Title I / LAP Program
Targeted Assistance School Plan
Wilbur Elementary
2013-2014
Title I/LAP Program Application
School:
Wilbur Elementary School
Signature of Principal: ______________________________________
Signature of parent(s) on Title I District Parent Advisory Council:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
District Approval: __________________________________________
Date: ___________________________________________________
Section I: Program Description
I.
General Description
At Wilbur Elementary School, the Title I/LAP Program is comprised of reading and math.
The framework for the Title I/LAP Program at Wilbur Elementary School is based upon a
calm, diversified, sequential, and individualized approach to instruction. The focus of each
student’s program is centered toward the development of skills using a methodology that is
most effective for improving achievement. This includes reading, writing, and math
processes.
II.
Student Eligibility
Teacher recommendations, classroom performance, standardized test scores, and
diagnostic assessments are used to identify eligible students. This assessment procedure is
ongoing, and eligibility is determined as soon as possible.
III.
Entrance Guidelines
A principal, teacher, and/or parent may submit a referral. In September, reading and math
ranking sheets are compiled by the Title I/LAP teacher. This sheet lists all Wilbur students
by classroom. Students are designated points based on standardized test scores, diagnostic
assessments, and teacher referrals. Those students with the most need and, thus, the most
points, are admitted to the program.
IV.
Entrance
Admission and Exiting of Students
Title I Reading
Exit
*Below benchmark on
DIBELS baseline
reading assessment
*Level 1 of Level 2
Washington State MSP
score
*Below grade level on
STAR reading test
*Teacher referral
*Continuing students
*Above benchmark on
DIBELS baseline
reading assessment
*Level 3 or Level 4
Washington State MSP
score
*At or above grade
level on STAR reading
test
*Teacher
recommendation
Entrance
LAP Math
Exit
*Level 1 of Level 2
Washington State
MSP score
*Below grade level on
STAR math test
*Teacher referral
*Continuing students
*Level 3 or Level 4
Washington State MSP
score
*At or above grade
level on STAR math test
*Teacher
recommendation
V.
Student Prioritization
A. Reading/Math
a. For Grades K-6, newly referred students are prioritized by the following
criteria:
i. Below grade level – Determined by STAR Assessments
ii. Standardized test score – MSP
iii. Teacher referral
VI.
Utilization of Title I/LAP Resources
All students who are referred and qualify for the Title I/LAP program will be served.
Scheduling of instruction is determined cooperatively by the classroom teacher and the Title
I/LAP teacher. The program model includes individualized, small group, pullout, or in-class
model.
SECTION II: INSTRUCTIONAL PROGRAM
I.
Curriculum and Applied Listening
Reading (grades K-6)
The Title I reading program is a supplemental program that enhances the classroom
curriculum while providing each student individualized assessment and instruction.
Instruction is presented in interesting and motivational ways that are child-centered,
developmentally appropriate, and promote active involvement.
Math (grades 1-6)
The math program is a pullout model that enhances the classroom curriculum while
providing each student individualized assessment and instruction. Instruction is
presented in interesting and motivational ways that are child-centered, developmentally
appropriate, and promote active involvement.
II.
Extended Learning Time
Strategies for extended learning time include:
Home study activities
Parent information letters
Parent conferences that encourage parent-child study time. Instructional techniques are
suggested to the parents.
After school tutoring, research, study
III.
Instructional Models
Reading: This program utilizes the pullout model. Washington State Title I research
indicates the pullout model is most effective in remediation.
Math: Pullout model used, under the direction of the classroom teacher or Title I/LAP
teacher.
IV.
Curriculum Coordination with Regular Program
An enriched curriculum is coordinated and supportive of the regular program with
supplemental activities that reinforce and accelerate learning and vocabulary development.
V.
Planning Coordination in Existing School Planning
Title I/LAP planning is incorporated into existing school planning through Title I/LAP
classroom planning, scheduling with classroom teacher on weekly basis.
The certificated Title I/LAP teacher is included in appropriate building and staff development
meetings. Common Core State Standards are common denominators for both programs.
Section III: Professional/Staff Development
I.
Commitment
Wilbur Elementary School is committed to sustained professional staff development for
certified and classified staff to ensure instruction by “highly qualified” professional staff.
The Title I teacher has a major focus for continuous training for herself and staff.
II.
Opportunities for Professional Development
District-wide staff development meetings
School-wide staff development workshops
Out-of-district workshops
Technology workshops
Grade level meetings
ESD paraprofessional training
Section IV: Parent Involvement
I.
Description
Wilbur Elementary School has an on-site building plan that was developed and approved by
the Parent Advisory Council. The goal of the Parent/Title I partnership is to increase
parental involvement and participation in promoting social/emotional and academic growth
of children.
School-parent involvement at Wilbur Elementary School includes:
II.
A.
B.
C.
D.
E.
F.
A. Communication
a. An annual meeting is held to explain Title I requirements
b. Regularly scheduled meetings are held throughout the year at flexible meeting
times.
c. A school-parent agreement that outlines how parents, the steering committee,
and students share the responsibility for improved student achievement has
been developed.
d. Parents are involved in an organized, ongoing, and timely way in the planning,
review, and improvement of programs, including the parental involvement
policy.
e. Whenever possible, communication with families of participating children
occurs in the language of that used in the home.
f. Parents of participating children are provided information about programs,
including:
i. School performance profiles and assessment results
ii. A description and explanation of curriculum assessment
iii. The proficiency levels students are expected to meet
B. Training and Providing Parent Education
a. Participating parents are provided assistance in understanding the National
Goals and state content and performance standards.
b. Information is provided that helps parents work with the children (in home
language, when possible).
c. Teachers, principal, and other staff are educated on the value of parents’
contributions and how to reach out and communicate with families.
C. Coordinating and Encouraging Community Outreach
a. Linkages (if applicable) to community early education programs are fostered.
b. Roles for community organizations and businesses in parent involvement
activities are encouraged.
Parental Involvement Strategies
Steering Committee (comprised of parents, Title I reading teacher, staff and principal) formed to
promote and develop activities that will motivate parents to participate actively in home/school
connection activities
Fall open house
Parent conferences
Family fun nights
Informational and training meetings as needed
Steering committee meetings as needed
G. Home reading activities
H. Home School Connection district newsletters
I. District-wide curriculum and task-force committees
In addition, the Title I teacher meets with individual parents for training in techniques to help
parents reinforce reading skills with their children.
III.
District Parent Ad Council
Parent involvement and decision-making is promoted by the formation of a District Parent Ad
Council. Surveys and assessments are used to gather information. Records are kept
documenting the number of parents involved in activities. Surveys are used to evaluate the
existing parent activities. Specific training activities are offered for parents as designated and
promoted by the existing Parent Advisory Council.
Section V: Coordination and Planning
Transition from Early Childhood Programs to Elementary School Programs
Encouragement and support for students and parents coming into kindergarten from local preschool programs is given through the kindergarten readiness screening.
There is also district involvement with the above listed programs.
Coordination With Other Educational Services
ESD 101 provides many services for staff (newsletters, ESD training, various workshops)