LAP Plan 2016-17
LAP Building Plan

The purpose of Washington State’s Learning Assistance Program (LAP), as outlined by legislation, are to:
1. Promote the use of assessment data when developing programs to assist underachieving K-12 students.
2. Guide school districts in providing the most effective and efficient practices when implementing supplemental and services to assist underachieving students.
3. Ensure that all students become proficient in reading by the end of the 4th grade.

LAP Program Activities
There are several allowable activities for which LAP funds may be used.
1. Extended learning time opportunities occurring before or after regular school day, on Saturdays, and/or beyond the regular school year related first and foremost to K-4 reading.
2. Services to provide extended learning opportunities to eligible students that can include, but are not limited to:
a. Individual or small group instruction
b. Instruction in English language arts in Grade K-4

Once all students are served and are achieving grade level in literacy K-4, services may be extended to include:
c. Mathematics needed by eligible students to pass all or part of the state assessments.
d. Online curriculum and instructional support, including preparatory classes for the state assessments.
e. Reading improvement specialists available at ESDs to serve eight, eleventh, and twelfth grade educators through professional development.
3. Professional development for certified or classified staff that focuses on the needs of diverse learners, literacy and mathematics content, instructional practices, and/or use of student work to guide effective instruction.
4. Consultant teachers to assist in implementing effective instructional practices by teachers providing direct service to participating students.
5. Tutoring support for participating students.
6. Outreach activities and support for parents of participating students.

Progress Reports to Parents
LAP progress reports are sent to parents informing them of their child’s progress toward grade level standards.  These reports are sent at least three times per year with the school report cards.
Section 1
Instruction Program

1. Student Identification: Describe the criteria and timelines that you will use to identify eligible students in greatest need (those who score below standard for his/her grade level on State and/or District level assessments).

Meeker Elementary students in grades K-4 will be assessed in September and their scores will be rank ordered from lowest to highest by grade level.  Those scores, along with other grade specific assessment scores, may be used to determine students’ eligibility for reading assistance in LAP.
LAP program pre/post assessments will vary from student selection assessment due to state requirements.

WAKIDS letter names and sounds assessment, DIBLES First Sound Fluency and Letter Naming Fluency will be administered in early September.  These scores will be entered for the entire kindergarten class and then rank ordered from lowest to highest.

First Grade:
DIBELS Phoneme Segmentation Fluency and Nonsense Word Fluency; and the Read Well placement test will be used to determine eligibility.  Teachers may also use the score from the SWAT test to refer students if there is room in the program.

Second Grade:
Fall DIBELS Benchmark assessment in Nonsense Word Fluency and Oral Reading Fluency and the Scaled Score on the STAR test will be used to identify students.  Student scores will be entered into the LAP recording tool for the purpose of rank ordering. The LAP teacher will access for the students’ DIBELS rating of well below grade level or below grade level.  The scaled score in Renaissance Learning combined with the DIBELS rating will be used to make the final program placements.

Third and Fourth Grade:
Students will be identified for LAP services based on the students’ scores on the Fall DIBELS Benchmark assessment and the Scaled Score on the STAR test.  Student scores will be entered into the LAP recording tool for the purpose of rank ordering.  The LAP teacher will access for the students’ DIBELS rating of well below grade level or below grade level.  The scaled score in Renaissance Learning combined with the DIBELS rating will be used to make the final program placements.   

If a fourth grade student has passed the SBA the previous spring, they will not receive LAP services in the Fall, unless there is classroom data, DIBELS data and/or STAR data to indicate that the student needs reading assistance.

Exiting Students from LAP services:
If they are meeting Read Well grade level criteria on unit tests
If they meet benchmark on Winter DIBELS First Sound Fluency and Letter Naming Fluency
If the classroom teacher indicates with current data that a student is on par with his/her classmates
By parent request
When a student qualifies for another program

First Grade:
Students may be exited from LAP:
If students have met Read Well grade level criteria on Read Well unit assessments
If the teacher has additional data to support the exit
Parent request
Enrollment in another program

Second Grade through Fourth Grade:
Students may be exited from LAP:
If they meet Spring benchmark on the Winter DIBELS Oral Reading Fluency which includes accuracy and retell
If the classroom teacher’s data shows that the student performs at grade level
If they meet grade level expectations on three consecutive STAR tests
Parent request
If the student qualifies for another program

2. Delivery of LAP services
Briefly describe your LAP program.  How will you serve your students?  What grade levels and subject areas will you target?  How many students do you intend to serve?  Please address your consideration of district Title1/LAP initiatives of Extended K, K-3 Intervention, Extended Learning, and Graduation Assistance where appropriate.

Identified students will be served during their school day in small instructional groups.  Service will occur during a non-instructional reading time for grades K-4.  Kindergarten and First Grade students will be served one-on-one or in groups of two or three at the most.  The Kindergarten students will be served with a push-in model in one classroom and a pull-out model in another.  The total number of students served in the LAP program will depend on the number of LAP instructional staff assigned to the building each year.  Small group size will be no larger than four in sessions of approximately 30 – 45 minutes.  The LAP teacher is available to consult with classroom teachers, support staff and parents during the school year.

3.  Use of data and curriculum 
Describe how focused and intentional instructional strategies are identified and implemented in the LAP program.  How will you use data to guide instruction?  What curriculum and intervention tools will you use?
The assessment results of students, LAP teacher’s professional judgment, and consultation with classroom teachers will determine the best-prescribed curriculum and/or intervention strategies to use for instruction.
Ranked lists, individual assessments such as teacher made assessment, Go Phonics screener, Read Well Placement Inventory, Read Naturally Placement tests, Leveled Literacy Intervention, LLI placement tests and/or pre and post testing will be used to identify specific areas of need.
LAP services will be provided using Puyallup School District approved intervention curriculum as well as LAP purchased materials such as Go Phonics, SIPPS, REWARDS, Journeys’ intervention materials including the Write in Reader, SOAR to Success and Reading Mastery. “Double dose” lessons from the core curriculum may also be provided. High interest trade books may be used for book clubs.
Focused instruction will be implemented based on identified needs.  The LAP teacher will implement the instruction and curriculum that is most closely aligned with the need.
Periodic formative assessments and conversations with classroom teachers will be used to inform instruction, and the LAP teacher will adjust the targeted skills for each group of students as indicated.
4. Progress Monitoring 
How will you monitor student progress?  How will you ensure fluidity of your LAP program?
Weekly DIBELS Progress Monitoring will be used in Kindergarten to assess student progress.
Kindergarten will use DIBLS First Sound Fluency and Nonsense Word Fluency.  The LAP teacher will use teacher created Phoneme Segmentation Fluency practice pages.
First grade will use DIBELS Nonsense Word Fluency and Oral Reading Fluency booklets for their weekly progress monitoring.
Second through fourth grade will use DIBELS Oral Reading fluency progress monitoring at least monthly.  If possible, students will be progress monitored every week.
Additional assessments will be given and recorded based on the interventions used.  For example; Go Phonics is the intervention tool used for first grade students.  The students need to successfully read the story before moving on to the next story.  
Instructional groups will be adjusted based on individual needs identified by the data collected.
STAR testing data will be collected at least three times during the year.
5. Coordination with Basic Ed and other School Programs and Resources 
Describe the process that you used and staff that were involved to create your program design as outlined in #2 above.  How do you ensure alignment of your services with the general classroom?
The Meeker LAP program design was created using the Title I program blue print which included a rank order of students at the kindergarten through fourth grade levels.
The plan was approved by the Meeker BLT team at its inception.
Alignment of LAP services with classroom instruction occurs through regular communication with classroom teachers via face to face conversations, e-mails, and specific written student needs provided by the classroom teacher.
Students do not receive LAP services during core instruction.  They are served via push-in or pull-out services after their classroom instruction.
By working together, teachers coordinate specific skills being taught along with areas of concern for identified students.
The LAP plan is reviewed by the Meeker PTA executive board and the Building Learning Team.

6. Program Effectiveness 
Describe how you will review and assess the effectiveness of your program.  Include who will be involved in that process.
Our BLT (Building Leadership Team) and LAP teacher will review the DIBELS data and STAR data in the late spring to determine the effectiveness of the program.  The LAP pre/post test data, which draws from DIBELS and STAR (grades 2 – 4), is required by the state.
The LAP teacher and 4th grade teachers may review SBA scores in the fall for additional student information.
Pre/post data results will be evaluated to see if modifications are necessary.
7. Interventions:
List specifically the interventions that are used in your program.
Read Well
Vowel Grab
Corrective Reading
REWARDS program
Go Phonics
Reading Mastery
One-on-one instruction
Progress monitoring with DIBELS
Teacher created materials
Reading Games
Read Naturally Progress monitoring
Leveled Literacy Instruction (LLI)

Section 2
PD and Supervision

1. Professional Development: Describe the opportunities you will provide or access for intensive and sustained staff development for program staff to ensure instruction by “Highly qualified” professional staff. The LAP teacher will help teachers with the use of supplemental curriculum and materials to help with interventions that will target specific needs.  

2. Supervision :Describe how your LAP classified staff, providing direct services to students, will be under the direct supervision and guidance of a certificated teacher.
Meeker has two classified staff member who provide support for five and a half hours per day.  
The assistants meet weekly with the LAP teacher to discuss lesson plans.
The LAP teacher may model instructional strategies and techniques.
One of the instructional assistants has been trained in phonics by the author of Go Phonics.  She has strong phonics and teaching skills.  The other assistant has experience with interventions in the classroom.  

Section 3
Parent Involvement

1. Communication of Progress: Describe your plan for communicating student progress to parents.
The LAP teacher will be available to attend parent/teacher conferences held for any student receiving LAP services, or to communicate with parents via phone, email or in person as needed.
A progress report will be completed for each student at the trimester and will be sent home with each child’s report card.
The LAP teacher’s monthly newsletter will be updated with information regarding skills and concepts being taught at specific grade levels.

2. Training opportunities for Parents : List specific training activities that support parents in helping their student at home, such as reading instruction, family literacy classes, parenting education . . .
Training opportunities and resources offered by the Puyallup School District and in the Puyallup community will be shared with parents.
The Kindergarten teachers present a training opportunity for their parent volunteers at the end of September.
Kindergarten teachers hold a reading night for parents in October to show them specifically how to use the Read Well practice pages, correct letter sounds, proper way to recite the alphabet, how to use Fry words, and a host of other reading techniques.  The LAP teacher attends and answers any questions parents may have regarding LAP.
A “Welcome to Kindergarten” night is held in April for incoming kindergarten parents.  The LAP teacher participates in this event.
3. Events and activities for families
The LAP teacher participates in kindergarten parent evening activities.
Meeker PTA schedules several family events for all students, such as swim, skate and movies nights.
An Art Docent program encourages parent volunteers to each art lessons in classroom.  The art is shared during the Art Walk family evening event.
Classroom volunteer opportunities are readily available.
PTA is sponsoring Math Adventures and a Family Art Night.
Book Fairs sponsored by the PTA allow family participation.
After school book clubs will be offered this year with LAP student receiving preference.
4. Inclusion of Parents in decision making 
Describe how you will solicit feedback and input from parents and families regarding the design and effectiveness of your program.
A parent survey is sent home for LAP parents in early spring.
The surveys will be reviewed by the LAP teacher to see if program changes are indicated.
The Meeker BLT committee will discuss and evaluate the survey results.