Coordination of Programs

Last update 12/19/2011

1. How is the research-based intervention is coordinated with the regular academic program.

Preteaching and reteaching concepts from the core curriculum is among the most effective intervention programs. We begin our intervention by modifying the core curriculum and/or classroom environment to best meet the needs of our students. Further intervention needs would use adapted core curricular materials, with support from paraprofessionals or resource teachers. The intervention programs of Academy of Reading, Academy of Math, and PLATO Learning are all research-based and focus on the same set of subskills required by the core curricular materials. Tutors and paraprofessionals are available to give direction and help both during the school day and after school hours.

2. How does the continuous improvement planning incorporate existing school planning (i.e. grade level planning, cross-grade planning, professional development planning, standards implementation, Title I, ELL, Special Education, Gifted & Talented, etc.)

The major policy review committee for the school is the School Improvement Planning Committee. As listed in section 1, this team consists of a variety of stakeholders in the school. The School Improvement Planning Committee will review the Continuous Improvement Plan on an ongoing basis, overseeing both its validity and implementation. Grade-level meetings are held in each core subject area in each grade, and grade-level leaders who oversee those meetings are represented on the Planning Committee. Title I, English Language Learners, Special Education personnel, and other school populations are all represented on the committee so as to ensure a well balanced evaluation of the schools' policies and offerings.

3. Describe transition activities from early childhood programs. Include:

Early childhood programs, screening procedures, and assessments for students in pre-school or kindergarten are dealt with by the district at the elementary level not at the middle level.

4. Describe other transitions that may be applicable to your school, such as elementary to middle school, middle school to high school, high school to post-secondary.

All students entering Madison Middle School from an elementary in our district come with a student "passport". The passport is written by the student's 4th grade teacher, and describes the grades, behaviors, and other useful information for use in the 5th grade. We also hold a 5th Grade Orientation Day in the spring of the previous year, giving all incoming 5th grade students a tour of the school, introduction to administration, faculty, and staff, and other similar orientation material. For the first week of school, 5th grade teachers are walked from class to class by their teachers to alleviate apprehension and save class time.

5. Describe coordination with other strategies underway within the school, including other grant funds, special initiatives, Even Start, Head Start, adult education, vocational and technical education, and other community programs and agencies.

Madison Middle School has built relationships with a wide variety of community entities. We currently are recipients of an ongoing after school grant, Project Imagine, which provides a variety of academic and extracurricular opportunities for our students. Through this grant the school can serve as a safe place for students from the hours of 3:30 p.m. to 6:00 p.m., providing academic enrichment and intervention as well as exposing children to a wide variety of extracurricular opportunities.

Our school also offers parenting classes taught by our school social worker, based on the principles of the Love and Logic philosophy. The instructor for this class attends both our Multidisciplinary Team Meetings and our Office Staff meetings on a weekly basis, providing a strong link between school and home.

Adult Education classes and a variety of Rexburg Parks and Recreation classes are also held at our school. Jump rope, ballroom dance, fencing, chess, and quilting groups are just a small sampling of the types of activities and non-profit groups that use our building to sponsor their events.

6. Describe district support for the continuous improvement plan implementation. Include activities and/or strategies for coordinating the different activities (i.e. targeted-assistance, schoolwide, special education programs, etc with other district improvement efforts).

District personnel are supportive of the efforts we are making to improve our school. We regularly discuss policy and concerns, and work together to find solutions to problems. We have a strong professional development team that continuously looks for opportunities to improve the quality of instruction in our district. Our Special Services staff provides excellent training and support for our faculty and paraprofessionals, and supports our efforts to provide the best education possible for our students with disabilities, English language learners, and other special populations.