ED-02401-06
DUE: 9/1/14
School Year 2014-2015
GENERAL INFORMATION AND INSTRUCTIONS: The information on this report is a requirement of Public
Law 107-110, the No Child Left Behind Act of 2001. All 10 components must be addressed in order to be considered. Please complete an application for each Title I SW P school and upload the document with the
ESEA application. Contact Noemi Trevi ño at 651-582-8233 or noemi.trevino@state.mn.us
.
Choose one and enter year.
Original planning year:
Implementation year: 2014
Enter grade span for each level included in your plan.
Elementary School:
Middle School:
High School:
PreK-6
District Name:
Superintendent Name:
School Name:
Principal:
Telephone:
Address:
Fertile-Beltrami
Brian Clarke
Fertile-Beltrami Elem.
Nathaniel Messick
218-945-6953
210 Mill Street South
District Number:
Superintendent E-mail:
School Number:
Principal E-mail:
Fax:
City: Fertile
0599-01 bclarke@isd599.org
0599-02 nmessick@isd599.org
218-945-6934
Zip: 56540
Enter current building-level student demographics by percentage of total.
American Indian:
Asian:
Black:
Hispanic:
White:
Limited English Proficient:
Special Education:
Free or Reduced-Price Lunch:
0.4%
0.0%
2.9%
2.9%
95.9%
0%
14%
35%
Title I Schoolwide Coordinator Name: Jason Allrich
Coordinator E-mail: jallrich@isd599.org
Coordinator Telephone: 218-945-6953
Coordinator Address:
Coordinator City:
210 Mill Street South
Fertile
Coordinator Zip: MN

1. Executive Summary of Schoolwide Program (SWP) Plan. Provide an overview of your school. Include enough information for the reader to become acquainted with the SW P plan.
Fertile-Beltrami Elementary School, which is operating the SWP, has an enrollment of 243 students. The school’s enrollment has been steady if not increasing the last few years resisting the trend of many districts battling declining enrollment. The district’s percent of students on Free and Reduced Lunch has decreased again this past year, from 45% in 2012, 39% in 2013, and now 35% in
2014; Special Education percent of student population has also declined to 14%. This data illustrates the added responsibility the district has to serve this population of special education and FRP student counts.
Fertile-Beltrami has again made adequate yearly progress in its elementary last year. Fertile-Beltrami Elementary reading scores dropped, but comparison to previous years’ scores should not be made due to the updating of the state test. Fertile-Beltrami will be working to further prepare its students for the expectations of the updated tests.
Fertile-Beltrami is dedicated to ensuring the educational success of all students, and has been taking measures to reach proficiency for all students. These measures include reviewing practices and evaluating needs for changes/additions to the instruction of literacy. The basis for these changes and additions has been data from multiple resources used to identify individual areas students need improvement.
Fertile-Beltrami will continue to develop the understanding of mathematics curriculum materials and implementation of curriculum, as well as continued work on alignment of curriculum and instruction with state math standards.
A continued effort for the upcoming year will be on early readers not at grade-level achievement. The reading specialist has implemented a leveled literacy program to focus on these readers.
Collaboration with parents is essential to make the expected progress in student achievement. Parent involvement will be developed through activities for parents and students designed to promote the schoolwide goals.
2. SW P Planning Team. a. List the names of people and programs represented in the development of this plan. There should be at least one participant from each of the following groups.
Parent Name(s)
Parent Contact
Information
Teacher
Name(s)/Grade
Tanya Rasch
Rochelle Bauer
Tracy Nowacki
Jean Tollefson, Rdg Specialist
Kerri Solie, 2 nd Grade
Karin Sorenson, 3 rd Grade
Jason Allrich, 5 th Grade
Leah Swenby, KIndergarten
Teacher Contact
Information
Contact information can be obtained from the Fertile-Beltrami School at 218-
945-6953
Fertile-Beltrami Elementary School 218-
945-6953
Community Member
Dennis Hanson, School Board
Member
Community
Member Contact
Information
Contact information can be obtained from the Fertile-Beltrami School at 218-
945-6953
Other Staff Name(s)
Pupil Service
Personnel Name(s)
Principal ’s Name
Carol Osmondson, ECFE/School
Readiness
Sarah Nereson, Counselor
Nathaniel Messick
Other Staff
Contact
Information
Contact information can be obtained from the Fertile-Beltrami School at 218-
945-6953
Pupil Personnel
Contact
Information
Contact information can be obtained from the Fertile-Beltrami School at 218-
945-6953
Principal Contact
Information
Contact information can be obtained from the Fertile-Beltrami School at 218-
945-6953

Students Name(s) if secondary school program
Not Applicable
Student Contact
Information
Not Applicable
Program
Administrator
(Administrators of the programs that are to be consolidated in the
SW P plan)
Not Applicable
Technical
Assistance Provider
Noemi Trevino, MN Dept of Ed
Program
Administrator
Contact
Information
Provider Contact
Information
Not Applicable
651-582-8233
Additional Member
Name and Role
Additional
Member Contact
Information b. How do all staff, parents, and community members provide input into the development, implementation, and evaluation of the SW P plan? c. Describe the team ’s plan for communicating with the school and community.
All participants on the Title I Advisory Committee have the opportunity to provide input throughout the year. The SWP is a culmination of input received from staff, community members, and parents from group processes, including Staff Development Team,
Improvement Team, and informal discussions with individuals of the district. A benefit of being a small district, many of the individuals on the Title I Advisory committee are also the same individuals on other teams that carry out functions of the school/district. This allows connections to occur between committees and forms a district-wide direction for each committee. Specifically for the SWP, contents of the SWP are able to be directly based on the achievement goals set forth by the district, being followed out by each of the district-wide committees. These committees are formed from parents, staff, and community members.
The very activities that are contained in the SWP are designed as modes of communication with the school and community. In addition to the activities that illustrate the district’s goals, the school and community also receive communication through monthly newsletters sent to each box holder in the district, updates in the local newspaper, and published reports such as the Report on
Curriculum, Instruction, and Student Achievement. The school’s website is becoming an increasingly utilized format of communication for parents and community as well.

Under section 1114(b)(1) of Title I of No Child Left Behind, the SW P must address the following 10 components. Please describe how the school will implement each of the components.
1. Comprehensive Needs Assessment a. Provide a brief description of your school including demographics of your school and community, academic achievement and other relevant information.
Fertile-Beltrami School District #0599, consisting of a Pre-K through 6 th grade elementary and a 7 th -12 th grade high school, stretches over 359 rural square miles, with students attending from Polk, Norman, Mahnomen, and Red
Lake counties. Enrollment in the district for 2013-2014 was 443 (243 elem.; 200 hs). Enrollment has typically been declining. However, the outlook continues to look steady for Fertile-Beltrami. Fertile-Beltrami as a district does not have large diversity having 95.5% of students best described as white, 1.1% American Indian, 2.5%
Hispanic, 0 % Asian, and 0.9% Black as reported by the state. However, the elementary school’s percent of students on Free and Reduced Lunch remains higher than the high schools (35% elementary with the district at
32.7%); Special Education percent of student population remains steady at 14%. State percent for Free and
Reduced Lunch is above the district’s at 38.5% and state Special Education rate is above the district’s at 14.9%.
This is the first year in many that Fertile-Beltrami has been on the opposite side of the state’s statistics.
Attendance rate and graduation rates are high at Fertile-Beltrami, 93.8%. The number of students attending our district from other districts is high that students attending another district from Fertile-Beltrami. b. Describe the process used to collect and analyze data across the five SWP planning dimensions:
Identification of Priority Data/Evidence to Support
Dimension Goal
Needs Identification of Priority Needs
Student Achievement
Professional
Development
School committee uses MCA and other local assessment results to identify areas that should be given priority. Scholastic Reading
Inventory (SRI) results are an example of other local assessment results utilized.
MCA scores in Reading have remained Implementing the school’s steady from previous years, but despite Local Literacy Plan, literacy recent data not showing improvement, data in reading will continue to drive will continue to be a focus, striving towards 80% improvement focus. Math scores reveal proficiency for all students and success, but with greatest focus on reading, math scores continue to be monitored. subgroups. In math, all students and subgroups will continue to meet their Index
Target.
Needs Assessment completed as part of the Improvement Process to of Assessment Results were identified identify needs priorities.
Curriculum, Instruction, and Data/Use by process of staff discussions.
Meetings will focus on the continuity of literacy instruction throughout the elementary grades.
School Context and
Organization
Curriculum and
Instruction
Needs Assessment completed as part of the Improvement Process to identify needs priorities.
School Context and Organization was not given highest priority through the process of the Needs Assessment.
No goal will be established in this area for the 2014-2015 school year. District will be evaluating process for implementing change.
Needs Assessment completed as part of the Improvement Process to completely align to the Minnesota identify needs priorities.
Some subject area curriculum does not
Standards.
Team Planning will occur weekly at each grade level, with standards and researchbased instructional strategies being discussed each meeting.

Family and Community
Involvement
Needs Assessment completed as With the tremendous attendance at part of the Improvement Process to parent/teacher conferences and family identify needs priorities. fun nights, family and community involvement was not a priority need.
No goal will be established in this area for the 2014-2015 school year.
Summarize how your goals match your identified priority need areas as the means to educate all students in the school to meet Minnesota ’s academic content and achievement standards.
The goals for Curriculum and Instruction, and Student Achievement are closely connected with the Local
Literacy Plan. Literacy has received the priority at Fertile-Beltrami. Time for staff collaboration remains scheduled on the 2014-2015 district calendar to focus on team planning. Therefore, an increase of
Student Achievement will be the direct result of additional emphasis placed on Curriculum and Instruction.
a. Describe the schoo l’s implementation of SWP reform strategies that will provide opportunities for all children to meet the state ’s proficient and advanced levels of student academic achievement.
Fertile-Beltrami initiated all-day every day kindergarten in the 2009-2010 school year. This practice provided an increase in learning time in the early years, which will foster the acquisition of reading and math skills expected out of students as they encounter state assessments in 3rd grade. The additional focus on team planning time will allow regular classroom teachers, Reading specialist, special education teachers, and paraprofessionals the time to discuss each individual student’s progress, whether they are Below Proficiency or Exceeding
Expectations of proficiency. Without this planning time, instruction would not be data-driven at the student-level. The use of Scholastic Reading
Inventory (SRI) will monitor the progress of each student, measuring the literacy progress in the format of a Lexile-level in a quarterly interval; MCA growth data will measure growth as well. Establishing a routine for tiered time also ensures supports for struggling readers as well as skill development in advanced readers.

b. Describe the selection process for choosing effective methods and instructional strategies established on scientifically based research that strengthens the core academic program of the school.
Focusing on Literacy, research was compiled from the
National Reading Panel indicating the essentials for developing proficient readers. With the knowledge of the five essentials, all students will be influenced, not just a group of students that are lacking on of the five essentials for proficiency. Research was important that supported the achievement level of all students, not one subgroup as measured by NCLB.
In the area of math, continued focus was given to computation. Research indicates that routine practice of basic math facts is essential for the acquisition of higher level math reasoning. This research supports the addition of a web-based computerized math facts program.
Research also supports early intervention through an increase in quality and quantity of instruction, as outlined in the goals of Title I, Part A. The decrease of class-size in the kindergarten will allow an increase in teacher contact time and student instructional time for all students as they progress through the grade-levels of our school-wide building. An early intervention program will also supplement the instruction struggling readers receive.

c. Describe how the SWP reform strategies will use effective methods and instructional strategies to increase the amount and quality of learning time. d. Describe the instructional strategies that will address the needs of all children in the school, particularly the needs of historically underserved populations and low-achieving children. e. Describe how the SWP reform strategies are consistent with, and designed to implement, the state and local school improvement plans.
The addition of the kindergarten section has directly increased the amount and quality of learning time during the most efficient time of language and math acquisition for learners. Also, the Fertile-Beltrami elementary has made the time commitment to increase the instructional time spent on the five essential elements of Literacy following a 90-minute block of literacy model. Increased instructional time will be spent on Guided Reading. To be sure that the increase instructional time is efficient, the increase of planning time was implemented. The staff will also be participating in staff development opportunities designed to improve the quality of learning time.
Curriculum mapping, cohort groups focused on literacy and Lexile framework webinars are examples of efforts to improve quality of learning time for students.
The instructional strategy of using Guided Reading allows students to develop according their achieved level of literacy. Guided Reading is a flexible program that allows students that are rapidly accelerating to move into more challenging material, but offers continual support for students that are having difficulty in the area of literacy. The flexible grouping of Guided
Reading and Reading Concepts time focuses instruction on the specific essential element that the students need. This practice provides the lowachieving children with the greatest potential to increase their literacy level. Paired with Leveled
Literacy Intervention, readers behind grade level will receive direct instruction.
Computation is an area of mathematics that lowachieving students typically struggle. The use of webbased software to work on math facts enables differentiated learning to happen, even providing extra opportunities for students to increase their computational skills.
Fertile-Beltrami is consistent with all local improvement plans, but is not currently under an improvement plan from the state.

I Measurable Mathematics Goal and Action Plan:
In the spring of 2015, the percentage of 3 rd -6 th grade students meeting or exceeding Minnesota mathematics performance standards will increase from 78.2 % to 80 % as measured by the
Mathematics MCA-III.
School Profile data which relates to this goal: (most recent Math MCA data used to create baseline for above goal):
Results were taken from the school’s report card, reporting the 2013-
2014 MCA-III data.
Description of how student progress toward this goal will be measured (local math assessment):
Student progress will be monitored using the district quarterly assessment.
Description of procedures for reporting student progress toward this goal to parents:
Parent/Teacher conferences enable the sharing of student progress.
Strategy, Method or
Action :
What will you do?
Who is
Responsible?
Who will provide the leadership to assure that this strategy is accomplished?
Instructional
Strategies to support this goal
Classroom teachers,
Title I Coordinator,
Principal, District
Leadership Team
Timeline
When will this strategy or action begin and end?
Throughout entire school year
Resources
What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?
Evidence
What indicators will demonstrate progress in the implementation?
Evaluation
Methods
How will you gather the evidence needed to demonstrate progress and achievement?
ALEKS software and computers; EveryDay
Mathematics curriculum and staff development on use of understanding of math concepts; increase use of
Everyday Mathematics Everyday Mathematics curriculum; teachers curriculum resources and their planning time; Minnesota State
Standards for math; data from MCA-III assessments
Increases in automaticity of math facts and calculations; deeper
MCA-III results, improved scores on endof-unit curriculum tests
Professional
Development to support this mathematics goal.
Principal, Title I
Coordinator, Staff
Development Team
PLC’s and Data-Digs
Time for staff to meet will occur two times monthly as in PLC’s; MCA-III,
ALEKS math data and
Teachers will use data to Observation during drive math instruction and Data-Digs; goals on refer to data frequently PLC reporting sheets, scheduling allows assessments; data analysis software
Classroom Walk-
Through’s and lesson plan monitoring
Family/Community
Involvement Activities to support mathematics goal.
Classroom Teachers,
Title I Coordinator,
Principal, Testing
Coordinator
Available continuously throughout entire school year
Math curriculum, teachers, MCA-III results by individual student, internet access, goal-setting worksheet, parent letters, school’s website
Increase in parent participation, greater homework completion, parent feedback about usefulness of content on website
Attendance at parent functions, parent survey
Other (specify):

J. Measurable Reading Goal and Action Plan
In the spring of 2014, the percentage of 3 rd -6 th grade students meeting or exceeding Minnesota Reading performance standards will increase from 64.4% to 80% as measured by the Reading MCA.
School Profile data which relates to this goal: (most recent Math MCA data used to create baseline for above goal):
Results were taken from the school’s report card, reporting the 2013-
2014 MCA-II data.
Description of how student progress toward this goal will be measured (local math assessment):
Student progress will be monitored using the district quarterly assessment.
Description of procedures for reporting student progress toward this goal to parents:
Parent/Teacher conferences enable the sharing of student progress.
Strategy, Method or
Action :
What will you do?
Instructional
Strategies to support this goal
Professional
Development to support this reading goal.
Who is
Responsible?
Who will provide the leadership to assure that this strategy is accomplished?
Reading Teachers,
Classroom Teachers,
SpEd Teachers, and
Principal
Timeline
When will this strategy or action begin and end?
Resources
What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?
Evidence
What indicators will demonstrate progress in the implementation of this strategy?
Evaluation
Methods
How will you gather the evidence needed to demonstrate progress and achievement of this strategy?
Planning implemented prior to school year; weekly
Paraprofessionals, teachers, Guided
Improvement of reading achievement of all
Reading Leveled Trade students as measured by evaluation of progress during team planning; bimonthly
PLC discussions, reflection on reading program following school year books, Computers,
Interactive
Whiteboards, Destiny
Library Database,
Scholastic Reading
Inventory assessments
Formative assessments and teacher observations; lexile levels, advancement of Guided Reading levels SRI measuring lexile by individual students, increase use of centers by MCA-II data in fall, teachers and independence of students levels given quarterly; weekly team planning when student groups are discussed
Staff Development and
District Leadership
Team lead by the
Principal
Dispersed throughout Northwest Service the school year as staff development
Cooperative, District
Reading Coach, days are distributed by administration.
Progress also made through the use of
PLCs occurring bimonthly.
Teacher Resource
Library; Grade Level
Reading Teams will meet once a week to plan instruction around student needs and state standards. Multi-
Grade PLCs will meet bi-monthly to review data and plan lessons
Formative assessments as developed in PLCs, revised grading process as developed in team planning, differentiated standards-based lessons developed in PLCs and implemented in classrooms, increase in the variety of instructional strategies
PLC reports, Team
Planning notes, new report card, lesson plans as evaluated by the principal and classroom walk-through’s by the principal, year review completed by staff development committee of standards-based instruction.

Strategy, Method or
Action :
What will you do?
Family/Community
Involvement Activities to support reading goal.
Who is
Responsible?
Who will provide the leadership to assure that this strategy is accomplished?
Timeline
When will this strategy or action begin and end?
Resources
What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?
Activities spread out during entire year, starting with Back-to-
School Night and
FB Education
Foundation, Polk
County Family
Health Services, FB winding down with
Spring Bingo-For-
Books; constant access to resources via school’s website
AdvanceCom
Improved parent involvement and participation in children’s education
Evidence
What indicators will demonstrate progress in the implementation of this strategy?
Evaluation
Methods
How will you gather the evidence needed to demonstrate progress and achievement of this strategy?
Parent perception survey, Activities spread out attendance at parent/teacher conferences, family nights, parent mornings, and book study. during entire year, starting with Back-to-
School Night and winding down with
Spring Bingo-For-
Books; constant access to resources via school’s website
Other (specify):

D All teachers must meet the HQ requirements set forth in PL Section 1119(a)(1). Describe how the school will ensure and maintain that only HQ staff are instructing students in the SW P:
Each teacher meets the highly qualified requirements in the school-wide program. Any new teaching staff will be hired only if they meet the highly qualified requirements, and existing staff are expected to continue meeting the license requirements set forth by the State of Minnesota.
I verify that copies of teacher qualifications are maintained at the school as well as the district office and are available to any member of the general public upon request. By signing this section of the application, the principal of this school attests in writing that the school is in compliance and meets the highly qualified teacher requirements.
Principa l’s Name (Keep original signature on file at the school.)
NOTE: Read a detailed explanation of what it means to be Highly Qualified.
Date
L. All paraprofessionals must meet the HQ requirements set forth in PL Section 1119(c) and 1119(d). New and Existing
Paraprofessionals working in programs supported by Title I Part A shall satisfy the requirements of :
1. Completed at least two years of study at an institution of higher education;
2. Obtained an associate ’s (or higher) degree; or,
3. Met a rigorous standard of quality and can demonstrate through a formal state or local academic assessment.
Describe how the school will ensure and maintain that only HQ staff are instructing students in the SW P:
All paraprofessionals meet the highly qualified requirements. New paraprofessional staff will be required to verify their status of highly qualified before employment at Fertile-Beltrami.
I verify that copies of paraprofessional qualifications are maintained at the school as well as the district office
AND are available to any member of the general public upon request. By signing this section of the application, the principal of this school attests in writing that the school is in compliance and meets the highly qualified paraprofessional requirements.
Principa l’s Name (Keep original signature on file at the school.)
NOTE: Read a detailed explanation of what it means to be Highly Qualified.
Date

The school must describe how it will implement high quality and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff.
The Northwest Service Cooperative (NWSC) offers high quality staff development opportunities sponsored by MDE designed to engage staff in a focus on standards and curriculum, and research-based instructional methodology. Fertile-Beltrami will utilize the NWSC offerings. In addition to out of district professional development, within the district staff will participate in webinars and online opportunities for development. These activities will support the district’s goal to improve student achievement in the area of literacy. Weekly staff meetings enable curriculum discussions, data review, and review of workshops allows staff to cover a wide variety of topics. Staff development committee and administration work closely to plan staff development activities to meet the district goals and individual needs of district staff participants.
In addition to the above mentioned staff development opportunities, the district will explore partnering with experts in area of mathematics curriculum and technology. This effort by the district will be a cost-
What is the school doing to attract and retain highly qualified teachers to its school? saving move to provide a least-restrictive development opportunity for staff.
Faculty members of Fertile-Beltrami are always included in the hiring process enabling assurance of highly qualified participants. School board initiated public relations procedures allow individuals outside of the district to become familiar with the strengths Fertile-Beltrami has to offer as a community and as a school. A promotional video and website are used to illustrate our district’s values and strengths.

a. Describe how parents will be involved in the design, implementation and evaluation of the
SW P. NOTE: If the evaluation results show that the SW P plan is not satisfactory to parents, the school is required to submit these comments to the LEA. b. Describe how the school will provide parents with assistance in understanding the SW P. c. Describe the services that will be provided to parents as part of the SW P. d. Describe the process of annual evaluation of the Parent Involvement Policy/Procedures and
Parent/Teacher Compact.
Design, implementation and evaluation of the SWP are completed through the
Title I Advisory committee. The committee consists of parents, school board members, teachers, Specialists. and administration. Specific activities are discussed as well as the general direction the SWP is heading to keep all members of the committee working towards district goals. Concerns or comments would be noted throughout the year as well, and shared during the advisory committee meetings.
Informed teachers of the SWP plan are important for providing parents with assistance in understanding the SWP, as they are the first individuals of the school that parents typically turn to. Through parent/teacher conferences and frequent interactions about the routines of school, teachers are able to share how the literacy and math activities connect to the SWP. Parents new to district meet with administration who share important aspects of the elementary, and how the Title program works at Fertile-Beltrami elementary school. Each parent involvement activity contains aspects of the SWP, and the particular focus of the activities is clearly advertised to parents.
The elementary Reading Specialist will be offering multiple opportunities for parents to become knowledgeable about the essential elements of literacy.
Book fairs and bingo for books will enable literature to be placed in homes to promote literacy. Other services will support parents as well, such as the district’s Family Service Specialist, offering financial and social support for disadvantaged students and families. Assessment interpretations are offered to parents upon request also, including discussions about areas of concern and strength for each student.
The Title advisory committee has the responsibility of reviewing the Parent
Involvement Policy/Procedures and the Parent/Teacher Compact.
REMINDER:The current Parent Involvement Plan and Parent/Teacher Compact must be uploaded with the
Title I application in SERVS.
a. Describe how the SWP will coordinate the transition of preschool children from early childhood programs to the local elementary schools. b. Describe how the SWP will coordinate, to the extent feasible and appropriate, parent involvement programs and activities with other state or federally
Preschool screening will be held in the fall and spring to evaluate the needs of children entering the elementary school. This will enable the SWP to focus on the needs of the incoming children. Also, Early Childhood Family
Education (ECFE) schedules regular family activities including literacy activities. Often these activities are coordinated with other family fun nights offered to all elementary families.
The SWP will coordinate as stated above with ECFE activities when possible to allow complete family experiences.
run preschool programs (Section 1118).
Describe how teachers are included in the decisionin the overall instructional program.
The size of Fertile-Beltrami allows teachers to be completely involved in decision-making. Through the staff development/data team, decisions are making process regarding the use of academic assessments in order to provide information on, and made about development for staff that will influence the overall instructional program. Weekly staff meetings also are dictated by shared to improve, the achievement of individual students needs arising from teacher input about academic assessments and the instructional strategies used to influence student achievement.

Describe the step-by-step process to ensure that students who are experiencing difficulty mastering the proficient or advanced levels of academic achievement standards receive effective and timely assistance.
Teachers first identify students needing attention beyond regular instruction. Students are referred to the Student Assistance Team for further examination of assessments and opportunities for interventions.
Further interventions are attempted with the student. The Student
Assistance Team is involved in the implementation of the interventions and works closely with the classroom teacher to be sure interventions are designed for success. Student progress is reviewed periodically, more often if necessary, less often if student is responding to interventions.
Describe the coordination and integration of federal, state and local services and programs.
Fertile-Beltrami School works in collaboration with several organizations, such as Polk County Social Services, Norman County Social Services
Northwest Mental Health, Fertile-Beltrami Education Foundation,
Northwest Service Cooperative, and Polk County Community Collaborative on a regular basis during the year. Professional development activities are provided to the staff using a variety of these organizations to provide staff with updated information from these local professionals, as well as specific student services provided by specialized professionals. District
Superintendent, Principal, Dean of Students, Counselor, Title I coordinator, and teachers work together to collaborate and integrate services for the benefit of students.

a. Describe how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments required by section 1111(b)(3). b. Describe additional measures, other than the MCA, which will be used to identify successes and/or problems with the SW P. c. Describe the plan for measuring and reporting student progress during the year. d. Describe how disaggregated data will be used to identify groups of students and determine whether or not they are making progress. e. Describe how the results of your student assessment data and other measures will be used to improve instructional practice as part of the evaluation process for continuous improvement.
The MCA assessments as required by NCLB are given to grade 3-6 in the Fertile-Beltrami Elementary school. Information about the results of the assessments is provided each fall; copies of each student’s results are mailed to the parents. In addition to the information provided by the state for parents, published in brochure format and links provided to website resources, parents are asked during parent/teacher conferences about their understanding of the results of all state and local assessments by the classroom teachers. Contact information is provided for the district assessment coordinator as well as an opportunity for parents to inquire about student assessments in all information provided to parents.
Scholastic Reading Inventory (SRI) is used to assess literacy growth multiple times throughout year. In addition to these assessments, local measures involve informal teacher assessments in math and reading, as well as the use of curriculum-based measurements.
SRI assessments will provide teachers and administration a method of checking student progress throughout the year. This information will be shared with staff first, then staff having conferences with students, and information being shared with parents. The district leadership team will allow a means for school data to be analyzed, as well as dispersed through PLCs. Parents will receive any updated information during parent/teacher conferences. Quarterly report cards are provided for parents. Report cards have been developed to not only reflect an endresult letter grade, but also feedback on specific reading skills.
Once administered, data from SRI will be used by teams of staff responsible for the planning of instruction. Student groups may change as a result of the disaggregated data, resulting in the instruction of specific student weaknesses and level of achievement. Weekly team planning allows reflection on student progress. Intervention groups are also established as a result of progress monitoring completed during the weekly team planning.
PLCs focus on the instructional strategies used in the classroom to teach
Minnesota state standards as assessed by the state assessments.
Instructional strategies and practices are linked to the Minnesota standards also. Peer coaching is in implementation stage; will become a method of improving and sharing instructional practices to support strategies experiences at workshops and other modes of teacher development.
Provide a list of technical assistance providers who have contributed to the development of this SWP plan.
Include meeting dates and topics.
Provider Name Date Type of Assistance Provider ’s Experience in SWP
Programming
Provider Name
Provider Name
Provider Name
Date
Date
Date
Type of Assistance
Type of Assistance
Type of Assistance
Provider ’s Experience in SWP
Programming
Provider ’s Experience in SWP
Programming
Provider ’s Experience in SWP
Programming