8 months ago
The Special Services department oversees Federal and State Programs, Special Education and related services, and state/district assessment.
Speech and language services, physical therapy, special needs preschool, and school psychological services are also a part of this department. All day kindergarten and school nurse are made possible through various funding sources. 101 W. Beck Way, Warden, WA 98857.
Jolinda Davis, Special Education Director
Jill Massa, Director of Teaching and Learning / Title I and LAP Director
Michele Cram, Migrant and Bilingual Director
Bill Thompson, Psychologist
Louise Marcus, Speech Therapist
Kimberly Hansen, School Nurse
Gretel Hart, Physical Therapist
Araceli Dominguez, Secretary
Ana Rodriguez, Secretary
Maria Soledad Martinez, Migrant Records Clerk / Home Visitor
over 3 years ago
Title I, Part C
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 and support services such as health, etc. to enable them to participate effectively in school. Our migrant program includes Maria Soledad Martinez, home visitor and records clerk; teachers, Ruth Lucero and Denise McCaffery and 2 instructional assistants. Michele Cram is the program facilitator.
Title I, Part A
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.
McKinney-Vento Title X, (Homeless)
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, (Nancy Larsen). 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.
Highly Capable Program
over 3 years ago
Public Notification - Highly Capable Nominations
Definition of highly capable students means those students who:
Perform or show potential for performing at significantly advanced academic levels when compared with others of their age, experiences, or environments.
Learning characteristics include:
(1) Capacity to learn with unusual depth of understanding, to retain what has been learned, and to transfer learning to new situations;
(2) Capacity and willingness to deal with increasing levels of abstraction and complexity earlier than their chronological peers;
(3) Creative ability to make unusual connections among ideas and concepts;
(4) Ability to learn quickly in their area(s) of intellectual strength; and
(5) Capacity for intense concentration and/or focus.
(WAC 392-170-035, WAC 392-170-036)
Notificación Pública – Nominaciones de Alta Capacidad
El Distrito Escolar de Warden se compromete a identificar y proveer a las necesidades educativas únicas de todos los estudiantes, prepararlos mejor para la preparación universitaria y profesional. En un programa educativo individualizado, se proporcionan las necesidades de todos los niños de acuerdo a sus habilidades específicas, aptitudes y sus niveles de rendimiento. Los niños que tienen capacidades excepcionales son capaces de un rendimiento excepcional, y por lo tanto, se deben proporcionar oportunidades que satisfacen sus necesidades. Los más altamente capaz estudiantes requieren un intensificado, acelerado, y / o currículo variado, así como la oportunidad de compartir intereses y experiencias con otros estudiantes con habilidades similares.
El Distrito Escolar de Warden está solicitando nominaciones de la comunidad de los estudiantes que se cree que tienen una alta capacidad de aprender rápidamente, profundamente, y / o en términos generales, para que podamos ofrecer un servicio educativo individualizado para cada uno de nuestros estudiantes. Los estudiantes nominados a través de este proceso serán considerados para los servicios para satisfacer sus necesidades basándose en el examen y evaluación con el permiso de sus padres / tutores.
Definición de estudiantes de alta capacidad significan aquellos estudiantes que:
Se desempeñan o muestran el potencial para desempeñarse a niveles académicos significativamente avanzados en comparación con otros de su edad, experiencias o entornos.
(1) Capacidad de aprender con profundidad de entendimiento, para retener lo que han aprendido, y transferir el aprendizaje a las nuevas situaciones;
(2) la capacidad y voluntad de poder trabajar con el aumento de niveles de abstracción y complejidad antes que sus compañeros cronológicos;
(3) La capacidad creativa para hacer conexiones inusuales entre ideas y conceptos;
(4) Capacidad para aprender de forma rápida en su área(s) de la fuerza intelectual; y
(5) Capacidad de concentración y / o el enfoque intenso.
(WAC 392-170-035, WAC 392-170-036)
Citizen Complaint Procedures
over 3 years ago
Citizen Complaint Against a School District or Other School Service Provider
Here is an overview of the citizen complaint process described fully in Chapter 392-168 WAC, Special Service Programs—Citizen Complaint Procedure for Certain Categorical Federal Programs.
• Find this WAC online: http://apps.leg.wa.gov/wac/default.aspx?cite=392-168.
A citizen complaint is a written statement that alleges a violation of a federal rule, law or regulation or state regulation that applies to a federal program.
• Anyone can file a citizen complaint.
• There is no special form.
• There is no need to know the law that governs a federal program to file a complaint.
* Copies of the Citizen Complaint Procedure are available free of charge in all school offices *
Denuncias contra distritos escolares y otros proveedores de servicios escolares
A continuación se ofrece un panorama general del procedimiento de denuncias que se describe en forma completa en el Capítulo 392-168 del Código Administrativo del Estado de Washington (“WAC”, por su sigla en inglés), titulado “Programas de servicios especiales - Procedimiento para las denuncias respecto de ciertos programas federales categóricos”.
• El código está publicado en Internet en el sitio:
Las denuncias son declaraciones por escrito en las que se alega una supuesta violación de una ley o reglamentación federal o estatal aplicable a un programa federal.• Cualquier persona puede presentar una denuncia
• Para hacerlo no se necesita un formulario especial.
• Para presentar una denuncia no es necesario saber qué ley regula un programa federal.
* Las formas para el procedimiento de quejas están disponibles gratuitas en todas las oficinas de la escuela
over 3 years ago
Warden School District students participate in all state testing including the following:
- Measurements of Student Progress (MSP)
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.
- High School Proficiency Exam (HSPE)
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 (EOC)
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.
- Washington Alternate Assessment System (WAAS)
The WAAS provides multiple ways for students with an Individual Education Program (IEP) to participate in the state testing system.
- Second Grade Fluency and Accuracy Assessment
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.
- Washington Language Proficiency Test II (WLPT-II)
The WLPT-II annually assesses the growth of the state’s English language learners. Students in grades K-12 are tested in reading, writing, listening and speaking.
- Classroom-Based Assessments (CBAs) and Classroom-Based Performance Assessments (CBPAs)
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.