Submit to:
Oklahoma State Department of
Education
Attn: Jackie Mania
TITLE I SCHOOLWIDE PROGRAM-PLAN TEMPLATE
OKLAHOMA STATE DEPARTMENT OF EDUCATION
2500 North Lincoln Boulevard
Oklahoma City, OK 73105
Part I – Contact Information
County
Cleveland
Code
14
District
Moore Public Schools
Code I 002
Mailing Address
500 North Norman Avenue
City Moore
OK
Neal Johnson
Name of Contact Person
Email nealjohnson@mooreschools.com
Name of Contact Person
State
Position
Phone
405-735-4490
Brenda Smith & Sharon Fuson
Email brendasmith@mooreschools.com
sharonfuson@mooreschools.com
Zip
Fax
405-735-4490
Fax
Site Principal
405-793-3247
Position
Phone
73016
Title I reading specialists
405-735-3247
Part II - Assurance
The Schoolwide Plan meets all criteria as referenced in the Designing Schoolwide Programs Non-Regulatory Guidance and the
Schoolwide Plan Checklist provided by the Oklahoma State Department of Education. All stakeholders have been informed of the
intent to become a Schoolwide site.
The local board of education has approved the Schoolwide Plan. Meeting date: May 10, 2010
 Include a Copy of Meeting Minutes.
Parents and the community were informed of interest in becoming a schoolwide school. Meeting date: Fall 2002
 Include a Copy of Meeting Agenda and/or Attendance Records.
Faculty and staff were informed and are committed to the schoolwide program. Meeting date: Spring 2010
 Include a Copy of Meeting Agenda and/or Attendance Records.
Signature of Superintendent
Date
Signature of Principal
Date
For Department Use Only
The Schoolwide Plan has been reviewed and approved.
Signature of Application Reviewer
Date
Signature of Executive Director, School Support
Date
1
Part III – Schoolwide Program Planning Team Section 1114 (b)(2)(B) of Title I requires that the plan be developed
with the involvement of parents and other members of the community to be served and individuals who will carry out the
plan, including teachers, principals and administrators, and, if appropriate, pupil services personnel, technical assistance
providers, school staff, and if the plan relates to secondary school, students from such schools.
Section A – Core Planning Team
Name
Title
Stakeholder Group
Students, parents, teachers, admin.
Brenda Smith & Sharon Fuson
Title I Reading Specialists
Neal Johnson, Roger Asseo
Site Principal, Assist. Principal S Students, parents, teachers, admin
Karen Mock
Literacy Coach
Christine Thompson
Media Specialist
Students, parents, teachers, admin
April Walker
Third Grade Teacher
Students, parents, teachers, admin
Kara Finch
Fifth Grade Teacher
Students, parents, teachers, admin
Dawna Newton
Fifth Grade Teacher
Students, parents, teachers, admin
Sarah Roach
Angela Martinez
Mrs. Peasly
Fifth Grade Teacher
Sixth Grade Teacher
Parent
Students, parents, teachers, admin
S Students, parents, teachers, admin
Students, parents, teachers, admin
Students, parents, teachers, admin
Briefly describe how core planning team members were selected and how members of the school and community not on the core
planning team will be involved in the implementation and evaluation of the Schoolwide Plan.
The core planning team consisted of volunteer representatives from each grade level. The technology specialist, the
media specialist, and parent representatives were contacted and asked to serve on the committee. All committee
members were invited to attend the site base meeting on September 17, 2013, for the purpose of being informed of
the intention to implement the procedures for continuing a school wide Title I program.
All non-core planning team members will be involved through the actual implementation of the program by providing
RBS (researched based strategies) to their students with the assistance of the site reading specialists, literacy coach,
and professional development opportunities. During the fall and spring site planning meeting days, non-core planning
team members will be given an opportunity to revisit the written plan each year to evaluate and assess whether the
needs of our school population are being met.
Section B – Technical Assistance Provider
Name of Provider Stephanie Birdwell
Address
Email
500 N. Norman Ave.
stephaniebirdwell@mooreschools.com
Organization
City
Moore Public Schools
Moore
State
OK
Zip
73160
Phone
405-735-4490
2
Briefly describe technical assistance provided during the planning process and technical assistance planned for the implementation year.
Stephanie Birdwell, site technology teacher, has helped provide information on technology based materials that
support the goals of our school wide plan. Ms. Birdwell also has provided assistance in the area of professional
development for training teachers to use the technology based materials.
Part IV – Introduction
Section A – Overview
Provide a one page overview of your school and community including demographic data and poverty rate.
Southgate Rippetoe Elementary School has consistently served a population from 600 to over 700 plus students. As of October
1, 2013, the population was stated as 609. The poverty rate was revealed to be 78.98% according to free and reduced lunch
percentage comparisons.
The socio-economic data of Southgate-Rippetoe has remained consistent from the 2002-2003 planning year with only slight
increases in the Hispanic, Black, and Native American populations with a slight decrease in the Caucasin population, according the
School Report Card from the Education Oversight Board/Office of Accountability of the Oklahoma State Department of Education.
For the term 2013-2014, the Caucasian, Black, and Native American populations continue to decrease slightly, while the Hispanic
population has increased from 6% in 2002-03 to 13.95% for the current school term.
2002-2003
Caucasian
Black
Asian
Hispanic
Native American
2 or more
76%
6%
1%
6%
11.8%
2007-2008
70%
7%
1%
10%
11.1%
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
65.0%
8.8%
1.6%
11.1%
13.5%
69.8%
8.6%
1.3%
8.9%
11.4%
62.4%
7.1%
.7%
10.3%
8.5%
11.1%
58.3%
5.9%
.9%
13.8%
6.2%
14.8%
56.2 %
4.09 %
1.8 %
14.6 %
5.7 %
16.8 %
The mobility rate remained constant from 2003 – 2009 with a mobility rate of 13%. There was a rise in 2010-2011 to 26.2%. The
2011-2012 mobility rate decreased to 11.3% while the mobility rate for 2012-2013 has been calculated at 19.8%, a rise from last
term. The mobility rate for the school term 2013-2014 has decreased to 10% according to the data supplied by Data Processing.
Section B – Mission Statement
A mission statement answers the question, Why do we exist? Provide the mission statement for your school.
Southgate Elementary is a positive, educational facility which has a child-centered environment. We want to provide
students with positive experiences and role models to help make students self-motivated, life-long learners. We want
to create a non-threatening environment of mutual respect. We strive to give students a social, emotional, and
academic support system.
Section C – Vision Statement
A vision statement answers the question, What must we do accomplish our mission? Provide the vision statement for your school.
Education is the key to success.
3
Section D – Data Reference Chart
Provide the most recent information available. The 2012-2013 information in this chart will be corrected with the
October 1, 2013, numeric data.
Grade Span
Average Attendance (Percentage)
Special Education (Percentage)
Pre - 6
83.5%
( 94 students)
15%
Number of Certified Staff
Total Enrollment
Free/Reduced Lunch (Percentage)
610
79.98%
(413)
ELL (Percentage)
47
2.6%
Student Teacher Ratio SDE primary suggestion:
1:22
Student Teacher Ratio SDE intermediate suggestion:
1:26
Part IV Addendum – Data Profile
This site for 2012-2013 had a report card grade of a letter “C-” according to the release of the SDE report card.
Please provide the copies of the following documentation with your Schoolwide Plan.
 Disaggregated test data for Math and Reading/Language Arts.
 Student/Parent/Teacher surveys (if applicable).
 Any additional student achievement data used in needs assessment (i.e., OCCT data, benchmark assessments, IEP ,referral data)
1. Student Enrollment by Gender
Year
Total Enrollment
# Male
% Male
# Female
% Female
2013-2014
2012-2013
610
609
335
322
54.8%
52.9%
275
287
45.2%
47.1%
2011-2012
684
385
55.8%
304
44.2%
2. Student Enrollment by Ethnicity
%
American
Indian
%
Hispanic
%
Asian/
Pacific
Islander
%
White
%
Other
14.6%
1.6%
56.2%
16.8%
Year
Total
Enrollment
%
Black
2013-2014
610
4.9%
2012-2013
609
5.9%
6.2%
13.8%
0.9%
58.3%
14.8%
2011-2012
684
7.1%
8.5%
10.3%
.7%
62.4%
10.7%
3. Students Eligible for Free and Reduced Lunch Program.
Year
Number
2013-2014
438
2012-2013
413
2011-2012
574
5.7%
Percent of Population
78.98%
67.8%
83.28%
4
4. Students Participating in Title I Programs
Year
Program Enrollment
Percent of Population
2013-2014
610
100%
2012-2013
506
83%
2011-2012
562
82%
5. Student Attendance
Year
Average Daily
Attendance
Percent of Student
Population
# Male
% Male
# Female
% Female
2013-2014
2012-2013
561
584.17
83.5%
95.75%
308
336
54.9%
52.70%
253
302
45.1%
47.3%
2011-2012
645.95
94.62%
432
54.62%
349
94.61%
Year
Average Daily
Tardies
Percent of Student
Population Daily
Total
# Male
Total
% Male
Total
# Female
Total
% Female
2013-2014
2012-2013
12
9.8
0.2%
1.6%
208
199
31%
56.4%
147
154
22%
43.6%
2011-2012
20
3.0%
273
53.6%
236
46.4%
6. Student Tardy Rate
7. Student Mobility Rate
Full Academic Year (FAY)
Non Full Academic Year (NFAY)
Year
# Students
% Student
Population
# Students
% Student
Population
2013-2014
608
90%
64
10%
2012-2013
571
80.2%
141
19.8%
2011-2012
607
88.7%
77
11.3%
8. Student Truancy Rate
Year
Average Daily Truancy
Percent of Student Population
2013-2014
2012-2013
2011-2012
2
0.55
8
.033%
0.09%
1.2%
9. Students Identified as English Language Learners (ELL) When this information is available, it will be added.
Year
Program Enrollment
Percent of Student Population
2013-2014
2012-2013
2011-2012
16
13
10
2.6%%
2.1%
1.4%
5
10. Student Behavior
Year
Average Daily Referrals
Average Daily In-School
Suspensions
2013-2014
2012-2013
2011-2012
2
2
2
0.26%
.35%
.14%
Average Daily Out-of-School
Suspensions
0.34
0.34
0.2
Part V – Needs Assessment
Section 1114(b)(2)(B) of Title I of ESEA requires eligible schools that want to operate a Schoolwide Program to conduct a
needs assessment to develop their Schoolwide Plan.
Section A – Overview
Briefly describe how the comprehensive needs assessment was conducted and how it addresses the needs of all students.
A committee gathered information for a school wide survey and study of needs assessment during the academic school
year of 2012-13. The parent survey/needs assessment was sent home to each parent in the student Wednesday folder
in April 2013. Parents were asked on the survey to rate the web-based technology programs, outside the school day
tutoring, parent engagement programs, pullout and push-in intervention groups, asked for suggestions for additional
services to determine if the Title I program was successfully meeting the needs of our students, and to rank the
curriculum areas by priority of most in need. Teachers had a similar on-line survey/needs assessment to rate the
current Title I program. Extended day tutoring was included in the 2013 spring surveys; however, due to decrease in
funding, extended day tutoring will not be an option for the Southgate 2013-14 school wide Title I program.
After data was collected, a percentage was given to each category ranked on the survey. It was determined that
language arts and math should be the two primary areas of curriculum focus as determined from the collected data.
The data collected on the needs assessment and surveys were designed to be able to create an instructional
environment that would nurture the academic needs of all students.
Briefly describe how the data was analyzed and the actual results of your needs assessment.
When the Needs Assessments survey was distributed to parents for the 2012-13 term, the number one choice of
academic concentration was Language Arts with a 72% priority choice, followed by Mathematics with 24% and
Technology with 4%. The assessments used for academic measurement were the DIBELS and the Oklahoma Core
Curriculum Test (OCCT). Each of the assessments indicated a need for improved instruction and performance in the
academic subjects of Language Arts and Mathematics. The OCCT category indicators of limited knowledge and
unsatisfactory were utilized to identify students who may be at risk of not performing at grade level expectations in
reading and mathematics for the 2012-2013 academic school term. The DIBELS was utilized as an assessment tool to
determine success in reading at the established benchmark goals. Similar assessment instruments will be utilized for
the academic year of 2013-14 school year which will include DIBELS, STAR Reading, STAR Early Literacy, and the
Oklahoma Core Curriculum Tests (OCCT).
Section B – Goals
As a result of the needs assessment, summarize the areas of strengths and weaknesses and identify the focus goals of the schoolwide program.
As a result of the Parent and Teacher surveys and the Needs Assessment, reading (language arts component) was
identified as the first area of academic importance followed by math as the second area of emphasis for the school term
of 2013-14. Focus goals in reading (language arts) and math will be designed to support areas of weakness as indicated
by the OCCT, Oklahoma Core Curriculum Tests.
6
Section C – Documentation
For each of the identified focus goals, include the following information in your Schoolwide Plan:
 Part V Addendum - Schoolwide Focus Goal Action Plan for Each Identified Goal
Part V Addendum – Schoolwide Focus Goals For each focus goal identified in Part V of the Schoolwide Plan, complete a
Schoolwide Focus Goal Action Plan.
Goal:
Student percentage at or above standard in reading will increase by the following: 5% from unsatisfactory to limited knowledge;
10% from limited knowledge to satisfactory; 5% from satisfactory to advanced. Specific areas to address: reading: accessing
information, using resource material, making inferences and interpretations, and summary and generalization; math: measurement
(time and temperature and money), geometry, data analysis, algebraic reasoning, number operations, geometric shapes, and
conversions. This site did not meet its goals of moving percentages of students from one category to another according to the data
from the results of the 2012-2013 OCCT. These same goals are in place for the school terms 2013-2014; but the interventions for
student progress has been significantly revised to support student growth and teacher professional development.
Briefly describe the reasoning for the identified goal.
After analyzing data, (strengths and weaknesses), on the Oklahoma Core Curriculum Test (OCCT), the above stated goals
were established based on this site’s academic needs which were directly derived from data analysis.
Describe the measurable outcomes for the goal (i.e., In 2011-2012, the percentage of students scoring 70 or below on the quarterly math assessment
will decrease by 10%)
Student academic increases will be assessed by the Oklahoma Core Curriculum Tests, STAR Reading, STAR Early Literacy,
DIBELS (grades K-6), and DIBELS Progress Monitoring. Those students not achieving benchmarks have been targeted for
reform strategies (SBR strategies). As a result of the data that has been collected and analyzed, 2013-2014 students have
been identified for intervention. These students are receiving small group remediation and are progressed monitored with
the DIBELS regularly. The data board is updated according to testing information on the DIBELS for the lower grades and
the STAR Reading for grade 4th through 6th. The students’ progress is discussed during grade level team meetings lead by
the building administrator and/or the literacy coach. As a result of the previously sited remediations, professional
development, on-going assessments, and teacher/literacy coach regular meetings for examining student progress and
classroom performance, the student percentage at or above standard in reading and math will increase from OCCT stated
categories of performance according to the aforementioned goals.
7
Action Plan
Strategies and
Action Steps
Resources Needed
Students will be exposed
to literature based texts.
Adopted Reading Series
Students will practice test
taking skills monthly for
reading and math
Teacher made and purchased
materials
Students will participate
in reading incentive
programs to increase
reading of literature:
fiction and non-fiction
during the school year
OKC Thunder Rdg.
Utilize web based sites for
math and reading: ex:
Moby Max
MacMillan-McGraw-Hill
reading series
Kagan strategies and
teacher inservice
Small flexible groups for
reading and math
Supplemental materials
for reading and math
Reading Renaissance
Web-based programs
Front Row Sound System
Document cameras
Smartboards
Technology lab: computers
Additional technological
materials as needed
Administrators
Faculty
Students
Parents
Title I Reading Spec.
Literacy Coach
Timeline
2013-2014
Evidence of Progress
Ongoing assessments:
SMR4 reports (Dashboard
At a Glance)
OCCT results
STAR Reading
STAR Early Literacy
MacMillan-McGraw-Hill
reading series
assessments
Informal assessments
DIBELS (K-3)
DIBELS Progress
Monitoring
Acuity for quarterly
assessments: lang. arts
and math
Reading Renaissance
Reading Eggs
Moby Max
Teacher in-service
Title I Reading specialists
Classroom teachers
Literacy Coach
Classroom teacher,
Math manipulatives, kits,
workbooks,
RtI
Timed math practice
Intervention practices as
noted on RtI student plans
Flocabulary
Access to Flocabulary site
SLB
Materials from Payne
Institute
Weekly Math test
Person(s)
Responsible
8
Part VI – Schoolwide Reform Strategies 2002-2003 to 2013-2014
Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research,
strengthen the core academic program, increase the quality and quantity of learning time and address the learning
needs of all students in the school.
Section A - Scientifically Based Research (SBR)
List the SBR instructional strategies that will be implemented. Explain how they will be utilized in the classroom and how they will be evaluated
for effectiveness.
Each of these tools are used because of addressing the five components of reading as identified by the National Reading Panel: phonemic
awareness, phonics, fluency, vocabulary, comprehension
*Classroom instruction will be provided in a variety of strategies including whole group, small flexible groups, or individual
*SMR4 for reading and math
*Reading Renaissance
*Payne Institute -SLB
*McGraw -Hill reading series
*Moby Max
*Reading Eggs
*DIBELS
*DIBELS Progress monitoring
*Site basal reading series
*Acuity
*STAR Early Literacy
*STAR
Each program or approach has a monitoring element which is used to assist with the evaluation of the instructional objectives. Printed reports,
teacher created assessments, informal observations, and end of lesson assessments are analyzed to evaluate student progress. This information is
used to create small flexible group instruction for re-teaching of the learning objective(s).
Section B – Extended Day/Extended Year
Explain the extended day/extended year program to be implemented. Include procedures for monitoring and
evaluating the program.
The students at Southgate Elementary do not have an opportunity to participate in an extended day tutoring program
before or after the school day because of a decrease in federal funding for this site’s Title I program. The reduction of
funding does not allow for the purchasing of materials or the payment of tutoring services.
The summer Title I program for 2013-2014 may be provided for reading and math instruction if funding allows.
Section C – Core Academics
Explain how the school reform strategies will strengthen the core academics (reading and math programs) of the school.
The principals, teachers, and faculty of Southgate Elementary are dedicated to creating a learning environment in
which all students are actively engaged in quality, scientifically researched based instruction (SRB) in reading and math.
A variety of strategies and teaching techniques including on-going professional development, systematic assessments,
and planning are devised so students may achieve maximum academic achievement in core reading and math
programs. At regular grade level meetings, either weekly or monthly, the RTI targeted students, (tier two and tier three
students), progress is discussed and intervention strategies are examined for effectiveness. With this additional
targeted intervention, skills will be developed to strengthen the core academics.
9
Section D – Curriculum Alignment
Explain how curriculum is aligned with Common Core at the school.
The teachers of this site are responsible for following the curriculum maps that have been developed by the
administrative personnel and a teacher committee of Moore Public Schools. This is to assure that all areas of the State
Common Core School Standards are being integrated into instruction. As adoptions for core subjects approach, focus
will be on the correlation of Oklahoma Common Core Standards alignment with the proposed text books on the state
adoption list.
Section E – Technology
Explain the usage of technology at the school is utilized to improve student engagement and achievement. How is it being monitored and
evaluated for effectiveness?
*Every classroom in Southgate Elementary has at least two networked computers. Computers are available to students and
teachers for gathering information, accessing web based instructional programs, and utilizing the Reading Renaissance program.
This access is utilized for student motivation and as assessment tools for the building faculty and administration.
*STAR Reading is utilized throughout the building as a diagnostic tool and assessment management system to monitor student
growth and to identify students not at benchmark by grade level four times yearly.
*Every student in K through 6th grade will attend a computer lab assigned time with their homeroom class at least two to three
times a week to make use of the Reading and Math program of Success Maker.
*Students in K – 6th grades will go to technology lab at least once a week for keyboarding and access to a variety of web based
computer programs such as Reading Eggs, and Moby Max.
*Periodic diagnostic reports are run on each student to check their growth in reading and math. Less successfully completed
monitored lessons are given teacher assistance as an intervention technique for students.
*Teachers and students use Smart Board technology and Front Row Sound Systems to enhance the learning environment. These
devices are utilized for the promotion of student engagement.
*This site has two computer labs which are available on an established schedule to each grade level.
Section F – Meeting the Needs of Students
Explain how the schoolwide reform strategies will address the needs of all children in the school, particularly the needs of low achieving students
and historically underserved populations.
The use of multiple assessments drives instruction. When students are not achieving at grade level performance
benchmarks, additional time is spent in small flexible groups or on an individualized basis focused on extended
explanation, and practice. Techniques for re-teaching and structuring lessons are designed upon Scientifically
Researched Based materials and approaches. Technology is an integral part of support for low achieving and
underserved populations, such as ELL and socio-economically deprived students. During the day, the certified
classroom teacher gives additional tutoring time to students identified through assessment monitoring as being low
achieving students in our high poverty school site. Title I also contributes to supporting the needs of all children in
school by having groupings of students for additional academic maintenance and support. The Literacy Coach provides
ongoing professional in-service to the teaching staff using the reform strategies. The literacy coach meets regularly,
either weekly or monthly, to follow up on monitored progress of the targeted low performing students as identified by
on-going assessments, mostly DIBELS progress monitoring.
10
Part VII – Instruction by Highly Qualified Teachers A highly qualified teacher (HQT) must hold a minimum of a
bachelor’s degree; and obtained full Oklahoma certification or licensure; and has demonstrated competency in each of
the academic subjects in which the teacher delivers content knowledge. A highly qualified paraprofessional must have
completed at least two years of study at an institution of higher education; obtained at least an associate’s degree; or
passed the Oklahoma General Education Test or another academic assessment approved by the Oklahoma State Board
of Education.
Section A – Highly Qualified Teachers (HQT) and Paraprofessionals
Number of Certified Teachers
Number of HQT
47
47
Number of Non HQT
Number of Paraprofessionals
Number of HQT Paraprofessionals
22
22
0
Number of Non HQT Paraprofessionals
0
Section B – Teaching Experience
Years of Experience
Number of Certified Teachers
0-2
3-5
6-10
11-15
15-20
20+
47
10
2
10
7
5
13
Section C – Education
Degree Received
Number of Certified Teachers
Bachelor’s
Bachelor’s
+ 15
Master’s
Master’s
+15
Doctorate
National
Board
Certification
47
23
5
13
4
0
2
Section D – Action Plan
Briefly describe the action plan for ensuring all students are taught by Highly Qualified Teachers specifically addressing any current Non-Highly
Qualified Teachers at the site.
When an opening occurs for faculty placement, the teacher applicants are interviewed by the principal. Finding the
highest quality of teachers is a priority when matching potential teachers to this site. While there is some turnover of
employees at Southgate Elementary, the faculty has made a commitment to provide a quality education for the site’s
student population.
There are currently no non-highly qualified teacher at this site.
Section E – Documentation
Include the copies of the following documentation in the Schoolwide Plan:
 Letter of Notification to Parents of Students Taught by Highly Qualified Teachers
11
Part VIII – Professional Development
High quality professional development focuses on improving student achievement by elevating teacher and principal
quality through scientifically based researched strategies. All professional development must support the goals of the
schoolwide program.
Section A – Development and Evaluation
Describe how the yearly professional development plan is created and who is involved in the decision making process.
Professional Development guidelines are established by the district and the Oklahoma State Department of
Education. Each teacher must meet the minimum criteria of attending 15 clock hours per year. Over the life of each
teacher’s Five Year Plan, they must acquire 75 clock hours of in-service. Our site improvement committee develops a
plan to implement during the school year while following state and district requirements. The site improvement
committee has decided that a building-wide in-service of the faculty for 2013-2014 will focus on Jeff Kagan instruction
strategies. This training following the intent of the Southgate Elementary School’s goals and action plan.
Describe the procedures that are in place for follow-up on each professional development activity.
After each professional development activity, teachers complete an on-line evaluation of the activity prior to
receiving credit for attendance. Teachers are given opportunities to meet as a team to discuss strategies learned in
professional development opportunities. For example, reading teachers meet each week or monthly with the literacy
coach to discuss reading strategies implementation and the success of those instructional strategies.
Do staff members have individual professional development plans? Explain how the plans are created and how the staff is supported by the
school in reaching these goals.
This site does not have individual professional development plans for its teaching faculty.
Describe how professional development supports the Schoolwide Plan and Schoolwide Focus Goals identified in Part V.
District and site professional development supports the Schoolwide Plan by providing teachers with opportunities to
learn scientifically researched based (SRB) strategies and to implement those strategies in order to reach the
objectives of the School wide Focus Goals as stated in this document. For example, off-site and on-site multiple-part
book studies have been offered to the district faculty relating to reading enhancement through the discussion of
creating guided reading groups, utilizing effective SRB strategies, and classroom organization and management
skills. Also, the utilization of the Smartboard technology and Safari Montage have been offered by the district to this
site to provide a resource for student engagement and learner diversity. Math activities for skills development, reteaching, and student engagement/motivation have also been designed for teacher and student success. Meeting
the expectations of at least grade level benchmarking is a requirement for reading and math. Incorporating critical
writing and thinking across the curriculum, is crucial to being successful across the curriculum. This is in compliance
with the Oklahoma State Common Core Standards.
Section B – Documentation
Include the following documentation in the Schoolwide Plan:
 Professional Development Plans for the current year and the implementation year
 Sample copies of Agendas and Attendance Records for Professional Development
 Sample Evaluation Tool for Monitoring the Implementation of Professional Development Activities
 Sample Individual Professional Development Plan Created by Staff
12
Year of Plan: 2013-2014
Professional Development Activity
Date(s)
Number of
Participants
Description
(i.e., content, duration of time)
FERPA training
Aug. 13, 2013
SGR Faculty
Neal Johnson/Roger Asseo, principal/assistant,
reviewed information on FERPA laws, 1 hour
Site Improvement for: Infinite Campus,
Science, School Safety, and Correlates of
Effective Schools
Sept. 3, 2013
SGR Faculty
Teachers attended meetings relative to their
needs, all day
Leadership Effectiveness
Sept. 3, 2013
Southgate
faculty
Allan Johnson, presenter, demonstrated effective
engage strategies to engage students, 1 hour
Response to Intervention Workshop (RTI)/
Grade Level Meetings
See attached
schedule
Discussed children at risk and RTI. How to meet the
needs of students who were struggling and how to
implement a Tier 1 intervention, 40 minutes
Grade Level Meetings/ RTI
See attached
schedule
Site Based Meeting
September 17,
2013
By indicated
grade levelteachers, school
psychometrist
Teachers of
rdging,
psychometrist,
literacy coach
Site teachers,
parents, and
administrators,
Title I coordinator
OASCD (Oklahoma Association of
Curriculum Development) Fall Conference
November 7,
2013
SGR Faculty
ELL training – required point
January 30,
2014
SGR Faculty
Information concerning the special language
needs of English as a second language students: 1
hour
Kagan Training – classroom instructional
strategies
Delayed from
Jan 6 to May 27
SGR Faculty
Training in specific reading strategies; all day
Great Expectations Winter Conference
February 11,
2014
6 teachers
Training on the principals of this educational
program. Speaker: Rafe Esquith: half day
OASCD (Oklahoma Association of
Curriculum Development) Spring
Conference
March 7, 2014
2 teachers
Classroom management: all day
Spring Site Planning Meeting
April 1, 2014
SGR team
leaders,
parents, admin.
Discussion of plans, goals, budget for 2014-15: 1
hour
Spring Site Based Meeting
April 10, 2014
SGR team
leaders,
parents, admin
Grade level teams meet to discuss how to
improve test scores, best practices, and
monitored progress of students. 40 minutes
Discussion of site plan: goals, parent engagement,
professional development, budget, extended year: 1
hour
This was an all day seminar which addressed the topic
of Common Core curriculum: all day
Discussion of plans, goals, testing data, compact,
site Parent Involvement Policy, and budget: l
hour
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Part IX – High Quality Teachers to High Need Schools
The Schoolwide Plan must describe the strategies it will use to attract and retain highly qualified teachers.
Section A – Teacher Turnover Rate
Year
Number of Returning Teachers
Number of New Teachers
Percentage of Turnover
2013-2014
2012-2013
2011-2012
39
41
40
7
5
12
15%
23%
23%
Section B – Recruitment
Describe the recruitment plan to attract highly qualified teachers including specific details about partnerships with institutions of higher
education and neighboring school districts.
Attracting teachers to this district has not been a problem in the past, for there has always been an abundance of
educators seeking employment within this high quality, high expectations school system. Therefore, selecting highly
qualified teachers gives the district many choices to insure that the best possible educator is selected. Applicants
invited for an interview must see the building site principal and often the grade level team for which the applicant is
being screened. Between the judgments of site principal and the team members, prospective candidates are selected.
At this time, our site has a relationship with the higher education institutions of Mid America College and the
University of Central Oklahoma. These educational institutions provide students who are involved in field practice.
They are pre-service teachers who are required to be involved in the teaching community for a number of hours.
Section C – Retention
Describe the teacher support system of the school including specific details about mentoring, collaborative teams, inclusion in decision making
and encouragement to continue higher education or pursue National Board Certification.
Each first year teacher is assigned a mentoring teacher to assist and guide the entry teacher through making lesson
plans, learning site procedures, classroom management, and monitoring of teacher instructional strategies that are
scientifically researched based. At this site, collaboration is highly important. Regularly scheduled meetings with the
Literacy Coach are held to discuss instructional strategies, classroom management, student progress, RtI interventions,
and to discuss additional resources for extended activities or re-teaching. All teachers on a team are listened to fairly,
for this site is focused on academic performance. The instructional leader of this site, Mr. Neal Johnson, principal, has
an open door policy that invites discussion of site decisions and concerns.
At the district level there is encouragement to continue with the acquisition of advanced degrees by providing
additional salary with a master’s plus 15 credit hours, a master’s plus 30 credit hours, and a doctorate degree. National
Board Certification informational meetings are made available through district e-mails and at Zone Day through the
negotiating bargaining team of this district.
This site currently has two Nationally Board Certified Teachers.
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Part X – Parental Involvement
Section A – Design, Implementation and Evaluation of the Schoolwide Program
Explain how parents were involved in the planning year and the needs assessment process and how parents will be involved in the
implementation of the Schoolwide Plan.
Parents serve on the Title I Planning Committee and the Title I Site Based Meeting, as well as the PCAC (Parent
Community Action Committee). Parents attending the Site Base Meeting in the fall review the site goals, parent
involvement activities, and the budget for the current year. Parents also attend the Site Base Planning Meeting and
the Site Base Meeting in the spring of each year for the same purposes of setting goals, reviewing parent
involvement suggestions, and the budget for the next school term. Parents are invited to attend two PCAC meetings
per year (one meeting per semester) to have ongoing contributions in the schoolwide program throughout the
current year. This year, the PCAC meetings were held concurrently with the site based meetings. Each spring,
parents at Southgate Elementary are sent home a Needs Assessment and Parent Survey of the schoolwide program
in the Thursday student folder. Data from the Needs Assessment and the Parent Survey is compiled and used to set
goals and budget for implementation of the schoolwide program.
Section B – Communication
Describe how information will be communicated between school and parents and families including information about parent meetings,
specifically the required Annual Parent Informational Meeting.
The Annual Parent Informational Meeting is held each year at “Back to School Night.” A variety of methods are used to
inform parents of the meeting including Back to School telephone calls from office personnel or teachers and the
dialer, posting on the marquee in front of the school, postings at the front doors of the school, and in prominent
locations throughout the building such as in the cafeteria and on bulletin boards. Monthly student calendars are
included with other student information in the weekly folders. Flyers announcing upcoming Parent Involvement
events are sent home to parents in students’ Thursday folders with a reminder in the next week’s folder prior to the
scheduled activity. Also, the large calendar in the foyer of this site contains postings of upcoming events for the
month, including parent involvement meetings. U.S. Government published booklets, monthly Reading Connection
Newsletter, and teacher created suggestions are sent home throughout the year to inform parents of reading and
math strategies, parenting tips, and how to help with homework. Many of these items can be accessed through the
site web pages. On August 14 and 21, 2013, the Parent, Teacher, Student, Administrator Compact, Parents Right-toKnow letter, District and Site parent Involvement policies, and the Southgate Title I informational brochure were sent
home in Thursday folders. Compacts could also be signed at the Back to School Night as a choice on August 14, 2013.
A schoolwide note will sent home in the Thursday (weekly) folder informing and inviting parents to the fall and spring
2014 Title I Planning Meeting and Site Based Meeting.
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Section C – Parent Involvement Activities 2013-2014
List and describe current parental involvement activities and how data about activities is collected and evaluated.
August 14, 2013:
September 17, 2013:
September 27, 2013:
October 3, 2013:
November 15, 2013:
January 28, 2014:
February 7, 2014:
February 27, 2014
April 1, 2014:
April 10, 2014:
May, 2014
Annual Parent Meeting
Fall Site Based Meeting
Kindergarten Play Dough Extravaganza
Family Literacy Night
First Grade Turkey Talk
Allan Johnson, How to Help Your Child Be Successful
Second Grade Pirate Treasure Hunt
Family Math Night
Title I Spring Planning Meeting
Title I Spring Site Based Meeting
Summer Reading Kickoff
The Annual Parent Meeting allows parents to become acquainted with the scope of the schoolwide Title I program.
Events for parents are themed and are connected with areas of reading, math, and writing. Stations are set up with
activities that revolve around vocabulary, word meaning knowledge, structure analysis, comprehension, math
computation, and writing. The parent moves through each station with their child, assisting them with the particular
skill being addressed. Before leaving, the parent fills out an evaluation form concerning the value of the centers and
any additional suggestions to make the experience more beneficial. These forms are examined for any information
that would lead to improving the learning experience of each planned event.
Section D – Services
List and describe services that will be provided to parents as part of the Schoolwide Plan.
Parents are given the opportunity to preview all their students’ grades daily through infinite campus parent portal. The
school web site offers information about upcoming events, additional links for documents and links for additional
reading and math practice activities, school monthly calendar, cafeteria meal payment, e-alerts, and access to teacher
web-pages and e-mail. Parents may also visit Renaissance Place for Accelerated Reading information about their child’s
progress. Many opportunities are provided for parents to visit the school through parent involvement activities. Parent
conference days, with one each semester, allow parents to meet with the classroom teachers and the Title I reading
specialists to discuss their children’s progress.
Section E – Documentation
At a minimum, Schoolwide Plans MUST include the following documents:
 Copy of the Site Parent Involvement Policy
 Copy of the Site Parent/School Compact
 Copy of Notification to Parents of the Annual Parent Informational Meeting
 Agenda and Attendance List for the Annual Parent Informational Meeting
 Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activities
 Examples of School/Parent Communication
 Copy of Notification to Parents Regarding Student Achievement Reports and Test Scores
 Copy of Notification of Title I Programs and Opportunities
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Part XI – Transition Strategies
Activities are encouraged at the critical transition grades to support the students and parents with curriculum, instruction
and procedural changes.
Section A – Identifying Transition Points
Transition
Grade(s) Affected
Transition Strategies/Activities
Timeline
Adjustment to new environment
Pre-K – 6th
Orientation and counseling as needed for students
Yearly
Moving from teacher to teacher
5th
On-going
Moving from grade to grade
Pre –K – 6th
Exposure of teacher across grade levels in before,
during and after school teacher assignments
Back to School Night
Moving to another building
6th to junior high
Yearly
Information and celebration
Golden Cat Rally
Moving to specials (music, P.E.
technology)
K – 6th
Band/choir, counselors , etc. visitation, night
orientation
As scheduled Example: Saber Cat football, Pom,
Cheer, & Managers as classroom readers, etc.
Traveling from one building to another
– 6th
Yearly
On-going
On-going
Section B – Overview
Describe the activities that support the transition strategies. Explain how all stakeholders (counselors, school staff, parents, students) are
involved in the activities.
The Back to School Night offers parents an overview of this site through a series of stations set up in the cafeteria to
answer any questions and address any concerns a parent might have over site policies or procedures. Supply lists are
available, school spirit t-shirts are for sale, lunch tickets are purchasable from the cafeteria staff, Title I staff is available
to explain the school wide program, the principals are on hand to greet parents, plus any late enrollees are enrolled by
the school secretary and assistants.
If students are identified as being in need of counseling or additional orientation, those services are available
through our counselor. Teachers may refer those who made need some special attention because of anxiety from
moving to a new school or just entering the school setting.
Golden Cat Rally offers an opportunity to celebrate achievements by students and share information about
upcoming events. It is a time for creating harmony and school pride. This program is normally conducted by the
building principals and the student spirit team on a monthly basis. Parents are welcome to participate.
Students encounter many staff members through the various supervisory duties and thus have an opportunity to
meet teachers from whom they do not directly receive academic instruction.
Transitioning from grade to grade and also moving to other locations on campus for music, physical education, and
technology offer students an opportunity to feel like a part of the community because of the joining of more than one
class for participation in those activities. As sixth grade prepares for junior high, there are opportunities for orientation,
enrollment, elective previews, etc.
Technology plays an important part in moving toward an academically successful school. The site technology
teacher adds links and information to the school web site with regularity.
Teacher web pages are available to the parent as a resource for classroom activities and addition websites so that
parents may feel more connected to the school site.
Parents are also invited to be involved in the Ice Cream Social and the Reading and Math Literacy Nights. These are
activities that were designed to be of a social and educational nature to help bond the school community. Teachers,
parents, administrators, and students are brought together for these evenings of interaction.
The Southmoore High School Saber Cats football players, Pom squad, and managers make regular site visits to help
create spirit and connectivity with this site as it is a feeder school. The high school students chant cheers, read aloud,
and spend quality time with some individual students.
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Section C – Documentation
Include the following documentation in the Schoolwide Plan:
 Copies of letters, flyers, and/or mailings notifying parents of transition activities
 Attendance records of parent meetings regarding transitions
 Evidence of vertical teaming among faculty (i.e.-agendas, minutes, curriculum maps)
Part XII – Data-Driven Decisions
The Schoolwide Plan should provide teachers with professional development that increases their understanding of the
appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.
Section A – Assessments
Assessment
Timeline
Purpose
Scores provide indication of student performance in phoneme
segmentation, fluency, nonsense word fluency, oral reading fluency, and
word use fluency
Scores provide indication of student performance in phoneme
segmentation, fluency, nonsense word fluency, oral reading fluency, and
word use fluency
To assess skills development necessary for benchmark attainment in
reading and math
DIBELS
fall, winter, spring
DIBELS Progress Monitoring
Periodically between
main assessment
testing-weekly
Acuity
SMR4
As indicated by
academic calendar
Periodically
Nine Weeks Math Test
End of nine weeks
STAR Reading, STAR Early Literacy,
End of each nine weeks
OCCT
Spring semester
Reading Renaissance
Reading Eggs
Quarterly
Scores provide information of student performance in reading and math
Moby Max
Quarterly
Scores provide information in math and language arts
Test as needed
Scores provide an indication of student performance in reading and
math
Scores provide an indication of student performance in reading, math,
science, and social studies
Scores provide an indication of student progress in reading, math
Scores provide an indication of performance in reading, math, science,
and social studies
Scores provide an indication of student performance in vocab. and comp.
Section B – Overview
Briefly describe the key assessments used by the school site, the procedure for sharing the data, and how teachers are using this data to make
decisions for improving student learning (i.e., OCCT data, benchmark data).
The key assessments listed above such as the OCCT and specifically DIBELS for lower grades and the STAR for the 4th
through 6th provide teachers and administration with critical data to identify strengths and weaknesses during
committee planning on site improvement days to formulate school goals. Assessments are shared at team meetings
and with special teachers working with specifically identified students. Assessments are used to indicate student
performance/progress and guide instruction to meet the needs of students. Assessments are shared with parents at
Parent Conferences so parents can partner with the school in providing practice in the areas in which their child does
not benchmark. Strategies for at home practice are suggested to parents so the school and parents may work together
for effective learning. Teachers have access to the Dashboard At a Glance for SMR4, Moby Max, Reading Eggs and
Reading Renaissance which provides much needed individual student information for modification of classroom
instruction.
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Section C – Evaluation
Explain how assessments and data-driven decisions are evaluated for effectiveness.
Assessments of student performance/progress are analyzed weekly and in monthly team meetings to guide future
instruction. If previous goals are achieved, new goals are formulated using Oklahoma State Common Core Standards
with a plan for instruction. If goals have not been achieved, then a plan for re-teaching is designed. The site Literacy
Coach has been instrumental in helping teachers design and implement interventions, analyze data, and restructure
student goals. The effectiveness of the data-driven decisions is evaluated at the termination of the school year by the
level of academic success on the OCCT.
Part XIII – Effective and Timely Additional Assistance
Schoolwide schools must identify students who need additional learning time to meet standards and provide them with
timely, additional assistance that is tailored to their needs.
Section A – Overview
Describe the additional assistance programs (intervention programs, extended day/year, math/reading blocks, tutoring) offered at the school.
The classroom teacher provides small flexible grouping for the re-teaching of concepts and information that have not
been grasped by students during the 60 to 90 minute reading block and as identified by the beginning, middle, and
ending DIBELS and on-going progress monitoring. These students are identified by the RtI model of this district as Tier
one, Tier two or Tier three students. Title I Summer school offers students an academic opportunity to sustain growth
and develop the skills necessary for reaching benchmarks in reading and math. For third grade students not passing the
OCCT there will be additional summer instructional opportunities and an additional testing opportunity for passage to
fourth grade.
Section B – Procedure
Explain the procedures in place to ensure students requiring additional assistance will be provided with effective, timely assistance.
Students who have not achieved benchmark on the DIEBELS and STAR are regularly involved in progress monitoring
and small group intervention time. The Literacy Coach meets weekly with the grade level teams to review the
progress monitoring of the identified students that are not benchmarking. Additional instructional strategies are
designed and implemented by the classroom teacher. Each students’ progress is documented on paperwork and
noted on the data board. The data board offers a visual opportunity for the staff to note the overall progress of the
non-benchmarking students to those achieving the benchmark. Some classroom teachers take students before school
to provide additional opportunities for instruction, and of course, parents are certainly encouraged to participate in
the support of their child’s academic growth.
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Section C – Evaluation
Explain how intervention programs/services are evaluated for effectiveness.
An Annual Needs Assessment and Survey is sent to parents in the student Thursday folder. Teachers take an on-line
survey and note their preference for an academic area of focus. Parents and teachers evaluate the effectiveness of the
current intervention programs in which the student population participates daily and in the extended Title I summer
school programs. Students take an on-line survey during their technology time. The information is analyzed to update
the Title I School Wide Program Plan. This information is used to provide the best instruction possible to students to
insure their success. Parents also evaluate the effectiveness of the many parent involvement opportunities throughout
the academic year, and the results of this information goes into planning for the following school term.
Part XIV – Coordination of Programs
Schoolwide schools are expected to integrate services and programs with the aim of upgrading the entire educational
program and helping all students reach proficient and advanced levels of achievement.
Section A – Overview
Briefly describe how local, state and federal programs will be coordinated to support high-quality learning opportunities for all students in your
school and how these programs are aligned to the Schoolwide goals.
All instruction is required to be focused on achieving the objectives of the Oklahoma State Common Core Standards.
The texts books selected for all core instruction are purchased on the basis of those objectives being met in the
published materials. The district makes the final determination after teachers have had an opportunity to examine
instructional materials being considered. As stated in a prior section, students not benchmarking are involved in
interventions in the classroom and in assistance programs lead by trained sixth grade students and Title I summer
school. The Title I reading program offers small, flexible group instruction for students not achieving grade level
expectations. This additional instruction is administered by reading specialists on a daily basis during the academic
school day.
Section B – Coordination of Effort
Funding Source
Federal Government
State Government
School District
Program/Service Impacted
Due to budget cuts the Title I program did
not purchase any software or materials for
this site.
Not available - lack of funding
SMR4 (Success Maker) and Reading
Renaissance
Coordination of Effort
(modifications made to align with schoolwide goals)
All instruction is aligned with schoolwide goals
and Oklahoma State Common Core Standards.
Software is based on supporting district goals
which are aligned with Oklahoma State
Common core Standards.
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Part XV – Required Documentation
The following documents must be included in the complete Schoolwide Plan:
 Copy of Local Board of Education Meeting Minutes Reflecting Schoolwide Plan Approval
 Copy of Meeting Agenda and/or Attendance Records for Parent Informational Meeting
 Copy of Meeting Agenda and/or Attendance Records for Faculty Informational Meeting
 Disaggregated Test Data for Math and Reading/Language Arts
 Student/Parent/Teacher Surveys (if applicable)
 Additional Student Achievement Data Used in Needs Assessment
 Part IV Addendum – Data Profile
 Part V Addendum - Schoolwide Focus Goal Action Plan(s)
 Letter of Notification to Parents of Students Taught by Non Highly Qualified Teachers
 Part VIII Addendum - Professional Development Plans for the Current and Implementation Year
 Sample Copies of Professional Development Agendas and/or Attendance Records
 Sample Evaluation Tool for Monitoring the Implementation of Professional Development Activities
 Sample Individual Professional Development Plan Created by Staff
 Copy of Parent Involvement Policy
 Copy of Site Parent/School Compact
 Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activities
 Examples of School/Parent Communication
 Copy of Notification to Parents Regarding Student Achievement Reports and Test Scores
 Copies of Notification to Parents of Annual Parent Informational Meeting
 Copies of Notification of Title I Programs and Opportunities
 Copies of Letters, Flyers, Mailings, etc. Notifying Parents of Transition Activities
 Attendance Records of Parent Meetings About Transition Activities
 Evidence of Vertical Teaming Among Faculty (i.e., Agendas, Minutes, Curriculum Maps)
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