:
The student dropout rate rose to 7% in 2008-2009 after seeing an improvement to 2.5% in the prior year. 50% of the students who have dropped out in the last four years have been Special Education students. A Special Education State Performance Plan review of Lubec Consolidated School data found the Special Education and the general population student dropout rate as the one area needing attention in the Continuous Improvement and Monitoring Program (CIMP). Areas to address to begin correcting that problem, and also to enhance the success of the entire student population include:
a. Lack of alternative programming:
from
http://www.dropoutprevention.org/effstrat/alternative_schooling/overview.htm
:
"The most common form of alternative school operating today to serve youth in at-risk situations is designed to be part of a school district's comprehensive dropout prevention program. The "alternative school" is usually part of the middle or high school program offered to secondary-aged students. The students attending these schools typically are underachieving and usually are deficient in credits to graduate or to be with their same age students. Yet, they desire to stay in school and gain their diplomas, or they have been placed in the school by the court system." National Dropout Prevention Center/Network, Clemson University
Solution proposed: Provide instruction for an alternative education program while implementing changes in the general curriculum to lessen the need for such a program. (Behavior management classes for K-12 staff, part-time in-house counselor, implementation of an aspirations program.)
b. Need for HS electives:
"individualizing the learning experience is an effective educational educational strategy for all students, and especially for students who are at risk of dropping out of school."
Strategies to Help Solve Our School Dropout Problem, Franklin Schargel and Jay Smink, ©2001, Eye on Education Press, p. 171.
Solution proposed: Provide more high school electives through better utilization of schedule and staff time as well as by providing opportunities for community members to share expertise and by funding access to online courses.
c. Materials for Elem. Science, math, and Soc. Studies:
http://serc.carleton.edu/nnn/numeracyprojects/examples/31970.html
Improving Quantitative Reasoning and Inquiry-Based Learning in the Undergraduate Biology Curriculum
University of St. Thomas
"Intellectual development can be facilitated using inquiry-based teaching, which incorporates exercises that encourage students to examine cause and effect relationships, make predictions, and evaluate responses…."
"Research in STEM learning has indicated that an inquiry-based approach to learning lead to greater student engagement, better retention of knowledge, and promotes a positive attitude toward science."
Solution proposed: Purchase of inquiry-based curriculum materials (FOSS kits) for elementary and middle school science programs, up-dated math materials, and the use of traveling trunks for social studies. Increase non-fiction emphasis for literacy in elementary grades to provide materials for science and social studies while still working on reading skills.
d. Foreign language: Needed for students to meet some college admission requirements, also to expand career opportunities for students.
http://www.publicschoolreview.com/articles/29
Benefits of Foreign Language Education
Written by Grace Chen
Published June 21, 2008
"Foreign Language in High School
Cognitive Benefits
While studies prove that the best time to begin foreign language acquisition is at an early age, benefits are still gained when a student immerses him/herself in language studies at an older age as well. While students have an easier experience processing new languages at a younger age, many high school programs provide the instructional support necessary for students to move towards fluency—and even at the high school age, proficiency is still certainly attainable.
As high school students immerse themselves in the study of a new language, research supports that such students often possess "outstanding communication skills, both written and oral," according to Jarold Weatherford. As students immerse themselves in the study of foreign language, they are actually creating a scaffold for learning new concepts that extend far beyond the foreign language classroom. In fact, recent research reported by Rutgers-Camden supports that the study of foreign languages actually fosters a better understanding of a student’s native language.
Collective Benefits
As high school students begin to look towards college and future employment opportunities, the study of a language on a student’s transcript or resume provides insight of intellectual abilities and social awareness. As education consultant Kimberly Stezala supports, "most competitive colleges are looking for applicants with four years of foreign language, in the same language." In looking beyond college, a second language is now a vital requirement for a growing number of careers. Also, according to Weatherford, "many report that their foreign language skills often enhance their mobility and improve their chances for promotion."
Ultimately, the study of a foreign language not only teaches students new communicative skills, but it also provides an enriching learning experience of culture and society. As high school students move beyond the high school classroom, they are faced with the reality that millions of Americans speak languages aside from English. As wisely explained by Rutgers-Camden, "Studying another language, any other language, will help you understand the issues faced by Americans who speak languages other than English, will help you understand the immigrant experience, may help you understand your neighbor, your family, or yourself. And look at the world: America is less isolated […] and the world is more interconnected than ever." "
Solution proposed: Continue to seek foreign language teacher, possibility of sharing with other area schools, and in the interim using computer-based programming such as Rosetta Stone© for students and staff. This would also help prepare for the likely arrival of students whose first language is not English.
http://resources.rosettastone.com/CDN/us/pdfs/Maine - Spanish - K-12 - Detailed.pdf
Rosetta Stone, Version 3 - Spanish, correlation to the Maine Learning Results
All of the above solutions are supported by recommendations from the Maine Dropout Prevention Guide produced in 2006 by William Davis, Leslie Forstadt, and Roxanne Lee of the Institute for the Study of Students At Risk of the College of Education and Human Development at the University of Maine. http://www.umaine.edu/issar/documents/MDPG Complete 05062006.pdf , especially pages 63-63.
e. Remoteness: Expansion of use of distance-learning technology at all grade levels (teacher training needed, as is additional equipment) will supplement limited resources. Additional funding provided to geographically isolated school districts documents the state’s recognition of the hardships incurred by districts in rural areas.
Virtual Education and the Liberal Arts
John Holdren and Bror Saxberg
"virtual education can help ensure that all children have access to a rich, varied, and high-quality liberal arts curriculum, regardless of school size or location. And many students, even in impoverished circumstances, now have access to computers and the Internet outside of school."
Solution proposed: Expansion of use of distance-learning technology at all grade levels (teacher training needed, as is additional equipment) will supplement limited resources.
Section Three: INSTRUCTIONAL PROGRAM
Under NCLB reauthorization, the schoolwide program must:
Ø
Base its instructional program on effective means of improving the achievement of children
Ø
Utilize effective instructional strategies (i.e., strategies that increase the amount and quality of learning time and help provide an enriched and accelerated curriculum)
Ø
Include strategies that meet the needs of historically underserved populations, including girls and women
Ø
Address the needs of all children in the school, but particularly the needs of children who are members of the target population of any component of the schoolwide program
Ø
Provide instruction by highly qualified professional staff
Ø
Assist preschool children with the transition from early childhood programs to local elementary school programs, and
Ø
Provide timely, effective assistance to students who experience difficulty in meeting the state’s standards, including taking specific steps to involve parents in helping their children meet the standards.
3A. List the goals you have determined based on your needs assessment along with the specific changes in the instructional program that will be used to implement the goals you have identified. Have you identified areas beyond instruction such as counseling, aspirations, or other related services?
1) You’ve listed a number of programs, but what are your actual goals?
Lubec Consolidated School goals:
1. To engage all Lubec Consolidated School students in achieving excellence in education through a cooperative process of learning by:
A. Maintaining and improving programs that have been effective in helping students meet the requirements of the Maine Learning Results:
·
Literacy:
Reading Recovery
Soar to Success reading curriculum
Adolescent literacy in all curricula areas
·
Differentiation in every classroom
·
Inquiry-based curriculum materials for science and social studies
·
Online courses
·
Early college classes
·
Long-term professional development support
·
Progress toward the Technology Plan goal of K-12 one-to-one computing.
B. Reinstating and improving areas of supplemental instruction previously cut because of reduced funding:
·
After-school programming
·
Alternative programming
·
Increased hours for tech coordinator
2. To answer the need created by the imminent possibility of incoming migrant students especially in lower grades by:
·
Updating the LAU plan.
·
Providing foreign language training options for staff and students.
3. To improve parent/community involvement by:
·
Formalizing web-site maintenance to ensure greater availability of up-to-date information.
·
Improving online reporting capabilities.
4. To increase the percentage of students who graduate and find post-secondary success by:
·
Implementing a community-wide mentoring program.
·
Contracting through the school clinic for a part-time mental health counselor.
(4. is a long-term goal. In the past a mental health counselor has been available on a part-time basis to students through the on-site health clinic. The Special Ed program coordinator reports that the need remains even though the program has been cut. A Big Brother-Big Sister program was also in place several years ago to provide support for students. This program was also available with Medical Center provided supervision, which is no longer available. The need for a mentoring program remains.)
3B. Describe the specific supplemental intervention and strategies that maintain the integrity of included programs to ensure the needs of the students targeted by those programs are being met.
The following programs will be continued to ensure that the needs of students continue to be met:
·
Reading Recovery
·
Soar to Success
·
PLATO
·
LEXIA
·
Gear-Up
·
In-house professional development
·
Student Health Center
·
After-school tutoring
·
Advisor/advisee program
3C. Describe district support for the schoolwide program implementation.
The district is providing guidance and encouragement by participating in planning sessions for schoolwide program implementation, providing meeting sites, budgetary expertise, research input, and parent and community outreach.
Section Four: PROFESSIONAL DEVELOPMENT
4A. Describe the provisions for training program staff and explain how the professional development activities support program goals.
Staff at Lubec Consolidated School will be involved in the following professional development activities:
Participation in MLTI training programs under new contract.
Access to online resources, including Atomic Learning.
High-intensity coaching and mentoring model in science and technology (RUS grant).
K-12 in-house training in literacy with emphasis on content vocabulary, differentiation, and backwards design (2009-2010 plan will move toward in-depth training in pre- and post- assessment, and data interpretation as it applies to the RTI model.)
Behavioral intervention and management training, including work with Ross Green and Jodi Rosen when their schedules allow, and CPI Train-the-Trainer workshops in the summer of 2010.
4B. How does this training coordinate with other professional development requirements and opportunities?
Washington County Consortium will continue to work with district staff on projects that include a Title IIA Literacy grant with Julie Meltzer, and Technology and Distance Learning as a RUS grant partner. The Consortium has just received a grant to provide behavioral intervention training for schools in Washington County.
The district contract provides generous tuition benefit allowances for full-time staff to support them in developing a greater extent of expertise in their subject areas.
Section Five: PARENTAL INVOLVEMENT
5A. Describe how parents will be involved in the design, implementation, and evaluation of the schoolwide program.
·
There are several parents on the planning team (some in dual roles).· Requests will continue to be made of parents to evaluate programs in relation to their child.
· Opportunities will be provided for parent participation in program offerings.
· Increased consultations are held with parents of students who have not met performance standards.
· Homework help will be provided for parents and students.
5B. Attach the required building parent involvement policy and describe parent activities that implement the policy.
The District Wide Parental Involvement Policy and Parent/School Compact have been updated for the 2009-2010 school year. (Attachment #3) At the beginning of the school year parents are invited to contact school personnel whenever they have questions concerning their children’s education. Parents participate in IEPs for Special Education, in student-led conferences, and in parent conferences for all students. High school teachers maintain telephone contact with parents as part of the advisor/advisee program, as do many teachers in the lower grades. Parents of Title IA students participate in a spring parent meeting to discuss program activities, and to express any concerns they might have about the program.
5C. Describe linkages to other family service programs.
The District Wide Parental Involvement Policy provides the contact information for the Maine Parent Information Resource Center (PIRC)/SPIN (Special needs Information Network) at the Maine Parent Federation. Child Development Services and Vocational Rehabilitation contacts are also made available to parents of children with special needs.
6A. Describe the procedures for measuring and reporting annual student progress.
Students participate in required Maine assessments: NECAP, SAT, and also take the PSAT as sophomores and juniors. To follow reading level progress, students in grades 2-12 are tested with Gates-MacGinitie each fall and spring, and Grades 6-12 are tested with the DRP in both fall and spring.
6B. Describe how the results of the assessment will be used to improve instructional practices.
The entire school staff reviews schoolwide assessment results as a faculty, and individual student results by relational grouping. (A copy of a page of the Lubec Consolidated School data assessment summary, Attachment #2.) This will continue and be expanded upon with additional training. Areas of common difficulty will be addressed through changes in curriculum and instructional methods and materials. Individual students will receive additional attention, not just thorough differentiation of instruction but also through the addition of instructional time provided through tutorial help, and in reading and math labs for older students.
6C. Explain how the school will provide individual assessment results to parents.
Progress reports are mailed to parents six times a year in grades K-2, progress reports and report cards by trimester in grades 3-8, and quarterly in grades 9-12. Parents of high school and elementary students may receive weekly progress reports upon request. State testing scores are mailed individually to parents. Teachers and guidance office staff are available at any time to meet with parents by appointment, and at the regularly scheduled parent-teacher and student-led conferences.
Section Seven: ONGOING PROGRAM DEVELOPMENT (see guidance on page G-6)
7A. Describe provisions for ongoing consultation among the individuals in the planning team (Section 1) concerning the educational progress of all students in the school.
The Schoolwide Planning Team will meet at least three times a year, and more often when needed.
7B. How often will the team review the plan and make adjustments if needed.
The Schoolwide Planning Team will review the Schoolwide Plan at each of its scheduled three meetings per year, and will make adjustments at those times, and more frequently if the need arises.
8A. List the federal and state sources of funding in addition to Title I that contribute to the schoolwide program (i.e., Migrant, Chapter 2, etc.)
Title IIA, Title IID, Title IVA, IDEA, GPA, GearUp
8B. Describe how Title I funds and the funds from other sources will be used to implement the schoolwide program. Include the following major categories: salaries and benefits; instructional materials; parent involvement; professional development; and technology.
Salaries/benefits for teachers, support staff, and student service providers will continue as provided by contract. Additional time will be allotted for technology coordinator, especially during summer months to allow for equipment preparation. Additional tutorial staff will be available as needed and substitutes will be available to allow for necessary teacher participation in professional development.
Instructional materials and supplies will be purchased for:
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elementary and middle school science programs
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up-dated math materials
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traveling trunks for social studies
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increased non-fiction emphasis for literacy
Parent Involvement costs will include postage for letters sent to parents, refreshments provided for parent meetings, and the purchase of literature to provide additional support for parents to work with students at home.
Professional Development will include participation by some staff members in the MLTI training programs provided by the new state contract. Access will also be provided to online resources, including Atomic Learning and software such as Rosetta Stone. A high-intensity coaching and mentoring model in science and technology will be implemented through participation in the local RUS grant. Additional online access to training will be available through the University of Maine’s RUS grant program. K-12 in-house training in literacy with emphasis on content vocabulary, differentiation, and backwards design will continue. The 2009-2010 plan will move toward in-depth training in pre- and post- assessment, and data interpretation as it applies to the RTI model. Behavioral intervention and management training, including work with Ross Green and Jodi Rosen when their schedules allow, and CPI Train-the-Trainer workshops in the summer of 2010 are also part of the professional development plan.
Technology funds will be used to purchase laptops for high school students, and to complete the payment for the purchase of the last round of MLTI computers for staff and students in the lower grades. Equipment upgrades and additional computer peripherals will be purchased, including digital field microscopes and distance technology support. Online subscriptions for instructional and professional resources will be purchased, and required fees paid.
8C. Document that the SWP has adequate funds to effectively carry out the activities described in this plan.
See attached spreadsheet, Attachment #4.
Section Nine: COORDINATION (see guidance on page G-7)
9. Describe how the schoolwide program will coordinate with other programs such as Even Start, Head Start or other preschool programs at the elementary level, or School-to-Work, Perkins or other state programs at the secondary level.
The ½ time PreK teacher is a ½ time Title IA teacher; and the Title IA Ed Tech III is also the acting Adult Ed coordinator. Since Lubec Consolidated School includes the PreK/Head Start program, and the Adult Ed programs on-site, administrators and pertinent staff attend program meetings, and information is shared with other staff members through daily announcements and staff meetings. PreK students attend kindergarten classes for part of the day during the last six weeks of the school year to introduce them to the teacher and to the programming. An additional meeting between the PreK teacher, the kindergarten teacher, and support staff will improve on the ease of transition for students with special needs.
The guidance office implements the Gear-Up program and supports Upward Bound in helping secondary students as they prepare for post-secondary education. Special Education works with the Maine Department of Vocational Rehabilitation to help students with special needs plan for the future. The Career Center in Machias also works with students by providing information on career choices and has funding to assist students in need with costs related to post-secondary education.
Section Ten: TECHNICAL ASSISTANCE (see guidance on page G-7)
10. Provide a list of technical assistance providers who have contributed to the development of this schoolwide plan. Include meeting dates and topics.
Telephone contacts:
4-21-09 Jackie Godbout – other K-12 schoolwide plans, budget planning and reporting
Packet of sample materials mailed and received.
4-28-09 Sandra Snipe, SAD #58 NCLB Coordinator – review of SAD #58 SW activities and budget
procedures.
5-29-09 Jackie Godbout –question regarding IDEA participation in schoolwide budget support.
6-01-09 Jackie Godbout – sent copy of draft plan requesting comments on progress to date.
6-04-09 Jackie Godbout – sent item from financial guidance regarding use of IDEA B funds in
Schoolwide Plan implementation.
6-11-09 Sandra Snipe, detailed discussion of budget planning, and project descriptions and reporting.
6-18-09 Dennis Kunces – questions about the impact of Schoolwide program on other Title programs,
REAP flexibility, and reporting requirements.
11A. Describe when and how implementation of the schoolwide program will be evaluated and adjusted as needed.
The Schoolwide Planning Committee will meet in November, January, and March to review progress on the implementation of the schoolwide plan. A formal evaluation of the program will be held yearly in May. Informal evaluations and adjustments to program implementation will be done as soon as problems are noticed.
1) What data will be used for the evaluation? How will you determine successes?
All Lubec Consolidated School students are being tracked with a single instrument showing year-to-year data on individual students from MEAs, SATs, DRAs, and fall and spring DRP, and Gates-MacGinitie tests. The spreadsheet also includes data relating to student subgroups such as Special Education and Reading Recovery participation. NECAP results will be added after results are received from those tests, beginning in the fall of 2009. It will take several years have sufficient data collected to determine correlations between newly implemented assessments and those that have been in place long term.
11B. Describe the process your schoolwide program will use to annually evaluate progress towards reaching each of the identified goals? When will this take place: How will the results be reported to the school staff, district administration, parents, etc.
A planning form has been set up to follow implementation of schoolwide program activities. This form will be reviewed frequently to ensure that the program remains on track. Staff members will be expected to report on the status of their program responsibilities at each Schoolwide Team meeting. See attachment #5. Dropout rates, graduation rates, and post-secondary completion rates will also be followed for Lubec Consolidated School students. Data will be disaggregated to reflect subgroup performance on a year-to-year basis, and in relation to state target goals.
The Schoolwide Planning Committee will hold a yearly review in early May where those responsible for schoolwide programs will review their activities and progress. Staff input on successes and needs for improvement will be requested prior to that meeting. In May a report on the findings will be made at a school board meeting, and will be shared with parents and community members via web site and a letter sent home to parents. At that time additional input from parents and community members will be sought. Student NECAP and SAT scores will be reviewed by the committee prior to opening of school in September to further fine-tune programs to provide opportunities for all students to meet or exceed proficient levels of achievement as required by the state.
Wpdocs/Kathy/swpformjgrevised
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a. Lack of alternative programming
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a. The program will provide instruction for an alternative education program while implementing changes in the general curriculum to lessen the need for such a program. |
a.1 Implementation a.2 part-time in-house counselor
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a.1 CSC, beginning summer 2009, community mentoring program piloting, 2009-2010 school year
a.3 CPI Train-the-trainer, summer 2010. Ross Green and Jodie Rosen, behavior intervention planning, when their schedule allows. Work with WCC for training. |
a.1,2, and 3 Administration, guidance, Special Education, Schoolwide Team
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a.1 funds for transportation costs and registration fees: $1,800.
a.3 CPI – train 2: $2578 fee, cost of travel and lodging, stipends for those trainees, and for on-site training of other staff members. Rates to be determined for other training. |
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b. Need for HS electives |
b. The program will provide more high school electives through better utilization of schedule and staff time as well as by providing opportunities for community members to share expertise. (Also see e.)
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b.1 Analysis of schedule
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b.1, 2 ongoing |
b.1 Administra-tion, guidance b.2, Administration, technology coordinator |
b.1 Time
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c. Materials for Elem. Science, math, and Soc. Studies
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c. The program will provide inquiry-based curriculum materials for elementary and middle school science programs, math, and for social studies. There will be an increased non-fiction emphasis for literacy in elementary grades. |
c.1 FOSS kits
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c.1 By September, 2010, one to four FOSS kits will be purchased for each grade level to enhance the science curriculum for the elementary and middle school classes.
c.2 In-house trainers and support from Delta Education and other curriculum suppliers will be provided to staff beginning in the fall of 2009, and on-going as new materials are obtained. |
c.1 and 2 Administration, Schoolwide Team, Middle School/Vocational Science teacher, other staff members, local community resources. |
c.1 $600 - $2,500 per FOSS kit. Math materials and supplies will require approximately $500-$900 per class. Many traveling trunks are available for shipping costs only. Costs will vary on resources to create local kits for sharing and for non-fiction reading. |
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d. Foreign language |
d. The district will continue to seek foreign language teacher, exploring the possibility of sharing with other area schools, and in the interim using computer-based programming such as Rosetta Stone© for students and staff. The program will also help prepare for the likely arrival of students whose first language is not English. |
d.1 Search for a foreign language teacher will continue, including cooperatively with districts in the surrounding area. d.2 Rosetta Stone© software will be purchased for use by staff and students. d.3 Update of LAU plan, and consult with other districts in the area familiar with ESL and migrant programming. |
d.1 Ongoing
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d.1, 2, and 3 Administration, Schoolwide Team |
d.1 Advertising costs
d.3 Time for plan revision, possible stipends/travel costs for consultants. |
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e. Remoteness
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e. The program will emphasize the use of distance-learning technology at all grade levels to supplement limited resources due to geographical isolation. |
e.1 Purchase of equipment for staff and student use. e.2 Increased use of on-line resources. e.3 Professional development
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e.1 Ongoing e.2 Ongoing
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e. 1, 2. and 3, Administration, Schoolwide Team, Technology Coordinator, |
e.1 Funds for updated equipment, software and supplies. e.2 Funds for access to online resources. e.1, 2, and 3 Increased contract time for tech coordinator. Fees and travel costs for consultants. Stipends for staff time beyond contract obligatons. |
Wpdocs/Kathy/swpformjgrevised