1. No category

1500 Highway 36 West
Roseville, MN 55113-4266
T: (651) 582-8200
TTY: (651) 582-8201
http://education.state.mn.us
APPLICATION SECTION – APPLICATION COVER SHEET
ALTERNATIVE DELIVERY OF SPECIALIZED INSTRUCTIONAL SERVICES (ADSIS)
Finance Codes 740/799/335 Program Code 422 – State Aid
Please indicate the type of application you are submitting by checking one box only.
x
GROUP 1 – New state fiscal year 2012-2013 applicant
GROUP 2 – Received funding in state fiscal year 2011-2012 for the first time
GROUP 3 – Received funding in both state fiscal years 2010-2011 and 2011-2012
Starting Date for 2012-2013: July 1, 2012
Ending Date: June 30, 2013
ORGANIZATION INFORMATION
District/Charter Legal
LAKES INTERNATIONAL LANGUAGE ADMY
Name:
Organization Number:
4116
07
District Type
District Number
School Name and
Number
Met AYP in 2011
LAKES
INTERNATIONAL
LANGUAGE
ADMY (010)
School/Site Name (s)
(add more rows as
necessary)
ADSIS Program Name:
YES
x NO
YES
YES
YES
YES
NO
NO
NO
NO
Title I (Targeted
Assistance for SY
11-12)
YES x NO
YES
YES
YES
YES
Title I
(School wide
for SY 11-12)
YES x NO
NO
NO
NO
NO
YES
YES
YES
YES
NO
NO
NO
NO
ADSIS RtI
Grade Levels to be Served
by ADSIS (check all that
apply)
Direct Service Focus
(check all that apply)
MN Tax ID Number:
Federal Tax ID Number:
Total Expenditure Budget
Requested
(special education state aid )
K
1
7
X
2
X
8
Mathematics
9
X
3
X
10
4
X
5
11
X
6
X
12
Reading X
Behavior
6744526
20-0393839
$216,650
NOTE: The maximum amount of special education regular aid and special education excess cost aid attributable to ADSIS may not exceed
$500,000 per district.
Name
Address
Phone Number & E-mail
Name
Title
SUPERINTENDENT OR CHARTER SCHOOL DIRECTOR
CAM HEDLUND
246 11TH AVE SE, FOREST LAKE, MN 55025
651.464.0771
[email protected]
IDENTIFIED OFFICIAL WITH LEGAL AUTHORITY
CAM HEDLUND
DIRECTOR
Alternative Delivery of Specialized Instructional Services 2012-2013
1
246 11TH AVE SE, FOREST LAKE, MN 55025
651.464.0771
[email protected]
DIRECTOR OF SPECIAL EDUCATION
Name
NANCY J.S. ROSMAN
Address
246 11TH AVE SE, FOREST LAKE, MN 55025
Phone Number & E-mail
651.464.0771
[email protected]
KEY PROGRAM CONTACT INFORMATION
The program contact should be the designated person to receive and provide information about the ADSIS program
between MDE and the district.
Name
NANCY J.S. ROSMAN
Title
DIRECTOR OF SPECIAL SERVICES
Address
246 11TH AVE SE, FOREST LAKE, MN 55025
Phone Number & E-mail
651.464.0771
[email protected]
BUSINESS /ACCTG. MANAGER CONTACT INFORMATION
Name
JULIE LUNDGREN
Phone Number & E-mail
651.464.0771
[email protected]
District/Charter Address
Phone Number & E-mail
REMINDER: Your application is not considered submitted on time until it is uploaded and signed. Due date for signed
application: February 28, 2012, Midnight, Central Time.
Alternative Delivery of Specialized Instructional Services 2012-2013
2
ASSURANCES
The applicant, by signing the application submitted to the State, agrees to comply with all applicable federal, state
and local laws, ordinances, rules and regulations, public policies and all provisions stated herein in the performance
of this program.
1. SURVIVAL OF TERMS
The following clauses survive the expiration or cancellation of this award: 4(d). State and Federal Audits; 5.
Liability; 6. Ownership of Materials and Intellectual Property Rights; 7. Publicity; 8. Government Data
Practices; 9. Data Disclosure; and 12. Governing Law, Jurisdiction and Venue.
2. USE OF FUNDS
These funds may only be used for direct instructional services for children. The use of funds shall be limited to
that portion identified in the Application Materials and the attached application and by any applicable state or
federal laws.
A. The approved applicant, in the conduct of activities under this program, shall submit such reports as may
be required by written instructions of the State within the times required by it. The State shall withhold
funding if reporting requirements are not met in a complete, accurate and timely manner.
B. The approved applicant shall present reports to the Commissioner of the Department of Education
(COMMISSIONER) or State’s Authorized Representative. At the COMMISSIONER’S discretion, the
reports may be presented at departmental, legislative, other state agency or public meetings where the
applicant shall be available to explain the PROJECT and to respond to questions.
3. EQUIPMENT
Upon termination of the approved program, all equipment purchased during the approved program period shall
be returned by the program to the State at the State’s discretion.
4. FINANCIAL AND ADMINISTRATIVE PROVISIONS
A. RECORDS. The approved applicant shall maintain books, records, documents and other
evidence pertaining to the costs and expenses of implementing this Application to the extent and
in such detail as will accurately reflect all costs, direct and indirect, of labor materials, equipment,
supplies, services and other costs and expenses of whatever nature. The approved applicant
shall use generally accepted accounting principles. The approved applicant shall preserve all
financial and cost reports, books of account and supporting documents and other data evidencing
costs allowable for a period of not less than six years and the respective federal requirements
where applicable.
All pertinent records and books of accounts related to this approved program and subsequent
approved programs shall be preserved by the approved applicant for a period of six years subject
to the following criteria:
1) The six-year retention period shall commence from the date of submission of the final
expenditure report.
2) If any litigation, claim or audit is started before the expiration of the six-year period, the
records shall be retained until all litigation, claims or audit findings involving the records have
been resolved.
3) The applicant agrees to cooperate in any examination and audit under the provisions of this
paragraph.
B. EXAMINATION AND AUDIT OF ACCOUNTS AND RECORDS. The State or its representative or the
federal administering department (when applicable) shall have the right to examine books, records,
documents and other evidence and accounting procedures and practices, sufficient to reflect properly all
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3
direct and indirect costs and the method of implementing the award. The applicant shall make available at
its office and at all reasonable times before and during the period of record retention, proper facilities for
such examination and audit.
C. STATE AND FEDERAL AUDITS. The books, records, documents and accounting procedures and
practices of the applicant shall be subject to examination by the State or federal auditors, as authorized by
law. Minnesota Statutes, section 16C.05, subdivision 5, requires the State audit clause be in effect for a
minimum of six years. Federal audits shall be governed by requirements of federal regulations.
1) If the approved applicant (in federal OMB Circular language known as “subrecipient”) receives federal
assistance from the State of Minnesota, it will comply with the Single Audit Act of 1984 as amended
and OMB circular A-133, “Audits of States, Local Governments and Non-Profit Organizations” for
audits of fiscal years beginning after June 30, 1996; or,
2) The approved applicant will provide copies of the single audit reporting package (as defined in A-133
section 320(c)), financial statement audits, management letters and corrective action plans to the State,
the Office of the State Auditor, Single Audit Division or Federal Audit Clearinghouse, in accordance
with OMB A-133.
5. LIABILITY
The approved applicant agrees to indemnify and save and hold the State, its agents and employees harmless
from any and all claims or causes of action, including all attorneys’ fees incurred by the State arising from the
performance of the program by the approved applicant agents or employees. This clause shall not be construed
to bar any legal remedies the funded applicant may have for the State’s failure to fulfill its obligations pursuant
to the funding and subsequent awards or funding.
6. OWNERSHIP OF MATERIALS AND INTELLECTUAL PROPERTY RIGHTS
A. INTELLECTUAL PROPERTY RIGHTS:
The State shall own all rights, title and interest in all of the intellectual property rights, including
copyrights, patents, trade secrets, trademarks and service marks in the works and documents created and
paid for under the award. Works means all inventions, improvements, discoveries (whether or not
patentable), databases, computer programs, reports, notes, studies, photographs, negatives, designs,
drawings, specifications, materials, tapes and disks conceived, reduced to practice, created or originated by
the funded applicant, its employees, agents and subcontractors, either individually or jointly with others in
the performance of this award. Works includes “Documents.” Documents are the originals of any
databases, computer programs, reports, notes, studies, photographs, negatives, designs, drawings,
specifications, materials, tapes, disks or other materials, whether in tangible or electronic forms, prepared
by the funded applicant, its employees, agents or subcontractors in the performance of this award. The
Documents will be the exclusive property of the State and all such documents must be immediately
returned to the State by the funded site upon completion or cancellation of the award. To the extent
possible, those Works eligible for copyright protection under the United States Copyright Act will be
deemed to be “works for hire.” The funded applicant assigns all right, title and interest it may have in the
works and the documents to the State. The funded applicant at the request of the State, shall execute all
papers and perform all other acts necessary to transfer or record the State’s ownership interest in the works
and documents.
B. OBLIGATIONS:
1) Notification: Whenever any invention, improvement or discovery (whether or not patentable) is made
or conceived for the first time or actually or constructively reduced to practice by the funded applicant,
including its employees and subcontractors, in the performance of the program, the funded applicant
will immediately give the State’s authorized representative written notice thereof, and must promptly
furnish the authorized representative with complete information and/or disclosure thereon.
2) Representation: The funded applicant must perform all acts, and take all steps necessary to ensure that
all intellectual property rights in the works and documents are the sole property of the State, and that
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4
neither the funded applicant nor its employees, agents, or subcontractors retain any interest in and to
the works and documents. The funded applicant represents and warrants that the works and documents
do not and will not infringe upon any intellectual property of other persons or entities. Not
withstanding Liability clause 5, the funded applicant will indemnify; defend, to the extent permitted by
the Attorney General; and hold harmless the State, at the funded applicant’s expense, from any action
or claim brought against the State to the extent that it is based on a claim that all or part of the works or
documents infringe upon the intellectual property rights of others. The funded applicant will be
responsible for payment of any and all such claims, demands, obligations, liabilities, costs and
damages, including but not limited to, attorney fees. If such a claim or action arises, or in the funding
or the State’s opinion is likely to arise, the funding, must at the State’s discretion, either procure for the
State the right or license to use the intellectual property rights at issue or replace or modify the
allegedly infringing works or documents as necessary and appropriate to obviate the infringement
claim. This remedy of the State will be in addition and not exclusive of other remedies provided by
law.
7. PUBLICITY
Any publicity given to the program, publications or services provided resulting from the funding from the
approved application, including, but not limited to, notices, informational pamphlets, press releases, research,
reports, signs and similar public notices prepared for the funded applicant or its employees individually or
jointly with others or any subawardees, shall identify the State as the sponsoring agency. The publicity
described may only be released with the prior approval of the state’s authorized representative. The
applicant/awardee must not claim that the State endorses its products or services.
Sample statement identifying the State as the sponsoring agency and must also identify the source of funds.
This initiative is made possible using State Aid available through M.S. 125A.50 and M.S. 125A.78
Statute from the Minnesota Department of Education.
8. GOVERNMENT DATA PRACTICES
The applicant and the State must comply with the Minnesota Government Data Practices Act, Minnesota
Statutes, Chapter 13, as it applies to all data provided by the State under this funding and as it applies to all data
created collected, received, stored, used, maintained or disseminated by the program under the funding. The
civil remedies of Minnesota Statutes, section 13.08 apply to the release of the data referred to in this paragraph
by either the program or the State.
If the applicant receives a request to release the data referred to in this paragraph, the applicant must
immediately notify the State. The State will give the applicant instructions concerning the release of the data to
the requesting party before the data is released.
9. DATA DISCLOSURE
Under Minnesota Statutes, section 270C.65, and other applicable law, the applicant consents to disclosure of its
Social Security number, federal employer tax identification number and/or Minnesota tax identification number,
already provided to the State, to federal and state tax agencies and state personnel involved in the payment of
state obligations. These identification numbers may be used in the enforcement of federal and state tax laws
which could result in action requiring the applicant to file state tax returns and pay delinquent state tax liabilities,
if any.
10. WORKERS’ COMPENSATION
The applicant certifies that it is in compliance with Minnesota Statutes, section 176.181, subdivision
2, pertaining to workers’ compensation insurance coverage. The applicant’s employees and agents
will not be considered State employees. Any claims that may arise under the Minnesota Workers’
Compensation Act on behalf of these employees and any claims made by any third party as a
consequence of any act or omission on the part of these employees are in no way the State’s
obligation or responsibility. (Exemption/Waiver as allowed under law.)
Alternative Delivery of Specialized Instructional Services 2012-2013
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11. ANTITRUST
The applicant hereby assigns to the State of Minnesota any and all claims for overcharges as to
goods and/or services provided in connection with the program resulting from antitrust violations
which arise under the antitrust laws of the United States and the antitrust laws of the State of
Minnesota.
12. GOVERNING LAW, JURISDICTION AND VENUE
Minnesota law, without regard to its choice-of-law and provisions, governs the award. Venue for all legal
proceedings arising out of the funded program, or its breach, must be in the appropriate state or federal court
with competent jurisdiction in Ramsey County, Minnesota.
13. LOBBYING
As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for organizations
receiving funding over $150,000, as defined at 34 CFR Part 82, Sections 82.100, 82.105 and 82.110, the
approved applicant must certify that:
A. No federally appropriated funds have been paid or will be paid, by or on behalf of organization, to any
person for influencing or attempting to influence an officer or employee of any agency, a Member of
Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with
the making of any federal award, and the extension, continuation, renewal, amendment or modification of
any federal award.
B. If any funds other than federally appropriated funds have been paid or will be paid to any person for
influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an
officer or employee of Congress, or an employee of a Member of Congress in connection with this federal
funding, the approved applicant shall complete and submit Standard Form - LLL, "Disclosure Form to
Report Lobbying," in accordance with its instructions.
C. The approved applicant shall require that the language herein shall be included in any award documents for
all subawards at all tiers (including subawards, contracts under award, and subcontracts) and that all
subrecipients shall certify and disclose accordingly.
14. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS
As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for
prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and
85.110-A. The applicant certifies that it and its principals:
1) Are not presently debarred, suspended, proposed for debarment, declared ineligible or voluntarily
excluded from covered transactions by any federal department or agency;
2) Have not within a three-year period preceding this application or award been convicted of or had a civil
judgment rendered against them for commission of fraud or a criminal offense in connection with
obtaining, attempting to obtain, or performing a public (federal, state or local) transaction or contract under
a public transaction; violation of federal or state antitrust statutes or commission of embezzlement, theft,
forgery, bribery, falsification or destruction of records, making false statements or receiving stolen
property;
3) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity
(federal, state or local) with commission of any of the offenses enumerated in paragraph (2)(b) of this
certification; and,
4) Have not within a three-year period preceding this application had one or more public transaction
(federal, state or local) terminated for cause or default.
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15. DRUG-FREE WORKPLACE (Applicants Other Than Individuals)
As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 84, Subpart B, for
recipients other than individuals, as defined at 34 CFR Part B, Sections 84.200, 854.205, 84.210, 84.215,
84.220, 84.225 and 84.230 –
A. The applicant certifies that it will continue to provide a drug-free workplace by:
1) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing,
possession or use of a controlled substance is prohibited in the applicant’s workplace and specifying the
actions that will be taken against employees for violation of such prohibition;
2) Establishing an on-going drug-free awareness program to inform employees about:
(a) The dangers of drug abuse in the workplace;
(b) The applicant’s policy of maintaining a drug-free workplace;
(c) Any available drug counseling, rehabilitation and employee assistance programs; and
(d) The penalties that may be imposed upon employees for drug abuse violations occurring in the
workplace;
3) Making it a requirement that each employee to be engaged in the performance of the program be given a
copy of the statement required by paragraph (1);
4) Notifying the employee in the statement required by paragraph (1) that, as a condition of employment
under the funding, the employee will:
(a) Abide by the terms of the statement; and,
(b) Notify the employer in writing of his or her conviction for a violation of a criminal drug statute
occurring in the workplace no later than five calendar days after such conviction;
5) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph
(4)(b) from an employee or otherwise receiving actual notice of such conviction. Employers of convicted
employees must provide notice, including position title, to: Director, Grants, Policy and Oversight Staff,
U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building
No. 3), Washington, DC 20202-4248. Notice shall include the identification number(s) of each affected
award;
6) Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph
(4)(b), with respect to any employee who is so convicted:
(a) Taking appropriate personnel action against such an employee, up to and including termination,
consistent with the requirements of the Rehabilitation Act of 1973, as amended; or,
(b) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation
program approved for such purposes by a federal, state or local health, law enforcement or other
appropriate agency;
7) Making a good faith effort to continue to maintain a drug-free workplace through implementation of
Paragraphs (1), (2), (3), (4), (5) and (6).
16. TRANSFERABILITY
The applicant shall not transfer or assign to any party or parties any right(s), obligation(s) or claim(s) under the
funding without the prior written consent of the State. It is understood, however, that the applicant remains
solely responsible to the State for providing the products and services described.
17. TIME
The applicant agrees to abide by the funding timelines identified in this application.
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18. OTHER PROVISIONS be it understood:
A. By filing of this application, the applicant has therefore obtained the necessary legal authority to apply for
and receive the proposed funding.
B. As the agency head (identified official with authority to sign) by using the electronic signature process, you
have approved submission of this application and agree to comply with all assurances and requirements as
stated in this funding opportunity. As the identified official with authority to sign on behalf of the
organization, you are also delegating a program contact representative to work with MDE in fulfilling the
obligations of this funding opportunity. The electronic signature (and agreement) replaces the ink signature
and certifies that as an applicant/awardee your organization shall/will in the performance of the funding
opportunity comply with all applicable federal, state and local laws, ordinances, rules and regulations,
public policies and provisions stated in all applicable assurance(s) including but not limited to standard
and/or program specific.
C. The application is developed and submitted by the applying program. The source is cited appropriately on
any material that is paraphrased or copied. Language taken from a template is customized sufficiently to
meet the needs of the program that is applying. It is to be understood that failure to comply, may result in
denial of the funding application.
D. The applicant understands that no work should begin under this program until your application is approved
and the state fiscal year begins (July 1, 2012).
E. Funds shall not be used to supplant salaries and wages normally budgeted for an employee of the
applicant/agency. Total time for each staff position paid through various funding streams financed in part
or whole with funding funds shall not exceed one Full Time Equivalent (FTE). Grant administration may
allow staff to work on extended day assignments, such as after school programs, special education services
or other projects, if necessary, or allowable under funding. The applicant must disclose all compensation
from all sources upon request including salary, extra pay, and/or payments for contracted work, made to
employees
F. Fiscal control and accounting procedures will be used to ensure proper disbursement of all state aid.
G. The applicant’s Program Contact Representative will be named in the application. If the Program Contact
Representative changes at any time during the funding period the applicant must immediately notify the
State.
H. The State's Program Contact Representative, or his/her successor, named in the application has the
responsibility to monitor the applicant’s performance and has the authority to accept the services provided
under this aid.
I.
All services provided by the applicant under this program must be performed to the State’s satisfaction, as
determined at the sole discretion of the State’s Program Contact Representative and in accordance with all
applicable federal, state, and local laws, ordinances, rules and regulations. The applicant will not receive
payment for work found by the State to be unsatisfactory or performed in violation of federal, state or local
law.
J.
Any request for an amendment to the approved application must be in writing and may not be implemented
until approved by the State.
K. Any request for any change or amendment to the approved budget must be in writing and may not be
implemented until approval by the State.
L. If the State fails to enforce any provision of an application that failure does not waive the provision or its
right to enforce it.
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M. An ADSIS program may be cancelled by the State at any time, with or without cause, upon thirty (30)
days’ written notice to the other party. In the event of such a cancellation, the program shall be entitled to
payment, determined on a pro rata basis, for work or services performed to the State’s satisfaction. It is
expressly understood and agreed that in the event the reimbursement to the State from Federal sources or
appropriations by the Minnesota Legislature are not obtained and continued at an aggregate level sufficient
to allow for the program to continue operating, the funding shall immediately be terminated upon written
notice by the State to the program. In the event of such termination, the program shall be entitled to
payment determined on a pro-rata basis, for services performed and liabilities already accrued prior to such
termination.
N. The State may cancel an ADSIS program immediately if the State finds that there has been a failure to
comply with the provisions of the approved program, that reasonable progress has not been made or that
the purposes for which the funds were approved have not been or will not be fulfilled. The State may take
action to protect the interests of the State of Minnesota, including the refusal to disburse additional funds
and requiring the return of all or part of the funds already disbursed.
O. The applicant fully understands that the application may not be approved. The application process is
designed to provide an equitable opportunity for eligible candidates to apply. It is to be understood that
one or more factors may result in approval or non-approval of requested expenditures. The review process
includes a consistent, impartial application review conducted for all applications that meet the requirements
set forth in the application instructions. Applications are evaluated based on the information provided by
the applicant and failure to comply with submission requirements is solely the responsibility of the
applicant. All funding decisions made by the Commissioner of Education are final.
P. Approved programs understand that future funding opportunities may be hindered if reporting and/or
performance expectations per this or any funding opportunity/contract with MDE have not been met and/or
reports are not submitted in a timely fashion per requirements.
Q. When an application includes the production of a report or other publication and this publication will be
posted on the MDE Website or otherwise distributed as a work product of MDE that publication must
adhere to all MDE Communications policies, available upon request from the Communications Division.
In addition, the publication must be reviewed and proofread by Communications staff, in accordance with
MDE policy, to ensure the document follows all agency policies and is free of typographical and
grammatical errors, and is formatted in a way that is professional and easy to read. The program is
responsible for making changes designated by the Communications Division prior to dissemination of any
kind and must provide a Web-ready copy of the document to MDE in electronic format. Note: If the
document is provided in PDF format only, the program agrees to make any additional changes necessary if
future review reveals errors in the document.
R. Program Specific Assurances: The school district/charter school will meet its obligation to provide special
instruction and services to children with a disability according to Minnesota Statutes § 125A.03 to 125A.25
and 125A.65 (Minnesota Statute. § 125A.50, subdivision 4).
S. The school district/charter school must submit to the Commissioner of Education a report containing the
information described in Minnesota Statute § 125A.50, subdivision 3 (Minnesota Statute § 125A.50,
subdivision 5). Applicants failing to submit a complete report violate Minnesota Statute § 125A.50,
subdivisions 3 and 5, and will not be approved for subsequent years.
T. A student who is eligible for services under Minnesota Statutes § 125A.03 to 125A.24 and 125.65 is
entitled to procedural protections under 20 United States Code § 33, in any matter that affects the
identification, evaluation, placement or change in placement of a student.
U. The applicant must ensure the protection of a student’s civil rights, provide equal education opportunities
and prohibit discrimination (Minnesota Statute § 125A.50, subdivision 6).
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V. Programs must comply with applicable monitoring, training, meeting and evaluation requirements.
W. The applicant must include procedures to document that federal special education funds are used to
supplement or increase the level of special education instruction or related services, provided with state and
local revenue, but in no case supplant that revenue or affect the school district/charter school maintenance
of effort.
1. Maintenance of effort calculation does not include the following:
i.Funding Source Code C Alternative Delivery of Specialized Instructional Services
program Regular Year
ii. Funding Source Code N Alternative Delivery of Specialized Instructional Services
program Extended Year
iii.Any lines in error on EDRS
X. Staff performing duties in these programs must hold appropriate licensure and meet the appropriate
requirements to be highly qualified in the content area they are teaching, consistent with Minnesota Statute
§ 122A.16, 34 CFR § 300.18 and 34 CFR § 200.56. Copies of the licensure should be maintained by the
district for purposes of program and fiscal monitoring by MDE.
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AGREEMENT TO COMPLY WITH ASSURANCES
In regard to potential funding of an award, the following clauses are stated in their entirety in the application materials
section titled ASSURANCES. For the purpose of this form, said clauses are referenced only by their clause number
and heading hereafter in this Agreement to Comply with Assurances. You do not need to manually sign this form.
The applicant/awardee must comply with all applicable federal, state and local laws, ordinances, rules and regulations,
public policies and provisions stated therein and herein in the performance of the funding should the application be
approved.
1. SURVIVAL OF TERMS
2. USE OF FUNDS
3. EQUIPMENT
4. FINANCIAL AND ADMINISTRATIVE
PROVISIONS
5. LIABILITY
6. OWNERSHIP OF MATERIALS AND
INTELLECTUAL PROPERTY RIGHTS
7. PUBLICITY
8. GOVERNMENT DATA PRACTICES
9. DATA DISCLOSURE
10. WORKER’S COMPENSATION
11. ANTITRUST
12. GOVERNING LAW, JURISDICTION AND
VENUE
13. LOBBYING*
14. DEBARMENT, SUSPENSION AND OTHER
RESPONSIBILITY MATTERS*
15. DRUG-FREE WORKPLACE (AWARDEES
OTHER THAN INDIVIDUALS)*
16. TRANSFERABILITY
17. TIME
18. OTHER PROVISIONS
Regarding clauses 13-15:
These provisions are required when the application involves federal funds. Applicants shall refer to the regulations
cited to determine the certification to which they are required to attest. Applicants should also review the instructions
for certification included in the regulations before completing this form. Signature of this form provides for
compliance with certification requirements under 34 CFR Part 82, "New Restrictions on Lobbying," 34 CFR Part 84,
Government-wide Requirements for Drug-Free Workplace (Grants) and 34 CFR Part 85 Government-wide Debarment
and Suspension (Non-procurement) and the certifications shall be treated as a material representation of fact upon
which reliance will be placed when the Minnesota Department of Education determines the approved funding.
The title and finance code of this application is: Alternative Delivery of Specialized Instructional Services (ADSIS)State Aid
Upon applying your electronic signature to the application once it is submitted to the State, you, the applicant,
acknowledge that you have read the assurances in their entirety as stated within this application and shall comply with
all the terms and conditions.
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11
I. Statement of Need/Needs Assessment –2 pages
Lakes International Language Academy (LILA) is a K-6 charter school located in Forest Lake, MN. LILA is in its
eighth year of providing Spanish/Chinese immersion and International Baccalaureate (IB) programming. As an IB
school, Lakes International Language Academy aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect. Instruction is
provided through Units of Inquiry and not published curricula. Continuous assessment (summative and formative)
provides insights into students' understanding, knowledge, skills and attitudes. (Excerpts from "Making the PYP
Happen)
As a language immersion school, Lakes International Language Academy provides primary instruction in Spanish
or Chinese. Formal instruction in English is introduced for the first time mid-year during second grade. By the time
students exit LILA at the end of sixth grade, they are proficient in Spanish or Chinese and in English.
2010-2011 Student population: 597
2011-2012 Student population: 640
The student population is very stable during a school year, as it is difficult to enter the program after kindergarten
due to the language skills needed to function in the classroom. During the summer, 45 of students K-5 in 20102011 withdrew, which is within the projected number. About 12% of all students are eligible for the free and reduced
lunch program. LILA has no English language learners. Special education provides services to about 11% of the
student population, with over half of the identified students being served for speech/language impairments. The
number of students receiving special education services has increased from five in 2006 to 68 in 2011-12. The
school has a Director of Special Services on site.
MARSS DATA
Percent of total enrollment in special education: 10.9%
By disability:
S/L
50%
SLD
OHD 1%
PI
Student Body by ethnicity:
White: 87.7%
Hispanic:
9.6%
Asian: 1.8%
Am Indian:
0.3%
39%
1%
Black:
ASD
DHH
6%
3%
0.5%
2011 MCA Performance Data
Exceeds
Meets
Partially Meets
Does not meet
State Average
Standards
Standards
Standards
Standards
Reading-ALL
40.8%
37.5%
13%
8.7%
10%
Math-ALL
15%
35.7%
27.3%
22%
21%
Reading-SpEd
7.7%
28.2%
28.2%
35.9%
10%
Math-SpEd
5.1%
25.6%
15.4%
53.8%
21%
Reading –FRP
26.5%
52.9%
8.8%
11.8%
10%
Math-FRP
5.9%
32.4%
26.5%
35.3%
21%
For two consecutive years, LILA has not met AYP for students in special education for mathematics. LILA wrote a
School Improvement Plan in 2011-2012. Analysis of the data indicated the majority of the students with IEPs do not
receive specially designed instruction in mathematics. Most receive speech/language and reading services. The
current curriculum Everyday Math spirals skills, introducing and moving on, returning and practicing and moving on,
and in time mastering the skills. Students who struggle with retention of skills have difficulty with this curriculum.
Teaching supports and other intervention options are being reviewed by LILA teachers.
st
2012 MCA Math Data—January 1 Test
Exceeds or Meets
All Students
Students
on IEPs
Grade 3
50%
63%
Grade 4
35%
6%
Grade 5
35%
33%
Grade 6
48%
0%
Mid-year
42%
25.5%
2012 Overall
Overall
50.7%
30.7%
Final 2011
Partially Meets
All Students
Students on
IEPs
31%
13%
31%
25%
40%
17%
33%
20%
33.8%
18.8%
Does not Meet
All Students
Students on
IEPs
19%
25%
33%
69%
25%
50%
19%
80%
24%
56%
23.4%
53.8%
12
NWEA MAP READING Data
Spring 2011 LILA
Average RIT
nd
As 2 gr= 185.1
rd
All students 3 gr
rd
ADSIS students 3 gr
th
As 2
nd
gr = 175.6
rd
All students 4 gr
As 3 gr= 195.0
Winter 2012 LILA
Average RIT
rd
As 3 gr =193.5
RIT
Change
+8.4
rd
+4.8
th
+7.8
th
+9.4
+4.5
As 3 gr = 180.4
As 4 gr= 202.8
th
ADSIS students 4 grade
th
All students 5 gr
th
ADSIS Students 5 grade
rd
As 3 gr= 187
212.2
th
th
+5.6
All Students 6 gr
+8.6
ADSIS Students
th
th
th
6 grade
As 5 gr= 208.4
As 6 gr= 210.4
+2
INDIVIDUAL CHANGES IN READING RIT SCORES (2011-2012)
Number of students in ADSIS who had designated point range change from 2011 to 2012 RIT.
Grade 3
Grade 4
Grade 5
Grade 6
TOTAL
Greater than 10 pts.
11
10
7
2
30
0-10 pt. increase
8
9
9
5
31
Decreased -1 to -10
11
3
5
4
23
Decreased > 10
2
1
0
1
4
TOTALS
32
23
21
12
88
It must be remembered LILA students K-2 are taught entirely in Spanish. English is first introduced towards the end
of the second trimester in second grade. Grades 3-6 have one hour of English instruction and the rest of their
school day is in Spanish. LILA added Mandarin Chinese immersion with kindergarten students this year. NWEA
MAP and MCA tests are administered in English.
th
As 4 gr= 203.2
216.4
As 4 gr= 196.4
th
As 5 gr= 216.7
As 5 gr= 208.8
th
As 6 gr= 220.5
DIRECT BEHAVIOR RATING (DBR) Data
Quick observations of ADSIS students within their classroom generated the following data. The premise is that as
student improves in reading, their engagement time will increase and their disruptive time will decrease.
Grade
Fall Engagement
January Engagement
Fall Disruptive
January Disruptive
Level
1
87%
92.3%
18.5%
10%
2
86.4%
92.7%
20%
5.9%
3
75.9%
89.5%
20.9%
12.9%
4
92.5%
90%
7.5%
8.2%
5
96.3%
88.8%
11.3%
27.5%
6
96.3%
96.3%
8.8%
6.3%
DATA ANALYSIS and NEEDS:
LILA is growing in student population. The percentage of students with IEPs is below the state average. The
number of students receiving free and reduced lunch (FRP) is low. Although the school has a small minority
population, it is diverse across ethnicities. About 40% of the teaching staff is from outside the United States. The
school overall does well on the MCA testing. Subgroups of Special Education and FRP have had more difficulty
with meeting standards on the state tests. LILA has not met AYP for special education-math subgroup for two
years. Grades 1-3 have improved in engagement and reduced disruptive behaviors.
The 2011 ADSIS program was for reading only. Results from the Winter 2012 NWEA MAP tests indicate students
in the ADSIS program are making greater gains than their peers for grade 4 and grade 5. ADSIS students in
Grades 3 and 6 made significantly smaller gains than their peers. Almost 30% of the students in ADSIS had RIT
gains greater than 10 points. Unfortunately, about the same percentage decreased in RIT scores, indicating they
were falling further behind their peers.
In addition, a significant need for math assistance has been identified in 2012. Students on IEPs (but without math
needs) and students receiving free and reduced lunches (the achievement gap kids) have not performed
comparable to the peers on state assessments in math. The Needs Assessment summary (see pages 20-21)
indicated growth needs for reading and math in both curriculum and instruction.
13
Description of Goals and Intervention Program –3 pages
Lakes International Language Academy (LILA) has worked hard to fully implement the Alternative Delivery of
Specialized Instructional Services (ADSIS) program as submitted. Minnesota Department of Education (MDE) has
been supportive in providing guidance and has provided vital information to first year participants. Several local
factors have played into the implementation of LILA’a ADSIS program. First LILA began developing the Response
to Intervention (RtI) model in the summer 2011, prior to being notified of acceptance into the ADSIS program (as
acceptance acknowledgements were delayed due to the government shutdown.) In addition, LILA adopted a new
reading initiative after the submission of the application. Finally, LILA’s Director of Special Education (and
administrator/author of the ADSIS program) moved out of state.
LILA was notified on August 1, 2011, of approval for funding of an ADSIS program. As the ADSIS Leadership Team
reviewed the plan, they identified concerns with the program as submitted.
First, LILA requested goal changes that better represent actual practice. MDE approved those goal changes for
Reading and Academic Behavior.
GOALS:
They felt the original Referral goal was acceptable as written:
1. Decrease the number of referrals for special education.
i.
Goal: By the end of the 2011-2012 school year, the school will decrease the number
of referrals from an average of 35 for the prior two years to 20 students as
determined by School Support Team referral data.
The original Reading goal was written for all students at LILA, which was not within the guidelines of ADSIS. LILA
requested and was approved for a new goal (11/15/11.) The new reading program from American Reading
Company (ARC) has a very extensive point system measuring multiple reading skills. ARC’s Independent Reading
Level Assessment (IRLA) is a unified standards-based framework for student assessment, text leveling, and
curriculum and instruction. The IRLA includes every Common Core Standard for Reading, both in literature and
informational text, as well as those Language standards key to reading success, for students in grades PreK
through 12.Students earn points as they demonstrate skills. Points are correlated to grade level at whole
rd
numbers.(i.e., 1.0 is beginning of first grade; 3.5 is halfway through 3 grade.) As an immersion school, early
grades use progress in Spanish reading skills, while the upper grade document progress in English reading. Using
the new reading monitoring system, the Reading goal is now: Students in ADSIS will increase their reading points
by 2.0 (two grade levels) by the end of the 2011-2012 school year.
LILA also requested and was approved for a new Academic Behavior goal (11/15/11.) The original goal indicated
“there is historically not a significant amount of behavioral concerns at school” and indicated the limited number of
EBD students within the school. As a Responsive Classroom school, LILA does not have behavioral referrals. After
completing Direct Behavior Rating on students (in the ADSIS program) in their classrooms, the following NEW goal
was identified: By the end of the school year, students in ADSIS will increase their active engagement in instruction
from 86.9% across grade levels to 90% across grade levels, while decreasing their disruptive behaviors from 15.8%
across grade levels to 10% across grade levels.
To reach those goals, LILA implemented a Response to Intervention (RTI) process for the 2011-2012 school year.
Using the NWEA MAP testing as well as math curriculum measures and ARC reading measures as universal
measures, students are identified for Tier 2 services. Teachers may also bring student concerns to the RTI grade
level meetings. A liaison will facilitate the meeting, gathering information or contacting the appropriate support
personnel to attend. The team will determine appropriate interventions. Robert Marzano (The Art and Science of
Teaching) supports the impact on students when receiving specific interventions set at their knowledge and
understanding levels. The RTI model of tiered interventions and instruction has been supported by numerous
studies (especially those conducted by the Florida Center of Research.)
The RtI meetings focus on data-driven instruction with the meeting focus rotating through math, reading and
student concerns/behavior. Students are identified in the RtI process through the use of MAP/MCA scores (below
th
30 percentile), reading screening (bottom 20% of grade level) and teacher recommendation. Basic Skills staff
provide additional explicit skills instruction in the identified area of concern for Tiers 2 and 3 (see page 16 for RtI
Flowchart.) Progress data is collected and the RtI team determines the effectiveness of interventions. A special
education evaluation referral is generated when non-progress, despite interventions at Tier 2 and 3, is documented.
This meeting also allows teachers the time to: (1) discuss RTI process and student needs; (2) analyze ARC reading
data with the Basic Skills coordinator and (3) analyze math data with the Data-Driven Decision coordinator.
14
In addition, LILA has Professional Learning Communities (PLC) crossing grade levels. PLCs focus on this year is to
identify strategies for instruction (implementation of instructional differentiation) after reviewing data.
Differentiated instruction is a cornerstone of being an International Baccalaureate school. Teachers frequently
discuss how different people learn differently and at various rates. LILA promotes a culture of acceptance and selfawareness.
At the start of the school year, additional staff interviews were conducted and part-time paraprofessionals and
licensed staff were hired specifically for ADSIS. The first part of the school year was spent gathering baseline data
for behavior/engagement and for reading. All students were “leveled” using the new ARC reading program.
Since the 2011 MCA results were also late being distributed (due to the government shutdown), LILA utilized the
ARC points for identifying the bottom 20% lowest ranked readers of each grade level. Then grade level teams met
and reviewed the lists, adding students the teachers’ classroom data indicated needed more help. Grade 2 added
the most students. Percentage of students per grade being served by ADSIS:
st
nd
rd
1 grade
31%
2 grade
45%
3 grade
34%
th
th
th
4 grade
23%
5 grade
29%
6 grade
22%
Second grade has two impacting factors: students struggling with Spanish reading and then the introduction of
English reading after mid-year.
Using a push-in model, ADSIS staff (through the Basic Skills program of LILA) provide direct explicit instruction to
the identified students. Grades 1-2 are taught completely in Spanish. Spanish syllables are practiced and then
applied while segmenting unknown words.
English is first introduced towards the end of the second trimester of second grade. In Grades 2-4, Read Naturally
is utilized with students with fluency issues. Sonday or an adaptation of Sonday is utilized for phonemic awareness.
For students with auditory difficulties, Earobics is provided on a computer. ADSIS staff collaborate with classroom
teachers on identifying fragmented reading skills using the ADSIS-identified students’ reading record folders.
All district and state assessments are conducted in English. Students taking the MCA reading test in third grade
have had reading instruction in English for about one year.
As the RtI teams and ADSIS team reviewed the instructional data (formative and summative), as well as the Winter
2012 NWEA results and MCA online math test results (see next section of report for details,) it became apparent
that math progress is not at the expected level for achievement gap kids.
Considering all this data, the ADSIS Leadership Team would like to maintain the reading intervention staff ( 2 FTE
professional and 2 FTE paraprofessionals) and add a math component to the ADSIS program. An additional 1.5
FTE math interventionist would provide services during part of the school day and for an extended program after
school. In addition, a summer program would be run for 3 weeks for 3 hours a day. The summer program would
require two math interventionists. A budget of $1000 would be available to purchase math manipulatives and
materials for both the extended day and summer programs.
15
16
III. Description of Screening Process, Selection Criteria, and Exit Criteria—2 pages
Since the 2011 MCA results were late being distributed (due to the government shutdown) and LILA had made the
decision not to administer the NWEA MAP in the fall (which had been the universal screening tool), the ADSIS
Leadership Team determined LILA would utilize ARC points for identifying the bottom 25% lowest ranked readers
of each grade level.
The American Reading Company’s Leveling System maps out the reading field for both books and readers,
integrating Common Core Standards for reading acquisition with a deep knowledge of the demands of literature
and informational text for students, grades K through 12. The Leveling System has been successfully field-tested in
more than 1,800 schools across the country with hundreds of thousands of readers, making it possible for students
to easily find books they can enjoy and read successfully—books that allow them to improve their reading through
reading. The “leveling” process took several weeks in order to individually place each student within the reading
point system. The ADSIS staff (two FTE professionals and two FTEs of paraprofessionals) spent September and
the first part of October evaluating every one of the 642 students at LILA. This process accounted for 300 hours of
ADSIS funding.
Once the students were placed within the point system, a list was generated of the bottom 25% lowest ranked
readers in each grade 1-6. Then grade level teams met and reviewed the lists, adding students the teachers’
classroom data indicated needed more help. The lower grades added the most students. Percentage of students
per grade being served by ADSIS:
st
nd
rd
1 grade
31%
2 grade
45%
3 grade
34%
th
th
th
4 grade
23%
5 grade
29%
6 grade
22%
Once students were identified the ADSIS staff created a schedule covering every classroom in the school (see
page 18). One FTE ADSIS paraprofessional covers all of first grade and is supported by a 0.2 FTE teacher.
Second and third grades added a second part-time paraprofessional during certain scheduled times for an
additional 15 hours of service (per 6-day rotation) in those classrooms.
LILA’s schedule is based on a 6-day rotation. Once during that rotation, grade level teams are provided an hour
meeting for data analysis and problem solving. The meeting rotation is RtI concerns, Reading, RtI concerns and
Math; therefore student progress and selection for reading is reviewed every fourth meeting. At those meetings, the
data in the ARC-data program, SchoolPace, is reviewed.
The identification of the “right” students has been evolving as teachers and the RtI liaisons begin to use data
(formative and summative) to inform their decisions. NWEA MAP testing was conducted in January. NWEA MAP
testing results were reviewed by the grade level team. In February, grade level meeting groups are reviewing
student lists based on the most current reading point collection, the NWEA MAP reading test results and MCA
online math results. At that time, teams were provided a list of students ranked by NWEA MAP results with students
th
in ADSIS and students with IEPs highlighted. Students who scored above the 40 percentile would be removed
from ADSIS services. Discussions continue regarding the “right” identification of students in first and second grade.
th
Then the teams discussed students below the 35 percentile not receiving ADSIS services:
rd
th
th
th
3 grade: 8 students
4 grade: 4 students
5 and 6 grade: none
Data on those students will be reviewed at the next 1-hour grade team meeting.
Students in ADSIS grew slightly more than their grade level peers in grades 4 and 5 in reading on the Winter 2012
NWEA MAP test. 30 students in ADSIS had over 10-point growth from their spring 2011 MAP test.
In reviewing the NWEA MAP results for math and the instant results of the new online MCA math test, LILA
identified ADSIS needs in math for next year. One-fourth of all students did not meet math standards and 56% of
students on IEPs (majority speech and reading) did not meet math standards.
Students exit ADSIS support when their ARC points are on grade level (i.e., 3.5 as a mid-year third grader) or they
th
score above the 40 percentile on a NWEA MAP test.
17
ADSIS staff schedule
2nd Classrms
Janet
A
10:45-11:10
Meg- English
Eva
Eva English
Brita
C
D
12:10-1:05
8:10-8:45
12:15-1:00
1:35-2:00
English
8:10-8:45
8:10-8:45
8:10-8:45
8:10-8:45
12:45-1:05
English
10:45-11:10
12:15-1:00
7:50-8:15
1:00-1:30
English
12:15-1:00
12:10-12:35
Brita- English
12:15-1:10
1:00-1:30
English
2nd
9:00-9:40
9:00-9:40
3rd Classrms
Jeff
Melissa
Gail
Jade
3rd
A
8:30-9:00
11:05-11:40
8:00-8:30
10:30-11:00
12:40-1:20
B
4th Classrms
A
Kelley
11:00-11:30
Chelsea/Kendra
1:25-2:00
4th A
4th B
11:10-11:40
1:15 -2:00
5th Classrms
A
12:15-1:00
D
E
11:05-11:45
9:40-10:25
8:00-8:45
8:50-9:35
12:40-1:20
F
B
C
E
11:30-12:00
11:00-11:30
D
11:3012:00
11:0512:15
F
11:3012:00
11:1512:15
1:102:00
12:40-1:30
1:10-2:00
1:10-2:00
10:20-11:00
1:15 -2:00
B
C
D
Tabi
12:30-1:05
12:30-1:05
12:40-1:15
12:40-1:15
9:00-9:50
A
B
Ashley
Raul
10:30-11:20
Kristina
1:10-2:00
11:00-11:30
1:10-2:00
10:2011:00
8:00-8:40
6th Classrms
12:151:00
C
12:40-1:20
11:05-11:30
8:00-8:45
9:00-10:00
8:00-8:40
5th
1:051:25
English
8:108:45
12:451:05
English
10:1511:00
Fred
12:40-1:15
F
1:40-2:00
English
11:05-12:15
Laura
Claire
E
10:45-11:10
1:05-1:25
English
Janet English
Meg
B
12:10-1:00
12:40-1:15
E
12:40-1:15
9:00-9:50
C
D
10:3011:20
1:10-2:00
E
F
8:008:40
12:301:05
12:401:15
9:009:50
F
10:3011:20
1:102:00
18
Description of ADSIS Coordination with other District/School Programs—1 page
Title I programming focuses on kindergarten students and preparing them academically for success in first grade.
IDEA Early Intervening Services and Basic Skills funding provide for a lead teacher/coordinator for all support staff.
On the upper end of the spectrum, an enrichment coordinator provides expansion activities to those students at or
th
above the 97 percentile.
All programs follow the RtI process and collaborate in implementing direct scientifically-based services to students
in need of interventions. Grade level team meetings provide a forum for appropriate staff to review data and make
data-driven instructional decisions.
19
Description of Plan for Required Program Evaluation—2 pages
ADSIS program evaluation involves data from the ARC data-program SchoolPace, the NWEA MAP test results,
MCA results, stakeholder surveys and a needs assessment. Data is collected at the beginning of the school year
(baseline), mid-year (for review and adjustments) and end of year final information. ADSIS data will be utilized
during the strategic planning process being initiated this spring.
STAKEHOLDER SURVEYS
A survey is online for parents and teachers to determine their level of satisfaction with LILA’s programming.
Students receiving ADSIS services are given a survey with a rating scale for satisfaction with the type and amount
of help they are receiving. Community Partners were called and a verbal response was recorded. All surveys are
conducted mid-year, so that adjustments can be made to improve.
REFERRAL REDUCTION
The RtI process is still developing, but teachers are now actively using data in making decisions. Referrals for
speech/language remain high, but academic and behavioral concerns being handled, for the most part, by the RtI
process.
ENGAGEMENT & DISRUPTIVE BEHAVIORS
Engagement time and disruptive behavior time are measured using the DBR. The dual measurement adds difficulty
in determining improvement (may improve in one, but not both.) Next year focus will be on reducing disruptive
behavior overall.
NEEDS ASSESSMENT
Early in the 2011-2012 school year, LILA conducted a needs assessment. A summary of the results follows.
The staff identified the following as key areas:
o Math and Reading Curriculum: unwrapping the standards and identifying specific content and skills
o Math and Reading Instruction: having time to analyze data and re-teach
The group discussed if these two key areas are accomplished, then the areas of Assessment/Use of Data,
Professional Development and School Climate/Culture of Learning will also be addressed simultaneously. Grade
level teachers have had early release time to work as a team in developing units of study. In-service days have
focused on implementing the new reading program. During the one-hour team meeting (once in every 6-day
rotation), data analysis and data-driven instruction decisions were a primary focus.
Math and Reading Curriculum
STRENGTH AREAS:
1. Curriculum is aligned to MN state standards.
2. Teachers have developed pacing guides for the year.
GROWTH AREAS:
1. Teachers have “unwrapped” the standards and benchmarks to identify specific content and skill based learning
targets.
Math Instruction
STRENGTH AREAS:
1. 100% agreed teachers are effective in creating relationships with students to enhance engagement in learning.
2. 99% agreed teachers used research-based practices to yield the greatest impact on student achievement.
GROWTH AREAS:
1. (Major) Teacher have time to analyze data and re-teach particular skills and concepts as needed.
Reading Instruction
STRENGTH AREAS:
1. Teachers use research-based teaching behaviors that have the greatest impact on student achievement.
2. Teachers use a variety of instructional modes to engage students.
3. Teachers have the flexibility to re-group students as needed for re-teaching or enhancing particular skills and
concepts.
4. Teachers are effective in creating relationships with students to enhance engagement in learning.
GROWTH AREAS:
1. Teachers have time to analyze data and re-teach particular skills and concepts as needed.
20
Assessment/Use of Data
STRENGTH AREAS:
1. Collaborate with grade levels above
2. Collaborate with grade levels below
3. Use summative assessment data to set student goals
GROWTH AREAS:
1. Use weekly formative assessments
2. Use monthly formative assessments
3. Use data on a daily basis
Professional Development
STRENGTH AREAS:
1. Across the board this area was rated very strong in 5/6 categories rated very high.
GROWTH AREAS:
1. Provide a summative report on the implementation of PD at the end of the year.
Collaborative Teams
STRENGTH AREAS:
1. All areas rated very strong.
2. 100% strong rating for personnel have a shared mission, vision & values
3. 100% strong rating for personnel are committed to continuous improvement
4. 100% strong rating for the fact that collaborative teams are established.
GROWTH AREAS:
No growth areas were identified.
Family/Volunteers/Community Engagement
STRENGTH AREAS:
1. School includes parents in decisions, and develops parents as leaders and representatives in the school.
2. School involves families with their children’s homework and other curriculum related activities.
3. School conducts effective school-home & home-school communication.
GROWTH AREAS:
No growth areas were identified.
Flexible Use of Time/Space
STRENGTH AREAS:
1. Time is provided during the workday for teams to collaborate.
2. Classrooms are designed for large group, small group and individual learning.
GROWTH AREAS:
1. Early release and no school days are scheduled throughout the year.
School Climate/Culture for Learning
STRENGTH AREAS:
1. Administration, teachers and parents are dedicated to success.
2. Facilities are clean and orderly.
GROWTH AREAS:
1. The school has developed consistent strategies to decrease disparities in outcomes among various groups of
students, and they are implemented by administration and teachers.
2. The school promotes learner achievement through regular rewards, announcements, and activities including
displays of learners’ and school achievement.
Leadership
STRENGTH AREAS:
1. 100% agreed leadership sustains an environment of high expectations and continuous improvement.
2. Leadership actions reflect the mission, vision, and values of the school.
3. Overall very high ratings in this category.
GROWTH AREAS:
No growth areas were identified.
21