SITE-BASED PLAN

FOR

COLLABORATIVE DELIVERY OF SERVICES

I.  PHILOSOPHY:  Alderwood Elementary School is a neighborhood center that promotes love of literacy and encourages co-learning by all students, parents, staff and community members.

A.  GOALS:  THROUGH THE ALDERWOOD COLLABORATIVE MODEL WE STRIVE TO....

1.         Promote literacy learning for all members of the Alderwood Community

            2.         Provide all students with a consistently coordinated program of support

which is closely aligned with district and state curriculum guides and meets their learning needs.

            3.         Increase the amount of regular classroom time for special needs students,

                         promoting continuity of learning and heterogeneous peer-interaction.

4.         Develop an increased support system for regular education teachers and specialists as they work to meet the diverse needs of children within the classroom.

            5.         Improve the system of working with non-identified students on an informal basis,

                         including classroom support and identification of special needs.

B.  DEFINITIONS:

INCLUSION - All students with special needs are educated in supported, heterogeneous, age-appropriate, student-centered classrooms.

CONTINUUM OF SERVICE - There are levels of service which exist along a continuum, extending from indirect service (monitoring progress, consultation with teachers etc.) to direct service (scheduled pull-out, individual tutoring etc.)  Students with special needs receive service dependent on individual student needs.

COLLABORATIVE CONSULTATION - “Collaborative consultation is an interactive process which enables people with diverse expertise to generate creative solutions to mutually defined problems. The outcome is enhanced, altered, and different from the original solutions that any team member would produce independently.”

(Idol, L., Paolucci-Whitcomb, & Nevin, A. COLLABORATIVE CONSULTATION. Austin, Texas;  PRO-ED, 1986)

At Alderwood Elementary this means that staff members come together to plan and problem-solve as a mutually supported team. The skills and expertise of each team member are recognized and equally valued for their contribution toward the collaborative process. Delivery of services for students with special needs are planned and implemented through this process. Teachers, support staff, parents and students are a part of the collaborative team.

C.  THE SITE COUNCIL - will provide leadership and direction to collaborative efforts at Alderwood. The council will monitor implementation, evaluation and future modifications to the inclusive model at Alderwood. Maintaining it’s role as an advisory council, the council will share it’s recommendations with staff for their input and approval through the site-based decision-making process.

D.  CONTINUUM OF SERVICE:

Range of Service:

Support services will be provided for students with special needs using a variety of alternative delivery systems. The type and amount of service provided to an individual student is determined by student need, eligibility for programs based on existing qualification criteria, total numbers of students requiring service and availability of staff time and resources.  Models for service delivery range from indirect service (support of students and teachers through consultation and resources provided by specialists) to direct service (individual and small-group instruction).  Appropriate services are determined on a case-by-case basis through the LEAP collaborative process. 

DELIVERY SYSTEM FOR TITLE I SERVICE:   (L.E.A.P.)

A.  Goal:   To provide additional daily support of small group instruction in each classroom to ensure success for all students.

1.  Objective:   Reading teacher will work in each classroom for 1 hr. to provide small group or 1:1 instruction to help all students meet or exceed reading standards.

2.  Belief Statement:

·         All teachers share the responsibility to teach literacy daily and consistently

·         All students can meet the standards

·         All teachers regularly assess and evaluate student performance in literacy to identify strengths and next learning steps.

·         All teachers collect and share data about student performance in an ongoing manner in order to ensure consistent instruction and learning.

[teacher learning cycle]

B.  Strategies:

1.  Assessment

·         Running Reading Records, observational notes, writing samples and other assessment data will be collected frequently on all students

·         Data is shared with all ….

2.  Evaluation

·         Semi monthly collaboration for reading teacher and classroom teacher will provide opportunities to review student data

·         Summary statements and monitoring notes developed according to strengths and next steps

·         Behavioral issues are shared

·         Student progress reviews are held regularly to allocate resources, identify additional programs, and make referrals.

·         Reading teacher and classroom teacher use data gathered daily to monitor and adjust teaching and learning as needed

3.  Planning

·         Reading teacher and classroom teacher identify specific students that will receive services based on evaluation process

·         Reading teacher will select resources and approach appropriate to the needs of the learner

·         Reading teacher and classroom teacher will collaborate on instructional responsibilities, schedule, and changes that may be needed

4.  Instruction

·         Reading teacher teaches assigned students, check draft book, hold writing conferences, meet for reading instruction, provide demonstrations

·         Reading teacher roves to check use of student learning plans, work progress, listen to students read while classroom teacher meets with group

·         Reading teacher takes RRR and monitoring notes

·         Classroom teacher organizes classroom so that the conditions for learning are in place

·         place for reading teacher to work

·         student learning plans

·         defined literacy block time

·         posted behavior expectations and consequences

5.  Early Interventions

·         All specialists and instructional assistants will provide 1:1 and small group reading support in classrooms.

·         Reading Recovery is the primary intervention for first grade students who are in the bottom quarter.

·         Second grade students may qualify for extended day programs.

·         Third, fourth and fifth grade students will receive direct services based on the availability of time and resources. In cases of extreme need, students may be given higher priority for service

·         Students with extreme needs that preclude them from learning successfully in LEAP group settings and/or in an inclusive model will be given priority for 1:1 assistance. This assistance is intended to be on a short-term basis and includes: peer tutoring, after school tutoring and homework tables.

·         All students may receive the benefit of indirect services on a continuous basis and with equal priority.

C.  COMMUNICATION: 

·         Bi-monthly collaboration meetings will be held to allow classroom teachers and support staff to monitor student progress and adjust programs as needed.  At this time, teachers and support staff may also plan cooperative lessons, share materials and confer on instructional approaches that support continuous progress for all students based upon assessment.

·         Quarterly reviews will be attended classroom teacher, administrator, specialists and instructional assistants to review student progress and services needed.

II.                DELIVERY SYSTEM FOR ENGLISH AS A SECOND LANGUAGE:

The English Second Language program at Alderwood will serve students eligible for ESL, based on testing and individualized goals.

A.  Students will be seen on an individual and small group basis until language development reaches a level

      that allows success in an inclusive model.

B.       Indirect service will be provided for teachers in the form of consultation on curriculum modifications,

       support materials and communication with the families of ESL students

C.       When appropriate, service will be provided in the classroom.  Planning will be done with the 

       classroom teacher and/or the collaborative team.

ESL Plan for Continuous Progress:

Students whose level of English language development increases will receive continued academic support through homework table and volunteer tutors.

III.  DELIVERY SYSTEM FOR SPECIAL EDUCATION:

The Special education program at Alderwood will serve students eligible for special education services based on testing and IEP goals.

A.   Service Delivery

Students eligible for special education services will receive services as specified in the I.E.P. A full continuum of service delivery options will be provided as needed for individual students.

                The special education teacher may provide consultation on and/or other services for elected regular education students. The need for and nature of such services will be determined through the collaborative process. Amount of service will comply with time limitations for service to regular education students.

B.   Progress Monitoring

                I.E.P. goals for all special education students will be monitored as outlined in each student Individualized Education Plan. In addition, special education student’s progress will be reviewed quarterly along with the progress review of all regular education students.

C.   Collaboration

                The special education teacher and or his/her assistant will participate in a bi-monthly collaborative meetings and student program reviews with each special education student’s regular education teacher. Instructional planning and monitoring of student progress toward I.E.P. goals will be reviewed at these meetings

D.  Plan for Continuous Progress:

1.        Student progress will be reviewed quarterly at Student Progress Reviews.

2.        Student progress will be reviewed by the classroom teacher, administrator, and specialists by examining DRA/DRP scores and teacher monitoring notes. Referrals to other services, agencies may also by made.

3.        Students who evidence minimal progress (gain) will have their instruction and/or program modified. Resources will be flexibly adjusted to provide additional support.

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SEMI MONTHLY COLLABORATION

Every other Friday a 30 minutes roving sub will release the classroom teacher to meet with Reading teacher, Special education teachers, ELL teacher and any instructional assistant who is working in the classroom.

Who can help	Interventions
·        LEAP Team ·        Principal ·        Sp. Ed. Teacher ·        Peers ·        ELL ·        Collaboration/TEAM LEAP ·        Family Information Center ·        Parents	·        Cross Age ·        Tutors ·        Behavior Plans ·        Homework Table ·        Extended Day ·        See handbook for suggestions

                         

ESSS Behavior Plans Social Skills Anger Management

Intervention Prevention Specialists Family Intervention

FIC community agency help

Referral to NWS counseling

MDT Teacher Parents Administrator Psychologist

or

Plan program Classroom modification, instruction adaptions, support

Staffing – determine eligibility

Assessments

Intake Meeting

Schedule Intake

Complete SSI