references for reading - normanpublicschools.org€¦ · web viewat jackson elementary school, we...

Norman Public SchoolsTITLE I SCHOOLWIDE PLAN

Jackson Elementary School

Schoolwide Plan

PART I – CONTACT INFORMATION

Name of Contact Person Dr. Craig Stevens Position Principal

Email [email protected] Phone 405-366-5884 Fax 405-447-6563

PART II – ASSURANCES

The Schoolwide Plan meets all criteria as referenced in the ESEA Guidance.

Parents and the community were informed of services provided by the Title I Schoolwide Program.Meeting date: _________5/8/17_______ x Include a Copy of Meeting Agenda and/or Attendance Records.

Faculty and staff were informed and are committed to the Title I Schoolwide Program.Meeting date: _______5/8/17__________ x Include a Copy of Meeting Agenda and/or Attendance Records.

Signature of Principal Dr. Craig Stevens Date 5/8/17

PART III – SCHOOLWIDE COMPONENTS

Component I - Needs Assessment

Step 1: Establish a Schoolwide Planning Team. The planning team should represent all stakeholder groups who serve Title I students. The team must include at least one school administrator, school staff member and parent but may include other community members.

Name Title Stakeholder GroupDr. Craig Stevens Principal AdministratorChristy Pettit ParentMurray Henke Reading Specialist TeacherSusan Allgood GT/Math Interventionist TeacherJanet McMurray EL TeacherNancy Harrington Special Education TeacherAshley McMahan PTA President Parent

1

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.At Jackson Elementary School, we will have all students taught on grade level curriculum first in their regular classroom. We have a Tier system in which all Tier II and III students are provided extra instruction and receive interventions from their regular classroom teacher and possibly additional specialists including reading specialists, EL teachers, and a math interventionist. We meet in PLC’s once a week to discuss students’ needs and interventions. Through careful data analysis, we apply a plan for all Tier II and III students.

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.At Jackson, we have a diverse population. Our free and reduced percentage is 69%. We have a large EL population with over 100 EL students. In our Multi-Tier system, we provide the on grade level curriculum (Everyday Math, Wonders) for all students in the regular classrooms with small group instruction and interventions provided by the regular classroom teachers and as needed from reading specialists, math interventionist, EL teachers, and special education teachers. We provide all district required professional development and extra professional development such as last year and this year Small Group Reading Instruction Training and Modeling from Cathy Bumgardner. Last year we provided extra Everyday Math Training and Modeling from Amy Driesbach from Everyday Math. We have strong family and community involvement such as our Parent/Teacher Conferences, Math Night, Reading Nights, Art Night, EL Family Nights (four per year in Spanish), grade level programs, carnival, McFarlin Food Pantry, Booster Seat Night, and Bicycle Rodeo just to name a few. Jackson’s Site Plan is developed by teacher teams because teacher leadership is so important to student success.

Norman Public Schools Office of Federal Programs 2017 2

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.Oklahoma State TestingWIDA EL TestingDRASNAP Word ListsBenchmark AssessmentsAchieve 3000Wonders Curriculum AssessmentsWonders Fluency TestsEveryday Math AssessmentsSurveysDiscipline Data

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.


Our Jackson Leadership Team and our Site Committee Teams analyze the data in the fall to help our Site Committees write our annual Jackson Site Plan. Our PLC’s meet weekly to analyze data and monitor interventions for all our students. Data and our Site Plan are reported to our entire Jackson Faculty. Every faculty member is involved in the development of our site plan. Our faculty knows our site plan and our site goals.

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.Our strategy for math is to provide an integrated hands on curriculum that is based on the Oklahoma State Standards. Our

strategy for reading is to provide an integrated individualized balanced reading curriculum.

Strategies for Math:

All students will be instructed using the Everyday Math curriculum and taught at their instructional level by the regular classroom teacher, supported by specialists.

Problem solving activities will be presented at Jackson’s annual Math Fair to give parents a better understanding of our math curriculum. An additional benefit would be that parents would reinforce the curriculum concepts with activities at home.

Students will share different math samples that exhibit reasoning skills during student-led conferences.

Teachers will continue to grow in their understanding of how their students reason mathematically through class discussion and individual meetings, teacher-made assessments (oral and written), classroom observations and standardized test scores such as OCCT and benchmark scores.

Teachers will continue to develop a better understanding of how to implement a curriculum that emphasizes mathematical reasoning.

Students and teachers will create a classroom environment that promotes mathematical reasoning and communication, through questioning and writing activities.

References for Math:


Everyday Math Curriculum

Math Solutions (Marilyn Burns)

Oklahoma State Standards

Online Resources

Touch Math

Mix n Match Math

Multi Sensory Math

Strategies for Reading:

There will be a school-wide emphasis and celebration of reading in pursuit of a greater number of students participating in reading at home as well as at school.

Students are using Achieve 3000 based on their individual reading levels.

Students are learning to read through a balanced reading curriculum that will include: guided reading, silent reading, literacy circles based upon the children’s reading levels and interests, and various reading strategies used by classroom teachers.

In school and after school tutoring sessions, targeting identified and at risk students

Implementing computer-assisted technology

Word sorts (word study base)

Individualized spelling programs

Schoolwide reading challenge

References for Reading

Boushey, Gail and Moser, Joan. The Daily Five.

Boushey, Gail and Moser, Joan. The Daily Five.

Clay, M. Becoming Literate: The Construction of Inner Control.Portsmouth, NH: Heinemann, 1991.

Clay, M. Change Over Time in Children’s Literacy Development.Portsmouth, NH: Heinemann, 2001.

Dorn, L. A Vigotskian Perspective on Literacy Acquisition: Talk and Action in the Child’s Construction of Literate Awareness. Literacy, Teaching, and Learning: An International Journal of Early Literacy 2, 2: 15-40, 1996.

Fountas, Irene and Pinnell, G.S. Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann, 1996.

Fountas, Irene and Pinnell, G.S. Guided Readers and Writers, Grades 3-6.Portsmouth, NH: Heinemann, 2001


Fuhrken, Charles. What Every Elementary Teacher needs to know about Reading Tests.

Juel, C. Beginning Reading. In R.Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.).Handbook of Reading Research (Vol. 2, pp. 759-788). Mahwah, NJ: Erlbaum, 1991.

McCarrier, A.M., Henry, J., and Bartley, K. Meeting the Instructional Needs of Students Through Flexible Grouping of Children During Guided Reading Lessons: A Look at One Teacher’s Decision Making. Paper presented at the National Reading Conference, New Orleans, LA, 1995.

Pinnell, Gay Su and Fountas, I.C. Matching Books to Readers: A Leveled Book List for Guided Reading, K-3. Portsmouth, NH: Heinemann, 1999.

Pinnell, G.S., and Fountas, I.C. Using Leveled Books: Grades 3-6.Portsmouth, NH: Heinemann, 2001.

Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington, DC: The National Institute for Literacy, 2001.

Pressley, M., Wharton-McDonald, R., Allington, R., Block, C.C., Morrow, L., Tracey, D., et al. A Study of Effective First-Grade Literacy Instruction. Scientific Studies of Reading, 5(1), 35-58, 2001.

Williams, E.J., Scharer, P., & Pinnell, G.S. Literacy Collaborative 2000 Research Report. Columbus, OH: The Ohio State University, 2000.

Strategies for ELL Students:

ELL students will receive small group instruction at least 4X as week from ELL Specialist.

ELL Specialist and /or Reading Specialist and possible volunteers will tutor all ELL students.

Classroom teachers will differentiate instruction and use appropriate accommodations for all ELL students.

Letters home to parents in their native language when possible to keep them informed of all school activities.

Professional Development to aid teachers in instructing ELL students as well as raise Multicultural Awareness.

All ELL students will receive Tier I and Tier II interventions in the classroom.

Imagine Learning, a remediation program for ELL students, will be available to eight ELL students with the lowest scores on the ACESS test.

Increase multi-language books to the media center.

Use of Rosetta Stone for Newcomers is available.

Have a translator at Back to School Night, parent/teacher conferences and Portfolio Night.

Strategies for Developing and Maintaining a Positive School Culture:

Adoption of PBIS principles:o On-going emphasis on established common area expectations


o Student and faculty behavior guided by Creed unique to siteo Development and continued practice of common language when clarifying student expectationso Building towards adoption of school-wide discipline matrixo Improvement on classroom environment through CHAMPS teachings

Students will continue to contribute to and be involved with class meetings as guided by Positive Discipline / Responsive Classroom beliefs.

Students will continue to participate in Second Step teachings. Students will continue to participate in the Kiwanis Club Terrific Kids program. Red Ribbon Week will continue to be recognized and celebrated. Students will continue to participate in a

“drug and tobacco free” curriculum. The Safe School Committee will continue to meet as scheduled. The Principal will provide a Statement of Discipline Philosophy to faculty and parents at the start of the

school year. In-services addressing poverty issues will be presented to the faculty. Classroom management “mini” lessons/tips focusing o establishing positive student/teacher relationships,

will be presented during in-service and faculty meetings. Positive, safe & drug-free behaviors will be recognized and celebrated throughout the year. Student, parent, and faculty/staff questionnaires, that focus on perceptions of school climate and individual

safety, will be administered at the end of the school year. Areas of concern will be further studied and appropriate programs implemented to help in improving school climate.

The utilization of the Improper Conduct Referral form will continue to contribute to:o a decrease of student referrals to the office due to improved documentation;o improved communication between student/teacher/parent/administrator;o and a guide for teacher and administrative expectations regarding misconduct in school.

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.Academic and Behavioral interventions are individual based on each student’s individual needs. Teachers meet weekly to analyze data, determine interventions, and monitor the implementation of the interventions for our students. Students are placed in a Tier system for academic or behavior. These weekly PLC meetings guide and monitor our individual interventions. Interventions include small group instruction by the regular classroom teacher along with small group instruction for Tier students as needed. Some interventions use technology such as Fast Forward, Imagine Learning, and Achieve 3000.

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 ParaprofessionalsNumber of Teachers

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

40 100% 31 9Number of Paras. % Qualified # Experienced (3+ years) # Turnover Year-on-Year

7 100% 3 6

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).

All teachers at Jackson Elementary School are Highly Qualified every year. All teachers are evaluated by the Marzano Evaluation Model by Dr. Craig Stevens ensuring effective instruction is provided in all classrooms.

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 career fairs. Faculty members of Jackson are active in the recruitment and interview process and staff members of NPS are active participants in student teacher organizations and work with area universities as supervisors of student interns and student teachers.


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.

In our site plan process, we develop a professional development plan as a leadership team. In the last two years, we had highly effective professional development including modeling in our classrooms from Cathy Bumgardner (Wonders for Reading) and Amy Driesbach (Everyday Math).

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

Professional Development Activity Date(s)

Number of Participants Description of Activity

Kathy Bumgardner – Reading Strategies for new teachers

8/10/16 11 Review all reading strategies taught last year by Kathy Bumgardner to our staff

Building Their Future – Beginning of the year professional days

8/11/16-8/12/16-8/15/16-8/17/16

36 Procedures, Policies, GCN, Team Building, Crisis Management, ELL Training, New Oklahoma Standards, Reading & Math Core Curriculum, Multi-Tier Intervention, Digital Citizenship & Safety, Racial Harassment, FERPA & PBIS

Vertical Team Alignment with new Oklahoma State Standards, Kathy Bumgardner Strategies Planning, EL

9/6/16 27 Team and Vertical Team Planning

Site Plan Committees 11/9/16 30 Site Plan writing in all site committees

EL Presentation #2, Autism Training

1/11/17 32 Training

Get It Technology Trainings 1/18/17, 2/22/17, 3/22/17,

32 Technology Trainings for Technology Implementation for next year – Philosophy, ITSE


4/4/17,4/12/17

Standards, and Models such as SAMR

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 May 8Review of Parent Involvement Policy May 8

Review of School-Parent Compact May 8

Review of Schoolwide Plan May 8EL Nights September 27, March 21 24,48

Math Night January 10 154

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.We will continue to increase Jackson’s Parent/Family/Community involvement through PTA/School Events such as Back to School Night, Curriculum Night, Math Night, Art Night, EL Family Nights, Grade Level Programs, Booster Seat Night, McFarlin Food Pantry Nights, Super Kid’s Day, and Bicycle Rodeo. The more events we have the more involvement continues to grow.

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)

TransitionGrade(s)/Program(s) Affected Transition Strategies/Activities Timeline

Elementary to Middle 5th Grade EL Parent Meeting on 5/16/17 at Elementary School, Parent Meeting on 5/2/17 at Middle School, Middle School Principal and Counselor meets with students and teachers in April

May

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

All students at Jackson are monitored weekly in PLC’s and placed in a Multi-Tier System which makes sure all students receive the proper interventions coordinated so that all students receive direct instruction in their regular classrooms, intervention in their regular classrooms, and then if needed extra interventions from specialists.


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.All teachers at Jackson are on one Site Team Committee which analyzes are data collection and creates our Site Plan which is attached at the end of this plan. Having all teachers including and actually creating the plan makes our plan a real site plan. All our teachers know our site goals and have a copy of our plan.

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.


All of our programs are Title I programs that our extra.


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