Step 2: Vision for Reform .

Prior to collecting and analyzing data, the planning team in conjunction with the school staff should meet and discuss the vision for reform. This collective vision defines what the school will look like in terms of student success. The goals and programs identified in the schoolwide plan should align with this vision.

Provide a description of the school’s vision. Our mission is to inspire learning, curiosity, and creativity while developing responsible, caring citizens within a community.

Lincoln empowers students to be creative, curious, problem solvers, who can use technology to engage in authentic learning experiences. Through communication and collaboration students develop college, career, and life skills to be engaged 21 st century citizens. ( technology vision created in 2016) Our vision is multi-faceted and includes these areas: Equity · Eliminate achievement gaps through instructional differentiation · All students can learn at high levels · High expectations for all students · Celebration of diversity and growth · Feeling of unity and belonging for all teachers, students, and families Enrichment opportunities for all students Critical Supports · Parental and community involvement · Collaboration and communication among all teachers and specialists · Reflective practice & growth plans · Commitment to working together as a Professional Learning Community · Professional development to help us reach our vision · Commitment to the A+ vision, K20 IDEALS · Commitment to Positive Behavior Intervention Support & Restorative Practices Curriculum and Instruction · Effective alignment of curriculum, instruction, assessment, and intervention in PK-5th grade · Student-centered, hands-on learning through differentiated instruction · Commitment to arts integration in all subject areas, following the A+ model · Commitment to Marzano’s Framework · Data-informed instruction · Develop critical thinking skills in all students (maximizing Guided Inquiry) · Experiential, hands-on learning experiences, STEAM, project-based learning, making/tinkering, Authentic Technology Integration Assessments · Combination of qualitative & quantitative measures (performance-based measures, rubrics, performance scales,etc.) · Enriched assessments aligned with curriculum, including standard-based formative assessments (Mastery Connect) · Appropriate assessments based on standards with supports for students who need them · Consistent use and discussion of vertically and horizontally aligned common assessments · School-wide commitment to grading philosophy/explore standard-based grading/evidence of learning (pilot 3rd 17/18) Exploring technology for a variety of ways to assess learning Standards and Benchmarks · Students will develop a love of learning and independence and will learn to take risks · Goal Setting for student and teachers and exploring ways to track progress, including technology · Commitment to Oklahoma Academic Standards and identifying power standards · Expectation of quality work from all students · Social expectations that include working collaboratively and developing a sense of community · Students will develop their ability to think critically and logically, problem solve, and explain their thinking Interventions · Proactive and early interventions

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· On-going and consistent communication, collaboration, and data collection for all students · School-wide commitment to systematic intervention process and multi-tier model · Commitment to effective master schedule that meets the needs of all students · Maximized time in the regular classroom for essential standards · Student ownership of learning · Social-behavioral intervention groups & restorative practices Pillars of Learning Celebrate Differences, Positive Community, Growth mindset-“Yes I Can”, Creative Problem Solvers Counselor Advisory Vision Lincoln Elementary students will have the courage and skill set to pursue their passions and limitless potential. They will maintain meaningful and healthy relationships. They will demonstrate a growth mindset with optimism and positivity, creative problem solving skills, and with grit and resilience. They will celebrate diversity and will be intentional about demonstrating kindness to others. They will be an asset to their workforce and engaged members of their communities.

NPS Mission

To prepare and inspire all students to achieve their full potential.

NPS Core Values

● Integrity - Integrity is the cornerstone of everything we do. ● Inclusiveness - We positively affirm the unique identity of every individual. ● Collaboration - We collaborate with internal and external stakeholders to maximize our shared

knowledge and resources to bring greater value to our students, staff and stakeholders. ● Optimism - We aspire to maintain a positive attitude and expect the best possible outcome in every

situation.

Step 3: School Profile The school profile is a data-driven description of the school’s current status. At a minimum, schools should assess the current status in the focus areas, which significantly affect student achievement: student needs, curriculum and instruction, professional development, family and community involvement, and school environment and organization. Briefly describe all of these factors.

Nestled in the heart of a world-class academic community, the Norman Public School District is the seventh-largest in Oklahoma. The district, which is located near the University of Oklahoma, has earned a reputation for academic excellence, robust fine arts programs, first-rate athletic teams and providing opportunities for all students to reach their full potential. Norman Public Schools provide an exemplary education for students through consistent curriculum, innovative partnerships and rigorous professional development for educators. The district has repeatedly been recognized for academic excellence in Newsweek, the Washington Post, U.S. News & World Report and more. Lincoln was established in 1922. It is located near the University of Oklahoma. Lincoln is a title school that serves approximately 300 students in Pre-Kindergarten through 5th grade. Lincoln also has an autism program and program serving students with developmental delays. Lincoln has a diverse population and many languages are spoken. Lincoln has a family feel and welcoming environment. Diversity is celebrated and embraced. Students are provided a quality education focused on creativity and critical thinkings skills. Staff and community

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works to provide innovative practices that include voice and choice and meaningful, authentic learning experiences. Lincoln students learn in safe and restorative climate and demonstrate PAWS- Positive Attitude, Awesome Achievement, Working together for S uccess.

Student Needs : Student needs are multi-faceted and on-going data analysis is required to determine specific needs and strengths to educate the whole child. This is an on-going cycle of improvement and our site’s vision/mission, beliefs, and goals are frequently re-assessed for alignment to our daily practices. We believe in a combination of qualitative and quantitative data to measure student success and work to be child driven, evidenced informed.

● Data learning: OCCT Results: Aggregated: See the following which highlights OCCT results from the 2016-17 & 2017-18 school year. It is color coded to show gains in blue (to be noted: gains will show when we have percents that go down in those that are below) https://docs.google.com/spreadsheets/d/1hSiSg3-v0ht5kiCi5rmjIZ7JWBSu1ghAR1WxIEaTh20/edit?usp=sharing Analysis of Standards: Strengths:

● 3rd- research, data & probability, algebraic reasoning ● 4th- language, algebraic reasoning ● 5th-Writing, data & probability, physical science ● Overall- language, research, algebraic reasoning

Gains: -5th life science 28% out of bottom tier -5th writing 23% out of bottom tier, no below standard -4th research 21% out of bottom tier -4th language 20% out of bottom tier

OCCT Results: Disaggregated: (important to consider how many students make up a subgroup), also consideration is 22% of students identified Subgroup Focus (based on 17/18 scores) -Students identified on IEPs -Economically Disadvantaged (some gaps, but some equitable subjects too) -Two or more races

● Demographics: 94% attendance, 271 students, 22% special education, 12.2% EL, 66%

Economically Disadvantaged, 8.4 mobility rate, See 16-17 School Profile Report with more demographic detail

● Site Goals/Intervention : Literacy Goal Progress: EOY DRA: (noted in students at or above grade level) K-66%,

1st-61%, 2nd-56%, 3rd-43%, 4th-72%, 5th-69%, need to work to get 80% or more on grade

level, 3rd a grade an area of concern, although individual growth was noted in majority of

students building-wide.

Math Goal Progress: With goal of 80% on EOY with 80%, 1st grade met that goal, all other

grades did not. In summary: 1st grade-lowest standard is Geometry/Measurement,

2nd-Number Sense and Operation, 3rd-Algebraic Reasoning, 4th-Geometry/Measurement,

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5th-Algebraic Reasoning

Climate Goal Progress: Attendance: 94% and continue to target chronic absences

Surveys: 90% or better (agree and strongly agree) in all surveys

Referrals: 93- (15/16) 107- (16/17) 38- (17/18) (had a drop)

Equity: 5 suspensions 17-18 (reviewed for equitable concerns and none

were noted)

SWPBIS Assessment: 2 of the 4- Fidelity and the Evaluation

● Common Assessments/Formative Common and Classroom Assignments - Teams maintain

data per grade level. Lincoln has explored additional ways to create standard-based common assessments via mastery connect and google docs. Disaggregated data will be explored with mastery connect with formative assessments.

● Curriculum and Instruction : Instructional strategies strengthen the academic program and it

is highly important teachers are qualified and receiving PD to increase their effectiveness. We must maximize learning time and provide differentiated and enriched instruction that creates a well-rounded education. Interventions must be timely and systematic. Teachers collaborate and analyze data to identify gaps in instruction and curriculum and use those results to make changes to impact student learning.

● Technology- See OETT/K20 OKACTS grant survey information, including the TIPS survey.

Increased technology integration to include more authentic learning and collaboration was a goal at Lincoln this year. The four C’s were at the forefront: Creativity, Collaboration, Communication, and Critical Thinking

● A+ data- Reflection Rubric 2018 - Lincoln consistently scored a 4 in areas (in between 3 & 5) meaning 3-integration may occur in some classes, but is not widespread to 5-two way seamless integration is valued, also scored a 5 in 5 areas Identity Scale 2017 - 6/8 essentials scored a 4- we often use to guide our practice & 2/8 essentials scored a 5-we use an integral approach

● Marzano- Standard-based focus DQ3, DQ 4 (4.0 on a scale). - K20 grant focus on authentic lessons, Makerspace grant, Focus on standards/unpacking, instruction on PLC and extensions/enrichment, Collaboration increased focus at faculty meeting, better allocation of existing resources, guided inquiry Identifying Critical Content as it relates to new standards- Standard based walkthroughs, instruction in this area, PLC process DQ 1: High Expectations in our everyday work and subgroups: PLC process with focus on grade level standards and above and standard intervention versus prereq, more time in grade level teams and building stronger ones and focus at Tier 1 instruction, Time for Unpacking/Scale development DQ 7/15- Technology trainings ( 4 C’s), Critical Need Areas: Number Sense/Operations, Reading Engagement, Retelling/Summary, Subgroup-Special Ed,

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Additional tutoring in math, before/after school, focus on site interventions, focus on more processes, High functioning teacher teams (common assessments, analyzing results, etc) - PLC instruction/training, structures to assist teams, building-wide system of supports Title funds

● PLC/Standards Focus- Teams worked collaboratively to target power standards and critical need areas for our site. The building schedule was maximized to provide supports for teams during teaching/learning cycles and a systematic and timely intervention process.

● Professional Development : Professional development is valued and teachers participate in

high-quality job-embedded, and ongoing PD. See below for more information section IV.

● Spring 2018 Staff Development Survey: Areas Staff ranked the highest in need: State Academic Standards, Trauma informed, Youth Mental Health, Differentiation, (esp. Advanced Learners) Bal-a-vis-x, Brain based learning, Guided Inquiry, Arts Integration, How to increase technology (Macbook Air a need) and integrate it successfully. We also need to work to offer more time for professional learning, observations,

● 16/17-OETT provided on-going site technology trainings to assist in integration of technology more authentically, provide student more voice and choice, and prepare us for the Technology initiative. Pre and Post data from OETT/K20 surveys showed positive impacts and increased professional learning for staff.

● Family and Community Involvement : Family and community involvement is paramount and

a focus for Lincoln.

● Approx. 900 Volunteer Hours by parents and community ● 87% combined average for parent attendance during fall and spring Parent Teacher

Conferences ● PTA membership has increased membership over 50% in the last four years ● Partners in Education: First Baptist Church, Firehouse Arts Center, First United Bank, Bart

Conner Gymnastics ● PTA gross revenue over $56,000, increased over $40,000 or more over the course of 5 years. ● Family Participation in events is approx. over 50% for each event given estimated amount of

family per student

● School Environment & Organization : Lincoln prides itself for a very positive environment where everyone feels welcome and safety is a priority.

● Attendance Rate: 94.02% ● Annual NPS Climate Survey: percentage is those that agree or strongly agree combined

Students: 3-5th Strengths : I know the behavior expectations at my school- 96%, up 2% Have materials & equipment I need for learning-97% Students are treated fairly by principal and teachers- 97% up 7% Concerns: Students at my school treat me with respect-77% I am challenged by the work my teachers ask me to do-76% up 6% I feel like I belong-75% Students: k-2 Strengths: I like this school-92% I have friends at school-95% We celebrate school-wide successes-95% Feel safe at school-88%

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Concerns: Someone at home helps me with schoolwork-55% Follow expectations at school 67% yes, 32% sometimes Positive attitude at school-68% Students have been mean to me-59% Students treat me with respect-74% Parents: (100% agree or strongly agree) No area is less than 95% Strengths : Feel welcome Principal responsive and accessible to parents and students My child(ren)’s teacher is responsive and accessible to parents and students My child is safe at school I am informed of school progress, events, and programs Concerns: I am informed about the district’s initiatives and programs-95% went up from 90% Informed about child’s progress-although 99%, we had less in strongly agree High expectations for students-although 96%, we had less in strongly agree Teachers: Strengths : 100% in all areas surveyed. Areas include collaboration, positive climate, communication, shared leadership, safety, and recognition. The only exceptions were- I have the materials and equipment to do my job-95% & recommending school-96% Concerns: Aware of site goals (move more to strongly agree), I work with people who listen to my ideas (move more to SA), materials & equipment to do my job, recommend school, school effectively handles student discipline and behavior (move more to SA), ensuring teachers feel recognized

Step 4: Data Profile The planning team is responsible for gathering and organizing data related to the focus areas in the school profile. Quantitative and qualitative academic data (benchmarks, common formative assessments, progress monitoring), and non-academic data (stakeholder surveys, attendance, suspensions, graduation rates, etc.) should be used.

List the data sources used to inform the school’s decision-making and intervention strategies . Demographic Data: School Accountability Report, Google Applications to aggregate/disaggregate, Infinite Campus, School Status, Mastery Connect, Measured Progress Student Learning Data: Measured Progress- CRT, CoGAT, DRA, Word Analysis, ELQA, Mastery Connect, Wonders Assessments, Everyday Math Assessments, Science rubrics, grades through IC, pre/post testing of power standards per grade, authentic assessments in the form of google surveys, Kindergarten checklist, and self-reflection tools, work samples through google classroom, products, and observations, Reading Engagement Surveys, Progress monitoring using Google tools, (Word Analysis skills, etc.) 3rd grade piloted standard-based grading (evidence of standard), Guided Inquiry student survey, Seesaw, Lexia, Square Panda, Smarty Ants Perceptual Data: Climate Survey, PBIS surveys, previous K20 grant feedback, OETT/K20 surveys, Infinite Campus and School Status for attendance, tardies, and suspensions, school accountability report, School Process Data: iobservation, Fall Climate Survey, Leadership Team discourse and collaboration, staff surveys, observations and walk-throughs, instructional rounds/observations, faculty meetings and site plan collaboration and review, Title Plan Review, Curriculum Map, Staff Development Survey, OETT/K20 surveys, ERO,

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Step 5: Analyze the Data. As the planning team analyzes the data, gaps between the current status of the school and the established vision should become apparent. The strengths, weaknesses, and needs should become the foundational structures of the school’s plan. Results of the data analysis should be summarized and presented to all stakeholders.

Describe the process for collecting, analyzing, and summarizing data. Analysis: Data Process: Collaborative Inquiry and Data-Driven Dialogue Model- Determining Critical Needs (in sub-groups too) and verifying root causes, generating solutions, and monitoring for improvement. Data is collected through many formats qualitative and quantitative, including teacher-made assessments, intervention google tools, technology including exploration of Seesaw, and other ways that give teachers autonomy in the process. Create Goals as part of our site and title plan. This year it included grade level teams SMART goals for DRA proficiency and exploring ways to assess math more formatively and standard-based. We also worked to collect more qualitative data and gave students and teachers a Guided Inquiry survey.

● Disaggregated Data by subgroups and determine achievement gaps and monitor for decreasing gap. Goal to get more formative with this analysis via mastery connect

● PLC process: common assessments analysis, standard by student, flexible in nature, includes intervention and enrichment

● PBIS team analysis-equitable offenses and pos/neg. - Outcomes ● Reviewed values-added focus on higher level/access to all (ex. PLC, coding club, botball, makerspace,

book clubs, stem club, drama, garden/art lessons, mindcraft, equity in devices with grant ● Equity is an area identified when verifying causes to address

Intervention meetings are held and student skills/standards are identified for intervention. Students are placed in Tiers and timely systems of supports are put in place. A plan is put in place with all stakeholders involved. Ongoing progress monitoring occurs. This is an ongoing process and reviewed/revised as needed to better serve students.

Information is summarized in many ways, including presentations to stakeholders using google slides and other tools, center of discussion during leadership and PBIS team meetings in many formats, and discussed during fall data meetings, and site visits.

We are constantly assessing ourselves against our practices and our shared vision/mission. Revisions were made this year and also we added a technology vision, pillars of learning, and commitments. We do this in many ways including observations, discourse, and inquiry. We are committed to and excited about the NPS new vision, mission, and values.

Component II – Reform Strategies and Student Interventions

Reform strategies are instructional strategies and initiatives that are based on research and aligned to the Oklahoma Academic Standards. These strategies strengthen the core academic program, increase the quality and quantity of learning time, and address the needs of all students, especially historically underserved populations.

1. Describe the Reform Strategies being pursued by the school.

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Goal Setting-SMART/CLEAR goals- Balancing authentic practices and utilizing a balance of qualitative & quantitative data DRA- Students will be at or above grade level, Tier 2 and 3 demonstrate more than a year’s growth (Summary, retelling, engagement) Math- Students will score 75% or higher on EOY benchmark, 75% on place value and number operation (Number sense, place/value, number operations) Intervention goals per student High percentages/positive feedback in our qualitative measures High Functioning Collaborative Teams: PLC Process- Teachers develop common assessments per power standard or critical need area and analyze test scores to assess learning. Verified causes are discussed in all areas and the results utilized to make changes in instruction to meet student needs. Staff analyzes all types of data and monitors learning to ensure the expectation of high levels of learning. Resources are provided to help support the curriculum, projects, partnerships, etc. These resources are monitored and evaluated. One example is our Reading Night at the Norman Public Library and many resources parents can access at school and at home. Building-wide systems of support are analyzed and modified as needed. Time is spent maximizing instructional time and providing support. Student have access to:

● Guaranteed and viable curriculum with Tiered Levels of Academic Support ● Tiered, Timely, and Systematic Interventions- Universal screeners, progress-monitoring, (pilot

branching minds fall 2018) ● PBIS- Positive Behavioral Supports and Expectations, including schoolwide guidance program and

restorative practices ● Title 1 activities and resources and on-going evaluation to support school vision and goals of high

expectations ( this included in-school and after-school tutoring) On-going collaborative staff meetings- PLC meetings and faculty meetings are utilized for teaching and learning. Benchmarks and Common assessments are created and analyzed to assess for gaps in learning. High quality lessons are designed and modified. Instruction is differentiated and we work to meet multiple learning pathways. Using Technology more authentically to increase engagement and empowerment. This aligns to Norman’s new vision of increased student voice and choice and STEAM. This has also included more project-based learning that is relevant for students. We have increased partnerships with our community. Qualitative data will be explored in the coming school year as a means to show student learning and engagement. We added a Guided Inquiry survey for teachers and students. Lincoln's vision is about inspiring learning, curiosity, and creativity. We are an A+ school and highly value the Arts. We value the arts because they create a learning environment that gets students excited about learning and overall produces greater achievement (defining that achievement can be several ways). Improvements extend beyond tests scores and academic achievement. Students are more engaged and excited about learning, which leads to better attendance, fewer behavior referrals, and happier and more joyful students and teachers. (This is also part of A+ vision and research) Lincoln also piloted standard-based grading in 3rd and 5th participated in an Engage Learning Project. Students in third had deeper and more meaningful feedback for improvement within the standards. 5th graders gained so many 21st century skills through their project-based learning, including collaboration, creativity, critical thinking, and communication.

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Students also participated in a Maker Fair where they learned about tools to become experts. Second graders continue their work with a community pollination garden and 3rd also worked to create nesting boxes working with OU as partners in education. Title budget expenditures including tutors, trainings, reading materials, supplementals (bookflix, scholastic news, seesaw) Equitable Access to programs and clubs, makerspace, Engage Learning, clubs, (stem, coding, botball, kind kids, ilead, mindcraft)

Compliance note: You must be able to provide evidence that reform strategies are being implemented and are

effective. Evidence may include such items as curriculum mapping documents, extended day/year data, and

assessment data.

Effective and timely, research-based interventions should be provided to students who experience difficulty in mastering the proficient or advanced levels of academic achievement on State assessments.

2. Describe the school’s academic and behavioral interventions. Creation of a building wide schedule that is responsive and systematic in level of supports to ensure all students achieve at high levels. School leadership also works to protect learning time during the school day.

● All students receive required instructional minutes in their day as required and access core instruction and small group instruction .

● Intervention/enrichment time is built in to the building-wide schedule master schedule in order to maintain student access to core curriculum in the general education setting, students receive systematic, timely interventions with qualified staff.

● Site follows RSA and Tier document to provide RSA plans, and Tier interventions. This process is flexible in nature and students are progressed monitored to determine success. This primarily focuses on literacy and math skills.

● Students take common standard-based assessments and pre and post data is utilized to differentiate for students. Students extend their learning and/or interventions/remediation efforts are utilized in smaller groups to serve students who have not mastered standards.

● Students in Tier 3 and some students in Tier 2 access our Reading Interventionist and Math Interventionist. Some students in Tier 2 and 3 access our title tutors and after- school tutors for literacy and math instruction. Staff work collaboratively to meet the individual needs of students.

● Intervention Teams meet regularly to review data and progress and teachers are included in the selection of research-based interventions and methods. Ideas and resources are shared and analysis is ongoing to determine effectiveness.

● Supplemental programs such as Lexia, Smarty Ants, Fast Forward, Reflex math, and other programs are utilized.

● Students are part of a positive, PBIS culture. Responsive Classroom and Love & Logic approaches are implemented. Tiers of behavior support are included and offer many strategies for restorative practices and teaching of behavior. Social groups are offered by the counselor and other activities and lessons. Students participate in restorative circles and teachers work to provide affective statements to students. Second Step is taught at Tier 1. Mentoring programs with Hopes Mentors, Big Bro/Sis and within the bldg. Love Works for leadership development for our 5th grade.

● Teachers engage in on-going Professional Development, including Trauma, impactful instruction such as balanced literacy, and innovative practices to help students succeed.

● Students have access to clubs and programs of interest: ilead, kind kids club, botball, stem, coding, book club, etc.

● Inclusiveness and inclusion practices are implemented. Diversity is celebrated and our differences and we embrace commonalities. We do this through events like our International Food Festival. We have

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over 20% of students identified as special education and we work to ensure they have optimal access to the general education setting.

● School focus on wellness (healthy snacks, partnership with Norman Regional, Healthy Youth Screenings, Schools for Healthy Lifestyles). Wellness is stressed during Physical Education class (Jump Rope for Heart, fitness test, etc.)

● A+ school network: Emphasis on the arts in instruction. This includes a partnership with the Firehouse Art Center to provide an art teacher who teaches visual art lessons to all grades and programs. We have Art days, programs, and field trips.

● School-wide reading incentive program, Raising a Reader for Pre-K, take home books to read, and access to library to help build literacy skills.

● Spanish 4th/5th- partnership with Norman High Compliance note: You must be able to provide evidence of student interventions such as written assessment and

intervention plans, evidence of monitoring and evaluation of students who receive additional assistance, and

evidence that the additional assistance supports Oklahoma Academic Standards.

Component III – Professional Qualifications

All teachers and paraprofessionals providing services in a Title I Schoolwide Program must be qualified. A qualified teacher must hold a minimum of a bachelor’s degree and have obtained a full Oklahoma teaching certification or license in each of the academic subjects in which the teacher delivers content knowledge. A 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. 1. Qualified Teachers and Paraprofessionals

Number of Teachers % Qualified # Experienced (3+ years) # Turnover Year-on-Year

26 100 85% 4% Number of Paras. % Qualified # Experienced (3+ years) # Turnover Year-on-Year

14 100 64% 14%

2. Highly Effective – Briefly describe the steps used by school leadership to ensure that effective instruction is provided in classrooms throughout the school (i.e. evaluation results).

It begins with our interview process and ensuring Lincoln seeks and attracts highly effective teachers and teachers align with our vision. Teachers are provided supports through mentoring programs. School leadership uses the following strategies to ensure effective instruction is provided throughout the school:

● Leadership team process to implement and monitor strategies chosen from generated solutions to our building-wide learning problems

● Collaborate vertically and with resource teachers ● Observation and classroom walk-throughs, discussions, creating growth plans per teacher ● Observe and discuss effective teaching (pineapple chart, district observations of colleagues) ● Grade level analysis of common assessments and ensuring all students learn content through setting

SMART goals and answering the 4 Questions of a PLC ● Alignment and allocation of resources ● On-going embedded professional development

Ongoing evaluation of our commitments to learning and our vision and mission related to our actions.

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3. Teacher Recruit/Retention – Describe the school’s plans to recruit and retain experienced, effective teachers (i.e. teacher mentoring, monitoring, development, recruiting methods).

Recruitment of highly qualified teachers occurs primarily through participation in career fairs and other university activities. Norman Public Schools routinely participates in a career fair. Staff members of NPS are active participants in student teacher organizations and work with area universities as supervisors of student interns. Lincoln works to provide meaningful experiences for students and be innovators. This reputation attracts many teachers wanting to grow and provide more relevant experiences for 21st century learners. Teachers experience mentoring in many forms ( 1st year teacher, new to Norman, teacher liaison) and team, school, principal, and district support. Teachers and other staff are part of a Professional Learning Community and share in decision making processes related to teaching and learning. We participate in vertical and horizontal collaboration and work in intervention and team teams. Teachers have opportunities to observe other teachers and discuss effective teaching. Teachers have autonomy to be creative and make informed decisions. Efforts are made to build community, celebrate successes, and maintain a positive climate. Staff receives ongoing professional development based on site and individual needs. Teachers have voice and choice in our setting that assists in empowering them as educators. Teachers are also trusted and autonomy is given in making instructional decisions on behalf of students. We work to provide a very positive, collegial environment and take time to get to know one another and build relationships. It is like a close- knit family. Teachers work to develop growth plans with ongoing feedback. They also participate in professional learning and have opportunities for choice in those areas. 2017-18- Lincoln only had one teacher change, which is pretty consistent with our annual turnover.

Component IV – Professional Development

High quality professional development focuses on improving student achievement by elevating teacher and principal quality, typically through scientific, research-based strategies that are sustained and job-embedded. 1. Outline the school’s professional development plan that has been developed through the comprehensive

needs assessment process.

Professional development supports the school wide program in that it is based on specific site and individual needs. It is also focused on improving teaching and learning. After data analysis is completed, building-wide learning problems are identified and we work to develop root causes and then verify those causes. Then we generate solutions and strategies to address them. Part of those strategies always includes professional development and monitoring. Aspects of our Professional Development Plan are outlined below:

● OETT/K20 OKACTS Grant Training- included monthly meetings on how to authentically integrate technology and also the Innovators Learning Institute, and networking. Focus on Project-based learning- 2016-17

● Marzano (on-going, job embedded) Marzano Taxonomy ● Oklahoma Academic Standards Training ● District Technology Training (in preparation for technology initiative) SAMR Model ● ISTE Standards for Educators & Students ● On-site PD for Building-wide Learning Problems: Summary/Retelling, Number Sense/Operations and

subgroups as needed) typically during faculty meeting ● PLC training- creating high functioning teacher teams ● ILI conference ● A+ Training & annual conference ● Smarty Ants, Lexia, Square Panda ● Individual conferences for teachers and counselors (ex. Quartz Mountain, Phonics Dance, Math online)

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● Guided Inquiry and Makerspace ● Analysis of SD survey and most effective Professional Learning ● Teacher individual Growth Plans via Marzano and ability to observe others ● District Trainings: Wonders, EM, Mastery Connect, School Status, Balavisx, ● Trauma Team Training and site, Second Step, PBIS, Restorative Practices ● Bi-annual Get Fit- Personalized Professional Learning ● Qualitative data a focus next year and pursuit of lesson study, instructional rounds, pineapple chart,

video, etc. ● Grading Practices (focus on standard based grading-evidenced informed) ● EL and Autism Training ● CPI and First Aid as needed by staff ● Kagan

2. List the professional development opportunities the school provides to Title I personnel. Professional Development Activity

Date(s)

Number of Participants

Description of Activity

New Teacher Induction 8/3-8 2017

4 New teachers to Norman go over vision, Policies and Procedures in Norman, curriculum/instruction, insurance, etc.

New Teacher Meetings with Liaison

Monthly 4 Go over each month and what is coming up with calendar, events, procedures, policies, expectations, etc.

District GNC training: Hazardous Communications, Bloodborne Pathogens, FERPA, Alcohol and Drug Awareness

August 2017

43 3 hours- Legal requirements and responsibilities in these areas

Bullying, Racial and Sexual Harassment, Title IX, Crisis Plan, Child Abuse, Title, ISTE for students, Lincoln Policies and Procedures, PBIS,

8/11/17 8/15/17

43 4/1 Policies and regulations governing these areas

Field trip: Innovation Hub, Norman High new learning commons, & Apple store/training

8/14/17 26 6- inspired about learning and how to actualize NPS vision for innovation, increased voice/choice

EL Training 1,2, and 3 9/20/17 1/30/18 4/25/18

26 .5 Learning ways to better serve, support, and educate our EL students and their families

Second Step

Annually early fall

26 .5 Learning more about our Second Step program and how to improve our teaching with the materials

Autism Training 1/24/18 26 .5 learning strategies to better serve our students with autism

Get It 1-4 Training & Seesaw 9/5/18- 5-8 modules

26 3-Technology Initiative Training 3- Seesaw-digital portfolio/parent communication tool

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ISTE for Educators 2/21 & 2/28-2018

26 4- Standards for ISTE for teachers

Innovative Learning Institute Conference

11/30/17 4 6 hours- Various sessions teacher choice on innovation and technology integration

A+ Training-STEAM 1/17/18 26 1-Best use of student technology Creating, Making, Sharing, Seesaw,

Achieve 3000 & Smarty Ants 9/20/17 8 40 min. Learning more about Achieve 3000 and Smarty Ants to assist with literacy skills

PBIS on-going meetings Summer 2017, and monthly

9 45 min. monthly, Reviewing strengths, concerns and action steps of PBIS

Subject Area district Advisory Boards and Teacher Liaison

Monthly 14 Ongoing subject area content, new standards, technology, etc.

Guided Inquiry 11/14-16/2017

2 6- Learn ways to utilize Guided Inquiry for units of students to empower students/increase voice/choice

Trauma Training & site Trauma Training/Restorative Practices

Monthly-site District-qtrly.

4 26

2- Learn about Trauma and how it impacts teaching and learning

I-tech conference -Access to Technology courses each summer- Blended Learning, etc.

Summer 2017

TBD Choose your own course to learn more about technology integration

CPI Annually 3 6-Learns ways to address challenging student behavior

Marzano New Teacher Training Annually 4 1- Learn about the Marzano Model of Instruction to impact your teaching and student learning

State Testing Training 3/28/18 20 1-Learn the requirements of state testing

New Teacher Everyday Math DRA

Annually 1 6- Learn about EM and implementation

1- Learn how to administer DRA

Lexia Training & Square Panda 1/16/18 2/16/18 4/18/18

8 45 min per team- learn about how to improve reading skills

Mastery Connect & taught in faculty mtg/

9/14/17 2/26 6- building/analyzing common formative assessments

Kagan 10/5/17 6 6-Cooperative learning and engagement

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Apple PL 8/14-16th-2017

26 Implementation of Macbook, ipads, etc.

GET FIT 10/11/17 26 6-personalized professional learning

Balavisx 10/20-21-2017

TBD each year 12-ways to increase focus/attention

PLC grade level monthly and bi-weekly faculty mtg.

17-18 school year

26 45 minutes every session-Data analysis and collaboration

Monthly formal intervention meetings

monthly 20 45 min. per grade- discuss goals, progress monitoring, updated data, intervention strategies, plan

Leadership Meetings Monthly 11 45 min.- work on building-wide site goals/analyze data, develop strategies for reform/cycle of improvement

Compliance note: You must be able to provide supportive documentation that shows professional development activities,

the site professional development plan, and surveys or other documents that show why these activities were

chosen.

Component V – Parental/Family/Community Involvement Parent/Family/Community involvement is essential in creating schoolwide plans. Stakeholders should be viewed as academic partners who are actively engaged in the education of children. It is essential that plans contain strategies to include these stakeholders in decision making. 1. Parent Involvement Events – Provide a list of parent involvement activities and events that the school

pursues throughout the year.

Event/Activity Dates of Event/ Activity Number of Parents Who Attended

Annual Title I Presentation 10/9/17 20 avg.

Review of Parent Involvement Policy 10/9/17, 5/14/18 10-15 avg.

Review of School-Parent Compact 10/9/17, 5/14/18 10-15 avg.

Review of Schoolwide Plan 10/9/17, 5/14/18 10-15 avg.

Back to School Night 8/15/17 /annually 150 +

PTA Meetings Monthly on Mondays at 6:30 pm

10-20 avg.

Hot Dog Howdy & Curriculum Night 9/14/17 Annually 300 avg.

Reading Night 1/9/18 Annually 100 +

STEMSTEAM Night Annually (not held 2017 due to walkout)

100 +

Jog-a-Thon 3/30/18 Annually 340+

Donuts for Dad/Watch DOG Annually 200 +

Book Fair Nov/March/May annually 150 avg.

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International Food Festival 12/1/17 annually 300 avg.

Fall/Spring Parent Teacher Conferences

11, 2-3 2017 3, 15-16, 2018

300 avg.

Art Days 11/21/17 & 5/11/18 10 avg.

Share Fair 3/6/18 50+

Lincoln Fun Day & Talent Show 5/25/18, 5/31/18 20+

Third, First, Fourth, music programs and Choir

11/16/17, 2/27/18, 5/17/18, 5/24/18

100+

5th grade Recognition & All City 10/24/17, 5/22/18 125 +

District Open House 11/12/18 10+

Grandparents Day 9/8/17 100+

Watchdog Kickoff 9/19/18 75+

Veteran’s Day 11/10/17 15 +

Various Give Back Nights On-going 17/18 10 +

Fall, Winter, Valentine’s Parties 10/27/17, 12/15/17, 2/9/18 80 +

Barnes and Noble Day 12/2/17 15+

Various Fieldtrips Throughout year 10+ per trip

Volunteer Luncheon 3/5/18 50+

Firehouse Art Reception 4/26/18 75+

Engage Learning Presentation Summer 2018 25+

Compliance note: The events provided above are mandatory events and must take place on an annual basis.

2. Communication - Describe how the school will increase parent/family/community involvement. The Norman Public Schools uses a model known as “Parents Plus” to describe the expectations and hopes for parental involvement at our schools. The model includes seven primary components:

Parenting – establishing home environments that support learning; Assisting at School – volunteering and participating in school activities; Reporting and communicating – through a variety of systems that promote understanding; Enhancing Partnerships – through school-community connections; Noting the Research – making research based decisions on parent involvement in student

learning; Teaching at Home – extending classroom learning in the home environment; S haring in Decision-making – using parent representatives to facilitate district decisions.

Lincoln utilizes this model as a guideline and we work collaboratively as a learning community made up of parents, teachers, students, and community to provide services/activities to support increased stakeholder involvement. School utilizes communication strategies including:

● Curriculum Night

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● Parent Conferences Fall/Spring ● Interpreters and translation as needed per family ● Infinite Campus, progress/reports cards, ● On-going communication through school website, facebook, twitter, Thursday folder, emails,

newsletters, push messages, phone calls, home visits ● Frequent, timely, and accurate updates of student progress in all areas ● Updated records ● RSA plans/Intervention communications via paper and technology ● School Parent Compact ● Parent Involvement Policy is created and reviewed for ways to involve parents and continuing to

generate additional ideas to involve parent and the community ● Art Days- soliciting artists in the community ● Hosting Night with the community like our Reading Night with the local library and our art exhibit at

the Firehouse Arts Center ● Parent Surveys district and site to gather feedback on needs/explore thought exchange and

standard-based reporting to parents ● Consider more home visits in the future ● Parent have access to resources in the library, district classes in love and logic and autism ● PTA created brochure of services to students based on PTA funds, PTA tables at events to help increase

membership and it was successful ● Articles in the local newspaper about our endeavors and soliciting assistance (for ex. our pollination

garden) We did have community members reach out to assist ● Project-based learning units and Guided Inquiry units and asking for parent volunteers to be guest

speakers and assist in other ways. ● Continue to nurture current partnerships: Alameda Church of Christ, First Baptist Church, Bart Conner,

Lowes, Farmers Insurance, Firehouse Art Center, ● Providing events during the day with the community, for ex. ( Lyrics to Learn) ● Lincoln was highlighted by our partnership with the Firehouse Arts Center through a video with Allied

Arts to help support the arts in schools. ● Video promoting Lincoln

Compliance note: You must be able to support that your school actively pursues stakeholder participation.

Examples of documentation include: sign-in sheets/agenda from meetings, newsletters, screen captures of blog or

website messages, letters to parents, etc.

Component VI – Transition Strategies

The instructional teams implement and communicate a process within and between schools to identify key curriculum transition points and eliminate unnecessary overlaps and close curricular gaps. School leadership and staff actively develop relationships to support students and families as they transition from grade to grade, building to building, and beyond high school. School leadership and staff actively develop community relationships to support students and families (e.g. mentor, language resources).

1. Identify Transition Points (i.e., pre-K, Elementary to Middle, Middle to High) Transition Grade(s)/Program(s)

Affected Transition Strategies/Activities Timeline

1st grade Kindergarten Third Second Third

Kindergarten Pre-K Second First Fourth

Visiting grade level up, similar routines and procedures, focus on pre-reading concepts, encouragement of responsibility, Alignment of the curriculum with grade level up standards, student assessments in reading and math and results shared/discussed, symbaloo pages.

May

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Back to School Night Prek-5th All students and families are invited to tour the school and visit their classrooms prior to the first day of school.

Aug. 2017

Middle School 5th grade The school will work with the middle school to help provide a smooth transition from one school to the next by raising parent awareness of procedures and related activities. These efforts include 5th grade orientation at Irving, band/orchestra performance/recruitment, Camp Turning Points, Open House, and IEP transition meetings held at Irving for incoming 6th graders

April-May

Pre-K -5th Pre-K-5th PBIS schoolwide expectations and review help all students transition each year from grade to grade. Videos are also made.

Aug-May

Pre-K-5th Pre-K-5th Vertical alignment discussions surrounding curriculum, specific focus on technology integration and how that looks from grade to grade

Aug-May

Regular Pre-K Developmental Delayed Preschool

Students are mainstreamed into regular Pre-k with supports for exposure and to become familiar with expectations

Aug-May

5th grade Middle school and beyond

Career Fair where students completed resumes/applications and shared their occupation

Annually

2nd-5th Grades beyond Makerfair-Learn about technology tools to be experts helping other students and the students to transition

May 2018

2. Describe how services provided by the schoolwide program coordinate with the regular education program specifically addressing how students are supported during transitions.

See activities above: Services provided by the school wide Title 1 program are coordinated with the regular education program through collaboration between teachers and building wide intervention meetings. Ongoing data is collected and maintained in google drive in order to support students during transitions. We also collaborate vertically and look at essential standards and ensure we are teaching standards per grade level. We also have the same commitments to learning. This helps students know what learning looks and sounds like at Lincoln and also building upon standards they have learned to help with transitions from grade to grade. PBIS is a focus and consistent expectations in common areas and how we address student concerns are routine so students are more prepared when transitioning. We have also worked to streamline our new technology/maker items and to prepare students to build on their technology skills each year. This year we hosted a makerfair for students to become experts in our tools. Some grade levels have created symbaloo pages for the next grade for summer. Staff also works each year to complete information about each student and builds the next year’s class to ensure the most successful dynamics and for the teacher to learn in a snapshot more about their incoming students. We work collaboratively with the middle school to help promote a smooth transition to middle school. This is done through orientation, librarian visit, and communications.

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We are always working hard to provide more inclusion for students in special education. We do this through our inclusive culture and working with each IEP team of students. Prek to K-We have two full day preks to help them transition to K the following year. There are also more data being collected from teachers and parents to support the transition, providing proactive measures. Lincoln is considering a round up of some type to implement for Prek and K.

Component VII – Inclusion of Teachers in Data Decisions In a schoolwide school, teachers should not only be involved in the assessment selection and creation process, but should be provided with professional development that increases their understanding of the assessment tools and how to use the results to improve instruction. Describe the school’s process for including teachers in choosing assessments and collecting and analyzing data. Lincoln is a collaborative culture with shared-decision making (90% strongly agree on teacher survey 2018) Staff have input into processes related to teaching and learning. As part of our vision, teachers share in decisions related to assessments and collecting and analyzing data. One big piece is operating within a PLC. Collaborative teacher teams work to provide a guaranteed and viable curriculum, clear understanding of student proficiency, administering and comparing ongoing formative data based on standards (unit, minute to minute), while ensuring systems of support building-wide and opportunities to extend and enrich within flexible grouping. Formative assessment is the focus and more in-depth analysis of work samples in the future. Teachers are involved weekly PLC’s with their teammates, intervention meetings, faculty meetings, library/GT, Art planning meetings, PBIS meetings, and other forums that include opportunities for them to discuss and choose assessments and collect and analyze data. Teachers administer and analyze Universal Screeners to determine student in need of intense support in prereq skills and progress monitoring. Progress monitoring assessments can be teacher created or more uniformed depending on the need. The use of standard-based scales is a work in progress based on new standards. 3rd grade piloted standard based grading looking at evidence of standard. We will be focusing on this building-wide next year. Also, the use of mastery connect for common formative standard- based assessments. On the teacher survey, teachers feel they have feedback in our processes. Teachers are part of different teams, like the leadership team where we evaluate these systems and make revisions as necessary. Teachers collaboratively analyze tests scores to identify gaps in instruction and curriculum, use the results to modify units of study, and re-teach as appropriate. Future implications related to STEAM efforts, and more student voice and choice include looking at ways to gather more qualitative data that engages and empowers students though other measures of learning. This year students and teachers completed a Guided Inquiry survey. Reference to research and using the Data Process on the most formative types of data to make the best decisions about teaching and learning. With increase technology use, teachers have explored rubrics and student self-reflections based on a unit or activity. We have learned things like orange slice to use within Google.

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Always analyzing data to ensure equity. Teachers receive on-going training via district and site on assessments and we are always working to improve our analysis skills in order to improve teaching and learning. Other opportunities to provide input include: Climate Committee, Leadership Team, Sub committees for events (like STEAM night, reading night, etc), Compliance note: You must be able to provide documentation to support this section such as data meeting agenda

or a written assessment policy that includes teachers’ roles.

Component VIII – Coordination of Programs

Schoolwide schools are expected to use the flexibility available to them in order to integrate services and programs with the aim of upgrading the entire educational program and helping all students to reach proficient and advanced levels of achievement. List all of the federal, state, and local programs, which benefit the school (in addition to Title I). Describe how school leadership and the instructional staff coordinate the programs.

Leadership integrates local, state, and federal resources to support identified student needs and school/district goals. Services are coordinated through various committees and through our counselor’s services. Some examples are : Back Pack Club provided by Regional Food Bank bring food and it is coordinated through our counselor who distributes food weekly to families. Students also access School bell provided by the local Junior League of Norman. Lincoln students benefit from our Partner in Education, First Baptist Church and they provide snacks, mentors, and holiday gifts to families in need. The University of Oklahoma FCA provides Thanksgiving meals and an opportunity to meet athletes. Site budget (student activity, allocation, RSA, etc.) is utilized to maximize learning for students and allocate resources. Lincoln is part of the Parent Teacher Association and works to create opportunities to strengthen our programs to support students through allocation of funding for various purposes to support students in areas of learning socially and academically. We also have a student support piece in our budget and this helps support students’ needs financially, physically, or any other need. District Parents as Teachers Program and Success by Six is coordinated through the Early Childhood and Title Program. Early Sooner Start services are coordinated through the Special Education Department at the district level and students have access to Developmental Preschool upon eligibility. Second Step is a district Social Skills Curriculum accessible through classroom teachers and site counselor and addresses topics like bullying. Lincoln received an OETT grant and worked closely with the K20 Center at the University of Oklahoma on technology integration to improve teaching and learning.

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District resources in the form of instructional materials are maximized and supports in staffing are utilized to support students and varied committees share in coordination. Securing funds through grants, such as the Norman Foundation. Nurturing existing partnerships and continuing seeking partnerships in within the community to further our goals. We continue to evaluate site needs in correlation with goals to ensure full integration of accessible services and programs.

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