Monroe School District

Title III Improvement Plan

2012 – 2014

Monroe School District

365 N 5th Street

Monroe, Oregon 97456

Monroe School District

Title III Improvement Plan

2012 – 2014

District Information

County: Benton

District Name:Monroe School District

Address:365 N 5th Street

Monroe, Oregon 97456

Telephone: 541-847-6292

Superintendent:Randall Crowson

Title III District Contact

Name:Brenda Goracke

Telephone: 541-847-5139

Fax: 541-847-5128

E-Mail:

Submission Date:May 4, 2012

Data Analysis:

Schools in the Monroe School District consist of the following:

Monroe Grade School / K-8
Monroe High School / 9-12
Monroe School District Student Enrollment Distribution
Grade / MGS / MHS / District
K / 27
1 / 38
2 / 34
3 / 41
4 / 39
5 / 43
6 / 47
7 / 34
8 / 39
9 / 27
10 / 43
11 / 27
12 / 37
Total / 341 / 134 / 475

Source:Monroe School District Student Information Systems, March 2012.

Enrollment History:

November 2011:480 students

June 2011:472 students

November 2010:474 students

June 2010: 444 students

November 2009:443 students

Ethnic Summary:

1

1.05% Asian/Pacific Islander

0% Black (Not of Hispanic Origin)

15.79% Hispanic

15.79% American Indian/Alaskan Native

65.69% White (Not of Hispanic Origin)

1.68% Multi

1

English Language Learners:

School / Grade Level / # Students Served / # Students Monitored
Monroe Grade School / K / 2 / 0
1 / 2 / 0
2 / 3 / 0
3 / 4 / 3
4 / 2 / 1
5 / 2 / 4
6 / 0 / 3
7 / 1 / 0
8 / 1 / 1
Monroe High School / 9 / 0 / 0
10 / 0 / 1
11 / 0 / 0
12 / 0 / 0
Total / 17 / 13

Monroe School District 2011 ELPA Report and current enrollment March 2012.

Students Progressing to Higher Proficiency:11 (55%)

(From 0910-1011)

  • Three Levels 1
  • Two Levels2
  • One Level8

Students Staying At Same Proficiency Level:6 (30%)

Students Declining to Lower Proficiency:3 (15%)

  • One Level3
  • Two Levels0

Students Exiting Within 5 Years:8 (80%)

Students Exiting After 5 Years:2 (20%)

Year #1 Monitoring:3

Year #2 Monitoring:8

Re-Entry from Monitor Status:0

Declined Service:0

LEP Students in Special Education:1 (5%)

LEP Students Identified TAG:0

LEP Students Identified as Migrant:0

Student Gain from 2009/10—2010/11—Oregon Statewide Assessment Improvement Data:

Grade Level
2010-2011 / Mathematics / Reading / Overall Gain or Loss
From 9/10 to 10/11
3rd / 1 = Meet
2 = Nearly Meet / 2 = Meet
1 = Nearly Meets / No comparative data
4th / 1 = Exceeds
2 = Meet
1= Nearly Meets
1 = Low / 1 = Exceeds
3 = Meet
1 = Low / ↑ Math: 5.2 pt. avg. gain
↑ Rdg: 5.2 pt. avg. gain
5th / 1 = Nearly Meets
1 = Low / 1 = Meet
1 = Nearly Meet / ↑ Math: 12.5 pt. avg. gain
↑ Rdg: 2.5 pt. avg. gain
6th
7th / 1 = Low / 1 = Meet / ↑ = Math (4 pts.)
↑ = Rdg. (8 pts.)
8th to 9th / 1 = Meets / 1 = Meets / ↑ = Math (2 pts.)
↑ = Rdg. (4 pts.)

Monroe School District 2009-2010 OAKS and 2010-2011 OAKS

2009-2010 OAKS Achievement by Subgroup
Student Group / 08-09 ELA%
Meet or Exceed / 09-10 ELA %
Meet or Exceed / 10-11 ELA %
Meet or Exceed
Limited English Proficient Students / 78.3% / 91.7% / 75.0%
2010-2011 OAKS Achievement by Subgroup
Student Group / 08-09 ELA%
Meet or Exceed / 09-10 Math %
Meet or Exceed / 10-11 Math %
Meet or Exceed
Limited English Proficient Students / 43.5% / 50% / 41.6.0%

09-10, 10-11Monroe School District Report Card

Current (2010-2011) Annual Measurable Achievement Objectives Status:

AMAO #1:Not Met

This measure describes the annual increase in progress in learning English as measured by the proficiency level gain on the ELPA per year of academic instruction for all identified ELLs.

2008-200967%

2009-201064%

2010-2011:48%

AMAO #2A:Met

This measure describes the annual increase in attainment of English language proficiency as measured by the number of students who have exited ELD services for proficiency out of the total identified LEP / ELL population.

2009-201011%

2010-2011:45%

AMAO #2B:Met

This measure describes the annual increase in attainment of English language proficiency as measured by the number of students who have exited ELD services for proficiency who have been identified as ELL for 5 or more years, out of the total population of LEP / ELL students identified as ELL for 5 or more years.

2009-2010NR

2010-2011:100%

AMAO #3:Not Rated

This measure is defined as meeting Adequate Yearly Progress (AYP) in the content areas by the LEP subpopulation as defined by Title I, Part A, Section 1111(b)(2)(B) Title III, Part A, Section 3122(a)(3), as measured by the academic performance of Limited English Proficient (LEP / ELL) students in content areas by reviewing the overall performance of LEP / ELL students as a subgroup of the total student population for a district as measured by Oregon Assessment of Knowledge and Skills (OAKS) testing.

2008-2009NR (78.3% ELA, 43.5% Math)

2009-2010NR (91.7% ELA, 50% Math)

2010-2011:NR (75% ELA, 41.6%)

Planning, Implementation, and Monitoring (PIM™):

The Leadership and Learning Center, c. 2011.

1

Goal #1: All English Language Learners (ELL) in the Monroe School District will be proficient in the English language.

SMART Objectives:

  • By June 2013, 53% (9 students) of all ELD students will show progress toward proficiency in English as demonstrated by moving up at least one level of overall proficiency as displayed on the individual student results of the 2012-2013 Oregon ELPA test. This is a 10% increase from the state wide percentages reported in 2010-2011.
  • By June 2014, 66% (11 students) of all ELD students will show progress toward proficiency in English as demonstrated by moving up at least one level of overall proficiency as displayed on the individual student results of the 2012-2013 Oregon ELPA test.

Rationale for Goal:In prior years, students involved in English language development programs have been focused on content area instruction rather than focused on development of English skills. In the last three years, no families have refused services for individual students. The focus on English skills is essential for student success.
Performance Targets:
  • All ELD students will be proficient in the English language.
  • All ELD students will have the opportunity to receive instruction in the English language.
  • All ELD students will have the opportunity to participate annually in the Oregon ELPA test.
  • Each ELD student is actively engaged in meaningful and positive learning experiences.
  • Individual students will demonstrate growth over time, as measured by the Oregon ELPA
  • All ELD teachers understand and apply instructional strategies that contribute to student growth and engagement in learning.
  • All ELD staff members will be provided professional development opportunities to support student learning.
  • Practices, policies, and procedures support relevant, meaningful learning experiences.

Goal Focus: Grades: K-12 Subgroups: ELD Focus Area: English Language Development
Annual Measurable Achievement Objectives (AMAO):
AMAO #1 / AMAO #2A / AMAO #2B / AMAO #3
Research Related to Goal:
The following research supports the need to provide programs to enhance English language for students taught by highly qualified staff members.
Rethinking English Language Instruction: An Architectural Approach. Dutro, 2002.
  • “Given the increasingly multilingual populations in our schools, to effectively prepare students for success in academic subjects, teachers need a focused approach to teaching language in every classroom, in every subject, every day.”
  • “Academic language proficiency helps students achieve long term success in school.”
  • “English language instruction should provide not only ample opportunities for meaningful and engaging uses of language for a wide range or social and academic purposes, but necessary instruction in how English works.”
Teaching English Language Learners: What Research Does—and Does Not—Say. Goldenberg, Claude. American Education, 2008.
  • “By far, the majority of ELL’s—80 percent—are Spanish speakers. This is an important fact to bear in mind, since Spanish speakers in the U.S. tend to come from lower economic and educational backgrounds than either the general population or other immigrants and language minority populations.”(Capps, et.al., 2005)
Attributes of High Performing Schools. Gates Foundation:
  • Staff members must be dedicated to helping students meet state standards.
What Works In Schools. Robert Marzano:
  • Academic goals are set for individual students and the school. Monitoring progress toward those goals and providing timely feedback on progress is essential.
  • Sequencing and pacing learning experiences that are under teacher control are effectively done to maximize student learning.
90/90/90 Schools Research. Doug Reeves:
  • Teachers make instructional adjustments to teaching and learning using real student work as the foundation for discussion and planning.

Strategy / Evidence of Implementation / Evidence of Impact / Timeline / Person(s) Responsible / Reflection/ Evaluation / Funding Source(s)
Appropriate Identification of Students /
  • Home language survey.
  • Woodcock-Munoz testing.
  • Service letters to families.
  • Student enrollment in program(s).
/
  • Identified students enrolled and receiving services.
/
  • Ongoing
/
  • Title III Director
  • School Registrars
  • ELD Staff
/
  • Annual student enrollment statistics, including monitor and exit.
/
  • General Fund

Curriculum /
  • Alignment with English language proficiency standards.
  • Use of Hampton-Brown materials.
/
  • Observation notes.
  •  ELPA scores.
/
  • Ongoing
/ ELD Staff /
  • End-of-year survey data.
/
  • General Fund

Instruction /
  • Student enrollment in ELD program(s).
  • Eligible students in Title I.
  • Student in sheltered classroom(s).
/
  •  ELPA scores.
  •  student engagement in school.
/
  • Ongoing
/
  • ELD Staff
  • School Administrators
  • All Staff
/
  • Annual student data:
Test Data
Grades
Attendance /
  • Title I
  • Title III
  • General Fund

Assessment /
  • W-M and ELPA testing schedule..
  • OAKS schedule.
/
  •  ELPA, OAKS scores.
/
  • Annually
/
  • Title III Director
  • School Test Coordinators
  • ELD Staff
/
  • OAKS Data
  • ELPA Data
/
  • Title III
  • General Fund

Learning Environment /
  • Class pull-out schedule for students.
  • Assigned classroom(s).
/
  •  student engagement in school.
  •  success (grades, test data)
/
  • Ongoing
/
  • ELD Staff
  • All Staff
  • School Administrators
/
  • End-of-year survey data.
  • Grades
  • Test Data
/
  • General Fund

Parent Involvement /
  • Conference schedule.
  • Attendance notes for date(s) of involvement.
  • Service letters to parents.
/
  •  parent participation in school events.
  • Host of at least one parent night.
/
  • Ongoing
/
  • School Improvement Director
  • School Administrators
  • ELD Staff
/
  • End-of-year survey data.
  • Event rosters of participation.
/
  • Title I
  • General Fund

Goal #2: All English Language Learners (ELL) in the Monroe School District will be provided the opportunity for English language support from highly qualified staff.

SMART Objectives:

  • By September 2012, all ELD students will be taught by a highly qualified teacher with appropriate ESOL certification and Oregon licensure.
  • Currently 85% of certified staff members in the Monroe School District will have received training in SIOP or GLAD protocols as measured by workshop completion certificates. Monroe School District will maintain or increase this percentage of trained teachers district wide.
  • By June 2013, 53% of all ELD students will show progress toward proficiency in English as demonstrated by moving up at least one level of overall proficiency as displayed on the individual student results of the 2012-2013 Oregon ELPA test.
  • By June 2014, 66% of all ELD students will show progress toward proficiency in English as demonstrated by moving up at least one level of overall proficiency as displayed on the individual student results of the 2013-2014 Oregon ELPA test.

Rationale for Goal: In prior years, students involved in English language development programs have been focused on content area instruction rather than focused on development of English skills. The focus on English skills is essential for student success within the ELD program and in regular classrooms. Sheltered instructional strategies are sound instructional practices for all students.
Performance Targets:
  • All ELD students will have the opportunity to receive English language support during regular classroom experiences.
  • All ELD students will have the opportunity to participate annually in the Oregon ELPA test.
  • Each ELD student is actively engaged in meaningful and positive learning experiences throughout the school day.
  • Individual students will demonstrate growth over time, as measured by the Oregon ELPA.
  • All teachers understand and apply instructional strategies that contribute to student growth and engagement in learning course content and English language skills
  • All staff members will be provided professional development opportunities to support ELD students in their learning.
  • Practices, policies, and procedures support relevant, meaningful learning experiences.

Goal Focus: Grades: K-12 Subgroups: ELD Focus Area: English Language Development
Annual Measurable Achievement Objectives (AMAO):
AMAO #1 / AMAO #2A / AMAO #2B / AMAO #3
Research Related to Goal:
The following research supports the need to provide programs to enhance English language for students taught by highly qualified staff members.
Rethinking English Language Instruction: An Architectural Approach. Dutro, 2002.
  • “Given the increasingly multilingual populations in our schools, to effectively prepare students for success in academic subjects, teachers need a focused approach to teaching language in every classroom, in every subject, every day.”
  • “Academic language proficiency helps students achieve long term success in school.”
  • “English language instruction should provide not only ample opportunities for meaningful and engaging uses of language for a wide range or social and academic purposes, but necessary instruction in how English works.”
Teaching English Language Learners: What Research Does—and Does Not—Say. Goldenberg, Claude. American Education, 2008.
  • “By far, the majority of ELL’s—80 percent—are Spanish speakers. This is an important fact to bear in mind, since Spanish speakers in the U.S. tend to come from lower economic and educational backgrounds than either the general population or other immigrants and language minority populations.”(Capps, et.al., 2005)
Attributes of High Performing Schools. Gates Foundation:
  • Staff members must be dedicated to helping students meet state standards.
What Works In Schools. Robert Marzano:
  • Academic goals are set for individual students and the school. Monitoring progress toward those goals and providing timely feedback on progress is essential.
  • Sequencing and pacing learning experiences that are under teacher control are effectively done to maximize student learning.
90/90/90 Schools Research. Doug Reeves:
  • Teachers make instructional adjustments to teaching and learning using real student work as the foundation for discussion and planning.

Strategy / Evidence of Implementation / Evidence of Impact / Timeline / Person(s) Responsible / Reflection/ Evaluation / Funding Source(s)
Appropriate Identification of Students /
  • Home language survey.
  • Woodcock-Munoz testing.
  • Service letters to families.
  • Student enrollment in program(s).
/
  • Individual student records.
  • Copies of correspondence.
/
  • Ongoing
/
  • Title III DIrector
  • School Registrars
  • ELD Staff
/
  • Annual student enrollment statistics, including monitor and exit.
/
  • General Fund

English Language Development /
  • Student schedules.
  • Staff schedules.
/
  •  student engagement in school.
  •  success (grades, test data)
/
  • Ongoing
/
  • Title III Director
  • ELD Staff
/
  • End-of-year survey data.
  • Individual student data.
/
  • Title III
  • General Fund

Sheltered Instruction in Regular Classes /
  • Walk-Through Data
/
  • See scoring guide below.
/
  • Annually
/
  • Title III Director
  • ELD Staff
/
  • End-of-year survey data.
  • Individual student data.
/
  • General Fund

Eligible Students in Title I Program /
  • Student schedules.
/
  • End-of-year survey data.
  • Individual student data.
/
  • Ongoing
/
  • Superintendent
  • Elementary Principal
  • Title I Teacher
/
  • Individual student data.
/
  • Title I
  • General Fund

Assignment of Highly Qualified Staff /
  • Staff schedules.
  • Licensure.
/
  •  student engagement in school.
  •  success (grades, test data)
/
  • Annually
/
  • Superintendent
  • MSD Administration
  • Title III Director
/
  • End-of-year survey data.
  • Individual student data.
/
  • Title II
  • Title III
  • General Fund

Professional Development
  • Title III Consortium
  • Woodcock-Munoz
  • Focused Approach
  • SIOP
/
  • PD request forms.
  • Sign-in sheets.
/
  •  teacher use of sheltered strategies.
  • Improvement in instructional practice.
  • Completion of CPD Plans.
  •  student performance and engagement in school.
/
  • Ongoing
/
  • Administrative Team
/
  • Teacher Perception Data
  • Professional Development participation data.
/
  • Title III
  • General Fund

Goal #2 - 2011-2012 Focused SIOP Strategy for All Staff:

All English Language Learners (ELL) in the Monroe School District will be provided the opportunity for English language support in all regular education classrooms.

High Leverage Instructional Strategy or Program > 90% Implementation
SIOP Strategy: Using and posting key vocabulary during regular classroom instruction.
Scoring Guide:
What does the strategy look like when implemented frequently and with fidelity.
Level 4
Exceeds Expectations / Level 3
Meets Expectations / Level 2
Making Progress Toward Expectations / Level 1
Not Meet Expectations
  • Key vocabulary displayed prominently in classroom.
  • Key vocabulary used in context to solve problems and/or complete task(s).
  • Key vocabulary is used to teach unit/lesson.
  • Students share in the process of defining key vocabulary.
  • Students maintain copy of key vocabulary and definitions.
  • Students are informally or formally assessed on key vocabulary.
  • Memory device used/ encouraged to remember key vocabulary.
/
  • Key vocabulary displayed in classroom.
  • Key vocabulary is used to solve problems and/or complete tasks.
  • Instruction focused on key vocabulary.
  • Key vocabulary is clearly defined.
  • Students maintain copy of key vocabulary.
  • Students are informally assessed on key vocabulary.
/
  • Key vocabulary infrequently displayed in classroom.
  • Key vocabulary infrequently used to solve problems and/or complete tasks.
  • Key vocabulary often taught independent of unit/lesson.
  • Key vocabulary rarely defined in class.
  • Few students maintain a copy of key vocabulary.
  • Students are infrequently informally or formally assessed on key vocabulary.
/
  • Key vocabulary not posted in classroom.
  • Key vocabulary is not used to solve problems and/or complete tasks.
  • Key vocabulary not taught in classroom.
  • Key vocabulary not defined in classroom.
  • Students do not maintain a copy of vocabulary.
  • Students are not checked for understanding of vocabulary.

Data Collection: Observe, Share, and Follow-Up
Observations
(Who and How) / Evidence
(Teacher Behaviors, Lesson Plans,
Student Work, etc…) / Focus Group
(District, School, Grade, Content) / Feedback
(How, By Whom, When) / Student Progress Data
(Assessments) / Cycle Frequency
(How Often)
  • School Improvement Director:
Walk-Through
Staff Survey
Student Survey
  • Administrators:
Walk-Through
Staff Survey
  • Content Area Teachers:
Walk-Through /
  • Classroom Observation
  • Survey Results
  • Student Notebooks
  • Student Work
/
  • Content area teams.
/
  • Walk-through data.
  • Survey data.
/
  • Classroom vocabulary assessment.
/
  • Quarterly

Anticipated Challenges or Barriers:
  • Teacher concern about data being used for personal evaluations.
  • Availability of calibrated observers.
  • Consistent use of scoring guide.

Support Needed:
  • Administrative support.
  • Staff buy-in to walk-through process.
  • English Language Development (ELD) staff reinforcing key vocabulary with students.

Professional Development:
  • SIOP training for regular classroom teachers.
  • Calibration of observers using the scoring guide.
  • Active professional learning communities/data teams.

Parent Involvement/ Engagement:
  • ELL Parent Information Night (How to help student with vocabulary?)

Monroe School District