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Northmoor Elementary 2012-2013 Title I Program Plan

Part I – Contact InformationCountyCleveland

Code14

DistrictMoore Public Schools

Code109

Mailing Address211 NE 19th Street CityMoore

StateOK

Zip73160

Name of Contact PersonBen Randall

PositionPrincipal

Name of Contact PersonCindi Davison

Phone735-4420

Fax912-5514

[email protected]

PositionTitle I Reading Specialist

Phone7354420

Fax912-5514

Part II - Assurance

x The schoolwide plan addresses all 10 required components.

x The schoolwide plan was developed by a schoolwide planning team consisting of parents and other members of the community.

The local board of education has approved the Schoolwide Plan. Meeting date: ________________ Parents and the community were informed of interest in becoming a schoolwide school. Meeting date: _________

x Faculty and staff were informed and are committed to the schoolwide program. Meeting date: May 8th, 2012 x A schoolwide planning team will conduct an annual review of the schoolwide plan in accordance with the required guidelines of the Designing Schoolwide Programs Non-Regulatory Guidance.

x Documentation related to the three core components of a schoolwide program: the comprehensive needs assessment, the comprehensive schoolwide plan and the annual evaluation will be retained at the school site and provided upon request to the public and for monitoring purposes. Signature of Superintendent Date

Signature of Principal Date

For Department Use OnlyThe Schoolwide Plan has been reviewed and approved.Signature of Schoolwide Plan Reviewer Date

Signature of Executive Director, Title I, II, VI and X Date

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TITLE I SCHOOLWIDE PROGRAM-PLAN TEMPLATEOKLAHOMA STATE DEPARTMENT OF EDUCATION

Submit to:Oklahoma State Department of Education

Attn: Doris Marks, Program Specialists2500 North Lincoln Boulevard

Oklahoma City, OK 73105


Component 1: Needs AssessmentStep 1: Schoolwide Program Planning TeamSection 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 TeamName Title Stakeholder Group

Cindi Davison Title I Reading Teacher Title I ProgramBen Randall Principal AdministrationAmy Braun 1st Grade Teacher TeacherHeather Beauchamp 2nd Grade Teacher TeacherJanet Wolfe Parent Parent

Karyn Walker Parent ParentBelinda King Speech Pathologist Special ProgramsCindy Liston Media Specialist Special Programs

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.

This planning team is composed of members of faculty, administration, support faculty, Special Education faculty, special services faculty and parents. Selections were made by willingness to serve and a commitment to excellence. A survey of all teachers’ opinions was also completed.

Section B – Technical Assistance ProviderName of Provider

Mary PearsonOrganization

State Department of EducationAddress

2500 North Lincoln BLVDCity

OKCState

OKZip

73105Email

[email protected]

405-522-3253Briefly describe technical assistance provided during the planning process and technical assistance planned for the implementation year.

Provider was selected by Moore Public Schools Title I Reading Coordinator, Jennifer Mankins.

Step 2: Clarifying the Vision for ReformBefore the Needs Assessment begins, the school staff should discuss what the reformed school will look like in terms of students success. This collective vision is the driving force behind school reform and the schoolwide plan. The vision for

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reform should answer the following questions: 1) What is our purpose? 2) What are our expectations? 3) What are our responsibilities? 4) How important are collaborations and partnerships? 5) How are we committed to continuous improvement?

In the space below, provide the school’s vision for reform.

The Northmoor community believes every child should be treated with respect and deserves the opportunity to reach their full potential and experience success in all facets of life. We strive to provide a quality education to each student in a safe, loving, supportive, and equitable learning environment. Our goal is for students to lead by example and become self-motivated lifelong learners. Our administration, faculty, and staff have high expectations of performance and behavior and take positive and collaborative approaches to improve the educational opportunities provided to our students. Northmoor fosters a welcoming and respectful atmosphere where parents/guardians are invited and encouraged to become a part of their child’s educational growth.

Step 3: Creating the School ProfileThe school profile serves as a data-driven snapshot of the current status of the school. The profile will help illustrate the gap between where the school is now and where the school wants to be according to the vision for reform. At a minimum, the school profile should include assessment of the school’s current status as it relates to: 1) student needs, 2) curriculum and instruction, 3) professional development, family and community involvement, and 4) school context and organization.

In the space below, provide the school profile. The profile should include, at a minimum, information related to the the areas listed above.

Northmoor Elementary is a small neighborhood school in Moore, Oklahoma. It is known for its closely knit faculty and the family atmosphere. There are approximately 409 students.

Of the 409 students 7.8% are Native American, <1% Asian, 4.4% African American, 10.5% Hispanic, and 60.14% white or other. Of these students, 56.7% receive free or reduced lunch/breakfast. Average daily attendance is 94.74 %. This year’s student population is composed of 48.6% males and 51.34% females ranging in age from 4 – 14.

Northmoor has a consistent pattern of scoring above the state and district API averages. The No Child Left Behind Act Annual Report Card 2009-2010, indicated that Northmoor’s API average was 1296 out of a possible 1500. This is significantly higher than the state’s average of 1092 and slightly higher than the district average of 1257

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In May, 2011, teachers and discussed the success of the schoolwide Title I plan. It was determined that the current plan was successful. Although Northmoor’s API was 1296 out of 1500 points, all teachers agreed there was a need for more parent involvement activities, as well as more flexible scheduling for Title I tutoring.

In September, 2011 the faculty met and assessed test data from the spring 2010. Test scores indicated that vocabulary instruction should be emphasized in fifth and sixth grades. Research and accessing information also need to be addressed. It was determined the areas of vocabulary and retelling (according to the DIBELS testing) needed improvement for lower grades. A survey was also sent to parents, teachers, and students to gather information concerning student achievement. The areas of in-school tutoring, parent involvement, parent involvement, and special projects were surveyed. Each group was asked to rank order those most likely to affect student achievement in a positive way. The results show that parents feel in-school tutoring such as Title I, assisted student achievement the most. Teachers felt in –school tutoring was the most effective. A majority of the teachers feel that our current schedule works for the school and that our current Title I program is positively impacting student achievement.

Separate needs assessments were also sent to parents concerning the subject addressed in Title I tutoring (reading, math, or writing). Parents felt that reading instruction should continue to be the priority at Northmoor.

Goals for 2012-13 will include:

1. Increase percentage of students scoring in the advanced category on reading, as measured by OCCT, by 2%.

2. Increase percentage of students scoring in the advanced category on writing, as measured by OCCT, by 2%.

3. Increase math scores, as measured by OCCT, by 2%.

OCCT test scores indicated a API of 1296, with increases in math scores and decreases in reading scores. STAR tests indicated gains ranging from .7-1.1, overall yearly gain from last year. DIBELs scores in grades K-3 showed significant reduction in at risk students in the area of phonics, which was a 2009-2010 schoolwide goal.

In preparation for the upcoming Common Core Curriculum, we feel that additional professional development in writing skills is necessary.

Step 4: Data Collection The planning team should collect both qualitative and quantitative data during the comprehensive needs assessment. A Data Profile Addendum has been provided to assist school teams in organizing the data during this process.

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In the chart below, list the types of data collected and analyzed during the needs assessment. Boxes may be added, as needed.

Student Achievement Data(OCCT, Benchmarks, District Assessments,

Report Cards)

Perception Data(Staff/Student/Parent Surveys, Self

Assessments, Meeting Minutes)

Demographic Data(Attendance, Truancy, Ethnicity, Low-

Income, Special Education)

OCCT Staff Survey Northmoor Ethnicity/Gender Report

DIBELs Parent Surveys NCLB Annual Report Card

STAR Needs Assessment NCLB Annual Report Card

AR Reports Site Meetings Free / Reduced Lunch reportSTAR Early Literacy Weekly/Monthly Grade Level Meetings Special Education / ELL Reports

In the space below, describe the team’s data collection process. OCCT test scores indicated a API of 1296, with increases in math scores and decreases in reading scores. STAR tests indicated gains ranging from.7-1.1, overall yearly gain from last year. DIBELs scores in grades K-3 showed significant reduction in at risk students in the area of phonics, which was a 2009-2010 schoolwide goal.

Step 5: Data AnalysisThe planning team has the charge of analyzing the data collected to determine the strengths, challenges, and areas of critical need of the school. The team should use the information from the analysis to develop the focus goals for the school year.

In the space below, describe the team’s data analysis process.In the Fall of 2012, all 3rd-6th grade teachers met. 2011-2012 OCCT Test scores were distributed. Teachers analyzed test scores and rank ordered skills from weakest skills to strongest skills.

In the Winter of 2012, all 1st – 3rd grade teachers met and analyzed DIBELS data. Teachers determined areas that needed additional improvement.

In the space below, describe the strengths and areas of need that emerged from the data analysis.STRENGTHS DATA SOURCE

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Complete the Data Profile Addendum and submit it with the schoolwide plan. The addendum is included at the end of this document.


Analysis and Evaluation Literal Understanding

Literature Vocabulary Comprehension / Critical Literacy

OCCT 2009 - 2011

OMAP 2009 - 2011

WEAKNESSES DATA SOURCE

Research Information Accessing Information Summary and Generalization Research and Information

OCCT 2009 - 2011

OMAP 2009 - 2011

WHAT WAS LEARNED FROM DATA? DATA SOURCE

Northmoor’s classroom teachers, resource teachers and special education teachers will need to place a greater emphasis on:

Research Information Accessing Information Summary and Generalization

OCCT 2009 - 2011

PLAN FOR IMPROVEMENT DATA SOURCE

Title I teacher will incorporate additional research and reference book skills into daily lessons.

Media Specialist will incorporate additional research and reference lessons into curriculum.

Special Education teachers will compile a list of individual student’s areas of weakness(es) over a period of two to three years from the same test. Remediation of skills can then be

OCCT 2009 - 2011

OMAP 2009 - 2011

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implemented for individuals and small groups.

Tracking the same students vertically from year to year allows educators to compile a list of student strengths and weaknesses. Educators can target specific skill sets for remediation.

Summary, generalization and all higher order thinking skills will be addressed by all classroom and resource teachers on a daily basis.

CHALLENGES DATA SOURCE

Data gathered does not reflect or track the same student’s growth from year to year. The testing population has changed throughout the three year period. The Modified State Criterion tests will not be allowed for the 2% of the special education population within the next two years.

Teacher Observation Test Data OCCT 2009 - 2011 OMAP 2009 - 2011

In the space below, list the school goals for the school year. A Schoolwide Goal Addendum must be completed for each schoolwide goal. This document is available on the OSDE Web site.

Goals for 2012-13 will include:

1. Increase percentage of students scoring in the advanced category on reading, as measured by OCCT, by 2%.

2. Increase percentage of students scoring in the advanced category on writing, as measured by OCCT, by 2%.

3. Increase math scores, as measured by OCCT, by 2%.

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A Schoolwide Goal Addendum must be complete for each schoolwide goal and submitted with the completed plan. Three Schoolwide Goal Addendums are provided at the end of this document. Additional documents may be created, as needed.


Component 2: Schoolwide Reform StrategiesInstructional 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.

In the space below, describe the instructional strategies and initiatives currently implemented at the school.Northmoor Title I offers:

1. Remedial reading classes to identified students in grades first – sixth. Classes are offered during the school day and are taught by a Reading Specialist

2. After School Tutoring – is offered to all fourth – sixth grade students. Classes are taught by certified teachers.

3. Lunch Time Book Clubs – are offered to selected third – sixth grade students. Students read and discuss student selected books. Book Clubs are led by certified teachers.

4. Reading Interventionist – Small group classes are offered, during the school day, to identified first – sixth grade students to work on remedial math and reading skills. Classes are taught by a Non-Certified, Highly Qualified Tutor, under the supervision of a Reading Specialist.

In the space below, describe the plans for sustaining the current strategies and initiatives and any new strategies or initiatives that will be implemented.

Northmoor plans to continue our current strategies, as funds are available. We plan to offer multiple writing workshops, for both teachers and students, throughout the 2012-2013 school year.

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Component 3: Instruction by Highly Qualified TeachersA 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.

Highly Qualified Teachers (HQT) and ParaprofessionalsNumber of Certified Teachers Number of HQT Number of Non HQT

24 24 0

Number of Paraprofessionals Number of HQT Paraprofessionals Number of Non HQT Paraprofessionals4 4 0

Teaching ExperienceYears of Experience

Number of Certified Teachers 0-3 3-5 6-10 11-15 15-20 20+

24 3 3 7 1 3 7

EducationDegree Received

Number of Certified Teachers Bachelor’sBachelor’s

+ 15 Master’sMaster’s

+15 Doctorate

NationalBoard

Certification24 14 4 7 1 0 2

In the space below, provide the action plan for ensuring all students are taught by Highly Qualified Teachers specifically addressing any current Non-Highly Qualified Teachers at the site.

At this time all of our teachers and paraprofessionals are highly qualified. In the unlikely event that we hired a non highly qualified teacher, our principal would closely monitor the teacher’s classroom interactions and lesson plans. A mentor teacher would be assigned to provide assistance and lesson feedback. The teacher would be required to obtain highly qualified status as soon as possible.

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Component 4: Professional DevelopmentTeachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.

In the space below, describe how the yearly professional development plan is created and who is involved in the decision making process.

The Moore Public School District has a professional development coordinator that insures that all teachers complete the minimum number of professional development point s in the necessary areas.

In addition, Northmoor has a professional development committee who makes arrangements for all activities on site.

In the space below, describe how the professional development plan supports the goals of the schoolwide plan.Below are descriptions of four workshops that we plan to offer at Northmoor. These will be in addition to the workshops that the district offers.

CCSS Literacy across the Curriculum: While modeling highly motivating classroom strategies, this cross-curricular presentation introduces teachers to best practices in developing literacy skills. Some of the topics covered include: Literacy--not just for English/Language Arts Teachers, CCSS Anchor Standards, Literacy and Differentiation Strategies, and Suggestions for Additional Resources to Help Grow Literacy Strategies. This presentation can be tailored to one or two hour blocks, but is ideally suited for a three hour session.

CCSS Writing across the Curriculum: This presentation allows teachers in all subject areas and grade levels to not only teach writing to increase content knowledge, but to also meet CCSS anchor standards! Teachers will learn the three modes of CCSS writing and the revised writing process; how to integrate, assign, and teach writing within their curriculum; how to evaluate and assess student writing; writing strategies to begin implementing immediately; and how PARCC envisions writing in their assessments. This presentation is ideally suited for a three-hour time frame, but can be implemented in one and two-hour blocks.

Mathematics and Numeracy for CCSS: This mathematics presentation includes an overview of the K-12 Mathematics Standards with emphasis on their organizational structure and suggested timelines for implementation. This session will enable elementary and secondary mathematics teachers to better understand the expectations of the Common Core Standards and provide instructional and assessment strategies that can be used immediately in their classrooms. This presentation can be implemented in one-hour, two-hour, or three-hour blocks, with three hours being the preferred presentation time.

Leveraging Technology for the CCSS: This informative presentation is designed to introduce educators to using technology in the classroom, and it includes technology best

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practices and specific ideas for implementation. Depending on your districts’ needs, the presentation can be tailored for any grade level and can also range from an overview of educational technology where we explore online resources and topics like responsible use, to an interactive training session where specific sites are visited, explained and practiced. This presentation is ideally suited for a three-hour time frame, but can be implemented in one and two-hour blocks.

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A Professional Development Plan Addendum for the 2011-2012 school year must be completed and submitted with the schoolwide plan. The addendum is available at the end of this document.


Component 5: Strategies to Attract High Quality Teachers to High Need SchoolsAlthough recruiting and retaining teachers is an ongoing challenge in high-poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.

Teacher Turnover Rate

In the space below, describe the recruitment plan to attract highly qualified teachers including specific details about partnerships with institutions of higher education and neighboring school districts.

Each year the Moore Public School district participates in job fairs at all surrounding universities. Applicants are encouraged to submit resumes at this time. Available positions are also advertised on the Moore Public School web site as well as local cable television.

In the space below, 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.

Moore public schools offers comprehensive staff development department Each new teacher is assigned to a mentor teacher to foster teaching and classroom management techniques. In addition, the school district offers a New Teacher Summer Institute. This is a comprehensive weeklong event that provides training in:

Classroom Management Engaging and Motivating Students Curriculum Tools – resources available for adopted curriculum District Technology – learning to use district email, attendance programs, online grading program Child Abuse – Recognition and Prevention

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Component 6: Strategies to Increase Parental InvolvementResearch continues to demonstrate that successful schools have significant and sustained levels of parent involvement. There it is important that schoolwide plans contain strategies to involve parents, especially in helping their children do well in school. In addition, parents must be involved in the planning, implementation, and evaluation of the schoolwide program.

In the space below, explain how parents were involved in the 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 attend and participate in all PCAC meetings and all site meetings. Parent surveys were available to all family members.

In the space below, describe how information will be communicated between school and parents and families including information about parent meetings, specifically the required Annual Parent Informational Meeting.

School Home Communication is achieved by: Weekly Thursday folders Monthly school event calendars (see examples in appendix) Monthly newsletters (see examples in appendix) School web site (http://www.mooreschools.com/northmoor/site/default.asp) Teacher web pages (http://www.mooreschools.com/888520213104848890/site/default.asp) Outside school marquee Quarterly report cards Quarterly progress reports Parent Portal – web based program that allows parents to monitor student grades Smart Phone Ap’s – Moore Public schools has a new ap for smart phones. Parents can access this tool

for school news, report absences and check grades and attendance. Periodic phone calls home Periodic emails Drop off / Pick up line sign – this is a sign that is visible when parents pick up or drop off students. Easy Access to Administrator – our principal greets each child at the door, every day. He distributes

hugs, high fives and pats on the back. Parents know that this is always a time that he is available for quick discussions.

In the space below, list and describe the parental involvement activities planned for the school year.Parental involvement activities for the 2012 – 2013 will include:

Beginning of the year parent meetings in every grade. These meetings covered classroom expectations, grading procedures, anticipated learning projects, and PASS skills.

Accelerated Reader Kick Off event- This will be an evening event to kick off our Accelerated Reading theme.

Pre-Kindergarten Picnic– This was an opportunity for Pre-Kindergarten parents and students to visit the school, before school started, meet their teacher, meet their friends and receive a very special book, The Kissing Hand.

PTA Meetings – Northmoor has an extremely active PTA. 100% of our teachers hold memberships. Make It Take It Learning Activities – All parents were invited to the Title I classroom, this year, during

the Fall Conference dates. Parents were provided multiple activities to engage their child at home. Summer Learning Library – All students and families were invited to the Title I classroom one day a

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week, during the summer months to play learning games. They were also given a free book, free learning game, free breakfast and a free lunch.

Summer Reading Challenge – In Spring 2012, every student will be challenged to read 500 minutes over the summer months. All students that complete this challenge were rewarded with an ice cream party. The students that read the most, in each grade, were rewarded with a special party. All grade level winners were entered into a drawing for an IPOD shuffle. Two IPOD shuffles were awarded.

Brown Bag Lunch Book Club – During the summer of 2012 incoming students and their families will be invited to school once a month to discuss a book that they read at home.

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Component 7: Transition Strategies From Early Childhood to Elementary SchoolsThis component emphasizes the value of creating a coherent and seamless educational program for at-risk students.

Identifying Transition PointsTransition Grade(s) Affected Transition Strategies/Activities Timeline

Kindergarten – First Grades 1 - 2 Title I tutoring May, 2012Third – Fourth Grades 3-4 3rd and 4th Grade Teacher May, 2012Fifth – Sixth Grades 5-6 Vertical planning between

teachers and Title I Reading Specialist

May, 2012

In the box below, describe how the school uses the listed strategies to ensure a seamless educational program for at-risk students.

At the beginning of each year teachers have parent meeting that inform the parents about that particular grade level. This might include grading procedures, special events and classroom expectations.

At the end of each year, kindergarten students are given the opportunity to eat in the school cafeteria. This is an opportunity for all of our students to anticipate and learn about first grade lunch expectations.

There will be reading tutoring available for kindergarteners, third and fifth graders that will prepare them for the upcoming year. A day will be set aside for third graders to participate in a fourth grade activity where teachers will describe the new activity of keeping a student planner.

Transition from sixth grade to middle school is very important. We begin this process early in the second semester. In order to prepare our students for middle school we:

Teach our students to open a combination lock; this is required in middle school and a cause of anxiety. Our school counselor will discuss lockers and locks with our sixth graders. Students are given the opportunity to practice until mastery.

Invite the school counselor from the local middle school to visit our school to discuss classes, registration, clubs and sports. Students are given registration forms at this point.

Our students also visit the local middle school. At this time they will eat in the cafeteria, hear both the band and the choir perform and meet with several teachers, coaches and club sponsors.

Encourage students to navigate the middle school web site.Our school counselor will host classes throughout the year that discuss peer pressure, bullying and ethical behavior.

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Component 8: Data-Driven DecisionsIn addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessment, or end-of-course tests. The schoolwide program 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.

In the space below, list the methods of ongoing assessment teachers use to make instructional decisions.Assessment Timeline Purpose

DIBELS (K-3) Quarterly Assess instruction and mastery of: fluency, phonemic awareness, letter recognition, vocabulary Comprehension skills.

(what types of math assessments do we employ)

Gates Mac Ginite Each semester

9 Weeks test Quarterly

STAR Quarterly

Early Literacy Quarterly

Accelerated Reader Weekly

In the space below, describe the process used by teachers to analyze the data and describe how teachers are using results of the data analysis to improve instruction.

1. OCCT – guides vertical planning2. DIBELSs – Guides referral to Title I tutoring and benchmarks3. 9 Weeks Tests – Guides report card and benchmarks as well as curriculum planning4. Ren Place – STAR – shows quarterly progress in reading. Early Literacy – shows pre-reading skills5. AR – motivates students to read and increases comprehension skills.

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Component 9: Effective and Timely Additional Assistance to Improve Student AchievementThe schoolwide program must identify students who need additional learning time to meet standards and provide them with timely additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.

In the space below, describe the additional assistance programs (intervention programs, extended day/year, math/reading blocks, tutoring) currently offered at the school. In the description for each program, include:

1. The process for identifying students in need of additional assistance.2. The curriculum used and how it coordinates with the regular classroom.3. The process for evaluating the program for effectiveness.

1 st Grade

What procedures, strategies, and interventions will be developed to prevent retention?

1st grade teachers use in class observations, self-created literacy assessments, DIBELS Next benchmark and progress monitoring data, Star Early Literacy and Star Reading, and weekly spelling and reading fluency test results to determine students in need of intensive and strategic reading interventions. These students are placed in individual or small group sessions with our Title I Reading Specialist, Title VII Native American tutor, and/or in-school tutor for help with specific deficiency areas. The teachers also engage parents in weekly learning activities like games and flashcards that are sent home to help with specific areas needing improvement such as letter recognition, letter sound recognition, phonemic awareness, phonics, spelling, etc. Assessments are documented on mid-quarter progress reports and quarterly report cards for communication with parents and collaborative partners such as Title I, Title VII, and in school tutors. In the event that a student needs even more intervention, we will start our district’s Response to Intervention process after the first quarter of school. In some cases, students who are considered as being in intensive need of instruction will restart the reading curriculum over again after the first quarter, especially if they were extremely deficient with letter and sound recognition coming into first grade. Teachers can also use computer-based programs called SuccessMaker and Destination Reading to further hone in on specific skill deficits.How will students in 1st grade be monitored who are at risk of retention?Students in first grade are monitored on a weekly basis through reading fluency and spelling word tests. Students are given a benchmark assessment for the DIBELS Next program in September, December, and May, but also progress monitored in October, November, February, March, and April. The Star Early Literacy and Star Reading tests are administered quarterly. Progress in the SuccessMaker and Destination reading software is usually reviewed quarterly, but can be reviewed weekly as needed.When will the additional reading instruction time be implemented during the regular school day?Our 1st grade teachers incorporate a 90 minute literacy block into their morning schedules. The first 30 minutes are devoted to whole class instruction in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The second 30 minutes are spent in small flexible groups working on specific skills appropriate for that particular group of students. The last 30 minutes is spent on working with students in need of intensive instruction either in very small groups or one-on-one as needed. Students are also pulled out during the school day at non-instructional times for Title I, Title VII, and in school tutoring.What state approved reading curriculum will be used?Houghton Mifflin Reading: A Legacy of LiteracyMacmillan-McGraw Hill Treasures2 nd Grade

What procedures, strategies, and interventions will be developed to prevent retention?

Strategies and interventions will include small group activities that will focus on skills such as reading fluency, phonics, phonemic awareness, and comprehension. Activities may include fluency practice pages, skill driven file folder games,

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and /or one-on-one reading.

How will students in 2nd grade be monitored who are at risk of retention?

Monitoring will take place during DIBELS, small group instruction, and teacher observation.When will the additional reading instruction time be implemented during the regular school day?

Additional reading instructional time will occur during the class drop everything and read time.When will the additional reading instruction time be implemented during the regular school day?Second grade will use the Treasures Reading series adopted by Moore Public Schools.

3 rd Grade

What procedures, strategies, and interventions will be developed to prevent retention?Strategies and interventions include small group activities, additional explanations and teacher directions, parent / teacher communication and on-on one reading.

How will students in 3rd grade be monitored who are at risk of retention?Monitoring will take place during DIBELS, small group instruction, and teacher observation.

When will the additional reading instruction time be implemented during the regular school day? Additional reading instruction will occur during non instructional times throughout the day.

What state approved reading curriculum will be used?Houghton Mifflin Reading:Macmillan-McGraw Hill Treasures

RTIResponse to Intervention at Northmoor Elementary begins with a regular classroom teacher identifying, through a universal screening assessment or experience in the classroom, a student who is demonstrating a lack of skills or limited understanding of concepts being presented through the regular curriculum. The teacher conferences with the special education teacher and others to devise a plan for differentiating instruction for that student. The teacher is asked to complete an Academic Concepts Checklist to attempt to pinpoint the underlying skill set that is deficient. The teacher is asked to document all differentiated instruction techniques, time spent, outcomes of these techniques and all assessment data gathered. The classroom teacher and special education teacher gather information regarding the student’s previous school years/experience during this time period as well. We look for trends and patterns in attendance, grade shifts, family background information, health issues, etc. that might contribute to a student’s difficulties. The student’s vision and hearing are screened to rule out a sensory receiving difficulty. The teacher compiles documentation regarding all progress monitoring to date(this may include: STAR reading assessments, DIBELS reading assessments, SuccessMaker – a computer reading program, district nine-week test scores, report card grades, and the student’s relevant work samples). The student’s parents are included in the information gathering phase and documentation is kept regarding each contact. The parent(s) is asked to complete the Developmental, Medical, and Social History – Case History for the student. This form provides valuable information regarding the child’s development that often helps determine which intervention course the student requires. The special education teacher makes an in-class observation looking for behaviors that may be contributing to the student’s difficulties. Frequently, observations are done more than once at varying times of the school day looking for

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trends and patterns of behavior. If the Tier I differentiated instruction methods/techniques provide for positive progress for the student, the teacher continues that differentiated instruction. If, however, after the 45 day differentiated instruction period, the student does not demonstrate positive or adequate progress, the student would move to a Tier II and receive more intensive help. The intensity and frequency of the differentiated instruction must be increased and target specific skills/weaknesses. The Tier II intervention period is also a 45 day time span. A target goal of achievement is established for the student and progress is graphed (aimline). A minimum of nine assessments of the targeted goal is required to indicate growth or the lack thereof. Interventions can be modified or changed as is necessary. If the student’s progress is measured at the <10ile on multiple measures, the team will move to Tier III. A Parent Consent for Evaluation may be obtained at this time. In Tier III, the interventions are much more frequent and intensified with progress being monitored, assessed and documented on a data chart. If the data charted indicates growth toward the targeted goal, the student can be returned to Tier I or Tier II. Tier III interventions are implemented for a minimum of 20 school days. If the charted data indicates growth toward the targeted goal, but the interventions being utilized are too labor-intensive to be maintained, the student may qualify for special education placement as a specific learning disabled child. Also, if the progress monitoring assessments continue to show <10ile in the areas of concern, the student may qualify for special education services in the subject area of intervention. Eligibility for special education is not based on one assessment tool; all data collected must be considered. Eligibility for special education services must be determined no later than 45 school days from the date of the signed parent consent.

Extended Day School – All fourth – sixth grade students will be invited to participate in twice weekly after school tutoring, if funds are available.

Extended Year - All of our students have the opportunity to participate in Title I summer school that is hosted by the Moore Public School district. This program focuses on math and reading skills. Reading effectiveness is monitored by DIBELS pre and post scores. Math skills are evaluated using the pre-post scores of “Moving with Math” curriculum.

Intervention programs are evaluated by: Fall vs. Spring DIBELS scores in grades K-3 Pre / Post AR and STAR in grades 4-6 Progress reports for all low performing students, written by Reading Specialist GATES MacGinitie Reading Test, administered in both fall and spring. Analysis of pre-post scores OCCT is administered in Spring, evaluated annually. Teachers meet regularly to discuss program goals, procedures and effectiveness

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Component 10: Coordination of ProgramsSchoolwide 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.

In the space below, 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.

Funds are coordinated by our principal, Ben Randall. Funds are allocated according to their intended use and how they will best affect our goals and students.

In the chart below, list the school’s funding sources and how each is used to support the goals of the schoolwide plan.

Funding Source Program/Service ImpactedCoordination of Effort

(modifications made to align with schoolwide goals)

United Way Early Bird Early Intervention School readiness program designed for parents to foster knowledge about mathematical concepts, pre reading skills and cognitive development of their child(ren).

Target Foundation Pre-Kindergarten Reading Readiness inititiveMoore Public Schools Professional Development Staff development in many required areasTitle I (Federal) Provides reading interventions Small group and inclusion reading activitiesARRA Stimulus (Federal) Provides supplemental resources to

teachersSMARTBOARDs, computers, tutoring

Target Provides library improvements, books for each pre-kindergarten student, zoo field trip, parenting workshop

`Parent involvement, books for students

Title IX Provides math interventions Small groups during school hoursMoore School Foundation Accelerated Reader Reading Comprehension and Motivation

programOklahoma Reading Council Pre-Kindergarten Reading comprehension and parental

involvementLibrary Counsel Pre-Kindergarten Reading comprehension and parental

involvementWomen of the South Book Club and Summer Reading

ChallengeReading Comprehension and parental involvement

COX Connects Foundation SEARCH – Gifted and talented program Implementation of math and reading skills Moore School Foundation Resources for Limited English students Reading and vocabulary development

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Required Documentation

The following documents must be kept on file at the school for monitoring purposes: r Copy of Local Board of Education Meeting Minutes Reflecting Schoolwide Plan Approvalr Copy of Meeting Agenda and/or Attendance Records for Parent Informational Meetingr Copy of Meeting Agenda and/or Attendance Records for Faculty Informational Meetingr Disaggregated Test Data for Math and Reading/Language Artsr Student/Parent/Teacher Surveys (if applicable)r Additional Student Achievement Data Used in Needs Assessmentr Part IV Addendum – Data Profiler Part V Addendum - Schoolwide Focus Goal Action Plan(s)r Letter of Notification to Parents of Students Taught by Non Highly Qualified Teachersr Part VIII Addendum - Professional Development Plans for the Current and Implementation Yearr Sample Copies of Professional Development Agendas and/or Attendance Recordsr Sample Evaluation Tool for Monitoring the Implementation of Professional Development Activitiesr Sample Individual Professional Development Plan Created by Staffr Copy of Parent Involvement Policyr Copy of Site Parent/School Compactr Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activitiesr Examples of School/Parent Communicationr Copy of Notification to Parents Regarding Student Achievement Reports and Test Scoresr Copies of Notification to Parents of Annual Parent Informational Meetingr Copies of Notification of Title I Programs and Opportunitiesr Copies of Letters, Flyers, Mailings, etc. Notifying Parents of Transition Activitiesr Attendance Records of Parent Meetings About Transition Activitiesr Evidence of Vertical Teaming Among Faculty (i.e., Agendas, Minutes, Curriculum Maps)

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Part IV Addendum – Data Profile1. Student Enrollment by Gender

Year Total Enrollment # Male % Male # Female % Female2011-2012 409 199 48.6 210 51.42010-2011 456 247 54.2 209 45.82008-2009 438 230 56 208 442007-2008 419 213 53 188 47

2. Student Enrollment by Ethnicity

YearTotal

Enrollment%

Black

%American

Indian%

Hispanic

%Asian/Pacific

Islander%

White%

Other2011-2012 409 4.4 7.8 10.5 <1 60.1 15.12010-2011 456 5.0 11.6 12.5 2.4 68.5 02008-2009 438 6 14 9 1 69. 0

2007-2008 419 6 15 8 1 70. 0

3. Students Eligible for Free and Reduced Lunch ProgramYear Number Percent of Population

2011-2012 230 56.7 2010-2011 145 45.92008-2009 168 49.8

2007-2008 164 41

4. Students Participating in Targeted Title I ProgramsYear Program Enrollment Percent of Population

2011-2012 409 100%2010-2011 456 100% 2008-2009 438 100%2007-2008 419 100%

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TITLE I SCHOOLWIDE PROGRAM-DATA PROFILE ADDENDUMOKLAHOMA STATE DEPARTMENT OF EDUCATION(Include last three (3) years of data)

Submit with the schoolwide plan to:Oklahoma State Department of Education




5. Student Attendance

YearAverage Daily

AttendancePercent of Student

Population # Male % Male # Female % Female2011-2012 N/A N/A N/A N/A2010-2011 421.1 93.8 N/A N/A N/A N/A2008-2009 413.3 96.5 N/A N/A N/A N/A

2007-2008 402.5 96.6 N/A N/A N/A N/A

6. Student Tardy Rate

YearAverage Daily

Tardies

2011-2012 5.52010-2011 5.62008-2009 5.72007-2008 5.3

7. Student Mobility Rate

Year

Full Academic Year (FAY) Non Full Academic Year (NFAY)

# Students% StudentPopulation # Students

% Student Population

2011-20122010-2011 393 86.2 63 13.82008-2009 400 92.8 31 7.22007-2008 371 88.5 48 11.5

8. Student Truancy Rate Year Average Daily Truancy Percent of Student Population

2011-2012 <1 <12010-2011 <1 <12008-2009 0 02007-2008 0 0

9. Students Identified as English Language Learners (ELL)Year Program Enrollment Percent of Student Population

2011-2012 6 1.72010-2011 12 2.62008-2009 10 2.32007-2008 11 2.6

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10. Student Behavior

Year Average Daily ReferralsAverage Daily In-School

SuspensionsAverage Daily Out-of-School

Suspensions2011-2012 <1 <1 <12010-2011 <1 <1 <12008-2009 0 0 02007-2008 0 0 0

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Schoolwide Goal

Increase percentage of students scoring in the advanced category on reading, as measured by OCCT, by 2%.

Current Status Desired Status

0% of NM Third Grade Students scored in the advanced category of 2010-2011 OCCT Reading. 83% of NM Third Grade Students scored in the proficient range.

3% of NM Fifth Grade Students scored in the advanced category of the 2010 – 2011 OCCT Reading Test. 79% scored in the proficient range.

The number of students who score in the advanced category of OCCT Reading will increase by 2%

Action PlanStrategies and Action Steps Resources Needed Person(s)

ResponsibleTimeline Evidence of Progress

Additional instructional time

Tutors Math

Curriculum Online

subscriptions Reading

materials and supplies

Principal August, 2012 – May 2013 CRT Testing DIBELS testing Renaissance Learning Gates McGinite MPS Quarterly

Reading Scores

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TITLE I SCHOOLWIDE PROGRAM-SCHOOLWIDE GOAL ADDENDUMOKLAHOMA STATE DEPARTMENT OF EDUCATION









Schoolwide Goal

Increase percentage of students scoring in the advanced category on writing, as measured by OCCT, by 2%.


3% of Northmoor 5th Grade Students scored in the advanced category of the 2010-2011 OCCT Writing Test. 95% of Northmoor 5th Grade Students scored in the proficient range.

The number of students who score in the advanced category of Oklahoma State Writing test will increase by 2%

Action PlanStrategies and Action Steps Resources Needed Person(s) Responsible Timeline Evidence of Progress

Increased writing instruction Grade level vertical planning

Writing Instruction professional development

Writing resources

Teacher online subscriptions

Writing materials and supplies

Principal August, 2012 – May 2013

Oklahoma State Writing Test

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Schoolwide GoalIncrease math scores, as measured by OCCT, by 2%.


40% of Northmoor 3rd Grade Students scored in the advanced category of the 2010-2011 Math CRT. 35% scored in the proficient range.

61% of Northmoor 5th Grade Students scored in the advanced category of the 2010 – 2011 Math CRT. 26% of Northmoor 5th Grade Students scored in the proficient range.

Overall math scores will increase by 2% as measured by the 3rd – 6th grade OCCT

Action PlanStrategies and Action Steps Resources Needed Person(s) Responsible Timeline Evidence of Progress

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Increased math instruction Grade level vertical planning

Math Instruction professional development

Math resources Teacher online

subscriptions Math materials

and supplies

Principal August, 2012 – May 2013

CRT Testing Success Maker EnVision Assessments MPS Quarterly Math

Assessments

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In the chart below, list the professional development activities planned for the school year. More lines may be added as needed.

Year of Plan: 20___

Professional Development Activity Date(s)

Participant Group

Description(i.e., content, duration of time)

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TITLE I SCHOOLWIDE PROGRAM-PROFESSIONAL DEVELOPMENT PLANOKLAHOMA STATE DEPARTMENT OF EDUCATION




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