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 13 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. 14 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. 15 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 16 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. 17 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. 18 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. 19 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. 20 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) 21