Curriculum and Instruction - Lafayette School Corporation

Personnel

	Dr. Alicia Clevenger Associate Superintendent 765-771-6036 aclevenger@lsc.k12.in.us
	Dr. Katie Reckard Assistant Superintendent for Secondary Curriculum & Instruction 765-771-6036 kreckard @lsc.k12.in.us
	Dr. Julie Gustafson Federal Programs Director 765-771-6089 jgustafson@lsc.k12.in.us
	Mandy Fisher Director of Student Services 765-771-6036 mfisher@lsc.k12.in.us
	Vanessa Rojas Administrative Assistant 765-771-6036 vrojas@lsc.k12.in.us

Lafayette School Corporation

Dyslexia Information

Dyslexia Services:

Lafayette School Corporation has developed procedures and services to identify and address the needs of students displaying characteristics of dyslexia or may struggle with early reading skills.

Screening Report Data

2023-2024 Data

Dyslexia interventions used during the previous year:

Lafayette School Corporation Title 1 teachers, Special Education teachers and staff are trained in two reading programs to support struggling readers: Lindamood-Bell and Reading Horizons.

Lindamood-Bell reading intervention programs focus on sensory-cognitive processing necessary for reading and comprehension. Students that flag for dyslexia can be placed into small groups using Lindamood-Bell’s Reading Intervention. This intervention uses Symbol Imagery for Phonological and Orthographic Processing in reading and spelling. The automaticity of symbol imagery allows for rapid processing and quick self-correction. Because the process is not laborious and time-consuming, a student’s reading fluency is maintained and guessing is reduced.

Students that flag for dyslexia can also be placed into Reading Horizons small groups. This intervention is a comprehensive, interactive reading system based on the principles of Orton-Gillingham. This explicit approach to reading teaches sounds in a specific order and trains the brain to recognize them. Using multisensory delivery methods, this program helps activate several areas of the brain by including visual, auditory, and kinesthetic cues that allow students to make the connections needed for meaningful interactions with text. Because of this, Reading Horizons instruction is effective for every type of student: K-3 students, struggling readers, as well as English Language Learners.

Instructional Approaches:

If the Universal and Level 1 screeners indicate a need for intervention services, the intervention may include:

explicit, direct instruction that is systematic, sequential and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
instruction that incorporates the simultaneous use of two or more sensory

Universal Screening Procedures

Lafayette School Corp. administers developmentally appropriate screening assessments to students in grades K-2 in the first 90 days of the school year as part of our process to identify students who struggle with early reading skills and/or who may exhibit the characteristics of dyslexia. The screening assessments include six reading components as outlined in the table below. A school is not required to administer the universal screener if the parent chooses to opt out of screening or if that student is already receiving intervention services for dyslexia. If the universal screener indicates that a student is displaying characteristics of dyslexia, the school will use the RTI (Response to Intervention) process to address the needs of the student.

Phonological & Phonemic Awareness

NWEA MAP Reading Fluency Dyslexia Screener: Phonemic Awareness (K-3)

Alphabet Knowledge

NWEA MAP Reading Fluency Dyslexia Screener: Alphabet Knowledge (K-3)

Sound Symbol Recognition

NWEA MAP Reading Fluency Dyslexia Screener: Sound-Symbol Recognition/Phonics (K-3)

Decoding Skills

NWEA MAP Reading Fluency Dyslexia Screener: Decoding (K-3)

Rapid Naming

NWEA MAP Reading Fluency Dyslexia Screener: Rapid Automatized Naming (K-3)

Encoding

NWEA MAP Reading Fluency Dyslexia Screener: Decoding (K-3)

Level 1 Diagnostic Assessment Procedures

If students are determined to be at-risk for learning characteristics related to dyslexia, and parental consent is obtained, Lafayette School Corporation’s reading specialist will administer a Level 1 diagnostic assessment for learning characteristics related to dyslexia. This diagnostic assessment is used to gather specific information about the student’s needs and confirm if learning characteristics related to dyslexia are present. The results of this diagnostic assessment will drive intervention instruction, as well as RTI goals to target student need.

Level 1 Screener

Phonological & Phonemic Awareness

MA Rooney Foundation MARF Phonics Screener 2-12

MA Rooney Foundation Reading Foundations K-1

Alphabet Knowledge

MA Rooney Foundation MARF Phonics Screener 2-12

MA Rooney Foundation Reading Foundations K-1

Sound Symbol Recognition

MA Rooney Foundation MARF Phonics Screener 2-12

MA Rooney Foundation Reading Foundations K-1

Decoding Skills

MA Rooney Foundation MARF Phonics Screener 2-12

MA Rooney Foundation Reading Foundations K-1

Rapid Naming

Data taken from Universal Screener

Encoding

MA Rooney Foundation MARF Phonics Screener 2-12
MA Rooney Foundation Reading Foundations K-1

Notification and Services

If the student’s performance on the screeners indicates a need for dyslexia intervention services, the school shall:

Notify the parent/guardian of the results of the screening(s)
Invite the parent/guardian to scheduled RTI meeting with the school’s RTI committee
Provide the student’s parents/guardians with information and resource material that includes characteristics of dyslexia, appropriate classroom interventions and accommodations for students with dyslexia
Notify the parent/guardian that the parent/guardian may elect to have an educational evaluation by the school at any point in the RTI process.

Secondary

Superintendent

Secondary Transitions

The Lafayette School Corporation has a long and rich history of serving families and students. This commitment is evident through communications presented within this website. Communication that is designed to provide information that assists students and their families as they travel through the educational opportunities within each of LSC educational settings.

This communication focuses on the “empower” component of the LSC mission statement. The goal of this transitional information is to empower students and their families to make informed decisions about their educational experience in the public school setting. Through this empowerment it is the desire of LSC to provide the foundational skills necessary for the development of resiliency, persistence, and stamina needed to deal with the transitions present in life beyond grades K-12.

Belief Statements

Transitions are a normal part of life.
Positive transitions require communication, planning, and retrieval of information.
Transitions require the consideration of academic skills and socio-emotional skills.

Transition Resources

Learn More Indiana

Transitional Resources

LEARNMORE Indiana's Guide to Student Success Grades K-2

LEARNMORE Indiana's Guide to Student Success Grades K-2 Spanish

LEARNMORE Indiana's Guide to Student Success Grades 3-5

LEARNMORE Indiana's Guide to Student Success Grades 3-5 Spanish

LEARNMORE Indiana's Guide to Student Success Grades 6-8

LEARNMORE Indiana's Guide to Student Success Grades 9-10

INDIANA next Grades 11-12

GRAD14

Career Ready

Grade 6 and Grade 8 Planning Documents

Interactive Planning Resources

Scholarship Info

Indiana’s 21st Century Scholars is a needs- and performance-based program that provides students the opportunity to earn up to a four-year scholarship at an Indiana college or university.

Hoosier students who meet income criteria can enroll during their 7th- or 8th-grade year of middle school. Students commit to maintaining academic success, remaining drug and alcohol free, and completing college-preparation activities.

Scholars are provided resources and assistance to help them plan and prepare for college and pay for expenses not covered by their scholarship.

21st Century Scholar

Enrollment Video-Spanish

Enrollment Video-English

Middle School Resources

21st Century Scholar Middle School Resources

Eligibility	General Requirements Citizenship Requirements
Requirements	Academic Requirements The Pledge The Scholar Success Program
Enroll	Application Checklist Apply Online Application Worksheet
Benefits	Income Eligibility
Resources	8th Grade Welcome Kit About the 21st Century Scholarship

Curriculum

High Ability Program

Applied Educational Neuroscience

Director

Welcome!

Applied Educational Neuroscience (formerly Social and Emotional Learning) is the process through which adults and children learn how to manage and regulate their emotions, set and move closer to positive goals, develop a growth mindset, maintain positive relationships, and make responsible decisions. While "SEL" has become quite the buzzword in education, we recognize that its lessons and goals are not new, nor are they revolutionary. However, the renewed interest in AEN aids in bringing more supports and focus in integrating it back into the teaching field.

Social and emotional learning has been supported through the Indiana Department of Education and is shown to have many benefits to our students, classrooms and communities.

Lafayette School Corp. is dedicated to incorporating Applied Educational Neuroscience into the school day. Our current corporationwide efforts are currently funded through a grant provided by North Central Health Services and has provided evidence-based programing to all LSC students since the 2021-22 school year. The goal of this grant is to increase academic performance, decrease disciplinary referrals and decrease substance abuse. More information about this grant can be found in the "NCHS Resilient Youth Initiative Grant" tab on the left side of this page.

Also on this page are updates on our two NCHS-funded programs: Positive Action and Botvin LifeSkills Training. There is a Resources tab as well that includes many tools and sites that may be useful for teachers and families.

CONTACT INFORMATION

Director of Applied Educational Neuroscience
Jacqui Grider

jgrider@lsc.k12.in.us
Book Me for an appointment

Ext. 2058

Tweets by LSC_SEL

Professional Development

Positive Action (K-8)

Positive Action is one of the two evidence-based programs that was purchased through the Resilient Youth Initiative grant. All LSC students in grades K-8 will get to experience these SEL lessons starting in the fall of 2020.

To learn more about the Positive Action curriculum, feel free to visit their website.

What's New at Your School with Positive Action?

UNIT 6

ELEMENTARY - May 2021 Family Newsletter (En español)

SUNNYSIDE - May 2021 Family Newsletter (En español)

SUNNYSIDE-September 2020 Family Newsletter (En español)

TECUMSEH-September 2020 Family Newsletter (En español)

Resources for Staff and Families

Fall 2022 LSC Mindful Moment

Check out LSC SEL on Youtube!

Below you will find resources and tools meant for both staff and families.

The tabs currently include:

COVID-19 Resources
Student Lesson Plan Opportunities
Ongoing Staff Professional Development
Trauma-Invested Strategies
Resources for Families

If you find something that you think is worth sharing, please pass along so it can be added! Email:jgrider@lsc.k12.in.us

COVID-19 Resources

Social Narratives to navigate new expectations, for younger children- All free (Source: TeachersPayTeachers)
Be Well Indiana: Hoosiers Maintaining Mental Health (Source: CDC)
Resources for the COVID-19 Crisis
Topics include: Working from Home, Health, Helping your Student with eLearning (Source: EDC)
Mental Health during COVID-19 (Source: Social and Emotional Learning and Mental Health Academy)
Guidance, Scripts, Strategies, & Resources for Supporting
Students and Educators During COVID-19 (Source: Evansville-Vanderburgh CSC)
CDC's Talking with Children about the Coronavirus Disease (Source: CDC)
"Invisible Invaders", an interactive eBook about germs like viruses and staying healthy (Source: National Theatre for Children)
Multilingual resources for communicating COVID-19 health and safety information. (Source: Color in Colorado)
PBS's How to Talk to your Kids About Coronavirus, including Daniel the Tiger (Source: PBS)
Communicating the COVID-19 and related SEL needs to children from parent and educator perspectives (Source: CASEL)
Making sense of COVID-19 by learning the facts, Brain Pop video and related activities (Source: Brain Pop)
Explaining changes in routines and responding to student/child questions about COVID-19, SEL focus , some offered in Spanish (Source: Indiana University Institute on Disability and Community)

Talking with Youth about COVID-19 through an SEL lens (Source: Social Emotional Learning Alliance for Texas)
Talking with Children about COVID-19 (Source: Fred Roger's Institute)
Talking to Children about COVID-19, A resource for parents (Source: National Association of School Psychologists)
SPANISH: Talking to Children about COVID-19, A resource for parents (Source: National Association of School Psychologists)

Student Lesson Plan Opportunities

Social Narratives to navigate new expectations, for younger children- All free (Source: TeachersPayTeachers)
Science of Happiness Course for 6-12 (Source: IDOE SEBW)
SEL while Virtual Learning at Home (Source: Evansville-Vanderburgh CSC)
Free SEL Learning Activities, age range elementary + middle school (Source: Centervention)
100 Days of Educational Neuroscience (Source: IDOE)
PK-12 SEL Lesson Plans (Source: IDOE)
7 Habits for Healthy Kids, Resources for Teachers (Source: Leader in Me)

Ongoing Staff Professional Development

Edutopia Articles on Social and Emotional Learning
Trauma-Informed Resilient Schools
*Teaches school professionals how to create trauma-informed schools and classrooms
*6hrs to complete
*Open for 1 year to complete
*Can earn 6PGPs for participating with completion certificate emailed to kgparthun@lsc.k12.in.us
*Use code: "TRAUMAINFORMED" in checkout to apply 100% discount (all caps)
https://store.starr.org/Course/view/trauma-informed-resilient-schools
Conscious Discipline 3 Part Webinar
*Understanding Trauma: Reaching and Teaching Children with Trauma
*120+min to complete the entire webinar series
*Includes worksheet to follow along
*Available until June 30, 2020
https://consciousdiscipline.com/product/understanding-trauma-webinar-series-individual-1-year/?mc_cid=2df75cbd90&mc_eid=b05bcce6f3
How Teachers Can Support Special Education Students in Online Learning
*Pre-recorded Webinar (Source: Edmentum)
Using SEL Strategies to Navigate in Times of Crisis
*Pre-recorded Webinar (Source: Edmentum)
Best Practices for Teachers Making the Switch to Virtual Instruction
*Pre-recorded Webinar (Source: Edmentum)

Trauma-Invested Strategies

5 Essential Trauma-Informed Priorities for Remote Learning (Source: ASCD)
Trauma-Informed Parenting during our "Staycation" (Source: Attachment and Trauma Network)

Video- Tips for Parenting During Social Distancing (Source: Attachment and Trauma Network)

Video- Purposeful Play and Self Care (Source: Attachment and Trauma Network)

Resources for Famlies

Free Family Kit from Positive Action (Source: Positive Action)
Step 1) Go to www.positiveaction.net/teach
Step 2) Create a login, leave the invitation code space blank
Step 3) Access the Family Kit by using the scroll tabs to choose the activity. It is best to go in sequential order.
Resilience Guide: A family's resource in navigating the stress of being at home together through a pandemic. Topics include: relationships, emotional fuel, grace, being resilient (Source: WhyTry)
Leader in Me - From the author of "7 Habits for Healthy Kids" Family Resources
Parent Guide for the Family "Leader in Me" program (PDF with activities and discussion prompts for families)
Working from Home with Children Learning from Home: Building a Schedule that Works (Source: Edmentum)
Trauma-Informed Parenting during our "Staycation" (Source: Attachment and Trauma Network)

Grants

Use the links below to see the current and past grants awarded to LSC.

NCHS RYI Grant
SEL Data For Grant

To determine the effectiveness of the two evidence-based SEL curricula purchased through the Resilient Youth Initiative, LSC is measuring the growth of SEL related skills and mindsets targeted by the programs.

Students engaging in the Positive Action program this year will complete a survey in the Fall of 2020 and the Spring of 2021. The students take the same survey in the fall and spring to see if there has been any change in responses after participating in the lessons. Students in K-2 will take one survey while students in 3-8th grade take a different one. Here are the links to the survey questions included in the surveys:

K-2 Positive Action skill survey
3-8 Positive Action skill survey

If you would like to view the overall data collected from our Lafayette School Corporation students who participated, below are pdf links that illustrate how our students responded on the surveys.

Fall 2020	Spring 2021
Presurvey Data for K-2	Post-survey Data for K-2 (not collected yet)
Presurvey Data for 3-8	Post-survey Data for 3-8 (not collected yet)

In the end of the Spring 2021 semester, we will have conducted the post-survey and will post the results as well.

Policy for Challenge to Library Materials

Title I

LSC Title I Schools

Welcome to Title I in the Lafayette School Corporation!

Title I is a federally funded program that enables the Lafayette School Corporation to provide additional academic support in reading and math based on student academic need, educational supplies, professional development for teachers, and outreach to parents. All seven LSC elementary schools provide Title I services.

LSC Schoolwide Title I Schools

School

Earhart
Edgelea
Glen Acres
Miami
Miller
Murdock
Oakland
Vinton

Principal

Ryan Habben
Ana Ave
Megan Hatke
Amanda Henry
Erin Phillips
Denise DesEnfants
Debbie Patterson
Cindy Preston

Title I Lead Teacher

Anna Loro
Kelly Johnston
Brittany Schultz
Carin Hollandbeck
Susan Rohler
Ashley Pollert
Erin Hoke
Jami Yuill

Parent Involvement

LSC Title I Parent Policies & Notifications

Parent's Right To Know Letter (English, Spanish)

LSC Parent Involvement Policy (English, Spanish)

Title I Written Complaint Policy (English, Spanish)

Title I Annual Meetings take place at each LSC Title I school. Agenda topics include:

explanation of the Title I program, its requirements, and the rights of parents to be involved
discussion of ways that parents can be involved in program improvement
review of parent involvement policies and success compact
review of the LSC TItle I Written Complaint policy

Why Is Parent Involvement Important?

Parents play a critical role in their children’s development at all ages. Before children are old enough to enter formal schooling, parents foster their children’s development by playing and reading with their children daily and generally teaching them about the world in which they live. Once children enter formal schooling, it is still important for parents to interact with and support their children both in the home and school environments. Research has shown that, no matter the ethnicity or income level of a family, children do better in school, like school more, and stay in school longer when their parents are actively involved in their lives at home and at school.

How Does Title I Encourage Parent Involvement?

Parent Involvement is a key component of Title I legislation. Schools that receive Title I funds are required to develop jointly with parents a written parental involvement policy. This policy must describe how the school will involve parents in the planning and implementation of parent involvement activities designed to improve student achievement at the school. Schools must also hold an annual Title I parent meeting at a time convenient to parents. At this meeting, parents can learn about their school’s participation in Title I and about their rights to be involved. To learn how to get involved in Title I activities, please contact your school’s principal or Title I teacher.

How Does LSC Support Parent Involvement?

All parents are invited and encouraged to be involved in their child’s school life. Title I schools in the Lafayette School Corporation have a written parental involvement policy (drafted with parental input) that outlines the efforts the school will make to involve parents in the effort to improve student achievement. All Title I schools also hold an annual Title I parent information meeting – contact your school’s principal or Title I teacher to find out the date and time of your school’s meeting. In addition, schools have fall and spring parent conferences (or student led conferences). Schools also sponsor several parent/family activities throughout the year including family literacy, math, or science nights, talent shows, art shows, book fairs, carnivals/festivals, and open library nights.

How Can I Help My Child Do His/Her Best At School?

Things To Do At Home:
• Make sure your child has a nutritious breakfast
• Make sure your child gets a good night’s sleep (about 10 hours)
• Make sure your child has a quiet time and place to do homework
• Meet your child’s teacher(s)
• Read daily to your child (or, have them read to you)
• Help your child see how math works in everyday activities like telling time, counting money, banking, grocery shopping, or cooking
• Visit the library with your child
• Go on family field trips to parks, museums, festivals, fairs – anywhere that children can learn
• Listen to music together
• Play games
• Work puzzles
• Limit “screen time” like tv, video games, and computers (less than 2 hours a day)
• Help with homework (ask the teacher for help if you aren’t sure how to help)
• Check your child’s homework folder/school papers every day to learn about what is being studied, monitor your child’s progress and read notes from teachers (with older children, ask about their studies and ask to see their work)
• Talk to your child about their day
• Teach your child about things that are important to you
• Attend parent-teacher conferences
• Attend school-sponsored functions
• Speak positively about school
• Be a lifetime learner – your child is watching!

Things To Do At School:
• Meet your child’s teacher(s) and principal
• Attend school functions
• Attend parent-teacher conferences
• Join the Teacher-Parent Association (TPA, PTO) at your child’s school
• Volunteer to help in the classroom (one time or on a regular basis)
• Volunteer to coordinate classroom parties
• Donate items or money for classroom parties or other school-related functions
• Volunteer to help in the school (in the library or in the office)
• Eat lunch at school with your child on occasion

About Title I

What Is Title I?

Title I is the largest federal aid program for elementary, middle, and high schools in the United States. Begun in 1965 under President Lyndon B. Johnson as part of his “War on Poverty,” Title I today is part of the Elementary and Secondary Education Act as amended by the Every Student Succeeds Act in 2015. This legislation grants federal funds to schools with low-income children to provide extra educational services that help students achieve at high levels. Specifically, the objective of the Title I program is to ensure that all students receive a fair and equitable education by enabling all students to meet state and local student performance standards.

How Does Title I Work?

The federal government provides Title I funds to Indiana each year. To obtain the funds, Indiana must submit a plan describing the academic standards children are expected to meet (i.e., Indiana Academic Standards) and how academic progress will be measured (i.e., ILEARN). Indiana then allocates Title I money to school corporations. The amount of money a school district receives is based on census data indicating the proportion of low-income children in the school corporation. Schools corporations with the highest percentage of children from low-income families receive the most money. School corporations target the Title I funds they receive to schools with the highest percentages of children from low-income families. In addition, under Title I, participating public school corporations are required to provide supplemental educational services for eligible private school students.

How Big Is Title I?

Nationwide, more than 50,000 public schools (about 25 million students) receive Title I funds. Title I funds may be used for children from preschool to high school. However, most of the students served (65%) are in grades 1-6 while another 12% are in preschool and kindergarten. In Indiana, 97% of school corporations receive Title I funding.

What Happens At A Title I School?

Overall, the teachers, administrators, and other school staff at Title I schools work to:

identify students most in need of educational help (regardless of income)
measure student progress using state and local standards
set goals for improvement
implement research-based instructional programs that supplement regular classroom instruction
improve professional knowledge and skills through continuing education
hire additional teachers and support staff
involve parents in all aspects of the school’s Title I program

There are two types of Title I program models allowed under the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA): the school-wide program and the targeted assistance program. Schools are identified and authorized to implement one of these programs based on the percentage of students receiving free and reduced price lunches. Both school-wide and targeted assistance programs must be based on research-based strategies for improving student achievement and include strategies to support parent involvement.

School-Wide Program

Schools with poverty rates of 40% or higher are eligible to implement a school-wide program. The purpose of a school-wide program is to improve student achievement throughout the entire school. Individual students are not identified as eligible to participate. Rather, every child will benefit from the added services and programs that a school-wide Title I plan can offer. All school staff focus on upgrading the entire educational program and improving the achievement of all students, particularly those who are low-achieving. In addition, a school improvement plan must be developed and implemented with the involvement of parents, teachers, principals, and administrators. Essentially, a school-wide program helps a school do more for all of its students. All LSC Title I schools are schoolwide programs.

Targeted Assistance Program

Schools with a poverty rate lower than 40% (or schools that choose not to implement a school-wide program) are eligible to implement a targeted assistance program. Targeted assistance schools employ staff paid with Title I funds. Title I staff focus on serving only those students who are failing or who are most at risk of failing to meet the Indiana Academic Standards. Many different achievement measures are used to determine which students are eligible to participate in targeted assistance programs. Services to eligible students may be provided in a “pullout” setting or in a regular classroom.

How Are Schools Held Accountable?

Schools receiving Title I funds are evaluated each year by administrators, teachers, and parents using state and local assessments to determine if the school has met the performance goals set by the state of Indiana. If the program goals have not been met, program and school plans are revised.

What Role Do Parents Play?

Parental involvement is a critical component of Title I legislation. Schools receiving Title I funding are obligated to implement programs, activities, and procedures for the involvement of parents in school-related programs. Schools may also provide opportunities for parents to increase their knowledge and skills related to their children’s education. Such programs, activities, and procedures must be planned and implemented after meaningful consultation with parents of participating children.

Title I FAQs

What is Title I?

Title I is the largest federal aid program for schools in the United States. Nationwide, more than 50,000 public schools (about 12.5 million students) receive Title I funds. In Indiana, 97% of school corporations receive Title I funding.

How Do Schools Qualify For Title I Money?

Title I is a federal formula grant. Each state gets an allocation. In turn, the state government awards Title I money to school corporations based on a formula involving the corporation’s poverty level – that is, the number of students who qualify for free or reduced lunch services. The higher the poverty level, the more money a school corporation receives.

What Is The Purpose Of Title I?

Title I money is intended to support the academic achievement of students affected by poverty. Title I money is used by school corporations to provide extra educational services that help students achieve at high levels and meet the local and state academic standards.

What Is Unique About A Title I School?

All LSC elementary schools operate as schoolwide Title I programs guided by a schoolwide improvement plan and a school leadership team. All students in each school benefit from added educational services and programs outlined in the school improvement plan and implemented by all school staff.

How Can Title I Money Be Used?

In LSC’s schoolwide Title I programs, schools can use Title I funds to upgrade the entire educational program of the school. Title I funds can be used to help all students meet the state standards. Examples of ways in which Title I funds may be
used in a schoolwide program include hiring additional teachers and aides, providing professional development for teachers and staff, providing after-school programs, and/or supporting parent involvement activities.

What Is A School Improvement Plan?

A School Improvement Plan is a written plan that a school submits to the Lafayette School Corporation and the Indiana State Department of Education that explains how the school will operate. It identifies the major school performance goals toward which Title I resources will be targeted. This plan also outlines strategies the school will use to enhance professional development and increase parent involvement.

How Does A Child Qualify For Title I Services?

In LSC’s schoolwide Title I programs, all children at the school are eligible to receive Title I services. How Title I resources are used in a schoolwide program is decided by the school leadership team and guided by the school improvement plan.

How Might Title I Help My Child?

Children in LSC’s Title I schools have access to additional staff (highly qualified teachers and aides) and academic programs to support their learning. Children also benefit from teacher and staff training and curriculum materials that are paid for with Title I funds.

What Does Title I Offer Parents?

Parents are a child’s first teacher and they can continue to have a positive impact on their child’s academic achievement once their child enters school. Therefore, Title I schools are committed to helping parents play an active role in their child’s education. All Title I schools have a written plan for how they will involve parents and they hold an annual meeting to inform parents of the school’s plans for using Title I funds. In addition to attending school-sponsored parent/family events, parents in Title I schools are encouraged to help plan and participate in their school’s Title I program. Parents who are interested in serving on a Title I planning committee should contact their school principal or Title I teacher.

What Can Parents Do To Help Support Their School and Their Child?

Parents can help the school and their child in a variety of ways including:
• Volunteering at school
• Volunteering to work on a school planning committee
• Attending school programs
• Helping your child complete their homework
• Reading with your child daily
• Helping your child apply math skills to everyday life
• Visiting the library with your child
• Taking family field trips that foster learning

Multi-Language at LSC

ESL Team

English Language Development

Each school is required to provide a core EL program (English Language Development) which ensures that English learners have access to both English and grade level content. The English language development must be supplemental.and staff must be paid with state and local funding only.

**All EL students (Levels 1.0 through 4.9) must be provided the core EL program in addition to core instruction;

**Instruction in the core EL program must be provided by qualified teachers trained in EL strategies.

**The core EL program, per federal law, must be based on effective approaches and methodologies that demonstrate success in increasing English language proficiency, reasonably calculated for success in terms of resources and personnel, and regularly evaluated to ensure the language barriers are being overcome.

Lau v. Nichols (1974) –The U.S. Supreme Court agreed, and its decision upheld the OCR’s 1970 memo, If English is the mainstream language of instruction, then measures have to be taken to ensure that instruction is adapted to address those children's linguistic characteristics (Lau v. Nichols, 414 U.S. 563, 94 S. Ct. 786, 1974)

Castaneda v. Pickard (1981), The 5th Circuit set out a three-part test to determine if districts have taken “appropriate action” address language development of their ELLs::

(1) is the program informed by an educational theory recognized as sound by some experts in the field;
(2) are the programs and practices “reasonably calculated to implement effectively the educational theory adopted by the school”; and
(3) does the program “produce results indicating that the language barriers confronting students are actually being overcome.”

There are various models that consistent English Language Development can be accomplished. Here are our models used throughout Lafayette School Corporation, here are our current models:

Intervention groups
EL Team or EL Teacher
ENL High School Class
Co-teaching ( EL and Content Teacher)
ELD must be 30-45 minutes 4-5 days a week!