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
Part I – Contact Information
Oklahoma City, OK 73105
County
Code
District
Code
Cleveland
14
Moore Public Schools
I002
Mailing Address
123 N.W. 2nd
City
State
Moore
Oklahoma
Name of Contact Person
Zip
73160
Position
Becky Jackson
Principal
Email
Phone
Fax
beckyjackson@mooreschools.com
405-735-4140
405-793-3289
Name of Contact Person
Position
Judy King
Title 1 Reading Specialist
judyking@mooreschools.com
Phone
Fax
405-735-4140
405-793-3289
Part II - Assurance
The Schoolwide Plan meets all criteria as referenced in the Designing Schoolwide Programs NonRegulatory 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: ________________
 Include a Copy of Meeting Minutes.
Parents and the community were informed of interest in becoming a schoolwide school. Meeting date:
___________
 Include a Copy of Meeting Agenda and/or Attendance Records.
Faculty and staff were informed and are committed to the schoolwide program. Meeting date:
_________________
 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
Becky Jackson
Principal
Stakeholder Group
Support Service
Amy Frazier
School Counselor
Teacher
Stephany Gooden
Media Specialist
Teacher
Judy King
Title I Reading Specialist
Teacher
Becky McDougal
Title I Assistant
Paraprofessional
Carol Gudgel
Leslie Madrid
Lori Birdwell
Emily Marshall
Carol Gaines
Jill Blaine
Kristine Richardson
Kim Johnson
Jenny Haddox
Lindsey Elsea
Kristy McDougal
Frances Sartin
Title
th
6 Grade
Reading/Language Arts
Teacher
5th Grade Reading
Teacher
4th Grade
Reading/Language Arts
Teacher
3rd Grade Teacher
2nd Grade Teacher
1st Grade Teacher
Kindergarten
SpEd Resource Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Parent
Parent
Parent
Parent
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 teachers on the team volunteered to be part of the core planning team. At least one teacher from
each grade level was encouraged to be part of the team, as well as the Media Specialist and school
counselor. All teachers were asked to contribute names of parents that might be interested in being
on the team. Parents were also given the opportunity to sign up for the review team at Parent
Involvement events. The members of the team were contacted before each meeting. Needs
Assessment surveys were given to all parents, students and teachers.
2
Section B – Technical Assistance Provider
Name of Provider
Organization
Heather Wakefield
Moore Public Schools
Address
City
State
Zip
1500 S.E. 4th
Moore
OK
73160
Email
Phone
heatherwakefield@mooreschools.com
405-735-4292
Briefly describe technical assistance provided during the planning process and technical assistance planned for the
implementation year.
The technical advisor informed us of resources by the State Department of Education, held a meeting
to explain the forms used in the planning process, was available for questions, and put us in touch with
other schools who were engaged in the process. We discovered the networking between school sites
was invaluable.
Part IV – Introduction
Section A – Overview
Provide a one page overview of your school and community including demographic data and
poverty rate.
Central Elementary is a pre-K through sixth grade elementary school located
in the Old Town area of Moore, Oklahoma. Our population, as of April
2015, is 518 students. Our population consists of: 5% Black, 5% American
Indian, 12% Hispanic, 0% Asian/Pacific Islander, 61% Caucasian and 17%
other. Of these students, 58% are eligible to receive free or reduced
lunches. 25 of our students are members of the Back Pack Club which
allows us to send food home with these children on weekends.
3
Section B – Mission Statement
A mission statement answers the question, Why do we exist? Provide the mission statement for your school.
Our mission is to create a learning environment where students and staff become self-directed
learners, effective communicators, critical thinkers and cooperative contributors to the school as well
as society.
Section C – Vision Statement
A vision statement answers the question, What must we do accomplish our mission? Provide the vision statement for your
school.
We are committed to excellence in education with the full support of students, parents, community,
and staff. Our school will present the tools, resources, and support to provide the opportunities for all
students to achieve proficiency, or above, in all content areas as measured by state assessments. Our
vision is to provide a safe environment with high expectations for students to encourage them to
dream, be inspired to succeed and be empowered to be life-long learners.
Section D – Data Reference Chart
Provide the most recent information available.
Grade Span
PK - 6
Total Enrollment
Average Attendance (Percentage)
93.89% Free/Reduced Lunch (Percentage)
518
58%
Special Education (Percentage)
22%
ELL (Percentage)
1%
Number of Certified Staff
35
Student Teacher Ratio
1:22
2008 API
1386
2009 API
1195
2010
1238
2011-2012
B
2012-13 Report Card
C+
2013-14 Report Card
C
Made 2009 AYP-Reading?
Yes
Made 2009 AYP-Math?
Yes
Made 2010 AYP – Reading?
Yes
Made 2010 AYP – Math?
Yes
4
Section E – Documentation
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)
Part IV Addendum – Data Profile
1. Student Enrollment by Gender
Year
Total Enrollment
# Male
% Male
# Female
% Female
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
518
521
573
548
558
272
268
297
272
296
53%
51.4
51.8
49.6
52.9
246
253
276
276
264
47
48.6
48.2
50.4
47.1
2009-2010
565
292
51.7
273
48.3
2. Student Enrollment by Ethnicity
Year
Total
Enrollment
%
Black
%
American
Indian
%
Hispanic
%
Asian/
Pacific
Islander
%
White
%
Other
2014-2015
518
5
5
12
0
61
17
2013-2014
521
3.8
6.8
9.7
.9
62
16.8
2012-2013
573
4.2
8.1
9.4
.5
61.4
16.4
2011-2012
548
5.3
9.7
12.4
.05
65
7.1
2010-2011
558
7
10
9
1
73
0
2009-2010
565
6.9
11.9
8.0
.9
72.3
0
3. Students Eligible for Free and Reduced Lunch Program
Year
Number
2014-2015
303
2013-2014
312
2012-2013
340
2011-2012
365
2010-2011
365
2009-2010
355
Percent of Population
58
60
59.3
66.6
70.44(Excluding Pre-K)
61.39
5
4. Students Participating in Title I Programs
Year
Program Enrollment
Percent of Population
2014-2015
Schoolwide Program
100
2013-2014
Schoolwide Program
100
2012-2013
Schoolwide Program
100
2011-2012
Schoolwide Program
100
2010-2011
Schoolwide Program
100
2009-2010
Schoolwide Program
100
5. Student Attendance
Average Daily
Attendance
Year
Percent of Student
Population
# Male
% Male
# Female
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
480.30
496
538.31
524.14
536
93.89
95
94
95.6
96
251.50
256
278.41
302
282
52
52
51.7
95.38
53
228.47
240
259.90
314
254
2009-2010
528.2
93.7
Data
Not
Available
% Female
48
48
48.3
95.04
47
6. Student Tardy Rate
Year
Average Daily
Tardies
Percent of Student
Population
# Male
% Male
# Female
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
12
8
14.71
15
11
2.1
1.3
2.57
2.5
34
181
154
198
175
104
31
48.5
50.8
48.3
55
151
155
192
187
84
2009-2010
7.9
30
Data
Not
Available
% Female
26
53.8
49.2
51.7
45
6
7. Student Mobility Rate
Full Academic Year (FAY)
Year
Non Full Academic Year (NFAY)
% Student
Population
# Students
% Student
Population
# Students
2014-2015
531
91.9
47
8.1
2013-2014
548
90.4
58
9.5
2012-2013
450
78.5
123
21.5
2011-2012
496
90.5
52
9.5
2010-2011
488
87
70
13
2009-2010
491
86.9
74
13.1
8. Student Truancy Rate
Year
Average Daily Truancy
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
<1
<1
<1
8
10
7
Percent of Student Population
<1
<1
<1
1.4
1.7
1
9. Students Identified as English Language Learners (ELL)
Year
Program Enrollment
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
7
5
6
6
6
7
Percent of Student Population
1
0.95
1
1.1
1.1
1.2
10. Student Behavior
Year
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
Average Daily Referrals
<1
<1
<1
3
7
<1
Average Daily In-School
Suspensions
<1
<1
<1
6
4
<1
Average Daily Out-ofSchool Suspensions
<1
<1
<1
<1
<1
<1
7
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.
Central Elementary teachers gathered information to evaluate formal and informal assessments.
Assessment measures included the 2014 results from the CRT, DIBELS, Gates-MacGinitie Reading Tests,
STAR Literacy, Success Maker (Reading and Math), the district’s quarterly exams as well as teacher
made evaluation tools. Lists of strengths and weaknesses were examined and goals were created with
the data from these assessments. Surveys from teachers, parents and students were used to address
needs and perceptions of the current programs conducted at Central.
Briefly describe how the data was analyzed and the actual results of your needs assessment.
Information is taken from Infinite Campus, a district wide reporting tool, and the State Accreditation
Report. Data is sent to the principal and test scores are organized by grade level. Vertical and
horizontal teams of teachers review the scores, sort the data, and list weakest to strongest concepts.
Teachers look for trends in the CRT scores along with benchmark scores, DIBELS, Gates and STAR
results.
State test results in math revealed weaknesses in measurement (3,4,5), time and temperature/money
(3), circles and polygons (5,6), properties of shapes (3), number operations (4,6), number properties
(5), algebra patterns (5), and coordinate geometry (6) . Continuing needs to be addressed are basic
recall of math facts and problem solving. The main strengths in math were algebra patterns/equations
(3,4), number sense (4,5,6), number operations (3,5), and probability (3).
State test results in reading indicated that accessing information (3,4,6), figurative language/sound
devices (3,4), using resource materials (3), literary elements (4,6), synonyms/antonyms/homonyms (5),
summary/generalizations (5), interpreting information (5), and word origins (6) were general
weaknesses. We will continue to concentrate on informational reading as well. The overall strengths,
according to the test results, were analysis and evaluation (3,4), summary/generalization (3,6),
inferences/interpretation (4), literary understanding (5,6), literary genre and literary elements (5), and
figurative language (6).
8
Survey Results
Teacher Survey Results
25 Teachers Responded
The survey consisted of fifteen items which teachers rated as very effective, effective, somewhat
effective or ineffective. The following activities and materials were rated very effective: SMARTBoards,
Reading Eggs, REDCAT Audio Systems, Title I Tutoring (King and McDougal), and Before/After School
Tutoring. The following were ranked as effective: Study Island, BrainPop/BrainPop Jr., TumbleBooks,
and Parent Involvement Events. Additionally, teachers wanted the following kinds of Professional
Development to be provided: how to write a grant, time given to observe other teachers in the district
who are effectively teaching CAFÉ/Daily Five, Writing, training for Reading Eggs, and how to help the
student who doesn’t like or want to read. The types of items that they would like purchased by Title I
are the following: iPads, software for students (Reading Eggs, Tumblebooks), apps for iPads, clipboards
for students to use while moving around to centers, sight word activities to use during reading groups,
1st grade math centers, more book sets for the classroom, math and reading game CD’s for the
SMARTboards.
Student Survey
401 Students Responded
Students were asked to evaluate thirteen items as to whether they felt the activities/materials help a
lot, help some or do not help at all. Students thought the following items help a lot: Success Maker
(2nd grade Math), Success Maker (2nd grade Reading), Destination Reading (2nd grade), Tumblebooks
(2nd grade), Reading Eggs (K-2nd grade), IXL, Technology (SMARTBoards, Clickers, REDCAT, iPads). The
following item helps some: Success Maker (3rd-6th grade Reading), Study Island, Brain Pop/Brain Pop
Jr., family event nights, and summer booklets. Kindergarten and first grade students thought reading
groups, Reading Eggs, and reading/math centers help a lot.
Parent Survey
169 Parents Responded
Parents were asked to evaluate nine items as to whether they felt the activities/materials help a lot,
help some or do not help. Parents thought the following items help a lot: Before/After School
Tutoring, Title I Groups, Accelerated Reader, Reading Eggs and IXL. The parents rated the following
items as helping some: Parent Involvement Events, BrainPop/BrainPop Jr., Study Island, Summer
Booklets, and Reading Connection. Some parents said they weren’t familiar with these internet
programs. One parent wrote it would help if they had a home computer. A couple of the parents
wrote that their children were in the Title 1 program, and they saw improvement. Another parent
wrote that he/she likes the monthly flyers. Several parents like what we are doing, and it is perfect as
it is.
Additionally, parents were asked to prioritize the emphasis spent on reading/writing, math and
technology. 76% thought reading/writing should be first priority. 20% thought math should be first
priority, and 2% thought technology should be first priority.
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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.
State test results in math revealed weaknesses in measurement, time and temperature/money, number
operations, properties of shapes, circles and polygons, algebra patterns, number properties, and
coordinate geometry. Continuing needs to be addressed are basic recall of math facts and problem
solving. The main strength in math was number sense. Results in reading indicated that accessing
information, figurative language/sound devices, using resource materials, literary elements,
synonyms/antonyms/homonyms, summary/generalizations, interpreting information, and word origins
were general weaknesses. We will continue to concentrate more on informational reading. The overall
strengths, according to the test results, were analysis and evaluation, inferences/interpretation, literary
understanding, and literary genre. We did not reach the goal of increasing our CRT scores by 5% in
reading (grades 3,4,6) and math (grades 3,5,6), so that will continue to be a focus goal. Increasing
academic vocabulary across subject areas and grade levels remains a focus goal. We are always looking
at ways to improve parent involvement in academic endeavors as well.
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:
1. To increase the total reading score by 5% on the 2015 Spring CRT.
2. To increase the total math score by 5% on the 2015 Spring CRT.
Briefly describe the reasoning for the identified goal.
The spring CRT test scores of 2014 revealed that 74% of our students in 3rd grade scored proficient or
above in Reading, 69% in 4th grade, 88% in 5th grade, and 87% in 6th grade. Our 3rd reading scores
dropped 2%, while our 4th grade reading scores increased by 3%, 5th grade increased by 11%, and 6th
grade increased by 4%. In Math, 57% of our 3rd grade students scored proficient or above, 59% in 4th
grade, 78% in fifth grade and 78% in 6th grade. 3rd grade math scores decreased by 10%, and 6th grade
decreased by 14%. 4th grade increased math scores by 6%, and 5th grade increased by 1%. We want to
see the amount of students who reach proficiency increase in the area of reading and math.
Describe the measurable outcomes for the goals (i.e., In 2009-2010, the percentage of students scoring 70 or below on the
quarterly math assessment will decrease by 10%)
In 2014-15, our goals are to increase both the reading and math CRT scores by at least 5-15% at all grade
levels. Additionally, we want to increase student academic vocabulary in all subject areas and improve
math facts and problem solving.
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Action Plan
Strategies and Action
Steps
Resources Needed
Person(s)
Responsible
Timeline
1) Use of SLB in 1st
grade. Guided
reading time and
literacy centers.
Use of technology.
Use of Unravel
strategies. Increase
vocabulary bank
vertically across
subject areas.
Utilize resources,
such as the
thesaurus,
encyclopedias,
almanacs, etc., in
lessons and
projects.
1) Additional
training in guided
reading, literacy
centers and
technology.
1) Classroom
Aug. 2015– May
teachers, , Title I
2016
Reading Specialist,
Media Specialist,
MAPs teachers,
Principal, District
Coordinator,
Professional
Development and
Technology
Committee
2) Use of math
Unravel. Utilize
technology.
Develop a bank of
story problems.
Increase time spent
on learning basic
math facts. Weekly
timed math facts
tests.
2) Additional
training in
technology.
2) Classroom
teachers, MAPs
teachers,
Principal, District
Coordinator,
Professional
Development and
Technology
Committee
Evidence of
Progress
Scores on State,
District Tests,
STAR, IXL, Study
Island, Success
Maker, and
DIBELS.
Aug. 2015- May
2016
Scores on State,
District Tests, IXL,
Study Island,
Success Maker.
11
Part VI – Schoolwide Reform Strategies
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.
Based on the results of the needs assessment, reform strategies designed to address the continued
needs of the teachers and students include:
Teacher Training/Involvement
Possibilites for Professional Development include, but are not limited to, technology workshops, how
to write a grant, 6-Traits Writing, SLB and First Grade Foundations.
Student Involvement/Achievement
Students will receive instruction in a variety of methods; whole group, small group, and individually.
Students will benefit from traditional textbook instruction, centers, as well as through technology.
Students will have access to both networked and web based instruction. Students will have access to
computers, iPads, calculators, SMARTBoards, document cameras, student response systems,
digital/video cameras and other types of technology as it becomes available. Students in Grades K-6,
who are operating below grade level in reading, will receive additional small group instruction through
Title I services. Students in Grades 3-6 will be invited to Before/After School Tutoring.
Technology Training and Use
Central’s students and teachers will be provided current technology to help implement the curriculum.
As stated in the above paragraphs, the use of both new hardware and software will require training by
both students and staff. Administration will monitor by means of lesson plans, observations, and
reports that can be generated by both the networked and web based programs in use at Central
Elementary.
Title 1 Services
State, district and site assessments will be reviewed and strategies developed to facilitate student
learning and remediation. Technology will be used whenever possible in addition to traditional
methods. The Title I staff will offer additional literacy instruction to students who do not benchmark in
their DIBELS testing. They will use Read Naturally, a program to improve reading fluency, as well as
various activities to address phonics, vocabulary and comprehension needs. Along with the classroom
teachers, the Title I staff will also provide additional instruction and practice in test taking skills.
Section B – Extended Day/Extended Year
12
Explain the extended day/extended year program to be implemented. Include procedures for monitoring and evaluating the
program.
Before/After School tutoring will be offered for those children in 3rd-6th grades. Classroom teachers
recommend students who would benefit from additional instruction in reading and math based on
DIBELS testing. Those classroom teachers also provide information about skills that need to be
addressed with the recommended students. On-line math tutoring is available for all students of the
district Monday-Thursday from 6:00-8:30 p.m. Our district also provides a month long Title I Summer
School program at no charge for K-2nd grade. A district administrator is selected to be the principal for
Summer School. Students from all Title I schools, district wide, are able to attend.
Section C – Core Academics
Explain how the school reform strategies will strengthen the core academics (reading and math programs) of the school.
We will continue to emphasize reading comprehension and vocabulary along with math facts and
problem solving. Professional Development offered for technology, as well as various methods of
teaching across subject matter, will strengthen our core academics. We will continue to investigate
web based programs that that can be tailored to whole group, small group, or individual instruction.
We will also research apps for our newly purchased iPads that will foster higher level thinking skills.
Section D – Curriculum Alignment
13
Explain how curriculum is aligned with PASS at the school.
The district coordinators, in conjunction with teachers, develop the curriculum guides and pacing
calendars for the district based on state PASS. Teachers are notified when these items are on the
district website. Items are updated/changed when new skills/requirements are given to us from the
state.
Section E – Technology
Explain the usage of technology at the school to improve student engagement and achievement. How is it being monitored
and evaluated for effectiveness?
Students go to one of two computer labs we have in our building to work on Success Maker
Reading/Math programs and TTM (Think Through Math.) Each homeroom goes for 40 minutes, one to
two times a week. The students are required to make a grade of 80% or better before moving to the
next lesson. The grades on the Success Maker and TTM lessons are monitored by the homeroom
teacher. The teacher can then access student’s results after each visit to the computer lab to review
strengths and weaknesses. Success Maker results are reviewed monthly by the principal as well. The
Accelerated Reader program, used by our first through sixth grade classes, requires students to read
books at their reading levels then take a computer generated test to evaluate their comprehension. In
addition, some teachers use other web-based computer programs such as Riverdeep, Brain Pop, IXL,
Study Island, etc. to help motivate and challenge their students.
SMARTBoards are in all teachers’ classrooms who teach reading and math as well as other classrooms.
Document cameras are in most classrooms. Student response systems (clickers) are available per
grade level. iPads have newly been purchased to use with whole class, small groups, and individual
students. The principal regularly visits classrooms while technology is being incorporated into lessons.
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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.
Central’s academic goals for improvement are directed towards reading, math and language. Low
achieving students in these areas are identified by the CRT’s, district tests, DIBELS, Gates, STAR and
reports generated by Success Maker. Success Maker allows the teacher not only to identity low
performing students but to identify specific areas needing remediation. Teachers are encouraged to
divide students into quartiles of strengths and weaknesses and address the needs of these students
with the appropriate strategies. Guided reading groups serve as one way where teachers can easily
differentiate instruction.
Students also can receive help during the school day from our Title 1 teacher and assistant.
Before/After school tutoring will be available for students in Grades 3-6. On-line math tutoring is
available for all students of the district Monday-Thursday from 6:00-8:30 p.m. Students in grades 4-6
can attend free evening tutoring offered by High School Honor Society students at our local junior high
schools. This program is monitored by certified personnel. Students at our site may also attend free
tutoring at the city library Monday-Thursday. Our students were also invited to attend a reading clinic
conducted by OU graduate students.
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
Number of Non HQT
35
35
0
Number of Paraprofessionals
Number of HQT Paraprofessionals
Number of Non HQT
Paraprofessionals
15
15
0
Section B – Teaching Experience
15
Years of Experience
Number of Certified Teachers
0-3
4-5
6-10
11-15
16-20
20+
35
4
4
6
5
7
9
Section C – Education
Degree Received
Number of Certified
Teachers
Bachelor’s
Bachelor’s
+ 15
35
18
1
Master’s
Master’s
+15
11
5
Doctorate
National
Board
Certification
5
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.
Central Elementary is served by a highly qualified staff. Central Elementary has four reading specialists.
We also have five teachers who have received their National Board Certification. 46% of our teachers
hold Master degrees. 77% of our faculty has six or more years of teaching experience. We have no
teachers teaching outside of their fields. All teachers are required to acquire professional development
points yearly.
Central Elementary enjoys the services of 14 paraprofessionals. All have met the requirements of being
highly qualified.
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
16
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.
Central Elementary has a Professional Development Committee made up of the principal, Media
Specialist and teachers. The committee reviews data from student testing as well as parent, student
and teacher surveys to evaluate the needs of the students and teachers. From this data, specific
seminars, workshops and trainings are chosen and/or developed to meet those needs.
During the 2014-15 school year, we had technology training, specifically Infinite Campus Training, Web
Page Development, Google Chrome. On-Site trainings also included a TLE overview and
Implementation and Other Academic Measures (OAM). Title I Reading Specialist, along with the 4th
and 5th grade reading teachers, went to the fall Oklahoma Association for Supervision and Curriculum
Development Conference. A 1st and 2nd grade teacher attended Pat Pavelka on Reading Mini-Lessons,
and the Title 1 Reading Specialist attended the Title 1 Leadership Institute-Strengthening Your Title 1
Program: Powerful Intervention Strategies to Accelerate Achievement for Struggling Students. Besides
the Professional Development mentioned above, our teachers also have access to a variety of
Professional Development provided by our district.
17
Describe the procedures that are in place for follow-up on each professional development activity.
After each professional development activity, in order for participants to receive their points, they
must fill out an evaluation form. Feedback is taken into consideration and incorporated in subsequent
trainings. Attendees are encouraged to share information gained from Professional Development with
their grade level/subject matter team members.
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.
Each teacher is required to accrue professional development points each year. Some are required and
provided by our district. Others are chosen according to the needs of the individual teacher. Central
Elementary tries to assess the overall needs of the teachers and provide professional development in
those areas. Information from Teacher/Parent/Student Surveys is gathered. From this data, specific
seminars, workshops and trainings are chosen and/or developed to meet those needs.
18
Describe how professional development supports the Schoolwide Plan and Schoolwide Focus Goals identified in Part V.
During the 2014-15 school year, we will continue training staff in the use of technology, both in the
equipment and networked or web based programs. Technology is used in our reading and math
programs. Possibilites for Professional Development include, but are not limited to, technology
workshops and Oklahoma Writing Project.
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
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Part VIII Addendum – Professional Development Plan
Complete one (1) professional development plan for the current year (planning year) and the following
year (Implementation Year). For the Implementation year, please estimate dates and location and do
not include number of participants.
Complete one (1) professional development plan for the current year (planning year) and the
following year (Implementation Year). For the Implementation year, please estimate dates
and location and do not include number of participants.
Year of Plan: 2014-2015
Professional Development
Activity
Infinite Campus Training
Date(s)
Number of
Participants
All Faculty
Aug. 26
Description
(i.e., content, duration of
time)
Training on Infinite Campus (1
hour)
TLE Overview and
Implemetation
Sept. 2
All Faculty
Desegregation of State
Math and Reading Scores
Sept. 2
All Faculty
Renaissance Place AR
Guidelines
Sept. 2
All Faculty
Oklahoma Writing Project
Sept. 2
All Faculty
Training on methods to teach
writing.
Website Training
Oct. 2,8
All Faculty
OTA-Encyclomedia
Conference
Oct. 2,3
1
Nov.
All Faculty
Training on Web Page
including design, links, etc.
(1 hour)
The conference provided a
variety of professional
development for reading,
technology, and
gifted/talented. (12 hours)
Training at our school to
instruct teachers how to use
Google Chrome.
Tools for the Classroom using
Google Chrome
Overview, timeline, indicators
and examples of the new
teacher evaluation system. (2
hours)
Vertical and horizontal teams
discuss test scores, strengths
and weaknesses, and develop
goals from the testing
information during Site
Improvement Day. (1 hour)
Training for new AR guidelines.
20
OASCD Fall Conference
Nov. 3
3
Reading Comprehension with
Cris Tovani
Pat Pavelka on Reading
Mini-Lessons
May 7
2
Reading Comprehension
strategies
Title 1 Leadership Institute
May 14,15
Title 1
teachers
Strengthening Your Title 1
Program: Powerful
Intervention Strategies to
Accelerate Achievement for
Struggling Students (K-6)
Year of Plan: 2015-2016
Professional Development
Activity
Web Page Design
Date(s)
Aug
Number of
Participants
All Faculty
Desegregation of State Math
and Reading Scores
Sept. 2
All Faculty
RenPlace
Sept. 2
All Faculty
TLE-OAM
Sept. 2
All Faculty
Oklahoma Writing Project
(OWP)
Sept.,Oct.
All Faculty
RTI
Sept. 2
All Faculty
Coordinator’s Meetings
Ongoing
All Faculty
Description
(i.e., content, duration of time)
Web Master will meet with grade
level teams during their planning
periods for instruction and
assistance in developing their
web pages. (40 min.)
Vertical and horizontal teams
discuss test scores, strengths and
weaknesses, and develop goals
from the testing information
during Site Improvement Day.
(2 hours)
Training at our school to help the
teachers understand AR and
STAR program usage.
Overview, timeline, indicators
and examples of the teacher
evaluation system.
Training in teaching writing
through hands-on activities and
literature.
Training for continued
implementation of RTI.
District coordinators meet with
staff for guidance for their
subjects.
For the Implementation year, please estimate dates and location and do not include number of
participants.
21
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
2014-2015
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
Number of Returning
Teachers
35
28
35
32
31
35
Number of New
Teachers
6
5
3
6
8
1
Percentage of
Turnover
12%
15%
8%
16%
21%
2%
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.
Moore Public Schools is a highly desirable district in which to work. We enjoy a reputation for
excellence and staff support. MPS offer a wide range of workshops year round. The availability of
current technology and support is an added benefit in attracting highly qualified teachers to our
district. Our district has a job fair where all potential employees, including recent college graduates,
can gather information and have an initial interview. Our district is partnering with OCU to implement
a Master’s of Administration degree plan as well as a program for Media Specialists, where classes will
be offered at MPS facilities one night a week for our current teachers.
Section C – Retention
22
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.
We diligently follow state guide lines for beginning teachers. The district has established a support
group for teachers new to the profession. Besides a New Teacher Orientation, beginning teachers
meet together several times a year to hear speakers, discuss concerns and network with teachers from
other sites. Teachers new to our site are teamed with mentor teachers.
Each grade level collaborates together as they review test scores, make goals and implement
curriculum. Vertical teams, which all faculty members are a part, review test scores to evaluate the
strengths and weaknesses across grade levels and come up with a plan to make improvements. All
teachers are encouraged to complete a Title I survey, giving input for specific programs, professional
development and materials needed to be purchased. Giving teachers a voice and valuing their input is
just one way we work to include teachers into the collaborative decision making process here at
Central.
We support our NBCT candidates and Teacher of the Year candidates with time off, special recognition
at the site and district level and, in some cases, monetary rewards.
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 are invited to be on a Parent Community Advisory Committee (PCAC). This committee includes
parents as well as school faculty and staff. This committee reviews, gives input and approves the SITE
Plan, School Compact and Parent Involvement Policy. This committee is informed of the Title I budget
as well. Some of the Parent Involvement Events are planned by this committee. All parents are
encouraged to complete a survey that rates school programs and allows input determining the greatest
needs of the students (language arts, math or technology) and overall needs for school improvement.
Section B – Communication
23
Describe how information will be communicated between school and parents and families including information about parent
meetings, specifically the required Annual Parent Informational Meeting.
Parents are notified of our Annual Title I Parent Informational Meeting on the end of the year report
cards as well as the Title I webpage. The Title I Meeting takes place during our school Open House
Night. Parents are informed about the Title I Schoolwide Program and how it is implemented at
Central Elementary. Parents are also informed about the technology, materials and events funded by
Title I. Parents are told about how they can be involved with the Title I program at Central and most
importantly, how they can be involved with their student’s learning at home. Also at Open House,
parents and students are able to meet their teacher, unpack supplies, and acclimate themselves to a
new environment. Parent Meeting Nights are scheduled within the first month of school where
teachers at each grade level discuss requirements and expectations for the school year. Teachers take
this opportunity to tell parents about our school website, their personal website, e-mail address, and
to encourage them to sign up on the parent portal. Students take home binders or agendas every
night that have the school calendar, menu, class schedule, homework assignments, behavior chart, etc.
Weekly, students take home a folder that has graded work, notes and flyers. Parent/Teacher
Conferences can be scheduled twice a year. Of course, our teachers are always available to e-mail,
contact on the telephone and/or meet with in person.
Section C – Parent Involvement Activities
List and describe current parental involvement activities and how data about activities is collected and evaluated.
Central hosts several Parent Involvement activities including skating nights, book fairs, etc. We are
most proud of our Family Reading and Math Nights. This past year for our Parent Involvement Nights,
we had Super Heroes are Problem Solving Superstars (Math Night), an author visit for Reading Night,
and a kindergarten night. The math night featured activities for the parents to help their children with
measurement, algebra patterns, number sense, number operations, and math facts. For reading night,
Darleen Bailey Beard showed the parents how to help their children write an expository using the five
senses. We also had storyboards from each classroom displayed in the hallway. Our kindergarten night
was for our next school year’s kindergarten parents. The parents were invited to meet with our
kindergarten teachers. The teachers gave important information and expectations to help their
kindergarteners become successful in school. We also handed each parent a learning kit containing
letter/number flashcards, activities to help the students write, cut, and count.
Section D – Services
24
List and describe services that will be provided to parents as part of the Schoolwide Plan.
Besides the Parent Involvement activities described in the section above, Central also has a parent
resource area in the Title I room. Parents are able to check our leveled readers, reading and math
games, activities, etc. to help their child learn.
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
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
Preschool to
Kindergarten
6th Grade to 7th Grade
K
Grade Level Parent
Meetings
Pre K-6th Grade
6th and 7th
Transition Strategies/Activities
Timeline
Activity kit with letters, numbers,
scissors, writing activities
Jr. High comes to Central/Trip to Jr.
High
Parent Meetings
Summer
2015
Spring 2015
Fall 2015
25
Section B – Overview
Describe the activities that support the transition strategies. Explain how all stakeholders (counselors, school staff, parents,
and students) are involved in the activities.
To ease transition from early childhood programs into a successful elementary school life, and then
again from elementary to junior high school, we strive to address both the parent and child concerns
before the year begins. At the end of the school year, 6th graders tour one of the junior high schools,
learning about academic expectations, social and athletic activities, etc. The sixth grade teachers also
inform the junior high Title I teacher of kids who would benefit from extra help in reading and math.
Open House Night before school begins helps all students to transition into their next grade levels. At
Open House, parents and students are able to meet the teacher, unpack supplies, and acclimate
themselves to a new environment. Parent meeting nights are scheduled within the first month of
school where teachers at each grade level discuss requirements and expectations for the school year.
At the end of the year, prekindergarten parents attend a meeting with the kindergarten teachers to
learn about the expectations of kindergarten. The parents receive a kit to help prepare their children
for the transition. All of these activities planned by the principal, school counselor and teachers, help
ease the transition from one level of education to the next.
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)
26
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
OCCT
Yearly
Look for trends
District 9 Week Bench Marks
Quarterly
DIBELS
Monthly
Benchmark for areas of concern on items that
should have been taught.
Chart reading progress
Gates-MacGinitie
Semi-Annually
Chart growth in reading
STAR Literacy Test
Fall/Winter/Spring
Estimation of reading level
Success Maker (Reading and
Math)
Continually
Chart progress in reading and math
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).
Information is taken from Infinite Campus, a district wide reporting tool, and the State Accreditation
Report. Data is sent to the principal and test scores are organized by grade level. Vertical and
horizontal teams of teachers review the scores, sort the data, and list weakest to strongest concepts.
Besides the OCCT scores, district and site tests, such as DIBELS, Gates, STAR and Success Maker results
are evaluated to look for trends in teaching and learning. Assessment results dictate the changes made
in both curriculum and methodologies.
27
Section C – Evaluation
Explain how assessments and data-driven decisions are evaluated for effectiveness.
We will continue to adjust and modify as needs and assessment results change.
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.
Central’s academic goals for improvement are directed towards reading, math, and language. Low
achieving students in these areas are identified by the CRTs, 9 Week Benchmarks, DIBELS, Gates, STAR,
and reports generated by Success Maker. Success Maker allows the teacher not only to identify low
performing students but to identify specific areas needing remediation. The regular classroom
teachers then re-teach and make changes to instruction based on the results of the tests.
Additionally, students in grades K-6 receive help during the school day from our Title 1 teacher and
assistant. Before/After school tutoring is available for students in grades 3-6. On-line math tutoring is
available for all students of the district Monday-Thursday from 6:00-8:30 p.m. Title I Summer School
is also available to our students, grades K-2.
28
Section B – Procedure
Explain the procedures in place to ensure students requiring additional assistance will be provided with effective, timely
assistance.
State, district and site-based tests are evaluated quickly. Students who need assistance, based on
tests and teacher evaluations, are immediately able to benefit from extra classroom instruction, Title I
services, Before/After School Tutoring.
Section C – Evaluation
Explain how intervention programs/services are evaluated for effectiveness.
Students in Grades K-3, who participate in Title I services, are progress monitored monthly using
DIBELS. Other assessments, such as Gates, STAR and Success Maker provide information on reading
progress as well. If the students are not progressing, then instruction is modified. Likewise, state,
district and site-based assessments are used to monitor the progress of older students and the
effectiveness of the intervention programs.
29
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.
Our district follows federal guidelines in helping us coordinate programs for our students who qualify
for additional assistance to be successful in school. Students who qualify for Title I, ELL, Indian
Education and Speech are enrolled in the programs as quickly as possible after evaluations take place.
The students receive these services as long as they have a need for them.
The Title I teacher attends monthly Title I meetings led by the district Title I Coordinator. The
Coordinator informs Title I staff of policies and changes made at the federal and state levels.
Our teachers take advantage of many local services to complement their curriculum. Our students take
walking field trips, such as trips to the public library. Our 3rd grade goes to the OKC Philharmonic
annually. Our 2nd grade went to the Sam Noble Museum of Natural History. The Moore Public Library
offered free tutoring services this year for elementary students. Volunteer students from local
Hillsdale College teamed with the Moore Public Library to provide the tutoring service. Donations,
supplies, and books were received from local churches such as Fresh Start Community Church and
Genesis Church. Our teachers spend time and effort writing grants for the enrichment of our students.
A few teachers received items from writing a grant to DonorsChoose.org. We also serve our lowest
income students through the Food 4 Kids program. Students participate in regional and local food
drives and Jump Rope for Heart.
Section B – Coordination of Effort
Coordination of Effort
Funding Source
Program/Service Impacted
(modifications made to align with schoolwide
goals)
District General
Fund
Federal Title I
All Instructional Supplies
Money spent in targeted orders
Language Arts, Math and Technology
Title I Teacher/1 TA/Tutoring/Parent
Involvement/Professional
Development/Materials for Language
Arts, Math and Technology
State Dept. of Ed.
Reading & Math
Grants
Teacher written and directed
Follows stipulations of grant received.
30
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)
31