TITLE I SCHOOLWIDE PROGRAM – ANNUAL REVIEW
OKLAHOMA STATE DEPARTMENT OF EDUCATION
Documents related to the Annual
Program Review should be filed at the
school site and results shared with all
stakeholders.
Overview of Annual Review Requirements
Title I regulations require that all schoolwide sites have a written, comprehensive and current site plan. Sites should
conduct an annual review of the schoolwide program to evaluate its effectiveness. The purpose of this review is to
evaluate all components and to make revisions for the upcoming school year. The annual review can also serve
other purposes such as:




Inform internal program management and help school leaders make informed decisions to improve the
quality of their program;
Answer stakeholder questions and help them better understand how effectively the school is meeting its
stated goals;
Increase understanding of specific strategies and help the school determine the usefulness of the activities it
has undertaken to increase student achievement; and
Promote interest in and support of a program or activity by illustrating certain strategies, their outcomes in
terms of improving student achievement, and increasing support for their use.
Just as the Schoolwide Plan should be considered a living document, the annual review should be thought of as a
continuous cycle always affecting future progress of the schoolwide program. A review of the strategies and action
steps originally proposed in the plan, an analysis of data, and input from various stakeholders should inform revision
of the original Schoolwide Plan and reflect a revitalization of the school’s commitment ensuring all students have
equal opportunity to achieve at high levels.
This toolkit is designed to be a guide during the annual program review process. Though there is no required format
for the annual program review, the Designing Schoolwide Programs Non-Regulatory Guidance outlines specific
requirements and suggested steps for review, which were used to create this document. A school wishing to format
the annual review differently, should consult the guidance to ensure all requirements are met.
This Annual Program Review Toolkit includes a template for writing the annual review as well as several resources
such as Annual Data Review Action Steps, Document Checklist, Action Plan Templates and Guiding Questions for the
10 Required Components of a Schoolwide Plan.
Documents gathered during the Annual Program Review and the revised Schoolwide Plan should be kept on file at
the school site and be made available to all stakeholders. Results from the Annual Program Review must be shared
with parents and staff on an annual basis and be made available upon request. A copy of the Annual Program
Review and a revised Schoolwide Plan need not be submitted to the Oklahoma State Department of Education unless
requested for monitoring purposes.
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Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
•Assign a Schoolwide Program Review Team
•Guiding Questions:
•Are all stakeholder groups represented?
•What are the responsibilities of each member?
•What process will be used to reach decisions and make recommendations?
•Collect Data.
•Guiding Questions:
•Which data will be used to assess the schoolwide plan for effectiveness?
•Have both qualitative and quantitative data been collected?
•Who will collect the data?
•Analyze and Interpret the Data.
•Guiding Questions:
•Is there significant improvement in student acheivement? Can this improvement be attributed to
actions in the schoolwide plan?
•What are the strengths and critical needs areas? Are these the same as the previous year?
•Are there any trends in the data that raise new concerns or show any deficiencies in the current
schoolwide plan?
• Review the current schoolwide plan.
•Guiding Questions:
•Are all 10 components being implemented?
•Do the strategies listed in the 10 components sustain the strengths of the school and close the
gaps?
•Do any of the strategies listed in the 10 components need modifications?
•Have the focus goals been met? If not, what were/are the barriers to reaching these goals?
•Are the focus goals still the priority of the school? Why or why not?
•Are there any actions on the timeline that have not been completed? Why or why not?
•Discuss new areas of concern and make necessary modifications to the Schoolwide Plan.
•Guiding Questions:
•What are the areas of need? Is there data to support the need?
•How will the existing plan need to be modified to meet these needs?
•How will the changes be implemented in the next school year? Who will be responsible?
•What is the timeline for implementation for the next year?
•Notify parents and stakeholders of results of the annual review and the modifications to the
Schoolwide Plan.
•Include required documentation in public and documentation files. See Document Checklist.
•Guiding Questions:
•How will parents and stakeholders be notified? Who will be responsible?
•Where will required documentation be stored? Who will be responsible for updating files?
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Step I – Assign a Schoolwide Program Review Team
Title I regulations require that a school operating a schoolwide program annually evaluate the implementation of, and
results achieved by, the schoolwide program. The school must revise its plan as necessary based on the results of the
evaluation to ensure the continuous improvement of student achievement.
Section A – Schoolwide Program Review Team
Name
Heather Wakefield
Title
Title I Coordinator
Stakeholder Group
Administrator
Debra Hendrix
Principal
Administrator
Beth Lopez
Title I Teacher
Teacher
Kristen Tupper
Literacy Coach
Teacher
Sheila Cockerill
Kindergarten Teacher
Teacher
st
Julie Robinson
1 Grade Teacher
Teacher
Katie Deloera
2nd Grade Teacher
Teacher
Jennifer Seitsinger
Rhonda Houdmann
Julie Hayes
Tammy Patrick
Christina Manning
Paige Hennen
rd
3 Grade Teacher
4th Grade Teacher
5th Grade Teacher
6th Grade Teacher
Parent
Parent
Teacher
Teacher
Teacher
Teacher
Parent
Parent
Section B - Overview
Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish.
Representatives from each grade level were asked to serve on this committee along with parents and
administrators. Team members worked in pairs to review sections of the document and making any suggestions
that would lead to increased student performance. Parents were asked for their input about perceived strengths
and weaknesses of our programs. Together we reviewed the surveys that we were going to send out to parents and
the needs assessment form.
Section C - Documentation
Record and file the following documentation concerning the schoolwide program review team:
 Attendance Records, Agenda and Minutes of all program review meetings.
Step II – Data Collection
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Section A – Types of Data
Student Achievement Data
(OCCT, Benchmarks, District Assessments,
Report Cards)
Perception Data
Demographic Data
(Staff/Student/Parent Surveys, Self
Assessments, Meeting Minutes)
(Attendance, Truancy, Ethnicity, LowIncome, Special Education)
DIBELS – percentage of students at
Benchmark, strategic and intensive
Surveys of parents, teachers, &
students
District 9- weeks math and reading
assessments
Successmaker Cumulative Report
Needs Assessment
Data was collected through the
data department and records on
site.
Attendance
Planning meeting minutes
Truancy
Star Test Data
Grade level meetings
Ethnicity
OAS (Oklahoma Academic
Standards)
Comprehension Selection Reading
Tests from Treasures
Gates McGinitie
Low-Income
Special Education
Section B - Overview
Briefly describe the data collection process.
Student Achievement was documented by classroom teachers by review of daily work, classroom observations,
teacher’s assessments such as Chapter tests and informal assessments, and required assessments such as nine
weeks tests, Gates McGinitie Reading tests, OAS, and DIBELS.
Surveys/Needs Assessments were completed by parents, teachers, and students.
Demographic data was collected from the district data department and also from records on site.
Section C - Documentation
Record and file the following documentation concerning the schoolwide program review team:
 Copies of Data Used in the Annual Review
 Agenda, Minutes, and Attendance Record for Data Review Meetings
Step II Addendum – Data Profile
1. Student Enrollment by Gender
Year
2014-2015
2013-2014
2012-2013
Total Enrollment
664
642
554
# Male
337
342
314
% Male
51%
53.3%
56.7%
# Female
327
300
240
% Female
49%
46.7%
43.3%
4
2011-2012
598
297
49.6%
301
50.4%
2. Student Enrollment by Ethnicity
Total
Enrollment
Year
%
American
Indian
%
Black
%
Asian/
Pacific
Islander
%
Hispanic
%
White
%
Other
2014-2015
664
10%
3%
27%
3%
41%
16%
2013-2014
642
11%
4%
23.8%
3.8%
41.4%
16%
2012-2013
554
11.4%
3.8%
22.7%
6.1%
48.9%
14.3%
2011-2012
598
11%
4%
21%
6%
45%
13%
3. Students Eligible for Free and Reduced Lunch Program
Year
Number
2014-2015
413
2013-2014
397
2012-2013
345
2011-2012
Percent of Population
62%
61.8%
62.3%
407
68%
4. Students Participating in Targeted Title I Programs
Year
Program Enrollment
Percent of Population
2014-2015
0
School-wide program
2013-2014
0
School-wide program
2012-2013
0
School-wide program
2011-2012
0
School-wide program
5. Student Attendance
Year
Average Daily
Attendance
Percent of Student
Population
# Male
% Male
# Female
% Female
2014-2015
2013-2014
2012-2013
621.89
604
562.44
94.73%
94%
95.5%
314.23
322
330
51%
53.3%
52.8%
307.66
282
295
49%
46.7%
47.2%
2011-2012
568.1
95%
293.02
49%
304.98
51%
6. Student Tardy Rate
Year
Average Daily
Tardies
Percent of Student
Population
# Male
% Male
# Female
% Female
2014-2015
2013-2014
2012-2013
6
6
9.8
0.8%
39.6%
1.77%
150
170
254
20.4%
23.4%
55.7%
133
118
202
18.1%
16.3%
43.3%
2011-2012
5.4
24.6%
71
51%
68
49%
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7. Student Mobility Rate
Full Academic Year (FAY)
Year
Non Full Academic Year (NFAY)
% Student
Population
# Students
% Student
Population
# Students
2014-2015
679
92.5%
55
7.5%
2013-2014
652
87%
94
13%
2012-2013
523
75.7%
168
24.3%
2011-2012
460
77%
138
23%
8. Student Truancy Rate
Year
Average Daily Truancy
2014-2015
2013-2014
2012-2013
2011-2012
0
1
1
1
Percent of Student Population
0.0%
0.1%
0.1%
0.1%
9. Students Identified as English Language Learners (ELL)
Year
Program Enrollment
2014-2015
2013-2014
2012-2013
2011-2012
27
40
31
48
Percent of Student Population
4%
6.2%
5.6%
8%
10. Student Behavior
Year
Average Daily In-School
Suspensions
Average Daily Referrals
Average Daily Out-of-School
Suspensions
2014-2015
1.3 Referrals per day
0.177 in ISS/day (Aug – May)
0.28 Students in OSS per
day (August –May)
2013-2014
3.7 Referrals per day
1.2 Students in
ISS/day(August-May)
1.8 Students on OSS per
day(August-May)
2012-2013
2011-2012
1 (8 months)
1 (8 months)
22 (8 months)
21 (8 months)
23 (8 months)
19 (8 months)
11. Highly Qualified Teachers (HQT) and Paraprofessionals
Number of Certified Teachers
Number of HQT
Number of Non HQT
36
36
0
Number of Paraprofessionals
0
Number of HQT Paraprofessionals
6
Number of Non HQT Paraprofessionals
0
6
12. Teaching Experience
Number of Certified Teachers
36
0-3
Years of Experience
6-10
11-15
3-5
4
8
4
15-20
7
20+
3
10
13. Education
Degree Received
Number of Certified Teachers
37
Bachelor’s
25
Bachelor’s
+ 15
2
Master’s
+15
Master’s
4
5
Doctorate
0
National
Board
Certification
0
Step III – Data Analysis
Section A – Process
Briefly describe the process used to analyze the collected data.
On Site Improvement Day grade level teams met and looked for strengths and weaknesses shown
through the test scores. We also discussed observations that were made in the classroom.
Section B – Summary of Analysis
Summarize the results of the data analysis specifically identifying the strengths, weaknesses and critical needs areas as shown in the data.
We have a highly diverse student population. 4% of our students are English language learners. Many of their
parents are not fluent in English and in many of their homes English is not spoken. There is a need to help these
students become more fluent and to establish a connection between school and home.
7.5% of our students are not at Sky Ranch for a full academic year. We also have an average of 5.27% of our
students who are absent on any given day. We will continue to stress the importance of consistent school
attendance to students and their parents.
Upon analysis of the data collected we identified the following strengths:
Grade 3 – Analysis & Evaluation, Vocabulary, Algebra Patterns/Equations, Number Operations
Grade 4 – Figurative Language, Literal Understanding, Number Sense, Lines/Angles
Grade 5 – Literal Understanding, Literary Genre, Number Sense, Data Analysis
Grade 6 – Accessing Information, Summary & Generalization, Number Sense, Number Properties, Solving Equations
Section C – Success of the Schoolwide Program
Based on the data analysis, explain which schoolwide programs are succeeding and which are not.
Tutoring during the school day has been successful this year. The tutors either pulled small groups from the
classroom or pushed into the classroom to work on specific skills identified by the STAR test, DIBELS, or the previous
year’s standardized testing as areas that were in need. Based on the district nine weeks tests scores and the review
of our DIBELS scores, student achievement is improving. Students in second through sixth grades were serviced.
Step IV – Review the Current Schoolwide Plan
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Section A – Overview
Briefly describe the implementation of the Schoolwide Plan and the effects the plan had on teaching and learning, specifically addressing how
the needs of particularly low-achieving students were met.
The students in grades K-3 are receiving additional reading instruction every day from the Title I Reading Specialist
and assistant. The reading specialist collaborates with the classroom teachers to determine which students need
additional help and to identify their specific needs. Progress is monitored through the use of multiple assessments.
Needs of low achieving students are being met through:
 Additional help in class
 One on one instruction where needed
 Frequent assessment
 Tutoring – during school
 Coordination of services
 ELL
 Indian Tutor
Section B – Focus Goals Briefly describe the progress made toward reaching the focus goals identified in the Schoolwide Plan, specifically
addressing barriers if goals have not been met.
Progress toward our goals:



We have SMARTboards and document cameras in all classrooms.
We have had three successful and one not well attended parent evenings. Attendance increases
when we provide a meal for the parents.
Spring 2014 OCCT scores are reflected in the chart below.
3
4
5
6
Reading
18%
17%
12%
10%
Math
17%
23%
26%
9%
Section C – Required Components
Explain to what extent all 10 required components were implemented as indicated in the plan.
We have incorporated all 10 components into our programs. As we work through our site plan and make
plans for next year, we base our decisions on these objectives.
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Section D – Deficiencies
After reviewing the Schoolwide Plan, describe any deficiencies as shown by the data or the review of the focus goals and 10 required
components
We will continue to upgrade the technology in this building and train teachers to use the new technology
for effective instruction and remediation.
Although parental involvement has increased, this remains a weak area. We will continue to encourage
more coordination between home and school with better communication and more programs as
requested by parents.
We will continue to target reading/language arts and math. Data is used to identify particular
subcategories of instruction which need to be addressed by the teaching staff.
Step V - Modifications
Section A – Area of Need
Using the information obtained in the data analysis and the review of the current Schoolwide Plan, summarize the identified areas of need.
Areas of concern continue to be reading/language arts, math, technology and parental involvement.
Specific areas of need in reading in 3rd grade are literal understanding, inference & interpretation; 4th
grade are literary elements, summary & generalization; 5th grade are synonyms, antonyms, and
homonyms; 6th grade are word origins. Specific areas of need in math in 3rd grade are properties of
shapes/spatial reasoning, measurement; 4th grade are number operations; 5th grade are measurement,
algebra patterns; 6th grade are circles, coordinate geometry. Technology is an ever changing field and we
must keep continue to grow with it to allow our students the best chance at future success. Parental
Involvement is an absolutely necessity in our school and we continue to strive for more of it. Although we
have made progress, more needs to be done.
Section B – Focus Goals
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Briefly explain how the focus goals will be modified or changed to meet the identified area of need.
No new areas of concern have been identified. We will continue to work on the four areas we have
identified. At the beginning of the fall term, the results of the previous year’s OAS will be examined and
the weaknesses listed and prioritized. This will establish the basis for the new focus goals for specific
reading and math areas.
 80% of students in grades 3-6 will score advanced or satisfactory on the Reading/ELA OCCT
 Increase parental involvement by 10%
 Improve the technology in the building and integrate technology into teaching and learning
Section C – 10 Required Components
Briefly describe how each of the 10 Required Components has been implemented according to the current Schoolwide
Plan, how each is evaluated for effect on student achievement and how each will be modified or changed to meet the
needs identified in the Annual Program Review. Guiding Questions for the 10 Required Components are included in this
toolkit.
Component 1: Schoolwide Reform Strategies
Implementation:
Classroom instruction is provided through a variety of strategies including whole group, small flexible
groups, or individual instruction. Strategies will include Payne Institute, McGraw-Hill Reading Series,
Structured Language Basics (SLB) program, Reading Eggs, and Study Island.
Comprehensive needs assessments and surveys of parents and teachers have been conducted. Results
have been studied by faculty and parents. OCCT, Quarterly District Tests, and DIBELS reports have been
analyzed and instruction has been based on the weaknesses documented in the test results.
SMARTboards and document cameras are located in every classroom. District and Title I funds were used
to purchase RedCat audio systems that magnify the teacher’s voice for 5 classrooms. These systems help
insure that every child hears the teacher clearly and correctly. iPads have been purchased for use in the
Title I classroom, for teachers to use in their classrooms in small groups or individually as well as a
classroom set to be used checked out for an entire class to use.
Evaluation:
Using the above data to drive instruction has resulted in increased scores in a few areas. Current
assessments show we must continue to review data and use the information gained to drive our
instruction. We will continue to use the input from parents and teachers in order to make our program
more successful. More teachers will be trained in the SLB program this summer. More teachers will be
attending iPad training as more becomes available through the district.
Modification/Changes:
We will continue to monitor the data and adjust our teaching to meet the changing needs of our student
population. More teachers will be trained in the SLB program.
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Component 2: Instruction by Highly Qualified Teachers
Implementation:
All teachers and paraprofessionals are highly qualified as required by the Moore School District. Staff
members are placed in a position to best serve and meet the needs of the student population.
Evaluation
This meets the state requirement. The faculty provides high quality instruction to students based on
assessment data and OAS skills.
Modification/Changes:
We will continue to employ only highly qualified personnel.
Component 3: Professional Development
Implementation:
The professional development committee met and reviewed the focus goals. To meet our goal of 80% of
students in grades 3-6 scoring advanced or satisfactory in reading and math, teachers participated in a
variety of workshops including “DIBELS New Teacher and Refresher Course”, “Test Scores Review and
Planning”, “Grade Cam”, “SLB Review”, “OTISS Implementation and Review ”, “Website Development”,
“OWP” (OK Writing Project), “From Drab to Fab”, and “YANTA”, just to name a few . Also attended were
book studies like Small Group Reading Instruction and various others. Attending teachers shared their
newly acquired knowledge with their teammates. There was a YANTA for OTISS development and
implementation. Multiple teachers attended SLB training last summer and implemented the practices in
their classrooms. More teachers will be attending this summer as well.
Evaluation:
The workshops were effective in that the teachers that attended benefitted. All the workshops helped the
teachers bring fresh, innovative ideas back to their teammates and classrooms to increase effectiveness.
We will attempt a better way of having the teacher’s share their newly gained knowledge with the rest of
the staff.
The Book Studies were all related to the changing look and feel of the classroom. Teachers were given
strategies that they could bring back to school and implement immediately.
Modification/Changes:
Professional development plans will continue to be driven by our focus goals and by the needs expressed
by our teachers.
As the student population at Sky Ranch changes, more professional development will be provided on how
to work with students coming from low socio-economic status homes.
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Component 4: High Quality Teachers to High Need Schools
Implementation:
There are 36 highly qualified teachers working at Sky Ranch of which 4 have less than 3 years experience.
There was a 28% turnover rate this year. We will continue to employ high quality, experienced teachers.
The administrator attends a yearly job fair that the district sponsors in an attempt to identify and
interview highly qualified applicants. When an interview is conducted outside of the job fair setting, a
panel of teachers participates in the interview providing insight and serving as an active part of the
decision making.
Evaluation:
Teachers continue to develop new skills through classes, workshops, and book study groups.
Modification/Changes:
This will continue to be the policy at Sky Ranch Elementary School.
Component 5: Parental Involvement
Implementation:
Four Parent Involvement activities were provided this year; Author visit by Darleen Bailey Beard in
conjunction with the Book Fair, PK-3 Grade Reading Fair, 4-6 Grade Reading Fair and Kindergarten
Transition Night. In order to notify parents of coming events, notes were sent home in the Thursday
folders, dates were written on the school calendar and on the school website, articles were placed in the
school newsletter, and the events were listed on the marquee.
Evaluation:
When the students' work was displayed their parents' attendance increased. Shortening events to just an
hour also helped attendance. Parents rated parent involvement, communication, and other activities as
successful or very successful according to the parent survey. Attendance at the parent involvement
activities is good when we are able to partner with the PTA to help provide a meal for our families and we
continue to strive to make it better!
Modification/Changes:
We will continue to offer workshops for parents, family reading nights, and activities based on the needs
expressed by parents and teachers. We will continue to strive for better attendance based on what the
parents say they want.
Component 6: Transition Strategies
Implementation:
Information is sent to preschool parents and teachers call their homes before school starts. Parents and
students are encouraged to attend back to school night where information is given to them about the
schedule and programs. All grades have parent meetings within the first few weeks of school to
communicate expectations. Sixth grade students visit the junior high school in the Spring to prepare them
for that move. At the end of kindergarten, students have lunch at school to prepare them for that
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experience. For the first time this year we are offering a Kindergarten Transition Night for the parents of
students enrolled in kindergarten for the fall. We will be providing them with books, sightword rings,
alphabet mats and plastic letters along with many other hands on materials they can use over the
summer to help their child be more prepared for kindergarten. Third grade students visit fourth grade
classes in the Spring to prepare them for the move to departmentalized classes.
Evaluation:
All transitional activities have been successful in preparing students for new experiences at school.
Modification/Changes:
All grade levels planning a parent meeting at the beginning of school would help establish a good initial
parent/teacher relation before any problems arise.
Component 7: Data Driven Decisions
Implementation:
OAS, DIBELS, District 9-weeks tests, SUCCESSmaker, Study Island (3-6), STAR testing are all used by
teachers to help drive instruction. Some give more specific data than others, but all the information
together helps the teacher get a big picture of the student. Grade level teams meet bi-weekly to evaluate
student performance and plan instruction based on identified needs. As students are identified with
particular deficiencies, plans are made for remediation or placement in special programs such as Title I,
speech, Special Education, P.T., O.T. or ELL.
Evaluation:
Ongoing review of the progress of students who are working at grade level or above as well as those who
need more assistance continues. Parents have been given information about how to help their students
at home.
Modification/Changes:
More communication between grade levels will be beneficial. Each grade could let the grade below them
know what the students are beginning the year deficient in as well as what skills they appear to have
mastered. This would help the teachers of the lower grade know what areas need more or less focus.
Component 8: Effective and Timely Additional Assistance
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Implementation:
Students were identified through assessments and teacher observation early in the school-year and
through ongoing assessments throughout the year. As students are identified as having difficulties,
consultations with the Title I teacher, special education teachers, the ELL teacher, the speech teacher, and
the counselor, whenever appropriate, were held and a plan for each child was put into place.
Evaluation:
This system is working very well. Classroom teachers give students small group on one-on-one assistance.
There is ongoing communication between the classroom teacher, the special teachers and the parents to
insure that all of the students’ needs are met. Parents have been given instruction about how to help their
children effectively at home.
Modification/Changes:
More parental involvement will be helpful. We will work to build an effective home-school connection.
Component 9: Coordination of Programs
Implementation:
Program options are analyzed to provide students with the appropriate services. Students are referred to
Title I, special education, ELL, speech, P.T., O.T., and counseling as needed.
Evaluation:
These programs provide a positive environment and ensure that every student is engaged in continuous
growth.
Modification/Changes:
We will continue to monitor each student’s progress and refer them for services as needed. Coordination
with the classroom teacher and all others serving the child will continue.
Component 10: Needs Assessment
Implementation:
The comprehensive needs assessment was developed and analyzed by the core committee. This
assessment gave us data about the perceived strengths and weaknesses in our program.
Evaluation:
The process worked efficiently and gave us valuable insight into our programs and how effectively parents
and teachers believe they are working.
Modification/Changes:
Through this process we will make adjustments in our parental involvement activities and the way we
communicate with parents. We will also make adjustments in our academic programs.
Section D – Documentation
 Step V Addendum for Each Identified Focus Goal
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Step V Addendum – Schoolwide Focus Goals
For each focus goal identified in Step V of the Annual Program Review, complete the following Schoolwide Focus Goal
Action Plan. Make additional copies as needed.
Goal:
1.Our goal is to increase student achievement across grade levels in reading
Briefly describe the reasoning for the identified goal.
Reading scores in the data we reviewed indicated student scores are improving, but we need to continue
to focus on this area for continued improvement.
Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math
assessment will decrease by 10%)
In 2015-2016, 80% of students in grades 3-6 will score advanced or satisfactory on the Reading/ELA OAS.
Action Plan
Strategies and Action
Steps
Use of research based
methods in the
classroom
Students will practice
test taking skills
Students will
participate in reading
incentive programs to
increase reading
literature during the
school year
Web based sites used
Resources Needed
Adopted Reading
Series
Person(s)
Responsible
Administrator
Faculty
Students
Parents
Cars & Stars
Title I Reading
Drops in the Bucket
Specialist and
Assistant
Reading
Timeline
2015-2016
Challenges
Evidence of Progress
Ongoing assessments:
Gates McGinitie
OAS results
STAR Reading
MacMillian-McGrawHill reading series
assessments
Informal assessments
DIBELS
Quarterly reports
Study Island Reports
Computer Lab
Study Island
Reading Eggs
Reading Series
McMillan-McGraw-Hill
reading series
Supplemental
Materials
Goal:
Our goal is to increase student achievement across grade levels in math.
Briefly describe the reasoning for the identified goal.
Math and scores in the data we reviewed indicated a need for improvement.
15
Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math
assessment will decrease by 10%)
In 2015-2016, 80% of students in grades 3-6 will score advanced or satisfactory on the Math OAS.
Action Plan
Strategies and Action
Steps
Resources
Needed
Person(s)
Responsible
Timeline
Evidence of Progress
Use of research based
methods in the classroom
Adopted Math
Series
2014-2015
Ongoing assessments:
Students will practice
test taking skills
STAMS
Break Away
Math
Administrator
Faculty
Students
Parents
Title I Teacher and
Assistant
Web based sites used
Computer Lab
OCCT results
Informal assessments
Quarterly reports
Success Maker and Study
Island Reports
Think Through
Math
EnVision Math series
Math Series
Supplemental Materials
Goal:
Our goal is to continue to upgrade our technology and use new technology more effectively.
Briefly describe the reasoning for the identified goal.
We need to continue to acquire new technology and provide ongoing professional development for
teachers to implement correctly in the classroom as identified by parent/teacher surveys.
Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math
assessment will decrease by 10%)
In 2015-2016, all K-6 reading/l.a. and math classrooms will strive to utilize and increase technology including but
not limited to ipads, smartboards, computer labs and document cameras at least twice a week as documented by
administrative walkthroughs and evaluations based on conversation with administrators and lesson plan checks.
Action Plan
Strategies and Action
Steps
Provide on-site training
for new teachers as
well as those needing a
refresher
Resources Needed
Computer Lab
SMARTboard
iPads
Document Camera
Person(s)
Responsible
Administrator
Faculty
Students
Parents
Title I Reading
Specialist and
Assistant
Timeline
2015-2016
Evidence of Progress
Sign in sheets
Administrator
observations
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Technology purchases
Title I budget
Purchase Orders
Goal:
Our goal is to increase parental involvement and improve the home/school connection.
Briefly describe the reasoning for the identified goal.
We need to continue to increase parental involvement and improve the home/school connection as
identified by parent/teacher surveys.
Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math
assessment will decrease by 10%)
In 2015-2016, the number of parents/family members attending Title I sponsored activities will increase
by 10% as identified by the sign-in sheets from each activity.
Action Plan
Strategies and Action
Steps
Title I nights centered
around grade levels to
reduce parking
problems & give more
intimate time for
parents and students
Provide free food to
encourage parents to
bring their students
and not have to worry
about dinner
Quarterly ‘Read and
Test’ nights where
parents and students
can read books and
take AR tests together
Use of the following to
improve parent/school
communication:
School Connect App
Dialer
Marquee
Resources Needed
Theme
Math/Reading
Activities
Parent Involv.
Budget
Person(s)
Responsible
Administrator
Faculty
Students
Parents
Title I Reading
Specialist and
Assistant
Timeline
2015-2016
Evidence of Progress
Sign-in sheets from
activities
End of Year Parent
Survey
Parent
Involvement
budget
Library
Computers
App
Computer
Marquee
Phone
Newsletter
Parent Responses
End of Year Parent
Survey
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Newsletter
Mustang Binders
Positive Notes/Calls
home
Binders
Positive Notes
Guiding Questions – 10 Required Components
Guiding questions are designed to guide the Annual Program Review team during the analysis of the implementation of
the 10 Required Components. Analysis of these questions does not constitute a complete Annual Program Review, but
provides an integral part of the whole assessment of the schoolwide program.
Component #1 – Needs Assessment
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What does the data tell you about specific programs?
What does the data tell you about specific subgroups?
Are there any recognizable trends in the longitudinal data?
What students/subgroups are achieving at your school?
What students/subgroups are not achieving at your school?
According to the data, what strategies and activities appear to be succeeding? Not succeeding?
What additional data needs to be collected this year? Next year?
Component #2 – Schoolwide Reform Strategies
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What Scientifically Based Research programs are currently being used at the school? Are they effective?
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How is technology being utilized in the classroom? Has it been effective in increasing engagement,
motivation and achievement?
How did the school increase the amount and quality of instructional time? Was it effective?
What was done to strengthen the core academic program at the school?
Is curriculum aligned with the Priority Academic Student Skills (PASS)?
Have the schoolwide programs ensured that ALL students at the school have the opportunity to reach the
State’s satisfactory and proficient levels of learning?
Component #3 – Instruction by Highly Qualified Teachers
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Are all teachers at the school highly qualified? All paraprofessionals?
Are staff members being utilized in the best way possible to meet the needs of the students?
How will the school site continue to ensure instruction by highly qualified teachers?
Component #4 – Professional Development
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Was the professional development plan implemented as planned? If not, why?
Did the professional development received improve instruction in the classroom?
Did the professional development received improve student achievement?
Was the professional development adequately monitored and evaluated on an ongoing basis?
How did the professional development plan align with the school improvement goals?
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What are the current professional development needs of the staff? Administrators?
How will the newly identified needs be implemented in the updated plan?
Component #5 – Highly Qualified Teachers to High Need Schools
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How many teachers are employed at the school?
How many teachers have less than 3 years experience?
What was the teacher turnover rate this year?
What is the expected turnover rate for next year?
What is the school doing to support teachers and provide time for mentoring and collaboration?
How is the school recruiting highly qualified teachers?
Does the district have equitable distribution of teachers where low-income high-minority students are not
taught at a higher rate than other students by unqualified, out-of-field or inexperienced teachers?
Component #6 – Parental Involvement
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What services were provided to parents as part of the schoolwide plan?
What communication was sent to parents this year?
What other types of communication can be utilized?
How was attendance at parent involvement activities? How could this be increased?
Do any revisions need to be made to the parent involvement policy and parent compact?
Have the parents been surveyed regarding parent involvement, communication, and other activities? If not,
how can data be gathered from the parents?
Component #7 – Transitions
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Which transition activities were effective?
Were all stakeholders involved in transition activities? If not, how can they be more involved in the future?
Are there any gaps in the current transition activities? How can these be closed?
Component #8 – Data Driven Decisions
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Which assessments/benchmarks are currently used by the school to monitor student achievement? Are they
effective?
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Do these assessments inform instruction?
Are the assessments used by all staff and administrators to make decisions?
How can the school better utilize assessment data?
Component #9 – Effective and Timely Additional Assistance
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How were low performing students identified during the school year?
What interventions are in place to assist these students?
Did low-performing students receive assistance in a timely manner?
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How is progress monitored?
Component #10 – Coordination of Programs
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Do all resources (federal, state, local) support the schoolwide program?
Do any activities or programs need to be modified to better support the schoolwide program?
Document Checklist
The document checklist is intended to be a guide schools can use to ensure required documentation is included in the
Schoolwide Plan, the annual review and the public and site file.
Schoolwide Plan Documents:
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Local board of education meeting minutes reflecting Schoolwide Plan approval
Meeting agenda and/or attendance records for Parent Informational Meeting
Meeting agenda and/or attendance records for Faculty Informational Meeting
Disaggregated test data for math and reading/language arts
Student/Parent/Teacher surveys (if applicable)
Additional student achievement data used in needs assessment
Part IV Addendum – Data Profile
Part V Addendum - Schoolwide Focus Goal Action Plan(s)
Letter of notification to parents of students taught by Non-Highly Qualified Teachers
Part VIII Addendum - Professional Development Plans for the Current and Implementation Year
Sample copies of professional development agendas and/or attendance records
Sample evaluation tool for monitoring the implementation of professional development activities
Sample individual professional development plan created by staff
Parent Involvement Policy
Site Parent/School Compact
Parent survey or other evaluation tool regarding parent involvement activities
Examples of school/parent communication
Notification to parents regarding student achievement reports and test scores
Notification to parents of Annual Parent Informational Meeting
Notification of Title I programs and opportunities
Letters, flyers, mailings, etc. notifying parents of transition activities
Attendance records of parent meetings about transition activities
Evidence of vertical teaming among faculty (i.e., agendas, minutes, curriculum maps)
Annual Review Documentation:
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Modified versions of the above listed documents as necessary
Written copy of the Annual Program Review
Documentation of Annual Program Review meeting(s) Including agenda, minutes and attendance records
Notification to parents and stakeholders of Annual Program Review meeting and results
Documentation of Annual Parent Informational Meeting
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Public File Documentation:
 General information about the school including history, demographics, teachers, curriculum, achievement
scores, activities, parent organizations
 Information about Title I, Part A programs
 Written Schoolwide Plan and Annual Program Review
 Site Parent Involvement Policy with School/Parent Compact
Document File Documentation:
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Written copy of Schoolwide Plan
Written copy of Annual Program Review
Written copy of Site Parental Involvement Policy
Written copy of site Parent Compact
Documentation of Annual Parent Meeting
Documentation of Parental Communications
o Information about Title I, Part A programs
o Information about student academic progress
o Notification of Non-Highly Qualified Teacher
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