Plan Addendum

OKLAHOMA CITY PUBLIC SCHOOLS NO CHILD LEFT BEHIND Mark Twain Elementary School, #320 2005-2006 CampusPlan Addendum: School Improvement C I P A D D E N D U M OKLAHOMA CITY PUBLIC SCHOOLS TITLE I DEPARTMENT: SCHOOL PLANNING COMMITTEE 2005-2006 CAMPUS IMPROVEMENT PLAN ADDENDUM Designated Status: “School Improvement” Summary: Campus Improv ement Pl an Addendum Instructions: The purpose of the Plan Addendum funding is to accelerate and enhance the current school improvement efforts. The school planning team will review the Title I campus improvement plan. Check each item as it is reviewed. Make revisions as appropriate on the campus improvement plan. Then indicate whether each item contained no change or was revised with an addendum. Area 1 Specific Needs Identified (Needs Assessment) No-change Addendum Academic Issues addressed (Strategies and interventions)2                          Core Academic: Reading Core Academic: Mathematics Student engagement Transitions Parent involvement Instructional methods High-quality staff Core Academic: Reading Core Academic: Mathematics Student engagement Transitions Parent involvement Instructional methods High-quality staff Core Academic: Reading Core Academic: Mathematics Student engagement Transitions Parent involvement Instructional methods High-quality staff Staff Development Staffing Plan Instructional Program Technical Assistance X X X X X X X X X X X X X 3 X X X X X X X X X X X Specific Measurable Objectives(Current Status and Target Goals) Budget and Resources 1 2 Includes student gaps, program gap, conclusions Includes evidence of basis of effectiveness; researched based strategies and interventions 3 Includes clear objective, current status and identified benchmark assessments Page 1 C I P A D D E N D U M OKLAHOMA CITY PUBLIC SCHOOLS TITLE I DEPARTMENT: SCHOOL PLANNING COMMITTEE 2005-2006 APPROVAL SIGNATURES School: Mark Twain Elementary School Designated Status: School Improvement Note: This form is required by all Title I schools. The purpose of this form is to demonstrate the committee’s support of strategies, activities, and staffing for the school Title I Campus Improvement Addendum. Each member listed below should participate in the review of school and student needs, in providing expertise for plan development, and in supporting the implementation process, and approve the allocation of resources. Instructions: Print each committee member’s full name and obtain signatures. 1. 2. 3. 4. 5. 6. 7. 8. 9. TEACHER, SABRINA PUNNEO TEACHER, SHIRLEY HEIDRICH TEACHER, ROBIN JOHNSON TEACHER, KATY REAGAN PARENT, MICHELLE COLE STUDENT1 SUPPORT STAFF EXTERNAL EXPERT 2 INSTRUCTIONAL FACILITATOR, MARY KILMAN 10. READING FIRST COACH, ANGEE ALLEN 11. SERVICE PROVIDER 1 Signature of Principal __________________________________ Date ____________ Executive Director ____________________________________ Date ____________ 1 2 if appropriate Required (if assigned to School) Page 2 C I P A D D E N D U M Key Questi ons Instructions: The school planning team will review the campus improvement plan and additional available data. Answer the following questions, providing a complete discussion of data used to make decisions about school improvement plan changes. 1. Causes of Designated “School Improvement” Status Why was the school identified for “school improvement” status? In your discussion, use current API and AYP data and other information gathered in the needs assessment process. Although Reading and Math scores were down for the 2003-2004 school year, overall improvement in these areas for 2004-2005 resulted in making “safe harbor” as outlined in the NCLB legislation. The main contributing cause, as determined by the Mark Twain Elementary Campus Improvement Committee, for Mark Twain performing below average on state exams is language. The high percentage of English Language Learners contributes to a high deficiency in vocabulary in a majority of our students. Other causes include teacher ineffectiveness and insufficient instruction, gaps in teaching PASS objectives, lowsocioeconomic student backgrounds, and lack of a quality Pre-K program for all students. The current API for math, 582, and the current API for reading, 473, indicates a significant amount of progress is needed. 2. Improvement of Academic Content and Instruction Summarize the major changes needed related to school improvement in the areas of academic content and instructional strategies. Instructional strategies for English Language Learners are still a priority for Mark Twain Elementary. Continuing with current track of SIOP training to effectively reach ELL students is needed. Further emphasis and alignment of PASS skills are required to ensure that teachers are effectively teaching the state objectives and doing so in a competent manner. Closer monitoring of teaching and PASS skill coverage is needed by the principal and the instructional facilitator so guidance towards school objectives and goals are maintained and reached. Increased training and use of testing data to drive the area and depth of instruction is needed for effective, competent teaching. 3. Strategies for Closing Achievement Gaps (Student Subgroups) After reviewing your needs assessment information, discuss the needs of students based upon disaggregated data. What are the needs of the subgroups? What strategies are included in your plan to address these needs? What are your goals for proficiency for each group? After reviewing the needs assessment, ELL students and those with diagnosed learning disabilities, per testing/IEP, are in need of more intensive intervention in the areas of reading and math. Strategies to address the gaps in student learning consist of continuous assessing of student progress and adjustment of instruction based on data. Reading First intervention in grade K-3 along with scientifically based reading instruction, using the Reading First model, will continue to increase the academic success of our students. The use of scientifically research based math material will also be continued in 60 minute blocks. A+ Art Page 3 C I P A D D E N D U M Integration Methodology and Core Knowledge curriculum will continue to support the goals and objectives of Mark Twain Elementary. 4. Teacher Mentoring Based on your needs assessment, identify the priorities for professional development. Discuss how teacher mentoring will be used to support the plan for implementation of effective methods and practices. Include reference to your plan and reference your strategy (for example: peer to peer, cognitive coaching, expertise model), who will provide the strategy (Instructional Facilitators, Reading Coaches, CSR model, teachers, etc.) and the frequency of contact. Priorities for professional development will continue to be SIOP (Sheltered Instruction) for the support of ELL, low-socioeconomic, and special education students. Further training in Professional Learning Communities methods will also be done to increase and enhance the teacher, school, and community effectiveness in educating our students. An instructional facilitator and a Reading First coach will be used for teacher mentoring and guidance. Weekly collaboration meetings among grade level teams, meeting with the principal and instructional facilitator every other week, and monthly vertical alignment meetings will further strengthen the collaborative nature of the school. 5. External Expertise and Technical Assistance How will external expertise be utilized in ways that will promote significant staff development, organizational change, and professional support for improvement strategies? In your discussion include who will provide the technical assistance (CSR provider, contracted vendor, online learning, etc.); what are the approaches and the expected outcomes. Organizational Health Inventory, Quality Tools, A+ Schools Network, and Professional Learning Community training will be utilized to promote development and organizational change within the school. Dr. Fairman and Dr. McLean will provide organizational health information, that will promote goal focus, collaboration, and adaptation of our staff in order to become a more effective learning environment. Quality tool training and practices through district provided training will continue to provide tools and strategies that promote accountability for all involved in the process of learning. Training in Professional Learning Communities is catalyzing the drive for change throughout our school, focusing on the need for change and how to go about change. Additionally, our Great Expectations initiative will continue with mentoring from a G.E. mentor and summer institute for a majority of our teachers. 6. Revised Resources Use the School Budget template and the staffing request to submit resource revisions. Please ensure that budget requests align to the priorities identified in your needs assessment and campus improvement plan. Sufficient resources should be allocated to make significant improvement in levels of student proficiency. Original Campus Improvement funds will not be reallocated, but rather the new funds will be integrated into the plan as the resources to support the plan are added/continued. Page 4 C I P A D D E N D U M 7. One Year Timeline Develop a brief School Improvement Planning calendar that indicates your timeline for implementation for this school year. Listed below are examples of the items that could be placed on the calendar. Below these items the calendar months are listed.       Needs Assessment School Improvement Team Meeting Staff Development Benchmark assessments Parent meetings Notices to parents Page 5 C I P A D D E N D U M OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM School Improvement Timeline (Year 05-06) Provide the information requested below to describe how your Campus Improvement Plan will be amended... (Use additional pages as necessary.) Month September 05 Goal #1 1 1 1 2 Strategy #1 b g h g B h g B h g G f B g h g Description of Added Activities Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist (On-going throughout year) STAR Reading Assessments Campus Improvement Committee Meetings, twice per month (CIC Mtg.) October 05 1 1 2 Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist Campus Improvement Committee Meetings, twice per month (CIC Mtg.) November 05 1 1 2 Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist Campus Improvement Committee Meetings, twice per month (CIC Mtg.) December 05 1 2 1 1 1 2 Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist STAR Reading Assessments Campus Improvement Committee Meetings, twice per month (CIC Mtg.) 1 Note: “Goal #” and “Strategy #” refer to the numbering used in your approved Title I Campus Improvement Plan. For example, if you are amending your second strategy of your first goal, notation would read “Goal 1, Strategy 2”. If adding a new strategy, include “New:” in the column for description of activities. Page 6 C I P A D D E N D U M January 06 1 2 1 2 1 1 2 f e g f b h g f e g f b g h g f e g f b h g f e g Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the learning process to the home. Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist Campus Improvement Committee Meetings, twice per month (CIC Mtg.) February 06 1 2 1 2 1 1 1 2 Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the learning process to the home. Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist STAR Reading Assessments Campus Improvement Committee Meetings, twice per month (CIC Mtg.) March 06 1 2 1 2 1 1 2 Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the learning process to the home. Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist Campus Improvement Committee Meetings, twice per month (CIC Mtg.) April 06 1 2 1 Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the learning process to the home. Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology Page 7 C I P A D D E N D U M 2 1 1 2 May 06 1 2 1 2 1 1 1 2 Summer 06 f b h g f e g f b g h g Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist Campus Improvement Committee Meetings, twice per month (CIC Mtg.) Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the learning process to the home. Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading Specialist STAR Reading Assessments Campus Improvement Committee Meetings, twice per month (CIC Mtg.) Great Expectations Summer Institute Page 8 C I P A D D E N D U M OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM Manpower for Mark Twain Elementary as of 10/10/2005 Project Code: 515 Position Name %Dist FTE Position Pers # Employee Name Senior Date Annual Salary Benefits* FTE 05-06 Not Applicable Additional Positions Funded in 2005-06 Campus Improvement Plan Verification of Principal _____________________________ Signature Date ____________________ Date ____________________ EDSP Approval ___________________________________ Signature Return to the Title I Office If adding a new Paraprofessional in an instructional support capacity - he/she must have 48 hours of college credit or have passed the ParaPro Test if new to the District or new to the position. All new positions/add/deletes must have a Personnel/Employee transaction form completed through the Human Resource Office ASAP. Note: New staffing positions are limited to the duration of the “School Improvement” funding contained in this Annual Campus Improvement Plan Addendum. Continuation of positions is subject to availability of funds. *Benefits: Certified – 29.08% Support Staff – 38.04% All Stipends - 24% Page 9 C I P A D D E N D U M OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM Site Level Budget Justification Project Code: 515 Site: Mark Twain Elementary Name 0320 Site Code District: 5589 County/District Code Provide the information requested below for each amount budgeted in the OCAS Summary Budget. (Use additional pages as necessary.) Function Object 1000 100 1000 200 1000 600 600 2213 800 800 2190 100 200 600 Name Expenditure Description and Itemization Position and Grade Subtotals FTE Salary Benefits Itemize all projected purchases for Materials 10 Dell Laptop Computers for Mobile Labs to bring size to 20 each (technology use to enhance Reading/Math Supplies/Equipment used to support the reading/math improvement efforts 17,737.40 8,750.00 Improvement of Instruction, Professional Development Registration to Reading/Math related workshops for quality professional development Registration to Great Expectations Summer Institute @ 10 teachers 1,599.23 3,250.00 Other Support Service, Parental Involement Teacher Stipends for Parent Outreach Activity (PEP Rally) 5 evenings @ 2 hrs @ $17.50 plus Adminstrative/Secretarial Support Benefits for Parent Outreach Stipends 2679.40 * 24% Parent/Student Curriculum Workbooks/DVD to help parents work with students at home 3679.40 833.06 8000.00 TOTAL 43,849.09 Page 10 C I P A D D E N D U M OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM BUDGET SUMMARY School: Mark Twain Elementary School Number: 320 FY: 05-06 Allocation $43,849.09 Instruction Guidance Services, Testing Health Services Improvement of Instruction, Professional Development Educational Medial Service School Administrative Services Office of the Principal Services Vehicle Operation Services Inservice Training Services (noninstructional staff) Other Support Services, Parental 1000 1. 100 Salaries 2. 200 Benefits 3. 300 Professional Technical 4. 500 Reimbursement 5. 600 Supplies 6. 700 Property 7. 800 Registration TOTAL 2120 2130 2210 2220 2410 2720 2573 2190 TOTAL 3679.40 833.06 3679.40 833.06 26,487.40 8000.00 34,487.40 4,849.23 26,487.40 4,849.23 4,849.23 12,512.46 43,849.09 Page 11