TITLE I SCHOOLWIDE PROGRAM – ANNUAL REVIEW
OKLAHOMA STATE DEPARTMENT OF EDUCATION
Documents related to the Annual
Program Review should be filed at
the school site and results shared
with all stakeholders.
Overview of Annual Review Requirements
Title I regulations require that all schoolwide sites have a written, comprehensive and current site plan. Sites should
conduct an annual review of the schoolwide program to evaluate its effectiveness. The purpose of this review is to
evaluate all components and to make revisions for the upcoming school year. The annual review can also serve other
purposes such as:




Inform internal program management and help school leaders make informed decisions to improve the
quality of their program;
Answer stakeholder questions and help them better understand how effectively the school is meeting its
stated goals;
Increase understanding of specific strategies and help the school determine the usefulness of the activities it
has undertaken to increase student achievement; and
Promote interest in and support of a program or activity by illustrating certain strategies, their outcomes in
terms of improving student achievement, and increasing support for their use.
Just as the Schoolwide Plan should be considered a living document, the annual review should be thought of as a
continuous cycle always affecting future progress of the schoolwide program. A review of the strategies and action
steps originally proposed in the plan, an analysis of data, and input from various stakeholders should inform revision
of the original Schoolwide Plan and reflect a revitalization of the school’s commitment ensuring all students have
equal opportunity to achieve at high levels.
This toolkit is designed to be a guide during the annual program review process. Though there is no required format
for the annual program review, the Designing Schoolwide Programs Non-Regulatory Guidance outlines specific
requirements and suggested steps for review, which were used to create this document. A school wishing to format
the annual review differently, should consult the guidance to ensure all requirements are met.
This Annual Program Review Toolkit includes a template for writing the annual review as well as several resources
such as Annual Data Review Action Steps, Document Checklist, Action Plan Templates and Guiding Questions for the
10 Required Components of a Schoolwide Plan.
Documents gathered during the Annual Program Review and the revised Schoolwide Plan should be kept on file at the
school site and be made available to all stakeholders. Results from the Annual Program Review must be shared with
parents and staff on an annual basis and be made available upon request. A copy of the Annual Program Review and
a revised Schoolwide Plan need not be submitted to the Oklahoma State Department of Education unless requested
for monitoring purposes.
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Step I – Assign a Schoolwide Program Review Team
Title I regulations require that a school operating a schoolwide program annually evaluate the implementation of, and
results achieved by, the schoolwide program. The school must revise its plan as necessary based on the results of the
evaluation to ensure the continuous improvement of student achievement.
Section A – Schoolwide Program Review Team
Name
Title
Stakeholder Group
Brenda Smith & Sharon Fuson
Title I Reading Specialists
Students, parents, admin.
Neal Johnson, Roger Asseo
Site Principal/Asst. Principal
Students parents, teachers,
administration
Christine Thompson
Media Specialist
Students, parents, teachers,
administration
Katherine Whitney
Kindergarten Teacher
Students, parents, teachers,
administration
Becky Peasly
Parent
Students, teachers, admin
April Walker
Third Grade Teacher
Students, parents, teachers,
administration
Kara Finch
Fifth Grade Teacher
Students, parents, teachers,
administration
Sarah Roach
Fifth Grade Teacher
Students, parents, teachers,
administration
Dawna Newton
Fifth Grade Teacher
Students, parents, teachers,
administration
Angela Martinez
Sixth Grade Teacher
Students, parents, teachers,
administration
Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish.
Team members volunteered or were asked specifically to serve on the review committee. Each member was
responsible for reading the document and making any suggests that would lead this site to increase student
performance. Suggestions and comments were addressed in committee. Teacher, parent, and student surveys
were analyzed and discussed.
Section C - Documentation
Record and file the following documentation concerning the schoolwide program review team:
 Attendance Records, Agenda and Minutes of all program review meetings.
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Step II – Data Collection
Section A – Types of Data
Student Achievement Data
(OCCT, Benchmarks, District Assessments,
Report Cards)
Perception Data
Demographic Data
(Staff/Student/Parent Surveys, Self
Assessments, Meeting Minutes)
(Attendance, Truancy, Ethnicity, LowIncome, Special Education)
DIBELS
Three times yearly, beginning, middle,
and end except for progress monitored
students
SMR4
Quarterly Report
Reading Renaissance
Quarterly Assessment Results
OCCT
Once annually Assessment Results
Quarterly math and reading
assessments
S.T.A.R. Literacy and S.T.A.R. Early
Literacy
Report Cards
Quarterly Assessment Results
RtI
Monthly Discussion
Acuity
Bi-annually
Attendance, low-Income, mobility
rate, and the number of qualifying
special ed. population impact site
decisions
Quarterly Assessment Results
Quarterly Assessment Results
Section B - Overview
Briefly describe the data collection process.
The data is collected either three times a year, (beginning, middle, end), bi-monthly, quarterly or annually. Reports
are run and discussed in grade level meetings, faculty planning meetings, and RtI meetings. This information is
reported to the administration, students, and parents. A data board for the site population is displayed in a
consultation area.
Section C - Documentation
Record and file the following documentation concerning the schoolwide program review team:
 Copies of Data Used in the Annual Review
 Agenda, Minutes, and Attendance Record for Data Review Meetings
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Step II Addendum – Data Profile
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
Year
Total
Enrollment
%
Black
%
American
Indian
%
Hispanic
%
Asian/
Pacific
Islander
2013-2014
610
4.9%
5.7%
14.6%
1.8%
56.2%
16.8%
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
%
White
%
Other
Percent of Population
78.98%
67.8%
574
83.28%
Program Enrollment
Percent of Population
2013-2014
610
100%
2012-2013
506
83%
2011-2012
562
82%
4. Students Participating in Schoolwide Title I
Year
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%
52.7%
253
302
45.1%
47.3%
645.95
94.62%
432
94.62%
349
94.61%
Year
Average Daily
Attendance
Percent of Student
Population Daily
# Male
% Male
# Female
% Female
2013-2014
2012-2013
12
9.8
52.8%
1.6%
208
199
31%
56.4%
147
154
22%
43.6%
2011-2012
20
3.0%
273
53.6%
236
46.4%
2011-2012
6. Student Tardy Rate
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7. Student Mobility Rate (as of 3-24-2014)
Full Academic Year (FAY)
Non Full Academic Year (NFAY)
# Students
% Student
Population
# Students
% Student
Population
2013-2014
544
90%
64
10%
2012-2013
571
80.2%
141
19.8%
2011-2012
605
88.7%
77
11.3%
Year
8. Student Truancy Rate (As of 3/24/2014)
Year
Average Daily Truancy
Percent of Student Population
2013-2014
2012-2013
2011-2012
2
0.55
8
0.34%
0.09%
1.02%
Program Enrollment
Percent of Student Population
16
13
10
2.6%
2.1%
1.5%
9. Students Identified as English Language Learners (ELL)
Year
2013-2014
2012-2013
2011-2012
10. Student Behavior
Year
Average Daily Referrals
Average Daily In-School
Suspensions
Average Daily Out-of-School
Suspensions
0.26
0.35
0.14
.034
0.34
0.2
2013-2014
2
2012-2013
2
2011-2012
2
11. Highly Qualified Teachers (HQT) and Paraprofessionals
Number of Certified Teachers
Number of HQT
Number of Non HQT
47
47
0
Number of Paraprofessionals
Number of HQT Paraprofessionals
Number of Non HQT Paraprofessionals
22
22
0
Years of Experience
12. Teaching Experience
Number of Certified Teachers
0-2
3-5
6-10
11-15
16-20
20+
47
10
2
10
7
5
13
Doctorate
National
Board
Certification
0
2
13. Education
Degree Received
Number of Certified Teachers
47
Bachelor’s
Bachelor’s
+ 15
Master’s
Master’s
+15
23
5
13
4
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Step III – Data Analysis
Section A – Process
Briefly describe the process used to analyze the collected data.
Classroom teachers and administrators monitor collected data regularly by running reports of assessments and
administering informal assessments. Students are targeted as being in need of additional instruction. The classroom
teacher provides individual instruction and/or small flexible group instruction to those students not yet meeting those
necessary benchmarks, and the students may be referred to Title I for intervention. The site Literacy Coach meets with
the grade level team members to help monitor the progress of those identified students. Those not responding to
interventions will be put on a Response to Intervention (RtI) plan.
Section B – Summary of Analysis
Summarize the results of the data analysis specifically identifying the strengths, weaknesses and critical needs areas as shown in the data.
As a result of data from the 3rd, 4th, 5th and 6th grade OCCT, reading was identified as the first area of concern followed
by math as the second area of concern to be addressed. Technology is also an area of interest of this site. It ranked as
third in importance on the Parent Survey for Needs Assessment. Focus goals in reading and math were designed to
support those areas of weakness: reading: figurative language and sound devices (4.3,5.3), summary and
generalizations (3.3, 4.3, 5.0), and research and information/accessing information (5.0, 5.1, 6.0, 6.1); math: number
operations (2.0, 2.1, 2.2) and algebraic expressions..
The students’ reading assessment results indicated strengths in literal understanding, affixes, roots, and stems.
The OCCT indicated strengths in algebraic reasoning and data sense for math.
Testing information for the school term 2013-2014 will be added in the fall of 2014.
Section C – Success of the Schoolwide Program
Based on the data analysis, explain which schoolwide programs are succeeding and which are not.
Based on the data analysis, academic progress is monitored by using the DIBELS. RtI has been an important element
(program) for monitoring this student progress. As a result of the teacher monitored activities, many of the students
experience satisfactory growth over time and practice. Title I Summer school also offers opportunities for academic
growth as monitored by the DIBELS. Success varies with each child. Technology based programs utilized during regular
school hours, such as Moby Max, Reading Eggs, and Success Maker are also monitored and student progress is evaluated
regularly using the reports generated by each software program. Again, the correlation between time on task and
growth are directly related. Title I small, flexible groups demonstrate growth as indicated by formal and informal
assessments-the DIBELS, STAR, OCCT, CORE, Sucher-Allred, and other IRI instruments. The Indian Education program
uses the DIBELS and STAR for monitoring the first and second grade students. The third, fourth, fifth, and sixth grade
students’ growth is monitored by the OCCT. The ELL program monitors the participating students each spring with the
Access test which is comprised for four parts: listening, speaking, reading, and writing.
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Step IV – Review the Current Schoolwide Plan
Section A – Overview
Briefly describe the implementation of the Schoolwide Plan and the effects the plan had on teaching and learning, specifically addressing how the
needs of particularly low-achieving students were met.
With the implementation of the Schoolwide Plan, many programs have been made available to the low income (79.98%)
community in this area. Small flexible groups of students for re-teaching and concept development have demonstrated
to the student population that success is expected. ELL students are given extended time with a tutor for language
development. Speech, counseling, and also the Indian Tutoring sessions are utilized to support student growth. Title I
reading specialists attend to many students during the day as another element of support for academic performance.
Through the use of DIBELS, STAR, STAR Early Literacy, Success Maker (SMR4), Reading Renaissance, and other
monitoring tools, teachers and students are extremely aware of their areas of strength and weakness. Professional
Development is attended by the building faculty to build expertise in areas of the tested curriculum designated by the
Oklahoma standards .
Section B – Focus Goals
Briefly describe the progress made toward reaching the focus goals identified in the Schoolwide Plan, specifically addressing barriers if goals have
not been met.
In the past, this site has made the progress expected by the Oklahoma State Department of Education except for the
academic school term of 2009-2010 at which time we were identified as a school in Need of Improvement. The
academic year of 2010-2011 demonstrated a positive growth as reflected by the site’s AYP. For the academic school
term of 2011-2012, the Oklahoma State Department of Education implemented a new system for grading a school’s
academic performance. The School Report Card was initiated with Southgate receiving a letter grade of “C”. Barriers
have been inherent with this community because of a mobility rate that has ranged from 25% to currently 10% , a large
student population of special education students, and the evidenced based correlation of low academic performance to
low socio economic income. This translates into having a large portion of the school population not attending this
school site for a full academic year and dealing with poverty in daily life, as well as having many undereducated parents.
For the term 2012-13, the site received a C- on the Oklahoma State Department report card. Over 79.93% of this site’s
population were eligible for free and reduced breakfast and lunch programs. For the school term of 2013-2014, the
mobility rate of 10% will hopefully result in an improved report card along with a dedicated staff and a new principal
who is working to change the school climate. The free and reduced rate for breakfast and lunch has remained high at
78.98%. Even these barriers do not prevent teachers from always striving to address the needs of this site’s population
and moving toward achieving the site academic goals for reading and math success.
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Section C – Required Components
Explain to what extent all 10 required components were implemented as indicated in the plan.
Schoolwide Reform Strategies are utilized to advance the success of the student body. In reading, the instructional
tools used to address the five components of reading, as identified by the National Reading Panel are: phonemic
awareness, phonics, fluency, vocabulary, comprehension. Classroom instruction will be providing a variety of strategies
including whole group, small flexible groups, and/or individualized instruction, (such as RtI) and computerized
instructional programs. Math, the other focus area goal, utilizes small group instruction, whole group instruction,
individualized instruction, projects, and instructional software for the practice of skills.
All 47 certified teachers and the 22 paraprofessionals are highly qualified at Southgate/Rippetoe. Staff members are
placed in a position to best serve and meet the needs of the student population. The faculty provides high quality
instruction to students based on assessment data and Oklahoma standards for performance.
Professional Development guidelines, established by the district and implemented by a planning committee at this
site, enhance educational expertise in our building. The site improvement committee assesses the needs of our students
and creates a plan to improve learning.
Parents serving on the Title I Site Base Meeting in the fall and in the spring review the site goals, adjust the goals if
necessary, examine parent involvement activities, and the budget for the current year, as well as participate in and
evaluate the many parent involvement opportunities provided during the school year.
Back to School Night, Golden Cat Rally, extended day services for students, and parent involvement opportunities are
designed to help with the continued transition to creating spirited harmony of the student body and parent community
loyalty so that student success continues to rise in this high poverty area. Celebrations are utilized to recognize students’
achievement in relationship to goals reached in reading in particular, i.e. the Accelerated Reader Celebration and Honor
Code (appropriate behavior).
Data derived from the multiple assessments available to the teaching faculty and administration is used to drive
instruction. Parents are notified of academic changes through telephone calls, progress reports, online reports, report
cards, and conferences so that the best avenues for success are available to the student population. Also, the parent
portal allows parents to access student grades at anytime for monitoring purposes.
Students not meeting the expectations and benchmarks of grade level performance are referred to the Title I reading
program, Title I summer school, small group or one-on-one intervention with the classroom teacher through RtI, and
peer tutoring. These students are closely monitored for advancement in progress.
All instruction is required to be focused on achieving the objectives of the Oklahoma standards. The texts books
selected for all core instruction are purchased on the basis of those objectives/standards being integrated in the
published materials. As stated previously, students not benchmarking are involved in multiple intervention
opportunities either in the classroom and/or in a Title I reading assistance program.
A committee of Southgate Rippetoe Elementary teachers, staff, and parents gather information for a school wide
study of needs assessment. The parent, faculty, and student surveys are designed to reflect information that will guide
academic performance, technology programs, implement additional parent engagement programs, and help adjust the
strategies and extended days programs available to the students. It is crucial to create an instructional environment that
will nurture the academic needs of the student body and parents. Again, this year, the Parent Needs Assessment
Survey indicted reading as a first priority instructional goal followed by math as the second focus goal for this site, and
technology as a third area of focus.
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Section D – Deficiencies
After reviewing the Schoolwide Plan, describe any deficiencies as shown by the data or the review of the focus goals and 10 required components.
The site goals are in line with the Needs Assessment as indicated by the data. Teachers continue to work diligently to
address the needs of this mobile, low income community. The ten required components are a part of the daily
procedures of the school as is required. Many programs and supplemental time is allocated to sustaining the growth
and accelerating the growth of this student population. Parents are invited to the multiple parent engagement
educational activities that are provided for the school community. The parent support services are stressed through
multiple notices in student folders, on the school calendar, on the site marquee, at the fall Back to School Night, and at
the Title I Annual Open Meeting. Outside the multiple parent involvement daytime programs, an Open House/Reading
Literacy Night was scheduled for an October evening with another one scheduled for February focusing on math skills.
The Literacy Night was very well attended, but the Math Evening was less well attended. A committee decision was
made to alter the names of the evening events to make them sound less academic (like homework). On-going
deficiencies, are regularly addressed through additional instruction through regular RtI meetings with the Title I Literacy
Coach. Reading and math areas are always a focus with technology as a support to those areas of academia through
selected web-based instructional programs. Depending on the data from a particular year, the subcategory of
instruction changes and is addressed by the teaching staff. The principal of this site monitors student progress through
assessment reports and the Literacy Coach continues to support the teacher and the student population through regular
horizontal and vertical team meetings.
Step V - Modifications
Section A – Area of Need
Using the information obtained in the data analysis and the review of the current Schoolwide Plan, summarize the identified areas of need.
As a result of the data from grade level tests, quarterly tests, and software reports, and the Needs Assessment, reading
was identified as the first area of concern followed by math as the second area of concern to be addressed. Focus goals
in reading and math were designed to support those areas of weakness. The areas in reading included: figurative
language and sound devices (4.3, 5.3); summary and generalizations (3.3, 4.3, 5.0); and research and
information/accessing information (5.0, 5.1, 6.0, 6.1). Math focus related to number operations (2.0, 2.1, 2.2) and
algebraic expressions. These areas of focus were designated by the 2013-14 site improvement plan and supported by
the gathered data.
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Section B – Focus Goals
Briefly explain how the focus goals will be modified or changed to meet the identified area of need.
Focus goals may be modified /changed based on the monitoring of the multiple assessments and the results of the
2013-14 OCCT which is taken in the spring (April) of each school semester. As data may reflect low performance in
specific sub-categories of the academic areas of reading and math, those low performing subsets will have additional
time dedicated to them. At the beginning of each fall school term, the results of the spring OCCT are examined by the
administration and teachers on site improvement day where the weaknesses are listed and prioritized. This establishes
the bases for possibly altering the established Title I focus goals for growth in the areas of reading and math, and in the
site improvement plan for the next year (2014-2015).
Section C – 10 Required Components
Briefly describe how each of the 10 Required Components has been implemented according to the current Schoolwide
Plan, how each is evaluated for effect on student achievement and how each will be modified or changed to meet the
needs identified in the Annual Program Review. Guiding Questions for the 10 Required Components are included in this
toolkit.
Component 1: Schoolwide Reform Strategies
Implementation:
Instructional tools are used to address the five components of reading as identified by the National Reading Panel:
phonemic awareness, phonics, fluency, vocabulary, comprehension. Classroom instruction is provided through a variety
of strategies including whole group, small flexible groups, or individual instruction. Strategies will include the use of
student/teacher adjusting web-based reading and math programs, Payne Institute SLB, and small group intervention
based on RtI (Response to Intervention).
Evaluation:
Each strategy has a monitoring element which is used to assist with the evaluation of the instructional objectives.
DIBELS, printed web-based program reports, teacher created assessments, informal observations and assessments, and
end of lesson assessments, quarterly assessments, and RtI meetings are utilized to analyze data and evaluate student
progress. This information is used to adjust student instruction for re-teaching of the learning objective(s).
Modification/Changes:
Modification/changes are made based on the SDE school site report card, and state, district, and site assessments as
needed to meet the needs of the student population.
Component 2: Instruction by Highly Qualified Teachers
Implementation:
All teachers and paraprofessionals are highly qualified at Southgate/Rippetoe Elementary. Staff members are placed in
their position to best serve and meet the needs of this site’s student population. The faculty provides evidence based
instruction to students based on assessment data and mastery of the Oklahoma State Standards.
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Evaluation:
Each faculty member is evaluated by administration personnel using the TLE model. Several observations are required
following the criteria of the 20 components of this instrument. The teacher receives a copy of the administrative report
and a copy can be accessed through the TLE site.
Modification/Changes:
When an opening occurs for faculty placement, the applications are interviewed and thoughtfully placed in positions in
which they may function effectively as part of our educational community. Finding the highest quality of teachers is
always an important decision. While there is turnover of employees at Southgate Rippetoe, the faculty and
administration has made a commitment to provide a quality education for the site’s student population. Administrators
work diligently to encourage new and returning staff. New teachers to the site are mentored by fellow team members
so they may be utilized effectively in the classroom.
Component 3: Professional Development
Implementation:
Professional Development guidelines are established by the district. Our site improvement committee develops a plan to
implement during the school year to enhance educational experiences in our building through appropriate professional
development. The entire staff is encouraged to suggest professional development ideas that are relevant for our site.
The site improvement committee assesses the needs of our students and creates a plan to improve learning. After
examining PD suggestions and site needs, the site development coordinator, administrators, and teachers plan
professional development activities which focus on school gains and the needs of the teachers and the students.
Evaluation:
After each professional development in-service, teachers complete an evaluation of the session. Teachers are given
opportunities to meet as a team to discuss strategies learned in professional development sessions and possibly
implementing those strategies considered effective. Each horizontal team of teachers meets with our Literacy Coach
and/or principal to improve reading strategies at least once a month or as needed.
Modification/Changes:
Modification/changes will be made through professional development based on the needs of the faculty and students.
Modifications/changes will include professional development that supports high quality instruction based upon
data/assessments and current technology needs.
Component 4: High Quality Teachers to High Need Schools
Implementation:
There are currently 47 highly qualified teachers with two of those holding National Board Certification and 22 highly
qualified paraprofessionals at Southgate/Rippetoe. There are currently ten teachers with less than three years
experience as well as thirteen teachers with over twenty-one years of experience. Grade level team meetings are held at
least once a month or as needed with the literacy coach/principal for mentoring and collaboration.
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Evaluation:
Each faculty member is evaluated by the administration using the TLE model according to SDE guidelines. Twenty areas
are examined by the administrator using specific criteria and multiple formal and informal observations.
Modification/Changes:
When an opening occurs for faculty placement, the applicants are interviewed by the building principal. While there is
some turnover of employees at Southgate Rippetoe, the faculty has made a commitment to provide a quality education
for the site’s student population. The administration within this building works diligently to match applicants to
positions in which they may function effectively as part of an educational plan that leads the students to academic
success.
Component 5: Parental Involvement
Implementation:
Parents serve on the Title I Planning Committee and the Title I Site Based Meeting. Parents attending the Site Based
Meeting in the fall review the site goals, parent involvement activities, and the budget for the current year. Parents also
attend the Planning Meeting and the Site Based Meeting in the spring of each year for the same purposes of setting
goals, reviewing parent involvement suggestions, and the budget for the following school term.
Evaluation:
Each spring, parents at Southgate Rippetoe 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 a budget for the implementation of the schoolwide program. After every parent involvement event
during the school year, parents have an opportunity to evaluate that event and offer suggestions and/or comments for
future parent involvement activities.
Modification/Changes:
Modifications/changes will be made based on the annual Needs Assessment and survey, parent evaluations at each
parent involvement activity, and district and site goals to best design and implement parent involvement in our
schoolwide program.
Component 6: Transition Strategies
Implementation: 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
before proceeding to the classrooms. Supply lists are available, school spirit tee shirts are for sale, lunch tickets are
purchasable from the cafeteria staff, Title I staff is available to offer explanations of the schoolwide program, and the
principals are on hand to greet parents. 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 may need some special attention
because of anxiety from moving to a new school or just entering the school setting. Grade level parent meetings provide
an opportunity for parents to ask questions and to understand the academic expectations for their child at each grade
level. Golden Cat Rally, a monthly school-wide program, offers an opportunity for creating a cohesiveness of the student
body and share information about upcoming events. It is a time for creating harmony and school pride. This program is
normally conducted by the building principal. 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.
Also, those teachers conduct before school programs to support the students’ academic performance when the site
budget allows. Transitioning from grade to grade and also moving to other locations on campus for music, physical
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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. 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.
Evaluation:
Evaluation of transition strategies is an ongoing process based on the school report card, assessments, and the needs of
the students, faculty, and parents in the school-wide program.
Modification/Changes:
Modification/changes to transition strategies will be made based on data-driven decisions, school-wide goals, and needs
of the student population and faculty to insure a climate that is conducive to successful instruction and learning.
Component 7: Data Driven Decisions
Implementation: The key assessments: DIBELS, DIBELS progress monitoring, SMR4, Nine Weeks Tests, STAR Early
Literacy, STAR, , OCCT, Acuity, and Reading Renaissance provide teachers and the 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 as partners for effective learning. Teachers have access to the Dashboard At a
Glance for SMR4 and Reading Eggs, which provide much needed individual student information for modification of
classroom, small flexible groups, and individualized instruction.
Evaluation:
Assessments of student performance/progress are analyzed to guide future instruction. If previous goals are achieved,
new goals are formulated based on the Oklahoma State Standards with a plan for instruction. If goals have not been
achieved, then a plan for re-teaching is designed. The effectiveness of data-driven decisions is evaluated by monitoring
student progress, analyzing data, and formulating plans of instruction to meet the needs of each individual student.
Students are placed on a plan of improvement through the use of RtI (Response to Intervention).
Modification/Changes:
Modification/changes is an ongoing process in which data /assessments are regularly being analyzed and decisions made
concerning high quality instruction and learning to meet the needs of each student. RtI is an integral part of this
instructional process.
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Component 8: Effective and Timely Additional Assistance
Implementation: The classroom teacher provides small flexible grouping for the re-teaching of concepts and information
that has not been grasped by students to be successful. Student assessments are based on the results of DIBELS and/or
STAR. These assessments lead to the development of an RtI plan for student development. Students who have not
achieved benchmark on the DIBELS are regularly involved in progress monitoring, small group intervention time, peer
tutoring, and are regularly discussed in monthly meetings so new strategies can be developed. Students are also
recommended for assistance programs because of unsatisfactory performance on the Oklahoma Core Curriculum Tests
(OCCT). Parents are notified of this deficiency. Title I Summer school offers students an academic opportunity to sustain
growth and develop additional skills necessary for reaching benchmarks in reading and math so there is help with
summer loss.
Evaluation:
An Annual Needs Assessment and Survey is sent to parents, students, teachers, and administrators for evaluation of the
effectiveness of the current intervention programs in which the student population participate. The information is
analyzed to update the Title I Schoolwide 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, directs planning for the following school term.
Modification/Changes:
Timely additional assistance is an ongoing process that includes modification/changes as needed based on a variety of
assessments, and the school report card.
Component 9: Coordination of Programs
Implementation:
All instruction is required to be focused on achieving the Oklahoma 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 intervention in the classroom and monitored
through an RtI plan..
The Title I reading program offers small, flexible group instruction for students not achieving grade level
expectations. Additional instruction is administered by reading specialists on a daily basis.
Evaluation:
Evaluation is based on the school report card as well as state, district, and site assessments.
Modification/Changes:
Modification/changes of coordination of programs will be made after careful analysis of data collected through ongoing
assessments, needs assessments, and surveys.
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Component 10: Needs Assessment
Implementation:
A committee of Southgate Rippetoe Elementary teachers and staff gathered information for a school wide study of
needs assessment. Representatives from primary and upper grades, technology, media, and administration were
represented on this committee. The information was gathered through the use of formal and informal assessments.
Surveys went out to parents, students, and teachers. The surveys were designed to be able to assess an instructional
environment that should nurture the academic needs of the student body and evaluate the school climate in which
students and faculty/staff should feel safe and confident. The information from the surveys was confirmed by grade
level test scores. The assessments used for academic measurement were the DIBELS, DIBELS Progress Monitoring,
SMR4, quarterly tests, STAR Early Literacy, STAR, Reading Renaissance, and the OCCT. Each of the assessments
indicated a need for improved instruction and performance in the academic subjects of Reading and Mathematics.
When the needs assessments were distributed to parents, the number one choice of academic concentration was
reading, followed by mathematics and then technology.
Evaluation:
As a result of the needs assessment, reading was identified as the first area of concern followed by math as the second
area of concern to be addressed. Focus goals in reading and math were designed to support those areas of weakness:
reading: figurative language and sound devices (4.3, 5.3), summary generalizations (3.3, 4.3, 5.0), and research and
information/accession information (5.0, 5.1, 6.0, 6.1) and math: number operations (2.0, 2.1, 2.2) and algebraic
expressions.
Modification/Changes:
Modification/changes will be made as areas of strengths, weaknesses, and areas of concern are identified according to
results of the needs assessment and assessment data results.
Section D – Documentation
 Step V Addendum for Each Identified Focus Goal
Step V Addendum – Schoolwide Focus Goals
For each focus goal identified in Step V of the Annual Program Review, complete the following Schoolwide Focus Goal
Action Plan. Make additional copies as needed.
Goal:
The reading site goal is to increase the percentage of Regular Education Full Academic Year students in the Advanced
category and reduce the number of Regular Education Full Academic Year students scoring Limited Knowledge and
Unsatisfactory in all tested grade levels in reading. Students’ OCCT scores from 2011-2012 will be the baseline for
comparisons. We want to raise our report cared grade by two letter grades on the Bottom Quartile Student Growth and
our overall grade by one letter grade.
The math site goal is to increase the percentage of Regular Education Full Academic Year students in the Advanced
category and reduce the number of Regular Education Full Academic Year students scoring Limited Knowledge and
Unsatisfactory in all tested grade levels in math. Students’ OCCT scores from 2011-2012 will be the baseline for
comparisons.
Briefly describe the reasoning for the identified goal.
After analyzing data, (strengths and weaknesses), of reading and math on the Oklahoma Core Curriculum Test (OCCT),
the above stated goals are established based on this site’s academic needs which are directly derived from this data
analysis.
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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%)
The progress of students will be monitored by OCCT, STAR Reading, STAR Early Literacy, SMR4, MacMillan-McGraw–Hill,
quarterly reports, informal assessments, DIBELS (grades K-3), DIBELS Progress Monitoring, and Accelerated Reading
quizzes for comprehension assessments. Those not achieving benchmarks will be targeted for reform strategies.
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
Teacher made and
purchased materials
Reading Renaissance
OKC Thunder Reading
Students will
participate in reading
incentive programs to
increase reading of
literature during the
school year
Utilize web based
sites
Smart Board
Front Row Sound System
Technology Lab
Document Cameras
Teacher in-service
MacMillan-McGrawHill reading series
Classroom teacher,
Title I reading specialists
Person(s)
Responsible
Administrators
Faculty
Students
Parents
Title I Reading Spec.
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
Reading Renaissance
Quarterly reports
Reading Eggs
Moby Max
Acuity
Small flexible groups
Supplemental
Materials
Classroom teacher,
Title I reading specialists
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Guiding Questions – 10 Required Components
Guiding questions are designed to guide the Annual Program Review team during the analysis of the implementation of
the 10 Required Components. Analysis of these questions does not constitute a complete Annual Program Review, but
provides an integral part of the whole assessment of the schoolwide program.
Component #1 – Needs Assessment
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What does the data tell you about specific programs?
What does the data tell you about specific subgroups?
Are there any recognizable trends in the longitudinal data?
What students/subgroups are achieving at your school?
What students/subgroups are not achieving at your school?
According to the data, what strategies and activities appear to be succeeding? Not succeeding?
What additional data needs to be collected this year? Next year?
Component #2 – Schoolwide Reform Strategies
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What Scientifically Based Research programs are currently being used at the school? Are they effective?
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How is technology being utilized in the classroom? Has it been effective in increasing engagement, motivation
and achievement?
How did the school increase the amount and quality of instructional time? Was it effective?
What was done to strengthen the core academic program at the school?
Is curriculum aligned with the Priority Academic Student Skills (PASS)?
Have the schoolwide programs ensured that ALL students at the school have the opportunity to reach the
State’s satisfactory and proficient levels of learning?
Component #3 – Instruction by Highly Qualified Teachers
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Are all teachers at the school highly qualified? All paraprofessionals?
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Was the professional development plan implemented as planned? If not, why?
Are staff members being utilized in the best way possible to meet the needs of the students?
How will the school site continue to ensure instruction by highly qualified teachers?
Component #4 – Professional Development
Did the professional development received improve instruction in the classroom?
Did the professional development received improve student achievement?
Was the professional development adequately monitored and evaluated on an ongoing basis?
How did the professional development plan align with the school improvement goals?
What are the current professional development needs of the staff? Administrators?
How will the newly identified needs be implemented in the updated plan?
Component #5 – Highly Qualified Teachers to High Need Schools
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How many teachers are employed at the school?
How many teachers have less than 3 years experience?
What was the teacher turnover rate this year?
What is the expected turnover rate for next year?
What is the school doing to support teachers and provide time for mentoring and collaboration?
How is the school recruiting highly qualified teachers?
Does the district have equitable distribution of teachers where low-income high-minority students are not
taught at a higher rate than other students by unqualified, out-of-field or inexperienced teachers?
Component #6 – Parental Involvement
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What services were provided to parents as part of the schoolwide plan?
What communication was sent to parents this year?
What other types of communication can be utilized?
How was attendance at parent involvement activities? How could this be increased?
Do any revisions need to be made to the parent involvement policy and parent compact?
Have the parents been surveyed regarding parent involvement, communication, and other activities? If not,
how can data be gathered from the parents?
Component #7 – Transitions
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Which transition activities were effective?
Were all stakeholders involved in transition activities? If not, how can they be more involved in the future?
Are there any gaps in the current transition activities? How can these be closed?
Component #8 – Data Driven Decisions
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Which assessments/benchmarks are currently used by the school to monitor student achievement? Are they
effective?
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Do these assessments inform instruction?
Are the assessments used by all staff and administrators to make decisions?
How can the school better utilize assessment data?
Component #9 – Effective and Timely Additional Assistance
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How were low performing students identified during the school year?
What interventions are in place to assist these students?
Did low-performing students receive assistance in a timely manner?
How is progress monitored?
Component #10 – Coordination of Programs
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Do all resources (federal, state, local) support the schoolwide program?
Do any activities or programs need to be modified to better support the schoolwide program?
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Document Checklist
The document checklist is intended to be a guide schools can use to ensure required documentation is included in the
Schoolwide Plan, the annual review and the public and site file.
Schoolwide Plan Documents:
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Local board of education meeting minutes reflecting Schoolwide Plan approval
Meeting agenda and/or attendance records for Parent Informational Meeting
Meeting agenda and/or attendance records for Faculty Informational Meeting
Disaggregated test data for math and reading/language arts
Student/Parent/Teacher surveys (if applicable)
Additional student achievement data used in needs assessment
Part IV Addendum – Data Profile
Part V Addendum - Schoolwide Focus Goal Action Plan(s)
Letter of notification to parents of students taught by Non-Highly Qualified Teachers
Part VIII Addendum - Professional Development Plans for the Current and Implementation Year
Sample copies of professional development agendas and/or attendance records
Sample evaluation tool for monitoring the implementation of professional development activities
Sample individual professional development plan created by staff
Parent Involvement Policy
Site Parent/School Compact
Parent survey or other evaluation tool regarding parent involvement activities
Examples of school/parent communication
Notification to parents regarding student achievement reports and test scores
Notification to parents of Annual Parent Informational Meeting
Notification of Title I programs and opportunities
Letters, flyers, mailings, etc. notifying parents of transition activities
Attendance records of parent meetings about transition activities
Evidence of vertical teaming among faculty (i.e., agendas, minutes, curriculum maps)
Annual Review Documentation:
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Modified versions of the above listed documents as necessary
Written copy of the Annual Program Review
Documentation of Annual Program Review meeting(s) Including agenda, minutes and attendance records
Notification to parents and stakeholders of Annual Program Review meeting and results
Documentation of Annual Parent Informational Meeting
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Public File Documentation:
 General information about the school including history, demographics, teachers, curriculum, achievement
scores, activities, parent organizations
 Information about Title I, Part A programs
 Written Schoolwide Plan and Annual Program Review
 Site Parent Involvement Policy with School/Parent Compact
Document File Documentation:
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Written copy of Schoolwide Plan
Written copy of Annual Program Review
Written copy of Site Parental Involvement Policy
Written copy of site Parent Compact
Documentation of Annual Parent Meeting
Documentation of Parental Communications
o Information about Title I, Part A programs
o Information about student academic progress
o Notification of Non-Highly Qualified Teacher
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