Component 2 Title I Schoolwide Plan

2    1114(b)(1)(B) Requirement:  Schoolwide reform strategies

Evidence:  Scientifically based research strategies are based on identified needs and designed to raise the achievement level of all students on content standards and address how the school will determine if such needs have been met.
  

2.1    Needs assessment data have been used to identify instructional strategies for demographic groups including migratory children.    Needs assessment data have been analyzed and used for prioritizing core academic decisions.    Needs assessment data are reviewed regularly, analyzed and tracked over time to ensure proficient and advanced levels of achievement. 

This section contains examples of assessment data that we have used to track student achievement. An example of an analysis is included to show how data is used. Further examples of assessment data can be found in section 1.1 of this document.

Comparison of Total Reading and Math Scores 2000-2001 through 2003-2004 Analysis of State Standards 2003 for Grades 4, 8, and 11 Success For All Quarterly School Snapshot with intervention strategies

Taken from 2004 Whole School Assessment using the NAHPLC dimensions. Dimension 8:

Aligned Assessment p. 67-68: the school implements assessment requirements are dictated by external authorities...Classroom teachers use assessments developed by curriculum providers and those dictated by external authorities... multiple forms of assessment are used to determine how well students are meeting content and performance standards. Assessment results are available to school staff... Findings are...disaggregated and used to change instruction and programs or improve reform efforts. Assessment data are used to continuously improve the content and delivery of core subjects and to address the other factors that impact high performance. Teachers decide on their professional development activities and are encouraged to seek outside support as necessary. Teachers have time for common planning during the school day.

     

2.2    The scientifically based research strategies provide additional assistance to students failing to make progress on the standards.     The scientifically based research strategies provide additional assistance to targeted populations and individual students failing to make progress or at-risk of failing to make progress on a timely basis.    Multiple strategies based on scientific research are used to provide additional assistance to identified needs of targeted populations and individual students failing or at-risk of failing to make progress on standards as well as students moving toward the advanced levels.

Both Expeditionary Learning and Success For All are based on scientific research that target at-risk populations. Included in this section is a summary of the research to support these programs. Also included is a summary of the research to support the Multi-Level Family Groupings at the Middle School level. Taken from 2004 Whole School Assessment using the NAHPLC dimensions. Dimension 5: Literacy and English Language Development p. 41: High School teachers work as teams on reviewing effective practice and have ongoing professional conversations to review new research.
       

2.3    The plan includes strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at-risk of not meeting the state standards and addresses how school will determine if such needs are being met.    The plan includes strategies to address the needs of all children in the school through counseling, student services, and mentoring; particularly the needs of low-achieving children and those at-risk of not meeting the state standards.    The plan includes strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state standards through counseling, student services, mentoring, and innovative teaching methods such as applied learning and team-teaching strategies and/or the integration of vocational and technical educational programs. 


Our high school and elementary counselors meet with students on a regular basis to provide needed services and support. Our Red Road Project allows high school students to mentor elementary students and provide a model for a drug and alcohol free life.

We also have an Alternative Classroom for students that need more focused attention in order to succeed, a Behavior Disorders classroom, and a Life Skills class for extremely low-achieving students requiring education that will serve them in their future lives.

In addition, it has been determined that Cultural Spirituality is an important facet to all students, including those at-risk, and our school has incorporated those themes into classroom instruction.

Included in this section are examples of an Expeditionary Learning Entrepreneurial class which includes Expeditionary Learning, team teaching, and the integration of vocation and technical education.

Also, the following narratives and/or documentation is provided to show our commitment to all learners and innovative teaching methods: Learning From the Ancestors
SFA Math and Reading
Learning with Objects
SFA Tutoring
Family Support
Red Road Project

Taken from 2004 Whole School Assessment using the NAHPLC dimensions. Dimension 2:

Spirituality p. 17-18: The school teaches some classes in culture, although not integrated into the entire curriculum. Heritage language is taught...there are some formal links between the administration of the school and the tribe. The school supports...traditional events. The school has staff who integrate tribal values into their classrooms. The school has some activities that encourage student leadership. Elders are asked to participate in special events. Efforts to support students in a long-term personal visions and their connection to their spirituality are evident. The high school encourages every child to respect and honor his or her heritage...curriculum integration is evident in some classes and through some special projects. Elders and tribal experts share knowledge and experience...There are invitations to elders and tribal leadership to participate in the design of projects. Information from the school is shared with tribal leadership...The high school has an organized time to observe tradition and special events.

 

THE COMPONENTS OF OUR SCHOOLWIDE PLAN



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