Olympic%20View%20Elementary%20SIP%202023-2024.pdf

Parent document: Regular Board Meeting-02-12-2024.pdf

Text

Washington Office of Superintendent o

PUBLIC INSTRUCTION



Elizabeth Loftus, Resource Teacher Carla Hurst, School Counselor

Michael Howard, Dean of Students

Section 3: Vision and Mission Statement
At Olympic View Elementary School, we create a student-centered community driven by relationships and built upon a foundation of equity and
inclusivity.

Section 4: Comprehensive Needs Assessment (Component #1 - Needs Assessment Summary)

Olympic View Elementary (OVE) School is one of five elementary schools in Oak Harbor, which is located on Whidbey Island.
Olympic View Elementary serves a diverse population of students, including about 69% of military connected families. Olympic View
Elementary School is proud to include three programs for students who qualify for self-contained special education programs. We
believe that each and every student is first and foremost a general education student and continue to work on our inclusionary
practices to better serve the needs of all students.

Olympic View Elementary School engaged key stakeholders in the planning process. These stakeholders included the Olympic View
Elementary MTSS team, classroom teachers, special education staff, Title/LAP teachers, the school counselor, Olympic View
Elementary School PTA, families, the principal, and paraeducators.

Quantitative academic data is collected throughout the year. As of June 2023, this plan is using spring 2023 academic data provided
by DIBELS/mClass, iReady, WA State Smarter Reporting System and social emotional data from our student self-assessment,
Panorama. Additionally, historical academic data and social-emotional data will also be used to provide background in the plan.
WISF data is available from the 2018 school year to the 2022 school year. During this time period, student achievement across
demographics has been low, but the achievement of two student sub groups, Black/ African-American Students and Students with
Disabilities, has been particularly low. The school-wide focus on MTSS including a shift in intervention models and a focus on
connections and positive environments are honing practices across the school to address the social emotional needs and academic
achievement of all students. The development of goals to address the emotional regulation and literacy needs of all students will



benefit our two most impacted groups according to WISF data. Each goal will be monitored through biweekly progress monitoring
and data analysis of the information gathered will be disaggregated by student demographics. When determining root causes for low
academic achievement a source of concern was the intervention model being used as well as the fidelity to using data to help inform
instructional practices. Prior to the 2021-2022 school year, students who qualified for specially designed instruction or Title I/Lap
services received instruction through a pull-out model and missed core academic instruction, creating a wider learning gap for
students.

Olympic View Elementary School implements a grade-level wide intervention model. All students in the grade level receive data
driven, targeted literacy instruction based on assessment data and teacher feedback. In order to determine the level of service
needed for students, iReady and DIBELS assessment data is cross referenced to look for initial areas of concern. School-wide
assessments are then used to identify more specific skill deficits to determine the most targeted and appropriate intervention. Data
from district-wide screeners (iReady, DIBELS), school-wide assessments (IMSE Phonics screeners and the PAST phonemic
awareness screener) as well as teacher observations are used to identify students with specific needs and provide targeted
instruction. Having monitored growth using the mClass aimline, once benchmark has been achieved and maintained for at least one
progress monitoring period, students are then exited from the program. Students who qualify for specially designed instruction
receive instruction specific to their individualized education plans and are exited from the program based on individual need and
through a reevaluation process.

Olympic View Elementary School has worked to shift practices over the last two years to ensure that students do not miss core
instruction time in order to receive intervention. Data collected during the school year, for all students, in reading and math, is used
to identify at-risk students. The data collected connects student needs with district core academic curriculum and intervention
resources. Intervention is provided for all students during grade level intervention times. We have worked to align our targeted
supports by designing a master schedule that provides daily intervention times. Additionally, timely progress monitoring has been
implemented to track student progress. Data is reviewed every five weeks to look at students who need to move to another
intervention group, assess student progress towards individualized education goals and identify students who may be ready to exit
intervention services.

mClass/DIBELS recommended Well-below benchmark | 2/monthly

mClass/DIBELS recommended Below benchmark 2/monthly

mClass/DIBELS recommended or mClass/DIBELS At benchmark 1/monthly
ORF (dependent on grade level



mClass/DIBELS recommended or mClass/DIBELS Above benchmark 1/monthly
ORF (dependent on grade level

Transitions between grade spans are supported in a number of ways. Transition meetings with intermediate school staff and
Olympic View Elementary School staff provide a means to identify individual student supports needed to continue student academic
growth. Grade band teams in kindergarten through third grade work together to ensure that classes are built to support
academically impacted students. End of year assessment data is used to help build these classes and determine the level of
support a student may need at the start of the next school year, prior to the first benchmark assessments.

Students in the targeted assistance program are provided the same level of access to enrichment activities and
projects. Enrichment activities in all content areas are scheduled outside of academic intervention times.

Oak Harbor School District is working to establish a MTSS (Multi-Tiered System of Support) Framework district-wide. Through this
work, Olympic View Elementary has established an MTSS team. The team is composed of 7 members: Janet Sodano, Title I/LAP
Specialist, Heather Chaszar and Candice Esvelt, general education teachers, Carla Hurst, school counselor, Elizabeth Loftus,
special education teacher and Alisa Wareham, school psychologist. This team is working to help guide the building based MTSS
work as well as to serve as a catalyst for decisions related to school improvement planning and professional development. The
MTSS team meets approximately three times monthly.

The team is focused on building an understanding of Tier | as it applies to the Oak Harbor Public Schools’ district’s five ingredients:
connections, positive environment, student empowerment, teaching and learning and access to support. So far, the team’s work has
focused primarily on understanding and identifying Tier | practices that support the first two district identified ingredients: connections
and positive environment. In January of 2023, the team started work in the areas of student empowerment and teaching and
learning. Members of the school-based MTSS team worked with members of the school’s counseling team to start focus groups
with students. Focus groups began with fourth grade students and will then move to meeting with additional grade levels in the 2023-
2024 school year. The initial concentration of the group established a baseline for information gathering as it relates to the
Panorama Social Emotional Self-assessment and also gathered specific feedback from students around school

culture/climate. Additionally, the MTSS team and certificated staff work with Cassie Stevens, an Inclusionary Practices Coordinator
from ESD 189 to identify Tier | instructional practices in the area of teaching and learning and build the collective capacity to grow
inclusionary practices. This collaboration provides a starting point for our collective work of identifying and implementing universal,
Tier | instructional practices.

Over the last year, our school-based MTSS team has planned and led professional learning around building strong Tier | practices to
build a strong Multi- Tiered System of Supports for all students. Exit tickets and staff surveys were used after meetings to gain
feedback and provide direction for subsequent learning.



2022-2023 Building Meeting Topics

8/29/2022
9/7/2022
9/21/2022
10/12/2022
11/16/2022
1/11/2023
1/18/2023
1/25/2023
2/15/2023
3/22/2023
3/29/2023
4/19/2023
4/26/2023
5/3/2023
5/24/2023

Setting our norms

Back to school

MTSS

SEL Screeners (Panorama, DESSA)

Tier | practices

SEL Standards and Tools Brainstorming

Universal Supports

Data Review and Grade Level Problem Of Practice Identification
Universal Supports

PBIS-2023-2024 Matrices

PBIS - 2023-2024 Recognition

Kelso’s Choice and Rewards/Recognition

Lesson Design

Science of Reading and Structured Literacy

Feedback, Zones of Regulation, and Positive Environment Looks-fors

2022-2023 Building Meetings Slides

The Olympic View Elementary School MTSS team is committed to providing professional learning to all staff that provides them with
the skills needed to meet the needs of our most vulnerable students. Over the last year, professional learning opportunities have
centered on building a firm understanding of MTSS as it pertains to strong Tier | practice as well as building an understanding of the
Science of Reading and Structured Literacy for all staff members. Research based and data-driven literacy practices will continue to
be a focus at Olympic View Elementary School as we build a strong Multi- Tiered System of Supports.

The Following areas for professional learning were identified in the spring of 2023 by the Olympic View Elementary School staff:

Restorative Practices

Explicit Phonics Instruction/Literacy Practices
MTSS

PBIS

Small group instructional planning

STEM

Writing

De-escalation



e Neurodiversity

Equity continues to be an area of focus for Olympic View Elementary School. Staff continue to be committed to making Olympic
View Elementary School an equitable and inclusive environment for our students and families. All staff attend building based
professional development at least once a month. Building based professional development centers on MTSS, specifically Tier |
practice as they relate to connections and positive environments, restorative practices, building classroom and school community,
PBIS, equity and inclusive practices.

Staff Beliefs about school culture:

e | believe that Olympic View Elementary is the epitome of a student-centered community driven by relationships and built
upon a foundation of equity and inclusivity. The culture at OVE encompasses the backgrounds and perspectives of the staff,
students, and families.

e Positive Teacher-Student relationships. Teachers greet students individually to start the day. Many times, students are even
greeted by name from several staff members who are not in their classroom on a day-to-day basis.

e Individualized support that meets students where they are and establishes clear and appropriate expectations has created a
nurturing environment in our school.

e Wecollaborate to make changes when necessary. It is nice to know that when a change is needed, school leaders look to
other staff members for their input.

e Guest teachers at our building want to come back because they felt an overwhelming sense of community while they were
here.

e | think we are all pretty focused on making OVE an inclusive and “family” feeling place. This has grown from the previous
years. | feel more open and able to provide and sustain a warm, inclusive environment. | feel staff all around has especially
worked on being a positive, inclusive place for all our students. | love our Welcome Wednesdays!!

e | think that we are working towards being built on a foundation of equity and inclusivity but we are not there yet. For example,
while Ms. Lucero has said at almost every meeting, “they are all gen ed students first,” | still hear some teachers say: “those
are Kate’s kids” or “these are Rachel’s kids” or “I have/ you have the life skills/choices kids.” | think the morning routine
shows the driven by relationships piece and is great. | love the morning meetings as well as the greeters for students in the
morning. | have seen it make a big difference for them to see Janet or another teacher tell them good morning and remember
their name, even if they aren't in their class. | think our physical space also needs some improvement in order to be equitable
and inclusive. Not all of the doors are handicap accessible, a lot of the outside spaces are not wheelchair accessible, a lot of
classrooms are not laid out to be wheelchair accessible, etc. | am sure there are other physical needs too but | am not sure
what they would be. | know we are working on making the garden more physically accessible to all students and staff.

e Olympic View Elementary is dedicated to each and every student. The relationships between staff and students are positive
and are seen everyday. Students are being included within the general education classroom on a daily basis regardless of
their need for specialized services (i.e. life skills, choices, etc).| think that as a whole we are doing a good job of being
student-centered.



About 27% of Olympic View Elementary School students are served by a 504 plan or an Individualized Education Plan. These
students are provided services through varying instructional models. Our school is home to two life skills programs, a Choices
program, and three resource teachers. Students who qualify for specialized instruction receive push-in and/or pull-out support, and
in some cases, self-contained services based on their individual needs. Programming for students may include academic
intervention, speech and language services, occupational therapy, and/or physical therapy. Olympic View Elementary School is in
the third year of a pilot program for Inclusionary Practices with ESD 189 and AWSP. Our staff is engaged in learning about MTSS as
it relates to the whole child and specific practices such as positive behavior interventions, restorative practices and inclusionary
practices to enhance the building of meaningful relationships in our school community and to continue to build equitable and
inclusive practices throughout our school.

The student body at Olympic View Elementary School is diverse; about 56% of students are students of color, 60% of students
qualify for free or reduced lunch and, as a Navy connected school, about 25% of students move in and out every year. A typical
student at Olympic View Elementary School moves many times throughout their educational career and often has one parent who is
deployed, preparing to deploy or on a detachment. This process requires families to shift and adjust their routines on an ongoing
basis as family dynamics ebb and flow. A typical student at Olympic View Elementary School is adaptable and resilient, but the
constant moving can make it challenging to receive consistent academic support. Relationships with family, friends and school staff
are important.

Olympic View Elementary School is working to rebuild our family engagement opportunities. Families are invited to activities such
as; Family Literacy Night, Family Game Night, Open House, Family/Teacher Conferences, Family Picnics, etc. In order to evaluate
the effectiveness of our Family Engagement practices, families receive surveys that provide families a voice and allow them to
become stakeholders in student success. Headcounts at family nights will allow us to determine the effectiveness of our family
engagement strategies. Next year, families will also receive surveys to help us determine overall satisfaction with the school so we
are able to determine the best way to meet the needs of the larger school community.

Olympic View Elementary school’s goals target the social emotional and academic needs of our students. Through the
disaggregation of school-wide data, there is a correlation between students who self-report, via the Panorama social emotional
survey, having few social emotional strengths and those students” academic achievement.



Section 5: School Improvement Plan (Component #2 - Well-Rounded Educational Strategies)

Note: In past templates, Well-Rounded Educational Strategies have been described in components 2 (Reform Strategies: the evidence-based
strategies and activities to address the needs expressed in the CNA) and 3 (Activities to Ensure Mastery: the academic and non-academic
practices that will be used to positively impact student learning, especially for the lowest achieving students).

Using the tables below, identify your highest priority school improvement goals and activities for SY 2023-24 that are based off the results of the
Comprehensive Needs Assessment and evaluation and identification of resource inequities. Please refer to the OSSI SY 2023-2024 School
Improvement Plan Implementation Guide for more details and examples of SMARTIE Goals, short- and long-term data sources that may be used
in the “Measures” column for support, and other helpful planning aids. Add more tables or lines as needed.

A SMARTIE Goal is specific, measurable, attainable, realistic, time-bound, inclusive, and equitable and should answer the questions:
e What will be improved?
e By how much?
e By when?
e =And, for whom/what?

Questions to ask and answer when addressing inclusion and equity:
e Will achieving this goal build success and/or shrink disparity gaps for specific student groups in our learning community?
e Does the goal ensure that traditionally marginalized students have equal access, and is there an element of fairness and justice inherent
in the goal?
e If the outcome specified in this goal isn’t specifically promoting equity and inclusion, is the process of achieving this goal going to
improve equity and inclusion for all students? How?
e Who have we consulted to check for unintended negative consequences? Who needs to be consulted?

Note: This process identifies the strengths and weaknesses impacting student performance. It also sheds light on the needs of the entire program. All
students benefit from the interventions and services made possible through a schoolwide program, however, schools should place emphasis on
strategies that help learners struggling to meet state standards.

Note: For schools operating a Title |, Part A, Targeted Assistance Program, indicate within your goals how you will address the needs of those
students served to satisfy the requirement of Component 3 - Practices and Strategies.

* Please use the following guidance to support your reform goals and strategies: Menus of Best Practices and Strategies in ELA, Mathematic, and
Behavior.



Emotion Regulation

Based on 137 responses

How well students regulate their emotions.

How have results changed over time?

Percent Favorable

50%

Fall 2020 Spring 2021 Fall 2021

Spring 2022

32%

Emotion Regulation

Fall 2022 Spring 2023 Fall 2023



Instructions: Use the empty rows in the table below to detail at least two activities supporting your SMARTIE Goal #1: answer all prompts in each
column for each activity described; add rows for additional activities if necessary.

Activities

Measures

Timeframe

Lead

Resources

What evidenced-based
practice(s) will you
implement in order to have
impact toward achieving this
goal?

Who, specifically, will benefit
from this practice/activity?

What short- and long-term
data will be collected to
measure the impact of student
learning from and outcomes
of this activity for the specific
students named in your
SMARTIE Goal?

What was / is the projected
length of time of this activity?

When or how often (please be
as specific as possible) will
progress be monitored or data
reviewed?

Who (what team or
individual) will be responsible
for implementing, measuring,
and adjusting the activity?

Who else will be involved?

What resources will be used to
implement this activity toward
reaching the stated SMARTIE
Goal (for example, professional
development, extended time,
curriculum, materials, etc.)?

Activity 1

All students will receive
weekly, universal, Tier |,
instruction in research
based strategies to
improve emotional
regulation.

Students in third and
fourth grade take the
Panorama benchmark
survey 3 times/year to
measure their social
emotional capacity.
Additionally, students
will be progress
monitored using the
Panorama platform
bimonthly to assess
their progress using the
strategies taught and
their feelings about
their emotional
regulation
management.

2023-2024 School year

Data will be progress
monitored biweekly (2
times/month) Data will
be monitored monthly
by the school-wide
MTSS team and
adjustments to
instruction will be made
based on data.

All certificated staff
members

School-based MTSS
Team

Panorama
Character Strong
DESSA Resource Library

Zone of Regulation

Kelso’s Choices

Professional development
will be given to staff
throughout the year
during building directed
PD times.

10


Activity 2

Students will receive
weekly lessons from
district adopted
Character Strong
program.

Data will be

disaggregated to ensure

targeted groups are
making adequate
progress.

Students in third and
fourth grade will be
given a Panorama
benchmark survey 3
times/year to measure
their social emotional
capacity. Additionally,
students will be
progress monitored
using the Panorama
platform bimonthly to
assess their progress
using the strategies
taught and their
feelings about their
emotional regulation
management.

Data will be

disaggregated to ensure

targeted groups are
making adequate
progress.

2023-2024 School year

Data will be progress
monitored biweekly (2
times/month) Data will
be monitored monthly
by the school-wide
MTSS team and
adjustments to
instruction will be made
based on data.

All certificated staff
members

School-based MTSS
Team

Weekly Character Lessons
from Character Strong
program

Professional development
will be given to staff
throughout the year
during building directed
PD times.

11


Activity 5 Pre and post staff
Professional learning survey

for professional staff
on MTSS best practices

August 30, 2023

Olympic View
Elementary School
MTSS Team

Financial support to pay
for paraprofessional time
outside of PSE contract.

Activity 6 Staff request As available

Restorative Practices
professional learning
for all staff

Working with ESD 198
to determine best
presenter

Financial support to pay
for staff time outside of
contract.

Funding: List and describe funding amount(s) and source(s) associated with the activities described above.

1. All programs and materials are already owned by the school/district.

2. Use of OSSI Grant for supporting professional development for staff.

5b. SY 2023-2024 SMARTIE Goal #2:

By June 2024, the number of students whose composite scores on DIBELS are well below or below grade level will move from an

average of 27% across the grade levels to 15%.

Fall 2023

12



Vv

Vv

Grade K
Olympic View
Elementary
Grade 1
Olympic View
Elementary
Grade 2
Olympic View
Elementary
Grade 3
Olympic View
Elementary
Grade 4

Olympic View
Elementary

Reference Data (Compare these results against a wider population)

23-24 BOY

46(48%) 14(14%) 21(21%) 17(17%)
23-24 MOY a ee

31(43%) 15(21%) 16(22%) 10(14%)
Reference Data (Compare these results against a wider population)
23-24 BOY

27(28%) 17(18%) 32(34%) 19(20%)
23-24 MOY

21(29%) 15(21%) 18(25%) 18(25%)

Reference Data (Compare these results against a wider population)

23-24 BOY AA

31(32%) 14(15%) 22(23%) 29(30%)
23-24 MOY

15(26%) 8(14%) 16(28%) 19(32%)
Reference Data (Compare these results against a wider population)
23-24 BOY

21(27%) 7(9%) 21(27%) 29(37%)
23-24 MOY

21(29%) 4(5%) 27(37%) 21(29%)
Reference Data (Compare these results against a wider population)
23-24 BOY

16(23%) 10(14%) 31(43%) 14(20%)
23-24 MOY

10(17%) A(7%) 17(29%) 28(47%)

98

72

95

72

96

58

78

73

71

59



What evidenced-based
practice(s) will you
implement in order to have
impact toward achieving this
goal?

Who, specifically, will benefit
from this practice/activity?
Activity 1

Data driven, targeted
intervention for all
students during grade

level intervention block.

Activity 2

What short- and long-term
data will be collected to
measure the impact of student
learning from and outcomes of
this activity for the specific
students named in your
SMARTIE Goal?

All students, K-4 will be
progressed monitored
biweekly in their
greatest area of need as
identified by district
benchmark assessments
(DIBELS, and iReady) and
school based
assessments (CORE
Phonics Survey and/or
IMSE assessments and
PAST) Data will be
disaggregated to ensure
targeted groups are
making adequate
progress.

Biweekly progress
monitoring in their

What was / is the projected
length of time of this activity?

When or how often (please be
as specific as possible) will
progress be monitored or
data reviewed?

2023-2024 school year

Biweekly progress
monitoring by general
education teachers
using DIBELS. Biweekly,
on opposite weeks,
progress monitoring by
Title |/Lap and special
education staff using
CORE Phonics Survey
and/or IMSE
assessments. Data is
reviewed every 5 weeks
by grade level teams
and innervation
specialists to determine
shifts in groupings and
instructional
adjustments.

2023-2024 school year

Who (what team or individual)
will be responsible for
implementing, measuring, and
adjusting the activity?

Who else will be involved?

Title/Lap and Special
Education Staff in
conjunction with school
administrator.
Certificated staff
members and classified
staff assigned to
intervention.

Title/Lap and Special
Education Staff in

What resources will be used to
implement this activity toward
reaching the stated SMARTIE Goal
(for example, professional
development, extended time,
curriculum, materials, etc.)?

IMSE/Orton Gillingham,
Amplify CKLA, CORE
Phonics Screener, PAST

Professional development
is offered on an ongoing
basis during building
based professional
development.

Before and after school
programming.

14



Targeted before school
and after school
academic support.

Activity 3

Professional Learning
for teachers around
UDL best practices

greatest area of need as
identified by district
benchmark assessments
(DIBELS, and iReady) and
school based
assessments (CORE
Phonics Survey and/or
IMSE assessments and
PAST) Data will be
disaggregated to ensure
targeted groups are
making adequate
progress.

Pre and post staff survey
and walkthrough
observational data

Biweekly progress
monitoring by general
education teachers
using DIBELS. Biweekly,
on opposite weeks,
progress monitoring by
Title |/Lap and special
education staff using
CORE Phonics Survey
and/or IMSE
assessments. Data is
reviewed every 5 weeks
by grade level teams
and specialists to
determine shifts in
groupings and
instructional
adjustments.

5 sessions
October 16, 2023
November 6, 2023
January 22, 2024
February 12, 2024

April 15, 2024

conjunction with school
administrator.

Support will be
provided by certificated
and classified staff
members.

Sara Lucero-Olympic
View Elementary School
Principal and Cassie
Stevens ESD 189
Inclusionary Practices
Partner

IMSE/Orton Gillingham,
Amplify CKLA, CORE
Phonics Screener, PAST

Professional Development-
after school with stipend
for attendance

15



Activity 4

Teacher collaboration,
observation, feedback
professional learning
around UDL best

Pre and post staff survey
and walkthrough
observational data

September 27, 2023 Sara Lucero-Olympic
View Elementary School
Principal and Cassie
Stevens ESD 189

Inclusionary Practices

December 6, 2023
January 31, 2024
March 27, 2024

practices Partner

May 22, 2024
Activity 5 Pre and post staff survey | August 30, 2023 Olympic View
Professional learning Elementary School
for professional staff on MTSS Team

MTSS best practices

Activity 6

Staff visit to schools
partnered with Haring
Center for Inclusive
Education

Funding: List and describe funding amount(s) and source(s) associated with the activities described above.

Comparative LRE data As available
between sites and use of

research based practices

Inclusionary Practices
Team and general
education staff

that promote inclusivity

Subs for release time for
teacher collaboration,
observation and feedback.

Financial support to pay
for paraprofessional time
outside of PSE contract.

Subs for release time for
visit as well as travel costs

1. All programs and materials are already owned by the school/district. Transposition costs for afterschool activities will be paid for from out

after school activity budget. Stipend for

2. Use of OSSI Grant for supporting professional development for staff and visits to school with string inclusionary practices.

16



Section 6: Funding (Component #3 - Consolidated Funds Matrix SY 2023-24)

NOTE: All Title |, Part A Schoolwide programs must include a chart of the federal, state, and local funds consolidated together for their schoolwide
model. Please use the following matrix to indicate what activities will be implemented to meet the intent of each program. Please type “not
applicable” for any funds not being consolidated. Add additional rows if additional funding sources are consolidated.

Basic Education

To provide all students with instruction aligned

to grade level specific state standards, including

differentiation and enrichment services as
needed.

Example: Provides for additional collaboration time to support math
instruction, PLC training, and reading comprehension strategies.

Monthly professional development for all staff on MTSS, PBIS, Tier |
instructional practices and using data to drive instruction.

Title I, Part A To provide all children significant opportunity to | Approximately $3691/year Title | Part A parent involvement-2
receive a fair, equitable, and high-quality well- times/ year Family Nights-with parent education component.
rounded education and to close educational
achievement gaps. Staff members provide intervention through our school-wide

program based on student data.
1. 0 FTE Teacher

Title Il, PartA Preparing, training, and recruiting effective Example: PBIS, GLAD, and AVID training and travel to ensure

teachers, principals, or other school leaders. teachers are prepared and trained in effective practices. Math
professional development training.
Support from District-wide TOSA to provide technology integration
professional development.

Title Ill To ensure that limited English Proficient (LEP) Example: After school Title Ill intervention staffing and supplies to

students, including immigrant children and
youth, develop English proficiency and meet the

same academic content and academic

ensure that limited English proficient (LEP) students, including
immigrant children and youth, develop English proficiency and meet
the same academic content and academic achievement standards

17



Section 6: Funding (Component #3 - Consolidated Funds Matrix SY 2023-24)

NOTE: All Title |, Part A Schoolwide programs must include a chart of the federal, state, and local funds consolidated together for their schoolwide
model. Please use the following matrix to indicate what activities will be implemented to meet the intent of each program. Please type “not
applicable” for any funds not being consolidated. Add additional rows if additional funding sources are consolidated.

Title IV, Part A

Learning Assistance
Program (LAP)

achievement standards that other children are
expected to meet.

School-level services that support a well-
rounded education, improved conditions for
student learning, and improved use of
instructional technology.

The use of state LAP revenue is allowable if it
can be shown services are provided only to
students who have not yet met, or are at risk of
not meeting, state/local graduation
requirements

that other children are expected to meet. Covers the cost of ESL
coursework and GLAD professional development.

MLL Teacher provides professional development to teachers and
co-teaches and co plans with MLL cohort teachers.

MLL Teacher -.272 FTE -$43, 344.80
N/A

Example: Reading and math instructional coaches, paraprofessional
support for students, extended day programs. Also covers the cost of
intervention curriculum for K-6 students.

1.0 Lap FTE Teacher and 2.372 FTE paraprofessionals
RazPlus
Sonday Program

Local Funds

Other Funding
Sources, including

Local levy revenue may be combined in
schoolwide programs.

Provide professional development for teachers
in GLAD strategies and Science of Reading-
Provide time for grade-level collaboration to

N/A

27,000 from OSPI Continuous School Improvement Grant

18



Intent and Purpose Activities Implemented to Meet Intent and Purpose

Principal
Administrative
Assistants

Counselor
Health Services*

Teachers

Teacher Librarian

Instructional
Assistants

Custodians

Food Service

Olympic View Elementary School

2023-2024 Funding All Sources

*Nurse, OT, PT, SLP, Mental Health, PSY

MSOC Allocation
90%
10%

Total

74,481.00
6,288.00

BEA/Local Special Ed Title | LAP National School Lunch Total

FTE Amount FTE Amount FTE Amount FTE Amount FTE Amount FTE Amount
1.0000 231,765.33 1.0000 231,765.33
3.1116 350,975.38 3.1116 350,975.38
1.0000 163,731.04 1.0000 163,731.04
0.7872 85,237.75 2.6011 370,101.61 3.3883 455,339.36
24.0000 3,014,625.71 6.0000 789,707.08 1.0000 132,703.59 1.0000 163,740.07 32.0000 4,100,776.45
1.0000 169,034.33 1.0000 169,034.33
4.6447 437,673.00 9.2145 881,617.35 2.3720 221,798.47 16.2312 1,541,088.82
2.0000 182,017.51 2.0000 182,017.51
2.2741 223,920.78 2.2741 223,920.78
62.0052 7,418,649.00

74,481.00
6,288.00
80,769.00

7,499,418.00