Submit to:
Oklahoma State Department of
Education
Attn: Jackie Mania
TITLE I SCHOOLWIDE PROGRAM-PLAN TEMPLATE
OKLAHOMA STATE DEPARTMENT OF EDUCATION
2500 North Lincoln Boulevard
Oklahoma City, OK 73105
Part I – Contact Information
County
Code
District
Cleveland
Moore Public Schools
Mailing Address
9501 S. Western Avenue
City
State
Oklahoma City
OK
Name of Contact Person
Debra Hendrix
Email
Phone
debrahendrix@mooreschools.com
(405) 735-4460
Name of Contact Person
Heather Wakefield
Email
Phone
heatherwakefield@mooreschools.com
(405) 735-4292
Code
Zip
73139
Position
Principal
Fax
(405) 692-5653
Position
District Title I Coordinator
Fax
(405) 735-4397
Part II - Assurance
The Schoolwide Plan meets all criteria as referenced in the Designing Schoolwide Programs Non-Regulatory Guidance
and the Schoolwide Plan Checklist provided by the Oklahoma State Department of Education. All stakeholders have
been informed of the intent to become a Schoolwide site.
The local board of education has approved the Schoolwide Plan. Meeting date: ________________
 Include a Copy of Meeting Minutes.
Parents and the community were informed of interest in becoming a schoolwide school. Meeting date: ___________
 Include a Copy of Meeting Agenda and/or Attendance Records.
Faculty and staff were informed and are committed to the schoolwide program. Meeting date: _________________
 Include a Copy of Meeting Agenda and/or Attendance Records.
Signature of Superintendent
Date
Signature of Principal
Date
For Department Use Only
The Schoolwide Plan has been reviewed and approved.
Signature of Application Reviewer
Date
Signature of Executive Director, School Support
Date
1
Part III – Schoolwide Program Planning Team
Section 1114 (b)(2)(B) of Title I requires that the plan be developed with the involvement of parents and other members
of the community to be served and individuals who will carry out the plan, including teachers, principals and
administrators, and, if appropriate, pupil services personnel, technical assistance providers, school staff, and if the plan
relates to secondary school, students from such schools.
Section A – Core Planning Team
Name
Heather Wakefield
Title
Title I Coordinator
Stakeholder Group
Administrator
Debra Hendrix
Principal
Administrator
Stephanie Gunter
Assistant Principal
Administrator
Beth Lopez
Title I Teacher
Teacher
Kristin Tupper
Literacy Coach
Teacher
Sheila Cockerill
Kindergarten Teacher
Teacher
Julie Robinson
1st Grade Teacher
Teacher
nd
Katie Taliaferro
2 Grade Teacher
Teacher
Jennifer Seitsinger
Rhonda Houdmann
Julie Hayes
Tammy Patrick
Paige Hennen
3rd Grade Teacher
4th Grade Teacher
5th Grade Teacher
6th Grade Teacher
Parent
Teacher
Teacher
Teacher
Teacher
Parent
Briefly describe how core planning team members were selected
and how members of the school and community not on the core
planning team will be involved in the implementation and
evaluation of the Schoolwide Plan.
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 B – Technical Assistance Provider
Name of Provider
Mary Pearson
Address
2500 N. Lincoln Blvd.
Email
marypearson@sed.state.ok.us
Organization
State Department of Education
City
Oklahoma City
State
OK
Zip
73105-4599
Phone
(405) 522-3253
2
Briefly describe technical assistance provided during the planning process and technical assistance planned for the implementation year.
We did not contact Ms. Pearson for assistance this year.
Part IV – Introduction
Section A – Overview
Provide a one page overview of your school and community including demographic data and poverty rate.
Sky Ranch Elementary School is a pre-kindergarten through 6th grade school that was
established in 1968. It is located in Cleveland County and is part of the Moore Public
School system. Sky Ranch Elementary was a targeted assistance Title school for 23
years before becoming a schoolwide Title I school during the 2008-2009 school year.
Current enrollment is 642 students. 61.8% of our students participate in the free or
reduced lunch program. This is a decrease from 62.3% for the 2012-2013 school year.
Many of our students live in the Brookwood Village Apartments, across the street from
the school, which is a section eight, low income complex. 13.0% of our students do
not complete a full academic year at Sky Ranch.
We have a diverse student population. 6.2% of our students are English language
learners. Many of their parents are not fluent in English and I many of their homes
English is not spoken.
The student enrollment by ethnicity is as follows:
Black – 11.0%, American Indian – 4.0%, Hispanic – 23.8%, Asian/Pacific Islander – 3.8%,
White – 41.4%
Section B – Mission Statement
A mission statement answers the question, Why do we exist? Provide the mission statement for your school.
Sky Ranch Elementary School will provide opportunities to assist all students achieve academic and technological
success as they strive to become lifelong learners.
Section C – Vision Statement
A vision statement answers the question, What must we do accomplish our mission? Provide the vision statement for your school.
Sky Ranch will succeed in our mission by using strategic planning, collaboration, predictable remediation, providing
extra time, and utilizing community resources.
Section D – Data Reference Chart
Provide the most recent information available.
3
Grade Span
Average Attendance (Percentage)
PK-6
94.0%
Total Enrollment
Free/Reduced Lunch (Percentage)
642
61.8%
Special Education (Percentage)
14%
ELL (Percentage)
6.2%
Number of Certified Staff
36
Student Teacher Ratio
District Report Card Grade
D
K-3
4-6
24/1
28/1
Section E – Documentation
Please provide the copies of the following documentation with your Schoolwide Plan.
 Disaggregated test data for Math and Reading/Language Arts.
 Student/Parent/Teacher surveys (if applicable).
 Any additional student achievement data used in needs assessment (i.e., OCCT data, benchmark assessments,
IEP referral data)
Part IV Addendum – Data Profile
1. Student Enrollment by Gender
Year
Total Enrollment
# Male
% Male
# Female
% Female
2014-2015
2013-2014
2012-2013
664
642
554
337
342
314
51%
53.3%
56.7%
327
300
240
49%
46.7%
43.3%
2011-2012
574
227
48.2%
297
51.7%
2. Student Enrollment by Ethnicity
Year
Total
Enrollment
%
Black
%
American
Indian
%
Hispanic
%
Asian/
Pacific
Islander
%
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
574
7.8%
5.9%
20.9%
4.3%
55.9%
None
3. Students Eligible for Free and Reduced Lunch Program
Year
Number
2014-2015
413
2013-2014
397
2012-2013
345
2011-2012
378
4. Students Participating in Targeted Title I Programs
Year
Program Enrollment
Percent of Population
62%
61.8%
62.3%
65.97%
Percent of Population
2014-2015
0
School-wide program
2013-2014
0
School-wide program
4
2012-2013
0
School-wide program
2011-2012
0
School-wide program
5. Student Attendance
Average Daily
Attendance
Year
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
545.8
95.8%
262.4
48%
283.4
52%
6. Student Tardy Rate
Average Daily
Tardies
Year
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
5.1
22.4%
69
53.5%
60
45.6%
7. Student Mobility Rate
Full Academic Year (FAY)
Year
# Students
Non Full Academic Year (NFAY)
% Student
Population
# Students
% Student
Population
2014-2015
679
92.5%
55
7.5%
2013-2014
652
87%
94
13%
2012-2013
523
75.7%
168
24.3%
2011-2012
512
77.5%
149
22.5%
8. Student Truancy Rate
Year
2014-2015
2013-2014
2012-2013
2011-2012
Average Daily Truancy
1
1
1
Percent of Student Population
0.1%
0.1%
0.1%
9. Students Identified as English Language Learners (ELL)
Year
2014-2015
2013-2014
2012-2013
Program Enrollment
27
40
31
Percent of Student Population
4%
6.2%
5.6%
5
2011-2012
26
4.5%
10. Student Behavior
Year
Average Daily Referrals
Average Daily In-School
Suspensions
Average Daily Out-of-School
Suspensions
2014-2015
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)
20 (8 months)
23 (8 months)
22 (8 months)
Part V – Needs Assessment
Section 1114(b)(2)(B) of Title I of ESEA requires eligible schools that want to operate a Schoolwide Program to conduct a
needs assessment to develop their Schoolwide Plan.
Section A – Overview
Briefly describe how the comprehensive needs assessment was conducted and how it addresses the needs of all students.
The needs assessment survey forms were developed using various samples from other schools as well as previous
surveys from Sky Ranch. The committee then reviewed them and copies were sent home. 177 Parent Surveys were
returned.
The survey asks parents about their perceptions of the effectiveness of the Title I program. They are asked about the
communication between school and home and what programs and materials are effective. The results of this
assessment guide the committee in developing the plans for the new year.
Briefly describe how the data was analyzed and the actual results of your needs assessment.
The surveys were tabulated and discussed at the Spring Site Based Committee. The surveys indicate that parents feel
that reading is the highest priority to be served by Title I, followed by math and then technology. 100% of the parents
surveyed believed that the Title I program has helped their child. Teachers, parents, and students also expressed a
need for technology implementation to continue. The needs assessment along with the tabulation is attached.
Section B – Goals
As a result of the needs assessment, summarize the areas of strengths and weaknesses and identify the focus goals of the schoolwide program.
Reading:
6
Strengths:
 Based on OAS Data:
o 3rd grade – analysis & evaluation, vocabulary
o 4th grade – figurative language, literal understanding
o 5th grade – literal understanding, literary genre
o 6th grade – accessing information, summary & generalization
 Based on Feedback from Teacher, Parent and Student Surveys:
o Accelerated Reader Program
o Parent Involvement Activities
o Use of Technology such as: computers, computer games, document cameras and SMARTboards
Areas of Improvement:
 Based on OAS Data:
o 3rd grade – literal understanding, inferences & interpretation
o 4th grade – literary elements, summary & generalizations
o 5th grade – synonyms, antonyms, homonyms
o 6th grade – word origins
 Based on Feedback from Teacher, Parent and Student Surveys:
Math:
Strengths:
 Based on OAS Data:
o 3rd grade – algebra patterns/equations, number operations
o 4th grade – number sense, lines/angles
o 5th grade – number sense, data analysis
o 6th grade – number sense, number properties, solving equations
 Based on Feedback from Teacher, Parent and Student Surveys:
o Use of technology such as: Computers, Computer Games, and SMARTboards
Areas of Improvement:
 Based on OAS Data:
o 3rd grade – properties of shapes/spatial reasoning, measurement
o 4th grade – number operations
o 5th grade – measurement, algebra patterns
o 6th grade – circles, coordinate geometry
 Based on Feedback from Teacher, Parent and Student Surveys:
o Lack of quality hands-on teaching materials and resources
Technology:
Strengths:
 Use of technology such as: Computers, Computer Games, and SMARTboards, document cameras
Areas of Improvement
 Teachers need additional and/or continuing Professional Development on how to effectively utilize technology
in the reading and math classrooms
 Parent Portal
7
Parent Involvement:
Strengths:
 More parents attended lower grade family nights than In the past
 Parents are willing to help when approached personally
Areas of Improvement:
 Parents are needed to participate with their students in family nights in the upper grades
 Parents ensuring that homework is completed at home and returned the next day
 Parents participating in PTA
 Parents helping facilitate open communication with teachers and administration
Focus Goals:
1. Reading – In 2015-2016, 80% of students in grades 3-6 will score advanced or satisfactory on the Reading/ELA
OAS.
2. Mathematics – In 2015-2016, 80% of students in grades 3-6 will score advanced or satisfactory on the Math
OAS.
3. Technology – 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.
4. Parent Involvement – 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.
Section C – Documentation
For each of the identified focus goals, include the following information in your Schoolwide Plan:
 Part V Addendum - Schoolwide Focus Goal Action Plan for Each Identified Goal
Part V Addendum – Schoolwide Focus Goals
For each focus goal identified in Part V of the Schoolwide Plan, complete a Schoolwide Focus Goal Action Plan.
Goal:
Reading – Increase student achievement across grade levels in reading.
Briefly describe the reasoning for the identified goal.
The areas where our students consistently scored well below 80% on the reading OCCT in 3rd grade were literal
understanding, inferences & interpretation; 4th grade are literary elements, summary & generalization; 5th grade are
synonyms, antonyms, homonyms; 6th grade are word origins. Focusing on these areas of need will help our students
become better readers by improving their knowledge and skills.
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 OCCT.
Action Plan
8
Strategies and Action
Steps
Title I Tutoring
K – 6th grades
Resources Needed
Funding to pay tutors,
tutors, materials
Person(s)
Responsible
Title I Teacher,
teachers,
administrators
Administrators,
classroom teachers,
computer lab
teacher
Timeline
Evidence of Progress
October-April
Improved reading
grades and test scores
Ongoing – all
school year
(minimum of 2
sessions/week)
Improved reading
grades and test scores;
Improved performance
on DIBELS
Think Through Math
Think Through Math
Software
Accelerated Reader (AR)
Comprehension
AR program; Media
center support;
classroom computers
Title I Funds for
materials,
refreshments, etc.,
principal and teachers’
support
Manipulatives and
other Resources,
SMART boards,
teacher training
Administrators,
classroom teachers,
AR committee
Title I Teacher,
teachers,
administrators
Ongoing – all
school year
Increase % of
comprehension rate
At least once per
year
Classroom teachers
Ongoing-all
school year
Increase Awareness of
the importance of
reading support and
the home-school
relationship
Increase reading
grades and test scores
Study Island software
Administrators and
classroom teachers
Ongoing – all
school year
Increased reading
grades and test scores
Family Reading Night
Increase Hands-on
Learning
Study Island computer
program Reading
Goal:
Math – Increase math achievement across grade levels
Briefly describe the reasoning for the identified goal.
The areas where our students consistently scored well below 80% on the math OAS in 3rd grade were properties of
shapes/spatial reasoning, measurement; 4th grade were Number Operations; 5th grade were measurement, algebra
patterns; 6th grade were circles, coordinate geometry. It is believed that focusing more attention on increased
instruction, tutoring, and materials/resources in the above named areas will allow for our students to improve their
knowledge and skills.
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 OCCT.
Action Plan
Strategies and Action
Steps
Title I Tutoring
K – 6th grade
Resources Needed
Funding to pay tutors,
tutors, materials
Person(s)
Responsible
Title I Teacher,
teachers,
administrators
Timeline
Evidence of Progress
September -April
Improved math grades
and test scores
9
Family Math Night
Increased Hands-on
Learning
Study Island computer
program
Title I Funds for
Title I Teacher
materials,
refreshments, etc.,
principal and teachers’
support
Manipulatives and
Classroom teachers
other Resources,
SMART boards,
teacher training
Study Island software Administrators and
classroom teachers
At least once per
school year
Ongoing-all
school year
Increase Awareness of
the importance of
math support and the
home-school
relationship
Increase math grades
and test scores
Ongoing – all
school year
Increased reading
grades and test scores
Goal:
Technology – Our goal
for the 2015-2016 school
year is to continue to
acquire technology and
provide on-going
Professional
Development on how to
effectively utilize that
technology in the reading
and math classrooms.
Briefly describe the reasoning for the identified goal.
Increasing instructional technology and improving the current technology at our site would allow for teachers to
improve classroom learning in reading and math by broadening our range of teacher tools and would allow teachers to
increase the amount of time students spend using our individualized programs. Feedback from surveys also showed a
need in technology support.
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
Increase Hands-on
Learning
Resources Needed
Technology Training for
Teachers
SMART boards, LCD
projectors, document
cameras
Trainer, Stipend for
attendees
Study Island Computer
Program for 3-6th grades
Study Island Online
subscription
Person(s)
Responsible
Classroom teachers
Resources
Needed
Ongoing-all
school year
Site Tech,
Administrators, and
classroom teachers
Ongoing-as
needed and when
new programs
and hardware are
added
Administrators and
classroom teachers
Ongoing-all
school year
Person(s) Responsible
Increase reading and
math grades and test
scores
Increase use in class,
students are more
engaged thus
increasing reading and
math grades and
scores
Improved reading
grades and test scores
10
Reading
Reading Eggs Computer
Program for 1-2 grade
Think Through Math
Reading Eggs Online
subscription
Administrators and
classroom teachers
Ongoing-all
school year
Improved reading and
math grades and test
scores
Think Through Math
online subscription
Administrators and
classroom teachers
Ongoing-all
school year
Improved math grades
and test scores
Goal:
Parent Involvement – Our goal for the 2015-2016 school year is for parents to become more involved in PTA, attend
Family Nights with their students, help keep ongoing communication with teachers and help ensure that homework is
being completed and returned to school.
Briefly describe the reasoning for the identified goal.
A growing body of research shows that successful parent involvement improves not only student behavior and
attendance but also positively affects student achievement. Sky Ranch has difficulty getting parents involved in their
students’ success. We would like to provide a receptive atmosphere that makes parents feel welcome.
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
Family Reading/Math
Night; Reading Fair;
Kindergarten Transition
Night
Book Fair Related
Activities – (Doughnuts
for Dads; Muffins for
Moms)
Parent University –
Reading and Math
Resources Needed
Title I Funds for
materials,
refreshments, etc.,
principal and teachers’
support
Title I funds for
materials,
refreshments, etc.,
principal and teachers’
support
Title I funds for
materials,
refreshments, etc.,
principal and teachers’
support
Person(s)
Responsible
Title I Teacher
Grade Level
Teachers
Timeline
Evidence of Progress
At least one time
per school year
Increase Awareness of
the importance of
reading support and
the home-school
relationship
Increase Awareness of
the importance of
reading support and
the home-school
relationship
Increase Awareness of
the importance of
reading support and
the home-school
relationship
Title I Teacher
Grade Level
Teachers
Media Specialist
At least one time
per school year
Title I Teacher
Grade Level
Teachers
At least one time
per school year
Part VI – Schoolwide Reform Strategies
11
Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research,
strengthen the core academic program, increase the quality and quantity of learning time and address the learning
needs of all students in the school.
Section A - Scientifically Based Research (SBR)
List the SBR instructional strategies that will be implemented. Explain how they will be utilized in the classroom and how they will be evaluated
for effectiveness.
Accelerated Reader – A reading assessment program used to determine a students’ individual zone of proximal
development. The student’s goal is set at the beginning of each quarter. The student, teacher, and parents work
together to select interesting and motivational literature based on the reading level to enhance reading instruction and
practice. Students take a quiz on the computer upon completing each book to assess comprehension. Each classroom
teacher monitors their individual students’ progress. Once students have shown continued success at their current
reading level, their reading level is increased.
Success Maker Reading and Math – A software program that allows students to review and develop their skills in
reading and math. Students’ progress through the levels as each skill is mastered. A computer generated report can
be printed allowing teachers to track and make accommodations for their students and showing areas where reteaching are necessary.
Technology – Increasing the amount of the amount of technology in the classroom will allow our teachers to have a
wider variety of resources to use when teaching and reviewing reading and math skills and concepts. Using technology
also allows for teachers to engage students for longer periods of time and present information in a new and exciting
manner.
Tutoring – Allow for individual and/or small group intervention; focuses intense instruction on specific skills in relation
to math and reading. Allows for re-teaching and practice at a slower pace until mastery is reached.
Hands-On Learning – Engages and motivates students to become actively involved in the learning experience.
Promotes higher level thinking and encourages students to manipulate and experiment with learning in reading and
math.
Textbooks – Systematic approach to teaching math and reading. Lessons are correlated to Oklahoma PASS Skills and
provide for whole class/small group instruction by the teacher and independent student centered application and
practice of learned skills.
Section B – Extended Day/Extended Year
Explain the extended day/extended year program to be implemented. Include procedures for monitoring and evaluating the program.
Before and After School Tutoring - We will provide before and after school tutoring the month preceding state testing .
Students’ progress will be traced through the use of the Success Maker program. We would like to see a mixture of
computer based and teacher/small group tutoring this next year. Progress is monitored by the teacher through 9
weeks test scores and daily work. Teachers recommend summer school for students who still need help after the
regular school year has ended. Evaluation of OCCT test scores in the fall will provide documentation of student
success.
Section C – Core Academics
12
Explain how the school reform strategies will strengthen the core academics (reading and math programs) of the school.
Our identified goals are specific to the areas of reading and math. Technology and parental involvement support both
of these areas. Tutoring and Saturday School will increase support opportunities for the students in both reading and
math. Computer programs focused on remediating and reinforcing students’ reading and math skills will increase
students’ knowledge in those areas. Increasing opportunities for our parents to become involved in their students
learning through family nights will in turn improve students’ motivation and engagement in reading and math.
Increasing hands-on learning will engage and motivate students to become actively involved in the learning experience
and promotes higher level learning. Finally, providing teachers with professional development opportunities in regards
to reading and math, as well as using technology in the classroom, will help ensure that new methods of instruction
are being implemented to encourage optimal learning opportunities for students in reading and math instruction.
Section D – Curriculum Alignment
Explain how curriculum is aligned with PASS at the school.
The curriculum in all Moore Schools follows curriculum maps developed by all academic coordinators to align with the
OAS objectives. Teachers use the curriculum guides to help them plan instruction and prepare their students for end of
quarter testing and state standardized testing.
Section E – Technology
Explain the usage of technology at the school to improve student engagement and achievement. How is it being monitored and evaluated for
effectiveness?
Accelerated Reader, Study Island (3-6) Reading, Reading Eggs (1-2), Think Through Math (3-6) and STAR programs have
been implemented in our school. These programs allow teachers to successfully track student progress and plan
instruction for weak areas. Reports from these programs also allow us to communicate more effectively with parents.
SMART Boards and document cameras have been installed in all reading/math classrooms allowing the students the
opportunity to do more interactive learning. Students are actively engaged with the lessons. Evaluation is done
through analyzing reading and math grades and test scores.
Redcat audio systems have been put in place to ensure that every child in the classroom is able to very clearly hear the
teacher no matter where they are in the room.
Section F – Meeting the Needs of Students
13
Explain how the schoolwide reform strategies will address the needs of all children in the school, particularly the needs of low achieving students
and historically underserved populations.
Coordination of the specialists with the classroom teachers and the counselor helps us meet the needs of low achieving
students:

Additional help in class

One-on-one instruction where needed

Frequent assessment

Tutoring before and after school

Coordination of services

Outreach to parents
Part VII – Instruction by Highly Qualified Teachers
A highly qualified teacher (HQT) must hold a minimum of a bachelor’s degree; and obtained full Oklahoma certification
or licensure; and has demonstrated competency in each of the academic subjects in which the teacher delivers content
knowledge. A highly qualified paraprofessional must have completed at least two years of study at an institution of
higher education; obtained at least an associate’s degree; or passed the Oklahoma General Education Test or another
academic assessment approved by the Oklahoma State Board of Education.
Section A – Highly Qualified Teachers (HQT) and Paraprofessionals
Number of Certified Teachers
Number of HQT
Number of Non HQT
0
Number of Paraprofessionals
Number of HQT Paraprofessionals
Number of Non HQT Paraprofessionals
0
Section B – Teaching Experience
Years of Experience
Number of Certified Teachers
0-3
3-5
6-10
11-15
15-20
20+
Doctorate
National
Board
Certification
Section C – Education
Degree Received
Number of Certified Teachers
Bachelor’s
Bachelor’s
+ 15
Master’s
Master’s
+15
Section D – Action Plan
14
Briefly describe the action plan for ensuring all students are taught by Highly Qualified Teachers specifically addressing any current Non-Highly
Qualified Teachers at the site.
All teachers at Sky Ranch Elementary are all highly qualified. No changes are necessary. Only highly qualified teachers
will be employed in the future.
Section E – Documentation
Include the copies of the following documentation in the Schoolwide Plan:
 Letter of Notification to Parents of Students Taught by Highly Qualified Teachers
Part VIII – Professional Development
High quality professional development focuses on improving student achievement by elevating teacher and principal
quality through scientifically based researched strategies. All professional development must support the goals of the
schoolwide program.
Section A – Development and Evaluation
Describe how the yearly professional development plan is created and who is involved in the decision making process.
The professional development committee develops a plan which is aligned with the needs expressed by our teachers
and staff. This plan also fulfills the criteria set forth by district, state, and federal guidelines. The plan is designed to
help us meet our focus goals.
Describe the procedures that are in place for follow-up on each professional development activity.
Participants are asked to complete an evaluation to determine strengths and weaknesses of the presenter and/or
workshop following each professional development activity. These results are given to the presenter for review in
order to improve and refine the professional development for the future.
Do staff members have individual professional development plans? Explain how the plans are created and how the staff is supported by the
school in reaching these goals.
Staff members have professional development plans that are grade and department specific. There are district, state,
and federal guidelines that must be met. The school offers professional development opportunities which help ensure
each teacher completes their plan.
Describe how professional development supports the Schoolwide Plan and Schoolwide Focus Goals identified in Part V.
Training in the operation and use of the SMARTboards and document cameras for effective instruction is ongoing in
the district and in our school.
Teachers were able to attend a variety of workshops and trainings this year in reading and math teaching strategies to
help us meet that goal.
Section B – Documentation
Include the following documentation in the Schoolwide Plan:
 Professional Development Plans for the current year and the implementation year
 Sample copies of Agendas and Attendance Records for Professional Development
15
 Sample Evaluation Tool for Monitoring the Implementation of Professional Development Activities
 Sample Individual Professional Development Plan Created by Staff
Part VIII Addendum – Professional Development Plan
Complete one (1) professional development plan for the current year (planning year) and the following year
(Implementation Year). For the Implementation year, please estimate dates and location and do not include number of
participants.
Year of Plan: 2015-2016
Professional Development Activity
DIBELS New Teacher and Refresher
Course
Number of
Participants
Date(s)
Aug 2014
9
Description
(i.e., content, duration of time)
2 hour –MNTC – go over the "how to's" of
the testing process and data management
6.75 hours – SR - review the OCCT test
scores for 2012-2013 and then strategize
how to improvie effective teaching, thus
raising test scores for 2013-2014.
1.0 hours – SR - Review of SLB procedures
and applications
Test Scores Review and Planning
9/2/14
53
SLB Review
9/4/14
6
Various OTISS Meetings
8/25, 9/29,
10/21, 10/27,
12/9, 1/26,
3/2, 3/30,
4/27,
varied
1 hour each – SR - Participants reviewed
OTISS data, helped develop plan, updated
plan
Book Study: Small Group Reading
Instruction
10/28, 11/4,
11/19, 12/8
12
1 hour each – SR– best practices in small
group reading instruction
From Drab to Fab
12/2
15
1 hour – SR – best practices in math to
enhance instruction
Grade Cam/Insight
2/17
8
1 hour – SR- ways to incorporate the grade
can/insight into your classroom instruction
Using Ipads in your classroom to
remediate students
Fall 2015
Sky Ranch
Best practices for using the
smartboard in your classroom
Fall 2015
Sky Ranch
Horizontal Team Meetings
Fall 2014
Sky Ranch
16
DIBELS New Teacher and Refresher
Course
Fall 2014
Metro Tech
Book Study – Differentiated
Instruction??
Fall 2014
Sky Ranch
Book Study – Reading and Writing
Strategies???
Spring 2014
Sky Ranch
Vertical Team Meetings
Fall/Spring
2014
Sky Ranch
Part IX – High Quality Teachers to High Need Schools
The Schoolwide Plan must describe the strategies it will use to attract and retain highly qualified teachers.
Section A – Teacher Turnover Rate
Year
2014-2015
2013-2014
2012-2013
2010-2011
Number of Returning Teachers
26
27
26
31
Number of New Teachers
10
9
10
5
Percentage of Turnover
28%
25%
28%
16%
Section B – Recruitment
Describe the recruitment plan to attract highly qualified teachers including specific details about partnerships with institutions of higher
education and neighboring school districts.
The district of Moore Public Schools maintains a district-wide strategy of recruiting highly qualified teachers by
maintaining an impeccable reputation as a highly desirable place to teach/work, and being a highly desirable district in
which to live. Teachers’ salaries are above the state minimum and among the highest in the metro area.
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 and serves as an active part of the decision making.
Section C – Retention
17
Describe the teacher support system of the school including specific details about mentoring, collaborative teams, inclusion in decision making
and encouragement to continue higher education or pursue National Board Certification.
Entry year teachers are assigned a mentor teacher to assist them during the year. They meet on a regular basis so the
entry year teacher has support. Grade levels meet each week to make decisions regarding instruction and to deal with
any problems that may arise with students. Grade levels all have the same planning periods to enable them to plan
together.
Part X – Parental Involvement
Section A – Design, Implementation and Evaluation of the Schoolwide Program
Explain how parents were involved in the in the planning year and the needs assessment process and how parents will be involved in the
implementation of the Schoolwide Plan.
The Title I program at Sky Ranch Elementary strives to provide an opportunity for parents to become actively involved
with their child’s education in a variety of ways. Needs assessments are sent to all parents at the end of each year and
parents are invited to participate in planning meetings to discuss the results. Parent involvement programs are
planned based on the parents’ requests and the needs assessments. Parents are asked to review the programs in order
to improve the next event.
Section B – Communication
Describe how information will be communicated between school and parents and families including information about parent meetings,
specifically the required Annual Parent Informational Meeting.
Communication between school and home is critical. The Title I teacher at Sky Ranch notifies the faculty and families
of all upcoming meetings and activities through emails, school website, electronic phone system, Thursday folders, the
Sky Ranch marquee and monthly newsletters. Other ways parents receive information include Back-to-School night,
district, school and teacher websites, parent/teacher conferences, report cards and progress reports, as well as the
school wide parent information meeting in the fall.
Section C – Parent Involvement Activities
18
List and describe current parental involvement activities and how data about activities is collected and evaluated.

Author, Darleen Bailey Beard, provided a writing workshop for the 4th and 5th grade students during the day.
She returned that evening for a Parent Writing Workshop in conjunction with the Fall Book Fair.

PreK-3rd Grade Reading Fair was held in conjunction with the Spring Book Fair. PreK-2nd grade classes each
created reading boards covering their favorite books. Third grade had each student prepare a reading board.
All boards were displayed in the cafeteria for parents to observe.

4th -6th Grade Reading Fair was held right before spring break. Every student was to create a reading board to
be displayed for the parents. A parent/student work night was held. Materials were available to help with
creating the boards as well as the computer lab open for printing and/or research.

Kindergarten Transition Night was held in late May. Materials will be provided for the parents to work with the
students over the summer to help them be more prepared for kindergarten.

Parents were asked to assess the effectiveness of these programs on the parent survey.
Section D – Services
List and describe services that will be provided to parents as part of the Schoolwide Plan.

Parent resource center located in the media center that provides resources to help parents work with their
students on academics as well as behavior.

Camp Mustang: Before and after school care

Parent Workshops will be made available centered around activities that will allow parents to work with their
children to improve specific reading and math skills.
Section E – Documentation
At a minimum, Schoolwide Plans MUST include the following documents:
 Copy of the Site Parent Involvement Policy
 Copy of the Site Parent/School Compact
 Copy of Notification to Parents of the Annual Parent Informational Meeting
 Agenda and Attendance List for the Annual Parent Informational Meeting
 Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activities
 Examples of School/Parent Communication
 Copy of Notification to Parents Regarding Student Achievement Reports and Test Scores
 Copy of Notification of Title I Programs and Opportunities
Part XI – Transition Strategies
Activities are encouraged at the critical transition grades to support the students and parents with curriculum, instruction
and procedural changes.
Section A – Identifying Transition Points
Transition
From home or daycare to
Grade(s) Affected
Kindergarten
Transition Strategies/Activities
-Calls from the teacher
Timeline
August
19
school
½ day Kindergarten to full
day first grade
Self-contained 3rd grade to
departmentalized 4th
Kindergarten
Elementary to Junior High
6th grade
Pre-K/Daycare/Home to
Kindergarten
PreK-Kinder
3rd grade
-Back-to-School Night
-Communication: Daily folder, phone
calls and conferences
-Parent Night
Back-to-School Night
Lunch at school
-Visits with 4th grade classrooms
-Teach organizational skills
-Follow some of the same procedures as
fourth grade
-Visit to the Junior High
-Practice with combination locks
-Practice junior high schedule
Kindergarten Transition Night
May
May
May
May
Section B – Overview
Describe the activities that support the transition strategies. Explain how all stakeholders (counselors, school staff, parents, students) are
involved in the activities.
Parents of the new Kindergarten students are strongly encouraged to attend “Back-to-School Night” with their
students prior to the beginning of school. This event provides an opportunity to meet the teacher, unpack student
supplies and acclimate the child to the classroom environment. The kindergarten parent meetings are held shortly
after school starts to provide further information and address any concerns. Additional parent nights and programs are
scheduled to keep parents involved and informed of student progress. A weekly parent letter is provided to make
parents aware of what children are learning and experiencing. Kindergarten students are gradually given more
opportunities for growth and responsibility as the year progresses. One example of this is the Tuesday reading
homework folder that is implemented during the second semester in addition to the Thursday homework folder that
begins shortly after school begins. Our half-day kindergarten students are provided the experience of eating lunch in
the cafeteria towards the end of the school year to prepare them for that part of being in school all day in first grade.
Grade levels 1-6 provide parent communication and meetings so that teachers have the opportunity to make parents
and students aware of expectations and progress.
As students move from 6th grade to Junior High School, they go on a field trip to the Junior High they will be attending.
There they meet with counselors to learn enrollment procedures, choices for electives, and expectations of the school.
The students are also given a tour of the school. Here at Sky Ranch, the counselor sets up a mock junior high schedule
so the students can practice getting from classroom to classroom in only five minutes. They also practice opening
combination locks to help relieve some of that stress.
Section C – Documentation
Include the following documentation in the Schoolwide Plan:
 Copies of letters, flyers, and/or mailings notifying parents of transition activities
 Attendance records of parent meetings regarding transitions
 Evidence of vertical teaming among faculty (i.e.-agendas, minutes, curriculum maps)
Part XII – Data-Driven Decisions
The Schoolwide Plan should provide teachers with professional development that increases their understanding of the
appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.
20
Section A – Assessments
Assessment
Timeline
DIBELS
3 times a year plus
progress monitoring
each month
Gates-MacGinitie Reading Test
Fall and Spring
District Curriculum Tests
Every 9 weeks
STAR Reading Test
Ongoing throughout
the year
Every April
OAS
AR
COGAT
Ongoing throughout
the year
Beginning of second
semester
Purpose
To assess student progress toward Benchmarks in the
following areas: Phonemic Awareness, Alphabetic
Principle, Accuracy and Fluency, Vocabulary and
Comprehension. Assessed K-3rd grades
Used as a pre and post reading test to assess progress in
vocabulary and comprehension. Assessed in 4th-6th grades
Used to determine direction that instruction should take
and to assess student progress
To determine students’ independent and instructional
reading levels
To measure student progress and guide our modification
of current practice to improve student achievement
To help teachers progress monitor and measure students’
reading comprehension
Given to students in 2nd and 6th grade for identification
purposes in special programs such as the Gifted and
Talented Program (SEARCH) and/or Special Education.
Section B – Overview
Briefly describe the key assessments used by the school site, the procedure for sharing the data, and how teachers are using this data to make
decisions for improving student learning (i.e., OCCT data, benchmark data).
Reading and math assessments used at Sky Ranch include DIBELS, Gates-MacGinitie and OAS. The DIBELS benchmark
assessment is a reading assessment used to assess students in the following areas: Phonemic Awareness, Phonics,
Vocabulary, Comprehension, and Fluency. It is used with students from Kindergarten to 3rd grade. It is given three
times a year by the classroom teacher. Ongoing progress monitoring is used for those students who fall in the
intensive or strategic ranges. This ongoing information helps teachers modify instruction to teach specific skills to
develop these students reading skills. Reports are regularly sent home to parents.
The Gates-MacGinitie Reading Test is given in the fall and spring to students in the 4-6th grade. The test given in the fall
is used as a pretest to provide information to the classroom teacher in regard to each student’s comprehension and
vocabulary skills/level. The posttest is given in the spring. The two scores are compared which allows the teacher to
see gains made by the students in comprehension and vocabulary.
The OAS is given in mid-April to students in grades 3-6. Teachers analyze the results from the previous year to evaluate
the strengths and weaknesses of their teaching and their students’ learning. Teachers use this information to focus
instruction on the areas of weaknesses demonstrated on the test and modify their instructional approaches to increase
their students’ learning.
Section C – Evaluation
21
Explain how assessments and data-driven decisions are evaluated for effectiveness.
Student progress is continually monitored. Teachers observe students through their work and participation in class.
Teachers use a variety of informal assessments such as the Dolch word lists, 9-week tests, checklists, rubrics, report
card assessments, as well as the reports from the Success Maker, Study Island and Riverdeep programs.
Results from the end of year surveys will help determine the success of the assessments and will guide decisions made
regarding instruction and curriculum. Scores will be reviewed to determine success and guide future decision making
in relation to instruction and curriculum in reading and math.
Part XIII – Effective and Timely Additional Assistance
Schoolwide schools must identify students who need additional learning time to meet standards and provide them with
timely, additional assistance that is tailored to their needs.
Section A – Overview
Describe the additional assistance programs (intervention programs, extended day/year, math/reading blocks, tutoring) offered at the school.

Low achieving students receive tutoring during the school day from the Title I teacher or assistant

Low achieving students receive before/after school tutoring

Students with limited English receive ELL tutoring

Native American students can receive additional help from the Indian Tutor

Student with speech difficulty receive help from the Speech Pathologist

Summer School is offered to students to prepare them for the next grade level

Students who are identified as Special Education students, receive instruction from a qualified special
education teacher
Section B – Procedure
Explain the procedures in place to ensure students requiring additional assistance will be provided with effective, timely assistance.
Classroom teachers who observe a student having difficulty in any areas described above will refer the student for the
appropriate services. The Title I teacher monitors the DIBELS and Gates-MacGinitie scores. The teachers will refer
students who are not on grade level to the Title I teacher for additional help. Parents are contacted and the decision to
serve the child in the most beneficial way is made.
22
Section C – Evaluation
Explain how intervention programs/services are evaluated for effectiveness.
Effectiveness of the intervention program is made by monitoring the progress of the student. Multiple assessments are
made and efforts are coordinated between the classroom teacher and the other parties involved such as the Title I
teacher, the tutor, or the special teacher.
Part XIV – Coordination of Programs
Schoolwide schools are expected to integrate services and programs with the aim of upgrading the entire educational
program and helping all students reach proficient and advanced levels of achievement.
Section A – Overview
Briefly describe how local, state and federal programs will be coordinated to support high-quality learning opportunities for all students in your
school and how these programs are aligned to the Schoolwide goals.
Students receive services based on their test scores and their classroom performance. Classroom teachers, special
education teachers, the guidance counselor, speech and language pathologists, ELL teacher, Indian tutor, and the Title I
teacher administer and analyze assessments in order to identify the needs of our students. The student’s progress is
continually monitored and all parties communicate on a regular basis to track the effectiveness of instruction.
Section B – Coordination of Effort
Coordination of Effort
Funding Source
Federal/Title I
(modifications made to align with schoolwide goals)
Federal/Title III
Program/Service Impacted
Reading and Math Intervention Program
Tutoring and Saturday School
Training, recruitment, and retention of highly
qualified teachers
ELL
Federal/Title IV
Guidance
Federal/Title Vii
Indian Education/JOM
Hire Certified Teacher, Purchase Supplemental
Materials
Violence Awareness and Drug Free Education
for School and Community
Hire Tutor, Purchase Supplemental Materials
Federal/Special
Education
Local/Community
Services
Special Services
Salaries and Supplemental Materials
Complete Curriculum
Enrichment Activities
Federal/Title II
Employ a Reading Specialist, Purchase
Supplemental Materials, Hire Tutors
Staff Development
Part XV – Required Documentation
23
The following documents must be included in the complete Schoolwide Plan:
 Copy of Local Board of Education Meeting Minutes Reflecting Schoolwide Plan Approval
 Copy of Meeting Agenda and/or Attendance Records for Parent Informational Meeting
 Copy of 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
 Copy of Parent Involvement Policy
 Copy of Site Parent/School Compact
 Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activities
 Examples of School/Parent Communication
 Copy of Notification to Parents Regarding Student Achievement Reports and Test Scores
 Copies of Notification to Parents of Annual Parent Informational Meeting
 Copies of Notification of Title I Programs and Opportunities
 Copies of 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)
24