Support Services

The MSP is given to students in grades 3-8 to measure student progress. This test is usually taken during the last month of school. In 2010, our Middle School students took the MSP online.  All students take reading and mathematics tests.  Grades 4 and 7 take a writing test.  A science test is given to 5th and 8th grade students.

This test measures the proficiency of students in high school and serves as the state’s exit exam. Students must pass this assessment or a state-approved alternative in reading and writing in order to be eligible to graduate. The HSPE is given on three dates in March and April.  Sophomores participate in the HSPE.

End-of-course assessments for high school Mathematics are to be implemented statewide by the 2010-11 school year and replacing the Mathematics portion of the HSPE. End-of-course assessments for high school Science are to be implemented statewide by spring 2012 and replacing the Science portion of the HSPE.  Algebra and Geometry EOC assessments will take place in May 2011.

The WAAS provides multiple ways for students with an Individual Education Program (IEP) to participate in the state testing system.

Every student is assessed at the beginning of second grade using a grade-level equivalent oral reading passage. In Warden, our second grade students take the DIBELS. 

The WIDA annually assesses the growth of the state’s English language learners. Students in grades K-12 are tested in reading, writing, listening and speaking.

The state supports the development of classroom-based assessments that are based on the state’s learning standards and help guide day-to-day instruction. State curriculum specialists create tasks and questions that model good assessments and provide them to local school districts.

In addition to the state mandated tests, our second through twelfth grade students participate in MAP (measurement of academic progress) testing.  We use the NWEA test for MAP testing.  NWEA adapts to the child in real-time as the test progresses for a detailed picture of student progress.  

Title I, Part A is a section of the Elementary and Secondary Education Act (ESEA) which provides financial assistance to states and school districts to meet the needs of educationally at-risk students. The goal of Title I is to provide extra instructional services and activities which support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading and writing. 

In the Elementary and Middle Schools we have what are called Schoolwide Programs because so many of our students qualify for additional assistance. The educational risk factors that allow us to become Schoolwides are based on free and reduced lunch counts and census data. The Schoolwides allow us to combine funds with other programs to serve more students.  Using the funds in this way allows for smaller class sizes or special instructional spaces, additional teachers and instructional assistants, opportunities for professional development for school staff, and additional teaching materials which supplement a student’s regular instruction.

Title I pays for most of the professional development that teachers and instructional staff receive each year.  Title I allows us to have Kinder Camp and fund a parenting class called “Get Ready” for Kindergarten.  Mandatory tutoring services are paid for by the Title I program since we are in program improvement.

Title I - Parent Involvement Policy #4130 - English (Click here for pdf download)

Title I - Parent Involvement Policy #4130 - Spanish (Click here for pdf download)

Title I, Part C is also a section of the Elementary and Secondary Education Act is what we refer to as the Migrant Education Program (MEP).  The goal of the Migrant Program is to ensure that all migrant students complete the challenging state academic standards AND graduate with a high school diploma that prepares them for responsible citizenship, further learning, and productive employment. 

Children are eligible to receive MEP services if they meet the definition of “migratory child”, and if the basis for their eligibility is properly recorded on a certificate of eligibility (COE). The term “migratory child” is defined as: The child is younger than 22 and has not graduated from high school or does not hold a high school equivalency certificate; the child is a migrant agricultural worker or a migrant fisher, or has a parent, spouse, or guardian, who is a migrant agricultural worker or a migrant fisher; the child has moved within the preceding 36 months in order to obtain (or seek), or accompany, or join a parent, spouse, or guardian to obtain employment in qualifying agricultural or fishing work; such employment is a principal means of livelihood and the child has moved from one school district to another or from one state or country to another.  Their education has been interrupted.

School districts can provide supplemental instructional, support services, free breakfast and lunch program and health service, to enable students to participate effectively in school. Our migrant program includes Maria Soledad Martinez, recruiter and records clerk, Rosemely Muñoz, student advocate and paraeducators. Michele Cram is the program facilitator. 

The purpose of this grant is to provide funds/services for children and youth who are experiencing homelessness.  The McKinney-Vento Act states that children and youth who lack “a fixed, regular, and adequate nighttime residence” will be considered homeless.  Children who are living with relatives or who are “doubled up” are also considered homeless.  It is the responsibility of the school district to designate a liaison for these children, (Jill Massa).  The Act requires liaisons to ensure that “homeless children and youth are identified by school personnel and through coordination with other entities and agencies.”  The purpose of the identification is to offer appropriate services to the family, child, or youth.  Coordination with schools and community agencies is an essential identification strategy, as are professional development, awareness and training activities within the school buildings, school districts, and the community.

The District has received this competitive grant award to support homeless students in their efforts to succeed in school and to meet academic achievement standards.  These funds can be used to provide tutoring, transportation, and linkages to community agencies.  In addition, these funds can be used to purchase school supplies, texts, backpacks, P.E. uniforms, shoes, eyeglasses, hearing aids, etc.  Prior to receiving these funds, counselors, teachers and other staff scrambled to find funds through donations, foundation dollars, or from their own pockets.  There are approximately 7% of Warden School District students who are considered homeless. 

Information is also available at OSPI.