Wellpinit School District
Wellpinit School District
ESSENTIAL GUIDING QUESTIONS:
How will the Wellpinit School District be different and improved for students because of school improvement?
How will we insure that our programs meet the needs of the Title I Schoolwide Program Components?
Comprehensive needs assessment
Schoolwide reform strategies
Instruction by highly qualified teachers
High quality and ongoing professional development
Strategies to attract highly qualified teachers
Strategies to increase parental involvement
Plans for assisting preschool children in the transition from preschool programs to local elementary programs
Inclusion of teachers in decisions about the use of academic assessment information for the purpose of improving
Effective, timely and additional assistance for students who have difficulty mastering the standards at proficient and
Coordination and integration and documentation of Federal, State and local services and programs
Our schoolwide program must:
Base its instructional program on effective means of improving the achievement of children;
Utilize effective instructional strategies including strategies that increase the amount and quality of
learning time and help provide an enriched and accelerated curriculum;
Include strategies that meet the needs of historically underserved populations;
Address the needs of all children in the school, but particularly the needs of children who are members of
the target population of any program;
Provide instruction by highly qualified professional staff;
Provide timely, effective assistance to students who experience difficulty in meeting the state‟s
standards, including taking specific steps to involve parents in helping their children meet the standards.
Title I Schoolwide Program Plan
The Title I schoolwide program (SWP) option is designed to help facilitate systemic change in the entire educational
program of a high-poverty school. The purpose of this systemic change process is to increase the academic
achievement of educationally disadvantaged students by providing better services for all students.
The names below certify this Schoolwide Program Plan is in accordance with all applicable Title I rules and regulations.
Tim Ames, Superintendent Charlene Arnoux, Business Manager
Terry Bartolino, Principal, Curriculum Director, Vicki Lebret, Grants Manager, Parent
Assessment Coordinator Jerry Hombel, High School Math & Science
Wendy Wynecoop, Home School Liaison, Parent Ellen Schwannecke, School Counselor
Gail Daniels, Mentor Teacher, Administrative assistant Mihoko Patterson, School Counselor, Parent
Terry Patton, Technology Director Peggy Muse, Teaching Associate
Geri Flett, Middle School Social Studies Kris Wilsey, Middle School Language Arts
Angie Matherly, Elementary Teacher Marlene Allen, Speech Pathologist, Reading, Pre-
Joni Scott, Title I Director, High School English & School Transition
Social Studies, Parent Rosemary Hoskin, District Secretary, Parent
Chris Schott, Alliance Education Marnita Parr, Parent Committee (EAC)
Title I Schoolwide Program Plan
Plan Status: New Revised XXX 2010
School District Name: WELLPINIT SCHOOL DISTRICT #49
Phone: (509 )- 258-4535 FAX: ( 509 )-258-7378
E-Mail Address: email@example.com
Building Name: WELLPINIT SCHOOL
Address: 6270 Ford- Wellpinit Road PO Box 390
Wellpinit, WA 99040
Principal: Terry Bartolino
Phone: (509 )- 258-4535 FAX: ( 509 )-258-7378
Title I Director Joni Scott
Student Population 601
The Wellpinit School District is a K-12 public school centrally located on the Spokane Indian Reservation. We
work respectfully and collaboratively with parents, families and community, to empower our students through
education, in a safe, caring and culturally responsive environment, inspiring students to master intellectual,
social, physical and emotional skills needed for success.
All Wellpinit staff and students will enjoy learning and have an excitement toward school. They are knowledgeable
on a wide range of subjects relating to their lives, the community, and the world. They are committed to taking
personal responsibility for making positive choices about their minds and bodies. They demonstrate high levels of
success in academics, behavior, and preparation for the future – advancing their own well-being, as well as family
The Wellpinit School community represents a collaborative partnership between students, families, faculty, and
staff. It provides a relevant, and fun learning environment for all students – grounded on a challenging curriculum
that is aligned with state standards, enriched with local culture, and reflective of global perspectives. By respecting
the whole student’s social, emotional and physical dimensions, it will provide ALL students the opportunity for long-
term success. We collectively demonstrate a consistent respect for diversity, local culture and individual learning
The Wellpinit School District staff is highly-skilled and strongly committed to provide all students a safe and
nurturing learning environment on a daily basis.
Parents and families of Wellpinit students are informed, supportive, and actively involved in their children’s
education. They are respected as essential partners of the school community.
The Board of Directors and the school administration of the Wellpinit School District invite each student and family
member to be a part of our school legacy. We encourage all members of our staff to be involved in the daily excitement of
our children‟s learning, what our school represents and the excitement of what the future can be. The investment in our
students‟ future is the most powerful security we can provide in the expectations for our Wellpinit families.
Wellpinit School District Background
The Wellpinit School District is a rural K-12, public school district centered on the Spokane Indian Reservation in
Eastern Washington. It is located in southwest Stevens County, approximately 45 miles from Spokane. We serve
approximately 600 students in grades K-12. Wellpinit School District was chartered as a state and county school in 1913
and a large public school was built in 1938. The present school facility was built in 1987 with the current middle school
grades located in the old school building that was renovated in 2003. In addition, the District serves students beyond the
reservation bounders through the Alliance Education Program. The Wellpinit School District has a staff of approximately
100 personnel. The reservation businesses include BIA offices, Tribal Business Center, Community Youth Center, social
services center, Head Start facility, Health Clinic, a trading post store, ambulance service, post office, Tribal forestry,
timber and various private contracting enterprises.
Our local student population is approximately 95% Native American or descendent. The students residing in the
district are primarily from the Spokane Tribe of Indians; in addition we also have students from the Colville Confederated
Tribes, Nez Perce, Coeur d' Alene, and Kalispell Tribes. Seventy percent of the students enrolled locally are from low
income families. The district provides bus transportation reservation-wide and a free breakfast and free lunch to all
students regardless of income.
The district‟s largest building houses the elementary school (grades K-5) and high school (grades 9-12). The other
main building is the remodeled middle school, which serves grades six through eight. The district also has buildings that
house the Wellpinit Alliance program and district office. In addition, the district operates satellite classroom sites as part of
the Alliance program, including classrooms at Fort Simcoe Job Corps, Moses Lake Columbia Job Corps, and Yakima
Tribal School. The district has a broad range of programs to serve the needs of its diverse student population.
Schoolwide Planning Summary
The Wellpinit Schoolwide Project began initial planning in 1994. By design, the Schoolwide Project is a work in
progress. Initially, the school staff met weekly throughout the 1994-1995 school year to gather and synthesize the
information needed to implement a Schoolwide project. The school staff, parent committee, community members and the
leadership team continue to work together to ensure that the schoolwide programs offered to the students are working
towards meeting the desired goals of the school district.
The School District Leadership Team continued to meet on a weekly basis on various programs functioning in the
district. Building leadership meetings within each grade span took place on a weekly basis as well. With change in
administrative leadership, the leadership team took on the challenging work of school and district improvement in 2006
with the assistance of ESD 101. The efforts in Creating a Culture of Continuous Improvement (CCCI) gave the leadership
a framework for analyzing needs and prioritizing goals for improvement. As a district, we have studied Robert Marzano‟s
framework for school improvement and have implemented incremental changes to our system of school improvement.
Through this work, the district has reformed the district mission and vision statements, identified specific goals and
created detailed action plans for each building.
With the implementation of weekly professional development time on Thursday mornings, much of the work of the
leadership team and school improvement has shifted to the instructional staff of each building. Teachers in grade span
groups and in curriculum area groups analyze the assessment data and create action plans based on assessed need.
The leadership team now meets on a monthly basis and like the Educational Advisory Committee (parent committee)
meetings are held, the week prior to the school board meeting so that information can get to the school board in a timely
fashion. In an effort to most effectively use the resources available to our student population, the Wellpinit Schoolwide
program incorporates all of the state and federal programs allowable to best meet the needs of our students. Programs
goals included in the Schoolwide project are Title I, Title II, Indian Education, Impact Aid, Safe and Drug Free, REAP, Title
V, RTI, Gear Up, Title VI and Indian Demonstration. It is the mission of the Wellpinit School District to provide each
student with an equal opportunity to receive a quality education that enables them to achieve their full potential.
Highly effective schools practice the principle of “learning investment.” Our investment is a commitment to provide
the most effective learning environment for all students all the time. Wellpinit students are the investment for the
leadership of our community as students pursue their life goals and career interests after they graduate. We continually
strive for and support a culturally sensitive environment that provides a learning system that offers encouragement and
support for all Wellpinit students.
Ongoing technical assistance is provided in variety of ways. The district has used external assistance for site
visitation, program review, staff training, assessment of effectiveness, and goal review. At various times throughout the
implementation of the schoolwide plan, the leadership team makes recommendations, presents the information and works
with the staff to build “best practices” in our instructional process. Professional development is scheduled throughout the
school year and additional training as needed will be added. The school district personnel has continually shown their
support for the Wellpinit Schoolwide Programs plan and as staff implement the plan, they find that it supports the district,
state, and local goals for meeting the needs of our students.
The Initial Schoolwide plan was implemented in 1995 and the following is a summary of the ongoing meetings
that are part of the program review process.
Meeting Participants at Meetings
Dates Agenda Topics/Planning Steps Leadership Staff Parents
Monthly Leadership Team meets to review all X
programs within the school.
Monthly Educational Advisory Committee- Parent X X X
Committee agenda is open to all topics
relating student success.
Grade level wing meetings, curriculum
Weekly meeting, teacher collaboration time, X X X
student intervention planning.
Annually Public Hearing on all school programs
and budgets state and federal in SWP X X X
including Title I, LAP, Title II, Title V,
Impact Aid, Indian Education, Title VI,
DATA COLLECTION AND ANALYSIS: The processes used to collect and analyze data across the schoolwide
List the high-quality student academic assessments used, in addition to the WASL, by the school district and
schools served under Title I, Part A to determine the academic improvement of students.
The school district will use the state required assessments as the baseline measurement to monitor student progress
each year. Within the classroom, teachers will use the assessments that are a part of the reading and math programs. In
addition, all students are assessed using the tools of the Read RIGHT program to identify students in highest need of
those services. The STAR Reader program is used to determine reading levels for the Accelerated Reader program.
Initially, students are identified based on standardized test scores. During the school year, the district is able to continually
identify students in need because of a low staff to student ratio in each classroom. As part of the Accelerated Learning
Plans, student progress is monitored on an ongoing basis and student report cards have been revised to allow for a
higher level of skill based monitoring. Students experiencing difficulty have classroom assistance on a daily basis from the
teacher, the teaching associate and/or the RTI Staff. Assistance in provided in both and inclusion and a pull out model
depending on the needs of the students. Additional support is available with before and after school services as well as
through the special education department. Quarterly conferences keep the tracking timely. The teachers are at the heart
of the decision-making process. When student progress issues arise, teachers form a course of action that is reviewed by
the administration in coordination with the parents according to the needs of the students. Individual data is provided to
the parents as it becomes available including classroom test results and standardized assessments. Overall school data
is provided at parent meetings, on the school report card and on the school district website.
Student Achievement: Student achievement data is collected from a variety of sources including classroom
assessments, teacher data, and grade level WASL assessments. The data is disseminated by the administration to the
leadership team, staff and community. At a school and district level, the staff is trained on how to use the assessment
tools available to analyze the data and make the necessary curricular adjustments to guide the students towards meeting
the challenging academic standards set by the state and the school district.
School Context and Organization: The district leadership team, supervised by the school administration, meets to
implement, assess, evaluate and revise all of the programs within the school. The members on the team are responsible
for delivering the information from the leadership team meetings to their area of influence and bringing information to the
leadership team table from the various programs. The concept is that the lines of communication go in both directions
through the leadership team members. This process gives school staff an active voice in decision-making and school
policies. The leadership team process is designed to make it simple for teachers, parents, paraprofessionals, support
staff, and students to be heard and, in turn for all groups to be part of solutions to identified problems.
Curriculum and Instruction: The teachers and the administration work together to ensure teaching methods are up-to-
date and the curriculum reflects state, local and national content standards by bring in an outside professional evaluator
for teacher observations, collaborating with local universities, educational service district staff, and providing variety of
training opportunities throughout each school year. Teachers are expected to develop, implement and revise curriculum
plans based on state standards and approved school district programs.
Professional Development: Professional development opportunities are presented to the district staff on an ongoing
basis. Some professional development takes places as a result of newly adopted programs, some is based on individual
teacher/staff need and initiative, and some is based on administrative direction. The administration and the staff review
the needs and make a determination as to appropriateness, timeliness and availability of professional development
opportunities. District administration has supported ongoing participation in the Panorama Rural Educators Program,
which is a consortium of all of the small rural schools in our region. Through participation in this program, administrators
and teachers can collaborate with other small schools. This has been both a tool for professional development but also for
the assessment of in-service training as we are able to share successes and brainstorm solutions with the staff from other
schools, providing a fresh perspective on issues we deal with daily.
Family and Community Involvement: Family and community involvement is initiated both from the perspective of the
family and from the school. School staff offers opportunities for involvement and the community offers the school
opportunities for involvement in community activities. While there are barriers to successful community and family
involvement based around issues typical to a reservation community, the Educational Advisory committee, culture
committee, leadership team, school board and tribal council each contribute to the success of parental involvement.
Areas of Strength and Improvement Needed
School Context and Organization: In surveying the overall needs of the district in terms of context and organization,
needs have become evident in several areas. Classrooms and facilities have been exceptionally maintained and positively
viewed by staff and community. Through the leadership team, teachers have a voice in decision-making and school
policies, though additional input from the staff is often desired. Before and after school programs are available for
students, however particularly in the after school program, the staff to student ratio could be improved. These programs
are open to everyone, but a more concentrated effort on drawing in more at-risk students is necessary. The teachers,
parents, paraprofessionals, support staff, and students do have the opportunity to be heard but often report that they are
not listened to. An improved effort to include all groups to be part of solutions to school issues is also necessary.
Curriculum and Instruction: The teachers and the administration work together to ensure teaching methods are up-to-
date and the curriculum reflects state, local and national content standards by collaborating with local universities,
educational service district staff, and providing variety of training opportunities throughout each school year. Teachers are
expected to develop, implement and revise curriculum plans based on state standards and approved school district
programs. An area of improvement is the effort to provide for more collaboration time for teachers. One of the greatest
challenges in curriculum development is getting the staff support and buy-in necessary to implement programs effectively.
A continual effort to improve the quality of curriculum available to all students is necessary. The curricular programs
available to the students in the alternative learning environment need to be improved. District-wide in reading, there is a
need for improvement in reading analysis skills and at the high school level, improvement in critical thinking skills. For
writing, district-wide, improvement in content, organization and style is needed. Math is an area that is in the process of a
total overhaul. Math scores have been consistently far below state standards in all strand areas. Much of the professional
development and curriculum emphasis is currently on improving Mathematics instruction.
Professional Development: Professional development opportunities are presented to the district on an ongoing basis
however efforts to do this on a regular basis need to be improved. Some professional development takes places as a
result of newly adopted programs, some is based on individual teacher/staff need and initiative, and some is based on
administrative direction. The administration and the staff review the needs and make a determination as to
appropriateness, timeliness and availability of professional development opportunities. In years where there is no cost of
living increase in salaries, staff members are provided with a stipend reimbursement for college credits relating to their
current assignment which helps in encouraging staff members to seek professional development independently. The staff
needs to have additional collaboration opportunities to work on building and district goals. The school district professional
development plan needs to more specific and brought into alignment with the district goals.
Family and Community Involvement: According to survey information, this is still an area that is in need of
improvement across the district. There is a strong believe that students learn more through effective family support. Our
school does work with many community organizations to support its students and makes a special effort to contact the
families of students who are struggling academically. More frequent contact with the parents of students, providing more
information to families about how to help students succeed in school, and getting more parents involved in the school as
volunteers are seen as high need.
Research: When looking at any new program to implement, staff members, including the principal, superintendent,
leadership team members, teachers and other staff members as appropriate look at research starting on the OSPI
website such as the reading programs reports. We look at programs used in schools considered “highly successful” and
research best practices. With the accessibility of information on the Internet, it is fairly simple to find reputable research on
virtually any program and any topic. When programs are operating in schools that we can feasibly visit, we do make
school visitations. Schools and programs that are difficult to visit based on proximity or cost, we do contact the lead
people connected to the programs. The principals and superintendents in Eastern Washington meet on a regular basis
and share best practices as well as brainstorm solutions to common problems. We are members of the Panorama Rural
Educators Partnership which is a consortium of rural schools in the area. As a group, we are able to bring in more
presenters and training by sharing the cost. In addition, we have the opportunity for grade level and subject area
collaboration that is simply not accessible in a small school where there is only one English teacher or one fourth grade
teacher. We also take advantage of opportunities available through the ESD and OSPI to gather information on
successful programs. In addition, with our Title I Director being a part of the Title I Committee of Practitioners, the district
has the opportunity to have the most current information on best practices. Parents have the opportunity for input through
the schoolwide programs parent committee and school board meetings. The staff has opportunity for input through the
Leadership team and grade range wing meetings.
Perception Survey Data Narrative Summary Fall 2009
When looking at survey data from the fall of 2009 in comparison with the data from the same survey taken in spring
of 2005, there is a dramatic increase in the perception of how the district is doing in all areas. There are however, some
needs identified in individual areas. With respect to vision, the school survey results show that staff does not feel that they
have a clear sense of purpose or a common understanding of what the school wants to achieve, although they do see that
the main focus is on improving student learning. The results also show that there is need in the area of keeping the school
goals in mind when making decisions.
While the district results show that students are expected to achieve at high standards, the assessment in this area
shows a need for improvement. The staff does believe that all students can learn complex concepts but that they are not
consistently challenged with rigorous curriculum or that teachers use effective strategies to help students meet or exceed
When looking at leadership, the lowest area was in the area of the leaders holding staff accountable for improving
student learning. In general, staff members provide leadership; leaders advocate for effective instruction, act with integrity
and consider different viewpoints when making decisions.
Communication and collaboration is an area in need of improvement. The elementary staff shows a need for a
system of obtaining a variety of perspectives when making decisions. While the results show that the teacher do have the
opportunity to discuss teaching issues on a regular basis and work together to solve school related problems, they do not
work together to plan what will be taught. There is a need to work in teams at grade level and across grade level to help
students increase achievement. The middle and high school staffs feel that they work well together to solve problems. The
area that the elementary staff identified as one of the highest needs overall is in the area of trust. The elementary staff
rated themselves very low in their trust of one another, while middle and high school staff members show more trust in
one another. In addition, the elementary staff expressed that they do not feel free to express their ideas and opinions with
The district assessment of alignment to standards is a high need area. The largest deficit is in the area of students
finding their schoolwork meaningful. Staff seems to have a good understanding of the state standards in the areas in
which they teach but curriculum and instructional material alignment with state standard needs be improved. The staff
needs to improve on the providing instruction that builds on what the students already know.
Monitoring of teaching and learning and learning environment are two areas rated more favorably by the staff.
Students receive regular feedback about what they need to do to improve, extra help when they need it and teachers feel
that they modify their instructional practices bases on assessment information. Teachers do not feel that they receive
regular feedback on how they are doing and they need improvement in providing feedback to each other to help improve
instructional feedback. They do see that teaching and learning are the focus of staff observations and evaluations but that
there is room for improvement in the expectations of high quality work from the adults who work at the school. The
learning environment is viewed as safe, conducive to learning, and discipline problems are managed fairly well. Teachers
show that they care about and respect the cultural heritage of all of their students. Improvement is needed in the respect
that students show for those who are different from themselves and there needs to be better adjustments of instruction to
meet the individual needs of students.
Professional development is an area that was not rated very favorably by the staff. While the staff feels that they
have opportunities to grow professionally and they see themselves as learners as well as teachers. They do not feel that
they get the help in the areas that they need to improve and assessment results are not being used to determining
professional development activities as much as they should be. Different staff members periodically lead professional
development activities but this area could also be improved.
Family and community involvement is rated by the school staff as an area in need of the most improvement. The
staff does believe that students learn more through effective family support, that the school does work with many
community organizations to support its students, and that the school makes a special effort to contact the families of
students who are struggling academically. The staff feels that they need to have more frequent contact with the parents of
their students, provide more information to families about how to help students succeed in school and get more parents
involved in the school as volunteers.
WELLPINIT SCHOOL DISTRICT SCHOOLWIDE PROGRAM GOALS
1. Increase the percentage of students meeting or exceeding the Washington State standards on the MSP,
HSPE in Math, Reading, Writing and Science each year by at an increment rate at least equal to the rate
required to meet the Adequate Yearly Progress goals.
2. Increase daily attendance percentages for all students to a rate above 95% and decrease the unexcused
absence rate to 1%.
3. Raise Wellpinit High School Graduation Rate at a rate to exceed 95% while increasing the graduation rates
in the Alliance Programs at an increment rate at least equal to the rate required to meet the Adequate Yearly
4. Increase the level of parental involvement in the school district while continuing to build a sense of
community cooperation between the school, the tribe, and the community.
MEETING THE NEEDS OF ALL OF OUR STUDENTS
Instructional Program: The Wellpinit Schoolwide Plan is formed through sound educational research based on
effective practices. The leadership team is trained to work on goal setting, problem solving, educational research and
practices, time management, mentoring, and communication. As part of our team process, we strengthen the student
and staff support as well as the parent involvement portion of our leadership team.
The Wellpinit Schoolwide Plan uses a wide variety of instructional strategies, such as small group instruction, direct
instruction, peer tutoring, cross grade tutors, individualized programs according regularly assessed student needs, daily
homework, mastery teaching, curriculum compression, full day/full time kindergarten, and independent study projects for
both remediation and acceleration. The Wellpinit Schoolwide Plan utilizes a high level of technology incorporated into the
regular classroom curriculum. Each classroom in the district has a minimum of eight networked computers with Internet
access. The plan includes computer-assisted instruction using programs for word processing, keyboarding,
individualization of student curriculum such as Odyssey Ware online.
The Wellpinit Schoolwide Plan recognizes the need to extend the opportunities for learning beyond the traditional school
day. It includes a before and after school tutoring program and a summer academic retrieval program. The design of
these programs allows for one-on-one and small group instruction by certified and classified instructional staff as well as
peer tutoring and cross age tutoring. With diversity in staff, the program allows for the tutoring to serve all students with a
focus on students in high need of additional assistance. Built into the program is a system of rewards such as educational
field trips to encourage attendance in the programs. Our goal is that with these elements of the program our students will
show substantial gains in overall academics as well as improvement in the rate of parent involvement, and student
attendance and graduation.
Describe how teachers identify eligible children most in need of Title I, Part A services using multiple
assessments and in consultation with parents, administrators, and pupil services personnel.
Our school improvement plan is our Title I Schoolwide Plan.
According to the needs assessments used for our Title I Schoolwide Project, there is a consensus that the students need
to be provided a positive and motivating learning atmosphere, with high standards and high expectations, additional time
for work in reading and math basic skills, increased access to reading materials, and a stronger computer curriculum. The
Wellpinit Schoolwide Plan addresses these needs as well as many others in its design.
The first step for effective design of the Wellpinit plan is in the design of our administrative process. School management
by a team of school personnel, parents and community members, increases the “buy-in” of any type of reform in a
program. Rather than just a central administrator, members of the leadership team are available to all of the staff
members for input and assistance. By bringing together the members of the staff that are functioning in leadership
positions, the team is assembled to address all of the major functions of the school district. The team builds and functions
under the core values of trust, interdependence, genuineness, empathy, risk and success. The leadership team works
together with the school staff to accomplish common goals in all areas of student achievement.
The instructional implications for the classroom teacher help to meet several of the identified needs. A major concern of
staff members, as well as the parents, is the expectation and the responsibility for meeting the academic needs of every
student. The Wellpinit Schoolwide Plan requires and makes possible the creation of accelerated learning plans for each
student which allows for accelerated instruction with high expectations, extra practice, and remediation in all academic
areas thereby meeting the needs identified for each student. Our goal is that students are presented with challenging
curriculum that compares to world-class standards and meets or exceeds the local and state performance standards. By
dividing the class into groups for intensive instruction periods, this plan allows flexibility in classroom management. The
availability of the computers as another instructional tool allows for the teacher and the teaching associate to have more
contact time with students on task.
In the Wellpinit Schoolwide Plan, teachers are asked to show evidence of the alignment of the lesson objectives with the
school curriculum as well as Washington State Essential Learnings, Grade Level Expectations and Proficiency
Expectations. All subject area teachers K-12 are trained in teaching writing and assessment, as writing is a major
component of the WASL tests. As part of our technology plan, not only will the entire teaching staff have laptops for use in
school and at home, but students will have wide access to computers in school with high quality reference, research, and
WELLPINIT INSTRUCTIONAL PROGRAMS GUIDE
ACCELERATED LEARNING PLANS Accelerated learning plan for each student: The plans have been created in
coordination with the revised LAP requirements and incorporated into the Schoolwide plan. A standard format for the
individualized plans was developed and distributed to the instructional staff.
ACCELERATED READER PROGRAM The Accelerated Reader Program is a motivational reading program allowing
students to use computers to take quizzes on selected books. The purpose is to encourage students to read a wide range
of material with understanding, to set and meet individual reading goals, to read books of increasing difficulty, to receive
immediate feedback, and to have their progress tracked and reported to their teachers. The Accelerated Reader Program
is installed on every school computer. Students are able to access the books from the school libraries and the teachers
set up reward systems to encourage students to participate in the program.
EARLY COLLEGE HIGH SCHOOL /ONLINE EDUCATION Wellpinit High School is expanding its course offerings
though the use of the Internet and coordination with local colleges and universities. The district has online learning
programs offering high school credits completely online. In addition to the online programs, the district has offered onsite
courses with instructors from local colleges offering college courses in English, Mathematics, Science, Health,
Communication, and Business. The early college high school program works to give all students the best possible
preparation for entry into a post secondary program.
ALLIANCE EDUCATION PROGRAM Wellpinit has implemented an alternative learning educational program for
students at risk of dropping out of school. Students apply for enrollment in the program on the basis of personal and
academic evaluations. A student elects to participate in a modified academic schedule providing a set of in and out of
school academic guidelines. This allows a student to receive individualized instruction by a certified teacher in a non-
traditional atmosphere. The Wellpinit School District Alliance Program is offered to students who wish to pursue a high
school diploma in an independent study online education program. The computer assisted instruction courses provided
are designed to be delivered either at school or home. This program is designed for any student who is under 21 years of
age who has not fulfilled graduation requirements. Also, any student who wishes to make up credit deficiencies may seek
support from this program. Students can expect frequent contact and support from their local coordinating instructors as
well as from the instructors in the individually contracted courses.
DROP OUT PREVENTION The Wellpinit School District recognizes its responsibility to students in providing an
appropriate curriculum in a productive atmosphere in which to learn but also the need to establishing retention guidelines.
Wellpinit is fortunate to have a low dropout rate for students in grades K-12. An effective support system and alternative
programs for those students at risk of not completing their public education is an on-going concern for all staff members
and the school board. In order to prevent students from dropping out of school the district attempts to provide students
with an atmosphere of academic concern in an environment of warmth and cordiality. The Home School Liaison contact
person is available during the day to support students in their adjustment between home and school expectations. As part
of the overall home-school relations parents are sent a written progress reports frequently.
DRUG AND ALCOHOL PROGRAMS The Wellpinit School District, in conjunction with the Spokane Tribe, has adopted a
program of a Total Drug Free School. The district prohibits the use of alcohol, tobacco, inhalants or other drugs on school
property or any school-sponsored activity. The District is aware of the characteristics of students at risk and the
devastating effects of substance abuse on all students. The school is incorporating into the curriculum violence and
substance abuse prevention as well as Anger Management classes for all grades. The district has adopted a zero
tolerance expulsion program for drug offenses.
EVERYDAY MATHEMATICS In an effort to include in the Schoolwide programs a mathematics curriculum that
incorporates higher level thinking skills necessary for success on the WASL, the district has implemented this program.
The Everyday Mathematics curriculum encourages teachers and students to go beyond simple arithmetic. The emphasis
is to develop more meaning to math by integrating data gathering, analysis, probability, geometry, patterns and algebra.
Mathematics becomes part of the ongoing classroom routines, outdoor play, and the spare transitional moments that
occur every day. This program has been implemented in addition to the Saxon Mathematics program for a total of at least
100 minutes of math for each student each day.
EXTENDED HOURS ALLIANCE SCHOOL The district has programs available to all students for credit retrieval and
diploma programs. The program operates Monday through Thursday from 3:00 to 5:00 PM.
HOME SCHOOL LIAISON The purpose of the Home School Coordinator is to act as a liaison between parents, school,
students, and community. The coordinator is responsible for follow-up on student absences, seeing the students make it
to school and local appointments. The coordinator contacts parents and community members to keep them abreast of
what is happening in the school and how they can get involved. The Home School coordinator provides a ready means of
attention to student absences, auxiliary student transportation, home visitation, and immediate parent contact for special
education needs or when signatures are required.
INDIAN EDUCATION This federally funded program provides tutorial assistance Math, Language and Reading classes.
As identified by the parent committee, the areas in greatest need of assistance are the reading and math programs. In
addition, the district provides instruction in the Spokane Indian Tribe culture to all students K-12. The school also provides
all students and the community an opportunity during the school year to participate in a Culture Week Program in which
only Indian traditional ways are instructed. The week is climaxed by mini pow wow that is held in the school and where the
students display the crafts made during the week and share their experiences with the families and community.
INTERNET The Wellpinit students have full and free filtered access to the Internet. Students gather information, and
conduct research through several online periodical subscriptions. As part of the Internet access, all computers start with a
locally created homepage and controlled series of Internet links. This homepage provides access to resources arranged
by topic, to include a series of local school documents, and a history of the Spokane Indian Tribe. Students are taught the
use of the Internet as part of their Language Arts and media resources requirements.
COMPASS LEARNING SOFTWARE Jostens is a tightly integrated curriculum in reading, language and math. Students
are placed into the curricula through a series of tutorials and tests or based on individual teacher evaluation. The teacher
individualizes the lessons appropriate for each student and students proceed from a menu established by the teacher. A
variety of custom reports are generated to show student mastery percentages.
OPEN COURT READING The Wellpinit Schoolwide program has adopted the Open Court Reading program. Open Court
Reading is a research-based curriculum grounded in systematic, explicit instruction of phonemic awareness, phonics and
word knowledge, comprehension skills and strategies, inquiry skills and strategies, and writing and language arts skills
and strategies. Reading fine literature is one of the founding principles of Open Court Reading, and the program literature
selections exemplify how different forms of literature can all express a particular theme. Through various genres, children
progressively deepen their understanding of the thematic learning units presented in each grade level. The staff has
attended extensive training as part of the implementation of this program.
PROGRESS REPORTS It is a school district policy that students receive a progress reports frequently from their
teachers. This helps to keep the students on track with their school-work by having constant feedback on how they are
doing in class as well as keeps the parents informed about their children's progress. The teachers us the Skyward system
for processing grades and progress reports complete with a listing of any missing assignments. Families can also go
online and access student progress at anytime through the Skyward Family Access program.
READ RIGHT The Wellpinit School District has recently adopted the Read RIGHT program and implemented it
initially in grades 3-12. Read RIGHT is a program for developing fluency in elementary through adult readers. Groups
of students work daily with a trained Read RIGHT tutor. The program goal is to produce "excellent readers" who read
aloud smoothly and with intonation, much like oral speech. Although the developers present the program in terms of
current brain research, its three strategies are supported by research in reading.
In Excellent Reading, students read along while listening to an audiotape modeling fluent reading text that is at their
instructional level. After silent re-readings, a student signals readiness to reads aloud to the tutor. If needed, the tutor
prompts the student to predict a problem word, and then teaches it as a vocabulary word if the student still cannot
decode it. In Coached Reading, students read aloud a passage of unfamiliar text. A tutor provides specific,
individualized feedback. For Pleasure Reading, students practice reading in books at their independent level of
readability. They choose from titles that have been selected from publishers to be included in the Read RIGHT library.
The program has been implemented with students classified as having dyslexia, developmental disabilities, and
ADHD. It has also been implemented with regular and special education programs.
RESPONSE TO INTERVENTION: RTI is the Response to Interventions that have been tried in the classroom. Students
are selected by their test scores. The students are placed in three TIERS. Tier 1 students are at benchmark for the grade.
Tier 2 are below grade level but could be helped by more interventions. These students should be getting interventions in
class as well as a half an hour of interventions outside or inside of class. Tier 3 students are students that fall well below
grade level and need up to one hour a day interventions (plus core curriculum) to help get them back to grade level.
The program works in many different ways. One way is to pull students out of class and they come to the RTI for the
interventions. Another form of intervention that we do use is to send the teaching associates to a class to provide more
one-on-one help with more focused instruction.
SALISH LANGUAGE PROGRAM Students in all grades are given the opportunity to learn the Native American
Language of the Spokane Tribe of Indians. Instructors from the Tribal Culture Office come into the classrooms and
provide Salish language instruction to students in all grades. Students in the high school have the opportunity to take the
language through the local Tribal College for college credit. Elders from the community also participate in after school
activities to help students connect to their culture and community.
SCHOOL LEADERSHIP TEAM As a focus of a total commitment to excellence by both the staff and administration the
district has incorporated an overall management program of the school by the staff. Experienced educators, including
certified and classified staff members have been operating as a leadership team. This is achieved through teamwork and
a process of continuous before school meetings to review all aspects of the school's operations. This team is responsible
for having input as well as making decisions on curriculum, policy procedures, calendars, budget expenditures, discipline
TUTORIAL PROGRAM Students are offered individual and small group tutoring before and after school. Students may
use the time to finish their homework and get additional tutorial help in their studies.
WASL MATH/HSPE MATH The high school math programs have added additional math requirements for sophomores to
better prepare them for the HSPE Math. Implemented in the middle school several years ago, the program provides the
opportunity to integrate higher level math skills into the regular math program with the goal of providing students with the
opportunity to build the skills necessary for HSPE math success.
WATERFORD READING The Waterford Reading Program is a computerized reading program directed towards
designed to teach appropriate ready kindergarten students how to read. The program is highly visual and is used as a
stand alone program within the regular classroom. Using the training and technical support which is provided, the
teachers may use the Waterford Program to track and individualize prescriptive lessons as well as monitor mastery level
requirements for each student
Monitoring and Evaluation of Student Progress
Describe the assessments the school will use to monitor student academic progress during the school year. In
addition to the WASL, include any locally developed and selected assessments.
The School District will use the state required assessments as the baseline measurement to monitor student progress
each year. Within the classroom, teachers will use the assessments that are a part of the reading and math programs. In
addition, all students are assessed using the tools of the Read RIGHT program to identify students in highest need of
those services. The STAR Reader program is used to determine reading levels for the Accelerated Reader program. In
addition, the computer curriculum programs have built in assessment systems to assist the teacher in individualizing
Describe how the school will identify students experiencing difficulty mastering skills and meeting standards.
Initially, students are identified based on standardized test scores. During the school year, the district is able to continually
identify students in need because of a low staff to student ratio in each classroom with a teacher and teaching associate
assigned to a single group of students. As part of the Accelerated Learning Plans, student progress is monitored on an
ongoing basis and student report cards have been revised to allow for a higher level of skill based monitoring. Our school
improvement plan is our Title I Schoolwide Plan. Students need to be provided a positive and motivating learning
atmosphere, with high standards and high expectations, additional time for work in reading and math basic skills,
increased access to reading materials, and more individualized instruction. The accelerated learning plans for each
student allow for accelerated instruction with high expectations, extra practice, and remediation in all academic areas
thereby meeting the needs identified for each student.
Describe the form of timely assistance and specific support that will be provided to students experiencing
Students experiencing difficulty have classroom assistance on a daily basis from the teacher and the teaching associate.
Assistance in provided in both and inclusion and a pull out model depending on the needs of the students. Additional
support is available with before and after school services as well as through the special education department. Progress
reports keep the parents updated constantly and quarterly conferences keep the tracking timely.
Describe how teachers are included in the decision-making process.
The teachers are at the heart of the decision-making process. When student progress issues arise, teachers form a
course of action that is reviewed by the administration in coordination with the parents according to the needs of the
Describe how student assessment and progress results will be shared with parents.
Individual data is provided to the parents as it becomes available including classroom test results and standardized
assessments. Overall school data is provided at parent meetings, on the school report card and on the school district
Describe how professional development activities relate to priority areas needing improvement.
The professional development needs identified include: continued training on the assessment of state standards, both in
content and implementation; training on curriculum based assessment, performance based assessment, test preparation
skills; training on the integration of technology into the curriculum, technical and computer literacy skills and multimedia in
the classroom. In addition, instructional staff is in need of training on the specific instructional software used, multiple
instruction techniques and subject area applications of the teaching techniques.
Currently, all of the certified teachers working in the district have teaching assignments for which they are highly qualified.
All classified staff members also highly qualified. The district supports the staff by paying the testing fees, finding grant
opportunities for funding professional development and providing release time if necessary. The professional development
needs identified include: continued training on the state standards both in content and implementation; training on
curriculum based assessment, performance based assessment, test preparation skills; training on the integration of
technology into the curriculum, technical and computer literacy skills and multimedia in the classroom. The local
Educational Service District offers training for staff on this topic as well as many other topics including those listed as
needs throughout the school year and summers. The district makes this training available including funding for the training
and providing for release time. Each teacher receives an average of forty minutes each day/two hundred minutes each
week of scheduled preparation and planning time. Collaboration time is provided through a late start day each week. This
provides a two hours of staff time for collaboration, training, and team building/ planning. The professional development
funding is being used to support the efforts to redesign curriculum, train and implement new strategies for instruction, and
implement revised or new curriculum programs that better meet the needs of the students.
Describe how professional development is ongoing and sustained, with appropriate planning time and resources
needed to support successful implementation.
Professional development opportunities are reviewed by the leadership team and presented to the staff on an ongoing
basis throughout the school year and summers. In non-COLA raise years employees are reimbursed for ½ of the tuition
costs for up to $150 per college credit for approved courses taken independently. Courses featuring educationally sound,
researched based theories, practices in curriculum, instructional and assessment, as well as focused on meeting state
standards are routinely approved by the district. Courses offered through the ESD that meet the district needs and
standards and address the improvement goals are often made available at no cost to the employees. Collaboration time is
provided for each Thursday morning with our late start schedule and with substitute teachers if necessary as required by
the individual programs.
Describe how district professional development set aside funding supports building goals and initiatives.
The set aside professional development funding is being used to support the efforts to redesign curriculum, train and
implement new strategies for instruction, and implement revised or new curriculum programs that better meet the needs of
Describe the strategies that are used to attract highly qualified staff to work with the most at risk students.
Our total school population is considered to be in the population being “most at risk.” Our free and reduced lunch
percentage exceeds 75%, students live in a rural reservation setting, and our student population is 97% Native American
or descendent. While slowing rising, our test scores demonstrate a high need among our total school population. Our
standardized test scores demonstrate a high need for services among our total school population. In spite of these
factors, our staff is highly qualified and has maintained a very low turnover ratio over the past ten years. We provide some
benefits of staff members not available in most districts including high quality, inexpensive, local housing, extra-duty extra
pay opportunities, competitive salaries on the state salary schedule, modern and clean school facility and virtually any
teaching tool requested particularly in the area of technology. A school environment that is conducive to education
contributes to high staff retention and a strong interest in working in this rural school of high risk students.
Describe the process the school district uses to ensure all district teachers and Title I, Part A instructional
paraprofessionals within the school district are highly qualified.
Prior to hire or re-assignment, the district assesses the qualifications of an applicant or staff member to ensure that they
meet the requirements for highly qualified as they align with the position that is available. For certified teachers, the district
uses the forms provided by Title II for determining highly qualified status. Certified instructors not meeting the Title II
requirements for highly qualified based on endorsement alone must provide the additional documentation for the points
based housse requirements. Currently all of our certificated staff is highly qualified. For paraprofessionals, all new hires
must prove with college/university documentation, that they are highly qualified prior to hire. Existing staff not meeting the
college requirements were asked to either obtain the college credits or take the paraprofessional exam.
Parent, Family and Community Participation
Describe the strategies planned to increase meaningful parental/family involvement that is designed to enhance
home-school partnerships and improve student learning. Building of capacity for strong parental involvement,
including identification of barriers to parental participation:
The greatest assessed weakness of our school district is its relationship to the community. The school is often seen as
separate entity, separate from the reservation community and the tribe. This is evident in every joint meeting with the
school, tribe and community. The goal of our parental involvement plan is to break the barriers for parents, teachers, staff,
administration and community in working together to strengthen the programs for our students. In building a sense of
community we need to find ways to eliminate pre-conceived ideas about others and work together for the common good
of the students. If our society is to survive and prosper, it will be because we see ourselves as connected with one
another, responsible to one another, respectful of ourselves and one another. This is the basis for the parental
involvement strategies within our school. The heart of our strategy is to break the barriers and bring the parents in.
Describe the activities planned to carry out the strategies.
The main forum for the parents in the Wellpinit plan is the parent committee. The Schoolwide Programs Parent
Committee, also known as the Educational Advisory Committee, is the direct forum for parents to address their concerns
and ideas. The parent committee works together as a team with anyone attending the monthly meetings to listen to the
issues and brainstorm positive solutions for the problems. In addition to giving parents a forum to express their ideas,
communication with the parents is a key element with the Wellpinit Schoolwide Plan.
Throughout the school year, parents have opportunity to come into the school. Sports, open house, parent conferences,
parent nights, school carnival, and student programs are some of the more popular events. Just as the parents are invited
into the school for various activities, the teaching staff is encouraged to participate in the community. Many of our staff
members live on the reservation. There is an open invitation from the community for staff member to attend various
community activities. In this plan, parents have a role in the decisions and opportunities to participate in the decision
making process and other school activities. They are seen as active partners with the school and teachers. Parents and
school staff decide how policies, practices, and strategies can be stronger for the school programs.
Coordination, technical assistance and support to plan and implement effective parent involvement activities to
improve student academic achievement.
Coordination, technical assistance and support to plan and implement effective parent involvement activities to improve
student academic achievement- the existing plan makes training available to parents and provides technical assistance
through school and ESD staff. One of the changes in the new policy will be to further enhance parent involvement using
the parent committee as the driving force for activities. The schoolwide programs coordinator is working in collaboration
with the parent committee on implementing parent involvement activities that meet the needs of the parents.
Describe the process to communicate with parents of students who have not met academic standards.
The most evident form of communication is the progress reports from the teachers. In addition, parents have the
opportunity to conference with teachers at any time. Teachers are asked to personally contact the parent of every student
who is not meeting the academic standards in their classroom on an ongoing basis and formulate a plan to improve the
success of the student. Students not meeting the state academic standards have an academic plan that is implemented
following the return of the standardized test results including conferencing with the parents and making revisions to the
student plan. The elementary report cards have been revised to clearly show the parents the academic standards being
met/not met by their child.
Because our school district is located on the Spokane Indian Reservation, it of utmost importance that the staff
demonstrates cultural sensitivity as they build collaborative relationships with parents and community members. Parents
can promote positive participation in the education of their children and in school activities and they have the opportunity
to contribute ideas about how the programs can increase their children‟s academic achievement. Teachers are asked to
personally contact the parent of every student who is not meeting the academic standards in their classroom on an
ongoing basis and formulate a plan to improve the success of the student.
How was the parent involvement policy was distributed to parents?
The policy is included with student registration materials. Each year, new and returning students receive a packet that
includes information about from the school, forms to complete as well as a copy of the parent involvement policy. It is also
available on the school website and is distributed and reviewed annually at a parent meeting.
Briefly describe the process used to develop and implement the Parent/Student/Teacher Compact.
The Parent/Student/Teacher Compact currently in place was designed by the parent committee and has changed very
little since it was put into place with the initial Schoolwide program plan. It is given to parents when they register their
students for each school year. We have tried other methods for implementing the compacts, but overall, this has been the
most effective. The parent involvement policy is included with student registration materials. Each year, new and returning
students receive a packet that includes information about from the school, forms to complete as well as a copy of the
parent involvement policy. It is also available on the school website and is distributed and reviewed annually at a parent
Attached is a copy of the parent/student/teacher compact.
Wellpinit School District Parent/ Teacher/ Student Compact
The Wellpinit School District is committed to creating a school environment in which the students are at the very core of what we do.
The Wellpinit School makes a commitment to challenge students to become the very best they can be. The focus is on motivating students,
depends on consistent participation, and the coordination of all of the ‘educators’ in the lives of our students. Parents, grandparents, aunts, uncles,
brothers, sisters, teachers, associates, administrators and the whole community make of the forces that educate our children. In order to accomplish
our goals, we must commit to working together. The following is a compact that encourages the commitment of every ‘educator’ that are in the
lives of our students.
Parents, Guardians and Elders Teachers
I will do my best to: I will do my best to:
Volunteer as a class helper. (Go on field trips, tutor, fund- Provide a safe and caring learning environment in my
raise, make phone calls, read..) classroom.
Provide a place for and supervise my child’s homework. Keep students and parents informed about progress and
See that my child attends school regularly and on time. school activities.
Meet with and communicate with my child’s teachers. Make the classroom atmosphere an enjoyable place to learn.
Encourage my child to read at home often and let my child Assign appropriate and meaningful homework assignments.
see me reading. Develop lessons that meet the needs of my individual
Work with the school if problems happen and support the students.
school in finding solutions. Show respect for my students, their family, community and
Encourage my child’s efforts and be available for questions culture.
Show respect and support for my child and his/her Come to class each day prepared to teach.
education. Enforce classroom and school rules fairly and consistently.
I will do my best to:
Complete and return my homework assignments. Follow the school and classroom rules.
Do my best in my work and in my behavior. Take pride in myself, my friends, my family, my community
Attend school regularly and on time. and my school.
Respect others in my school and community.
AS EDUCATORS IN THIS COMMUNITY IT IS OUR UNCONDITIONAL RESPONSIBILITY TO MAKE EVERY EFFORT TO
MEET THE NEEDS OF EACH STUDENT. ALL OF US WHO ARE A PART OF THE DAILY LIVES OF THE CHILDREN OF THIS
COMMUNITY ARE EDUCATORS. WE MAKE THIS COMMITMENT TO OUR FUTURE.
Signatures___________________________________ _______________________________ _____________________________
(Parent/Guardian) (Student) (Teacher/Advisor)
Describe how the school district will coordinate, integrate, and support services provided under Title I, Part A
with other educational services;
Even Start, Head Start, Reading First, Early Reading First and other preschool programs including plans for
transition from these programs to elementary school programs;
The Schoolwide program works in coordination with the Head Start program to provide services to preschool children
ranging from family activities, tutoring, adult literacy, parenting skills and transition skills. The Even Start program is the
heart of our transition to school program. The majority of students in the district participate in the Spokane Tribal Head
Start program starting at the age of three. The school district and the Head Start have formal agreements for coordination
of efforts in student transition. Informally, the kindergarten teachers work with the instructors at Head Start to arrange
classroom visitations and projects that ease the transition for the incoming kindergarten. In addition, the district also
serves pre-kindergarten students as part of the summer school program. Because of the small size of the staff, several
staff members work across grade spans and help with the transition efforts.
Services for children with limited English proficiency or disabilities, migratory children, neglected or delinquent
youth, Indian children, and homeless and immigrant children.
Under the Schoolwide plan, our home-school liaisons work to provide the services for our students at risk including those
in the specific categories, particularly neglected/delinquent and homeless students. Services for Native American students
are provided with in class as well as pull out assistance in the response to intervention program.
Describe educational services for neglected and delinquent children residing in local institutions and/or
attending community day school programs. There are no institutions within our local school district. Students entering
these facilities are usually required by the institution to enroll in the school district of residence.
Describe how the school district will ensure that migratory children and formerly migratory children who are
eligible to receive Title I services are selected to receive such services on the same basis as other children
selected to receive Title I services, even if none are currently enrolled.
Schoolwide program provides services to any student needing them. Services are provided through our Home-School
Liaison and the Alliance Education program and include full access to curriculum and services.
Include activities and/or strategies for coordinating the schoolwide program with other district and school improvement efforts.
(LAP, Migrant, Bilingual, Highly Capable, Reading First, Comprehensive School Reform, 21 Century Grants, IDEA, etc.)
The Wellpinit Schoolwide Programs includes all of the elements of the district and school improvement efforts of the
Federal Funds For Special Education IDEA-B- providing services and funding for students in the special education
Highly Capable Students Program- providing opportunities for enhanced curriculum efforts for advanced students.
Learning Assistance Program- providing tutorial assistance to students in the classrooms, accelerated learning
plans, improved student tracking.
Teachers Assistance Program- additional support for beginning teachers with veteran mentors and training.
Title I Part B Even Start Family Literacy – providing birth to age 8 services to at risk families including literacy,
health, parenting and other services.
Title II Part A Teacher and Principal Quality- providing for class size reduction, professional development, and
highly qualified staff.
Title II Part D Enhancing Education Through Technology- providing support for the use of technology in the
classroom with enhanced professional development.
Title IV Part A Safe and Drug-Free Schools (Consortium) – working with ESD to implement programs for safe and
drug free school programs.
Title V Innovative Programs – providing for library media resources enhancing student access to up-to-date research
Title VI Flexibility and Accountability (REAP)
Title VII Indian Education- with approval from the parent committee, providing tutorial assistance in the classroom
and cultural activities.
Impact Aid- providing a variety of student services in for student living on federal land, used in coordination with the
programs and goals of the Schoolwide plan according to guidelines reviewed in annual public meeting.
The goals of these programs align with the goals of the Schoolwide program. Each program within the school is
reviewed by the leadership team and the schoolwide programs parent committee. Rather than attempting to maintain
parent committees on each program where required, the district parent committee is a single entity working on the
coordination and goals of all programs.
Describe how the schoolwide program will coordinate transitions for preschool children into the elementary
The majority of students in the district participate in the Spokane Tribal Head Start program starting at the age of three.
The school district and the Head Start have formal agreements for coordination of efforts in student transition. Informally,
the kindergarten teachers work with the instructors at Head Start to arrange classroom visitations and projects that ease
the transition for the incoming kindergarten. In addition, the district also serves pre-kindergarten students as part of the
summer school program.
Describe how vertical teaming of K-12 staff assures successful transition such as elementary to middle
school, middle school to high school, high school to post-secondary:
K-12 staff meets monthly at a minimum to look at a variety of schoolwide issues. Grade span wing meetings address the
needs of student transitioning and implement programs for assist with efforts to ensure student success. Because of the
small size of the staff, several staff members work across grade spans and help with the transition efforts. The most
difficult transition is into and out of middle school as they are now in a separate building. Activities are planned throughout
the year that brings the middle school students into the elementary/high school building. High school students have
numerous opportunities for college visitations in the local area as well as outside of the area in groups and individually.
High school seniors apply to at least three different colleges, paid for by the district. They are also required to fill out the
FAFSA forms with assistance from the school and the tribal education department. This in combination with college visits,
vocational visitors and guest speakers help with the transitions following high school.
Describe the services the school district will provide to homeless children
Homeless students are provided with the same educational opportunities as all of our other students. If necessary,
addition transportation needs have been met. Transportation to the district of origin would not be provided with Title I,Part
A funds. The following are services most frequently utilized by students who would be considered homeless.
HOME SCHOOL LIAISON Grades: K-12 The purpose of the Home School Coordinator is to act as a liaison between
parents, school, students, and community. The coordinator is responsible for follow-up on student absences, seeing the
students make it to school and local appointments. The coordinator contacts parents and community members to keep
them abreast of what is happening in the school and how they can get involved. The Home School coordinator provides a
ready means of attention to student absences, auxiliary student transportation, home visitation, and immediate parent
contact for special education needs or when signatures are required. The Wellpinit School District, in conjunction with the
Spokane Tribe, has adopted a program of a Total Drug Free School. The Wellpinit School District recognizes its
responsibility to students in providing an appropriate curriculum in a productive atmosphere in which to learn but also the
need to establishing retention guidelines. Wellpinit is fortunate to have a very low drop out rate for students in grades K-
12. An effective support system and alternative programs for those students at risk of not completing their public
education is an on-going concern for all staff members and the school board. In order to prevent students from dropping
out of school the district attempts to provide students with an atmosphere of academic concern in an environment of
warmth and cordiality. The Home School Liaison contact person is available during the day to support students in their
adjustment between home and school expectations. As part of the overall home-school relations parents are sent a
written progress report on each student once per week.
Wellpinit High School has implemented an alternative learning educational program for students at risk of dropping out of
school. Students apply for enrollment in the program on the basis of personal and academic evaluations. A student elects
to participate in a modified academic schedule providing a set of in and out of school academic guidelines. This allows a
student to receive individualized instruction by a certified teacher in a non-traditional atmosphere. The Wellpinit School
District Alliance Program is offered to students who wish to pursue a high school diploma in an independent study online
education program. The computer assisted instruction courses provided are designed to be delivered either at school or
home. This program is designed for any student who is under 21 years of age who has not fulfilled graduation
Describe coordination with other community programs and agencies.
The main community agency that the school district coordinates is with the Spokane Tribe of Indians and the various
related entities. Without the support of the Tribe, numerous „extra‟ programs would not be available to our students. The
Tribal Youth Council supports the students with activities outside of school time. The local 477 program provides a variety
of programs to our most at risk students and the district is working on interagency agreements to strengthen this
relationship. Medicare/Medicaid services are provided by Health and Human services at the local clinic, in addition to
traditional health services provided by Indian Health. HHS provides a number of activities including guest speakers and
health related programs in the school for students.
The community has initiated a series of tribal/ school/ community leadership meetings. The purpose of the meetings is to
bring the leadership of the community together to address the issues facing the youth in the community. These meetings
have been well attended and have been beneficial for all involved.
Describe district support for the schoolwide program implementation.
The implementation of this plan is not a reform proposal that evolved overnight. It is the result of a long process of
evaluation and re-evaluation of the successes and failures in the Wellpinit School District. Many of the reform issues are
current practices of teachers in the district on some level. The Leadership team is committed 100% to working toward
overall school improvement. The teachers, staff and administration in the district have worked to create all of the various
elements of this reform effort by participating in the needs assessment, setting and refining goals for the district and for
the students. This reform effort is not entirely administratively driven. The Schoolwide Plan is supported by the staff with
the recognition that it contains solid teaching practices that will benefit our students.
Funding Source Amount How funds will support
Contributed Schoolwide Program goals
State LAP Tutorial assistance, student accountability
Local Levy none
Impact Aid Student services
Title IA: Tutorial assistance, professional
development, parent involvement
Title IB Even Start: Pre-school coordination, adult literacy,
parent involvement, tutorial assistance
Title II TQ: Class size reduction, professional
Title II D E2D2 Professional development
Title V Media resources
Title IVA Safe/Drug curriculum
IDEA-B Student services for students with
Uses of Funds
1. Provide a brief budget narrative explaining how funds listed in the table above will be used to support the
The above programs are all used to support the goals of the Title I Schoolwide Program. Accountability for each program
is listed in the transaction records of the individual program. In general, the programs are designed with goals that work
toward the total goals of the Schoolwide program but funds are not combined.
2. Provide evidence that Title I C migrant and/or Title VII American Indian parents have given consent to use Title I C
and/or Title VII in the schoolwide program (if applicable). Copy of Indian Education parent certification is attached.
Evaluation and Reevaluation
1. Describe when and how implementation of the schoolwide program will be evaluated and adjusted as needed.
The schoolwide program was implemented in 1994 and is re-evaluated annually. Adjustments and enhancements are
made as necessary. Like school improvement, the process of operating a schoolwide program is an ongoing, and
changing process based on the needs of the students.
2. How will the school ensure that an annual evaluation of progress toward reaching its goals takes place?
The school district administration in coordination with the Title I director initiate the process of annual evaluation. Progress
is reviewed by the leadership team, parent committee, staff and school board. Recommendations for amendments are
made and the results are presented to all parties involved. Annual assessment by school staff, and parent/community
survey play a key role in ongoing improvement to the schoolwide plan.
Attachments include: Wellpinit Elementary Action Plans, WASL Test Score Trends, District LAP Plan
SCHOOLWIDE PROGRESS REPORT
The focus of this annual progress review is to serve as a guide to organize the document showing the successes
of our Title I Schoolwide Program.
Superintendent: Staff Members Contributing to the Report:
Is there evidence that individual students have been successful this year? YES: ____ NO: ____
Cite evidences to show that all students are making progress toward the goals and objectives of the Schoolwide Program.
Evidence such as WASL scores, ITBS, teacher prepared assessments, authentic performance measures and/or student
If yes, cite evidence by grade and subject area. Provide assessment data and a narrative that explains how your team
used the data to identify student success.
If no, cite what actions are being taken by the staff to ensure students will make significant progress.
Is the school’s instructional program helping your school attain the instructional goals and objectives of your
Schoolwide Program? YES: ____ NO: ____
If yes, cite evidence to show that implementation of the instructional program is being successful in attaining to goals and
objectives of Schoolwide Plan.
If no, what corrective actions are being implemented to realign the instructional plan to ensure significant progress will be
made toward attaining goals and objectives of your Schoolwide Program?
Is the professional development plan helping the school to attain the goals and objectives of the Schoolwide
Program? YES: ____ NO: ____
If yes, cite evidence to show that implementation of the professional development plan is being successful in attaining the
goals and objectives of Schoolwide Plan. Evidence can include teacher self-assessment information, surveys, changes in
instructional practices, increases in student achievement, etc.
If no, what corrective actions are being implemented to realign the parent involvement plan to ensure that significant
progress will be made toward attaining the goals and objectives of your Schoolwide Plan?
Is the parent involvement plan helping the school to attain the goals and objectives of the Schoolwide Program?
YES: ____ NO: ____
If yes, cite evidence to show that implementation of the parent involvement plan is being successful in attaining the goals
and objectives of Schoolwide Plan.
If no, what corrective actions are being implemented to realign the parent involvement plan to ensure that significant
progress will be made toward attaining the goals and objectives of your Schoolwide Plan?
Continuous Improvement Process: Describe the ongoing process used to reassess and refine your Schoolwide
Description of Systems Process: Have any of the goals and objectives in the Schoolwide Program been revised
in the previous school year? YES: ____ NO:____ If yes, please identify the revision(s):
The signature below certifies that this report is accurate and in accordance with all applicable Title I rules and regulations.