Oregon Department of Education
Targeted Assistance School
Written Plan
Sunnyside Elementary School
8/21/11
August, 2011
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Targeted Assistance School Written Plan
Oregon Title I-A Targeted Assistance School Plan
Date when Plan will be Implemented 9/1/11
Plan Status:
New
Revised
Date Revised __________
School District Name:
School Name:
School Address:
Building Principal:
E-mail Address:
North Clackamas
Sunnyside Elementary
13401 SE 132nd Ave
Clackamas, OR 97015
Cathy Lehmann
lehmannc@nclack.k12.or.us
Phone:
503-353-5620
FAX:
503-353-5635
Title I-A Coordinator
Tiffany Shireman
Phone:
( 503 ) 353-6040
E-Mail Address:
shiremant@nclack.k12.or.us
Superintendent:
Dr. Tim Mills
Phone:
E-Mail Address:
Address:
( 503
) 353- 6040
millst@nclack.k12.or.us
4444 SE Lake Rd.,
Milwaukie, OR 97267
School Enrollment:
Fall 2011 - 534
Grade Levels:
K-5
Free/Reduced Lunch %
Spring 2011 - 32%
Fall 2011 - 48%
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Targeted Assistance School Written Plan
FAX:
(503) 353-6050
FAX:
(503) 353-6007
Oregon Title I-A Targeted Assistance School Plan
Directions:
The Written Plan is designed around the Ten Components of the Targeted
Assistance School Plan. Use the template by typing in the boxes and/or by
typing the answers to the questions in the space after the question. More space
may be added as needed. The order may be slightly different or combined as
determined appropriate.
Planning
A planning team should represent a variety of school staff as well as
others, such as the district and parents. The planning for students served
is incorporated into existing school planning.
Planning Team
1. Briefly describe the process used to develop the Targeted Assistance School
Plan. Who was involved? How was the plan explained to the entire staff?
How were the Title I-A teachers and parents involved in the planning?
The Targeted Title Assistance Team at Sunnyside Elementary consisted of a
kindergarten teacher, first grade teacher, fourth grade teacher, our learning specialist,
English Language Development Specialist,an Instructional Assistant, Instructional Coach
and the principal. This committee reviewed current school and district data for students
currently at Sunnyside and arriving here in the fall of 2011, due to a significant school
boundary change. This committee also reviewed best practices and programs that
would best match the identified needs of our students. This plan was communicated
to our entire staff through information and discussions at staff meetings, instructional
assistant meetings and through weekly bulletin notes and updates. Information was
shared with parents about Title I planning and preliminary thoughts about our plan at
monthly PTA meetings and also at our building advisory meetings. The final plan will
be shared in detail at the beginning of the 2011-2012 school year in our all school staff
meeting on August 29, 2011, our first PTA meeting on September 13th and at our all
school Open House on September 22, 2011.
Targeting criteria
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The priority for Title I-A funds is for reading and math achievement.
Eligible children are identified by the school as failing or most at risk
of failing to meet the State’ student academic achievement standards.
Criteria must be based on multiple, educationally related, objective criteria
established by the local educational agency and supplemented by the
school.
Eligibility criteria are needed for each area in which services are provided
so may be targeted for reading and not math or vice versa. Homeless,
migrant, neglected and delinquent students are automatically eligible and
should be included in targeting criteria.
1.
Describe the process used to identify the students most at risk of failing,
including consideration for homeless, migrant, and neglected.
Students at Sunnyside Elementary were identified for service using OAKS,
DIBELS, teacher recommendation, and classroom data. It was determined that reading
support would be provided to 20% of our kindergarteners not at benchmark using the
Treasures and classroom screening assessments, 15% of 1st graders, and 15% of 2nd
graders, and 15% of Third graders as identified by DIBELS assessments and classroom
performance. Lists will be prioritized in need order based on these assessments.
Math support will be provided to 20% of the 3rd through 5th grade students who
did not meet benchmark on the OAKS state testing as well as students identified as atrisk on the Star Math assessment. Lists will be prioritized in need order based on these
assessments.
The preliminary list of identified students includes all of our students who are
identified as Special Education, English Language Learners, as well as those that are
identified for homeless or migrant services under the North Clackamas School District
identification criteria and process.
2.
Show the multiple, educationally related, objective criteria used and the actual
scores. Student names must be abbreviated for privacy, but actual student
list(s) must be included. A variety of formats may be used but must include
the appropriate criteria.
Appendix A attached has all grade level lists of targeted students.
Kindergarten - Literacy
Student Lists and Assessments attached
First Grade - Literacy
Student Lists and Assessments attached
Second Grade - Literacy
Student Lists and Assessments attached
Third Grade - Literacy
Student Lists & Assessments Attached
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Fourth Grade - Mathematics
Student Lists & Assessments Attached
Fifth Grade - Mathematics
Student Lists & Assessments Attached
1.
Once you have identified the “most in need,” explain the process used to
prioritize the list. What is the process or strategy you use to determine which
students will receive services?
To prioritize direct literacy services for students we will be reviewing our lists and
focusing on literacy development for our Kindergarten through 3rd grade students
based on research supporting the value of early literacy development. Students in
Kindergarten through 3rd grade are “most in need” based on the need for strong literacy
development, scores on the assessments listed above, qualifications for other services,
teacher input and parent input.
To prioritize direct math services for students we will be reviewing our lists and focusing
on core knowledge of math development for our 3rd through 5th grade students. This
is based on our school’s Spring 2011 OAKS assessment data and teacher input. In the
fall of 2011 all students will be assessed using the STAR math assessment tool and this
additional data will be used to prioritize students.
Progress of targeted students
Review the on-going progress of participating children.
1.
Describe the on-going progress and monitoring of students.
Student progress in reading will be progress monitored weekly using the DIBELS
progress monitoring. Students in grades K-3 will be progress monitored in reading by
their classroom teacher, the Title I Teacher or the Title I Instructional Assistant. Scores
will be tracked towards their progress targets. These scores will be reviewed by our Title
I teacher and classroom teacher weekly as well as placement decisions made 3 times a
year at during benchmark assessment periods in Fall, Winter and Spring.
Student progress in math will be monitored bi-weekly using the STAR math assessment
in the areas that they are targeted for improvement. Students in grades 3-5 will be
progress monitored in mathematics by their classroom teacher, the Title I Teacher or
the Title I Instructional Assistant. Scores will be tracked towards their progress targets.
These scores will be reviewed by our Title I teacher and classroom teacher bi-weekly
as well as placement decisions made 3 times a year at during benchmark assessment
periods in Fall, Winter and Spring.
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2.
Describe criteria used to exit students from the Title I-A services.
Students will be considered for exit from the targeted list in reading services when their
trend line on DIBELS progress monitoring reaches or goes beyond their target over a 6
week period of instruction and monitoring. Students will be formally exited from services
during our benchmark assessment periods in Fall, Winter and Spring. Exit will occur in a
Title I Team planning meeting with input from the Title I teacher, classroom teacher and
parent.
Students will be considered for exit from the targeted list in math services when their
trend line from STAR math reaches or goes beyond their target over a 6 week period
of instruction and monitoring. Students will be formally exited from services during our
benchmark assessment periods in Fall, Winter and Spring. Exit will occur in a Title
I Team planning meeting with input from the Title I teacher, classroom teacher and
parent.
Program Design/ Scientifically-based instructional
strategies
Use effective methods and instructional strategies that are based on
scientifically based research that strengthens the core academic program
giving consideration for extended learning time, provides an accelerated
high-quality curriculum, and minimizes removing children from the regular
classroom.
1.
Describe the key components of the math and/or reading instructional
program for the whole school.
Our K-6 Core Reading Adoption is Macmillan McGraw-Hill Treasures program.
This program is supplemented with Triumphs for students who are 1.5- 2.0 years
below grade level; and Treasure Chest for English Language Learners.
Teachers plan in grade level teams to make instruction engaging and interactive for all
types of learners using effective teaching practices.
The Treasures materials are a research based program supporting 5 key
components to reading: Phonemic Awareness, Phonics, Fluency, Vocabulary &
Comprehension.
Our CORE math adoption is Investigations by Pearson Learning Company. The focus of
instruction is on mathematical thinking and reasoning. These are the key components of
instruction:
● geometry
● measurement
● data analysis and probability
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● patterns and the math of change, which provide foundations for algebra
Teachers also use components from Math Learning Center Bridges, National Council
for Teachers of Mathematics Illuminations and SMC curriculum as outlined in our North
Clackamas School District Mathematics Scope and Sequence of instruction. This
document is used to guide teachers in CORE mathematical instruction at grades 3-5.
This instructional program is well aligned to Oregon state standards.
2.
Describe how the mathematics and/or reading instructional programs will
be organized and delivered in your targeted program.
Reading Title I support will occur four days a week for Kindergarten through
3rd grade students during their CORE reading instruction independent practice time.
The Title I Teacher and Assistant will work with small instructional groups made up of
targeted students for their Targeted Title I support.
Math support will also occur four days a week for 3rd through 5th grade students
in addition to their CORE math instruction. The Title I Teacher and Assistant will
work with students in small instructional groups made up of targeted students for their
Targeted Title I support.
In addition to in class targeted instructional support the lowest 15% of
Kindergarten students will also receive 1 hour of extended instruction 2 days each week
from January through Spring Break. This group will receive instruction in reading and
math based on their individual performance levels. This instruction will be provided by a
kindergarten classroom teacher and the Title I Instructional Assistant.
3.
Describe how this program is supplemental for students. Explain how the
program is an addition to the regular classroom instruction and/or uses
extended time. These can be services during the school day or extended
learning time opportunities.
This program provides additional direct instruction to students beyond their
CORE instructional time with their classroom teachers. Students in K-3 will receive
additional direct instruction in reading during their independent practice time after
receiving core and small group instruction from their classroom teacher. The HQ
Title I Teacher and Title I Assistant will provide instruction using components from
Treasures, Triumphs, Treasure Chest, Rotation Station as well as other direct
instruction programs available such as Read Well, Read Naturally, Corrective
Reading, Read for Real or other research based programs.
4.
Describe the research base or evidence of effectiveness that supports the
strategies you have selected for targeted students.
Instructional
Need Being
Addressed
Strategy
Description
Research-based
Principle
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Research
Source
Phonemic
Awareness
Rotation Station
Direct Instruction
Skills from Treasures
Curriculum
Effective
Reading
Strategies “Th
e Big Five”
CTL - U of O
Fluency
Read Naturally
Direct Instruction &
Repeated Practice in
Fluency
Effective Reading
Strategies
“The Big Five”
CTL - U of O
National Center
RTI
Below Grade
Level Reading in
all 5 Areas
Direct Instruction
Small Group
Treasures Program
Triumphs
Direct Instruction in 5
Big Areas of Reading for
students below grade
level
Effective Reading
Strategies
“The Big Five”
CTL - U of O
Language
Development
Direction Small Group
Instruction
Treasures Program
Treasure Chest
Direct Instruction in
Language Development
ties to Literacy in CORE
Effective Reading
Strategies
“The Big Five”
CTL - U of O
Below Level
Performance in
Reading
Read Well - Whole,
small group,
individual, direct
instruction and guided
practice
Direct Instruction in 5
Big Areas of Reading for
students below grade
level
Effective Reading
Strategies
“The Big Five”
CTL - U of O
National Center
RTI
Fluency &
Comprehension
Non-Fiction Text
Read for Real
Direct Instruction &
Repeated Practice
for Fluency and
Comprehension in NonFiction Text
Effective Reading
Strategies
CTL - U of O
Decoding,
Fluency,
Comprehension
Below Grade
Level
Corrective Reading
Direct Instruction in
Small Groups and one
on one
Direct Instruction &
Repeated Practice in
Decoding, Fluency and
Comprehension
IES What Works
Clearning House
Assessment
STAR Math
Assesses all areas of
Mathematics Instruction
from National and State
Standards
IES What Works
Clearing House
Instructional
Practice and
Reinforcement
of Skills from
National & State
Math Standards
IXL Program
Repeated Practice to
Mastery in all Mathematic
standards, State and
National
National
Mathematics
Advisory Council
Mathematics
5.
Describe how the targeted program that will meet the needs of special
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populations (i.e., neglected, special education, migrant).
The targeted program will be inclusive of at risk groups (SPED, ELL, migrant, neglected,
homeless, lower SES). Homeless, migrant and neglected students will move to the top
of the priority list for services.
Instruction by Highly Qualified teachers and
paraprofessionals
All teachers and paraprofessionals paid with Title I-A funds must be Highly
Qualified.
1. Include the signed Principal Attestation Form that assures all teachers and
paraprofessionals are Highly Qualified .
Attached
List the name and license certification for the reading teacher(s) paid from
Title I-A funds. Include the teacher(s) schedule or the percentage of time
working with targeted students.
1.
Teacher
License
% of Time with Targeted
Melinda Ryan
Standard Elementary
Education with Reading
Endorsement
100%
List the name and license certification for the math teacher(s) paid from Title
I-A funds. Include the teacher(s) schedule or the percentage of time working with
targeted students.
2.
Teacher
License
% of Time with Targeted
Melinda Ryan
Standard Elementary
Education with Reading
Endorsement
100%
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List the name(s) and Highly Qualified status for any paraprofessionals
working with targeted students paid by Title I-A funds. Include the
paraprofessional’s schedule and supervising teacher during each instructional
session. (Remember that paraprofessionals must be under the direct
supervision of a Highly Qualified Teacher).
3.
Paraprofessional
Schedule
Under the Direction of:
Trina Sanford
HQ
Monday - Thursday
4.5 hours per day
100% of time with
Targeted Title Students
Melinda Ryan
Professional development opportunities
Personnel who are paid with Title I-A funds may participate in general
professional development and school planning activities and may assume
limited duties that are assigned to similar personnel who are not paid with
Title I-A funds.
1.
List the professional development activities that the school provides the
teachers and paraprofessionals listed above. Explain how the particular
professional development is in support of the Targeted Assistance School
Program at the school.
SIOP training for effective instructional strategies supports the learning of all students
but targets at risk populations for engagement and maximum learning. This training will
be provided to certified and classified staff members.
Equity Book Study “The Power of Our Words” supports the supportive and inclusive
environment needed to support all of our subgroups in maximum achievement.
Grade Level Planning time to implement curriculum, align supports from Title I, Special
Education, English Language Development and our Response to Intervention Programs.
2.
Describe the on-going and embedded support and follow up to professional
development to ensure staff implementation and effective use of the learned
instructional skills and strategies.
Grade Level Planning time to implement curriculum, align supports and evaluate
assessment results and improve CORE instruction and supports.
Follow up sessions on SIOP strategies and peer observations.
Whole school discussions as well as follow up activities tied to the Equity Book Study “The Power of Our Words”.
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Strategies to increase family and community involvement of
targeted students
Provide strategies to increase family involvement.
1. Describe the key strategies planned to increase meaningful parental
involvement that is designed to enhance home-school partnerships and
improve student learning for families of targeted students.
•
Progress reports from Title I teacher in collaboration with classroom teacher
every 6 weeks.
•
Parent Welcome Night in August with Parent Affinity Cultural Welcome groups
prior to whole school picnic and information.
•
Open House in September to welcome families and explain services and
supports.
•
Family Literacy Night in January to promote literacy and provide books and
information on Title I services.
•
Parenting Classes offered by our school Counselor.
•
SMART program volunteer outreach to all parents.
•
Positive Post Cards sent every month to select students to mark their progress in
behavior or academics.
2.
Describe the process used to meet with parents of students who have not met
academic standards.
In October teachers meet with all parents and provide information on progress. For
those students who have not met academic standards information is shared with parents
along with a plan for improvement and a review of our parent compact.
Teachers schedule individual conferences throughout the year to meet with parents
of students who need further intervention and support. Parents receive a written
notification of their child’s participation in a Tier II intervention. At the point when
students require a Tier III RTI intervention parents come in for a conference and support
meeting.
3.
Describe how parents of targeted students are deliberately involved in the
decision-making for program and school policy.
Parents of our targeted students are involved through attending PTA meetings,
representation on our School Site Council and Advisory Board as well as participation in
volunteerism at our school. Principal Coffee hours will be provided 4 times a year with
specific outreach to our parents of targeted students.
4.
Briefly describe the process used to develop and implement the Parent
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Compact. How and when the compact is presented to parents and targeted
students?
On May 23, 2011 we held a joint meeting with our PTA offices, Site Council and
Advisory Board to review what items to include in our Parent Compact and how to best
present this to our community. All 3 of these groups had representation from a parent
whose child will be targeted in the fall of 2011.
5.
Attach a copy of the school/parent compact in relevant languages.
6.
Identify the date and the agenda for the annual Title I-A meeting.
January 26, 2011 - Literacy Title I Night
Sharing of Information on RTI & Title I
Sharing of at Home Reading Strategies
Book Walk and other fun reading activities for students
Coordination and integration of services and programs
Coordinate and integrate federal, state, and local services and programs.
1.
Describe the coordination and integration of Federal and State programs and
other local services and programs which are applicable under this Act (i.e.,
migrant programs, violence prevention, adult education, vocational, technical
education, nutrition programs, Head Start, job training).
Our list of identified targeted students includes all of our students who are identified as
Special Education, English Language Learners, as well as those that are identified for
homeless or migrant services under the North Clackamas School District identification
criteria and process. Staff from all of these programs will be working together to
coordinate services for students. In addition, Clackamas County Headstart is available
for Sunnyside pre-kindergarten students who meet headstart guidelines.
2.
Describe the on-going coordination with other community programs and
agencies.
Sunnyside Elementary works together with other community agencies to provide social
services support such as
SMART Program will begin in the fall of 2011
Hillside Christian Church Partnership for School Supplies
Four Square Church Partnership for Backpack Buddy Program- Food goes home with
identified students over the weekends
3.
Describe how the district supports the Targeted Assistance School Plan
implementation. Include activities and/or strategies for coordinating the
Targeted Assistance School Plan with other district and school improvement
efforts.
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Sunnyside’s School Improvement Plan includes improvement goals for an increase in
achievement in Reading and Mathematics and will include specific training in Reading
Intervention strategies, SIOP training for effective instructional strategies, Equity and
Grade Level Planning time to implement curriculum, align supports from Title I, Special
Education, English Language Development and our Response to Intervention Programs.
In addition to school improvement work North Clackamas School District also provides
support to our school through our Title I coordinator and access to a district language
arts coach and math coaches for consultation and instructional support.
Transition strategies for students
Coordinate with and support the regular education program, which may
include services to assist in the transition of students from and to other
programs.
1.
Describe how the school plan will coordinate transitions for preschool
children into primary, where appropriate. Headstart, Even Start, Oregon PreKindergarten must be addressed, if applicable.
ECSE programs in Clackamas County and Head Start provide transition information
for students coming into school age. They send information to us on the progress
of students academically and behaviorally. We also coordinate parent meetings for
transition planning when needed.
2.
Describe other transitions that may be applicable to your school, such as
elementary to middle school, middle school to high school, high school to
post-secondary.
When we transition students to the Middle School we take students on a visitation, our
counselor meets with the Middle School Counselors and our teachers meet with the
administration from the Middle School to share progress, special needs and groupings
to prepare for this transition. Reading assessments and math assessment data from the
students’ final year in elementary school are used to identify students for extra support in
middle school.
Evaluation and on-going program development
Annually review the effectiveness of the plan to be sure progress is being
made.
1. Describe how the effectiveness of the Targeted Assistance School Plan will
be evaluated.
The effectiveness of the Targeted Assistance School Plan will be evaluated hrough a
data review in literacy and mathematics at a minimum of once each trimester, or 3 times
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Targeted Assistance School Written Plan
per year with regrouping and planning following data analysis. We will also have staff
discussions, feedback and grade level meetings where progress will be shared and staff
feedback solicited.
Through District surveys students and parents will also be asked for feedback on the
success of our programs.
Describe the process to be used by the school and district to regularly review
and update the Targeted Assistance School Plan to ensure that academic
progress is being made by targeted students.
1.
Our Targeted Title Assistance Team will meet each trimester to discuss the success
and needed changes to our Targeted Plan. We will use this data to improve services
to students and to change our groupings, targeted population and supports that are
needed.
Budget
Use the program’s resources to help participating children meet state
academic achievement standards.
1. Complete the Targeted Assistance School Plan Budget Summary.
Targeted Assistance School Plan Summary Budget
Budget Areas
Licensed Salaries
Classified Salaries
Purchased/Contracted Services
Supplies/Materials
Equipment/Capital Outlay
Assessment and Evaluation (school
level)
Technology
Professional Development
Title I-A Funds
41,000
19,143
2,246
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Parent Involvement
Travel
Food Services
Other: Extended Day
968
Total
66,000
2,643
2. Explain how the funds in the Budget Summary are used to support the
Targeted Assistance School Plan.
The Certified funds are being used to provide a full time Title I teacher to provide
literacy instruction to K-3 students, mathematics instruction to 3-5 students and
to oversee the Title I Classified Assistant who will also serve students in the
above areas.
The Materials money will be used to support the purchase of programs needed to
provide direct instruction to targeted students.
The technology money will provide needed improvements to technology that will
support the STAR math and IXL.
Professional Development money will provide our targeted staff with the ability to
seek professional development in areas that they serve our targeted population.
Parent Involvement will allow us to provide refreshments and materials for our
Parent Outreach and Literacy Night.
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