Title I regulations require that all schoolwide sites have a written, comprehensive and current site plan.
Sites should conduct an annual review of the schoolwide program to evaluate its effectiveness. The
purpose of this review is to evaluate all components and to make revisions for the upcoming school
year. The annual review can also serve other purposes such as:




Inform internal program management and help school leaders make informed decisions to
improve the quality of their program;
Answer stakeholder questions and help them better understand how effectively the school is
meeting its stated goals;
Increase understanding of specific strategies and help the school determine the usefulness of
the activities it has undertaken to increase student achievement; and
Promote interest in and support of a program or activity by illustrating certain strategies, their
outcomes in terms of improving student achievement, and increasing support for their use.
Just as the Schoolwide Plan should be considered a living document, the annual review should be
thought of as a continuous cycle always affecting future progress of the schoolwide program. A review
of the strategies and action steps originally proposed in the plan, an analysis of data, and input from
various stakeholders should inform revision of the original Schoolwide Plan and reflect a revitalization
of the school’s commitment ensuring all students have equal opportunity to achieve at high levels.
This toolkit is designed to be a guide during the annual program review process. Though there is no
required format for the annual program review, the Designing Schoolwide Programs Non-Regulatory
Guidance outlines specific requirements and suggested steps for review, which were used to create this
document. A school wishing to format the annual review differently, should consult the guidance to
ensure all requirements are met.
This Annual Program Review Toolkit includes a template for writing the annual review as well as several
resources such as Annual Data Review Action Steps, Document Checklist, Action Plan Templates and
Guiding Questions for the 10 Required Components of a Schoolwide Plan.
Documents gathered during the Annual Program Review and the revised Schoolwide Plan should be
kept on file at the school site and be made available to all stakeholders. Results from the Annual
Program Review must be shared with parents and staff on an annual basis and be made available upon
request. A copy of the Annual Program Review and a revised Schoolwide Plan need not be submitted
to the Oklahoma State Department of Education unless requested for monitoring purposes.
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 Central Elementary, Moore Public Schools, April 21,
2015.
Name
Title
Stakeholder Group
Becky Jackson
Principal
Support Service
Amy Frazier
School Counselor
Teacher
Stephany Gooden
Media Specialist
Teacher
Judy King
Title I Reading Specialist
Teacher
Becky McDougal
Title I Assistant
Paraprofessional
Kimberly Johnson
Special Education
Teacher
6th Grade Reading
Teacher
5th Grade L.A./Science
Teacher
4th Grade Reading
Teacher
3rd Grade Teacher
2nd Grade Teacher
1st Grade Teacher
Kindergarten Teacher
Teacher
Carol Gudgel
Leslie Madrid
Lori Birdwell
Emily Marshall
Carol Gaines
Jill Blaine
Kristine Richardson
Lindsey Elsea
Jenny Haddox
Kristy McDougal
Frances Sartin
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Parent
Parent
Parent
Parent
3
Section B - Overview
Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish.
The teachers on the team volunteered to be part of the review team. At least one teacher from each
grade level was encouraged to be part of the team, as well as a Special Education teacher, the media
specialist and school counselor. All teachers were asked to contribute names of parents that might be
interested in being on the review team. Parents were also given the opportunity to sign up for the
review team at Parent Involvement events. Members were asked to review forms used to collect data,
as well as to help compile data. Needs assessments were reviewed and new goals were made.
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.
4
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
Gender
District 9 Week Bench Marks
Parent Survey
Ethnicity
DIBELS
Student Survey
Gates-MacGinite Reading Test
SITE Meetings
Free and Reduced Lunch
Program
Attendance
STAR Literacy Test
PCAC Meetings
Tardy Rate
Success Maker (Reading, Math)
Mobility Rate
Read Naturally
Truancy Rate
ELL
Behavior
Section B - Overview
Briefly describe the data collection process.
OCCT results are sent in June or July to the Site Principal.
District Bench Marks tests are given quarterly and results reviewed soon thereafter.
DIBELS scores are reported almost monthly (7 times a year) to Reading Specialist, Site Principal and
District Reading Coordinator.
Gates and Star scores are given each semester with results turned into Reading Specialist and Principal.
Success Maker reports are pulled monthly by Principal.
Read Naturally results occur simultaneously as the children progress through a level.
Surveys are given to teachers, parents and students in the spring asking them to rate programs,
materials and events.
The demographic data is collected from Infinite Campus, a district wide reporting tool, and the State
Accreditation Report.
Section C - Documentation
Record and file the following documentation concerning the schoolwide program review team:
 Copies of Data Used in the Annual Review
5
 Agenda, Minutes, and Attendance Record for Data Review Meetings
Step II Addendum – Data Profile
1. Student Enrollment by Gender
Year
Total Enrollment
# Male
% Male
# Female
% Female
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
518
521
573
548
558
272
268
297
272
292
53
51.4
51.8
49.6
52
246
253
276
276
266
47
48.6
48.2
50.4
48
2009-2010
565
292
51.7
273
48.3
2. Student Enrollment by Ethnicity
Year
Total
Enrollment
%
Black
%
American
Indian
%
Hispanic
%
Asian/
Pacific
Islander
%
White
%
Other
2014-2015
518
5
5
12
0
61
17
2013-2014
521
3.8
6.8
9.7
.9
62
16.8
2012-2013
573
4.2
8.1
9.4
.5
61.4
16.4
2011-2012
548
5.3
9.7
12.4
.05
65
7.1
2010-2011
558
7
10
9
1
73
0
2009-2010
565
6.9
11.9
8.0
.9
72.3
0
3. Students Eligible for Free and Reduced Lunch Program
Year
Number
2014-2015
303
2013-2014
312
2012-2013
340
2011-2012
365
2010-2011
365
2009-2010
355
Percent of Population
58
60
59.3
66.6
70.44(Excluding Pre-K)
61.39
6
4. Students Participating in Targeted Title I Programs
Year
Program Enrollment
Percent of Population
2014-2015
School Wide Program
100
2013-2014
School Wide Program
100
2012-2013
School Wide Program
100
2011-2012
School Wide Program
100
2010-2011
School Wide Program
100
2009-2010
School Wide Program
100
5. Student Attendance
Average Daily
Attendance
Year
Percent of Student
Population
# Male
% Male
# Female
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
480.30
496
538.31
524.14
536
93.89
95
94
95.6
96
215.50
256
278.41
302
282
52
52
51.7
95.38
53
228.47
240
259.90
314
254
2009-2010
528.2
93.7
Data
Not
Available
% Female
48
48
48.3
95.04
47
6. Student Tardy Rate
Year
Average Daily
Tardies
Percent of Student
Population
# Male
% Male
# Female
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
12
8
14.71
15
11
2.1
1.3
2.57
2.5
34
181
154
198
175
104
31
48.5
50.8
48.3
55
151
155
192
187
84
2009-2010
7.9
30
Data
Not
Available
% Female
26
53.8
49.2
51.7
45
7
7. Student Mobility Rate
Full Academic Year (FAY)
Year
Non Full Academic Year (NFAY)
% Student
Population
# Students
% Student
Population
# Students
2014-2015
531
91.9
47
8.1
2013-2014
548
90.4
58
9.5
2012-2013
450
78.5
123
21.5
2011-2012
496
90.5
52
9.5
2010-2011
488
87
70
13
2009-2010
491
86.9
74
13.1
8. Student Truancy Rate
Year
Average Daily Truancy
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
<1
<1
<1
8
10
7
Percent of Student Population
<1
<1
<1
1.4
1.7
1
9. Students Identified as English Language Learners (ELL)
Year
Program Enrollment
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
7
5
6
6
6
7
Percent of Student Population
1
0.95
1
1.1
1.1
1.2
10. Student Behavior
Year
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
Average Daily Referrals
<1
<1
<1
3
7
<1
Average Daily In-School
Suspensions
<1
<1
<1
6
4
<1
Average Daily Out-ofSchool Suspensions
<1
<1
<1
<1
<1
<1
8
11. Highly Qualified Teachers (HQT) and Paraprofessionals
Number of Certified Teachers
Number of HQT
Number of Non HQT
35
35
0
Number of Paraprofessionals
Number of HQT Paraprofessionals
Number of Non HQT
Paraprofessionals
15
15
0
Years of Experience
12. Teaching Experience
Number of Certified Teachers
0-3
4-5
6-10
11-15
16-20
20+
35
4
4
6
5
7
9
13. Education
Degree Received
Number of Certified
Teachers
Bachelor’s
Bachelor’s
+ 15
35
18
1
Master’s
Master’s
+15
11
5
Doctorate
National
Board
Certification
5
9
Step III – Data Analysis
Section A – Process
Briefly describe the process used to analyze the collected data.
Information is taken from Infinite Campus, a district wide reporting tool, and the State Accreditation
Report. Data is sent to the principal and test scores are organized by grade level. Vertical and
horizontal teams of teachers review the scores, sort the data, and list weakest to strongest concepts.
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.
Teachers look for trends in the CRT scores along with benchmark scores, DIBELS, Gates and STAR results.
State test results in math revealed weaknesses in measurement, time and temperature/money, number
operations, properties of shapes, circles and polygons, algebra patterns, number properties, and
coordinate geometry. Continued needs to be addressed are basic recall of math facts and problem
solving. The main strength in math was number sense.
Results in reading indicated that accessing information, figurative language/sound devices, using
resource materials, literary elements, synonyms/antonyms/homonyms, summary/generalizations,
interpreting information, and word origins were general weaknesses. We will concentrate on
informational reading as well. Our overall strengths, according to the test results, were analysis and
evaluation, inferences/interpretation, literary understanding, and literary genre.
10
Section C – Success of the Schoolwide Program
Based on the data analysis, explain which schoolwide programs are succeeding and which are not.
Computer programs that we are using, such as Success Maker (Reading and Math), TTM-Think Through
Math, Riverdeep, Brain Pop, Study Island, Tumblebooks, Reading Eggs, IXL, etc. help the students to
progress at their own levels. 4th – 6th grades have mostly replaced Success Maker with TTM. 2nd through
4th grades feel IXL helps their students with math and reading skills. Kindergarten through 2nd grade
uses Success Maker and Reading Eggs. 6th grade has been the only grade level that has been consistently
using Study Island. Those computer programs as well as other technology used at our school, like
SMARTBoards, iPads, Document Cameras and Student Response Systems, provide interactive practice
and motivation for the students on the skills that they are learning in reading and math. Accelerated
Reader (AR) is a valuable program that motivates the children to read and earn points. Small Group
Guided Reading combined with Literacy Centers give the teachers a better understanding of the reading
level of each child and provides a manageable way to work with children on their specific needs. Not all
teachers are implementing literacy centers. Structured Language Basics, used in our first grade
classrooms, provides a good basis for phonemic awareness, phonics, fluency and other language arts
skills. Small group tutoring by the Title I teacher and assistant provides extra instruction and reading
practice concentrating on phonics, comprehension and fluency, mainly through the Read Naturally
program. The teachers in Before/After School Tutoring gear their instruction around the specific reading
and math needs of each student attending. Instruction and activities are done in small group settings.
All of the above schoolwide programs, combined, help to make gains in some individual DIBELS scores
(K-3) and the CRT. The success of the schoolwide programs mentioned above will be evaluated
according to the Spring 2015 results.
11
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.
Central’s academic goals for improvement are directed towards reading, math, and language. Low
achieving students in these areas are identified by the CRT, District 9 Week Benchmarks, DIBELS, Gates,
STAR, and reports generated by Success Maker. Success Maker allows the teacher not only to identify
low performing students but to identify specific areas needing remediation. The regular classroom
teachers then re-teach and make changes to instruction based on the results of the tests. Fourth, fifth,
and sixth grade teachers, along with the Title I Reading Specialist and assistant, group children one
afternoon a week according to areas of weakness in language arts and math. This is one way that
instruction is differentiated and the needs of the students at all levels are met.
Additionally, students in grades K-6 receive help during the school day from our Title 1 teacher and our
assistant. Students in grades 3-6 are invited to attend Before/After School tutoring. Students in grades
4-6 can attend free evening tutoring offered by High School Honor Society students at our local junior
high schools. The High School Honor Society tutoring program in reading and math is monitored by
certified personnel. Students at our site may also attend tutoring at the public library MondayThursday. This service is free to our families. Title I Summer School is available to our students, grades
K-2, free of charge.
12
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.
Focus goals for both math and reading were not met, though progress was made. The spring CRT test
scores of 2014 revealed that 74% of our students in 3rd grade scored proficient or above in Reading,
69% in 4th grade, 88% in 5th grade, and 87% in 6th grade. Our 3rd grade reading scores dropped 2%,
while our 4th grade reading scores increased by 3%, 5th grade increased by 11%, and 6th grade increased
by 4%. We want to see the amount of students who reach a proficient level increase in the area of
reading. In Math, 57% of our 3rd grade students scored proficient or above, 59% in 4th grade, 78% in
the fifth grade and 78% in 6th grade. Our math scores significantly decreased in 3rd (10%) and 6th
grades (14%). 4th grade increased math scores by 6% and 5th grade increased by 1% as compared to 2013
scores. We would like to see more students reach proficiency in math, especially in the 4th and 5th
grades. Academic vocabulary remains a weakness. Larry Bell’s 12 Powerful Words were emphasized in
individual classrooms. Academic vocabulary across subject matter was chosen by teachers to use from
one grade level to the next. We will continue to expand that vocabulary bank. We will better utilize the
Success Maker Collaborate (Vocabulary Component). More instructional time was given to math facts
and story problems. Weekly times tests of math facts were given. Student needs are continuing to be
identified and addressed. Professional Development for staff is tailored around the needs of the
teachers and students. We are always looking at ways to improve parent involvement in academic
endeavors. A continuing challenge is parent involvement. Many parents are busy working to provide
the basic needs of their families. This year for our Parent Involvement Nights, we had Super Heroes are
Problem Solving Superstars for Math night and author Darleen Bailey Beard attend reading night. The
math night featured activities for the parents to help their children with measurement and comparisons,
counting, weighing, addition, number sense, and math facts. Darleen Bailey Beard is an Oklahoma
author. She attended our reading night to explain to the parents how to teach their children to write a 5
paragraph expository using the 5 senses.
Section C – Required Components
1. Needs Assessment: Data from multiple sources are reviewed continually and strategies are
reviewed and changed if necessary, or new strategies are developed.
2. Research-Based Reform Strategies: All programs/materials used at Central are research based.
3. Instruction by HQ Teachers: Only educators with HQ status are hired.
4. Professional Development: A variety of PD is offered by our district and site.
5. Recruitment of HQ Teachers: Moore Public Schools has a reputation of academic excellence.
Teachers in MPS receive a lot of support.
6. Parent – Family Involvement: Every effort is made to make families feel a part of the learning
community here at Central.
13
7. Transition Strategies: Interaction between the elementary and junior high school and grade
level transition booklets are key transitional strategies that we use.
8. Data Driven Decision Making: Every effort is made to include all stakeholders when developing
new strategies and/or purchasing materials. Vertical teams, the Technology Committee and the
Professional Development Committee work with the available data when developing strategies
or purchasing technological equipment, soft ware, or more traditional types of materials.
9. Intervention Strategies: Early detection of problems and a systematic approach/timeline in
finding possible solutions take place regularly in team meetings.
10. Coordination of Federal/State/Local Programs: Central is fortunate to have knowledgeable
district coordinators who help with the information pipeline in regard to coordinating our site
programs.
Explain to what extent all 10 required components were implemented as indicated in the plan.
1. Needs Assessment: Data from multiple tests and surveys are reviewed monthly, quarterly, biannually and/or annually. Strategies are continued and/or developed as a result of the data.
2. Research-Based Reform Strategies: All programs/materials used at Central are research based.
3. Instruction by HQ Teachers: Only educators with HQ status are hired at Central.
4. Professional Development: See lists of activities offered by our school site. Our district offers a
wide variety of Professional Development, both required and elective.
5. Recruitment of HQ Teachers: Moore enjoys a reputation of being a good district in which to
work, offering many opportunities for training and support.
6. Parent – Family Involvement: Every effort is made to make families feel a part of the learning
community. Several events are organized each year for parents to learn about and be involved
in the process of helping their children learn.
7. Transition Strategies: 6th graders visit one of the junior high schools to take a tour and hear
about academic expectations, social and athletic opportunities, etc. The junior high literacy
coach visits Central Elementary to explain the required summer reading. Transition kits are
created to help incoming kindergartners practice letters, numbers, writing their name, scissor
cutting, writing the alphabet. These are two key strategies used to help these groups of students
transition to the next level of schooling.
8. Data Driven Decision Making: Every effort is made to include all stakeholders when developing
new goals and strategies and purchasing materials. Vertical teams, the Technology Committee,
and the Professional Development Committee work with the available data when developing
strategies, training and purchasing technological equipment, software and more traditional
types of materials.
9. Intervention Strategies: Early detection of problems and a systematic approach/timeline in
finding possible solutions take place regularly in team meetings.
10. Coordination of Federal/State/Local Programs: Central is fortunate to have a knowledgeable
Title I District Coordinator who helps with the information pipeline in regard to coordinating our
district site programs with federal and state guidelines.
14
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.
Weaknesses in reading include accessing information, figurative language/sound devices, using resource
materials, literary elements, synonyms/antonyms/homonyms, summary/generalizations, interpreting
information, and word origins. The weaknesses in math are measurement, time and
temperature/money, number properties, and coordinate geometry. Continuing needs to be addressed
are basic recall of math facts and problem solving. Parents are not as involved as we would like. Super
Heroes are Problem Solving Superstars (Math Night) and Darleen Bailey Beard (Reading Night) both had
good attendance. In an effort to encourage parents to be more involved with their children
academically, we will continue to have speakers, seminars, etc. that will help parents be better equipped
and motivated to help their children.
15
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.
After reviewing the 2014 Spring State Test Scores by vertical and grade level teams, weaknesses in
Reading include accessing information, figurative language/sound devices, using resource materials,
literary elements, synonyms/antonyms/homonyms, summary/generalizations, interpreting information,
and word origins. Measurement, time and temperature/money, number operations, properties of
shapes, circles and polygons, number properties, coordinate geometry, and algebra patterns were the
weaknesses for Math. Continuing needs to be addressed are basic recall of math facts and problem
solving. The teams reviewed past practice and investigated possible changes of methodology.
Lack of parent involvement, in the area of helping their children academically, is an area of concern too.
Students who have parents who are involved in their education tend to perform at a higher level than
those students whose parents are not as engaged. In an effort to increase student academic
performance, we have instituted family nights that include both literacy and mathematics. We would
like to see the number of parents attending school functions increase and will continue to investigate
programs/activities that have the potential to increase parent involvement.
16
Section B – Focus Goals
Briefly explain how the focus goals will be modified or changed to meet the identified area of need.
We will keep the focus goals of increasing the total reading and math scores by 5% on the Spring CRT.
We will continue to refine the methods of teaching vocabulary, accessing information, research,
figurative language/sound devices, and summary/generalization using best practice methodologies. We
will also investigate web based programs/iPad apps that that can be tailored to whole group, small
group, or individual instruction. We will better use the Success Maker Collaborate program which is the
vocabulary element of Success Maker as well as Study Island, IXL, Reading Eggs and Brain Pop.
Dictionaries and thesauruses will be used during locating/using resources lessons and for writing
assignments.
We will continue to look for web based programs/iPad apps that involve math problem solving skills
including measurement, time and temperature/money, number operations, properties of shapes, circles
and polygons, and algebra patterns. We will be looking for web sites that include instruction in whole
group, small group, and individual instruction. Site licenses for IXL, Study Island, Reading Eggs and Brain
Pop were repurchased and will be better utilized in the 2015-16 school year.
We will continue to offer and inform parents of the educational opportunities offered by Central
Elementary. We will keep parents informed through our web page, notices/flyers, parent portal,
marquee, automated dialer and e-mail.
17
Section C – 10 Required Components
Briefly describe how each of the 10 Required Components has been implemented according to the
current Schoolwide Plan, how each is evaluated for effect on student achievement and how each will be
modified or changed to meet the needs identified in the Annual Program Review. Guiding Questions for
the 10 Required Components are included in this toolkit.
Component 1: Schoolwide Reform Strategies
Implementation:
The reform strategies designed to address the continued needs of the teachers and students include:
Teacher Training/Involvement, Student Involvement/Achievement, Technology Training and Use, and
Title 1 Services.
Evaluation:
On-Site Professional Development was offered in the area of technology, specifically Infinite Campus
Training, Web Page Development, and Internet-based Education Sites. On-Site trainings also included a
TLE overview, and Other Academic Measures (OAM). The Title I Reading Specialist, along with the 4th
and 5th grade reading teachers went to the fall Oklahoma Association for Supervision and Curriculum
Development Conference. The Media Specialist attended Encyclomedia and district Technology
Committee Meetings. The Title 1 Reading Specialist attended a two day workshop called Strengthening
Your Title 1 Program. A first and second grade teacher attended a seminar held by Pat Pavelka. Next
year, we hope to offer technology workshops for teaching with iPads in the classroom. The iPad
workshop and the grant writing workshop were requests made on the teacher survey. Students
received instruction in a variety of methods and settings (whole group, small group, and individually).
The Title I staff offered additional literacy instruction to students who did not benchmark in their DIBELS
testing or did not score proficient or above on the OCCT tests. They used Read Naturally, a program to
improve reading fluency, as well as various activities to address phonics and comprehension needs. For
grades 4-5, the Title I Reading Specialist concentrated on test taking skills and the areas of weaknesses
shown on our reading OCCT results.
Modification/Changes:
Possibilites for Professional Development include, but are not limited to, technology workshops
(document cameras, grade cams, student response systems, iPad) and how to write a grant.
18
Component 2: Instruction by Highly Qualified Teachers
Implementation:
Central Elementary is served by a highly qualified staff. Central Elementary has four reading specialists.
We also have five teachers who have received their National Board Certification. 46% of our teachers
hold Master degrees. 77% of our faculty has six or more years of teaching experience. All teachers are
required to acquire professional development points yearly.
Evaluation:
We have no teachers teaching outside of their fields.
Modification/Changes:
Our administrator and our faculty continue to be supportive of our teachers who continue to take
education courses and those who are seeking National Board Certification.
Component 3: Professional Development
Implementation:
Central is part of a district that continually provides quality staff development for all teachers and staff.
We will continue to offer On-site Professional Development based on assessed needs.
Evaluation:
On-Site Professional Development was offered in the area of technology, specifically Infinite Campus
Training, Web Page Development and Chrome. On-Site trainings also included a TLE overview and
Implementation, and Other Academic Measures (OAM). The Title I Reading Specialist, along with the 4th
and 5th grade reading teachers, went to the fall Oklahoma Association for Supervision and Curriculum
Development Conference. The Media Specialist attended Encyclomedia and district Technology
Committee Meetings. Our district provided a wide variety of workshops all year long.
Modification/Changes:
Next year, we hope to offer another technology workshop for teaching with iPads in the classroom. We
also would like to offer a workshop on how to write a grant. The iPad workshop and the grant writing
workshop were requests made on the teacher survey. Other possibilities for Professional Development
include, but are not limited to, CAFÉ/Daily Five, Writing, etc.
19
Component 4: High Quality Teachers to High Need Schools
Implementation:
We will continue to support and hire High Quality Teachers.
Evaluation:
Central Elementary is served by a highly qualified staff. Central Elementary has four reading specialists.
We also have five teachers who have received their National Board Certification. 46% of our teachers
hold Master degrees. 77% of our faculty has six or more years of teaching experience. All teachers are
required to acquire professional development points yearly.
Modification/Changes:
Our administrator and our faculty are supportive of our teachers who continue to take education
courses and those who are seeking National Board Certification.
Component 5: Parental Involvement
Implementation:
Parent Involvement has always been and will continue to be a major focus at Central Elementary. As a
faculty we have made it a goal to reach out and help families feel comfortable at school. Our goal is to
assure parents that we see them as partners in their child’s education.
Evaluation:
Besides the district required open house, we have parent meetings held by grade level teams. Parents
are informed of the classroom goals and procedures. Teachers give a handout that has information
about our school website, their personal websites, and e-mail addresses. We also encourage the parents
to sign up on parent portal. We hold family book fairs, family Math and Reading Nights. In addition, an
Oklahoma author, Darleen Bailey Beard was invited to talk about the process of writing a 5 paragraph
expository using our senses.
Modification/Changes:
Research tells us that many families in poverty are hesitant to participate in school activities because of
their negative experience in school and their feelings of inadequacy when it comes to helping their child
in educational endeavors. We will continue many of the Parent Involvement events listed above. We
will continue to investigate programs/activities that have the potential to increase parent involvement.
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Component 6: Transition Strategies
Implementation:
To ease transition from early childhood programs into a successful elementary school life, we strive to
address both the parent and child concerns before the year begins. Likewise, we want our sixth graders
to have a successful transition into junior high.
Evaluation:
At the end of the school year, sixth graders tour one of the junior high schools, learning about academic
expectations, social and athletic activities, etc. The junior high literacy coach also visits Central
Elementary to explain the required summer reading. Open House Night, before the school year begins,
helps all students transition into their next grade levels. At Open House, parents and students are able
to meet the teacher, unpack supplies, and acclimate themselves to a new environment. Parent meeting
nights are scheduled within the first month of school where teachers at each grade level discuss
requirements and expectations for the school year.
Modification/Changes:
At the end of this school year, future kindergarten parents were invited to attend a meeting. They were
given a take-home kit for summer practice with their kindergartners. The kindergarten teachers talked
to the parents about kindergarten expectations. Also, sixth graders have summer reading required by
the junior high.
Component 7: Data Driven Decisions
Implementation:
All curriculum decisions are made with due consideration to the results obtained through state tests,
district tests, and various site assessments. Monitoring of these results is an on-going process with
adjustments made when necessary.
Evaluation:
We continued to make assessments. As a result of the data, we concentrated more on accessing
information, using resource materials, and figurative language/sound devices, literary elements,
synonyms/antonyms/homonyms, summary/generalizations, and word origins. In math, we
concentrated on time and temperature/money, number operations, properties of shapes, circles and
polygons, coordinate geometry, and algebra patterns. Continuing needs to be addressed are basic recall
of math facts and problem solving. Classroom teachers, as well as the Title I Reading Specialist and
Media Specialist, concentrated on the above skills in their lessons.
.
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Modification/Changes:
We will continue to adjust and modify as needs and assessment results change.
Component 8: Effective and Timely Additional Assistance
Implementation:
Quickly evaluate various student assessments and place students in tutoring programs and/or
recommend opportunities for additional tutoring.
Evaluation:
Low achieving students in the areas of reading and math are identified by the Criteria Reference Testing
(CRT’s), DIBELS, Gates, STAR and reports generated by Success Maker. Success Maker allows the
teacher not only to identify low performing students, but also to identify specific areas needing
remediation. Students in grades K-6 receive help during the school day from our Title I Teacher and
Assistant. Low performing students in grades 3-6 can attend Before/After School tutoring. Free tutoring
is also offered by the High School Honor Society at our local junior high schools. This program is
monitored by certified personnel. Central Jr. High students come for “Cub Time” tutoring for our 1st-2nd
grade once a week every other week for 10 weeks. The Moore High School football team tutors on
game days. Local churches offer free tutoring Monday – Thursday as well.
Modification/Changes:
Continue to monitor and evaluate students in a timely manner and give them additional assistance.
Component 9: Coordination of Programs
Implementation:
Our district Title I Coordinator attends meetings and is informed about Title I policies both at the federal
and state levels. The district coordinator then relays the information to the Title I teachers through
monthly meetings and emails. Individual teachers at our site make use of local service programs to
complement and enrich their curriculum and help students grasp content standards.
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Evaluation:
The Title I teacher attends monthly Title I meetings led by the district Title I Coordinator. Our teachers
take advantage of many local services to complement their curriculum. Our students take walking field
trips, such as trips to the public library. Our 3rd grade goes to the OKC Philharmonic annually. Our 2nd
grade went to the Sam Noble Museum of Natural History. The Moore Public Library offered free
tutoring services this year for elementary students. Volunteer students from local Hillsdale College
teamed with the Moore Public Library to provide the tutoring service. Donations, supplies, and books
were received from local churches such as Fresh Start Community Church and Genesis Church. Our
teachers spend time and effort writing grants for the enrichment of our students. A few teachers
received items from writing a grant to DonorsChoose.org. We also serve our lowest income students
through the Food 4 Kids program. Students participate in regional and local food drives and Jump Rope
for Heart.
Modification/Changes:
We will continue to work with local businesses and patrons. Teachers will continue to write grants for
the 2015-16 school year. We will continue the Backpack 4 Kids program.
Component 10: Needs Assessment
Implementation:
Central teachers have a great deal of flexibility in assessments used to measure classroom performance
and in more formal assessments used for report cards that measure student’s progress in the content
areas.
Evaluation:
Besides the state and district tests, teachers are encouraged to incorporate a variety of assessment
strategies that address multiple learning styles. Some of the assessments that are used are Accelerated
Reader, STAR Test, GATES MacGinitie Reading Tests, Dynamic Indicators Of Basic Early Literacy Skills
(DIBELS), Success Maker. In addition, teachers use information gathered by Study Island, Brain Pop,
Riverdeep and IXL, which are all web based programs. Teachers also use teacher generated
assessments, learning center activities, oral questioning, flash cards for math facts and sight words to
assess the progress of their students.
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Modification/Changes:
Teachers will continue to share ideas on assessments in team meetings, vertical and horizontal. Our
district has developed district math, reading, language, science, social studies, and fine arts tests. All
students in kindergarten through third grade take part in the DIBELS assessments three times a year.
Students who have not reached DIBELS benchmark for their grade level are monitored monthly. We
hope to create more assessments to meet the needs of our students.
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:
1. To increase the total reading score by 5% on the 2015 Spring CRT.
2. To increase the total math score by 5% on the 2015 Spring CRT.
Briefly describe the reasoning for the identified goal.
1. Spring scores for the 2014 CRT increased, but we would still like to see more students reach
proficiency.
2. Spring scores for the 2014 CRT continued to be lower than expected in math.
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%)
1. Seventy percent of students will raise their CRT reading scores by 5%
2. Seventy percent of students will raise their CRT math scores by 5%.
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Action Plan
Strategies and
Action Steps
1) Use of SLB in 1st
grade. Guided
reading time and
literacy centers in
grades 1-3. Use of
technology. Use of
Unravel strategy.
Increase vocabulary
bank vertically
across subject
areas. Utilize
resources, such as
the thesaurus,
encyclopedias,
almanac, etc., in
lessons and
projects.
2) Use of Math
Unravel. Utilize
technology.
Develop a bank of
story problems.
Increase time spent
on learning basic
math facts.
Resources Needed
1) Additional
training in guided
reading, literacy
centers and
technology.
2) Additional
training in
technology.
Person(s)
Responsible
1) Classroom
teachers, Media
Specialist, Reading
Specialist,
Principal, District
Coordinator,
Professional
Development and
Technology
Committee
Timeline
Aug. 2015– May
2016
2) Classroom
Aug. 2015- May
teachers, Principal, 2016
District
Coordinator,
Professional
Development and
Technology
Committee
Evidence of
Progress
Scores on State
and District Tests
and DIBELS
Scores on State
Test
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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 did the school increase the amount and quality of instructional time? Was it effective?

How is technology being utilized in the classroom? Has it been effective in increasing
engagement, motivation and achievement?
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?
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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?
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?

Are there any gaps in the current transition activities? How can these be closed?
Were all stakeholders involved in transition activities? If not, how can they be more involved in
the future?
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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?
Do any activities or programs need to be modified to better support the schoolwide program?
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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)
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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
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
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