School Leadership Team Discussion Topics ESSA requires that all stakeholders provide meaningful input in the planning and improvement process. School leadership teams are an effective strategy for ensuring staff participation in creating and implementing the schoolwide plan. Describe the governance of the team. For example: Who chairs the team? How are decisions made? How frequently does the team meet? What is the process for communicating with district leadership? How are agendas set? How is formative and summative student data used for decision making? How do they ensure that decisions are evidence-based? Who is responsible for communicating with staff, families, and other stakeholders?	Who chairs the team? Principal Lisa Austin How are decisions made? Collaborative discussion, then consensus How frequently does the team meet? Once a month What is the process for communicating with district leadership? How are agendas set? How is formative and summative student data used for decision making? How do they ensure that decisions are evidence-based? Who is responsible for communicating with staff, families, and other stakeholders? The Meridian Middle School Leadership Team is comprised of Principal, a team member from each grade level and the Title department, and a representative of the specialist department. The Co-Chairs, Lisa Austin and Katie Story, receive information from departments from district office, departments in the school, teacher teams, and teachers regarding decisions needing to be made. Decisions range from school systems decisions, expenditures, the College and Career Readiness component of the District Instructional Model which includes a building playlist that is composed of strategies a building has chosen as a focus. This includes instructional improvement, book study topics and professional articles, as well as feedback on items for consideration, such as interview questions, grading policy, Professional Learning Community goals, and more. Leadership team members also share District professional development learning and implementation with the staff. The Leadership Team bases their decisions from the mission, vision, and goals of the district and school. The unique needs of the school also determine where decisions need to be made. For example, it was decided the staff will receive professional development on strengthening our Professional Learning Communities among the teaching staff. Next year, we will make sure that each grade level is represented on this team. These agenda items are discussed during at least one meeting per month and additional special sessions.
School and Community Discussion Topics Describe the school community demographics. Have there been recent changes in the community, such as school staff, administrator, and board changes; rising unemployment; etc. which have adversely impacted the school community? What efforts have the school and/or district used in the past three years to address these issues?	The West Ada School District has been through a number of changes in the last three years. Four of the five board members were recalled or replaced. The superintendent resigned and was replaced. In addition, the Assistant Superintendent for Instruction retired and was replaced. At the director level, four of the eight Directors either retired or resigned. Although employment has been on the rise, the district continues in a high growth cycle. Each year, a thousand students have been added to the district for the last three years. This has necessitated redrawn boundary lines, passing bonds, passing emergency levies and building new schools, in an attempt to keep up with growth.    All of the above has created a fast pace and a lot of change in the district. However, the new superintendent came in with a clear vision on the district’s direction and a mandate from the new board. The changes have lead to an increased focus and alignment. The district has used this opportunity to reboot it’s PLC process, to redesign it’s curriculum to make it more guaranteed and viable, to refocus on a College and Career ready focus, and to put renewed effort into improving instruction and RTI. MMS has maintained its administrative staff this year. Staff turnover was in the normal range at the start of the 17-18 school year. Boundary changes have been made by the district which will go into effect for the 2018-19 school year. These changes will result in an increase of approximately 250 students. Our poverty rates have remained steady for many years, and we are just under 50% of our students who qualify for Free and Reduced Lunches. WASD has provided a Title 1 teacher and an Instructional Coach for this school year. These staff members will be returning for the 2018-19 school year. It was also determined that MMS would become an AVID School for the 2018-19 school year.
Academic Achievement Discussion Topics The school’s academic achievement data can be found on the Assessment Summary tab. If the school is in school improvement, please list the reasons the school has been identified for Comprehensive Support and Improvement (ELA, Math, Graduation Rate, etc.). What do the data suggest are strengths and weaknesses in student learning?	Please see uploaded chart re: MMS subgroup data.
Student Learning Needs Discussion Topics Based on the specific student learning needs identified, provide a description of the process used to identify the root causes that if solved would result in higher outcomes for students. If for example, ELA achievement (based on ISAT) is below the state average in grades three and above, a root cause analysis would track trends beginning in kindergarten to understand where the gap begins in student learning. A non-example would be focusing all of the improvement efforts on grades four and five.	Data Review meetings are held twice a year. In attendance are the two Data Leads, administrator(s), Title I teacher, and the building Assessment Lead. The universal screener results, the previous year’s ISAT results, current progress monitoring data, ISAT Interim Block Assessment (IBA) data, and Common Formative Assessment (CFA) results are analyzed and evaluated to pinpoint student needs and determine placement for Tier 2 and Tier 3 intervention groups. The facilitators of those groups then determine the best methods and resources for addressing the needs of the students in each group. Twice per month, there is a school-wide intervention provided for students needing targeted instruction in both Math and ELA. This is called Chief Time and it alternates between Math and ELA. Post-intervention, data is then re-evaluated to ensure that students have in fact met the standards. For the few that have not, Tier 3 intervention is planned and delivered through ELA, Math, or the Title 1 teacher. Informal meetings are held frequently throughout the year in grade level PLCs to keep the groups fluid and effective. For the other two weeks of the month, students are provided additional work time for work completion, reading, and studying. This is called GRIT Time, and it stands for Grades, Reading, Intervention, and (extra) Time. For some students needing Tier 3 attention, teachers may provide individualized instruction and attention as needed. In the future, we need to work towards refining core instruction and differentiation in all courses, but particularly ELA and Math.
Core Curriculum Discussion Topics What curriculum materials are being used? To what extent are the materials research/evidence based (as determined by evidence from vendor/ publisher/ reviewer or another source? To what extent is the core curriculum delivered with fidelity? How is fidelity monitored?	West Ada Middle schools use the Idaho Content Standards as the core curriculum to drive instruction. Both ELA and Math use district curriculum documents that are directly tied to the Idaho Content Standards. The curriculum tools which schools currently use for ELA are the District Curriculum ELA documents. These documents are chunked into concept-based units. The district clearly stated the sequence within the units. In-district support of implementing the ELA standards consists of educators having access to ELA curriculum coaches. The curriculum tools for math include the District’s Math Documents and Spatial-Temporal (ST) Math. Over the course of the school year, the math teachers have received district trainings and access to math content-based coaches. For the 2018-19 school year, both ELA and Math will see changes. ELA will have new curriculum and Math will be receiving new textbooks at each grade level. CPM is a research-based resource that will help teachers meet the standards with a guaranteed and viable approach. Fidelity is required for the priority CCS standards. There is less monitoring in terms of the district curriculum and resources in ELA.
Core Instruction Discussion Topics To what extent do teachers adjust their instruction to meet the needs of all learners based on assessment data and student feedback? What formative assessments do teachers use to determine students’ needs? How are students grouped for instruction (homogenous, heterogeneous, mixed)? How are all students, including each subgroup of students (e.g. English learners, migrant, students with disabilities...), provided with opportunities to meet proficient and advanced academic achievement levels?	It is becoming a regular practice for teachers and teacher teams to adjust instruction based on formative assessment data. Within lessons, teachers use practices such as exit tickets, response cards, preplanned questions with response structures, and more to make minute to minute and day to day decisions about instruction based on evidence of student learning. Results from the frequent formative assessment practices are used to reinforce core learning through small group Tier II instruction. In collaborative teacher teams, teachers are writing, revising, studying, and implementing Common Formative Assessments. Grade level teachers are collaboratively analyzing results and are responding to student achievement data from their common assessments by providing additional intervention and enrichment within a unit of study. Teachers disaggregate data from common assessments based on EL and SPED subgroups to determine which students are responding to Tier I teaching.
Alignment of teaching and Learning Discussion Topics To what extent is teaching and learning articulated within grade levels? Within subject areas? To what extent do grade level teachers collaborate about teaching and learning expectations across the grade? To what extent do students in the same grade/subject area receive a consistent learning experience? To what extent is teaching and learning articulated across grade levels and subject areas? To what extent do content teachers from different grades collaborate about teaching and learning progressions across grade levels?	Teaching and learning is the reason teams collaborate. All teachers collaborate every Wednesday morning with their grade level or content team and many, who have embraced the work of a PLC, collaborate during other common preparation times. The expected focus is on the four corollary PLC questions: 1) What do the students need to learn? 2) How do we know if they learned it? 3) What do we do if they didn’t learn? 4) What do we do if they did learn? The extent which teachers collaborate on these topics is communicated to the building principal by a PLC guiding document or PLC notes. Because most grade levels identify what will be taught collaboratively through different tools such as instructional calendars, a process of identifying priority standards, and studying/writing common formative assessments, there is increasing consistency in the content being taught in each classroom. The extent that teaching and learning is articulated across grade levels varies. The district, in collaboration with teachers, is currently identifying the priority English Language Arts and Math standards to ensure a guaranteed and viable curriculum. Success criteria for the achievement of the standards will be more common with the development and use of proficiency scales (or common scoring guides) used to collaboratively score assessments. The criteria utilized for identifying the priority standards has resulted in vertical alignment. Building professional development to increase vertical knowledge and alignment is ongoing. Teachers providing support outside the classroom (SPED, EL, Title I) collaborate with grade levels to ensure instruction and student goals are focused on the most important learning. Depending on student need, this support would be considered Tier I or Tier II. Next year, a goal would be for 5th and 6th grade teachers to collaborate and work together and vertically align standards.
Universal Screening Discussion Topics Are all students screened to identify who needs additional support? Is there Kindergarten screening? How often are students screened and when? What universal, evidence-based, reliable and valid screening tools are used to identify students at risk? (in ELA? in Math?) Do the tools have defined cut scores for determining who is at risk? Are different/additional measures used to identify students who are English Learners and not achieving academically? Students who are socially at risk and not achieving? Are there clear decision rules for determining accuracy of decisions? How are screening decisions reviewed to determine accuracy and adjust decision rules or follow-up procedures accordingly? How is the information documented? How is it shared with teachers, families, school Leadership Team? What are the follow-up procedures?	Students are screened throughout the school year. Students take the reading and math Easy-CBM in the fall, winter, and spring. The spring ISATs are taken by students for ELA and math. Also, during the school year students take interim ISATs and common formative assessments. Each one of these assessments have cut scores for determination of at risk students. Meridian Middle School has a digital data board where this information is entered and stored. This year we were targeted assisted, so students were put in a rank order using data. Point values were assigned to the results of the ISAT and EASY-CBM assessments and then students were able to be rank-ordered according to highest need.
Tiered Instruction and Academic Interventions Discussion Topics In what areas are academic interventions provided? How often? To what extent are tiered interventions used to focus on foundational skills that support students’ progress in core instruction? How are tiered interventions coordinated to support student progress in core instruction? Are the interventions pull-out or push-in? What is the size of the groups? What evidence-based programs and instructional practices are used for interventions? In ELA? In math? To what extent do these programs demonstrate efficacy with target populations? How do the interventions support the needs of students from diverse cultural and linguistic backgrounds? How is explicit instruction used? Who provides tiered interventions (teachers, paraprofessionals, Title I teacher, volunteers)? If tiered interventions are provided by an instructional paraprofessional, who will plan the instructional activities and who will evaluate the achievement? How is progress monitored? What tool is used? What decision rules are used for determining how progress is being made, when a student needs an instructional change or may be referred to more intensive supports? How often does progress monitoring take place? Who participates in the process? Which students receive progress monitoring?	Academic interventions are provided five days a week for 44 minutes, seven periods a day, by a Title l teacher and paraprofessional. This year we were targeted assistance, so students were put in a rank-order using data. Point values were assigned to the results of the ISAT and EASY-CBM assessments and then students were able to be rank-ordered according to highest need. ELA groups target 6th, 7th, and 8 grade students and consist of 5 to 7 students in each group. Leveled Literacy Intervention series is the evidence based program used for ELA intervention groups. These groups are taught by a certified teacher. The paraprofessional pushes into literacy lab classrooms to provide interventions to targeted students. The para is always with a certified teacher who provides the paraprofessional with directions. Math groups target 6th and 7th grades and a push-in model is used to work with targeted students. These targeted students are monitored using Easy-CBM math and reading assessments. Also, every week an extra 30 minutes is provided, Chief Time, by the classroom teacher for students who need core instruction intervention in reading and math. Next year this will increase to two 30 minute sessions each week. We also have a school-wide reading program called Designated Reading Time (DRT) which occurs daily for 15 minutes.
Learning Time Discussion Topics What is the school schedule? Does it need to be adjusted? (start/end time, four day/five day, number of days per year) Is there a master schedule that includes intervention and extension? Are there extended learning opportunities for students who are having difficulty attaining proficiency in grade level standards? Are there extended learning opportunities to provide access to a well-rounded education? Are there extended learning opportunities to provide access to an enriched and accelerated curriculum? If so, how is it built into the daily/weekly schedule? (How many minutes and how many times per week? In what content areas?) How will it be determined who will participate in extended learning time? Will all students who participate in extended learning time also have daily access to grade-level content standards? How will staff know that the extended learning time is enough? Is summer school part of the intervention process?	Meridian Middle School has thirty minutes of Chief Time every Thursday. Math and ELA intervention is conducted on these Thursdays on a rotating schedule. The students who attend these sessions are identified by common formative assessments given by their math or ELA teacher. Students who don’t need intervention at this time, receive enrichment activities.  Meridian Middle School also provides homework club 5 days a week for students who need support with classroom assignments and homework. Saturday school is provided twice a month for students who need extra assistance completing assignments.  Summer school is an option for students who need to complete course work. Next year, an additional thirty minutes will be added to Chief Time on Tuesdays.
Non-Academic Student Needs Discussion Topics What activities and strategies are in place to support students’ non-academic needs including counseling, school-based mental health programs, specialized instructional support services, mentoring services or others?	West Ada School District has a well-established comprehensive school counseling program that serves all students. The school counseling program promotes and enhances student learning in three broad, interrelated areas of student development: academic, career, and personal/social. These three areas of student development are addressed through the following delivery methods: * Classroom and small group activities on the topics of bullying prevention, social skills, personal safety and career awareness. * Individual planning designed to assist all students to plan, manage and monitor their own educational, personal/social and career development. * Individual and small group counseling designed to respond to immediate needs and concerns. * Consultation designed to assist parents, teachers, and other concerned parties to be more effective in working with children and youth. * Coordination and case management designed to engage school, family and community resources to maximize student development. West Ada School District has also received a McKinney-Vento Grant (Title X Funds) for the past 20 years. With these grant funds the school district has established a strong connection to the community and uncovered many community resources that are of benefit to our students and their families. Over the past decade the West Ada School Counseling Department has developed a network of community resources to assist our unaccompanied students and families experiencing homelessness. Food: Each homeless student is immediately qualified for free school breakfast and lunch. The Meridian Food Bank has a Week-end Backpack program which all student experiencing homelessness are offered. Additional food banks and food pantries sponsored by local churches are also available for families in Star, Eagle, Meridian, and Boise. Homeless Grant Social Workers and/or school counselors are able to help families and unaccompanied youth qualify for food stamps through the Idaho Department of Health and Welfare. School Supplies: The district has established strong community connections with various local business and non-profits such as the Assistance League of Boise and Project Kids who provide school supplies for low income students. Clothing/Shoes: The Assistance League of Boise provides clothing and a shoe voucher for low income students in grades k-8th. The non-profit, the Closet, provides free teen-sized clothing and shoes. Project Kids also provides clothing and shoes for students who are experiencing homelessness. Meridian Middle School has a Chief Closet which provides new and gently-used clothing, shoes, undergarments, and backpacks to our students and their families as needed. Hygiene Items: Mirror Image, Project Kids, and the United Way, three non-profits, provide hygiene items for homeless students in West Ada. Some hygiene items are also provided by the Chief Closet at our school site. Medical Needs: West Ada School District has a partnership with Family Medicine Residency of Idaho to provide a school-based medical clinic, Meridian Schools Clinic. This clinic located on the Meridian Elementary campus provides free medical and dental care for all homeless children and youth in the West Ada School District. West Ada school nurses also have been able to locate local eye doctors and other specialists who have provided free services to homeless children and youth. Terry Reilly Services has also begun a mental health program at Star Elementary. Housing: Although no shelters are available within the boundaries of West Ada School District, emergency shelters are available nearby including the Boise Rescue Mission: City Light Shelter; Boise Rescue Mission: Valley Shelter; Interfaith Sanctuary; Hay’s Shelter; and the Women’s and Children’s Alliance. The CATCH program, a housing first initiative, provides assistance to families who qualify under the HUD definition of homelessness. Project Kids, Morrison Knudsen Foundation, and Navigation are also able to assist with housing deposits and first month’s rent. Housing stipends for unaccompanied youth are provided by the West Ada Education Foundation program Housing + High School = Success. Mana Services and Gem Friends are also programs that assist unaccompanied youth with housing. West Ada has 43 registered nurses in the 54 schools in the District. West Ada School District is committed to the safety and health of all students and staff. The school nurse's purpose is to enhance the educational potential of all students by promoting wellness and facilitating the management of health conditions which create barriers to learning. School nurses implement individual health plans for students with chronic health conditions, disabilities and those who require treatments like medications. In addition, they promote and maintain the health and well-being of students, families, and school personnel through assessment and teaching. We develop and maintain a system of first aid, recommend school safety measures and promote a healthful school environment, including communicable disease prevention through identification and screening and the monitoring of immunizations. The Meridian Schools Clinic (MSC) is a collaborative venture between the Family Medicine Residency of Idaho (FMRI) and the West Ada School District (District). The District is the host site of the clinic and FMRI is the medical sponsor. The clinic delivers high quality health care to children and adolescents. The clinic is staffed by a multi-disciplinary team of health professionals including a Nurse Practitioner, social worker, dietitian, and dental hygienist. The clinic staff works cooperatively with school nurses, coaches, counselors, classroom teachers, and school principals and their staff to assure that the school-based health center is an integral part of the life of the schools served. Our shared goal is to help children succeed in school and in life by keeping them healthy, in school, and ready to learn. The district provides the following non-academic supports for students in special education: Health services to meet student needs – nursing and non-nursing services (medication support, toileting, feeding and Behavioral services – from tiered interventions (in classroom) to special education classrooms that focus on behavior support (Positive Behavior Supports classrooms) Related services for students – speech, language, occupational, physical therapies; vision and deaf/hard of hearing supports, audiology support special Transportation with assistant support.
Well-rounded Education Discussion Topics Well-rounded education is defined as “Courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency, with the purpose of providing all students access to an enriched curriculum and educational experience (Sec. 8101(52))” How does your school address well-rounded education?	Well-rounded education is defined as “Courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency, with the purpose of providing all students access to an enriched curriculum and educational experience (Sec. 8101(52))” At West Ada middle schools, students can choose from a variety of electives, including, but not limited to: drama, language, choir, band, orchestra, family consumer science, art, computer science, personal finance, coding, etc. The students also have access to clubs such as chess club, future city club, history club and National Junior Honor Society.
Additional Opportunities For Learning Discussion Topics If applicable for your school, what opportunities are in place for students to learn about and prepare for postsecondary education and the workforce, including career and technical education programs, access to coursework to earn postsecondary credit while still in high school (e.g., Advanced Placement, International Baccalaureate, dual or concurrent enrollment, early college high schools)?	A variety of opportunities this year were used to positively impact students' future within workforce. To prepare our students for careers and college, middle schools have created a business unit as well as undertaken a simulation called “Reality Town” where students learn how to manage aspects of adult life. Meridian Middle School creates a monthly bulletin board focusing on a variety of College & Career Success topics, such as featuring state colleges, the differences between public and private universities, career information, etc.
School Transitions Discussion Topics If you are an elementary school, what process or activities do you conduct to assist preschool students in successfully transitioning from early childhood programs (such as Head Start, IDEA, or state run preschool) to Kindergarten? If you are an elementary, what process or activities do you conduct to assist elementary students in successfully transitioning from elementary to middle school? If you are a middle school, what process or activities do you conduct to assist middle school students in successfully transitioning from middle school to high school?	Elementary School-Middle School Describe what process or activities you conduct to assist elementary students in transitioning from elementary to middle school? In April 2018, MMS held a Welcome Night for our incoming sixth grade students and their families. Pizza was provided for dinner, and current MMS students led tours throughout the school to make students and their families more comfortable about the upcoming transition to middle school. Before the tours began, brief remarks were made by the Principal, PTSO President, Neighborhood Night Coordinator, and an 8th grade student. Incoming students were given a "passport" that were stamped at each location on the tour. At the end of the tour, students turned in their completed passports and received stickers, T-shirts, and other Meridian Middle School items. The event was a huge success, as we had more than 450 people in attendance. Many parents and feeder school principals provided favorable comments about the evening. The West Ada school district has a transition protocol for students who are in need of extra support as they transition to middle school or high school. Each elementary and each middle school completes a form for identified students that illustrates the needs of these students as they transition to the next level of education. Once this form is complete, each school sends this information along to the counselors of the incoming middle school or high school. This enables the staff to make educational decisions for each student listed based on their identified needs. The following information is considered for each student based on student data and teacher referral: Academic Needs – Elementary to Middle School Reading: comprehension, fluency, vocabulary, and/or phonics Writing: sentence writing, paragraph writing Math: place value, knowing addition/subtraction facts, understanding addition/subtraction facts, knowing multiplication/division facts, knowing Fractions Academic Needs – Middle School to High School Reading: comprehension, fluency, vocabulary, and/or phonics Writing: sentence writing, paragraph writing Math Intervention Courses: Daily High School Math: extra time and support for Math 1 content Math Prep with Lab Class: for students significantly below grade level Suggestions for Best Intervention Placement and/or Watch List Behavioral Needs Description of behaviors that may be affecting academics
Professional Development Discussion Topics What opportunities are in place (e.g., professional learning communities) to help teachers reflect on and improve their instruction? To use data from academic assessments to adjust instruction? To align curriculum and teaching and learning progressions across grade levels and subject areas? Are PLCs well established and functioning? Is collaboration time built into the master schedule and the contract? How often do teachers and other instructional staff participate in school-based professional development? Who provides professional development? In what professional development opportunities do paraprofessionals participate? Are they invited to the same opportunities related to instruction that teachers are invited? What is the expectation of school leadership for participation in professional development activities? How is this expectation communicated? Is there an instructional coach (or similar position)? How are professional development decisions made? Who is involved? What is the relationship between professional development provided at the building level and the district? How are professional development activities tied to students’ academic achievement needs? How does the school monitor attendance for professional development activities? Are sign-in sheets completed for each activity? What professional development does the district/school offer teachers/staff for English learner students?	The West Ada School District prioritized strong Professional Learning Communities as its foundation. Across our school, PLC teams are well-established and understand that the improvement of teaching and learning is their primary mission. Our school's PLCs are working with priority standards to ensure guaranteed and viable curriculum. All are creating common formative assessments, evaluating student data as a team, and designing content grade level interventions. We have a district wide commitment to collaboration, as demonstrated by the weekly Wednesday morning 'late start' for students. All Title schools have a building Instructional Coach who focuses on high impact instruction for teachers and PLC teams. Professional development is delivered within contract time as well as through book study opportunities for continuing education credits. If Title I funds are supporting building professional development, attendance is monitored with participant sign-in sheets. The Instructional Coach provides professional development for all staff as well as ongoing, embedded, and individualized professional development for all teachers. Often, the administrative team and the Instructional Coach plan the professional development together, based on the district instructional model and building goals. A future goal is to build capacity in teacher leaders and encourage them to take a more active role in delivering professional development to their peers. District and individual school professional development is tied to the district College and Career Readiness component of the Instructional Model. Along with schoolwide professional development, the district also provides various professional development opportunities for administrators. These sessions are also aligned to the West Ada College and Career Readiness Instructional Model. Our goal is to align professional development opportunities for admin and teachers with the district Instructional Model incrementally and over time. Professional development is also provided for paraprofessionals in our Title I buildings. Title I paraprofessionals participate in two full-day trainings each year that focus on quality instructional practices for reading and math, relevant instructional research, and information to help address the impact of poverty in the classroom. Paraprofessionals are also invited to attend district Title I teacher meetings/trainings which are held at least four times per year. Each paraprofessional is paired with a highly qualified teacher that also provides further direction and development for the paraprofessional throughout the year.
Family and Community Engagement Discussion Topics Do you have a district policy and school plan in place? How often are these reviewed? To what extent are strategies for involving families in students’ education included? What strategies, such as family literacy services, are used to increase family and community engagement? What is the process for disseminating the plan annually?	The Parent Involvement Policy at Meridian Middle School mirrors the district policy, and is reviewed annually. It is disseminated to stakeholders through the school's website and at the fall Open House. The school's Leadership Team and PLC Teams provide many opportunities for parents to engage with their children's learning, through school events, in class and at-home projects, online connections, and collaboration with the public library and local arts groups.
Recruitment and Retention of Effective Teachers Discussion Topics What percentage of teachers meet state certification requirements? What strategies are in place to recruit and retain effective teachers, particularly in high need subjects?	West Ada School District is a desirable place to work. The district has had no problem obtaining teachers who are HQT and are experienced in all but a few areas. Those areas are special education, EL, high school math and science, and career and technical fields. The district has approached these areas with a number of strategies. There are now “hard to fill” stipends that are available for teachers in specialty areas. The district has begun sending recruiters to hiring fairs across the Northwest.     The turnover of teachers is higher in Title I identified schools than in higher socio-economic areas. The district has employed three strategies to help recruit and retain teachers in lower socioeconomic schools. The first is in an additional paid summer PD day. The second is half to full-time instructional coaches in each Title I schools. The third is to reimburse teachers for some classes the state requires for recertification. This is in addition to the loan forgiveness programs in place from the federal government.  The district also works diligently to support teachers in hard to fill areas with support for alternative endorsements, through release time, support for classes as well as reimbursement where possible, for completing their additional endorsements. It is the policy of the West Ada School District that all teachers and paraprofessionals hired into Title I buildings meet Highly Qualified status. To serve that need, teachers and paraprofessionals must prove Highly Qualified status as part of the application process. These staff members are screened and are not allowed to interview in Title I buildings unless they can prove Highly Qualified status. Currently, all teachers and paraprofessionals hired into Title I buildings in West Ada School District meet Highly Qualified status. Title II funds have been available to provide training if needed to help teachers and paraprofessionals reach highly qualified status. To date however, that has not been needed.
Coordination and Integration With Other Programs Discussion Topics If appropriate and applicable for your school, describe how your Title I-A program (schoolwide and/or school improvement) is developed in coordination and integration with other Federal, State, and local services, resources, and programs, such as violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement activities.	The West Ada School District coordinates with other Federal, State, and local services as much as possible. The district has a well-established comprehensive school counseling program that serves all students. The school counseling program supports violence prevention by promoting and enhancing student learning by providing classroom and small group activities on the topics of bullying prevention, social skills, and personal safety. School counselors are also trained to assist individual students with skills that enable them to plan, manage and monitor their own development. In addition, school counselors also offer individual and small group consultation designed to respond to immediate needs and concerns of both students and families. The district also coordinates with community programs to aid students and/or families that may be in need of additional community resources. The West Ada School District also has a partnership with Family Medicine Residency of Idaho to provide a school-based medical clinic, Meridian Schools Clinic. This clinic located on the Meridian Elementary campus provides free medical and dental care for all homeless children and youth in the West Ada School District. West Ada school nurses also have been able to locate local eye doctors and other specialists who have provided free services to homeless children and youth. Terry Reilly Services has also begun a mental health program at Star Elementary. The West Ada School District also has three community schools - one in each region of the the district (North, Central, and South). Meridian Middle School families are able to access services through Peregrine Elementary's community school which is located in the Central region. In addition, the Federal Programs Department for the West Ada School District collaborates with the local Head Start programs to inform and assist parents of incoming kindergarteners with the registration process. Furthermore, the Director of Federal Programs and Student Achievement for the West Ada School District meets regularly with other state, local, and district leaders such as the State Department of Education, Cities of Meridian and Boise, and District leaders such as the nutrition manager, counseling coordinator, special education director, fiscal operations manager, and district regional directors. These meetings are designed to update and share information regarding coordination of services, legislation, and policies for each program. The Director of Federal Programs, in turn, meets regularly throughout the year with Title I principals, instructional coaches, teachers, and paraprofessionals in which this important information is stated and reviewed to ensure that all stakeholders are informed. Meridian Middle School's students and families would greatly benefit from having a social worker in the building full-time.