• Priority 1:

  Respond to learning loss in ELA and Math as a result of Covid 19.

• Priority 2:

  Determine and respond to students' SEL needs through explicit instruction.

• Priority 3:

  Provide hands-on STEAM activities to promote student engagement and higher level thinking skills.

• Math Goal Strategies, Actions, Timelines, and Assignments:

  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.

• ELA Goal Strategies, Actions, Timelines, and Assignments:

  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.

• Other Goal (For example, SEL, Mental Health, Graduation Rates, Recruitment/Retention, Professional Development, Community and Family Engagement, etc.) Strategies, Actions, Timelines, and Assignments:

  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.

• Math Goal:

  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.

• ELA Goal:

  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.

• Other Goal (For example, SEL, Mental Health, Graduation Rates, Recruitment/Retention, Professional Development, Community and Family Engagement, etc.):

  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

• Other (please identify in the box below):

  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.

• SEL learning supports
• Evidenced-based curriculum
• Access to and effective use of technology
• Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction
• Providing information and assistance to parents and families on how they can effectively support students
• Tracking student attendance and improving student engagement provided by the school
• Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools, hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning platforms/learning management systems, other distance/remote learning costs
• Hiring new staff and avoiding layoffs
• Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases
• Purchasing supplies to sanitize and clean the facilities
• Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and substantive educational interaction between students and their classroom instructors including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.
• School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
• Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement.

• Principal

4

n/a

• None

• Title I, Part A of the ESEA (Improving Basic Programs Operated by LEAs)
• Title II, Part A of the ESEA (Supporting Effective Instruction)
• Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants)

• Social emotional learning
• Academic support
• Hiring new staff and avoiding layoffs
• Meeting the nutritional needs of underserved students.
• Providing safe, healthy, inclusive learning environments.
• Purchasing supplies to sanitize and clean the facilities
• Planning for, coordinating, and implementing activities during long-term closures, including providing meals to eligible students, providing technology for online learning to all students, providing guidance for carrying out requirements under the Individuals with Disabilities Education Act and ensuring other educational services can continue to be provided consistent with all Federal, State, and local requirements.
• Purchasing educational technology (including hardware, software, and connectivity) that aids in regular and substantive educational interaction between students and their classroom instructors including low-income students and children with disabilities, which may include assistive technology or adaptive equipment.
• School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs.
• Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and nonmechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement

6

• Technology to support learning: enable students to learn anywhere and teachers to teach essential standards

• Public meetings
• Website
• Social media
• Email

• Yes

n/a

n/a

Laura Pluid

fortine@interbel.net

• Parents
• Students
• Teachers
• Staff
• Local bargaining units
• County health departments
• Community members

• Interim Formative Assessment
• Summative assessments
• Chronic absenteeism
• Student engagement
• Access to technology
• Educator PD on technology
• Access to and preparation of high-quality educators
• Student, parent, or educator surveys
• Classified and certified staff (numbers of positions or people)
• Health protocols

• SEL learning supports
• Evidenced-based curriculum
• Accelerating learning through instructional approaches: In-school acceleration-Certified educators provide support for students within the classroom and grade-level work, using high-quality instructional materials, instructional strategies, and formative assessments.
• Access to and effective use of technology
• Engaging families in digital learning training and effectively using technology and platforms
• Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction
• Providing information and assistance to parents and families on how they can effectively support students
• Tracking student attendance and improving student engagement provided by the school
• Distance/Remote Learning: connectivity (hot spots, outfitting buildings/buses with WiFi, other wireless, internet service, etc.), devices (laptops, tablets, etc.), printing costs for learning packets, instructional resources/tools, hardware, software, subscriptions, licenses, assistive technology or adaptive equipment, online learning platforms/learning management systems, other distance/remote learning costs
• Other (please identify in the box below):

  Instructional paraprofessionals providing targeted interventions, which are developed and monitored using District assessments.

• None

• None

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.

• I am the Authorized Representative for this district.

• This is the first time we are submitting this plan update