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Respond to learning loss in ELA and Math as a result of Covid 19.
Determine and respond to students' SEL needs through explicit instruction.
Provide hands-on STEAM activities to promote student engagement and higher level thinking skills.
Goal Action Plan, Part 2:
Identify what strategies/action steps will be used to support the achievement of the goals.
Describe a realistic and achievable timeline to achieve the goals.
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Click the box and provide the text response for each applicable box.
1. Instructional paraprofessionals and specialist teachers will work with students needing interventions in specific math skill areas as determined by STAR, SBAC, EnVision Diagnostic Assessment, and classroom assessments.
2. Staff will use bi-weekly "Early-out" time to analyze data and review the effectiveness of student intervention programs.
3. Teachers will continue to employ differentiation strategies within their math lessons to meet each student's unique needs.
4. Teachers will use hands-on STEAM activities to promote student engagement, interest, and motivation.
As our staff is very small, the principal, teachers, and paras will all be involved in the bi-weekly meetings. The teachers and paras will be responsible for delivering instruction and keeping data. The principal will ensure the action plan is followed. Math goals will be met by June of 2024.
Interventions are on-going throughout the year. Intervention plans that do not show student progress after 8 weeks of implementation will be reviewed and modified until growth is shown. Students will be exited if proficiency is achieved. Students may qualify for interventions at any time throughout the year if they are deficient in a skill area.
1. Instructional paraprofessionals and specialist teachers will work with students needing interventions in specific ELA skill areas as determined by STAR, DIBELS, Fountas and Pinnell Diagnostic Reading Assessment, SBAC, and classroom assessments.
2. Staff will use bi-weekly "Early-out" time to analyze data and review the effectiveness of student intervention programs.
3. Teachers will continue to employ differentiation strategies within their ELA lessons to meet each student's unique needs.
As our staff is very small, the principal, teachers, and paras will all be involved in the bi-weekly meetings. The teachers and paras will be responsible for delivering instruction and keeping data. The principal will ensure the action plan is followed.
ELA goals will be met by June of 2024.
Interventions are on-going throughout the year. Intervention plans that do not show student progress after 8 weeks of implementation will be reviewed and modified until growth is shown. Students will be exited if proficiency is achieved. Students may qualify for interventions at any time throughout the year if they are deficient in a skill area.
The District purchased the Second Step SEL program for grades K - 8 in October of 2022. Each classroom teacher is responsible for delivering lessons in their individual classrooms. However, as this is a K - 8 program used school-wide, the school community will develop a common language and common goals in their SEL. Parents are informed throughout the year of the program goals and skills taught to help students achieve those goals through email, newsletters, and Family Engagement activities at the school. Students are recognized throughout the school for utilizing explicitly taught skills and strategies to increase their social-emotional awareness. Students receive "Fortine Bucks" from any staff member that witnesses them utilizing these skills. The "Bucks" can be used at a school store set up at the end of each quarter. The success of the program is measured using individual behavior logs. Attendance, work completion, and office referrals for behavior will also be tracked in the District Office to monitor the success of the program's goals.
The SEL program will be implemented throughout the year and reviewed monthly or as needed. The District SEL goal will be met by June of 2024.
A team (principal, teacher, parent, paraprofessional, student) will be formed for students not finding success with the program, and an individual behavior plan will be developed. This plan will be reviewed regularly to determine progress.
Goal Action Plan:
Please define your Math goal, English Language Arts (ELA) goal, and other goal,
Explain what instruments or methods will be used to monitor the progress of the goals and determine if the goals are met. Click the box and provide the text response for each applicable box.
The District will increase students' achievement in math by 5% in all standard areas in grades K - 8.
The District uses STAR Math 3 times per year in grades K - 8 to assess student progress. Students receiving math interventions receive STAR Progress Monitoring or EasyCBM progress monitoring every 3 weeks. The EnVision Math Diagnostic Assessment is used to assess students that test at a Level 1" on the STAR Math assessment. In addition, the District uses the SBAC results and classroom assessments to determine student needs.
The District will increase students' achievement in ELA by 5% in fluency and reading comprehension.
The District uses STAR Reading 3 times per year in K - 8 and DIBELS 3 times per year in K - 4 to assess student progress in ELA, in addition to SBAC and classroom assessments. Students determined to need interventions are assessed using Fountas and Pinnell Diagnostic Reading Assessment, and are progress monitored every 3 weeks in STAR and/or DIBELS.
Students in grades K - 8 will develop their skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Students will use specific, explicitly taught skills in each of the 5 SEL components 80% of the time as measured by behavior tracking logs.
The District purchased The Second Step SEL program in October of 2022 to teach students specific skills to increase competence in each area.
School developed survey for students, parents, and staff.
STAR Math and Reading Assessments
DIBELS Assessments
Fountas and Pinnell Diagnostic Reading Assessment
Math 180 Assessments
EnVision Math Diagnostic Assessment
Attendance tracking
No specific student groups were more affected than others.
4068824531
The District will continue to track student academic progress through analyzing data from STAR Reading, Math and Early Literacy, DIBELS, EnVision Diagnostic Math Assessment, Fountas and Pinnell Diagnostic Reading Assessment, and classroom assessments. The District will track attendance, work completion, and behavior logs to help determine the effectiveness of the SEL program.
Please provide the estimated number of jobs (FTEs) that have been or will be created by the school district through the district’s planned use of ESSER III Funds.
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Please provide the estimated number of jobs (FTEs) that have been or will be retained by the LEA through the LEA’s planned use of ESSER III Funds.
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County | Lincoln |
District | Lincoln ~ Fortine Elem, LE0529 |
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Laura Pluid
fortine@interbel.net
Instructional paraprofessionals providing targeted interventions, which are developed and monitored using District assessments.
Montana School District ARP ESSER Plan Update
This tool allows districts to update their ARP ESSER plans at any point. Updates must be completed at least once every six months.
Federal Requirement
The US Department of Education (USED) required the OPI to establish a process for district plans consistent with the ARP ESSER requirements for the use of ARP ESSER funds and ensure plans be made available to the public, within no later than 90 days after a district received its ARP ESSER allocation (August 24, 2021). The requirements for the school district plans include, at a minimum, how districts will:
Initial ARP-ESSER plans were developed through the use of a template. This plan update tool will provide districts with their most recent plan submission presented with the same fields and sections as their initial plan.
The sections of this tool match the sections of the template provided for districts to use for the creation of their plans.
The template sections are as follows:
1. School District-Identified Priorities
2. Meaningful Consultation
3. Goals
4. Coordinating Funds
5. Creating Safe and Healthy Learning Environment
6. Addressing Lost Instructional Time
7. Supporting the Educator Workforce
8. Monitoring and Measuring Impact of ARP ESSER funds
Prior to updating your school district ARP ESSER plan, consider the following:
What data do you have available to you to measure the impact of your work and guide plan adjustments?
What feedback have you received from stakeholders around your plan and/or your plan implementation?
What steps have you taken to engage stakeholders in your update process?
Instructions for updating your school district ARP ESSER plan
The Fortine Board of Trustees discussed the use of ESSER funds, specifically funds earmarked for an addition to the school to implement targeted interventions and hands-on learning projects, during regular school board meetings in 2023. Stakeholders were made aware of these discussions through the dissemination of the agenda on our school website, facebook, and school public notice board. Stakeholders spoke on this topic both during public comment and during agenda topics. Additionally, school district staff recommended continuing with the plan as written, as assessments show that progress is being made toward the District's goals.
This submission reflects the update of our plan in June of 2023.
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Q_R | R_A4pgVEJEcHKHzUZ |
Recipient | laura@fortineschool.net |