Prioritization of Needs

Student Achievement

1. (Reading): By the Spring of 2010 there will be a 25% increase in the percentage of Hispanic, Migrant, Limited English Proficiency, Special Education and Title I students who are at or above the State proficiency level on Idaho Standard Achievement Test. For the base year of 2005 the average proficiency grade 5-7 was: Hispanic 39.3%, Migrant 34.6%, Limited English Proficiency 30.6 %, Special Education 45% and Title I 54%.

2. (Language Usage): By the Spring of 2010 there will be a 25% increase in the percentage of Hispanic, Migrant, Limited English Proficiency and Special Education students who are at or above the State proficiency level on Idaho Standard Achievement Test. For the baseline year of 2005 the average proficiency grade 5-7 was: Hispanic 55%, Migrant 52%, Limited English Proficiency 47.3%, Special Education 36.6% and Title I 40%.

3. (Direct Writing): Increase the percentage of Male, Hispanic, Limited English Proficient, Migrant, Special Education and Title I students who are at the proficient level by 5% each year for the next five years as measured by the Direct Writing Assessment. For the baseline year of 2005 the proficiency levels in 5th grade are: Male 26%, Hispanic 21%, LEP 18%, MIG 20%, Special Ed. 6% and Title I 6%. The 2005 baseline proficiency levels for the 7th grade are: Male 47%, Hispanic 16%, LEP 14%, MIG 14%, Special Ed. 15% and Title I 23%.

Data/Evidence to Support Identification of Priority Needs: Proficiency levels on the spring 2005 ISAT and Direct Writing.

Evaluation: This will be evaluated by monitoring the growth of the level of proficiency on the ISAT and DWA.

Professional Development

1. Provide Professional Development to train teachers in newly adopted Reading/Language Arts program and in research-based effective teaching strategies using Robert Marzao's book, Classroom Instruction that Works.

Data/Evidence to Support Identification of Priority Needs: Data from the "Influences on Academic" form, the "School Effectiveness Factor" survey, and review of existing programs indicated a need for a new comprehensive, systematic and sequential program for Reading/Language Arts and a consistent use of effective teaching strategies.

Evaluation: The effectiveness of the program be monitored by weekly classroom walk-troughs in which teachers will be demonstrate effective use of the reading curriculum including differentiated instruction and will be expected to be using at least one of Marzano's nine strategies. Evaluating student performance on each of the six end of unit assessments.

Context and Organization

1. Adopt a new comprehensive Reading/Language Usage program that uses: Explicit instructional strategies, have a coordinated instructional sequence, provide ample practice opportunities, and have aligned student materials. The adopted program must have intervention and supplemental materials, related to the curriculum that meets specific needs of English Language Learners and Special Education students.
2. Teaching Reading/Language Arts during a 90 minute block.

Data/Evidence to Support Identification of Priority Needs: A review of existing programs indicated that here was a new for a new comprehensive program that better addressed the needs of our at-risk population.

Evaluation: 1) Students will score an average of 80% proficiency on end of unit assessments. 2) During weekly classroom walk-troughs teachers will be demonstrate fidelity to the program. 3) Students will achieve target growth in academic achievement as measured on the ISAT.

Curriculum and Instruction

1. Review all programs and materials used in for teaching Reading in grades 5-7 to determine if they provide a comprehensive program that meet the following criteria: Explicit instructional strategies, have a coordinated instructional sequence, provide ample practice opportunities, and have aligned student materials.
2. Adopt a new comprehensive Reading/Language Usage program that uses: Explicit instructional strategies, have a coordinated instructional sequence, provide ample practice opportunities, and have aligned student materials. The adopted program must have intervention and supplemental materials, related to the curriculum that meets specific needs of English Language Learners and Special Education students.

Data/Evidence to Support Identification of Priority Needs: A review of existing programs indicated that there was a need for anew comprehensive program that better addressed the needs of our at-risk population.

Evaluation: 1) Students will score an average of 80% proficiency on end of unit assessments. 2) During weekly classroom walk-troughs teachers will be demonstrate fidelity to the program. 3) Students will achieve target growth in academic achievement as measured on the ISAT.

Family & Community Involvement

1. Using Epstein's Keys to Successful School, Family and Community Partnerships, develop activities/programs to address each of the six types of involvement.
2. Develop Parent Involvement Policy. Include programs or activities that assist and encourage the parents of minority children to be involved in the education and development of their children. Also consider including all information that parents would be interested in on the school web site. To the extent practicable, provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children.
3. Jointly develop School/Parent/Student Compact that outlines how parents, the entire school staff, and students will share responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve high standards.

Data/Evidence to Support Identification of Priority Needs: Data from the "Influences on Academic" form, the "School Effectiveness Factor" survey, a review of the current parent involvement policies and a review of the current School/Parent/Student compact. Evaluation: 1) A minimum of 50 % of the parents of students in the "at-risk" groups will be directly involved in the educational process of their child. 2) Parents will be complete a questionnaire to determine their level of satisfaction with the school and school programs. 3) 50% of parents will receive an email that informs them what their child will be learning for the coming week. 4) 40 % of Hispanic parents will attend a parent/school meeting. 5) Monthly newsletters that include ideas of how parents can help their child to be successful at school.