2016-2017 flp components 679 district name: …...through the analysis of this data, as well as the...

2016-2017 FLP Components

District Code: 679 District Name: Jasper County

Fiscal Year: 2016

School Name: Washington Park Elementary School - ELEMENTARY

1 - Using school level disaggregated data, identify and explain the areas of need that will be

addressed by the FLP offered at each school:

Core content area(s)

Subgroup(s)

Graduation rate(s)

Note: The LEA must identify the measurable performance goals and outcomes to be met.

The school improvement team for Washington Park Elementary School (WPES) collected and

organized all 2016-17 data related to student achievement. Georgia Milestones Assessment,

STAR Reading, STAR Math, grades, and intervention data were analyzed to identify trends.

Through the analysis of this data, as well as the 2016 Flexible Learning Program data it was

determined that WPES will continue to serve FLP students in the area of reading.

Demographics:

63% Caucasian

24% African American

9% Hispanic

4% Other

Current Enrollment: 556

Special Education Students: 64

Free and Reduced: 86%

STAR READING

Grade Level Pre-test Mid-Year Post-Test Lexile State

Targets

Lexile “Stretch”

Bands

Scale

Score

Percentile Rank

Lexile Scale Score

Percentile Rank

Lexile Scale Score

Percentile Rank

Lexile

2 223 43 BR45 287 54 150 N/A N/A N/A

420-820

3 300 32 180 377 46 365 413 45 440 650

4 427 40 470 500 50 605 560 56 705 740- 1010 5 525 38 635 585 45 750 613 43 790 850

STAR MATH

WASHINGTON PARK ELEMENTARY SCHOOL

2015-2016 FLP Action Research Report

For each of four units of study, students in Grades 3-5 were administered a pre- and post-

Vocabulary Recognition Test.

The overall average increase from pre-test to post-test was 25.7 points.

Grade Overall Average Increase

Third 26.2

Fourth 25.2

Fifth 25.7

Groups were prioritized based on need, with Priority 1 groups having the smallest student-

teacher ratio, and Priority 3 groups having the largest student-teacher ratio.

Grade Level

Priority 3 Overall Average

Increase


Increase


Increase

Third 28 21.5 26

Fourth 24.3 20.5 32.4

Fifth 25.2 21.6 31.5

Grade Level

Pre-test Mid-Year Post-Test

Scale Score

Percentile Rank

Scale Score

Percentile Rank

Scale Score

Percentile Rank

3 501 52 545 57 579 56 4 600 58 643 65 676 68 5 656 54 702 64 720 60

3-5 25.8 21.2 30

2016 Georgia Milestones Assessment Data

ELA Math Science Social Studies

3 Grade Level 1 43% 43% 32% 28%

Level 2 37% 47% 42% 46%

Level 3 17% 9% 24% 19%

Level 4 3% 1% 2% 6%

Level 3/4 20%

Level 3/4 10%

Level 3/4 26%

Level 3/4 25%

4th Grade Level 1 36% 25% 33% 31%

Level 2 39% 49% 39% 46%

Level 3 22% 20% 22% 17%

Level 4 4% 5% 6% 5%

Level 3/4 26%

Level 3/4 25%

Level 3/4 28%

Level 3/4 22%

5th Grade Level 1 27% 35% 31% 26%

Level 2 44% 47% 37%% 58%

Level 3 28% 17% 28%% 9%

Level 4 1% 0% 2% 5%

Level 3/4 29%

Level 3/4 17%

Level 3/4 30%

Level 3/4 14%

STAR Reading Data Analysis

FY15

Grade Level All Students Spring

All Males Spring AA Males Spring Hispanic AA Male and Female

3rd 64% (46%) 58% (38%) 40% (20%) 64% (21%) 46% (37%)

4th 76% (47%) 74% (48%) 58% (25%) 57% (29%) 63% (22%)

5th 70% (48%) 64% (48%) 42% (5%) 18% (18%) 44% (7%) Percent of students at or above Benchmark.

Scores in parenthesis are fall pre-test scores.

Goal 1: Washington Park Elementary School will demonstrate an increase from a score of 5 on

the Achievement Gap portion of the FY15 CCRPI to a score of 9 on the FY 16 CCRPI.

Goal 2: Washington Park Elementary School will demonstrate an increase from a score of 9 on

the Achievement Gap portion of the FY16 CCRPI to a score of >9 on the FY 17 CCRPI.

Goal 3: Washington Park Elementary School will demonstrate an increase from a score of >9 on

the Achievement Gap portion of the FY17 CCRPI to a score >10 on the FY 18 CCRPI.

2 - Describe the multiple educationally related selection criteria by core content area served with

the weighting that will be applied to the criteria per school to determine the rank order list of

eligible students by greatest academic need.

Multiple Educationally Related Selection Criteria

All students (except GAA students) in grades 3-5 were ranked using the following criteria:

Spring 2016 Georgia Milestones Lexile levels, EIP Qualification, RTI data, and retention status.

GAA rankings listed below replaced the Lexile rankings for those students. After academic

ranking was applied to all students, the Federal Rank Order process was applied to identify and

prioritize academically at-risk students to be served by the program.

Washington Park Elementary used the following multiple, educationally related selection criteria

for the first step in selecting students for FLP services in reading.

First Element: ACADEMIC RANKING CRITERIA

Third Grade Lexile Rankings

<99= 7

200-101=6

300-201=5

400-301=4

500-401=2

600-501=2

> 601=1

Fourth Grade Lexile Rankings

< 201=7

300-201=6

400-301=5

500-401=4

600-501=3

700-601=2

>700=1

Fifth Grade Lexile Rankings

< 301=7

400-301=6

500-401=5

600-501=4

700-601=3

800-699=2

>801=1

GAA

Emerging =7 Established = 4 Extending = 0

The weight applied to

promotion/retention was as

follows:

PROMOTED/

RETAINED/PLACED

Retained/Placed= 3 points

Promoted= 0 points

RTI Ranking

Tier 2= 2

Tier 3=3

EIP Reading

Qualified = 3 points

Did not Qualify= 0 points

State checklist used to qualify students for EIP Reading.

******************************************************************************

FEDERAL RANK ORDER I - Student w/ Disabilities, English language learners and

Free/Reduced lunches = 3points

2. Continued: Describe the multiple educationally related selection criteria by core

content area served with the weighting that will be applied to the criteria per school to

determine the rank order list of eligible students by greatest academic need.

Second Element: FEDERAL RANK ORDER

Federal Rank Order I: Students in the following subgroups who are not meeting standards as

identified by analysis of reading data: Students with disabilities, English language learners and

free/reduced price lunch subgroups as funding allows.

Federal Rank Order II: All other students who are not meeting standards, as identified by

analysis of reading data; and if funding levels allow,

Federal Rank Order III: Students who are meeting standards as identified by analysis of reading

data.

Third Element: Documentation

All appropriate documentation for rank order and students served will are maintained and

available for review. The instructional coach will maintain the documentation and data for the

FLP program.

Additionally, any students who are skipped for service whether services are refused or a student

withdraws will be adequately documented. Further, documentation for students who would be

inappropriately served (GAA students) will be adequately maintained.

3 - Describe the scientifically research based strategies that the LEA will implement to ensure

that supplemental academic intervention time is designed to support students meeting academic

performance goals.

Washington Park Elementary will continue to employ the Data Teams process in order to

identify deficits in student understanding prior to and after each unit of instruction. This process

will enable the interventionists to craft specific student learning plans based on individual

student needs (Ainsworth, 2010). Specific learning deficits will be addressed using instructional

strategies which are supported by scientifically-based research. Reading interventionists will be

provided with professional learning for Data Teams, and vocabulary instruction.

3. Research Based Strategy 1: Data Team Process: Start to Finish

1. Examine expectations. Begin with a small time element: a month, unit, chapter, or quarter.

a. Examine the specific expectations for that specific time period (unit, quarter, month,

etc.) by referring to curriculum guide, state framework, and standards documents.

b. Formulate questions.

i. What concepts and skills must students master as a result of your teaching

during this time period (quarter, month, chapter, etc.)?

2. Develop curriculum map.

a. What does your year-long map look like?

b. How will you strategically place/schedule content and concepts during the year so that

students will have optimal time to understand concepts and apply skills?

3. Create a common post-assessment. This will be administered at the conclusion of the teaching

time (unit, quarter, month) based on what students must master (Priority Standards).

4. Administer the common post-assessment BEFORE teaching. At this time it acts as a pre-

assessment.

a. What foundation do students already have?

b. What knowledge, understanding, and skills do students already have about the topic that

they are about to study?

c. Which students are starting absolutely at square one in terms of understanding the concepts

and/or applying the skills?

d. Send pre-assessment data to Data Team leader

5. Go through the five formal and definitive steps of the Data Team process:

a. Step 1 - Collect and chart data.

b. These data are generated from the pre-assessment. The Data Team leader prepares a

simple graph with pre-assessment data, including total number of students, students who are

proficient or higher, students who are not proficient, and percentage of students who are

proficient or higher.

Research Based Strategy 2: Vocabulary Instruction

Research indicates that student achievement will increase by 12 percentile points when students

are taught 10-12 words a week; 33 percentile points when vocabulary is focused on specific

words important to what students are learning. (Requires specific approaches- Effect size = 0.95

or 32 percentile points)

Research Based Strategy 3: Small Group Instruction

Small-group instruction offers an environment for teachers to provide students extensive

opportunities to express what they know and receive feedback from other students and the

teacher. Instructional conversations are easier to conduct and support with a small group of

students (Goldenberg, 1993).

In a recent meta-analysis of the extent to which variation in effect sizes for reading outcomes for

students with disabilities was associated with grouping format for reading instruction, small

groups were found to yield the highest effect sizes (Elbaum, Vaughn, Hughes, Moody, &

Schumm, 2000). It is important to add that the overall number of small-group studies available in

the sample was two.

4. DESCRIPTION OF THE DELIVERY MODEL

The FLP action plan was collaboratively developed by Washington Park Elementary School’s

stakeholders. In addition to 2016 Georgia Milestones Assessment data, STAR Reading data,

Retention data, EIP data, and RTI data will be triangulated to address students’ academic

deficiencies in reading. During collaborative planning time, teachers will use the Data Teams

process to analyze pre/post test data to design and refine instructional materials and practices for

FLP students. Due to the inconsistencies in attendance during prior after school program models,

the intervention services for the FLP will be provided during the school’s activity period to

maximize enrollment and attendance.

The LEA will ensure that the Washington Park Elementary School FLP plan is implemented

with fidelity by monitoring the program through regularly scheduled meetings, walk-throughs,

monthly progress and attendance reports, and the Data Teams process. The FLP program will

provide specific, targeted instruction to address deficiencies as identified through Measures of

Academic Progress (MAP). Targeted instruction will be provided every eight days during the

activity rotation for a total of 45 minutes for all students with instruction based on FLP ranking.

Third grade students are scheduled for activity from 8:40-9:30, fourth grade activity is scheduled

for 9:35-10:25, and fifth grade activity is scheduled for 10:30-11:20. Remediation will be

supplemental to the students’ regular GSE instruction. Every effort will be made to maintain a

ratio of no more than 15:1 per classroom. FLP services will begin August 5, 2016 and end on

May 5, 2017.

FLP instruction is supplemental to the required content area classes, Title I services, remedial

services, and special education services. Students will be provided instruction as part of the

activity rotation. All students will receive art, music, PE, computer lab, Think Tank,

Counseling/Media, Brain Builders (Vocabulary instruction- FLP). FLP students will receive

services every eight days (eight day rotation for activities). During the instructional block,

teachers highly qualified in Early Childhood Education will systematically deliver data-driven

interventions that address student deficiencies. The WPES Instructional Coach, RESA assigned

School Improvement Specialists and administration will work collaboratively with the FLP

Interventionists to ensure that research based instructional strategies are being implemented

consistently and pervasively on the targeted skills. Student progress will be monitored using

formative assessments, a pre/posttest, and the Data Team Process.

FLP Interventionists will progress monitor using the Vocabulary Recognition Task (VRT) in

order to systematically and purposefully plan for instruction that is tailored to students’ readiness

levels and to ensure that students master the targeted standards in a variety of ways. The VRT is

a yes-no task used to estimate vocabulary recognition in a content area (Stahl, 2008) and will be

utilized as a unit pre-test. As a posttest, students will complete the VRT concept map

demonstrating both recognition of the vocabulary word, application of meaning, and lexical

organization. In addition to small group targeted instruction, students will conference with the

interventionist weekly to discuss progress towards the established goals.

Identified FLP students will be in smaller groups with a lower student/teacher ratio. No more

than 15 students will be served in a group.

The Jasper County Title I coordinator participated as a member of the planning team to ensure

that the FLP was in compliance with Title I regulations. The school will work closely with the

district’s Title I director to ensure that all expenditures and activities associated with the FLP

Program are reasonable, necessary, allocable, and allowable under the program requirements.

The school will develop procedures for maintaining all required documentation, for ensuring that

there are controls to prevent fraud, waste and abuse, and that the intent and goals of the FLP are

achieved.

5 - Describe the professional development (PD) that the LEA will provide for the FLP

instructional staff/contractor to ensure that:

Instruction is tailored to the needs of participating students

Instructional strategies are effective in helping at-risk students achieve success

After the analysis of our 2016 Georgia Milestones Assessment (GMA) data, school level

benchmark data, and 2016 Flexible Learning Plan data it was determined that the students

participating in the FLP would benefit from the continuation of targeted vocabulary instruction

that would support students in the acquisition of vocabulary, with a focus on science and social

studies terminology. Although the percent of students scoring at levels 3/4 on the math portion of

the GMA was lower than the percent of students scoring at levels 3/4 on the ELA portion of the

GMA, the team decided that other data (STAR Reading and Math, FLP data) demonstrated the

positive impact of the vocabulary instruction. In addition to the other academic vocabulary

previously taught during the FLP Program, students will also receive support on math

terminology.

Students will receive instruction on targeted vocabulary words that are determined

collaboratively by the content area teachers. The WPES Instructional Coach will provide

ongoing support throughout the school year for the FLP Interventionists on research based

reading strategies that will allow instruction tailored to the identified needs of the participating

students. The School Improvement Specialist and RESA consultants will work collaboratively

with the FLP staff to disaggregate data from formative assessments to identify individual student

deficits and progress monitor students. Professional learning will be adjusted throughout the

program based on student data. All professional learning costs will be taken from Title I, Title

IIA, and State Professional Learning money. This professional development will undergird their

personal knowledge in reading, as well as provide specific instructional strategies for increasing

rigor in daily instruction. Sign-in sheets and agendas for professional learning will be utilized to

document participation of the FLP interventionists, FLP specific professional learning.

Flexible Learning Program (FLP) teachers will be required to receive professional learning on

instructional strategies for reading, formative assessments and progress monitoring. FLP teachers

will participate in professional learning for vocabulary instruction and the MAP program at

Washington Park Elementary School. The training will be provided by the instructional coach.

Continual support will also be provided throughout the 2016-17 FLP program for the FLP

interventionists. Support provided will include how to analyze student data to tailor instruction as

well as how to create reports on progress monitoring.

Training dates for interventionists to be conducted by the instructional coach in the Professional

Learning Room at WPES:

August 2, 2016 -11:30-3:30

September 2, 2016 -12:30-3:30

October 6, 2016- 12:30-3:30

January 3, 2016- 9:00-11:30

6 - Describe the procedures the LEA will implement to ensure that the instructional goals of the

FLP students are aligned with the GSE.

Utilization of the Data Teams Process will allow for the fluid identification of individual student

deficits in reading. FLP students’ learning targets will address students’ individual academic

needs and interventions that will be implemented to increase student achievement in the targeted

area of reading. Interventionists will instruct students based on their individual needs. Instruction

will be adjusted based on results from progress monitoring data collected through STAR and the

Data Team Process.

The district’s analysis of the Georgia Standards of Excellence (GSE) began during the 2011-12

school year with a focus on unwrapping GSE, designing instructional pacing calendars,

alignment of assessment, development of units and designing instruction with GSE. This year,

Jasper County Schools will continue implementing GSE in Reading, ELA and Mathematics.

Washington Park will ensure that instructional goals of the FLP students are aligned with GSE

by collecting and reviewing all lesson plans and units utilized. The principal, assistant principal

and instructional coach will be responsible for the collection and review of lesson plans.

Additionally, school and district administrators will conduct targeted focus walks during

instruction for the FLP on an ongoing basis to ensure that the FLP intervention strategies are

implemented consistently, pervasively, and with fidelity. Lesson plans will document

implementation of research based instructional practices. Ongoing professional development will

be adjusted based on data results.

Attendance records for students will be maintained by the FLP interventionists. FLP students

will not receive a FLP attendance incentive. All students at WPES receive recognition and

incentives for attendance. Attendance incentives are provided through local funds raised by the

school. The school attendance clerk contacts the parents of all students who are absent from

school.

7 - Describe the procedures that the LEA will implement to maximize the enrollment and

attendance of the students with the greatest need for the FLP.

Using the 2016 Georgia Milestones Assessments reading and math data, in conjunction with

school level assessment data (EIP rubrics, STAR Reading, RTI data and retention data), all

students were placed in rank order using multiple criteria to identify the students with the most

critical academic needs. After implementing the academic multiple criteria ranking system, data

was sorted based on at-risk points. Next, the Federal Rank Orders were employed and students

were sorted in each Federal Rank Order and at-risk points were assigned. All students at WPES

will receive supplemental vocabulary instruction. How students are served is determined by their

individual at risk points and individual need.

Student attendance will be monitored through FLP attendance rolls taken by the interventionists.

To guarantee student success, a partnership among the school, parents, and our community is

vital. The FLP utilizes the following means to communicate interventions addressed in the FLP

and to garner enthusiasm and excitement about the interventions. All correspondence and

documents will be translated for English Language Learner families. An interpreter will be

available for all meetings and conferences.

FLP Parent informational letter will be sent home. The letter will describe the FLP and

program benefits, describe the eligibility requirements, and provide contact information

for the school FLP interventionists.

A stakeholder meeting will be held August 3 from 4-6 in the Washington Park Media

Center.

An informational meeting will be held in September to describe the program and answer

any questions concerning the FLP. FLP meetings will be advertised via the school phone

messenger system, listed in the school newsletter, and on the school website.

FLP interventionists will provide homeroom teachers with a progress report for FLP

students for parent/teacher conferences.

8 - Describe the procedures the LEA/school will use to monitor the implementation of the

program and the tracking of all required data (assessment, program cost, etc.). The procedures

must include the person(s) responsible for monitoring the implementation of the FLP plan in the

LEA's schools.

Dr. Shawne Holder, the school’s principal, will serve as the FLP contact person for Washington

Park Elementary and along with the district, she will monitor the fidelity of implementation of

the interventions. The FLP will be monitored by school and district level walk-throughs,

observations and review of lesson plans. Students’ progress and attendance reports will be

maintained by the interventionists.

The district will initiate purchase orders based on program needs and feasibility. The Title I

director maintains all purchase orders and places the orders for needed items. Professional

learning agendas, and sign in sheets, and any other documentation for the FLP records are

maintained in the district office.

On a monthly basis, Dr. Holder and the Instructional Coach, Janne Childs, will analyze progress

monitoring data and facilitate data analysis and conversations with the grade level teams. Data

will be analyzed for effectiveness of the support being provided to the identified FLP students

and any necessary adjustments to the short term action plans (actions that must be accomplished

and barriers that must be removed in order to reach full implementation of the plan).

Guiding Questions for Meetings:

What are implementation strengths?

What actions were taken?

What is the impact on student learning?

What instructional changes need to be made after data analysis?

What is an implementation concern/issue?

Why is it an issue?

What are the barriers?

Dr. Holder will meet with the Better Seeking Team on a monthly basis to discuss the results and

next steps.

9 - Describe the internal controls that the LEA will implement to promote efficiency, assure the

fidelity of the implementation of the LEA's FLP program, and to safeguard assets and/or avoid

fraud, waste, and abuse.

In addition to the school-level monitoring described in Component 8, Mrs. Denise Burrell,

district level Title I coordinator, will monitor the implementation of the program at the district

level and will review all required data. Documentation for the FLP will be filed in the Federal

Programs office.

Internal controls to safeguard assets and/or avoid fraud, waste and abuse include an annual

review of the fraud policy (located on district’s eboard) by all staff members, and an inclusion of

all purchases made with federal funds to the school’s equipment inventory worksheet. Physical

equipment inventories are annually conducted by the school and district.

All expenditures purchased with federal funds must be approved by the district Title I director.

Once the school’s request has been vetted, a purchase order is generated by the Title I director,

and the order is placed by the Title I office. When the item is received, the school attains a

control sticker from the Federal Programs office, labels the item and places it on the school’s

inventory worksheet. At the end of each school year, a copy of the inventory worksheet is sent to

the district office.

10A - List and describe the effectiveness target(s) or overall quantifiable goal(s) of the program.

(What are the measureable outcomes that the intervention is designed to improve?)

Goal 1

Third grade students at Washington Park Elementary school will be at or above 36% on the Georgia Milestones Assessment in English Language Arts on the FY17 administration.

Third grade students at Washington Park Elementary school will be at or above 39% on the Georgia Milestones Assessment in English Language Arts on the FY17 administration.

Third grade students at Washington Park Elementary school will be at or above 42% on the Georgia Milestones Assessment in English Language Arts on the FY18administration.

Fourth grade students at Washington Park Elementary school will be at or above 37% on the Georgia Milestones Assessment in English Language Arts on the FY16 administration.



Fifth grade students at Washington Park Elementary school will be at or above 39% on the Georgia Milestones Assessment in English Language Arts on the FY16 administration.

Fifth grade students at Washington Park Elementary school will be at or above 42% on the Georgia Milestones Assessment in English Language Arts on the FY17administration.

Fifth grade students at Washington Park Elementary school will be at or above 45% on the Georgia

Milestones Assessment in English Language Arts on the FY18 administration.

10B - List and describe the assessment instrument(s) that will be used to measure each program

target/goal.

Common formative assessments will be utilized to monitor the ongoing progress toward

individual student goals. The Data Team process will be employed to analyze data and to help

make adjustments to instructions.

10C - Include a plan/procedure(s) for administering assessment instruments and for collecting

and maintaining data.(A timeline for assessments must be provided. How will the LEA/school

maintain student assessment information to ensure confidentiality?)

Students will be assessed on Measures of Academic Progress (MAP) during the first three weeks

of school. Learning targets will be developed from the data. The data collected will help

determine a student’s growth over the duration of the program. Teachers will progress monitor

after every unit of study in order to systematically and purposefully plan for instruction that is

tailored to students’ readiness levels and to ensure that students master the targeted standards in a

variety of ways. Rank Order I students will conference with teachers quarterly to discuss

progress toward established goals. These files will be compiled and stored in a secure location.

Additionally, the Milestones assessment will be administered spring 2017. Data analysis will

occur immediately upon release of that data. The Jasper County School System utilizes the

SLDS (State Longitudinal Data System) to disaggregate data based on sub-population criteria.

Individual student data will be recorded on the progress reports, as well as in electronic

spreadsheets for aggregate data to be synthesized. To maximize confidentiality of student

assessment data, passwords are necessary to access student data files.

In addition, progress reports will be sent to parents and the district office after each unit of

study..

10D - Include the LEA's/school's data analysis plan. (How will the LEA/school determine

program effectiveness based on the program goals and measurement instruments listed above?)

Students will have individual targets set for the duration of the program based on their baseline

data from STAR Reading and formative assessments.

The district will determine the program's effectiveness based on: 1) feedback from stakeholders,

2) if Washington Park Elementary School decreases the performance gap on the FY 2017

CCRPI.

During the duration of the program, the principal and or district will monitor students' growth on

the monthly reports. If ineffective instructional strategies are utilized, immediate adjustments

will be made. In addition, students will participate in interviews during the program’s duration

and parents will be asked to complete a short survey about the program’s effectiveness.

Interventionists will progress monitor in order to systematically and purposefully plan for

instruction that is tailored to students’ readiness levels and to ensure that students master the

targeted standards in a variety of ways. Upon the conclusion of the school year, individual

student data will be recorded on progress reports as well as in an electronic spreadsheet for

aggregate data to be synthesized. Analysis will include determining if SMART goals for the

Flexible Learning Program were met.

10E - Include a description of the procedures that the LEA/school will implement to collect,

analyze, and report participant feedback.

In order to collect, analyze, and report participant feedback, a survey will be conducted with

stakeholders (parents & teachers) to gather input on the design of the FLP plan, its

implementation, and results. The principal and the Better Seeking Team will aggregate the data

from the parent and teacher surveys and summarize it. Once the data is summarized, the team

will prepare it for dissemination to stakeholders.

The FLP interventionists and Grade Level Data Teams will monitor, gather and analyze their

students’ progress and look for trends throughout the FLP. In addition, the Better Seeking Team

and the district will receive copies of the analyzed date to determine if trends occur.

During the spring, a FLP revision/evaluation meeting will be scheduled to evaluate the FLP for

2016/17. Stakeholders will be invited and encouraged to participate in the school improvement

process. Results of the surveys and students’ progress will be shared with teachers during a

faculty meeting, and other stakeholders during the spring FLP’s evaluation/revision meeting, at

the Title I Annual Meeting in the fall and posted in the Parent Resource Room.

The district will provide guidance to the school to ensure multiple efforts are made to engage

parents in the feedback process (ie. Email, phone call, postal service).

10F - Describe the LEA's/school's plan for informing parents/guardians of participating student's

progress toward the student's academic goals.

Multiple methods of communication will be utilized to inform parents/guardians of participating

students’ progress toward learning goals, including parent conferences, phone calls, parent night

for students to demonstrate what they are learning in the program, attendance and progress

reports, and emails from the teachers.

The instructors or the principal will discuss the students’ learning targets with parents during the

informational sessions. Progress Reports will be sent to parents after each unit of study, and the

principal or the district will monitor the FLP quarterly.

The district will provide guidance to the schools to ensure multiple efforts are made to engage


10G - Describe the LEA's/school's plan for informing stakeholders regarding results of the

program evaluation, effectiveness of the program, and ongoing program improvement(s).

The school will report the results of the program in Parent Advisory meetings, Title I Annual

Meeting and parent nights, school website, data reported in the data room, during the monthly

Central Change Team, the district advisory board, the local newspaper, the school newsletter, the

local school council and through progress reports for the FLP students.

The district will utilize the written summary from the data analyzed by the Data Teams and

Better Seeking Team to determine if and what changes should be made to the program and

record any “ah ha” moments.

During the spring, a FLP revision/evaluation meeting will be scheduled to evaluate the FLP for

2016-17. Stakeholders will be invited and encouraged to participate in the school improvement

process. Results of the surveys and students’ achievement will be shared with teachers during a

faculty meeting, and other stakeholders during the spring FLP evaluation/revision meeting.

Current achievement data will be analyzed by the Better Seeking Team and the district then

shared with stakeholders at Parent meetings, Title I Annual Meeting and parent nights, school

website, reported in the data room, shared during the monthly Central Change Team, the district

advisory board, the local newspaper, the school newsletter, the school governance team (SGT),

and posted in the Parent Resource Room.

The district will provide guidance to the school to ensure multiple efforts are made to engage


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