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 No-change Addendum
1
Specific Needs Identified (Needs Assessment)
Core Academic: Reading X
Core Academic: Mathematics X
Student engagement X
Transitions X
Parent involvement X
Instructional methods X
High-quality staff X
Academic Issues addressed (Strategies and interventions)2
Core Academic: Reading X
Core Academic: Mathematics X
Student engagement X
Transitions X
Parent involvement X
Instructional methods X
High-quality staff X
3
Specific Measurable Objectives(Current Status and Target Goals)
Core Academic: Reading X
Core Academic: Mathematics X
Student engagement X
Transitions X
Parent involvement X
Instructional methods X
High-quality staff X
Budget and Resources
Staff Development
Staffing Plan X
Instructional Program X
Technical Assistance X
1
Includes student gaps, program gap, conclusions
2
Includes evidence of basis of effectiveness; researched based strategies and interventions
3
Includes clear objective, current status and identified benchmark assessments
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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. TEACHER, SABRINA PUNNEO
2. TEACHER, SHIRLEY HEIDRICH
3. TEACHER, ROBIN JOHNSON
4. TEACHER, KATY REAGAN
5. PARENT, MICHELLE COLE
6. STUDENT1
7. SUPPORT STAFF
8. EXTERNAL EXPERT 2
9. INSTRUCTIONAL FACILITATOR, MARY KILMAN
10. READING FIRST COACH, ANGEE ALLEN
11. SERVICE PROVIDER 1
Signature of Principal __________________________________ Date ____________
Executive Director ____________________________________ Date ____________
1
if appropriate
2
Required (if assigned to School)
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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, low-
socioeconomic 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
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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.
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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
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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 Goal #1 Strategy #1 Description of Added Activities
September 05 1 b Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist (On-going throughout year)
1 g STAR Reading Assessments
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
October 05 1 B Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
November 05 1 B Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
December 05 1 G Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology
2 f
1 B Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 g STAR Reading Assessments
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
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.
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January 06 1 f Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the
2 e learning process to the home.
1 g Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology
2 f
1 b Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
February 06 1 f Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the
2 e learning process to the home.
1 g Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology
2 f
1 b Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 g STAR Reading Assessments
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
March 06 1 f Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the
2 e learning process to the home.
1 g Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology
2 f
1 b Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
April 06 1 f Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the
2 e learning process to the home.
1 g Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology
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C I P A D D E N D U M
2 f
1 b Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
May 06 1 f Curriculum Night-PEP Rally Activities to support Reading and Math Goals, with make/take activities to extend the
2 e learning process to the home.
1 g Use of Mobile Computer Lab to enhance/support the instruction of reading and math through technology
2 f
1 b Reading Intervention Sessions with small groups less than 5, Grades K-3, 30 minutes/week with Certified Reading
Specialist
1 g STAR Reading Assessments
1 h Campus Improvement Committee Meetings, twice per month (CIC Mtg.)
2 g
Summer 06 Great Expectations Summer Institute
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OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM
Manpower for Mark Twain Elementary as of 10/10/2005
Project Code: 515
Pers Senior Annual
Position Name %Dist FTE Position # Employee Name Date Salary Benefits* FTE 05-06
Not Applicable
Additional Positions Funded in 2005-06 Campus Improvement Plan
Verification of Principal _____________________________ Date ____________________
Signature
EDSP Approval ___________________________________ Date ____________________
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%
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OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM
Site Level Budget Justification
Project
Code: 515 Site: Mark Twain Elementary 0320 District: 5589
Name Site Code County/District Code
Provide the information requested below for each amount budgeted in the OCAS Summary Budget. (Use additional pages as necessary.)
Function Object Expenditure Description and Itemization Subtotals
1000 Name Position and Grade FTE Salary
100
1000 Benefits
200
1000 Itemize all projected purchases for Materials
600 10 Dell Laptop Computers for Mobile Labs to bring size to 20 each (technology use to enhance Reading/Math 17,737.40
600 Supplies/Equipment used to support the reading/math improvement efforts 8,750.00
2213 Improvement of Instruction, Professional Development
800 Registration to Reading/Math related workshops for quality professional development 1,599.23
800 Registration to Great Expectations Summer Institute @ 10 teachers 3,250.00
2190 Other Support Service, Parental Involement
100 Teacher Stipends for Parent Outreach Activity (PEP Rally) 5 evenings @ 2 hrs @ $17.50 plus Adminstrative/Secretarial Support 3679.40
200 Benefits for Parent Outreach Stipends 2679.40 * 24% 833.06
600 Parent/Student Curriculum Workbooks/DVD to help parents work with students at home 8000.00
TOTAL 43,849.09
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OKCPS TITLE I SCHOOL IMPROVEMENT ADDENDUM
BUDGET SUMMARY
School: Mark Twain Elementary School Number: 320 FY: 05-06 Allocation $43,849.09
Instruction Guidance Health Improvement Educational School Vehicle Inservice Other Support
Services, Services of Medial Administrative Operation Training Services,
Testing Instruction, Service Services Services Services Parental
Professional Office of the (noninstructional
Development Principal staff)
Services
1000 2120 2130 2210 2220 2410 2720 2573 2190 TOTAL
1. 100 Salaries 3679.40 3679.40
2. 200 Benefits 833.06 833.06
3. 300 Professional
Technical
4. 500
Reimbursement
5. 600 Supplies 26,487.40 8000.00 34,487.40
6. 700 Property
7. 800 Registration 4,849.23 4,849.23
TOTAL 26,487.40 4,849.23 12,512.46 43,849.09
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