Elementary Title 1 Plan



Title 1 Plan


Component 1.1

Disaggregated data from the comprehensive needs assessment is used in the analysis to plan instruction.  The district provides training opportunities for administration and staff to understand how to disaggregate data by subgroups and to utilize the data to facilitate the planning process.   A systemic approach to using the data to modify instruction is in place.

MTSS Meetings are held monthly by the MTSS Team.  The Team consists of a variety of classroom teachers, administration and teacher leaders.  The focus of the meeting is to analyze all types of data to make instructional decisions for the best interest of all students.  This includes the most current MAP, NSCAS, and ACT data.  We will examine attendance, behavior, and testing data.  Tracking students who are on track to graduate is an important piece of data.  All data is taken into consideration when decisions are made for curriculum materials, instructional strategies used, professional development planned, school-wide goal setting, and staffing.  This information is shared with the rest of the MTSS Team and all input is welcome.  On the next teacher in-service the MTSS team shares all the data with the whole staff and next steps moving forward.  We also have formed a CIP Leadership Team (aka School Improvement) which also consists of teachers leaders, TEAM leaders and administration.  We meet every month and discuss our high school CSI (Comprehensive School Improvement)  goals.  

Three times a year AIMSWebPlus and MAP testing takes place.  The MTSS Team goes over assessment data with all K-8 teachers on each individual student to see how they are progressing academically. Teachers provide data from formative assessments completed in their classroom and reading mastery levels.  From is then decided if students need to receive a Tier 2 or 3 intervention.   Weekly progress monitoring is completed on students receiving interventions.  Interventions changes will be made if there is no progress observed during monitoring.

Common planning time allows grade level teachers to plan, look at the most recent data, collaborate on projects, meet with parents, and  group students for math and reading based on their achievement level.  Students who are below grade are placed in math and reading classes with two certified teachers who co-teach to meet the needs of all students.

Data is used to establish IEP goals, establish flexible groups, and identify students for intervention time.

Attendance, mobility, and behavioral data are all used to make instructional decisions in classrooms.  

Curriculum changes and materials purchased for the classrooms are based on MAP results, NSCAS, classroom grades, and Reading Mastery levels.  

Component 1.2

Parent/community input was gathered that identified the needs of the school through three or more activities. Describe the activities and how the results were used in the needs assessment.   If one of the activities was a parent/community survey, explain how the survey was distributed and collected as well as the survey results.

The comprehensive needs assessment survey is presented to the community at various events throughout the school year, such as during parent-teacher conferences, Back to School event, and family engagement activities that include concerts, musicals,  and FAFSA nights.  In addition, the survey is shared with parents at the Annual Title 1 Parent meeting for the purpose of reviewing it and making recommended revisions.  We will also include the CIP Parent Surveys in our collection for making district wide decisions for the purpose of reviewing it and making recommended revisions.

The results of the survey were used to help plan family engagement activities, make improvements to the safety plan, ways to be proactive against bullying, and ideas on how to get more family engagement in the school.

Component 1.3

The Continuous School Improvement Plan clearly identifies ongoing improvement efforts, identified strategies, resources, and interventions to meet the school’s goals and student needs.

The district school improvement plan is examined monthly and goals written based on recommendations made by Cognia.  This is an ongoing process that continues throughout the school year.  The CIP leadership team meets monthly to look at each goal to monitor progress and make suggestions to improve them.  During teacher in-services staff examines data and documentation to evaluate goals and find ways to improve them.

In the Fall of 2015 the school completed an AdvancED review and received accreditation.  Goals were written based on suggestions from AdvancED.  These suggestions included student engagement, instructional strategies with common language, and consistent grading and reporting system.  In November of 2017 a mini-visit was held by AdvancED where satisfactory progress was noted in meeting our goals.  We are still working on instructional strategies with common language and we are continually looking at grading and reporting system and making the best possible adjustments to fit the needs of our school.

The School improvement plan is driven by recommendations from AdvancED, the Data Leadership Team, Professional Development plan,  ILCD plan, CSI needs assessment.  They all are critical components in helping us achieve our  goals to improve math, reading, and attendance.  

We had the opportunity to receive a CSI Grant.  Our goals are to improve our attendance rates, behavioral issues, and math and reading achievement.  We have hired instructional coaches, a math consultant, an ELA certified para educator, and an achievement center teacher to help us succeed and meet our goals.  

Component 2.1

The schoolwide plan includes strategies to address the needs of all children in the school, but particularly those at risk of not meeting the challenging state academic standards which may include counseling, student services, mentoring, career and technical education programs, or professional development.  The plan addresses how the school regularly monitors and revises the plan based on student needs.

In determining what types of instructional programs and strategies we purchase and/or use in the classroom we continually look at our achievement data to find strengths and weaknesses. Our decisions are based on data and teacher recommendations.  The data includes student’s reading levels from Reading Mastery assessments, state assessments (NSCAS), formative assessments, AimsWebPlus, and MAP scores.  After thoughtful consideration it was decided that we needed to implement a direct instruction reading program to best meet the needs of all our students.  In the spring of 2019 all elementary teachers were trained to use the programs, Reading Mastery, Corrective Reading, and EIR. Before school started in August the teachers received additional training for the new core and intervention programs.  A reading coach with a strong background in direct instruction programs was hired.  She in on-site at least 2 days a month to model lessons, look at the data, and assist in the implementation of the programs.     The MTSS team monitors data and meets monthly to make sure all students needs academically, behaviorally,  and emotionally/socially are being met.

We have also contracted with a math consultant who comes in 2-3 days a month.  The math consultant along with the classroom teachers look at multiple data sources to identify where students are struggling conceptually .   New instructional strategies were implemented  with the math series, Math Expressions.  A focus on manipulatives, discourse, authentic real-life problems, and a toolbox of strategies to solve math problems.  The math consultant is on-site 2 to 3 days a month to observe teachers, model lessons, introduce new instructional strategies while providing feedback and create standard-based assessments.  

Whole Group Strategies

Jan Richardson guided reading model

Grades 3rd-8th  use of TestWiz


Cognitively Guided Math Strategies

IXL- Math & Reading

Math Expressions


CPI (Non-violent crisis intervention)

Individual Strategies or Interventions

Early Interventions in Reading (EIR)

Language for Learning

Sound Partners

Peer Assisted Learning Strategies (PALS)

Touch Math

Focus Math

Do the Math

Quick Reads

Reading, Excellence, Word Attack, and Rate Development Strategies (R.E.W.A.R.D.S.)

Adolescent Literacy Strategies

Elementary Counselor

Behavioral Interventionist

Mental Health Therapist

The programs and strategies will be evaluated based on effectiveness on improving  student achievement, teachers input, instructional coaches, and the MTSS team.   Most professional development will be held at school provided by instructional coaches, teachers, or ESU staff.

The school district provides interventions to assist students who are not meeting state academic standards or making growth.  The MTSS team monitors data and meets monthly to make sure all students needs academically, behaviorally,  and emotionally/socially are being met.

  The MTSS Team and classroom teachers identify students who are struggling based on MAP, AIMSWebPlus, NSCAS  data, and formative assessments.  They are identified as Tier 2, they will receive additional instruction during intervention time with an evidence- based intervention.  If adequate progress isn’t being made after 6-8 weeks then a change in the intervention will happen.  All students receiving an intervention will be progress monitored for growth. If there is no academic growth then an intervention change would happen.  After trying multiple interventions and little or no growth is taking place then a student may possibly referred on for more intensive testing.

From data collected from multiple types of assessments and teacher’s recommendations the most at-risk students will be placed into classrooms with 2 co-teachers for math and reading..

To assist in meeting the emotional and social needs of our students we provide a full-time elementary counselor.  The school also has contracted with  a behavioral interventionist and a mental health therapist.  

Co-teachers have a common plan time where they are able to work with instructional coaches, look at data, plan with co-teachers, and work with their principal.

An hour before school starts all students can participate in “Early Bird” activities.  Certified staff are located in the cafeteria to participate in a variety of supervised activities, completing homework, or practice grade level skills.  At the end of the day 7th and 8th grade students are required to attend homework club if they are failing any classes or have missing assignments.

Component 3.1

All Instructional Paraprofessionals meet the ESEA/ESSA requirements and are provided introductory and ongoing training specifically designed for paraprofessionals and/or all staff focused on student needs.

Educational support staff personnel are a critical component of our school.  Paraprofessionals hired at Winnebago Public School have either completed Project Para through Nebraska Department of Education or have earned the equivalent of an associate’s degree.  Paraprofessional attend workshops that are applicable to the students they serve.

Paraprofessionals have participated and have been trained in Early Interventions in Reading (EIR), Reading Mastery, Corrective Reading,  CPI ( Non-violent Crisis Intervention), ALICAP (safety issues), suicide training, Trauma and Education, and CIP.

Component 4.1

Ongoing professional development and other activities for teachers and paraprofessionals and other school personnel to improve instruction and use of data from academic assessments, especially targeted to those subgroups of students at risk of failing to meet challenging State academic standards.

At Winnebago Public School, professional development is a top priority.  Professional Development is primarily focused on reading, math, writing, and safety.    Recommendations from the MTSS and CIP Team along with student achievement data is how professional development is prioritized.   Most professional development is focused on math and reading achievement.

Teachers, administration, and paraprofessionals will attend necessary trainings to enhance their instructional strategies in the classrooms.  Any professional development attended off-site by a teacher or paraprofessional requires them to share what they have learned with staff when they return to school.

The majority of professional development will be held at school.  Instructional coaches, consultants, and contracted service personnel will provide training as outlined in the professional development plan.

Jan Richardson Guided Reading Model (Reading Coach)

Whole Group Reading Strategies (Reading  Coach)

Reading Mastery (Reading Mastery-Contracted Jadie Beam)

Corrective Reading (McGraw-Hill)

TestWiz (NSCAS- ESU)

Mathematize, Inc. (Math Consultant –Cognitive Strategies)

CPI (On Staff)

Native American Symposium

Safety Training (online)

ALICAP (Safety) (online)

Trauma and Education

Suicide Prevention Training (online and speakers)

NWEA (off-site) latest on reports and changes

Data (MAP, NSCAS, and AIMSWeb)- access reports and what is data telling you ( staff)

AdvancED (off-site) Leadership Team ( staff and Norfolk)

AdvancED Monthly Meetings

Text  Dependent Analysis (TDA) –(off-site) will train teachers

Safe and Civil Schools (off-site) Bullying, Attendance, Behavior—principals will do the training will be incorporated into the Student Assistance Team

PLC (on-site)

Marzano- Instructional Coaching, High Reliability Schools (off-site)

MTSS (off-site)

Trauma Informed Care (on and off-site)

Ho-Chunk History (on-site)

Driver’s Safety (off-site)

Component 5.1

Teachers, parents and students (secondary only) are involved in developing the compact and review it at the annual parent meeting. The plan addresses how the components of the parent compact are reviewed often to assure that all parties are fulfilling their role and responsibilities. The compact meets the requirements below.

Parent-Teacher  Conferences-An informational table about Title 1 is set up which includes the Compact and the Engagement Policy.  Parents are encouraged to review the Compact and Engagement policy and make suggestions.

Title 1 Annual Parent Meeting-  Part of the meeting examines the Compact.

The Compact is part of every K-12 Student Handbook.  Parents are required to sign and bring it  in to school. It  acknowledges that parents/families have read the handbook and are aware of expectations, policies, and responsibilities of students, parents, and the school.

Parents and are given the opportunity to provide feedback on the Compact.   The Compact and Engagement Policy was also displayed at K-12 Back to School Night and parents were encouraged to give suggestions on how to improve compact.  Parents were also encouraged to sign up to volunteer at the school and in a variety of capacities.

Component 5.2

A school level Title I Parent and Family Engagement Policy or Procedure, meeting Title I requirements (below), is developed with parent and family input and is distributed/shared with parents and family and is reviewed and updated annually at the annual Title I parent meeting.

The Title 1 Parent and Family Engagement Policy was created initially with parents, staff, and students.  It is re-examined annually at the Title 1 Parent meeting.  Parents/guardians have the opportunity to give ideas and suggestions on how to improve it.  It also can be looked at parent/teacher conferences, Back to School Open House, and Family Engagement Activities.

Component 5.3

In addition to the annual Title I parent meeting, ongoing activities provide opportunities for parents to be involved in the education of their child(ren).  Strategies to increase parent and family engagement, such as family literacy services or implementation of model approaches for improving parent and family engagement are provided.  The importance of communication between teachers and parents is addressed on an ongoing basis.  Translation is provided as needed.

A wide-variety of opportunities are available for parents/guardians to be involved in at Winnebago Public Schools.  Parents/guardians can meet their children’s teachers at an Open House where they will receive free school supplies and eat a meal with the staff.    There are at least 6 formal parent/teacher conferences where an appointment can be made to visit with teachers or drop-ins are welcome on a first come first serve basis.   Middle school sporting events are held right after school where families are welcomed and encouraged to attend.   Awards assemblies and testing kick-offs also involve parents/guardians.  The school partners with the elementary student council and community entities to host movie nights, a Christmas Party, family dance, and musical shows.  

Winnebago has also developed a Family Engagement group as a part of our TEAMs.  The family engagement team's goal is to provide parents a welcoming environment to participate in the education of their child and to utilize various media to relay information to students, parents, and community.   This group updates parents on Facebook, virtual newsletters on YouTube (The Bago Scoop), text, Twitter,  and my phone calls.  

Teacher and parent communication comes in many different forms.   Virtual Newsletters are done monthly and put on a variety of media.   School-wide texts take place daily informing parents of anything that is happening at school.  Phone calls are used to disperse this type of information too.   The school’s Facebook page and Twitter account also keep everyone updated.  Personal calls home are also made to let families know how their children are doing.  An electronic sign is located outside the school that lets parents know what is going on daily at school.   Events are also published in the local paper.

Component 6.1

The transition plan for incoming students includes three or more varied activities for students, parents, and school personnel to support, coordinate and integrate activities.

New students enroll at the Administrative office, after that the Attendance and Goedustar Steward is contacted by the Administrative office that a student is enrolling and paperwork is being sent to them.  When the enrollment papers are received, an email is sent to counselors, principals, classroom teachers and the special education department.   The Counselor then contacts parents and sets up a meeting with them. The new student along with their family come to school, take a tour, and visit with their new teachers. The counselor contacts Attendance and Goedustar Stewards as to when they will start and they will send for transcripts.

Component 6.2

The plan describes three or more activities to assist students in the transition between elementary and middle or junior high school.

Educare-Kindergarten Transition Plan 1. Kindergarten teachers go to Educare and observe three times in a school year. 2. Educare students visit the public school at least two times during the school year. 3. In May Educare students eat lunch at the public school. 4. In May teachers from Educare and the public school meet and discuss students who will transition into Kindergarten.

Elementary students loop in two year cycles with teachers starting in first grade until sixth grade. In middle school, they keep the same homeroom teacher for two years.  This allows the teacher and students to build stronger relationships.  Academically the teacher will already know where the student is at instructionally and is able to meet their needs quicker.

6th grade students get to visit with the 7th Academy teacher several times throughout the year to learn how to apply to get into the Academy, expectations, and the process.  Every May, 6th grade students follow a 7th grade schedule and get to meet all the junior high teachers.

8th Grade students meet with the high school principal to go over schedules, expectations, and extracurricular activities they can participate in during high school.  They also follow a freshman’s schedule and practice using locks on lockers.  At the end of 8th grade year a promotion ceremony is held to celebrate the end of middle school.

 Our Academy cohorts (7th -12th grade) have a mentor from UNL who spends time with students weekly.  This person counsels students on how to be a successful student, monitors grades, and builds relationships.  This person will follow those students who choose to attend UNL and mentor them there.

Component 7.1

The schoolwide plan describes three or more opportunities to increase the amount and quality of learning time within or beyond the instructional day.

The last period of the day is an extra 30 minutes.  This time is dedicated for teachers to tutor, check grades with students, a time for extended learning (ex. science club), and building relationships.  With permission students have access to all teachers to receive additional assistance.

At different times throughout the day, children are given the opportunity to receive additional assistance in math and reading without missing core instruction.  Teacher recommendations, MTSS, and Title 1 teachers identify these students who need these opportunities.  

Each elementary classroom has time scheduled for additional learning opportunities.  These times can be used for remedial or extended higher level learning.

Most students in Kindergarten receive instruction on the Early Interventions in Reading (EIR) daily along with core instruction.  First graders who are not at grade level may also be receiving instruction using EIR.

Junior high designates time in schedules for math and reading evidence-based  interventions for students who need them.

There is an “Early Bird” program.  An hour before school starts all students are welcome to “Early Bird” activities.  Certified staff are located in the cafeteria to participate in a variety of supervised activities, complete homework, or practice grade level skills.  After school a few clubs are available for students to participate in.

The school also partners with the Boys & Girls Club for after school activities.  We provide a location and access to computers for the Boys & Girls Club to use.

Right after school in the library, Homework Club (7-12), takes place for students to catch up on homework or to get extra help if they need.    They are expected to work on classwork and if they have none then they are expected to read.  This is mainly for students who have missing homework, have been absent or need help with their homework.  However, any student can actually attend and receive extra help or use it like a studyhall.

Component 8.1

The plan describes how the coordination and integration of Federal, State, and local funds are used to support student achievement for targeted populations.  The plan describes how the coordination and integration of Federal, State, and local funds are used to support student achievement in all academic areas for all students.

Our Consolidated Title 1 funds pay for a teacher who mentors the most at-risk students, co-teaches in classes with the neediest students, monitors attendance and grades, and makes connections to families.  The Winnebago Public School is also responsible for supplying a certified instructor to educate the children living at the local youth facility for neglected and delinquent children.  This teacher collaborates with staff members at Winnebago Public School about the requirements for each class.  The Consolidated Title 1 also pays for 3 staff members who are highly qualified teachers that  provide interventions and co-teach in core reading and math classes.

A few times a year the school board has joint meetings along with the Tribal Council to work together on a variety of projects and issues.  The student council along with other student groups observe Tribal council meetings and make presentations to them.  The Tribal council will sometimes help fund student initiatives.

Community resources (Vision, Dental Sealants, Community Health Resources (CHRs), Woska Pi, Ho-chunk Renaissance, Juvenile Services Program (JSP), Diabetes Screening, Wellness Program, Walking Wellness, Career Fair, Health Fair, Boys and Girls Club) are used to support the strategies of the plan.  These programs encourage students to strive for a healthy lifestyle.  If students are healthy, they are in school and ready to learn.

The school provides a location for Boys and Girls Club for extended learning opportunities.    The school also hosts and provides some supplies for the Title VII summer school where additional learning opportunities are happening along with cultural activities.

The school is partnering with the Winnebago Tribe’s Higher Education Department in a grant, Believing the College Dream, where students starting in fifth grade are introduced to a variety of strategies and skills needed to go to college.  Through games, group activities, and field trips to colleges students are able to see what they can do someday with hard work and determination.