Tunica Elementary School Schoolwide Program Plan January 2007 (Revised March 2013) Mississippi Department of Education Office of Federal Programs

Transcription

1 Schoolwide Program Plan January 2007 (Revised March 2013) Mississippi Department of Education Office of Federal Programs State Template Mississippi Department of Education 1 Revised March 2013

2 Date: April 22, 2014 T School: Tunica Elementary School District: Tunica County School District Principal: Mrs. Eva O Neil oneile@tunicak12.org Address: 690 School Street City: Tunica Zip: Phone: Fax: Federal Programs Coordinator: Dr. Stanley Ellis Coordinator elliss@tunicak12.org If revision was requested, Date of Previous Submission: TITLE I School: Yes No Title I Schoolwide Planning Template Please indicate your school s most recent NCLB/AYP status: Met AYP On Target Approaching Target Focus School Priority School Making Progress in Corrective Action I School Demographics Low Income Percentage *** % School Grade Span: PK to 5 Ethnic/Racial Breakdown White 3% School Enrollment 483 Black 96% IEP Students % Hispanic % ELL Students % Asian/Pacific Islander 1% Migratory Students % Native American % Homeless Students % Highly Qualified Teachers 100% Below Basic If not all teachers are highly qualified, funds must be set aside and used to ensure that all teachers become highly qualified. If Not Making AYP Identify Group(s) Not Meeting Targets (Circle All That Apply) Graduation Attendance Reading: Reading Math Science Math: Basic Prof Adv All IEP ELL ECD Racial/Ethnic*: All IEP ELL ECD Racial/Ethnic*: *Identify the Racial/Ethnic group(s) not meeting AYP targets using the following: W= White B= Black H= Hispanic A= Asian NA= Native American Mississippi Department of Education 2 Revised March 2013

3 Vision and Mission TES Vision: All students at Tunica Elementary School will meet state and national standards while learning to demonstrate PRIDE and exceed proficiency while becoming contributing members of a competitive global society. Mission: Tunica Elementary School is committed to meeting the needs of all learners through an environment that is positive, nurturing, supportive, and safe. We are committed to providing innovative, integrated, and rigorous instruction to ensure all students become productive members of their community, state, country, and globally. At Tunica Elementary School, parents and staff are equal partners in the educational process. As a team, we will work together to encourage our students to demonstrate Persevere, Respect, Integrity, Discipline, and Scholarly Enthusiasm. Introduction A schoolwide program is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school. The primary goal is to ensure that all students, particularly those who are low-achieving, demonstrate proficient and advanced levels of achievement on State academic achievement standards. The schoolwide planning team should decide which focus areas are most essential to reform the school. Although additional factors may be added to the profile, those listed below significantly impact student achievement, and at a minimum, the schoolwide planning team should assess the school s current status with respect to each of them. Some questions that will help the team know what information to collect are listed after each factor. The Mississippi Department of Education considers these factors the five dimensions. Each dimension listed below is followed by a list of fundamental questions that must be addressed in the planning of your comprehensive needs assessment and through out the development and implementation of the schoolwide program: D1. Student Achievement: How well are students attaining the challenging academic standards set by the State and school district? What are school completions or mobility rates? How many students are making smooth transitions from one school to the next? Is there a reduction in the rate of students leaving the school, either as a result of making a voluntary transfer or because they are dropping out of the system? D2. Curriculum and Instruction: What are teachers and administrators doing to ensure that teaching methods are up-to-date and the curriculum reflects state, local, and national content standards? What opportunities are there on the job to improve the curriculum, raise expectations of staff, and secure top-quality instructional materials? D3. Professional Development: Are there on-the-job opportunities for teachers to participate in meaningful professional development? Do teachers select the professional development opportunities available to them? What topics attract the largest groups of participants? Who participates? What follow-up takes place? Are Mississippi Department of Education 3 Revised March 2013

4 teachers working in a collaborative effort as team members and mentors? What instrument can reliably assess the extent to which teachers are collaborating? What can be done to further promote and enhance collaboration among teachers? D4. Family and Community Involvement: In what ways are parents and the community involved in meaningful activities that support student learning? How are parents and the community involved in school decisions? Are health and human services available to support students and encourage healthy family relationships? If families speak languages other than English, are school messages communicated in those languages? Do services for families include students with disabilities, both physical and educational? Can parents develop their own parenting skills or gain access to other educational opportunities through the school? D5. School Context and Organization: How large are classes? Is adequate time devoted to subjects in which students perform poorly? Do teachers have a voice in decision making and school policies? What role do teachers have in deciding what assessment will be used to evaluate individual students of the program as a whole? Do school committees and decision making bodies make it easier for teachers, parents, paraprofessionals, support staff, and students to be heard? Are all groups apart of solutions to identified problems? Mississippi Department of Education 4 Revised March 2013

5 SCHOOLWIDE PROGRAM PLANNING A. Planning Team A schoolwide program is developed with the involvement of parents, licensed and nonlicensed staff, administrators, and others who will carry out the plan. The planning team assumes responsibility for providing leadership during the planning and implementation of the schoolwide program. The planning team also assumes the responsibility to ensure that all stakeholders have an opportunity to provide input as the plan is developed. Since parental involvement is a major element in Title I, parents should be included on this planning team. If the application is for a secondary school, students may be on the planning team. School and district Title I personnel must also be included. Note: An existing school improvement team could assume the planning responsibilities for the schoolwide program as long as this team includes representatives from the groups listed in the chart below. Planning Team - List the names of people involved in developing this plan. (Each group should have at least one participant.) Position Parents: Licensed Staff: (include position) Non-Licensed Staff: (include position) Administrators: (include position) Teresa Bland and L. Horton Name of Team Member T. Brown-Jones (RTI Coordinator), Anthony Jackson(4 th grade teacher), Taisha Simmons (Counselor), A. Buck (receptionist) and S. Temple (Secretary) Eva O Neil (Principal) Ashley Brown (Asst. Principal) District Staff: Dr. Ellis Title I Staff: R. Walton, J. Heard, and C. Draper Community Members (include position) District Homeless Liaison: Officer Clark (School Resource Officer) Dr. Ellis Others: (secondary students, etc.) Mississippi Department of Education 5 Revised March 2013

6 B. Schoolwide Planning Summary Tunica Elementary School 1. Briefly describe the process used to develop the schoolwide plan. TES admin chose members who were active in decision-making school wide prior to this year. They are all valuable members and were asked to volunteer their time and services. 2. Use the following table to summarize the steps and activities of the planning process. Include planning team meetings, staff work sessions, visits to schools, parent meetings, staff meetings where planning took place and other activities conducted during the needs assessment, inquiry process and plan development. Meeting Dates 9/10/13 9/24/13 Agenda Topics/Planning Steps Test Scores, Test Results Review, & Open House Title I Night (Parental Involvement) Federal Programs Advisory Planning Meeting (Compact) Participants at Meetings all columns that apply team all staff parents Federal Program Advisory Committee Meeting PTO (Parental Involvement Fund Meeting) Federal Program Parent Meeting (Evaluation of current programs) 10/24/2013 2/24/2014 3/4/2014 3/18/2014 4/1/2014 4/17/2014 Assessment Results, Programs Report to Parents Comprehensive Needs Assessment Comprehensive Needs Assessment Comprehensive Needs Assessment Comprehensive Needs Assessment Parent Meeting Mississippi Department of Education 6 Revised March 2013

7 C. Communication The planning team should closely coordinate with the rest of the school community during the planning process. Regular communication contributes to the development and implementation of a schoolwide program plan that is supported by all stakeholders. In this section, describe the process used to communicate with all stakeholders and how feedback was obtained from the various stakeholders. 1. Briefly describe the methods that were used to inform the entire staff, parents, community and district of the schoolwide planning team actions. TES used letters, meetings, STAR Nights, P16 meetings, and school board meetings to inform parents, staff, and community of updates pertinent to Tunica Elementary School. 2. Briefly describe opportunities for feedback from these groups. Surveys were used and meetings from monthly parent meetings to make decisions for the school and the use of the funds. 3. What percentage of the stakeholders supports the completed Schoolwide Plan? 100 % D. Technical Assistance Use the following table to document the technical assistance you received during the planning year. Supply the dates of meetings, who provided the assistance, and the type of assistance. Date Provider Type of Assistance 10/8/13 Superintendent Chandler Program Assistance 10/28/13 Dr. Stanley Ellis Federal Program Planning Meeting 11/28/13 Dr. Stanley Ellis Federal Program Planning Meeting 12/10/13 Dr. Stanley Ellis Federal Program Consolidation Application Planning Meeting Mississippi Department of Education 7 Revised March 2013

8 COMPREHENSIVE NEEDS ASSESSMENT This section summarizes the results of the comprehensive needs assessment conducted by the school planning team and staff. 1. Provide a brief description of your school and the community in which your school is located. Tunica Elementary School serves the students within the city of Tunica. We have Pk-5 with an enrollment 485. Tunica Elementary School is a Title I school with 98 percent of students receiving free and reduced lunch. Tunica Elementary School is a school at risk of state takeover due to the 2. Describe the process used to collect and analyze data across the five school-wide planning dimensions: student achievement, school context & organization, professional development, curriculum and instruction, and family and community involvement. Meetings were conducted with research in programs and services currently used at Tunica Elementary School. Surveys conducted and teams analyzed results. 3. Strengths and Areas in Need of Improvement: Use this section to summarize the key findings of the comprehensive needs assessment process. This section must be based on data gathered across the five dimensions in your Comprehensive Needs Assessment. a. Attach the Data Collection Worksheets and the Data Analysis Summary. b. Summarize the findings of the Comprehensive Needs Assessment by describing the strengths and weaknesses of your current program. Strengths of the Current Program: Class sizes are relatively small in many grade levels Classroom schedules give additional time to work with students The school and district have provided professional development throughout the school year Common Assessments are used as well as current textbooks Implementation of PLC s this year has been a plus Continuous celebration of staff members and students Arts in Curriculum integration Increase in technology usage in grades 4 th and 5 th grades Science taught by one teacher in Grade 5 to focus on TEST prep for MST2 Weaknesses of the Current Program: Parental involvement Access to technology for lower grade levels Larger classes in the upper grades (grades 2-5) No assistants in upper grades for remediation Science being emphasized in grades K-5 to assist students with Grade 5 MCT2 Science Exam Limited resources for English Grammar RTI Coordinator working in isolation to deliver interventions Mississippi Department of Education 8 Revised March 2013

9 4. Prioritization of Needs: a. Briefly describe the process used to identify your highest priority areas needing improvement. b. Use the following table to list the highest priority areas needing improvement in each dimension. Reference specific data to support the identification of priority needs. If there are no needs in one dimension, indicate by entering None at this time. Dimension Student Achievement Professional Development School Context and Organization Curriculum and Instruction Family & Community Involvement Areas of Improvement/Priority Needs Consistent program access across grade levels, implementation of programs with fidelity across grade levels, take home test preparation workbooks Common Core training, Classroom Management training, Differentiated Instruction PD, Effective Instructional Teaching Strategies Tutors or Teacher Assistants for upper grades, an additional specials teacher, Increase of instructional time Additional classroom libraries, smaller class sizes in upper grades, enhance use of Study Island school-wide, Instructional strategies PD, Increased focus on Literacy Ways to keep parents informed, school and classroom newsletters, social media pages, Maintaining current contact information from parents, frequent award ceremonies for the students meeting school expectations Data/Evidence to Support Identification of Priority Needs MCT2 Data, STAR DATA, program usage reports, common assessment data, and teacher observations Surveys and Needs Data Survey and Needs Data MCT data, Teacher surveys, CASE 21 assessments, and STAR data Parent conference attendance, meeting sign-in sheets, surveys Mississippi Department of Education 9 Revised March 2013

10 Inquiry Process After determining the strengths and weaknesses of the current school programs, schoolwide planning requires that an inquiry process be conducted to determine what may be critical influencing factors and viable, research-based solutions to areas of weakness. In this section, summarize the school s inquiry process and findings: 1. Describe how the team and staff investigated and selected the best scientifically based-research solutions. Include a description of how the staff: a. Studied and investigated best practices and research b. Visited and contacted successful schools and programs Tunica Elementary has weekly Focus Faculty meetings and to help determine the areas of strengths and weaknesses of current school programs. Teachers meet during grade level planning meetings to discuss concerns and learn new strategies in regards to: textbooks, MCT2 resources, etc, Reading, Language, Math, instructional methods, and role-play lessons with each other. Teachers also meet across grade level spans in PLC s to plan instructionally and analyze best practices in education. 2. Summarize how your solutions match your priority needs. We will be using research-based strategies and programs to meet our curriculum priority needs. Teachers asked for a school-wide Reading plan, and through our state adopted textbook selection, they have chosen the Reading program that meets their needs. Treasure is aligned to CCSS as well as the MS Curriculum Frameworks. We will also be a school that integrates the arts into the curriculum with full implementation of Common Core State Standards. We will address teacher growth areas by providing consistent observations and by using the 6 steps of effective feedback. Mississippi Department of Education 10 Revised March 2013

11 School-wide Program Strategies A. Instructional Program These strategies should be changes in the current instructional program that will help educationally disadvantaged students and the school population as a whole. Remember that schoolwide programs encourage systemic change. The instructional program strategies should be based on the results of the Inquiry Process and on incorporating information obtained from a review of the research literature, visits to other programs, and/or information from staff development activities and technical assistance providers. This may also mean adapting a program or a feature of a program to fit the local situation. A schoolwide program must: No Child Left Behind Section 1114(b)(1)(B) Provide opportunities for all children to meet the State s proficient and advanced levels of academic achievement; Use effective methods and instructional strategies that are based on scientifically based research that strengthen the core academic program and increase the amount and quality of learning time that provides an enriched and accelerated curriculum; Include strategies that meet the needs of historically underserved populations Include strategies to address the needs of all children in the school, but particularly the needs of low achieving children and those at risk of not meeting the State standards who are members of the target population; Provide instruction by highly qualified professional staff; Provide timely, effective assistance to students who experience difficulty in meeting the State s standards, including taking specific steps to involve parents in helping their children meet the standards; 1. Describe the key components of the math and reading instructional programs of the school. Describe how the mathematics and reading instructional programs will be organized and delivered in your whole school. The key components of the Reading and Math instructional programs of Tunica Elementary School are based on the Common Core State Standards. All instruction will be carried out in our classrooms using the workshop model. Other adaptations from the research-based model include: AR Book Campaign, class schedule that includes a remediation period for students and focused time for phonics, phonemic awareness, and fluency interventions. Reading All teachers in grades PreK-1 st will teach reading in a self-contained classroom. Grade 2-5 will team teach. Pre-K and Kindergarten teachers will both teach reading for a minimum of 3 hours daily as part of their language arts block. Teachers in 1 st grade will teach reading for a minimum of 120 minutes daily in a self-contained classroom. Teachers in Mississippi Department of Education 11 Revised March 2013

12 2 rd -5 th will teach reading during a minimum block of 120 minutes. All reading classes will implement the Reading Workshop that focuses on the five components of reading. It also includes guided skill centered that is led by a certified teacher. English instruction will consist of use of Mountain Language for all available grade levels and mandatory Journal Writing to encompass all of the genres of writing. Tunica Elementary School will continue to use the Math in Focus textbook and resources that are also aligned to the Mississippi Curriculum Framework and the Common Core State Standards. In addition, teachers will use Math Prescriptions that cover an entire strand daily. Supplemental services for Reading and Math are provided by the RtI Coordinator and Intervention Team. Students in PK-5 will use Accelerated Reading to daily to read, respond, and show acquisition of comprehension. Students are required to read an average of 30 minutes per day with 90% mastery. The Tunica Elementary School also has 50 minutes of additional instructional time through specials. Math All teachers in grades PreK-1sat will teach mathematics in a self contained classroom. Pre-K and Kindergarten teachers will both teach mathematics daily. Teachers in 1 st Grade will teach math for a minimum of 60 minutes. Teachers in 2 nd -5 th grade will be departmentalized for a minimum of 120 minutes daily. Math in Focus will be used to teach math for grades K-5 th. Accelerated Reader and Math Facts In A Flash will be used daily to intervene. 2. Describe the research based or evidence of effectiveness that supports the strategies you have selected. The Treasures Reading Series addresses the critical components of Reading with focuses on Fluency, Phonics, Phonemic Awareness, Comprehension, Writing, and Grammar. There are online resources available that are also smart board capable. Tunica Elementary School will focus on STAR Reading and Math to assess and choose instructional strategies from the instructional planning team. Math in Focus is based on the framework developed by the Singapore Ministry of Education. It draws on best practices from around the world and highlights problem solving as the focus of mathematical learning. Math in Focus focuses on the attitudes and meta-cognition. This effective framework parallels the big ideas in the Common Core. 3. Include suggested school instructional schedule. (see attachment) 4. Describe the components of the instructional program that will meet the needs of special populations. These can be services during the school day or extended learning time opportunities. Based on the students LRE s, our students are included in the regular educational program. A special education teacher assists students in the inclusion setting for K-5, and special education teachers co-teach with the general education teachers. Mississippi Department of Education 12 Revised March 2013

13 Supplemental instruction is provided as needed using accommodations and modifications outlined in students IEP s. Describe how services will be provided for your special education students. The World Class Instructional Design and Assessment test is used to identify English Language Learners. These students take part in the regular educational program. Additional support is provided by the ELL teacher, who works with the EL students individually and in small groups on a regular basis. Describe how services will be provided for your English Language Learners. Struggling students are identified by teachers using the following data sources: grades from the previous school year, MCT2, teacher observations, nine weeks test scores, STAR data, and CASE 21 benchmarks. Once the students areas of weaknesses are identified, interventions will be put to address the particular weaknesses of the student. Immediate remediation will be provided daily. Describe how services will be provided to students that receive services from the Homeless Education program. Students receiving services from the Homeless Education program will be identified through the district s Homeless Coordinator. Describe how timely assistance and services will be provided for your struggling learners. Through the TST process, our students identified as struggling learners are targeted. The RtI Coordinator will help teachers identify those students and intense and explicit interventions will be given for those students based upon the Tier Process. Documentation of timely assistance will be provided and appropriate activities will be conducted at each level. The teacher support team will be used as needed to assist with the implementation of needed remediation and other resources. Students in grades PreK-5th will receive remediation in a timely basis from classroom assigned assistant teachers as well. Mississippi Department of Education 13 Revised March 2013

14 B. Schoolwide Program Action Plan Directions for Developing the Action Plan The Schoolwide Program Action Plan must be based on the results of the needs assessment and the inquiry process. The Action Plan can serve as an effective tool for integrating goals, strategies to achieve the goals, and the timeline and resources needed to accomplish the goals. It should also assist in the implementation of the schoolwide plan by clarifying who will provide leadership for each component of the plan, and how progress will be monitored and evaluated. Mississippi Department of Education 14 Revised March 2013

15 MATHEMATICS IMPLEMENTATION/ACTION PLAN Measurable Mathematics goal: In the spring of 2015, the percentage of 5th grade students meeting or exceeding the State Mathematics Performance Standards will increase from % to 74% as measured by MCT2. In the spring of 2015, the percentage of 4 th grade students meeting or exceeding the State Mathematics Performance Standards will increase from 35% to 74% as measured by MCT2. In the spring of 2015, the percentage of 3 rd grade students meeting or exceeding the State Mathematics Performance Standards will increase from 55% to 74% as measured by MCT2. School Profile data which relates to this goal: (most recent Math MCT data used to create baseline for above academic goal) Data analyzed on the Mississippi Curricular Test 2( ) indicated that 46% of the 5 th grade students scored proficient and/or above on the mathematics assessment. Data analyzed on the Mississippi Curricular Test 2( ) indicated that 35% of the 4 th grade students scored proficient and/or above on the mathematics assessment. Data analyzed on the Mississippi Curricular Test 2( ) indicated that 55% of the 3 rd grade students scored proficient and/or above on the mathematics assessment. Description of how student progress toward this goal will be measured: (local math assessments) This progress will be measured through monthly STAR assessments and documentation of mastery of standards in the classroom. Description of procedures for reporting student progress toward this goal to parents: Parents will be informed of student progress via dissemination of individual student reports and school-wide results as part of our monthly newsletters. Parents will also receive assessment updates at scheduled parent meetings. Strategy, Method, or Action What will you do? Instructional Strategies To Support this Goal Who is Responsible? Timeline Who will provide the leadership to assure that this strategy is accomplished? The use of workstations that incorporates Building Principals and differentiated instruction and hands-on learning administrators that fosters deep understanding of math pedago mathematics curriculum, research-based When will this strategy or action begin and end? Resources What existing resources, (or resources you will have as you implement this plan) will you use to accomplish this strategy? August 2013-May 2014 Curriculum Coordinator an Federal Programs Coordina Research based teacher Evidence What indicators will demonstrate progress in the implementation of this strategy? Classroom observations Student performance Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement of this strategy? Weekly student achievement data will be analyzed to determine progress. Mississippi Department of Education 15 Revised March 2013

16 instructional practices and various types of assessments to support learning. Professional Development To support mathematics Staff will participate in ongoing staff development that fosters deep understanding of the district math pedagogy, mathematics curriculum, research-based instructional practices and various types of assessment to support student learning. Building Principals and Administrators. Tunica Elementary School August 2013-May 2014 created workstation activiti Federal Funding, Consultants, District Curriculum Coordinator, and Federal Programs Coordinator Implementation of instructional strategies acquired via professional development opportunities as indicated by classroom observations Student achievement data will also be collected via STAR and CASE Assessments. Weekly student achievement data will be analyzed to determine progress. Student achievement data will also be collected via STAR and CASE21 assessments Professional Development on CCSS PLC s Modeling of Strategies Development of research based workstation activities Parent Involvement Activities To support mathematics Student progress will be reported to parents each month through Star Reports. Report cards/progress reports and/or conferences will be reported to parents at four times each year. School Administrators and teachers will develop parent and family links to add to the District/school web site that focus on resources, lessons, and strategies to support math for all students. Math Night for Parents Other: (please specify) Principals, classroom teachers Principals, classroom teachers Principals, classroom teachers August 2012 May 2013 August 2012 May 2013 October 2013 and April 2014 Progress Reports, Report Cards, Star Reports, District Parent Liaison Technology Department, Library Media Specialist, Computer Lab Monitor Research based teacher created workstation activities Copies of signed progress reports and report cards received by parents and parent participation in conferences. Level of use and frequency of visits to site, feedback/surveys from teacher and parents Copies of progress reports, report cards, and evidence of conferences Level of use and frequency of visits to site, feedback/surveys from teachers and parents Mississippi Department of Education 16 Revised March 2013

17 READING IMPLEMENTATION/ACTION PLAN Measurable Reading Goal: In the spring of 2015, the percentage of 5 th grade students meeting or exceeding the State Reading Performance Standards will increase from 31% to 68% as measured by MCT2 assessment. In the spring of 2015, the percentage of 4 th grade students meeting or exceeding the State Reading Performance Standards will increase from 36% to 68% as measured by MCT2 assessment. In the spring of 2015, the percentage of 3 rd grade students meeting or exceeding the State Reading Performance Standards will increase from 36% to 68% as measured by MCT2 assessment. School Profile data which relates to this goal: (most recent Reading MCT data used to create a baseline for above academic goal) Data analyzed on the Mississippi Curriculum Test 2 ( ) indicated that 64% of the 3 rd grade students scored proficient and/or above on the reading assessment. Data analyzed on the Mississippi Curriculum Test 2 ( ) indicated that 64% of the 4 th grade students scored proficient and/or above on the reading assessment. Data analyzed on the Mississippi Curriculum Test 2 ( ) indicated that 69% of the 5 th grade students scored basic or below on the reading assessment. Mississippi Department of Education 17 Revised March 2013

18 Description of how student progress toward this goal will be measured: (local reading assessments) Progress towards this goal will be measured through administration of the STAR and CASE 21 assessments. Monthly administration of STAR will b conducted, and instruction will be based on data. Monitoring Assessments given throughout the 9 wks grading period. Weekly student assessment data will be analyzed to provide timely assistance to students. Description of procedures for reporting student progress toward this goal to parents: Parents will be informed of student progress via dissemination of individual student reports and school-wide results. Parents will also receive assessment updates a scheduled parent meetings. Strategy, Method, or Action What will you do? Instructional Strategies Who is Responsible? Timeline Who will provide the leadership When will this to assure strategy or action this strategy is begin and end? accomplished? Resources What existing resources, (or resources you will have as you implement this plan) will you use to accomplish this strategy? Evidence What indicators will demonstrate progress in the implementation of this strategy? Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement of this strategy? Teachers in grades PK-3 will be trained using LETRS and expecte to carry out in daily instruction Principal, Assistant Principa and School Leadership Members Summer Spring 2015 LETRS resources MDE Trainers Observation Admin Observations 1 month growth on STARStudent Mastery of Reading assessments Professional Development Workshops provided by admin, consultants, NMEC and DAAIS foundations ED360 with feedback will be used to offer individualized learning for professionals Parent Involvement Teacher leaders Admin Summer Spring 2015 General Supplies Funds from Title II And District PD funds Role Plays School/Class Environment Observations Teachers will facilitate role-plays in faculty meetings. STAR Reading Nights School Newsletters Organization/Scheduling Focus on Instructional time Remediation in schedule Intervention Team Multiple Assistant Assignment Mississippi Department of Education 18 Revised March 2013

19 Climate/Behavior Strategies PBIS (Common School-Wide Expectations) Bucket Filling Tunica Elementary School Other: (please specify) Strategy, Method, or Action What will you do? Who is Responsible? Who will provide the leadership to assure that this strategy is accomplished? Timeline When will this strategy or action begin and end? Resources What existing resources, (or resources you will have as you implement this plan) will you use to accomplish this strategy? Evidence What indicators will demonstrate progress in the implementation of this strategy? Evaluation Methods How will you gather the evidence needed to demonstrate progress and achievement of this strategy? Mississippi Department of Education 19 Revised March 2013

20 Professional Development To support mathematics Tunica Elementary School Parent Involvement To support mathematics Organization/Scheduling Strategies To support mathematics Climate/Behavior Strategies To support mathematics Other: (please specify) Mississippi Department of Education 20 Revised March 2013

21 C. Monitoring and Evaluation of Student Progress 1. Briefly describe the uniform local assessments the school will use to monitor student academic progress during the school year for each grade level. STAR assessments,case 21 Assessments, and Comprehension assessments from Accelerated Reader to monitor student academic progress for each grade level. 2. Describe how the school will identify students experiencing difficulty mastering skills and standards, so they can be provided with timely assistance and support. Support will be given through the use of the TST and intervention team. Teachers will also use data to determine needs of all students. Teachers and teacher assistants will provide small group and individual differentiated instruction that targets students growth areas. D. High Quality Staff and Professional Development A schoolwide program is required: To provide instruction by highly qualified professional staff; To support intensive and sustained professional development; and To include teachers in decisions regarding the use of assessments in order to provide information on student performance, and how to improve students performance and the overall instructional program. ESEA requires that teachers and paraprofessionals who instruct in core subject areas must meet the highly qualified staff requirements or be working towards meeting the requirements. Include the professional development plan for the entire school. Regardless of the funding source, all professional development activities should be included, because a schoolwide program is a whole-school effort. Professional development activities should support the schoolwide program goals and activities. Teachers, paraprofessionals, specialists, and administrators should be involved in the training activities. Include a tentative training schedule, if possible. 1. List the professional development activities the school will implement to develop the schoolwide plan. If the team has created a professional development calendar, include the calendar. (see pd calendar) 2. Describe how each professional development activity listed above relates to the priority areas needing improvement and how these activities will assist in improving student achievement. Tunica Elementary teachers and assistants will be provided with weekly professional learning. They will Mississippi Department of Education 21 Revised March 2013

22 3. Describe the on-going and embedded support and follow up to professional development to ensure staff implementation and effective use of the learned instructional skills and strategies. Mississippi Department of Education 22 Revised March 2013

23 E. Parent and Family Involvement Tunica Elementary School One of the advantages of the schoolwide program is the opportunity to use Title I resources to support activities for all parents. These activities should relate to the student academic goals as much as possible and should include activities that parents value. In exemplary parent involvement programs, parents actively participate in designing, implementing, and evaluating these activities. The schoolwide program must: Create effective involvement of parents and conduct conferences with the parents of students who have not met academic standards, and Incorporate use of the parent-school compact, which must be attached to this plan. 1. Describe the key strategies planned to increase meaningful parental involvement that is designed to enhance home-school partnerships and improve student learning. These strategies should also be found in the Action Plan. 2. Briefly describe the process used to develop and implement the Parent Compact. 3. Describe the process used to meet with parents of students who have not met academic standards. 4. Attach a copy of the school/parent compact in relevant languages. F. Coordination 1. Describe how the schoolwide program will coordinate transitions for preschool children into primary, where appropriate. Headstart, EvenStart, and Pre-Kindergarten must be addressed, if applicable. 2. Describe other transitions that may be applicable to your school, such as elementary to middle school, middle school to high school, high school to post-secondary. 3. Describe on-going coordination with other community programs and agencies such as homeless education or neglected/delinquent programs. 4. Describe district support for the schoolwide program implementation. Include activities and/or strategies for coordinating the schoolwide program with other district and school improvement efforts. G. Evaluation and Ongoing Program Development 1. Describe how and when the ongoing implementation of the schoolwide program will be evaluated and adjusted as needed. 2. Describe the process to be used by the school and district to annually review and update the schoolwide program plan to ensure that progress is being made toward the goals of the plan. Mississippi Department of Education 23 Revised March 2013

24 Fiscal Requirements Fiscal Resources One of the advantages of the schoolwide plan is the opportunity to combine funds and programs. Reauthorization permits schoolwide programs to incorporate funds from state, local, and other federal programs, in addition to Title I. It does not exempt schools from providing appropriate services to the children in the target population for each of these programs. To create a welldesigned schoolwide plan it is imperative to know which funds are available to the school. Schoolwide Programs are required to describe: How Title I funds and funds from other sources will be used to implement the schoolwide plan How Title I funding will supplement state and local funding Funding Sources List all federal and state sources of funds allocated to this schoolwide program. The estimated general education (building) funds and federal funds allocated to this school should be recorded on the chart below. Funding Source Amount Describe how funds will support Schoolwide Program goals District Funds Title I, Part A Title I, Part C Title II, Part A Title III Title IV Title VI Other Mississippi Department of Education 24 Revised March 2013

25 A. Uses of Funds Budget Narrative 1. Provide a brief budget narrative explaining how funds listed in the table on page 19 will be used to support the schoolwide plan. 2. Complete the Schoolwide Program Budget Summary and include with each schools schoolwide plan. (Please see worksheet 7 in the Budgetary Documents of the CFPA.) Reminder: Districts are required to demonstrate: (ESEA 1120A Fiscal Requirements): Maintenance of Effort with state and local funds in schoolwide programs, Supplement not Supplant and Comparable services Mississippi Department of Education 25 Revised March 2013

26 Supporting data for the Schoolwide Plan Data Collection Sheets (samples only) Summary of Relevant Assessment Data Prioritization of Needs School Instructional Schedule Professional Development Calendar (or schedule) School Parent Compact School Parent Involvement Policy/Plan Mississippi Department of Education 26 Revised March 2013