Designing Schoolwide Programs Non-Regulatory Guidance...Promote interest in and support of a program or activity by illustrating certain strategies, their outcomes in terms of improving

1

Title I regulations require that all schoolwide sites have a written, comprehensive and current site plan.

Sites should conduct an annual review of the schoolwide program to evaluate its effectiveness. The

purpose of this review is to evaluate all components and to make revisions for the upcoming school

year. The annual review can also serve other purposes such as:

Inform internal program management and help school leaders make informed decisions to

improve the quality of their program;

Answer stakeholder questions and help them better understand how effectively the school is

meeting its stated goals;

Increase understanding of specific strategies and help the school determine the usefulness of

the activities it has undertaken to increase student achievement; and

Promote interest in and support of a program or activity by illustrating certain strategies, their

outcomes in terms of improving student achievement, and increasing support for their use.

Just as the Schoolwide Plan should be considered a living document, the annual review should be

thought of as a continuous cycle always affecting future progress of the schoolwide program. A review

of the strategies and action steps originally proposed in the plan, an analysis of data, and input from

various stakeholders should inform revision of the original Schoolwide Plan and reflect a revitalization

of the school’s commitment ensuring all students have equal opportunity to achieve at high levels.

This toolkit is designed to be a guide during the annual program review process. Though there is no

required format for the annual program review, the Designing Schoolwide Programs Non-Regulatory

Guidance outlines specific requirements and suggested steps for review, which were used to create this

document. A school wishing to format the annual review differently, should consult the guidance to

ensure all requirements are met.

This Annual Program Review Toolkit includes a template for writing the annual review as well as several

resources such as Annual Data Review Action Steps, Document Checklist, Action Plan Templates and

Guiding Questions for the 10 Required Components of a Schoolwide Plan.

Documents gathered during the Annual Program Review and the revised Schoolwide Plan should be

kept on file at the school site and be made available to all stakeholders. Results from the Annual

Program Review must be shared with parents and staff on an annual basis and be made available upon

request. A copy of the Annual Program Review and a revised Schoolwide Plan need not be submitted

to the Oklahoma State Department of Education unless requested for monitoring purposes.

2

3

Step I – Assign a Schoolwide Program Review Team

Title I regulations require that a school operating a schoolwide program annually evaluate the

implementation of, and results achieved by, the schoolwide program. The school must revise its plan as

necessary based on the results of the evaluation to ensure the continuous improvement of student

achievement.

Section A – Schoolwide Program Review Team Central Elementary, Moore Public Schools, April 21,

2016.

Name Title Stakeholder Group

Becky Jackson Principal 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

Kimberly Johnson Special Education

Teacher

Teacher

Carol Gudgel 6th Grade Reading

Teacher

Teacher

Leslie Madrid 5th Grade L.A./Science

Teacher

Teacher

Lori Birdwell 4th Grade Reading

Teacher

Teacher

Emily Marshall 3rd Grade Teacher Teacher

Carol Gaines 2nd Grade Teacher Teacher

Jill Blaine 1st Grade Teacher Teacher

Kristine Richardson Kindergarten Teacher Teacher

Lindsey Elsea Parent

Jessica Law Parent

Kristy McDougal Parent

4

Section B - Overview

Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish.

The teachers on the team volunteered to be part of the review team. At least one teacher from each

grade level was encouraged to be part of the team, as well as a Special Education teacher, the media

specialist and school counselor. All teachers were asked to contribute names of parents that might be

interested in being on the review team. Parents were also given the opportunity to sign up for the

review team at Parent Involvement events. Members were asked to review forms used to collect data,

as well as to help compile data. Needs assessments were reviewed and new goals were made.

Section C - Documentation

Record and file the following documentation concerning the schoolwide program review team:

Attendance Records, Agenda and Minutes of all program review meetings.

5

Step II – Data Collection

Section A – Types of Data

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 Teacher Survey Gender

District 9 Week Bench Marks Parent Survey Ethnicity

DIBELS Student Survey Free and Reduced Lunch

Program

Gates-MacGinite Reading Test SITE Meetings Attendance

STAR Literacy Test PCAC Meetings Tardy Rate

TTM-Think Through Math Mobility Rate

Read Naturally Truancy Rate

ELL

Behavior

Section B - Overview

Briefly describe the data collection process.

OCCT results are sent in June or July to the Site Principal.

District Bench Marks tests are given quarterly and results reviewed soon thereafter.

DIBELS scores are reported almost monthly (7 times a year) to Reading Specialist, Site Principal and

District Reading Coordinator.

Gates and STAR scores are given each semester with results turned into Reading Specialist and

Principal.

TTM reports are pulled monthly by Principal.

Read Naturally results occur simultaneously as the children progress through a level.

Surveys are given to teachers, parents and students in the spring asking them to rate programs,

materials and events.

The demographic data is collected from Infinite Campus, a district wide reporting tool, and the State

Accreditation Report.

Section C - Documentation

Record and file the following documentation concerning the schoolwide program review team:

Copies of Data Used in the Annual Review

6

Agenda, Minutes, and Attendance Record for Data Review Meetings

Step II Addendum – Data Profile

1. Student Enrollment by Gender

Year Total Enrollment # Male % Male # Female % Female

2015-2016 698 371 53 327 47

2014-2015 518 272 53 246 47

2013-2014 521 268 51.4 253 48.6

2012-2013 573 297 51.8 276 48.2

2011-2012 548 272 49.6 276 50.4

2010-2011 558 292 52 266 48

2. Student Enrollment by Ethnicity

Year

Total

Enrollment

%

Black

%

American

Indian

%

Hispanic

%

Asian/

Pacific

Islander

%

White

%

Other

2015-2016 698 5 5 13 1 58 18

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

3. Students Eligible for Free and Reduced Lunch Program

Year Number Percent of Population

2015-2016 407 58

2014-2015 303 58

2013-2014 312 60

2012-2013 340 59.3

2011-2012 365 66.6

2010-2011 365 70.44(Excluding Pre-K)

7

4. Students Participating in Targeted Title I Programs

Year Program Enrollment Percent of Population

2015-2016 School Wide Program 100






5. Student Attendance

Year

Average Daily

Attendance

Percent of Student

Population

# Male

% Male

# Female

% Female

2015-2016 661.49 94.11 352.41 53 308.09 47

2014-2015 480.30 93.89 215.50 52 228.47 48

2013-2014 496 95 256 52 240 48

2012-2013 538.31 94 278.41 51.7 259.90 48.3

2011-2012 524.14 95.6 302 95.38 314 95.04

2010-2011 536 96 282 53 254 47

6. Student Tardy Rate

Year

Average Daily

Tardies

Percent of Student

Population

# Male

% Male

# Female

% Female

2015-2016 9 1 185 27 181 26

2014-2015 12 2.1 181 31 151 26

2013-2014 8 1.3 154 48.5 155 53.8

2012-2013 14.71 2.57 198 50.8 192 49.2

2011-2012 15 2.5 175 48.3 187 51.7

2010-2011 11 34 104 55 84 45

8

7. Student Mobility Rate

Year

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

# Students

% Student

Population

# Students

% Student

Population

2015-2016 620 89 78 11

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

8. Student Truancy Rate

Year Average Daily Truancy Percent of Student Population

2015-2016 <1 <1

2014-2015 <1 <1

2013-2014 <1 <1

2012-2013 <1 <1

2011-2012 8 1.4

2010-2011 10 1.7

9. Students Identified as English Language Learners (ELL)

Year Program Enrollment Percent of Student Population

2015-2016 8 1

2014-2015 7 1

2013-2014 5 0.95

2012-2013 6 1

2011-2012 6 1.1

2010-2011 6 1.1

10. Student Behavior

Year

Average Daily Referrals

Average Daily In-School

Suspensions

Average Daily Out-of-

School Suspensions

2015-2016 <1 <1 <1

2014-2015 <1 <1 <1

2013-2014 <1 <1 <1

2012-2013 <1 <1 <1

2011-2012 3 6 <1

2010-2011 7 4 <1

9

11. Highly Qualified Teachers (HQT) and Paraprofessionals

Number of Certified Teachers Number of HQT Number of Non HQT

42 42 0

Number of Paraprofessionals Number of HQT Paraprofessionals Number of Non HQT Paraprofessionals

23 23 0

12. Teaching Experience

Years of Experience

Number of Certified Teachers 0-3 4-5 6-10 11-15 16-20 20+

42 5 4 8 6 8 11

13. Education

Degree Received

Number of Certified Teachers

Bachelor’s

Bachelor’s

+ 15

Master’s

Master’s

+15

Doctorate

National Board

Certification

42 20 3 13 6 6

10

Step III – Data Analysis

Section A – Process

Briefly describe the process used to analyze the collected 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.

Section B – Summary of Analysis

Summarize the results of the data analysis specifically identifying the strengths, weaknesses and critical needs areas as shown

in the data.

Teachers look for trends in the OCCT scores along with benchmark scores, DIBELS, Gates and STAR

results.

State test results in math revealed weaknesses in measurement (4,5), circles and polygons (5,6), number

operations (3,4,6), algebra patterns (5), data analysis (4), number sense (6), and coordinate geometry

(6). Continued needs to be addressed are basic recall of math facts and problem solving. The main

strengths in math were algebraic reasoning and patterns (3,4,6), equations (5), data analysis (3), and

geometry (3).

State results in reading indicated that accessing information (3,4), figurative language/sound devices

(3,5,6), literary elements (6), and summary/generalizations (5) were general weaknesses. We will

concentrate on informational reading as well. Our overall strengths, according to the test results, were

analysis and evaluation (5,6), summary/generalizations (3), inferences/interpretation (4), literary

understanding (4), and synonyms, antonyms, and homonyms (3,4).

11

Section C – Success of the Schoolwide Program

Based on the data analysis, explain which schoolwide programs are succeeding and which are not.

Computer programs that we are using, such as TTM-Think Through Math, Riverdeep, Reading Eggs, AR,

and STAR help the students to progress at their own levels. 4th – 6th grades mostly use TTM, AR, STAR.

Kindergarten through 2nd grade use Reading Eggs, AR, and STAR. Those computer programs as well as

other technology used at our school, like SMARTBoards, iPads, Document Cameras and Student

Response Systems provide interactive practice and motivation for the students on the skills that they are

learning in reading and math. Accelerated Reader (AR) is a valuable program that motivates the children

to read and earn points. Small Group Guided Reading combined with Literacy Centers give the teachers

a better understanding of the reading level of each child and provides a manageable way to work with

children on their specific needs. Not all teachers are implementing literacy centers. Structured

Language Basics, used in our first grade classrooms, provides a good basis for phonemic awareness,

phonics, fluency and other language arts skills. Small group tutoring by the Title I teacher and assistant

provides extra instruction and reading practice concentrating on phonics, comprehension and fluency,

mainly through the Read Naturally program. The teachers in After School Tutoring gear their instruction

around the specific reading and math needs of each student attending. Instruction and activities are

done in small group settings. All of the above schoolwide programs, combined, help to make gains in

some individual DIBELS scores (K-3) and the OCCT. The success of the schoolwide programs mentioned

above will be evaluated according to the Spring 2016 results.

Step IV – Review the Current Schoolwide Plan

12

Section A – Overview

Briefly describe the implementation of the Schoolwide Plan and the effects the plan had on teaching and learning,

specifically addressing how the needs of particularly low-achieving students were met.

Central’s academic goals for improvement are directed towards reading, math, and language. Low

achieving students in these areas are identified by the OCCT, District 9 Week Benchmarks, DIBELS, TTM,

Gates, and STAR. TTM and STAR allow 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. Fourth, fifth, and sixth grade teachers, along

with the Title I Reading Specialist and assistant, group children one afternoon a week according to areas

of weakness in language arts and math. This is one way that instruction is differentiated and the needs

of the students at all levels are met.

Additionally, students in grades K-6 receive help during the school day from our Title 1 teacher and our

assistant. Students in grades 3-6 are invited to attend After School tutoring. Students in grades 4-6 can

attend free evening tutoring offered by High School Honor Society students at our local junior high

schools. The High School Honor Society tutoring program in reading and math is monitored by certified

personnel. Students at our site may also attend tutoring at the public library Monday-Thursday. This

service is free to our families. Title I Summer School is available to our students, grades K-2, free of

charge.

Section B – Focus Goals

13

Briefly describe the progress made toward reaching the focus goals identified in the Schoolwide Plan, specifically addressing

barriers if goals have not been met.

Focus goals for both math and reading were not met, though progress was made. The spring OCCT test

scores of 2015 revealed that 75% of our students in 3rd grade scored proficient or above in reading, 75%

in 4th grade, 76% in 5th grade, and 66% in 6th grade. Comparing 2015 scores with 2014 scores, our 3rd

grade reading scores increased 10%, while our 4th grade reading scores increased by 13%, 5th grade

decreased by 8%, and 6th grade decreased by 8%. We want to see the number of students who reach a

proficient level in reading increase. In math, 65% of our 3rd grade students scored proficient or above,

61% in 4th grade, 51% in the fifth grade and 71% in 6th grade. Our 3rd grade math scores increased by

8%, 4th grade increased math scores by 10%, and 6th grade increased math scores by 6%. 5th grade’s

math scores decreased by 25%. We would like to see more students reach proficiency in math,

especially in 5th grade. Academic vocabulary remains a weakness. Larry Bell’s 12 Powerful Words were

emphasized in individual classrooms. Academic vocabulary across subject matter was chosen by

teachers to use from one grade level to the next. We will continue to expand that vocabulary bank.

More instructional time was given to math facts and story problems. Weekly times tests of math facts

were given. Student needs are continuing to be identified and addressed. Professional Development

for staff is tailored around the needs of the teachers and students. We are always looking at ways to

improve parent involvement in academic endeavors. A continuing challenge is parent involvement.

Many parents are busy working to provide the basic needs of their families. This year for our Parent

Involvement Nights, we had Monster Math for math night, A Minion Reasons to Read for reading night,

and 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,

each grade level conducted activities for parents to teach alphabet recognition, color word recognition,

writing, rhyming, syllabication, comprehension practice, and vocabulary. Our kindergarten night was for

our next 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 C – Required Components

1. Needs Assessment: Data from multiple sources are reviewed continually and strategies are

reviewed and changed if necessary, or new strategies are developed.

2. Research-Based Reform Strategies: All programs/materials used at Central are research based.

3. Instruction by HQ Teachers: Only educators with HQ status are hired.

4. Professional Development: A variety of PD is offered by our district and site.

5. Recruitment of HQ Teachers: Moore Public Schools has a reputation of academic excellence.

Teachers in MPS receive a lot of support.

6. Parent – Family Involvement: Every effort is made to make families feel a part of the learning

community here at Central.

14

7. Transition Strategies: Interaction between the elementary and junior high school and grade

level transition booklets are key transitional strategies that we use.

8. Data Driven Decision Making: Every effort is made to include all stakeholders when developing

new strategies and/or purchasing materials. Vertical teams, the Technology Committee and the

Professional Development Committee work with the available data when developing strategies

or purchasing technological equipment, soft ware, or more traditional types of materials.

9. Intervention Strategies: Early detection of problems and a systematic approach/timeline in

finding possible solutions take place regularly in team meetings.

10. Coordination of Federal/State/Local Programs: Central is fortunate to have knowledgeable

district coordinators who help with the information pipeline in regard to coordinating our site

programs.

Explain to what extent all 10 required components were implemented as indicated in the plan.

1. Needs Assessment: Data from multiple tests and surveys are reviewed monthly, quarterly, bi-

annually and/or annually. Strategies are continued and/or developed as a result of the data.

2. Research-Based Reform Strategies: All programs/materials used at Central are research based.

3. Instruction by HQ Teachers: Only educators with HQ status are hired at Central.

4. Professional Development: See lists of activities offered by our school site. Our district offers a

wide variety of Professional Development, both required and elective.

5. Recruitment of HQ Teachers: Moore enjoys a reputation of being a good district in which to

work, offering many opportunities for training and support.

6. Parent – Family Involvement: Every effort is made to make families feel a part of the learning

community. Several events are organized each year for parents to learn about and be involved

in the process of helping their children learn.

7. Transition Strategies: 6th graders visit one of the junior high schools to take a tour and hear

about academic expectations, social and athletic opportunities, etc. The junior high literacy

coach visits Central Elementary to explain the required summer reading. Transition kits are

created to help incoming kindergartners practice letters, numbers, writing their name, scissor

cutting, writing the alphabet. These are two key strategies used to help these groups of students

transition to the next level of schooling.

8. Data Driven Decision Making: Every effort is made to include all stakeholders when developing

new goals and strategies and purchasing materials. Vertical teams, the Technology Committee,

and the Professional Development Committee work with the available data when developing

strategies, training and purchasing technological equipment, software and more traditional

types of materials.

9. Intervention Strategies: Early detection of problems and a systematic approach/timeline in

finding possible solutions take place regularly in team meetings.

10. Coordination of Federal/State/Local Programs: Central is fortunate to have a knowledgeable

Title I District Coordinator who helps with the information pipeline in regard to coordinating our

district site programs with federal and state guidelines.

15

Section D – Deficiencies

After reviewing the Schoolwide Plan, describe any deficiencies as shown by the data or the review of the focus goals and 10

required components.

Weaknesses in reading include accessing information, figurative language/sound devices, literary

elements, and summary/generalizations. We will concentrate on informational reading as well. The

weaknesses in math are measurement, circles and polygons, number operations, algebra patterns, data

analysis, number sense, and coordinate geometry. Continuing needs to be addressed are basic recall of

math facts and problem solving. Parents are not as involved as we would like. Monster Math (Math

Night) had an excellent parent attendance, but attendance for A Minion Reasons to Read (Reading

Night) was good. Reading Night had half of the attendance as Math Night. In an effort to encourage

parents to be more involved with their children academically, we will continue to have speakers,

seminars, etc. that will help parents be better equipped and motivated to help their children.

16

Step V - Modifications

Section A – Area of Need

Using the information obtained in the data analysis and the review of the current Schoolwide Plan, summarize the identified

areas of need.

After reviewing the 2015 Spring State Test Scores by vertical and grade level teams, weaknesses in

Reading include accessing information, figurative language/sound devices, literary elements, and

summary/generalizations. Measurement, circles and polygons, number operations, coordinate

geometry, data analysis, number sense, and algebra patterns were the weaknesses for Math.

Continuing needs to be addressed are basic recall of math facts and problem solving. The teams

reviewed past practice and investigated possible changes of methodology.

Lack of parent involvement, in the area of helping their children academically, is an area of concern too.

Students who have parents who are involved in their education tend to perform at a higher level than

those students whose parents are not as engaged. In an effort to increase student academic

performance, we have instituted family nights that include both literacy and mathematics. We would

like to see the number of parents attending school functions increase and will continue to investigate

programs/activities that have the potential to increase parent involvement.

17

Section B – Focus Goals

Briefly explain how the focus goals will be modified or changed to meet the identified area of need.

We will keep the focus goals of increasing the total reading and math scores by 5% on the Spring CRT.

We will continue to refine the methods of teaching vocabulary, accessing information, research,

figurative language/sound devices, and summary/generalization using best practice methodologies. We

will also investigate web based programs/iPad apps that that can be tailored to whole group, small

group, or individual instruction. We will continue using web based programs such as Reading Eggs and

TTM. Dictionaries and thesauruses will be used during locating/using resources lessons and for writing

assignments.

We will continue to look for web based programs/iPad apps that involve math problem solving skills

including measurement, time and temperature/money, number operations, properties of shapes, circles

and polygons, and algebra patterns. We will be looking for web sites that include instruction in whole

group, small group, and individual instruction. Site licenses for Reading Eggs and TTM will be

repurchased and will be better utilized in the 2016-17 school year.

We will continue to offer and inform parents of the educational opportunities offered by Central

Elementary. We will keep parents informed through our web page, notices/flyers, parent portal,

marquee, automated dialer and e-mail.

18

Section C – 10 Required Components

Briefly describe how each of the 10 Required Components has been implemented according to the

current Schoolwide Plan, how each is evaluated for effect on student achievement and how each will be

modified or changed to meet the needs identified in the Annual Program Review. Guiding Questions for

the 10 Required Components are included in this toolkit.

Component 1: Schoolwide Reform Strategies

Implementation:

The reform strategies designed to address the continued needs of the teachers and students include:

Teacher Training/Involvement, Student Involvement/Achievement, Technology Training and Use, and

Title 1 Services.

Evaluation:

On-Site Professional Development was offered in the area of technology, specifically Infinite Campus

Training, Web Page Development, and Internet-based Education Sites. The Media Specialist attended

Encyclomedia and district Technology Committee Meetings. Our teachers attended district offered staff

development such as From Standard to Workstation for Math/Reading, Oklahoma Writing Project, Drab

to Fab Math Workshop. Next year, we hope to offer technology workshops for teaching with iPads in

the classroom. The iPad workshop were requests made on the teacher survey. Students received

instruction in a variety of methods and settings (whole group, small group, and individually). The Title I

staff offered additional literacy instruction to students who did not benchmark in their DIBELS testing or

did not score proficient or above on the OCCT tests. They used Read Naturally, a program to improve

reading fluency, as well as various activities to address phonics and comprehension needs. For grades 4-

5, the Title I Reading Specialist concentrated on test taking skills and the areas of weaknesses shown on

our reading OCCT results.

Modification/Changes:

Possibilites for Professional Development include, but are not limited to, technology workshops

(document cameras, grade cams, student response systems, iPad) and how to write a grant.

19

Component 2: Instruction by Highly Qualified Teachers

Implementation:

Central Elementary is served by a highly qualified staff. Central Elementary has four reading specialists.

We also have six teachers who have received their National Board Certification. 45% of our teachers

hold Master degrees. 79% of our faculty has six or more years of teaching experience. All teachers are

required to acquire professional development points yearly.

Evaluation:

We have no teachers teaching outside of their fields.


Our administrator and our faculty continue to be supportive of our teachers who continue to take

education courses and those who are seeking National Board Certification.

Component 3: Professional Development

Implementation:

Central is part of a district that continually provides quality staff development for all teachers and staff.

We will continue to offer On-site Professional Development based on assessed needs.

Evaluation:

On-Site Professional Development was offered in the area of technology, specifically Infinite Campus

Training, Web Page Development, Renaissance Place, and TTM (Think Through Math) training. Our

teachers also received Keesam training and felt it was very helpful. The Media Specialist attended

Encyclomedia and district Technology Committee Meetings. Our district provided a wide variety of

workshops all year long.


Next year, we hope to offer a technology workshop for teaching with iPads in the classroom. We also

would like to offer a workshop on how to use Reading Eggs effectively. The iPad workshop, Reading Eggs

training, and Alton Carter (author) were requests made on the teacher survey. Other possibilities for

Professional Development include, but are not limited to Standards to Workstation, CAFÉ/Daily Five,

Writing, etc.

20

Component 4: High Quality Teachers to High Need Schools

Implementation:

We will continue to support and hire High Quality Teachers.

Evaluation:

Central Elementary is served by a highly qualified staff. Central Elementary has four reading specialists.

We also have six teachers who have received their National Board Certification. 45% of our teachers

hold Master degrees. 79% of our faculty has six or more years of teaching experience. All teachers are

required to acquire professional development points yearly.


Our administrator and our faculty are supportive of our teachers who continue to take education

courses and those who are seeking National Board Certification.

Component 5: Parental Involvement

Implementation:

Parent Involvement has always been and will continue to be a major focus at Central Elementary. As a

faculty we have made it a goal to reach out and help families feel comfortable at school. Our goal is to

assure parents that we see them as partners in their child’s education.

Evaluation:

Besides the district required open house, we have parent meetings held by grade level teams. Parents

are informed of the classroom goals and procedures. Teachers give a handout that has information

about our school website, their personal websites, and e-mail addresses. We also encourage the parents

to sign up on parent portal. We hold family book fairs, family Math and Reading Nights and

Kindergarten Night.


Research tells us that many families in poverty are hesitant to participate in school activities because of

their negative experience in school and their feelings of inadequacy when it comes to helping their child

in educational endeavors. We will continue many of the Parent Involvement events listed above. We

will continue to investigate programs/activities that have the potential to increase parent involvement.

Component 6: Transition Strategies

21

Implementation:

To ease transition from early childhood programs into a successful elementary school life, we strive to

address both the parent and child concerns before the year begins. Likewise, we want our sixth graders

to have a successful transition into junior high.

Evaluation:

At the end of the school year, sixth graders tour one of the junior high schools, learning about academic

expectations, social and athletic activities, etc. The junior high literacy coach also visits Central

Elementary to explain the required summer reading. Open House Night, before the school year begins,

will help all of our students 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 this school year, future kindergarten parents were invited to attend a meeting. They were

given a take-home kit for summer practice with their kindergartners. The kindergarten teachers talked

to the parents about kindergarten expectations. Our Title 1 program creates summer reading packets

for students in grades Kindergarten through 3rd grade. Also, sixth graders have summer reading

required by the junior high.

Component 7: Data Driven Decisions

Implementation:

All curriculum decisions are made with due consideration to the results obtained through state tests,

district tests, and various site assessments. Monitoring of these results is an on-going process with

adjustments made when necessary.

Evaluation:

We continued to make assessments. As a result of the data, we concentrated more on accessing

information, figurative language/sound devices, literary elements, and summary/generalizations. In

math, we concentrated on measurement, circles and polygons, number operations, algebra patterns,

data analysis, number sense, and coordinate geometry. Continuing needs to be addressed are basic

recall of math facts and problem solving. Classroom teachers, as well as the Title I Reading Specialist

and Media Specialist, concentrated on the above skills in their lessons. .


We will continue to adjust and modify as needs and assessment results change.

22

Component 8: Effective and Timely Additional Assistance

Implementation:

Quickly evaluate various student assessments and place students in tutoring programs and/or

recommend opportunities for additional tutoring.

Evaluation:

Low achieving students in the areas of reading and math are identified by the Criteria Reference Testing

(CRT’s), DIBELS, Gates, TTM, AR, and STAR. Students in grades K-6 receive help during the school day

from our Title I Teacher and Assistant. Low performing students in grades 3-6 can attend After School

tutoring. Free tutoring is also offered by the High School Honor Society at our local junior high schools.

This program is monitored by certified personnel. Central Jr. High students come for “Cub Time”

tutoring for our 1st-2nd grade once a week every other week for 10 weeks. The Moore High School

football team tutors on game days. Local churches offer free tutoring Monday – Thursday as well.


Continue to monitor and evaluate students in a timely manner and give them additional assistance.

Component 9: Coordination of Programs

Implementation:

Our district Title I Coordinator attends meetings and is informed about Title I policies both at the federal

and state levels. The district coordinator then relays the information to the Title I teachers through

monthly meetings and emails. Individual teachers at our site make use of local service programs to

complement and enrich their curriculum and help students grasp content standards.

Evaluation:

The Title I teacher attends monthly Title I meetings led by the district Title I Coordinator. 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.

23


We will continue to work with local businesses and patrons. Teachers will continue to write grants for the 2016-17 school year. We will continue the Backpack 4 Kids program.

Component 10: Needs Assessment

Implementation:

Central teachers have a great deal of flexibility in assessments used to measure classroom performance

and in more formal assessments used for report cards that measure student’s progress in the content

areas.

Evaluation:

Besides the state and district tests, teachers are encouraged to incorporate a variety of assessment

strategies that address multiple learning styles. Some of the assessments that are used are Accelerated

Reader, STAR Test, GATES MacGinitie Reading Tests, Dynamic Indicators Of Basic Early Literacy Skills

(DIBELS), and TTM. In addition, teachers use information gathered by Riverdeep, and Reading Eggs

which are web based programs. Teachers also use teacher generated assessments, learning center

activities, oral questioning, flash cards for math facts and sight words to assess the progress of their

students.


Teachers will continue to share ideas on assessments in team meetings, vertical and horizontal. Our

district has developed district math, reading, language, science, social studies, and fine arts tests. All

students in kindergarten through third grade take part in the DIBELS assessments three times a year.

Students who have not reached DIBELS benchmark for their grade level are monitored monthly. We

hope to create more assessments to meet the needs of our students.

Section D – Documentation

Step V Addendum for Each Identified Focus Goal

Step V Addendum – Schoolwide Focus Goals

For each focus goal identified in Step V of the Annual Program Review, complete the following

Schoolwide Focus Goal Action Plan. Make additional copies as needed.

Goal:

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.

24

Briefly describe the reasoning for the identified goal.

The spring CRT test scores of 2015 revealed that 75% of our students in 3rd grade scored proficient or above in reading, 75% in 4th grade, 76% in 5th grade, and 66% in 6th grade. Our 3rd grade reading scores increased 10%, while our 4th grade reading scores increased by 13%, 5th grade decreased by 8%, and 6th grade decreased by 8%. In Math, 65% of our 3rd grade students scored proficient or above, 61% in 4th grade, 51% in fifth grade, and 71% in 6th grade. 3rd grade math scores increased by 8%, 4th grade increased math scores by 10%, and 6th grade increased math scores by 6%. 5th grade’s math scores decreased by 25%. 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 goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math assessment will decrease by 10%)

In 2015-16, our goals are to increase both the reading and math CRT scores by at least 5% at all grade levels. Additionally, we want to increase student academic vocabulary in all subject areas and improve math facts and problem solving.

Action Plan

Strategies and Action Steps

Resources Needed

Person(s)

Responsible

Timeline

Evidence of

Progress

1) Use of SLB in 1st grade. Guided reading time and literacy centers in grades 1-3. Use of technology. Use of Unravel strategy. Increase vocabulary bank vertically across subject areas. Utilize resources, such as the thesaurus, encyclopedias, almanac, etc., in lessons and projects. 2) Use of Math Unravel. Utilize technology. Develop a bank of story problems. Increase time spent on learning basic math facts.

1) Additional training in guided reading, literacy centers and technology. 2) Additional training in technology.

1) Classroom teachers, Media Specialist, Reading Specialist, Principal, District Coordinator, Professional Development and Technology Committee 2) Classroom teachers, Principal, District Coordinator, Professional Development and Technology Committee

Aug. 2015– May 2016 Aug. 2015- May 2016

Scores on State and District Tests, STAR, AR, and DIBELS Scores on State, District Tests, TTM

25

Guiding Questions – 10 Required Components

Guiding questions are designed to guide the Annual Program Review team during the analysis of the

implementation of the 10 Required Components. Analysis of these questions does not constitute a

complete Annual Program Review, but provides an integral part of the whole assessment of the

schoolwide program.

Component #1 – Needs Assessment

What does the data tell you about specific programs?

What does the data tell you about specific subgroups?

Are there any recognizable trends in the longitudinal data?

What students/subgroups are achieving at your school?

What students/subgroups are not achieving at your school?

According to the data, what strategies and activities appear to be succeeding? Not succeeding?

What additional data needs to be collected this year? Next year?

Component #2 – Schoolwide Reform Strategies

What Scientifically Based Research programs are currently being used at the school? Are they

effective?

How did the school increase the amount and quality of instructional time? Was it effective?

What was done to strengthen the core academic program at the school?

Is curriculum aligned with the Priority Academic Student Skills (PASS)?

Have the schoolwide programs ensured that ALL students at the school have the opportunity to

reach the State’s satisfactory and proficient levels of learning?

How is technology being utilized in the classroom? Has it been effective in increasing

engagement, motivation and achievement?

Component #3 – Instruction by Highly Qualified Teachers

Are all teachers at the school highly qualified? All paraprofessionals?

Are staff members being utilized in the best way possible to meet the needs of the students?

How will the school site continue to ensure instruction by highly qualified teachers?

26

Component #4 – Professional Development

Was the professional development plan implemented as planned? If not, why?

Did the professional development received improve instruction in the classroom?

Did the professional development received improve student achievement?

Was the professional development adequately monitored and evaluated on an ongoing basis?

How did the professional development plan align with the school improvement goals?

What are the current professional development needs of the staff? Administrators?

How will the newly identified needs be implemented in the updated plan?

Component #5 – Highly Qualified Teachers to High Need Schools

How many teachers are employed at the school?

How many teachers have less than 3 years experience?

What was the teacher turnover rate this year?

What is the expected turnover rate for next year?

What is the school doing to support teachers and provide time for mentoring and collaboration?

How is the school recruiting highly qualified teachers?

Does the district have equitable distribution of teachers where low-income high-minority

students are not taught at a higher rate than other students by unqualified, out-of-field or

inexperienced teachers?

Component #6 – Parental Involvement

What services were provided to parents as part of the schoolwide plan?

What communication was sent to parents this year?

What other types of communication can be utilized?

How was attendance at parent involvement activities? How could this be increased?

Do any revisions need to be made to the parent involvement policy and parent compact?

Have the parents been surveyed regarding parent involvement, communication, and other

activities? If not, how can data be gathered from the parents?

Component #7 – Transitions

Which transition activities were effective?

Were all stakeholders involved in transition activities? If not, how can they be more involved in

the future?

Are there any gaps in the current transition activities? How can these be closed?

27

Component #8 – Data Driven Decisions

Which assessments/benchmarks are currently used by the school to monitor student

achievement? Are they effective?

Do these assessments inform instruction?

Are the assessments used by all staff and administrators to make decisions?

How can the school better utilize assessment data?

Component #9 – Effective and Timely Additional Assistance

How were low performing students identified during the school year?

What interventions are in place to assist these students?

Did low-performing students receive assistance in a timely manner?

How is progress monitored?

Component #10 – Coordination of Programs

Do all resources (federal, state, local) support the schoolwide program?

Do any activities or programs need to be modified to better support the schoolwide program?

28

Document Checklist

The document checklist is intended to be a guide schools can use to ensure required documentation is

included in the Schoolwide Plan, the annual review and the public and site file.

Schoolwide Plan Documents:

Local board of education meeting minutes reflecting Schoolwide Plan approval

Meeting agenda and/or attendance records for Parent Informational Meeting

Meeting agenda and/or attendance records for Faculty Informational Meeting

Disaggregated test data for math and reading/language arts

Student/Parent/Teacher surveys (if applicable)

Additional student achievement data used in needs assessment

Part IV Addendum – Data Profile

Part V Addendum - Schoolwide Focus Goal Action Plan(s)

Letter of notification to parents of students taught by Non-Highly Qualified Teachers

Part VIII Addendum - Professional Development Plans for the Current and Implementation Year

Sample copies of professional development agendas and/or attendance records

Sample evaluation tool for monitoring the implementation of professional development

activities

Sample individual professional development plan created by staff

Parent Involvement Policy

Site Parent/School Compact

Parent survey or other evaluation tool regarding parent involvement activities

Examples of school/parent communication

Notification to parents regarding student achievement reports and test scores

Notification to parents of Annual Parent Informational Meeting

Notification of Title I programs and opportunities

Letters, flyers, mailings, etc. notifying parents of transition activities

Attendance records of parent meetings about transition activities

Evidence of vertical teaming among faculty (i.e., agendas, minutes, curriculum maps)

29

Annual Review Documentation:

Modified versions of the above listed documents as necessary

Written copy of the Annual Program Review

Documentation of Annual Program Review meeting(s) Including agenda, minutes and

attendance records

Notification to parents and stakeholders of Annual Program Review meeting and results

Documentation of Annual Parent Informational Meeting

Public File Documentation:

General information about the school including history, demographics, teachers, curriculum,

achievement scores, activities, parent organizations

Information about Title I, Part A programs

Written Schoolwide Plan and Annual Program Review

Site Parent Involvement Policy with School/Parent Compact

Document File Documentation:

Written copy of Schoolwide Plan

Written copy of Annual Program Review

Written copy of Site Parental Involvement Policy

Written copy of site Parent Compact

Documentation of Annual Parent Meeting

Documentation of Parental Communications

o Information about Title I, Part A programs

o Information about student academic progress

o Notification of Non-Highly Qualified Teacher