Stanwood Elementary

Targeted Assistance Building Plan

2018-2019Stanwood Elementary School Stanwood, Washington

TITLE I I

TABLE OF CONTENTS SECTION 1 RESEARCH AND PROGRAM DESCRIPTION

NEEDS ASSESSMENT................................................................................................................3 INSTRUCTIONAL PROGRAM...................................................................................................3 PROGRAM DESIGN PROCESS AND REGULAR EVALUATION OF PROGRAM..................3, 9 IDENTIFICATION OF STUDENTS................................................................................................7 RANK ORDER CRITERIA AND TIMELINES.................................................................................7 ASSESSMENT SCHEDULE..........................................................................................................9 STANWOOD ELEMENTARY TITLE I PROGRAM......................................................................10 BEST PRACTICES AND EFFECTIVE INSTRUCTIONAL STRATEGIES..........................................10 TITLE I INTERVENTION CURRICULUM......................................................................................12

SECTION 2 INSTRUCTIONAL PROGRAM

LIMITED USE OF PULL-OUT INSTRUCTION...............................................................................14 ACCOMMODATIONS FOR MOBILITY FACTORS...................................................................14 COORDINATION AND SUPPORT OF REGULAR CLASSROOM.............................................17 TITLE I PLANNING INCORPORATED INTO EXISTING SCHOOL PLANNING...........................18

SECTION 3 PROFESSIONAL DEVELOPMENT

PROFESSIONAL/STAFF DEVELOPMENT...................................................................................19

SECTION 4 PARENT & FAMILY ENGAGEMENT (PFE)

PARENT AND FAMILY ENGAGEMENT....................................................................................,22 STRATEGIES TO INCREASE PARENT INVOLVEMENT................................................................23 PARENT INVOLVEMENT IN TITLE I DECISION-MAKING...........................................................23

SECTION 5

COORDINATION AND PLANNING..........................................................................................25 TRANSITION FROM EARLY CHILDHOOD PROGRAMS...........................................................25

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TRANSITION TO MIDDLE SCHOOL........................................................................... ...............25 SPECIFIC TRAINING ACTIVITIES FOR PARENTS...................................................................... .26 SCHOOL-PARENT-STUDENT COMPACT............................................................ 27, Appendix

SECTION 6

SCHOOL-WIDE STATUS.............................................................................................................27 SIGNATURES..............................................................................................................................28 TRI-FOLD BROCHURE FOR PARENTS...........................................................................Appendix

Section 1: Research and Program Description

1. Describe how you have used the research on “effective means for improving achievement of children” to create the framework for your program (i.e. cooperative learning, thematic/project-based units, the reading and writing process, authentic learner-centered assessment, critical thinking skills, multiple intelligences, non-graded/multi-age, parent involvement, etc.):

Stanwood Elementary uses the Lifelong Guidelines and LIFESKILLS from the Highly Effective Teaching Framework for character-building and effective instructional strategies, which involves activating multiple intelligences and critical thinking skills and teaching using thematic- and project-based units and cooperative learning.

We have been researching behavior management programs for support in helping us foster a growth mindset, and teach students self-regulating skills as we know that this is a barrier for students being able to demonstrate adequate academic growth. We are planning to reach consensus this Spring, with the hopes of adopting a school-wide program for the Fall of 2019. We use the Second Step Curriculum for helping students improve their social-emotional health and learn ways of responding to social situations in a healthy and appropriate manner. We believe removing behavior barriers will help to build a growth mindset in students and create an environment in which we can better close the achievement gap in academics.

During the 2010-2011 school year, the District Literacy Committee used the following research as a basis for selecting the Journeys literacy program (Houghton Mifflin Harcourt): Best Practices in Literacy Instruction by Gambrell, Morrow, and Pressley; Reading Research in Action by Peggy McCardle; and the Five Dimensions in Teaching and Learning by the Center for Educational Leadership (CEL) at the University of Washington. Teachers, school administrators, and parents came together in the District Literacy Committee to analyze assessment data, look at

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literacy standards and best practices, and consider the needs of our students in order to determine which literacy curriculum best meets the needs of our diverse learners.

Through this process, our school district chose to adopt the Journeys literacy curriculum, which includes explicit, systematic instruction in the areas of reading, writing, language arts, and speaking and listening, and is aligned to the Common Core State Standards. Ongoing work by teachers and staff has been dedicated to further align the Journeys curriculum with our Common Core State Standards, incorporate new technology, such as Smart Boards, and include strategies that help all learners.

Needs Assessment

Our school district and the Stanwood Elementary Leadership Team analyze our students’ demographics, levels of achievement, family involvement, cultures, community strengths and needs, and staffing allocations in making decisions and writing our School Improvement Plan. The team shares the current state and benchmark assessment data with all staff, and we make decisions about staffing, what our students and school need, and how our Title I and LAP funds and other programs will serve our students and school community to make the most positive impact.

We continuously monitor our students’ needs and successes based on benchmark assessments, progress monitoring, and engagement in class and Title I or Learning Assistance Program (LAP) support groups, and we look at what is working and what is not working for our students. We then modify instruction, grouping, curriculum, family engagement, and other components of our program, as needed.

We survey our staff and our Title l/LAP Parents/Guardians each year to determine the effectiveness of the program, we share results with those groups, and we work to make changes in our programs as needed. Both staff and parent/guardians have input into building our programs.

Reading Instruction

Journeys is a comprehensive Literacy Program. The spelling, writing, phonics, reading, and grammar components of the curriculum are all connected. For this reason, all students are exposed to grade-level concepts and stories. It is the premise of the program that in order to bring all students up to grade level and beyond, they must be exposed to their own grade level content for a significant part of each day. Additionally, a key part of the program is that it also differentiates instruction for individual students’ needs through a variety of leveled materials. Teachers and Title I Para-educators incorporate Common Core Learning Standards and academic vocabulary into every lesson.

During the 2018-2019 school year, Stanwood Elementary Teachers K-5 will be in year 7 of implementation of the literacy curriculum Journeys, which is research-validated and is aligned with the Common Core State Standards. Reading,

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vocabulary, phonics, writing, grammar, and spelling are connected to the reading passages. All students receive whole group core instruction at their grade level. In addition, they also receive differentiated lessons at their instructional level during small group instruction. All Stanwood Elementary teachers address the five components of reading (phonemic awareness, phonics, comprehension, vocabulary, and fluency) with these strategies and best practices:

90-minute instruction in whole group and small groups 30-minute instruction in writing, grammar, and spelling Leveled texts Metacognitive reading comprehension strategies Student response to a variety of text Read-aloud, shared, guided, and independent reading Ongoing assessment of all students Intervention and remediation aligned with the core instruction and based on

assessment data

Training in teaching writing was offered to all teachers at a 2013 summer institute by Megan Sloan. Five sessions of training of the Smarter Balanced Assessment Consortium was provided for grades 3rd through 12th, from November 2014 to January 2015. Training using the English Language Art Common Core State Standards was also provided to grades K-2.

A website, Think Central, is provided by Houghton Mifflin Harcourt and can be accessed online by parents and student for assistance with most components of the Journeys curriculum.

This year, Title 1/LAP at Stanwood Elementary offers reading assistance to students who are at greatest risk for not meeting benchmark skills. Most Title/LAP students in reading for grades 1-4 will receive approximately 30 minutes of instruction four days per week. Washington State has made the decision that all students who are in grades K-4th and have not met standard are to receive reading instruction.

Title I and LAP staff provide support for students who qualify using Journeys Intervention lessons, which support the skills and strategies the students are learning in their classroom. These lessons provide additional instruction and use text that is easier to read so students are able to learn, practice, and apply the skills they are learning each week. The goal of the intervention lessons is to close the achievement gap for students who struggle with reading. The Title l and LAP staff also use a program called Really Great Reading to support phonics and decoding skills as we have found these skills lacking in many of our students that qualify for service, and find that they are in need of more practice than what they are offered in their home room.

Instructional decisions are made using assessment data and input from teachers and parents and through careful monitoring of students’ progress in reading. We use AIMSweb progress monitoring probes with our struggling students to show their rate of growth. When rate of improvement on their progress monitoring shows that

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students are not making the progress we expect, we modify their instructional time or try other interventions.

Home Connection

Stanwood Elementary School partners with parents/guardians to develop a cohesive Title l program that is reflective of the community it serves. Parents of Title I students receive frequent reports of their child’s progress and information about how they can support the skills and strategies their child is learning in the Title I program. We get parent/guardian input about the nature of these reports during our PAC meetings, as it is imperative that the reports are easily read and understood by families.

Parents are invited to learn about the Title I Program during our fall Title I parent informational meeting, which occurred on October 17, 2018. Information and resources about the Title I program and ways to help children learn at home are also available during parent-student-teacher conferences, and during many of Stanwood Elementary’s family involvement events, Open House, and other school functions at Stanwood Elementary throughout the school year.

The Title I/LAP Coordinator attends conferences as requested and makes herself available to conference with parents individually during fall and spring conferences, as well as throughout the school year. She also provides information, recommendations, and materials for parents to use with children to support their learning at home. In particular, our coordinator makes an attempt to get to every third grader’s spring conference that is reading below grade level.

Games, tip sheets, parent resources, and coaching for parents to support their child at home are made available to Title I parents at the Fall Title I & LAP Parent Informational Meeting, by request, and at other school events throughout the year. The Title I Building Coordinator makes herself available to parents as needed throughout the year to discuss assessments, Title I entry and exit criteria, ways to support their children at home, and other inquiries parents have. Parents are also invited and encouraged to participate on the District Parent Advisory Council for the Title I and LAP programs at Stanwood-Camano School District. The Title I/LAP Coordinator also attends Student Success Team meetings, IEP meetings, and other meetings when requested.

In order to reach parents who may not be able to attend meetings at school and to share information, tips, and strategies to help children succeed, the Title I/LAP Coordinator sends home strategy sheets monthly for use at home. The Stanwood Elementary website has a link that is attached to electronic and written communication with families throughout the school year. This includes the Title I Parent Policy, Teacher-Parent-Student Compact, as well as the monthly strategy sheets.

One of the reasons we adopted the Journeys Literacy curriculum is because of the strong home connection it has. Journeys has an online support site called Think Central. Parents and their children can access all of the materials online that they

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would see in class. The Title I/LAP Coordinator provides opportunities for parents to be trained on accessing and using the Think Central website at home.

This year, the Title I/LAP Coordinator has hosted a Fall Title I/LAP Informational Meeting for parents on October 17, 2018, and meets with parents by appointment throughout the school year at their convenience. This event and the Coordinator’s availability to meet with families are advertised through invitations sent to each Title I or LAP student’s family, as well as in Title I/LAP and classroom newsletters sent home from the classroom teacher. They are also home with Title I Eligibility Letters and Title I/LAP progress reports. Signs are posted and a newsletter is sent out, which includes a reminder of the Title I/LAP Coordinator’s availability, leading up to, and during conference time, reminding families of the Title I Informational meeting. Teachers also give parents a flyer at conferences for all Title I/LAP, ELL, and other students they think would benefit from the information.

2. Describe the criteria and timelines that you will use to identify eligible students in greatest need (those most at risk of failing to meet the state’s challenging performance standards):

Students are rank-ordered by grade level according to the following reading assessments and teacher input:

GRADE LVL READING ASSESSMENTS

K Really Great Reading Pre-decoding Survey, Letter Name Identification (fall)Test of Early Literacy

1st Test of Early Literacy RCBM (Winter, Spring)

2nd RCBMMAZEMAP Reading 3rd RCBM MAZE

4th RCBM MAZE

5th RCBM MAZE

Title I rank orders are created based on students’ performance on these assessments. Students in greatest need, according to the reading and math rank orders for each grade level, are eligible to receive Title I or LAP assistance. Eligibility letters along with the Parent Involvement Policy, Compact, and other information about Title I/LAP services are mailed to parents/guardians of eligible students in a timely manner. Parents have the right to refuse TitleI & LAP services. Students who qualify under the McKinney-Vento act, who need academic support, are also eligible to receive Title I & LAP services, regardless of where they place on the reading rank orders.

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Please see the following chart of Stanwood-Camano School District’s 2018-2019 Elementary Assessment Schedule to see a complete list of the assessments and timeline.

Stanwood-Camano Schools 2018-2019 Elementary Assessment Schedule

Window Assessment Description

SEPTEMBER WaKIDS K – Administered by Teachers

Tests to be administered

September 14 -27

Tests due Sept. 27

Really Great ReadingK - Untimed Letter Names1- Untimed Letter Sounds w/CVC

words and sight words

Pre-decoding Survey K – AIMSweb TEL (LNF, LSF)1s t –AIMSwebTEL(LNF,LSF,NWF) 2nd - 4th -AIMS Reading ORF, MAZE

Reading Benchmark #1 K – AIMSweb TEN 1s t –AIMSwebTEN 2n d –5t h M-COMP

Sept. 17 – Oct. 12 MAP Reading & Math 2n d

Sept. 14 – 27 2n d Grade State Fluency

2n d –AIMSwebBenchmark#1using accuracy, rate, and phrasing rubric

Really Great Reading

Pre-decoding Survey K - Untimed Letter Names

Reading Benchmark #2 K – AIMSweb TEL (LNF, LSF, NWF)

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Tests to be administered

January 14 - 25

1s t –AIMSwebTEL (NWF)

1s t –AIMSweb ORF

2n d -5t h –AIMSweb ORF,MAZE

Math Benchmark #2

K – AIMSweb TEN

1s t –AIMSwebTEN

1st – 5th - M-COMP

Jan. 14 – Feb. 8 Winter MAP Reading & Math 2 n d

Tests to be administered

May 15 – May 31

Tests due May 31

Reading Benchmark #3

K – AIMSweb TEL (LNF, LSF, NWF)

1s t – AIMSwebTEL(NWF) 1s t – AIMSwebORF 2n d -5t h –AIMSwebORF,MAZE

Math Benchmark #3

K – AIMSweb TEN

1s t – AIMSwebTEN

1st – 5th M-COMP

April 18 – June 5

Smarter Balanced ELA/Math

MSP – Science

3r d – 5t h Online

5t h Online

May 1 – June 15 MAP Reading & Math 2 n d

May 15 – 29 Tests due May 31 2n d Grade State Fluency 2n d –AIMSwebBM#3usingaccuracy, rate, and phrasing rubric

In addition to these assessments, students in K-5 receiving Title I/LAP support in reading and/or math are assessed regularly in the areas in which they fall below standard. This allows the Title I/LAP staff and teachers to monitor their progress and to determine the effectiveness of the interventions they are receiving. This progress monitoring is done frequently, ranging from once per week to once per month, depending upon student need. Additionally, diagnostics assessments may be used to determine students’ specific needs, skills to work on, or curriculums to use with certain learners.

3. Describe how Title I resources will be used to assist participating children in meeting the challenging performance standards expected of all children. What will your program look like/what grade levels will you

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target? What subject areas will you serve? How many students do you intend to serve and, have you considered different structures, such as multi-age, extended time (kindergarten, before- and after-school, summer school) non-graded primary, etc.?

Stanwood Elementary provides additional support for students not meeting standard and who need additional support in reading. The Title I/LAP Coordinator plans for and organizes the Title I & LAP schedules, determines students to be served, teaches small groups and individual students qualifying for services, and directly supervises the Title I/LAP Instructional Assistants as they work with students in the program. The Title I/LAP staff communicates with the teachers and parents of Title I & LAP students about instruction, progress, and concerns. We are focused on serving students in grades K-4 in the area of reading during the 2018-19 school year.

We will serve students in 5 th grade in reading if Title I & LAP resources allow.

The Title I/LAP Coordinator involves the community in supporting learning by partnering with parent volunteers, Washington Tribes, community members, and, when available, Stanwood High School and Middle School volunteers, to provide additional support for students working below grade level in reading. These volunteers are trained and overseen by the Title I/LAP Coordinator. They use the Read Naturally program to build fluency and comprehension in reading, read Journeys Leveled Readers and Decodable stories to practice skills and strategies being taught in their classroom, and play reading games with students. Some of these additional learning opportunities may take place outside the normal school day, from 3:30 to 4:00 PM, in order to provide extended learning time for students in need. In addition to this, we have three retired teachers that work with our Title l students in the area of reading. All volunteers working with children are under the direct supervision of the Title I/LAP Coordinator.

Our district has a summer reading program for all students moving into 4th grade that are not at grade level in reading.

Students in Kindergarten through fourth grade who qualify for Title I or LAP reading assistance receive 30 minutes of additional reading instruction by a highly-trained, qualified reading assistant or a highly qualified, certificated teacher, in addition to instruction from the classroom teacher.

The Master Schedule at Stanwood Elementary is arranged so that students in Kindergarten through fifth grade receive a 90-minute block of core reading instruction. Students are placed into intervention groups at their instructional level, based on assessment and progress monitoring data collected throughout the school year. A flexible grouping format is used, ensuring that children are placed in the appropriate intervention group based on their current, specific needs. Some groups are multi-age, depending upon the specific needs of the students within the group.

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Following the Response to Intervention (RTI) format, students having the greatest need in reading may receive additional doses of Title I or LAP tutoring and some may also receive additional tutoring support with a trained volunteer who is overseen by the Title I/LAP Coordinator.

At Stanwood Elementary, highly qualified reading assistants tutor students in groups of one to five children. Some students receive in-class tutoring, others receive pull-out tutoring, and some students receive both. For certain students, we may provide a smaller group or a 1:1 instructional environment to help them succeed, based on their individual learning needs. Some students receive instruction from their homeroom teacher with support provided through consultation with the Title I Coordinator, along with monthly progress monitoring to determine if further intervention is necessary. Stanwood Elementary offers Title I and LAP reading assistance for students based on data collected through multiple assessments and teacher input. This year, due to budget constraints and legislation for the Learning Assistance Program, Title I and LAP will be serving all students falling below grade level at the Kindergarten through 4t h grade levels. When possible, we also provide reading instructional support to students in 5t h grade who qualify for Title I/LAP services. Due to these constraints, we will not be providing support for math at this time. Title I provides additional support for longer durations for intervention at the primary grades, following the research-based early intervention model.

The Fall 2018 assessments identified the following numbers of students in each grade level as most in need of Title I/LAP support in reading:

Grade Level Fall Caseload # of students Type of Instruction

K Small group pullout, some 1:1

1st Small group pullout, some 1:1

2nd Small group pullout

3rd Small group pullout

4th Small group pullout

5th Not serving at this time

Title I resources at Stanwood Elementary provide for one full-time and two part-time reading assistants. Title I funds are used to purchase student materials for the Really Great Reading BLAST and HD Word programs, SRA Early Intervention , Anita Archer REWARDS, Read Naturally Fluency Program, Houghton Mifflin Harcourt Journeys, and Houghton Mifflin Harcourt Reading and Literacy Toolkits, Really Great

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Reading curriculum, and supplies for intervention groups. Some money is allocated for office supplies. Parent involvement money is allocated to support activities that encourage parent participation at school.

4. Describe the process that you used and the staff members who were involved to create your program design as outlined in #3 above:

Stanwood Elementary’s Title l/LAP coordinator has 15+ years of experience in teaching reading. She has a strong background in the area of phonics and decoding, as well as additional training in helping students comprehend text. Her para-educators that work with her all have their two-year degree or have taken the assessment to be highly qualified to work in this area. Now, all Stanwood Elementary para-educators are highly qualified to work in this area.

We used all staff to help develop the program, as our Title l/LAP program works closely with the rest of the staff to meet the needs of the students and the entire school. Our Leadership Team works together each school year to develop a Master Schedule with intervention times built in to allow for students who struggle to get additional support through Title I and LAP, while not missing out on any core instruction. During the time that students are receiving reading support through Title I and LAP, teachers are working with students in their classroom in small groups, providing independent practice, and providing extensions for students who are at- and above-grade level in reading. In addition to the core instructional program, students who are below grade level in reading are provided with additional support through Title I and LAP. Title I students who are in greatest need are provided a second dose of intervention individually or in small groups outside of core instructional time, as needed and as resources allow. Teachers, staff, and volunteers work together to explore options for providing a second dose of intervention for the remaining students needing additional assistance who are not served by Title I or those students needing a different program or structure to achieve success in reading. Volunteers are trained and overseen by the Title I Coordinator to provide additional instruction for some of these students.

In addition to this, our Title l/LAP staff partners with the district’s Title l/LAP staff and Director to ensure that we are remaining compliant and have thoughtfully considered all possibilities for meeting the needs of students.

●  DeAnn Larson, Title I/LAP Coordinator

●  Staci Lauinger, Stanwood Elementary School Principal, District Title I/LAP Coordinator

●  Kadi Ferguson, Stanwood Elementary Leadership Team

●  Jenny Sepulveda, Stanwood Elementary Leadership Team

●  Kimberly Burt, Stanwood Elementary Leadership Team

●  Jen Collins, Stanwood Elementary Leadership Team

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Section 2: Instructional Program

1. Describe your use of effective instructional strategies that (A) give primary consideration to extended learning time:

Stanwood Camano Title 1/LAP offered an extended learning opportunity for third grade students who were below standard in reading in the spring of 2018. These students received a two-hour small group reading intervention program for six sessions in August of 2018. The summer school (camp) was taught by Title 1/LAP teachers and assistants. Forty-three parents enrolled their child in the Summer Reading Camp. Twenty-eight of the forty-three attended.

(B) involve accelerated, high quality curriculum, including applied learning rather than remedial drill and practice.

All Title 1/LAP students are given multiple opportunities to learn and participate in discussions about reading strategies, using an assortment of high quality materials at all grades:

KindergartenJourneys Intervention and ToolkitSRA Early Intervention in Reading Level 1Really Great Reading BLASTPrimary PhonicsExplode the Code

Grades 1-2Journeys Intervention and ToolkitJourneys Write-in-ReadersPrimary PhonicsReally Great Reading BLASTRead Naturally fluency building

Grades 3-5Journeys Intervention and ToolkitJourneys Write-in-ReadersPrimary PhonicsReally Great Reading HDReading Excellence Word Attack and Rate Development Strategies (REWARDS)Read Naturally fluency buildingRead Works Articles using Common Core Strategies

(C) Minimize removing children from the regular classroom for instruction (i.e. limited use of pull-outs):

Students receive core instruction in reading in the regular classroom. This year all K-4 Title 1/LAP students meet in small pullout groups. This arrangement accommodates space requirements and the classroom teachers’ schedules and preferences.

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(D) make accommodations for mobility factors

When a Title 1/LAP student moves schools within the Stanwood/Camano School District, the original Title 1/LAP assessment documents are sent to the new school and a copy is kept. The Stanwood/Camano district office or the Title 1/LAP teacher transfers all online AIMSweb records electronically. When a student transfers out of the district, copies of his/her Title1/LAP eligibility letter and the AIMSweb assessments are placed in the student’s cumulative file and are sent to the new school.

2. Describe how your program is coordinated with and supportive of the regular program in providing an enriched and accelerated curriculum for eligible children.

Title 1/LAP at Stanwood Elementary provides a supplementary tutoring program in reading (K-5). Title 1/LAP assistants reinforce the same reading concepts, skills, and understandings taught in the regular classrooms. In addition, they use curriculum to teach students phonics, fluency and comprehension strategies. Title 1/LAP tutors communicate regularly with classroom teachers regarding individual student progress.

Each student’s progress is monitored through frequent progress monitoring assessments, and is accessible by each teacher using www.aimsweb.com . A copy of each child’s progress chart and data are also given to teachers near the end of each semester, when a student is being discussed at an SST or IEP meeting, at conference times or as requested. A two-way communication folder shared with teachers by the Title I staff includes student progress and any notes the teacher or Title I staff share about the students being served. Any diagnostic assessments given to the student are also shared with the child’s teacher and Title I/LAP instructional assistant so they can support the child in their specific areas of need.

During the times when Title I/LAP intervention is taking place, teachers work with the students in their classroom who are closer to meeting benchmark standards and those who are above benchmarks in reading and math. This is a time when students are provided with enriched and accelerated instruction. During small group instruction Title I/LAP staff review vocabulary, skills, and concepts learned during the core reading. The Title I staff often pre- or re-teaches vocabulary, skills, and concepts that will be covered in core instruction.

3. Describe how Title I planning is incorporated into existing school planning (i.e., grade level planning, cross-grade planning, professional planning days, 1209 focus, etc.):

Collaboration between each teacher and Title 1/LAP personnel occurs school-wide, within and between grade levels, during common prep times, before and after school, and on Professional Development Wednesdays. The Title I/LAP Coordinator meets frequently with Title I/LAP instructional assistants to provide professional

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development and to support and guide the assistants with planning for, and adjusting instruction, based on individual student needs.

Data-centered collaboration occurs during the ongoing Professional Development Wednesdays, grade-level, and cross-grade-level meetings, Data Meetings, and during Leadership Team meetings.

The Title I/LAP Coordinator gives feedback to the Building Leadership Team for Twin City Elementary, where she gives input in the school-wide system, shares data and information, and gives feedback regarding the school system and decisions made as a team for Stanwood Elementary.

Section 3: Professional/Staff Development

1. Describe the opportunities you will provide for intensive and sustained professional/staff development for certificated and classified staff to ensure instruction by highly qualified professional staff:

Training in administration and scoring of all student assessments are provided each fall by the Title1/LAP reading coordinator.

Stanwood Elementary Title 1/LAP assistants receive ongoing training in best practices in instruction of reading during the Title1/LAP weekly meetings.

Stanwood Elementary Title 1/LAP assistants receive training on Really Great Reading (BLAST & HD).

Stanwood Elementary Title 1/LAP assistants receive training on strategies for teaching kindergarten through 5th grade reading.

Reading assistants have passed the Para Pro Assessment Praxis Highly Qualified Test and are designated as highly qualified instructional assistants.

This year, the District Title I/LAP Coordinators will be attending a class called Motivation, Mindset and Grit in February 2019.

The following notice is shared with parents in a back to school newsletter each year and is on our school’s website.

We are extremely proud of our staff and feel certain that we are prepared to give your child a high-quality education. Parents have the right to request information regarding professional qualifications of their child's classroom teacher(s) or paraprofessional(s). This includes: if the teacher has met state licensing requirements for the grade level and subjects in which the teacher is providing instruction; if state licensing requirements have been waived for the teacher on a temporary basis; the type of college degree of the teacher and the field of discipline for any graduate degree or certificate; and if their child is receiving Title l/LAP services from teachers and/or paraprofessionals and their qualifications as well.

Section 4: Parent Involvement

A school-level Parent Involvement Plan is required of any school receiving 15

Title funds.

1. Describe how you will:(A) provide strategies to increase parental involvement, and specifically, for ELL parents:

Caitlyn Pratt, ELL teacher works closely with the Title 1/LAP Coordinator regarding those students who are ELL.

Eligibility letters are sent home in English and Spanish as needed, though we have an ELL magnet school in our district and the majority of our students needing Spanish written materials attend that school. Parents are communicating with and receive information on the Common Sore State Standards in their native language.

All parents of primary and intermediate students receive the Reading Rockets tip sheets each month. The Title 1/LAP office provides literature from the United States federal government for parents to help their students at home. Parents are given online access to district reading program and resources.

The Title I/LAP eligibility letter is sent home in our English Learner’s home language as needed. Further ongoing communication (Title I progress reports, Title I enter letters and exit letters, etc.) is also sent home in English, as well as in the child’s home language, if possible, and as needed. Our school’s newsletter is sent home in English and Spanish.

Twin City Elementary has a Student Success Team (SST). The Title I/LAP Coordinator, School Counselor, Principal, and teachers serve on the core team. Teachers, parents, or other staff identify students who are struggling with academics, behavior, or social situations, and refer them to the team for support. The parents, student, classroom teacher, and other appropriate staff are invited to meet to discuss solutions to help the student achieve a designated goal in order to succeed. Parents are often provided with ideas, strategies, and training to increase their involvement in the child’s learning at home and to provide them with the support they need to help their child become successful. An interpreter is present when necessary.

Twin City Elementary now has a Title I/LAP blog at tcereading.blogspot.com. The blog is kept up to date with current information, tips, forms, events, and ideas to help struggling students. This blog is an effort to connect with busy parents and families who find it challenging to come in to school, but want to support their children at home, and be informed of the Title I/LAP services their children are receiving. Parents have an opportunity to give feedback and input on the Title I Parent Policy, Parent-Teacher-Student Compact, and other forms via the blog. They also can view video tutorials, access the newsletters each month, and contact the Title I/LAP Coordinator through the blog.

The Title I/LAP Coordinator has served as a member on a team of Twin City staff who are working to learn more about needs of our struggling English Language Learners through research, and to design and implement a language acquisition program to support English Language Learners at Twin City Elementary.

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(B) promote parent involvement in Title I decision making, i.e. involvement on a site council, district parent advisory council, parent/teacher groups, etc.:

Parents of all Title I/LAP students are asked to serve on the Twin City Elementary ParentAdvisoryCouncil. FlyersaresenthomewiththeTitleI/LAPeligibilityletters,the group is advertised in the school newsletter, through personal phone calls made by the Title I Coordinator, and in talking individually with parents. The Stanwood-Camano School District Parent Advisory Council meets several times per year to review Title I/LAP program components the Twin City Targeted Assistance Building Plan, and to

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plan for parent involvement activities. During the 2010-2011 school year, the Parent Advisory Council discussed ways to make assessment information more accessible to parents. They also created activities and games to provide parents with fun, meaningful activities to do at home to help their child succeed in reading. During the 2011-2012 and subsequent school years, the Parent Advisory Council learned about the new district-adopted reading curriculum, and how to support their children at home in reading and math using the related website: www.thinkcentral.com. They also learned how to engage their children at home using strategies that provide deeper levels of understanding and greater percentages of retention. They learned how to apply these strategies and techniques to support their children with homework. This year, the Parent Advisory Council will be held at the building level. The Title I/LAP Coordinator has selected a sampling of parents of students in the Title I/LAP program to give feedback on specific components of the program, including the Compact, Building Plan, and how to improve communication and family support. This is in an effort to accommodate the schedules of families, as attendance at PAC meetings in prior years has declined. We hope this more personal approach will garner more participation and feedback from families.

C) monitor and evaluate parent involvement activities:

At the end of the year all Title I/LAP parents are surveyed for feedback on parent involvement activities for the 2018-2019 school year. During follow-up SST meetings, parents are asked how the activities they implemented worked and if they were helpful. This information is used to decide on further activities that would be helpful for their family in supporting their child. After providing parents with games, activities, or suggestions for working with their child, the Title I/LAP Coordinator asks families how it went and often provides further activities based on this information. Parents and teachers of all Title I/LAP students are surveyed at the end of the school year. This information is analyzed and provides direction for the Title I/LAP program for the next year.

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Section 5: Coordination and Planning

1. Describe your plans for assisting preschool children in the transition from early childhood programs to elementary school programs. (How will you encourage and support students coming into kindergarten from Head Start, ECEAP and other special programs? How will you support and involve their parents?):

Twin City staff and Kindergarten teachers assess incoming Kindergarteners and meet with the parents to explain Kindergarten procedures and expectations and to answer their questions. The Kindergarten teacher meets with the families of Kindergarteners during the first days of school to explain the math and reading programs at Twin City, homework expectations, and our PAX Behavior Program. Twin City staff evaluate all incoming Kindergarteners in the fall, winter, and spring using the Foundational Skills Assessments, WAKids testing, and the Test of Early Literacy. This information is shared with the teacher and with parents upon request, and during conferences, and is used to determine students who might be in need of intervention in reading. This information helps us to provide early intervention as soon as possible at the beginning of the school year for those children who need additional assistance.

We use a systematic transitioning system for communicating special needs to teachers and support personnel as students move throughout grades in our elementary school. We then communicate these needs to the middle schools at the end of the year as students move on to their assigned middle school. Placement cards are created each spring by grade level teams. Specialists and support staff contribute to these cards as well. These placement cards hold information regarding student's strengths and weaknesses as well as whether or not they are receiving special services through Special Education, EL, and/or Title l or LAP. These cards are used to help create classes, and are also used to communicate needs to the next year's teachers and support staff. Beginning in the spring of 2018, elementary schools will share testing information (organized on a rank order document) with middle schools as well. These rank order documents also list special services students received while in elementary school and can be used to look at any given student compared to his/her peers. Files are kept from Title l and LAP for 3 years, and so are available to middle schools upon request.

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2. List specific training activities that will be offered for parents, such as reading and math instruction, family literacy classes, parenting education, nutrition classes, continuing education opportunities, etc.:

Our Title I program includes:

●  Parents of K-5 students not meeting standard in reading and math are offered training and materials for helping their students at home during the Title I/LAP Informational Meeting. This year, the event was held on November

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14t h , 2018 at Twin City. The Title I/LAP Coordinator provides instruction and information to parents.

●  A Parent Resource Library is available for parents to check out books, games, and materials. It is located in the Title I/LAP Office at Twin City Elementary and is highlighted at family events throughout the school year.

●  The Title I/LAP Coordinator has created a blog and continually updates it for families and teachers to access a variety of information, materials, and tips for supporting students who struggle with reading.

●  Monthly reading newsletters are sent to the families of all Title I reading students and posted on the Title I/LAP blog. These newsletters include ideas, activities, suggestions, and tips for parents to help their children become better readers and help to engage children in fun reading activities.

●  The Title I/LAP Coordinator has ordered several free publications from the U.S. Department of Education and has provided them to families as needed. There are many publications available on a variety of topics.

●  The Office of the Superintendent of Public Instruction (OSPI) has many valuable resources for parents. The Title I/LAP Coordinator often provides resources from this site and recommends this website to parents and offers to walk them through navigating the site to find the necessary information.

●  The Title I/LAP Coordinator and Librarian are working together this year to promote reading at home. Flyers and other information will be given to families to encourage reading at home.

●  The Title I/LAP Coordinator makes herself available to attend Parent Teacher Conferences, and meets with parents throughout the year to provide information, materials, and instructional tips to families of students in the Title I/LAP program form reading. Meetings outside the school day are offered either before or after school when necessary, and the Title I/LAP Coordinator stays until 8:00 PM on four nights during fall and spring conferences to accommodate families who need flexible scheduling.

●  The Title I/LAP Coordinator is a core team member of the Student Success Team (SST) and attends all core team meetings, offering data, insight, and recommendations to the team, student, and families who attend, and follows up

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on interventions and decisions made during SST meetings to help students

succeed in the identified goal.● The Title I/LAP Coordinator recruits and works with parent volunteers, training

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them to use the Read Naturally program to promote fluency for struggling students. She schedules and oversees the parents as they work with students, providing tips and support as needed.

3. Each school is required to develop jointly with parents a school-parent compact that outlines how parents, school, staff, and students will share responsibility for improved student achievement, and how the school and parents will build a partnership to help all children achieve the state’s high standards.

Describe how your compact will meet these requirements:

The Teacher-Parent-Student Compact is an agreement between student, parents, and the school. This compact is reviewed each fall with the District Parent Advisory Council and with individual parents. It is published in the Twin City Elementary Handbook and on the school website and Title I/LAP blog for all parents to access at any time throughout the year. The compact is also shared with parents of Title I and LAP students during fall conferences. The compact has also been translated into Spanish to accommodate English Language Learner families. It will be translated to other languages as needed.

Section 6: School-wide Status

1. If eligible to be a school- wide program, what is your rationale of choosing not to become one or to begin the one-year planning process?N/A

2. Describeyourcoordinationwithothereducationalsocial,and/orhealthservices (i.e., ESD 101, Head Start/ECAEAP, DSHS, Family Focus, police (DARE),

Breakthrough, Success by 6, Even Start, etc.):

N/A

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Title ITargeted Assistance Schools Program Application

The purpose of a Targeted Assistance School Program is to provide opportunities to students most at risk of meeting the state’s challenging performance standards in reading.

Assurance: This plan has been developed with the involvement of the community to be served, and the individuals who will carry it out, including teachers, administrators, other staff members and parents at Twin City Elementary School.

I agree with the Title I/LAP Program Targeted Assistance Plan, 2018-2019, for Twin City Elementary School.

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___________________________ , Title I Director (Staci Lauinger)

___________________________ , Principal, TCE (Jennifer Allen)

___________________________ , Title I Coordinator, SST Core Team Member, TCE (Katrina Pickrell)

______________________________ , Teacher ___________________________ , Parent ___________________________ ___________________________

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