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ILLINOIS STATE BOARD OF EDUCATION

100 North First Street, N-242

Springfield, Illinois 62777-0001

SCHOOLWIDE PLAN

Section 1114, Every Student Succeeds Act

Instructions: This completed template along with all related documentation must be:

  • Approved by the Local Board of Education
  • Signed by the School District Superintendent
  • Kept on file with all Title I records
  • Only send to ISBE if requested

SCHOOL INFORMATION

Plano Middle School
240470880261001
Mark Heller
804 S Hale St.
Plano, IL 60545
630-552-3608
mheller@plano88.org
Planning Year:Poverty Rate at Board Approval: 40% Waiver: Y/NLocal Board of Ed. Approval Date:
2017-1862.64%YesJune 18, 2018
DISTRICT INFORMATION
District Name/Number: Plano Community Unit School District #88
Superintendent:Dr. Hector Garcia
Telephone:630-552-8978
Email address:hgarcia@plano88.org
_____________________________________

Superintendent’s Signature

___________________

Date

Schoolwide Plan Components

  1. Please include the names of the participants in the creation of this plan:
NAMEREPRESENTATION
Mark HellerPrincipal
Tim SwadeAssistant Principal
Theresa ByelickCounselor
Dan SoleckiTeacher
Sarah KuntzmanTeacher
Michelle BurcenskiTeacher
Lauren WhittakerTeacher
Christina NarcisoTeacher
Kathleen KuntzmanTeacher
  1. If applicable, please include a list of State educational agency and local educational agency programs and other Federal programs under subsection (a)(3) that will be consolidated in the schoolwide program:
  2. Conduct a comprehensive needs assessment of the entire school:
    1. Include a copy of the document used to conduct the assessment.
      1. 5ESSENTIALS 2017-18
      2. Culture and Climate Survey 2017-18
      3. Schools To Watch Survey
        1. Sample available at http://www.cde.state.co.us/FedPrograms/consapp/na.asp.
  3. Describe schoolwide reform strategies in narrative form to include the following:
    1. provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging State academic standards;
    2. use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education; and
    3. address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.
Part One: Provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging State academic standards:
Plano Middle School has taken great strides to provide all students with equitable access to educational opportunities and effective school conditions regardless of economic status or cultural diversity. Students are encouraged to challenge themselves to reach their full potential and are provided with support through intervention to meet rigorous State standards. Academic support programs have been developed to meet the needs of diverse learners from minority backgrounds and economically disadvantaged households. Comprehensive services are provided wherever possible to students with SEL needs. Measures are taken to ensure all students have access to education through identification of at those at risk.
Components for a well-rounded instructional program at Plano Middle School are consistent with District and building initiatives and aligned to six core areas

Aligned and Rigorous Curriculum

  1. Written curriculum that is aligned to standards, contains learning objectives and outcomes, and is supported through resources and materials.
  2. Teachers implement the written curriculum with integrity.
  3. Formative and summative assessment is representative of what students should know and be able to do.
  4. Exposure to college exploration and preparation, career exploration, and vocational education and experience.

Effective Instruction

  1. Professional Development aligned to improvement goals.
  2. Instructional Coaches for mentoring, modeling, instructional strategy support, curriculum development and implementation, and PLC guidance.
  3. Access for all students to resources which support academic achievement including: technology, intervention, and enrichment.

Use of Formative and Summative Assessment and Student Assessment Data

  1. Frequent use of formative assessment data to improve educational outcomes through identification of students at risk or achieving beyond expectations.
  2. Use of data to provide support and enrichment for all students.
  3. Use of ED360

Positive School Climate Focused on Achievement

  1. Frameworks for providing safe, caring, supportive, and positive learning environments for all students are developed, reviewed, and consistently implemented.
  2. Code of Conduct that is clear and enforced fairly, consistently, and equitably across all subgroups.

Effective Leadership

  1. School leaders will develop school improvement plans that are evidence based, equitable, and supportive.
  2. School leaders will embed their work within all aspects of the school, serve as role models, and place student safety, support, and achievement at the forefront of all decision making practices.
  3. School leaders will engage families and community in the learning process.

Family and Community Engagement

  1. Engage families through Parents as Teachers (parenting guidance and support).
  2. Engage families in two-way communication through acknowledgment and responsiveness to the difficulties families may have in participating in the learning process. Schools develop methods which support individual families in communicating with the school.
  3. Engage families and the community in partnerships which support and establish academic goals/targets and plans for improvement in addressing the needs of all students equitably.

Part Two: Use methods and instructional strategies that strengthen the academic program in the school, increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses necessary to provide a well-rounded education:


Professional Development for Teachers which Support Effective Instructional Practices

Kagan Cooperative Learning Structures: The district makes high quality instruction a priority for all students. Kagan Structures are research-based instructional strategies that improve academic achievement and social outcomes. Teachers throughout the district have been trained in Kagan Cooperative Learning Structures.


Professional Learning Community Training: PLC teams meet weekly with a focus on improving lesson implementation practices, utilization of data to identify and monitor student performance, and to review, revise, and develop intervention and enrichment for individual students.


Curriculum Training: We have provided on site professional development for SpringBoard, Guided Reading, Guided Math, and accelerated courses, as well as sending teachers teams to visit other districts who were in full implementation of such curricular programs to observe. Five Instructional Coaches certified in the area of English or math are employed throughout the district to develop instructional practices and provide modeling and coaching. One coach for math and one coach for ELA are “housed” at Plano Middle School daily.


Diversity Training: Training is provided to develop culturally sensitive understanding and practices for teachers and students.


Dual Language/Bilingual/ESL

Bilingual Parent Advisory Council (BPAC) meets monthly to engage diverse families in the educational experiences of students. Diverse staff members are engaged in mentorship opportunities with students. Bilingual/Dual Language classrooms are in place and materials in native language are provided for students. Teachers have access to SIOP training and biliteracy training (Biliteracy Conference) hosted in district.


Social Emotional

PBIS, Character Counts, Second Step, and Zones of Regulation are utilized as a social-emotional curriculum for students grades 7-8 in addition to group and 1:1 counseling techniques based on the Development Model of School Counseling. Plano Middle School has one full-time social worker and one full-time counselor to support the social emotional needs of students ensuring they are ready and able to learn.


Curriculum

Plano Middle School is committed to a guaranteed and viable curriculum for all students. Curriculum Trak, a curriculum software program is being implemented as a pilot program for the 2017-18 school year in the area of math, with full implementation in all subject areas for fall of 2018 to ensure curriculum is aligned to standards, identify gaps in the curriculum, and ensure assessments are aligned to what students should know and do.

Stakeholder Partnerships

Plano Middle School seeks to increase parent involvement and community relations. We currently engage parents in the educational process through Performing and Fine Arts events, Curriculum Nights (PT conferences), Extra-curriculars (sporting, activities, and club events), Co-curriculars (academic based events), Special Education Parent Education events, Kendall County Food Pantry (satellite location), IMSA Fusion, and the Kendall County Health Department.


Summer Enrichment Program

Providing opportunities to engage our students in summer enrichment is an essential goal for our school. Extensive community outreach through promotion at school events, phone contact, emails, fliers, and recruitment has been made. Our intensified outreach planning has increased our

summer enrichment enrollment by 44% from the summer of 2016 to this summer, 2017. Access to a robust and engaging summer program provides opportunities for our students to lessen summer gap for students who need support, fosters the opportunity to expand learning opportunities that may not otherwise be provided, and keeps students in in an extended educationally experience.

Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards.


Part Three: address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging State academic standards:


Plano Middle School works to educate each child from the holistic perspective including meeting students basic needs so children are ready to learn each day and are able to meet rigorous State standards. At risk populations including those economically disadvantaged and homeless, ESL, and students with disabilities are targeted for at risk program and interventions.


McKinney Vento

Plano Middle School provided the following services to support enrollment of Homeless Children and Youth:

  1. Plano Middle School complies with McKinney-Vento law and adheres to the registration guidance as published by the Illinois State Board of Education.
  2. The district Director for Teaching and Learning serves in the role of McKinney Vento Coordinator.
  3. The social worker at Plano Middle School acts as homeless liaisons to the district appointed McKinney-Vento Coordinator, and work directly with families to identify and remove barriers for students ensuring access to and consistency in education.
  4. Plano Middle School staff associated with registration/enrollment and service providers who work with homeless families are trained annually in registration/enrollment procedures, confidentiality, resources and supports, and community outreach.

To ensure timely and consistent attendance, transportation services are identified and provided in collaboration with residing district, including transportation by bus/district vehicle, taxi, and/or providing gas cards to and from the student's current housing location. The social worker keeps in direct with homeless families/students to determine if housing changes require changes to transportation arrangements ensuring families/students have support and to maintain consistent attendance patterns preventing a disruption to education.


Plano Middle School has established connections to many service providers for struggling families on the verge of homelessness, or who are identified as homeless students/families to receive housing/housing plan development, clothing, home goods, food, school supplies, access to reduced cost health care, social-emotional supports, parent education, legal support, employment support, and transportation support including: Carpenter's Homeless Prevention Program (homeless prevention), Transitional Living Community, LIGHT-House (housing), Plano's Closet (clothing), Waubonsee Community College - Comprehensive Resource Center (employment), Breaking Free (substance counseling), Caring Hands Thrift Store (home goods), Kendall County Food Pantry (food), Harvest New Beginnings (food), Kendall Cares (resources/contacts for food, financial assistance, housing, health care, legal services, social services, and substance abuse), support groups (Passages, Griefshare, Spectrum, Rainbows for all God's Children, DivorceCare, and DivorceCare for Kids) lPADS (Public Action To Deliver Shelter (free shelter, food and hospitality), local churches (food and clothing), gas cards (transportation), Tri-County Counseling (affordable counseling), Nandra Family Practice (reduced cost physicals), Hessed House (housing support and plan development, legal services - Hope Legal Clinic and Prairie Legal Services, Leap Program), Kendall County Free Clinic (free medical care)and Parents as Teachers (parent education) to ensure homeless students can come to school each morning ready to learn, without barriers which result in reduced attendance in school, creating disparities in access to an education. Homeless children are given priority to access community resources where provided.


Free-Reduced

Students who are free/reduced eligible are provided with resources, school supplies, snacks, lunch/breakfast, and access to summer enrichment programming.


5. Provide any activity information regarding counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

Social EmotionalPBIS, Character Counts, Second Step, and Zones of Regulation are utilized as a social-emotional curriculum for students grades 7-8 in addition to group and 1:1 counseling techniques based on the Development Model of School Counseling. Plano Middle School has one full-time social worker and one full-time counselor to support the social emotional needs of students ensuring they are ready and able to learn.
  1. Include any activity information regarding the preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools).
Plano Middle School provides high school level math courses. SpringBoard is utilized as the ELA curricular resource grades 7-8 and is aligned to SAT-AP coursework. Career Cruising is utilized to assist students in post secondary exploration. Khan Academy is utilized as an intervention tool and provided early exposure to a practice tool used in the high school setting. Staff members at Plano Middle School promote a college going culture through college posters, counseling programming, and communication. This year the 8th grade class will be participating in the PSAT 8/9.

6. Specify any activity information regarding the implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.).
Plano Middle School utilizes MAP to assess student growth and attainment for grades 7-8 to identify at risk students. Criteria for students at risk for 7th and 8th grade is an attainment score at or below 45th percentile on MAP. Additional measures utilized to determine students at risk include attendance, discipline, formative and summative assessment, passing rate, student participation, needs assessments (executive functioning academic level, social-emotional), teacher recommendation, and eligibility.
Plano Middle School uses the following measures for identification of literacy/reading supports:

AIMSweb+, MAP, PARCC, F & P


Plano Middle School uses the following measures for identification of math supports:

MAP, PARCC, AIMSweb+


Plano Middle School employs direct service providers to meet the individual needs of students to meet challenging State academic standards including: Reading Specialist, Instructional Aides, teachers endorsed in ESL to support bilingual students, and bilingual aides.


Plano Middle School provides individual students (1:1 or 1:10) assistance (frequency and intensity) in meeting the challenging State academic standards within the school setting as follows for grades 7-8:

Intensity: individual/small group, Frequency: 15-60 minutes, 2-3 times per week based on student need.


Plano Middle School provides individual students assistance in meeting the challenging State academic standards at home as follows via computer-based intervention supports and skills practice: Khan Academy, MAP Skills, IXL, Moby Max, Zinc, Google Classroom


Plano Middle School utilizes the following educational assistance for literacy/reading:

Khan Academy (College Readiness), instructional materials in native language, accommodations/modifications per IEP-504, Zinc (reading comprehension, fluency, and vocabulary development), Read naturally for fluency, reading Specialist support for vocabulary, decoding, comprehension development, IXL


Plano Middle School utilizes the following educational assistance for math:

Moby Max Fact Blaster, Khan Academy (College Readiness), accommodations/modifications per IEP-504, IXL


6. Include any activity information regarding professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high need subjects.

Professional LearningPlano Middle School provides professional learning opportunities for staff via lunch and learns, SIP Days, PLC meetings, peer observation, and mentor teaching. Learning sessions are provided by administrators, instructional coaches, staff members, and outside experts. In addition, Plano Middle School staff participate in district professional learning throughout the school year. Professional learning is aligned to the district mission statement and building SMART Goals with emphasis on student achievement and growth, and support of staff in their growth and contribution to a collaborative and effective professional learning community. Specific professional development will be provided during the 2018-19 school year as follows: standards alignment, creation of quality formative and summative assessment, growth mindset, classroom management and school safety, guided reading and math instruction, ACES, cooperative learning strategies, curriculum alignment differentiation for high performing and high ability students, racial bias, PLC, and MAP student profile and learning continuum to identify student needs.
Recruit and Retain Effective Teachers
  1. Plano Middle School The district identifies highly qualified teachers for all positions including teachers with an endorsement(s) in ESL.
  2. Plano Middle School hires the best available candidate for each position with efforts to recruit highly qualified, effective, and experienced candidates through participation in recruitment events.
  3. Hiring practices include screening that is open to all participants and applicants. All hiring practices are free from discrimination that could limit access to any participant or applicant based on the following: gender, race, national origin, color, disability, or age. Persons with special needs would not be denied access to participate, apply or access any of the program activities.
  4. Building administrators review applicants and participants to ensure that equity exists in the procedures and practices that lead to accessing program activities, employment opportunities, participation, etc.
  5. Administrators will provide Professional Development opportunities which support instructional improvement that is culturally responsive, assists teachers in acquiring ESL endorsement through professional coursework, and provides resources which support the retention of highly skilled and qualified teachers.
  6. Plano Middle School works collaboratively with district schools. A rigorous evaluation and professional development plan to support struggling teachers which includes access to Instructional Coaches, mentoring, modeling, and comprehensive professional development as well as administrative support, and collaboration through Professional Learning Communities has been developed.

7. Describe any activity information regarding strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs.

Does not apply.

THE SCHOOLWIDE PLAN (section 1114)

Any eligible school that desires to operate a schoolwide program shall develop a comprehensive plan (or amend a plan for such a program that was in existence on the day before the date of the enactment of the Every Student Succeeds Act)

(A) IN GENERAL

  1. USE OF FUNDS

    (A) IN GENERAL

      • (A) IN GENERAL
        1. ELIGIBILITY
          1. Schoolwide programs may consolidate and use these funds with other Federal, State and local funds to upgrade an entire educational program that serves an eligible school attendance area that is not less than 40 percent of the children are from low-income families, or not less than 40 percent of the children enrolled in the school are from such families.
          2. EXCEPTION
            1. If a schoolwide program will best serve the needs of the students at the eligible school attendance area (which less than 40 percent of the children are from low-income families, or a school for which less than 40 percent of the children enrolled in the school are from such families) by improving academic achievement and other factors, then that school may receive a waiver from the State educational agency.
      • IDENTIFICATION OF STUDENTS IS NOT REQUIRED
        1. GENERAL
          1. Participation in a schoolwide program means a school does not have to identify any children or individuals as eligible or as receiving services provided as supplementary.
        2. SUPPLEMENTAL FUNDS
          1. A school participating in a schoolwide program can only use these funds to supplement where non-Federal sources may not be available, which includes funds needed to provide services that are required by law for children with disabilities and English learners; in accordance with the method of determination described in section 1118(b)(2).
      • EXEMPTION FROM STATUTORY AND REGULATORY REQUIREMENTS
        1. EXEMPTION
          1. Please note that the Secretary may exempt schoolwide programs from statutory or regulatory provisions of any other noncompetitive formula grant program administered by the Secretary (other than formula or discretionary grant programs under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.), except as provided in section 613(a)(2)(D) of such Act (20 U.S.C. 1413(a)(2)(D))), or any discretionary grant program administered by the Secretary, to support schoolwide programs if the intent and purposes of such other programs are met.
        2. REQUIREMENTS
          1. A school that chooses to use funds from such other programs shall not be relieved of the requirements relating to health, safety, civil rights, student and parental participation and involvement, services to private school children, comparability of services, maintenance of effort, uses of Federal funds to supplement, not supplant non-Federal funds (in accordance with the method of determination described in section 1118(b)(2)), or the distribution of funds to State educational agencies or local educational agencies that apply to the receipt of funds from such programs.
        3. RECORDS
          1. Schoolwide schools must maintain records that demonstrate the use of funds from all Federal programs. These records must address the intent and purposes of each of the Federal programs that were consolidated to support the schoolwide program. Separate fiscal accounting records or the identification of specific activities is not required.

      (B) PLAN DEVELOPMENT

      The comprehensive plan shall be:

      1. Developed during a one-year period, unless:
        1. the local educational agency determines, in consultation with the school, that less time is needed to develop and implement the schoolwide program; or
        2. the school is operating a schoolwide program on the day before the date of the enactment of the Every Student Succeeds Act, in which case such school may continue to operate such program, but shall develop amendments to its existing plan during the first year of assistance after that date to reflect the provisions of this section.
      2. Developed with the involvement of parents and other members of the community to be served and individuals who will carry out such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students, and other individuals determined by the school;
      3. In effect for the duration of the school’s participation under this part and reviewed and revised, as necessary, by the school.
      4. Available to the local education agency, parents, and the public, and the information contained in such plan shall be in an understandable format.
      5. If appropriate, developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d).
      6. Based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local educational agency.

      (C) PRESCHOOL PROGRAMS

      A school that operates a schoolwide program under this section may use funds available under this part to establish or enhance preschool programs for children who are under 6 years of age.

      (D) DELIVERY OF SERVICES

      The services of a schoolwide program under this section may be delivered by nonprofit or for-profit external providers with expertise in using evidence-based or other effective strategies to improve student achievement.

      (E) USE OF FUNDS FOR DUAL OR CONCURRENT ENROLLMENT PROGRAMS

      1. IN GENERAL

        (E) USE OF FUNDS FOR DUAL OR CONCURRENT ENROLLMENT PROGRAMS

          • (E) USE OF FUNDS FOR DUAL OR CONCURRENT ENROLLMENT PROGRAMS
            1. A secondary school operating a schoolwide program under this section may use funds received under this part to operate dual or concurrent enrollment programs that address the needs of low-achieving secondary school students and those at risk of not meeting the challenging State academic standards.
          • FLEXIBILITY OF FUNDS
            1. A school using funds received under this part for a dual or concurrent enrollment program described in paragraph (1) may use such funds for any of the costs associated with such program, including the costs of;
              1. training for teachers, and joint professional development for teachers in collaboration with career and technical educators and educators from institutions of higher education, where appropriate, for the purpose of integrating rigorous academics in such program;
              2. tuition and fees, books, required instructional materials for such program, and innovative delivery methods; and
              3. transportation to and from such program.
          • RULE OF CONSTRUCTION
            1. Nothing in this subsection shall be construed to impose on any State any requirement or rule regarding dual or concurrent enrollment programs that is inconsistent with State law.