Annual Review
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Documents related to the Annual Program Review should be filed at the school site and results shared with all stakeholders. TITLE I SCHOOLWIDE PROGRAM ANNUAL REVIEW (For Schools Operating a Schoolwide School Program) Overview of Annual Review Requirements 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. 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. 1 2 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 Karie Hill Title Principal Stakeholder Group Administrator Natalie Smith Title I Reading Specialist Teacher Sarah Ryan Title I Assistant Teacher Leticia Shaw Special Education Teacher Teacher Emily Monroe Media Specialist Teacher Erin Cook Teacher Carol Batty Speech/Language Pathologist Computer Teacher Melissa Hartzell Counselor Teacher Victoria Russell Fifth Grade Teacher Teacher Sarah Hale Fourth Grade Teacher Teacher Elizabeth Myers Second Grade Teacher Teacher Shelley Mattingly Melissa Gish Jessica Parker Quentell Scott Apryl Ashby Heather Pyle First Grade Teacher First Grade Teacher First Grade Teacher Kindergarten Teacher Pre-Kindergarten Teacher Parent Teacher Teacher Teacher Teacher Teacher Parent Becky Young Parent Parent Jodi Green Parent Parent Nikki Millet Parent Parent Kim Ream Parent Parent Teacher Section B - Overview Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish. An open invitation is made at the beginning of the year for staff and parents to participate on the Title I Committee. The individuals listed have expressed a willingness to commit to the planning process for Title I and agreed to be present at relevant meetings and programs. This group represents lower and upper grade teachers, Special Education teachers, administration, Title I teachers and parents. The committee met at the beginning of the year to review the goals, Site Plan, proposed expenditures, professional development needs and parent nights. 3 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 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) OCCT Teacher Survey Ethnicity DIBELS Parent Survey Free/Reduced Lunch STAR Reading Student Survey Special Education STAR Math Attendance DIBELS Section B - Overview Briefly describe the data collection process. OCCT is administered annually, usually in April, of each school year. DIBELS benchmark assessment is administered 3 times per year – Fall, Winter, Spring along with progress monitoring on a weekly basis for those students who have not achieved a benchmark score. STAR Reading and Math screening assessments are given monthly along with weekly progress monitoring for students who have not achieved benchmark scores. District Quarterly Assessments for reading and math are administered at the end of each quarter. Attendance reports are reviewed daily by the principal. Reports cards are completed at the end of each quarter. Teacher, student and parent surveys are done in the spring of each school year. 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 4 Step II Addendum – Data Profile (Include last three (3) years of data) 1. Student Enrollment by Gender Year Total Enrollment # Male % Male # Female % Female 2014-2015 2013-2014 2012-2013 2011-2012 516 450 472 504 276 235 257 271 54% 52% 54.4% 53.7 237 215 215 233 46% 48% 45.6% 46.3 2010-2011 481 243 51 238 49 2. Student Enrollment by Ethnicity Year Total Enrollment % Black % American Indian % Hispanic % Asian/ Pacific Islander 2014-2015 516 7% 4% 19% 7% 46% 17% 2013-2014 450 6% 5.1% 16% 6% 50.4% 16.5% 2012-2013 472 4.4% 7.2% 15.9% 7.4% 53.4% 11.7% 2011-2012 504 5.8 7.7 13.5 8.7 57.7 6.6 2010-2011 481 7% 10% 14% 5% 64% 0 3. Students Eligible for Free and Reduced Lunch Program Year Number 2014-2015 285 2013-2014 246 2012-2013 237 2011-2012 230 2010-2011 % White % Other Percent of Population 55% 55% 50.2% 56.93% 230 48.38% 4. Students Participating in Targeted Title I Programs Year Program Enrollment Percent of Population 2014-2015 516 100% School Wide 2013-2014 450 100% School Wide 2012-2013 N/A (school wide program) N/A 2011-2012 N/A (school wide program) N/A 2010-2011 N/A (school wide program) N/A 5. Student Attendance Year Average Daily Attendance Percent of Student Population # Male % Male # Female % Female 2014-2015 493.39 94.84% 268.13 54% 225.26 46% 5 2013-2014 2012-2013 428 460.9 95% 82.8% 226 299 53% 53.7% 202 257 47% 46.3% 2011-2012 485.96 96.12% 298 96.30% 258 95.92% 2010-2011 456 95% 232 51% 224 49% Year Average Daily Attendance Percent of Student Population # Male % Male # Female % Female 2014-2015 2013-2014 2012-2013 2011-2012 4 8 5.4 11.4 0.7% 1.6% 43% 2.3% 129 89 132 171 23% 34.5% 55.2% 52.8% 99 88 107 153 17% 37.6% 44.8% 47.2% 2010-2011 8 3.5% 87 51% 83 49% 6. Student Tardy Rate 7. Student Mobility Rate Full Academic Year (FAY) Non Full Academic Year (NFAY) # Students % Student Population # Students % Student Population 524 93% 39 7% 2013-2014 438 89% 54 10.9% 2012-2013 415 74.6% 141 25.4% 2011-2012 458 90.9% 46 9.1% 2010-2011 428 89% 53 11% Year 2014-2015 8. Student Truancy Rate Year Average Daily Truancy Percent of Student Population 2014-2015 Data Not Available Data Not Available 2103-2014 0 0% 2012-2013 Data Pending 2011-2012 0 0% 2010-2011 0 0% st ***As of May 1 , no students/parents have gone to Truancy Court for the 14-15 school year. 9. Students Identified as English Language Learners (ELL) Year Program Enrollment Percent of Student Population 2014-2015 34 7% 2013-2014 2012-2013 27 27 6% 5.7% 2011-2012 24 4.8% 2010-2011 24 5% 6 10. Student Behavior Year Average Daily Referrals Average Daily In-School Suspensions Average Daily Out-of-School Suspensions 2014-2015 0.5 0.08 0.12 2013-2014 2.36 0.17 0.34 2012-2013 2011-2012 2010-2011 1 1 1 .5 .5 .5 .01 .01 .01 11. Highly Qualified Teachers (HQT) and Paraprofessionals Number of Certified Teachers Number of HQT Number of Non HQT 31 31 0 Number of Paraprofessionals Number of HQT Paraprofessionals Number of Non HQT Paraprofessionals 4 4 0 Years of Experience 12. Teaching Experience Number of Certified Teachers 0-3 7 3-5 2 6-10 9 11-15 8 15-20 0 20+ 5 13. Education Degree Received National Bachelor’s Number of Certified Teachers Bachelor’s 21 + 15 0 Master’s Master’s 10 +15 0 Board Doctorate 0 Certification 2 7 14. Teacher Turnover Rate Year Number of Returning Teachers Number of New Teachers Percentage of Turnover 2014-2015 16 15 48% Step III – Data Analysis Section A – Process Briefly describe the process used to analyze the collected data. Initial data analysis is completed on Site Improvement Day in the Fall during a school wide faculty meeting. In addition, the Title I planning committee also reviewed OCCT scores from the past 3 years at the Fall planning meeting. Continual data analysis is done during grade level data planning throughout the school year, which may include the principal, classroom teachers, special education teachers, reading specialist and school psychologist. Teachers review benchmark assessments, district assessment results and progress monitoring data to identify areas of need and determine grouping for instruction and interventions. Parent, teacher and student surveys are collected by Title I teacher and reviewed by the Title I committee at the Spring planning meeting. 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. Data from 2013-2014 OCCT Performance Reports indicate that math and reading are still areas needing improvement. The chart below delineates a summary of performance per grade level for 2013-2014 OCCT Performance (2014-2015 data is not available yet). 3rd Grade Math Number of Students at each Performance Level Advanced Proficient Limited Unsatisfactory 798-990 700-797 Knowledge 633400-632 699 Kingsgate 5 29 20 5 58% of 3rd grade students passed 3rd Grade Reading Number of Students and Percent at each Performance Level Advanced Proficient Limited Unsatisfactory 891-990 700-890 Knowledge 649400-648 699 Kingsgate 1 42 10 6 73% of 3rd grade students passed 4th Grade Math Number of Students at each Performance Level Advanced Proficient Limited Unsatisfactory 805-990 700-804 Knowledge 639400-638 699 Kingsgate 7 21 9 11 th 58% of 4 grade students passed 8 4th Grade Reading Number of Students at each performance Level Advanced Proficient Limited 845-990 700-844 Knowledge 658699 Kingsgate 0 30 7 th 63% of 4 grade students passed 5th Grade Math Number of Students at each Performance Level Advanced Satisfactory Limited 830-990 700-829 Knowledge 641699 Kingsgate 33 27 3 90% of 5th grade students passed 5th Grade Reading Number of Students at each Performance Level Advanced Proficient Limited 830-990 700-829 Knowledge 641699 Kingsgate 15 37 9 80% of 5th grade students passed 5th Grade Science Number of Students at each Performance Level Advanced Proficient Limited 765-990 700-764 Knowledge 648-699 Kingsgate 18 32 12 75% of 5th grade students passed 5th Grade Social Studies Number of Students at each Performance Level Advanced Proficient Limited 711-990 660-710 Knowledge 615-659 Kingsgate 45 14 4 88% of 5th grade students passed 5th Grade Writing Number of Students at each Performance Level Advanced Proficient Limited 48-60 36-47 Knowledge 23-35 Kingsgate 0 21 40 32% of 5th grade students passed 6th Grade Math Number of Students at each Performance Level Advanced Proficient Limited 795-990 700-794 Knowledge 664699 Kingsgate 19 32 5 th 77% of 6 grade students passed Unsatisfactory 400-657 11 Unsatisfactory 400-640 4 Unsatisfactory 400-640 4 Unsatisfactory 400-647 5 Unsatisfactory 400-614 4 Unsatisfactory 15-22 4 Unsatisfactory 400-663 10 9 6th Grade Reading Number of Students at each Performance Level Advanced Proficient Limited 828-990 700-827 Knowledge 647699 Kingsgate 13 37 11 th 76% of 6 grade students passed Unsatisfactory 400-646 5 Needs Assessment Results 2014-2015 All stakeholders including teachers, students and parents were surveyed during the two weeks prior to Spring Break. Teachers and staff were given the opportunity to give their feedback regarding the Title I program via an online survey. The results are as following: Interventions: 100% of K-3 teachers agree or strongly agree that the interventions with the Title I Teacher and Assistant fit their students’ needs. 92% of K-3 teachers indicated they felt their students (who attend Title I interventions) showed moderate or significant improvement and 29% indicated students showed some improvement. 100% of K-3 teachers indicated the Title I intervention schedule works “okay” or “well” with their own classroom schedule. 41% of teachers indicated a preference for students being served via pull-out, 11% indicated a preference for a combination of push-in and pull-out, and 7% indicated push-in and 41% of teachers had no preference. Parent Involvement: 81% of teachers indicated that Parent Involvement Events were effective to very effective, 15% felt neutral and 4% felt they were ineffective. 84% of teachers indicated that Kingsgate is effective to very effective at involving parents in their students’ education, 12% felt neutral and 4% felt Kingsgate is ineffective at involving parents. Professional Development: Open ended responses indicated that teachers desire professional development in: o Comprehension and Fluency Strategies o RtI o Specific Interventions Idea o Math Workshops o SLB o Integrating Literacy o Science workshops o Writing in Primary Grades Budget: In an open ended question, teachers indicated they would like to purchase: o 5th Grade Math Buckle Down OCCT Prep books o Reading Eggspress subscription for 4th-6th o iPads o Small white boards o Lakeshore Magnetic Phonics lapboard Evaluating School Purchases Teachers indicated the 3 most effective tools at encouraging student success were technology (SmartBoards and computers), during the day tutoring/interventions and before/after school tutoring. Teachers indicated the 3 least effective tools were Study Island, AR and Professional Development. 10 Overall, survey results indicated that 88% of teachers feel the Title I program is effective to very effective. Parents were given the opportunity to respond to a paper/pencil survey sent home in Thursday folders. Surveys were collected from March 13th to March 28th. 187 responses were received. 100% of parents indicated they felt Kingsgate was providing a quality education for their student. 56% of parents who attended Parent Nights felt they were very successful, 44% felt they were successful and 5% felt neutral. Parents were also asked how much AR, Technology, Parent Portal, Library Lessons and Parent Involvement activities had an effect on their student’s learning. Results are as follows: Program A Lot A little Not much Not at all N/A AR 59% 11% 2% 4% 25% Improved 62% 17% 0% 1% 20% Technology Parent Portal 35% 15% 7% 6% 37% Reading 48% 19% 2% 4% 27% Eggs/Study Island Library 79% 12% 1% 0% 8% Parent 47% 16% 5% 0% 32% Involvement 16 parents indicated their students attended Title I interventions in K-3 and 59% of those parents were very satisfied, 39% were satisfied and 2% were neutral. This is improvement from the 13-14 school year. Students were surveyed the week of March 10-14th. Kindergarten, First and Second grade took a paper survey and 3rd6th grade took an online survey. 4th-6th Grade Responses: Program I like this a lot This is okay. I don’t like this. I don’t know about this. AR 28% 54% 14% 4% Technology 67% 23% 4% 5% Reading Eggs 7% 6% 3% 84% Study Island 25% 42% 30% 3% Library Lessons 50% 38% 8% 4% Peer Tutoring 23% 21% 5% 51% Reading Groups 30% 32% 13% 25% Centers 30% 20% 8% 42% Spelling/Vocabulary Work 18% 47% 25% 10% Tutoring during the Day 9% 6% 4% 81% Family Nights 56% 22% 5% 17% 11 Kindergarten-2nd Grade Responses: Program I like this a lot This is okay. I don’t like this. SmartBoards 83% 14% 3% Computers 81% 14% 5% Library Lessons 80% 12% 8% Centers 85% 9% 6% Reading 77% 16% 7% Math 69% 13% 8% Section C – Success of the Schoolwide Program Based on the data analysis, explain which schoolwide programs are succeeding and which are not. The Title I teacher and Title I assistant provides interventions for students scoring strategic or intensive on DIBELS in grades Kindergarten-3rd. Teacher surveys indicate it increases student performance. DIBELS summary reports indicate its success in grades Kindergarten through 3rd, with the greatest success in First Grade. This is largely due to the fact that the First Grade Team willingly works closely with Title I staff to plan interventions. Parent Involvement is an area of concern. Surveys indicate that while parents who attend family nights feel the events are successful, the majority of parents still do not attend events. In addition, surveys indicate that parents’ desire more communication from the school about how to access Parent Portal, AR home connect and other resources. However, it is important to note that Title I events for the 14-15 school year had the greatest attendance when compared to the past 5 years. 12 Step IV – Review the Current Schoolwide Plan 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. Kingsgate continued to participate in a school wide Response to Intervention program during the 2014-2015 school year. The DIBELS Benchmark Assessment was used as the screening instrument for Kindergarten through 3rd grade. STAR Reading was used as the screening instrument for 4th through 6th grade. STAR Math was used for grades 1 through 6. Data from the OCCT and classroom observations were also used to help identify students who may need additional interventions. Data team meetings were beneficial in helping to ensure that all student needs were being met in a timely manner. In regards to additional interventions, the Title I Reading Specialist and Title I assistant worked with all students Kindergarten-Third grade who did not meet the DIBELS benchmark. In addition, Title I funds were used to purchase STAR Math for grades 1-6 to identify students at risk in the area of math. Title I funds were also used to purchase subscriptions for Starfall.com, Study Island and Reading Eggs in efforts to increase the use of technology in the classrooms. 13 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. Goal 1: For the 2014-2015 school year, students’ knowledge in reading and language arts (in relation to comprehension/critical literacy, vocabulary and written expression) will increase as measured by STAR Reading benchmark assessments. In 2014-2015, the percentage of K-3 students reaching benchmark status on the DIBELS Spring Benchmark Assessment will increase by 10%. In 2014-2015, the percentage of 4-6 students reaching benchmark status on the STAR Reading Spring Benchmark Assessment will increase by 10%. Spring Benchmark Scores are not available yet, results below are comparing Fall to Winter benchmark scores: Grade Urgent Intervention On Watch Benchmark Predicted to Pass OCCT ADK(Fall-EL) 0% 6% 13% 81% N/A ADK(Winter-EL) 0% 5% 0% 95% N/A 1st Grade(Fall-EL) 20% 10% 16% 54% N/A 1st Grade(Winter-EL) 2% 11% 13% 75% N/A 1st Grade(Fall-Read) N/A N/A N/A N/A N/A 1st Grade(Winter-Read) 3% 10% 14% 72% N/A 2nd Grade(Fall) 5% 13% 20% 62% N/A 2nd Grade(Winter) 13% 10% 19% 59% N/A 3rd Grade(Fall) 6% 9% 20% 65% 85% 3rd Grade(Winter) 8% 11% 18% 63% 81% 4th Grade(Fall) 7% 13% 12% 68% 80% 4th Grade(Winter) 16% 11% 7% 66% 73% 14 5th Grade(Fall) 9% 11% 19% 61% 80% 5th Grade(Winter) 11% 15% 11% 64% 75% 6th Grade(Fall) 9% 8% 22% 61% 83% 6th Grade(Winter 12% 16% 13% 59% 72% Aside from All-day Kindergarten and First grade, grade levels were not able to meet the reading goal of increasing number of students reaching benchmark by 10%. Possible barriers in achieving this goal are: new faculty, lack of fidelity of RtI implementation, large class size, re-districting. Goal 2: Students will increase knowledge of math concepts and operations as evidenced by performance on STAR Math. In 2014-2015 there will be a 10% increase in the number of students (1st-6th grade) reaching benchmark on the STAR math assessment. Grade Kindergarten(Fall) Urgent Intervention On Watch Benchmark Predicted to Pass OCCT N/A N/A N/A N/A N/A Kindergarten(Winter) N/A N/A N/A N/A N/A 1st Grade(Fall) 9% 6% 15% 69% N/A 1st Grade(Winter) 4% 5% 13% 78% N/A 2nd Grade(Fall) 8% 13% 13% 66% N/A 2nd Grade(Winter) 6% 14% 11% 68% N/A 3rd Grade(Fall) 3% 6% 18% 72% 90% 3rd Grade(Winter) 6% 5% 8% 81% 90% 4th Grade(Fall) 4% 7% 6% 82% 88% 4th Grade(Winter) 3% 10% 7% 80% 87% 15 5th Grade(Fall) 2% 4% 19% 74% 93% 5th Grade(Winter) 0% 11% 7% 82% 89% 6th Grade(Fall) 7% 7% 8% 77% 85% 6th Grade(Winter 9% 11% 12% 68% 80% Aside from 1st and 3rd grade, grade levels were not able to meet the reading goal of increasing number of students reaching benchmark by 10%. Possible barriers in achieving this goal are: new faculty, lack of fidelity of RtI implementation, large class size, re-districting. Goal 3: Kingsgate teachers will increase the utilization of technology during K-6 instruction. K-6th students will participate in a technology oriented lesson once per week. This goal was met for the 14-15 school year. Title I purchased additional computer programs and subscriptions including Starfall.com, Reading Eggs and Study Island. In addition, the computer lab schedule was altered to ensure every class is able to visit the computer lab one time a week for 45 minutes each session. This schedule left additional time for teacher to use the computer lab for special projects. Also, students attended the computer lab as one of the specials rotations. Goal 4: For the 2014-2015 school year is for parents will 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. In 2014-2015, 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. Attendance at parent involvement nights was drastically improved this year through better planning, preparation and communication about upcoming events. Attendance was increased by more than 10% when compared to last year; however, the majority of parents still do not attend events. Parents who did attend events considered them very successful. In addition, the parent surveys revealed that more communication is desired about programs such as Parent Portal and AR Home Connect. 16 Section C – Required Components Explain to what extent all 10 required components were implemented as indicated in the plan. Component #1 – Needs Assessment: Parents, students and teachers were given an opportunity to participate in surveys to provide feedback concerning the Title I program. Teachers complete an online survey, K-2nd grade complete a paper survey and 3rd-6th grade complete an online survey. Parents complete a paper survey sent home in Thursday folders. Component #2 – Schoolwide Reform Strategies: School wide RtI was continued. The DIBELS Assessment was used as the universal screener for grades K-3. STAR Reading/Math scores and OCCT scores were used for grades 4-6. From this data the staff was able to determine grouping and intervention needs for each student. By implementing RtI, Kingsgate was able to increase the effectiveness of interventions at-risk students receive. Scientifically based research programs such as Structured Language Basics, Treasures Core reading curriculum and Fountas and Pinnell Leveled Literacy Interventions are currently being used and are shown to be effective. Also, teachers are utilizing researched based lessons from Renaissance Place software. A Title I Assistant was added to grades K-3 to provide additional interventions to students in the RtI process. In addition, the district provides curriculum maps which align with PASS Skills. Technology is being used in the classrooms. Each Reading or Math classroom is equipped with a Smartboard and at least one computer. Component #3 – Instruction by Highly Qualified Teachers: All teachers and paraprofessionals are highly qualified. Kingsgate will continue to hire teachers who meet the HQT standards. Component #4 – Professional Development- The district professional development plan was implemented as planned. Though Kingsgate does not have a specific Professional Development Plan, the Professional Development Committee and District worked to ensure that teachers were provided opportunities to attend workshops and conferences to improve teaching techniques. In addition, Kingsgate held several “YANTA” (You are not teaching alone!” meetings to discuss Math re-teaching Activities and using Foldables. The Title I teacher provided professional development opportunities on STAR and DIBELS Data, Specific Intervention ideas for Reading, Reading Eggs software, Study Island software and integrating literacy across the curriculum. Current needs of the staff revealed on the teacher survey include training on Comprehension and Fluency Intervention ideas, Structured Language Basics and integrating literacy across the curriculum. It is important to note that all the requested training on the teacher survey was offered during the 14-15 school year, it was just poorly attended. Component #5 – Highly Qualified Teachers to High Needs Schools - Kingsgate continues to hire Highly Qualified teachers and paraprofessionals. Component #6 – Parent Involvement –Kingsgate has a Title I Committee that includes parents. This committee is responsible for developing and updating the Site Plan. In addition, Kingsgate has open invitations to Parent Involvement planning meetings to plan parent involvement nights. The PTA works closely with the Title I program to promote parent nights. Kingsgate held an informational meeting at the beginning of the year to give information to parents about Kingsgate’s Title I program. In addition, Title I held a Parent University night, Trick or Read Night, Family Literacy Night and a Summer Slide event to equip parents with information about supporting math and literacy development at home. Component #7 – Transitions Strategies – The Pre-K program at Kingsgate gives students a head start on developing skills needed for school success. AM/PM Kindergarten has a transition lunch where students eat lunch in the cafeteria to introduce them to staying at school full day. 3rd Grade Teachers plan a day of rotation to introduce students to rotating classes. Lastly, the counselor plans a lesson followed by trip to the junior high for 6th graders to ease the transition from elementary school to junior high. Component #8 – Data Driven Decisions - Currently the DIBELS Benchmark assessments are used to screen students and identify those students who may be struggling in the area of Reading for grades K-3. Data from STAR EL and STAR Reading assessments also provide data to monitor achievement. For grades 4th-6th, students are identified and 17 monitored through OCCT scores and STAR Reading. Grades 1st-6th are assessed and monitored with STAR Math. These assessments are reviewed during data planning and inform/guide instruction. All classroom teachers and administrators use the assessments to make decisions regarding whole group instruction as well as interventions. Component #9 – Effective and Timely Additional Assistance – Low performing students were identified at the beginning of the school year with the DIBELS Benchmark assessment for grades K-3 and the STAR Reading Assessment for grades 46. STAR Math is used for grades 1-6. Benchmarks are also given in the winter and spring of each school year. Based on the data from this screening, interventions were put into place to assist these students. In an effort to receive appropriate assistance in a timely manner, progress monitoring using the DIBELS (K-3) or STAR (4-6) is completed weekly on every student not reaching the benchmark. Component #10 – Coordination of Programs – Classroom teachers, special education teachers, guidance counselor, speech pathologists, ELL teacher and the Title 1 teacher administer and analyze assessments in order to identify the needs of students. Data and interventions are discussed in grade level data team meetings. The team works closely together to coordinate schedules so that the needs of the students can be met in the least restrictive environment. Some of these services employ the use of tutors or paraprofessionals to implement intervention strategies. All certified staff work together to schedule the programs. 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. Data shows deficiencies in reading as indicated by the DIBELS and STAR winter screening assessments. Spring Data is not available yet. Results are as follows: Benchmark Strategic Intensive Kindergarten Beginning Kindergarten Middle 63% 20% 18% 58% 20% 22% First Grade Beginning First Grade Middle 62% 7% 31% 68% 13% 19% Second Grade Beginning Second Grade Middle 88% 5% 8% 88% 5% 8% Third Grade Beginning Third Grade Middle 77% 5% 18% 82% 10% 7% STAR Early Literacy/Reading 18 Grade Urgent Intervention On Watch Benchmark ADK(Fall-EL) ADK(Winter-EL) 0% 0% 6% 5% 13% 0% 81% 95% Predicted to Pass OCCT N/A N/A 1st Grade(Fall-EL) 1st Grade(Winter-EL) 1st Grade(Fall-Read) 1st Grade(Winter-Read) 20% 2% N/A 3% 10% 11% N/A 10% 16% 13% N/A 14% 54% 75% N/A 72% N/A N/A N/A N/A 2nd Grade(Fall) 2nd Grade(Winter) 5% 13% 13% 10% 20% 19% 62% 59% N/A N/A 3rd Grade(Fall) 3rd Grade(Winter) 6% 8% 9% 11% 20% 18% 65% 63% 85% 81% 4th Grade(Fall) 4th Grade(Winter) 7% 16% 13% 11% 12% 7% 68% 66% 80% 73% 5th Grade(Fall) 5th Grade(Winter) 9% 11% 11% 15% 19% 11% 61% 64% 80% 75% 6th Grade(Fall) 6th Grade(Winter 9% 12% 8% 16% 22% 13% 61% 59% 83% 72% Benchmark STAR Math Grade Urgent Intervention On Watch Kindergarten(Fall) N/A Kindergarten(Winter) N/A N/A N/A N/A N/A N/A N/A Predicted to Pass OCCT N/A N/A 1st Grade(Fall) 1st Grade(Winter) 9% 4% 6% 5% 15% 13% 69% 78% N/A N/A 2nd Grade(Fall) 2nd Grade(Winter) 8% 6% 13% 14% 13% 11% 66% 68% N/A N/A 3rd Grade(Fall) 3rd Grade(Winter) 3% 6% 6% 5% 18% 8% 72% 81% 90% 90% 4th Grade(Fall) 4th Grade(Winter) 4% 3% 7% 10% 6% 7% 82% 80% 88% 87% 5th Grade(Fall) 5th Grade(Winter) 2% 0% 4% 11% 19% 7% 74% 82% 93% 89% 19 6th Grade(Fall) 6th Grade(Winter 7% 9% 7% 11% 8% 12% 77% 68% 85% 80% Regarding reading, this data indicates a need for increased interventions or a review/adjustment of current interventions and/or core instruction for reading for: AM/PM kindergarten, Second Grade, Fourth Grade, Fifth and Sixth Grade. Regarding math, this data indicates a need for increased interventions or a review/adjustment of current interventions and/or core instruction for math for: Second, Fourth, Sixth grades. However, it is important to note that Spring Benchmark data is not available yet and the Title I Committee and Title I Literacy Coach anticipate that more grade levels will show adequate progress towards meeting site goals for both Reading and Math. 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. Data from the DIBELS and STAR Reading and STAR Math winter benchmark scores indicate a need in improvement in our core curriculum/instruction and interventions in both reading and math for the majority of grades. Parent Surveys indicate a need for better communication concerning parent nights, AR Home Connect and Parent Portal. Student surveys indicated a need to continue to improve and utilize technology. Teacher surveys indicate a need to continue with Title I interventions and before/after school tutoring. Teacher surveys also indicate a need for Professional Development concerning RtI, specific intervention strategies, use of technology in the classroom and math instruction. Section B – Focus Goals Briefly explain how the focus goals will be modified or changed to meet the identified area of need. Goals for 2014-2015 will be based on the DIBELS Spring Benchmark scores for K-3 Reading and the STAR Reading Benchmark for 4-6. Math goals will be based on the STAR Math Assessment for grades 1-6. The Reading goal will remain the same: increase the number of students per grade level reaching benchmark status by 10%. The Math goal will remain the same: increase the number of students per grade level reaching benchmark status by 10%. The Technology goal will be altered to state that students will participate in a technology- based lesson in their Reading or Math classroom at least 2x’s per week. The Parent Involvement goal will be to maintain consistency of activities and increase attendance by 10%. Section C – 10 Required Components 20 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: Needs Assessment Implementation: Parents, students and teachers were given an opportunity to participate in surveys to provide feedback concerning the Title I program. Teachers complete an online survey, K-2nd grade complete a paper survey and 3rd-6th grade complete an online survey. Parents complete a paper survey sent home in Thursday folders. Evaluation: 27 teacher/staff surveys were returned, 187 parent surveys were returned and 487 student surveys were completed. The Title I teacher calculated all results and recorded open-ended answers. In addition, data from Winter Benchmark for DIBELS, STAR Math and STAR Reading were analyzed and compared. Spring data will be analyzed when it becomes available in Mid to Late May. Modification/Changes: The teacher/staff surveys will continue to be completed online. Student surveys for 3rd-6th grade will also continue to be completed online. Kindergarten-2nd grade surveys will continue to be completed on paper based on teacher feedback. Parent surveys will continue to be on paper and will be sent out two weeks prior to Spring Break and offered at Spring Parent/Teacher conferences. Benchmark data from DIBELS, STAR Math and STAR reading will be analyzed and compared again next year at the Title I Committee meeting and grade level meetings. Component 2: Schoolwide Reform Strategies Implementation: School wide RtI was continued. The DIBELS Assessment was used as the universal screener for grades K-3. STAR Reading scores and OCCT scores were used for grades 4-6. STAR Math was used as a screener and progress monitoring tool for Grades 1-6. From this data the staff was able to determine grouping and intervention needs for each student. By implementing RtI, Kingsgate was able to increase the effectiveness of interventions at-risk students receive. Scientifically based research programs such as Structured Language Basics, Treasures Core reading curriculum and Fountas and Pinnell Leveled Literacy Interventions are currently being used and are shown to be effective. A Title I Assistant was added to double the amount of students receiving interventions in grades K-3. In addition, the district provides curriculum maps which align with PASS standards. Technology is being used in the classrooms. Each classroom is equipped with a SmartBoard and at least one computer. Evaluation: Schoolwide RtI was successful at identifying students at-risk, data tracking was also extremely successful. Discussion about intervention frequency/durations and specific interventions need to be discussed more frequently. Modification/Changes: Kingsgate will continue with Schoolwide RtI using DIBELS, STAR and OCCT scores as data to drive decisions. Grade level team meetings will be held more frequently to allow time to discuss intervention frequency/durations and specific 21 interventions. In addition, Kingsgate will examine different scheduling options that would implement a school wide RtI time. Lastly, the administration and Title I teacher will meet more frequently with teachers in one-on-one meetings to discuss individual student and class data. Component 3: Instruction by Highly Qualified Teachers Implementation: All teachers and paraprofessionals are highly qualified. Kingsgate will continue to hire teachers who meet the HQT standards. Evaluation: All Kingsgate teachers and paraprofessionals are highly qualified. Four teachers are Nationally Board Certified. The majority of Kingsgate’s certified staff has more than 6 years’ experience. Modification/Changes: No changes are needed. Component 4: Professional Development Implementation: MPS district required professional development was implemented as planned. Kingsgate Professional Development Plan includes opportunities to attend workshops and conferences to improve teaching techniques specifically in implementing Daily 5, 6+1 Traits Writing, differentiated instruction, etc. In addition, Kingsgate held “YANTA” meetings (You are not teaching alone) to discuss: math notebooks, math review games, specific reading intervention ideas, small group guided reading, etc. The Title I teacher also provided professional development opportunities including: STAR data, DIBELS data, Reading Eggs, Study Island, Reading Interventions, integrating literacy across the curriculum, content area vocabulary, narrative writing. Evaluation: Current needs of the staff include more information on the use of small-group instructions during core instruction, information on the RtI process and how it works as a whole-school initiative as well as specific intervention ideas for both Reading and Math. Also, teacher attendance was relatively poor for most professional development sessions. Modification/Changes: Kingsgate will continue to offer YANTA meetings. The focus for YANTA meetings and other professional development opportunities will be focused on RtI, specific intervention strategies and use of technology in the classroom. The Title I teacher will be a part of the Professional Development Committee in 2015-2016. In addition, the Title I teacher will imbed professional development into more RtI meetings and other contract hour opportunities. Component 5: Highly Qualified Teachers to High Needs Schools Implementation: Kingsgate continues to hire Highly Qualified teachers and paraprofessionals. All Kingsgate teachers and paraprofessionals are highly qualified. Two teachers are Nationally Board Certified. The majority of Kingsgate’s certified staff has more than 6 years’ experience. 22 Evaluation: All Kingsgate teachers and paraprofessionals are highly qualified. Two teachers are Nationally Board Certified. The majority of Kingsgate’s certified staff has more than 6 years’ experience. Kingsgate has 10 teachers with advanced degrees and 2 faculty members currently pursing advanced degrees. Modification/Changes: Kingsgate will continue to hire Highly Qualified teachers. Component 6: Parent Involvement Implementation: Kingsgate has a Title I Committee that includes parents. This committee is responsible for developing and updating the Site Plan. In addition, Kingsgate has open invitations to Parent Involvement planning meetings to plan parent involvement nights. The PTA works closely with the Title I program to promote parent nights. Kingsgate held an informational meeting at the beginning of the year to give information to parents about Kingsgate’s Title I program. In addition, Title I held a Parent University night, Family Literacy Night and a Summer Slide event to equip parents with information about supporting math and literacy development at home. Evaluation: Parent involvement planning committees and parent involvement nights were completed/implemented as planned. Attendance for parent nights could still be improved but is drastically increased in comparison to the past 5 years. Communication to parents about Parent Portal and AR could be improved. Modification/Changes: Parent University will be held again but will focus Parent Portal. In addition, Kingsgate will plan an AR night at the beginning of the year to inform parents about the AR program and AR Home Connect. Component 7: Transitions Implementation: The Pre-K program at Kingsgate gives students a head start on developing skills needed for school success. AM/PM Kindergarten has a transition lunch where students eat lunch in the cafeteria to introduce them to staying at school full day. 3rd Grade Teachers plan a day of rotation to introduce students to rotating classes. Lastly, the counselor plans a lesson followed by trip to the junior high for 6th graders to ease the transition from elementary school to junior high. Kingsgate’s Second Annual Spectacular Summer Sundae Send-Off, the last parent involvement event scheduled for May 5th, 2015, also serves as a transition event for all grades. The event aims to equip parents with activities to do over the summer to keep their student academically engaged over the summer and prepared for the subsequent grade. 23 Evaluation: Transition activities are scheduled for May 2015. Modification/Changes: Transition activities will be evaluated and reviewed to discuss possible changes in August 2015. Component 8: Data Driven Decisions Implementation: DIBELS Benchmark assessments are used to screen students and identify those students who may be struggling in Reading for grades K-3. Data from STAR EL and STAR Reading assessments also provide data to monitor progress and achievement. For grades 4th-6th, students are identified and monitored through OCCT scores and STAR Reading. Grades 1st-6th are assessed and monitored with STAR Math. These assessments are reviewed during data planning and inform/guide instruction. All classroom teachers and administrators use the assessments to make decisions regarding whole group instruction as well as interventions. Evaluation: Results from the before mentioned tests help guide programs and instruction and interventions school wide and for individual students. Progress monitoring occurs weekly for all students not scoring Benchmark status. Grade Level Data meetings were held to discuss data and interventions. Title I teacher and Title I Assistant were both utilized to work with students not reaching benchmarks. First and Second Grade teachers report that STAR Math is not providing valuable resources or data; this will be taken in consideration for the 15-16 school year purchasing. Modification/Changes: Data team meetings will continue to be held but the frequency will be increased. Data team meeting agendas will include time to plan specific interventions based on student data. In addition, classroom teachers will have multiple opportunities for adequate training regarding how to access DIBELS and STAR reports. Classroom teachers will also have more one-one-one meetings with administration and the Title I teacher to discuss specific students and interventions. Component 9: Effective and Timely Additional Assistance Implementation: Low performing students were identified at the beginning of the school year with the DIBELS Benchmark assessment for grades K-3 and the STAR Reading Assessment for grades 4-6. STAR Math is used for grades 1-6. Benchmarks are also given in the winter and spring of each school year. Based on the data from this screening, interventions were put into place to assist these students. In an effort to receive appropriate assistance in a timely manner, progress monitoring using the DIBELS (K-3) or STAR (4-6) is completed weekly on every student not reaching the benchmark. Evaluation: Interventions with the Title I Teacher and Title I Assistant were delayed this year until the first week of September due to a district delay in DIBELS web based data collection. STAR Reading and STAR Math benchmarks were given monthly in a timely manner to all students. Kingsgate is extremely effective at progress monitoring on a weekly basis for at-risk students. Progress monitoring is an area of strength for Kingsgate. However, an area of weakness is the interventions 24 and accuracy of documentation necessary to refer a child for testing. Modification/Changes: Kingsgate will continue to progress monitor with fidelity. At each RtI meeting, administration and the Title I Teacher will check documentation pages to ensure that accurate and necessary information is being recorded. Also, implementing a school wide RtI time will help assist with the consistency of providing interventions on a bi or tri weekly basis. Component 10: Coordination of Programs Implementation: Classroom teachers, special education teachers, guidance counselor, speech pathologists, ELL teacher and the Title 1 Teacher administer and analyze assessments in order to identify the needs of our students. Data and interventions are discussed in grade level data team meetings. They team works closely together to coordinate schedules so that the needs of the students can be met in the least restrictive environment. Some of these services employ the use of tutors or paraprofessionals to implement intervention strategies. All certified staff work together to schedule the programs. Evaluation: Surveys indicate a need to work on scheduling with Title I services and other services that require students to be pulled out of the classroom. Modification/Changes: Title I Teacher and Assistant will work closely with Special Education, ELL teacher, Indian Tutor and classroom teachers to develop a schedule that best addresses the needs of the students and keeps students in the least restrictive environment. The Title I Teacher and Assistant will work in classrooms as scheduling and teacher preference allows. 25 Section D – Documentation Step V Addendum for Each Identified Focus Goal 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: For the 2015-2016 school year, students’ knowledge in reading and language arts (in relation to comprehension/critical literacy, vocabulary and written expression) will increase as measured by STAR Reading benchmark assessments. Briefly describe the reasoning for the identified goal. Kingsgate strives to meet all state standards and see all students become successful readers. In addition, this goal has been identified due to the demand to meet state and federal regulations requiring students to be reading on grade level by the end of 3rd grade and the need to provide timely assistance to those students needing additional instruction/intervention to perform on or above grade level. 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 percentage of K-3 students reaching benchmark status on the DIBELS Spring Benchmark Assessment will increase by 10%. In 2015-2016, the percentage of 4-6 students reaching benchmark status on the STAR Reading Spring Benchmark Assessment will increase by 10%. Action Plan Strategies and Action Steps Implement scheduled intervention times in every grade level Resources Needed Reading Intervention materials Person(s) Responsible Classroom teachers, Title I teacher and tutor Timeline Evidence of Progress August-May STAR, DIBELS Guided Reading Groups Reading intervention materials, leveled readers Classroom teachers August-May STAR, DIBELS Grade Level Data Meetings DIBELS and STAR data Classroom teachers, Title I teacher, principal, counselor, special education teachers August-May STAR, DIBELS Complete benchmarks and progress monitoring DIBELS and STAR assessments Classroom teachers August-May STAR, DIBELS 26 Goal: Students will increase knowledge of math concepts and operations as evidenced by performance on STAR Math. Briefly describe the reasoning for the identified goal. Kingsgate strives to meet all state standards and see all students master grade level math objectives. In addition, this goal has been identified by analyzing the data on number of students passing the State test. Teachers in the upper grades have also expressed a need for lower grade students to grasp basic math calculation concepts. 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, there will be a 10% increase in the number of students (3rd-6th grade) reaching benchmark on the STAR math assessment. Action Plan Strategies and Action Steps Administer STAR Math benchmark and progress monitoring Resources Needed STAR Math Person(s) Responsible Classroom teachers Timeline Evidence of Progress August-May STAR Math results Math computer software Math computer software Classroom teachers August-May STAR Math results, Math computer software reports, student performance, report card Math interventions Math intervention materials Classroom teachers, Title I teacher and tutor, special education teachers August-May STAR Math results Increase Math fact fluency Fact fluency drill materials Classroom teachers Title I teacher and tutor, August-May STAR Math results 27 Goal: Kingsgate teachers will increase the utilization of technology during K-6 instruction. Briefly describe the reasoning for the identified goal. Students need more participation in technology-related assignments in order to learn how to use technology to complete various tasks throughout their school and community lives. 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%) For the 2015-2016 school year, K-6th students will participate in a technology oriented lesson at least twice per week in their Reading or Math classroom. Action Plan Strategies and Action Steps Reading Eggs/Reading Eggpress and other web based software Hands-on technology learning experiences Resources Needed Person(s) Responsible Classroom teacher Title 1 staff Reading Eggs/Reading Eggpress and other web based software SmartBoards, Classroom teachers document cameras, Site tech response clickers, Title 1 staff audio enhancers, classroom computers, iPads Technology training for teachers Trainers, stipends for attendees Site tech, administrators, classroom teachers, literacy coach iPads for teacher and student use iPads training for teachers on specific apps for iPads Classroom teachers, paraprofessionals, title 1 staff, site tech Timeline Evidence of Progress Ongoing, August – May Increase reading and math scores Ongoing August – May Increase reading and math scores, projects using technology Ongoing August – May Ongoing August May Increase use of available technology by teachers and students for all types of software and learning experiences. Assignments/interventions using iPads 28 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 and help keep ongoing communication with teachers. 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. Kingsgate occasionally 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 Parent University – Reading and Math Book Fair Related Activities – (Doughnuts for Dads; Muffins for Moms) AR Night Parent Communication via email, phone calls, newsletters, etc. 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 Email, paper, infinite campus Person(s) Responsible Title I Teacher Grade Level Teachers Timeline Evidence of Progress At least one time per school year Increased awareness of the importance of reading support and the home-school relationship Increased awareness of the importance of reading support and the home-school relationship Increased awareness of the importance of reading support and the home-school relationship Increased communication between parents and teachers 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 All Faculty Ongoing 29 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 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 What Scientifically Based Research programs are currently being used at the school? Are they effective? 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 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 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? What are the current professional development needs of the staff? Administrators? How will the newly identified needs be implemented in the updated plan? 30 Component #5 – Highly Qualified Teachers to High Need Schools 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 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 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 Which assessments/benchmarks are currently used by the school to monitor student achievement? Are they effective? 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 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? How is progress monitored? Component #10 – Coordination of Programs Do all resources (federal, state, local) support the schoolwide program? 31 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: 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: 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 32 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: 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 33
