Rodburn Elementary School
Title I SWP Component Report
2013-2014 Comprehensive School Improvement Planning
This report describes the school-wide Title I program at Rodburn Elementary School. While all 10 may not be written into the
Comprehensive School Improvement Plan’s Action Components, they are part of the school-wide program. Title I does not pay for all
of the components because federal, state and local resources are consolidated in this school-wide program.
1. Needs assessment covers whole school.
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Data sources include: the K-PREP reports, and MAP student scores, informal school assessments, attendance reports,
STAR Reading and Math Testing, the Gifted and Talented program, PASI, PSI,(95% Group Inc.), IDEA reports,
curriculum based measures, SNAP, DNK and DIBELS Next.
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Perspective data: Project Impact Family Resource Survey.
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Needs identified were Closing the Achievement Gap (free/reduced lunch and disabilities) and Academic Performance in
regards to curriculum weaknesses..
2. School-wide reform strategies.
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All teachers use the following research-based strategies: direct instruction, integration of technology through interactive
boards as well as other forms of technology, differentiation, flexible large- and small-groups, cooperative grouping,
resource pullout, and writing instruction and assessment best practices.
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The Title I Program is designed to be an integral part of the school wide services provided to students. Title 1-funds
support three half time salaries for kindergarten teachers. Other Title1-funded personnel at this school include: one full
time Title I resource teacher and one full time Title I aide.
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The Title 1 resource teacher serves as a reading interventionist for small group instruction and is a part of the RTI team.
Other members of the RTI team consists of speech/language pathologist, counselor, teachers, and curriculum resource
teacher. The team meets regularly to discuss students needing extra support in the classroom.
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Several supplemental research-based programs are in place including: Accelerated Reader, SRA, Quick Reads, Road to
the Code, Intervention by Design, 95% Group materials, Intervention Block for reading for K-3, and math for K students,
and tutors through the ESS and ELL. Classroom teachers teach reading through a balanced literacy approach. All
teachers have been trained in 95% Group, MAP, DIBELS Next, Standards-based writing, all components of Unbridled
Learning and RTI procedures. All teachers serve on Professional Learning Community committees and one of the four
Program Review component committees.
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Learning time is increased for struggling students in core areas through in-school supplemental services and before and
after school tutoring (ESS). All supplemental services are provided by certified teachers or by paraprofessionals,
volunteers, retired teachers, and/or mentors who have been trained to provide services.
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Achievement gaps have been identified using the 2012 K-PREP Delivery Targets/Gap, school report card data and specific
plans have been developed for addressing those gaps. See the Comprehensive School Improvement Plan.
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All students are eligible to receive appropriate health services matched to needs through the Family Resource Youth
Service Center program. The Gateway District Health Department, through the support of the Rowan County School
System, provides a school nurse and assistant. A tutor, funded through the Rowan County Board of Education, provides
ESL services.
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3. Instruction by highly qualified teachers.
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All elementary teachers (Kindergarten-5) are certified in their teaching fields and are noted as being Highly Qualified
Teachers.
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All instructional assistants hired after January 8, 2002 have met the requirements of NCLB. All assistants who were
already employed at that time, held high school diplomas or GEDs. All assistants attend the same professional
development as the teachers. Additionally, all of these employees have been certified using the Kentucky Paraeducator
Assessment.
4. Professional development.
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Planned PD is listed within the components.
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PD needs were assessed by reviewing data sources related to student achievement and by reviewing individual needs
related to teacher/paraprofessional quality.
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Strategies and activities in the Comprehensive Improvement Plan serve as a guide for most of the PD planned for the
future. Additionally, any needs for attaining or maintaining highly qualified status for teachers and paraprofessionals are
also addressed by the school’s PD plan.
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Planned PD will improve instruction by targeting teaching and learning research and by improving teacher knowledge,
instructional methods, and classroom behavior management techniques.
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PD is considered high quality based on the following attributes: all PD is presented by highly qualified practitioners and
is based on best practices; all PD is long-term, i.e., with follow up being job embedded.
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PD is planned in collaboration with school-level and district-level administrators; principals receive information related
to implementation and monitoring; resource and support personnel are included in trainings along with faculty or in jobspecific PD; School-Based Decision-Making (SBDM) Councils, including parent members, review and approve PD plans.
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Implementation and impact checks of the school’s Comprehensive Plan, including PD, are completed semi-annually to
track effectiveness. Continuous classroom assessment and student performance on annual state standards tests, MAP tests
and school level common assessments will provide qualitative data on the impact of teachers’ appropriate use of methods
and strategies learned in PD.
5. Strategies to attract highly qualified teacher.
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All job openings are advertised and when filling positions, the most highly qualified individual is hired. No temporary or
emergency placements are made.
Parent involvement.
 Encouraging parent participation begins family events held in the summer prior to the opening of school such as our Ice
Cream Social and Kindergarten Orientation.
 Homework folders will be provided to each student in order to facilitate the exchange of information to and from school.
Student assignment books will be provided to each student in grades 1-5. Kindergarten students will be provided with a
Bring Everything Everyday (BEE) folder.
 Activities include: Kindergarten Orientation, Ice Cream Social/Open House, Fall Festival Night, Family Nights, Winter
Musical Concert, PTO meetings, monthly ELL Parent support meetings, District Title I parent involvement meeting, a
Spring Musical Concert, a Rodburn Showcase at District Board Meeting, school committees and SBDM Council.
 Parent-teacher conference times are set at parent or teacher request. Parent conferences are set up to review Tier III RTI
plans.
6.
7. Assists transition.
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Near the end of each school year, special education teachers at Rodburn and Rowan County Middle School conduct (joint)
transitional meetings to ensure a smooth transition for 5th grade students who will enter middle school the next year. Also,
middle school counselors visit with all exiting 5th graders to explain procedures at the middle school and answer questions
from the students. Also 5th graders are bused to the middle school for a visit near the end of their 5th grade year.
Kindergarten and pre-school teachers collaborate to assure a smooth transition from preschool into kindergarten. Also, near
the end of school, preschool students will be bused to Rodburn for a tour of the school.
 A Transition Day is scheduled near the end of the school year to allow all students to meet next year’s teachers.
8. Measures to include teachers in decisions.
 Data analysis professional development is mandatory for all teachers. Additionally, elected teachers serve on SBDM
committees which develop and monitor the school’s Comprehensive School Improvement Plan. School-level representatives
serve on the following district committees: PD Committee, Curriculum Committee, School Facilities Committee, Program
Review Committee, RTI School Team Committee, RTI District Committee, Title I District Committee, Unbridled Learning
Committee, District Leadership Committee and the Superintendent’s Advisory Committees for Certified and Classified
Employees. All teachers serve on SACS committees, Program Review committees and PLC teams. Some teachers are a
member of the PTO. Progress notes will be recorded at the school level to ensure gaps are eliminated or closed.
9. Activities to ensure that students meet common core standards.
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Continuous progress is assessed by classroom teachers who routinely refer students for Response to Intervention, special
education, and for extended school services (ESS tutoring). Materials and methods used are designed for individual or smallgroup usage and target specific skills which need to be improved. Teachers follow the district aligned curriculum maps,
Common Core Standards and Program Review rubrics.
Universal screeners administered to all students include DIBELS Next for reading and MAP for math. This data is used to
identify student with reading and math deficiencies. Walk-to intervention groups are used to provide specific instruction to
support student needs. The MAP assessment also allows teachers to track academic growth over time. Students complete MAP
goal-setting worksheets to address their own progress and become more responsible for their learning of the standards.
Diagnostic assessments for reading include: PASI (Phonological Awareness Screener for Intervention) and PSI (Phonics
Screener for Intervention).
Diagnostic assessments for math include: SNAP (K-2), DKNY (3-5).
Grade level professional learning communities to review data, meet weekly to plan common units, teaching strategies and
assessments.
10. Coordination and integration of programs. What Federal, state and local funds are made available to the school? How
does the school coordinate and integrate Federal, state and local programs and services to improve instruction and
increase student achievement?
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All school programs and services are utilized to meet individual student needs. At the district level, program directors
collaboratively plan budgets and services to ensure that integrated services are available to all students. (Special Education-IDEA, Gifted/Talented, Title VI, textbook, Family Resource Center, PD, ESS, Title V, Title II A, guidance programs, and
school cafeteria programs). The Comprehensive Improvement Plan is used as a vehicle to coordinate services within the
school.