High School Title 1 Plan

19-20

19-20

Title 1 Plan

High School


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 systematic 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.  

All 9-11 High school students take the MAP Reading and Math assessments three times a year.  10th grade students take the Pre-ACT and 11th grade students take the ACT.  They also  have the opportunity to take the ASVAB, ACCUPLACER, and ACT off-site if they choose.  District-wide grading practices and formative assessments are an integral part of all classrooms and grade levels that drive instruction.

All is taken into consideration when decisions are made for curriculum materials, instructional strategies used, professional development planned, school-wide goal setting, and staffing.  Data is also used to establish IEP goals as well as enrollment in math and english classes.


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 FASFA 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.  

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, a 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 while trying to meet the needs of all students in addition to providing a rigorous foundation . Our decisions are based on data and teacher recommendations. Formative assessments help drive what types of classes are needed on the master schedule to meet the needs of all students, including those who struggle and those who excel.  Many teachers in high school have been trained to use adolescent strategies to improve reading and math in all content areas.  

The math consultant works with teachers on how to incorporate ACT math problems in everyday instruction, aligns priority standards to instruction, and helps create lessons to meet those standards and the needs of our students.  Most English and Math classes have co-teachers working together to try and meet the needs of all students.  

One teacher spends the day traveling around the high school making contact with students, checking grades and attendance, and counseling.  This person tutors and makes connections to families with students who are the most  at-risk to fail.

A college and career class is being taught in the high school to provide students with the tools and knowledge about going to college and be successful.  Some students have the opportunity to take part in Project Search, working in the community, and school to provide them the basic skills they need after they graduate.  The high school counselor takes all students on visits to a variety of colleges.

High school classes all have syllabi created with priority standards identified.  Students have the opportunity to take dual-credit classes from Little Priest Tribal College.  College and Military recruiters also visit our school multiple times throughout the year.  Our high school students participate in the Naviance Program that helps align student’s strengths and interests to postsecondary goals.  Seniors are required to take a College and Career Readiness class.  An entrepreneurial class is an option for students where they are able to create a small business plan and execute it.


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, CPI (Non-violent Crisis Intervention), Corrective Reading, Reading Rewards, ALICAP (safety issues), suicide training, Trauma Informed Care and Education, Drivers Safety and Cognia.


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 Team and CIP  Team and student achievement data is how professional development is prioritized.   Most professional development is focused on math and reading achievement.

Teachers, administration, and paraprofessionals 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.

Off-site:  Co-Teaching, ACT Writing, Social Studies Standards, Instructional Coaching Training, Safe and Civil Schools Training,  Marzano High Reliability Schools Summit, MTSS Training, ACT Data Retreat, NWEA MAP Training, Adolescent Reading Strategies, Perkins Grant, Alicap, Cognia.

On-Site:   Math Coaches, New Nebraska Science Standards, Trauma Informed Care, Ho-Chunk History, Drivers Safety, MAP Data Training, ACT Data Training, CSI Grant Informational Training


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 Family 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 and staff.  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, school website 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.  High School events also include  include FASFA night, Freshman parent meeting,  scholarship night, College Fair, Awards night and a Talent Show.

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 students and their family come and tour the school and visit their teachers and classrooms.  They also are given their schedules.  The student then starts school the following day.  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 the transition from high school to postsecondary school and the coordination with institutions of higher education, employers, and other local partners; and through increased student access to early college high school or dual or concurrent enrollment opportunities or career counseling to identify student interests and skills.

High school classes all have syllabi created with priority standards identified.  Students have the opportunity to take dual-credit classes from Little Priest.  The high school counselor makes dedicated college visits for different grade levels during the school day.  College and Military recruiters also visit the school multiple times throughout the year.  students participate in the Naviance program that helps align student’s strengths and interests to postsecondary goals.  Seniors are also required a College and Career Readiness class.  The ASVAB test is given a few times a year in the building and the school provides transportation for students to take the ACT and Accuplacer.  Students also have the opportunity to work at a variety of businesses in the community and earn credits.

Our Academy cohorts 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.

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 more 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 go 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.