SCHOOLWIDE PLAN

Edgerton Public School – Elementary (K-5)
Edgerton Ind. School District #581
Box 28, 423 1st Ave. W.
Edgerton, MN 56128

Eligible for schoolwide in 2002-03, 2015-2016 planning year

Schoolwide planning team
	Keith Buckridge, Principal
Londa Dirksen, Title I Teacher
	All elementary classroom teachers 

Ten Elements of Schoolwide Planning

COMPREHENSIVE NEEDS ASSESSMENT
*achievement data from CLASS web site used originally, new data from MDE used
*disaggregation is difficult as we have low student numbers in sub-groups (less than 10 per grade level) which do not show results, except at times in the free/reduced category
*we have further analyzed data using the strands of MCA’s to see which areas are consistently low from year-to-year—we feel this is more helpful for us
*state standards were used, adapted for new legislation/revised standards
*analysis of data used

SCHOOLWIDE REFORM STRATEGIES
*based on the limited amount of meaningful data for the various sub-groups
*state standards/benchmarks placed in Reading and Math for K-5
*increased direct instruction time, particularly for low-achieving students

INSTRUCTION BY HIGHLY QUALIFIED TEACHERS
*all licensed staff members are certified in the area(s) taught
* all non-licensed staff members are qualified, either by two-year education requirement and/or ParaPro Test

HIGH QUALITY, ONGOING PROFESSIONAL DEVELOPMENT
*each licensed staff member has a file to record items for continuing education/licensing purposes
*staff development activities are made available to both licensed and non-licensed staff members

STRATEGIES TO ATTRACT HIGH QUALITY, HIGHLY QUALIFIED TEACHERS
*staff members are included on search committees when hiring new staff
* relatively small turnover of staff, less than 10% per year

STRATEGIES TO INCREASE PARENTAL INVOLVEMENT
*95%+ students have at least one parent attending parent-teacher conferences, many have two parents attending, rescheduling opportunities are given
*interpreters have been used, when needed, very limited use required
*local weekly newspaper features one of the community’s schools each week-we take our turn to promote our school and keep the community informed about activities
*school utilizes website to inform parents
*teacher websites allow parents to know what is going on in the classroom
*parents are encouraged to come to school for scheduled events/informal visits
*a number of events are planned each year which have parents coming to school for fun, non-academic events, such as music programs/concerts, elementary basketball night, physical education demonstrations, math and reading title one activity nights, etc.
*this being a small, rural community, staff members are involved in many community groups and activities and have opportunities to personally get to know parents

PRESCHOOL TRANSITION
*district has a preschool screening program for four-year-olds
*students who are identified “at risk” after the screening are eligible for participation in Early Childhood Special Education program, which is included as part of the Community Education School Readiness class
*the regular Community Education School Readiness class and ECFE program with the parent component, are made available to all district preschool children
*90%+ of students entering kindergarten have been involved in ECFE and/or School Readiness programs
*kindergarten students deemed “at risk” are included in supplemental Early Childhood Special Education services in addition to their regular kindergarten classes
*all programs meet in our building and staff members meet regularly regarding the programs, in both formal and informal conferences
*a kindergarten “round-up” is held each spring, at which time parents and pre-school children come to school to learn about what to expect when entering kindergarten

INCLUDING TEACHERS IN ASSESSMENT DECISIONS
*Aimsweb reading and math assessments are used in grades K-5
*NWEA testing is used in grades 2-5
*Local Testing Resource Person and staff continue to receive training in analyzing AIMSweb and NWEA results and share this information with all staff members at in-service meetings
*staff continues to become more proficient in the use of alternative assessments
*staff will continue to become more informed about data-driven decision making as it relates to instruction and assessment
*MCA data drives instructional needs

EFFECTIVE, TIMELY ASSISTANCE FOR LOW-ACHIEVING STUDENTS
*performance goals, indicators, and performance targets have been developed
*weekly data team meetings include time to evaluate and share information concerning low-achieving, “at risk” students with the classroom teachers
*on-site school psychologist and full time social worker are available for consultation, assistance, counseling as needed
*more regularly scheduled time is required for planning/evaluation as we expand inclusion of LD and ELL students in the regular classroom

COORDINATION AND INTEGRATION OF FEDERAL, STATE, AND
LOCAL SERVICES AND PROGRAMS
*In addition to Title I Staff Development funds, Title IIA funds for professional development will be used to provide training needed for staff members to meet goals, all coordinated with our local Staff Development Plan
*Local programs supplement our aims--motivational speakers for self-esteem and goal setting, and Arts Council programs to help children achieve personal satisfaction (artist-author-in-residence)
*Consultation and counseling by our local school psychologist

GOALS, OBJECTIVES, AND STRATEGIES, AND WORK PLAN TO IMPLEMENT
1.  Students who have MCA reading or math scores in Levels D and P will improve performance on those MCA’s. Our goal is to have students meet the state’s AYP target in reading and math, as determined by performance on MCA’s. A concentrated effort will be made to improve scores on our consistently low-scoring strands.   This will be accomplished through the use of up to date reading, and new math series and expanded use of integrated reading skills through a 3 tired RTI system.

2.  Elementary teachers will become more competent/confident/comfortable in teaching integrated reading and math skills. This will be measured by the number of Level D and P students who have met the state’s AYP target. There will be ongoing training on implementing integrated reading and math. This will be done by representatives/consultants of the textbook companies and/or Best Practices staff.  Local staff members who attend workshops will share their information with all staff.  Teachers are given opportunities to visit other schools to observe instruction.

3.  Our goal is to have students meet the state’s AYP target in Reading/Language Arts and math as determined by performance on MCA’s. Low-achieving reading students in grades K-6 will improve reading performance through participation in our tier 2 or 3 reading instruction.

4.  Inclusion of low-achieving, LD, and ELL students into the regular classroom will continue to be expanded. Title I, LD and ESL staff will assist the classroom teacher in instruction at an appropriate level for individual students. It is our goal to more closely align the standards being taught in the classroom with those being taught to students in sub-groups. Students will show improved performance as measured by weekly monitoring and/or test results.

PROJECTED NEXT STEPS
Reading was up-dated in 2008-2009. We are continuing to develop and improve a three tiered RTI intervention model. It is our goal to continue with the plan as described. If expectations are too high/low, we will continue to make adjustments. This determination will be made by all staff involved.  We implemented a new math series for the 2012-2013 school year.

INTRODUCTION OF THE PLAN TO SCHOOL COMMUNITY
This has been done because all staff members were involved in the consultation, ours being such a small staff.

CONTINUOUS IMPROVEMENT  will be a part of the process, as the goals indicate, and as we look at AYP for our school as a whole.