Part I Contact Information

Submit to: TITLE I SCHOOLWIDE PROGRAM-PLAN TEMPLATE Oklahoma State Department of Education OKLAHOMA STATE DEPARTMENT OF EDUCATION Attn: Jackie Mania 2500 North Lincoln Boulevard Oklahoma City, OK 73105

Part I – Contact Information County Code District Code Cleveland Moore Public Schools Mailing Address 1101 S.E. 14th City State Zip Moore Oklahoma 73160 Name of Contact Person Position Shelley Jaques-McMillin Principal Email Phone Fax [email protected] 405-735-4100 405-793-3253 Name of Contact Person Position Rachel Hilley Title I Reading Specialist Email Phone Fax [email protected] 405-735-4100 405-793-3253

Part II - Assurance The Schoolwide Plan meets all criteria as referenced in the Designing Schoolwide Programs Non-Regulatory Guidance and the Schoolwide Plan Checklist provided by the Oklahoma State Department of Education. All stakeholders have been informed of the intent to become a Schoolwide site.

The local board of education has approved the Schoolwide Plan. Meeting date: ______ Include a Copy of Meeting Minutes. Parents and the community were informed of interest in becoming a schoolwide school. Meeting date: ______ Include a Copy of Meeting Agenda and/or Attendance Records. Faculty and staff were informed and are committed to the schoolwide program. Meeting date: ______ Include a Copy of Meeting Agenda and/or Attendance Records.

Signature of Superintendent Date

Signature of Principal Date

For Department Use Only The Schoolwide Plan has been reviewed and approved. Signature of Application Reviewer Date

Signature of Executive Director, School Support Date

Part III – Schoolwide Program Planning Team

1 Section 1114 (b)(2)(B) of Title I requires that the plan be developed with the involvement of parents and other members of the community to be served and individuals who will carry out the plan, including teachers, principals and administrators, and, if appropriate, pupil services personnel, technical assistance providers, school staff, and if the plan relates to secondary school, students from such schools.

Section A – Core Planning Team Name Title Stakeholder Group Shelley Jaques-McMillin Principal Administrator Lonia Brown Assistant Principal Administrator Rachel Hilley Title I Reading Specialist Teacher Cathy Reim Literacy Coach Teacher Cherril Smith Special Ed. Teacher Teacher Andrea Prater Kindergarten teacher Teacher Kyla Jones 1st Grade Teacher Teacher McKenzie Gammon 2nd Grade Teacher Teacher/Parent Catherine Wilson 3rd Grade Teacher Teacher Lauren Milam 4th Grade Teacher Teacher Rachel McNear 5th Grade Teacher Teacher Rebecca Roberts 6th Grade Teacher Teacher Michelle Hansen PTA President Parent Darryl Rawlins Business Owner Community Member Briefly describe how core planning team members were selected and how members of the school and community not on the core planning team will be involved in the implementation and evaluation of the Schoolwide Plan. Shelley Jaques-McMillin, the Principal, selected the faculty members for the Title I Planning committee at the beginning of the school year. These members were involved with all planning decisions throughout the year. Rachel Hilley, the Title I Teacher, invited the parents and community members to be a part of the decision making process. The review meeting was conducted in two parts. The first meeting was held on March 30, 2010 to discuss the review process and assign the committee sections of the plan to review and make suggestions. The second meeting was on April 9, 2010 where the committee’s review ideas and suggestions were discussed and approved. Parents, community members and teachers will have the opportunity to complete a Title I survey in the Spring. The results of the survey will be used to help plan for the upcoming year. Members of the school and community not on the planning team are informed of the Schoolwide Plan through Site Base meetings held twice a year, as well as, an informational meeting held at the beginning of every school year.

Section B – Technical Assistance Provider Name of Provider-Jennifer Mankins Organization-Moore Public Schools

th Address-1500 SE 4 City-Moore State-OK Zip-73160

Email- [email protected] Phone-735-4200

2 Briefly describe technical assistance provided during the planning process and technical assistance planned for the implementation year. Technical assistance was provided through monthly Title I staff meetings, monthly PCAC meetings, and professional development opportunities planned by the district Title I department. Jennifer Mankins and Kendra Garcia, the Title I Administrative Assistant, were also available to provide technical assistance anytime through the use of email.

Part IV – Introduction

Section A – Overview Apple Creek Elementary is a neighborhood school where a majority of the students walk to school. We currently have 650 students enrolled. According to the 2008 School Report Card from the Office of Accountability Apple Creek has the following community characteristics.

Community Characteristics

Apple Creek District

Enrollment 560 21,000

Ethnic Makeup Socioeconomic Data

Caucasian 73% 66%

Black 6% 7%

Asian 1% 5%

Hispanic 7% 9%

Native American 13% 13%

Students Eligible for Free/Reduced Lunch 39% 34%

Preparation, Motivation and Parental Support

1st-3rd graders receiving reading remediation 31% 28%

Mobility Rate 9% 9%

Parents Attending Parent Teacher 90% 77% Conferences

Patrons’ Volunteer Hours per student .9 hours 2.7 hours

Section B – Mission Statement

3 A mission statement answers the question, Why do we exist? Provide the mission statement for your school. To see all students learn the district and state standards specific to each grade level, as well as the life principles necessary for positive character development. Our goal is to assist students as they work to reach their fullest potential. As a team, we will monitor student success through formal and informal assessments. Individualized and small group remediation, with the utilization of a variety of resources and techniques, will be enacted for each student who requires further support.

Section C – Vision Statement A vision statement answers the question, What must we do accomplish our mission? Provide the vision statement for your school. Our vision for Apple Creek Elementary is to provide a learning environment that promotes academic success, good character, and the life-long skills necessary to be responsible citizens.

Section D – Data Reference Chart Provide the most recent information available. Grade Span Prek-6 Total Enrollment 647 Average Attendance (Percentage) 96.28% Free/Reduced Lunch (Percentage) 43% Special Education (Percentage) 5% ELL (Percentage) 3% Number of Certified Staff 44 Student Teacher Ratio 15:1 2007 API 1380 2008 API 1404 Made 2008 AYP-Reading? yes Made 2008 AYP-Math? yes

Section E – Documentation

4 Please provide the copies of the following documentation with your Schoolwide Plan. r Disaggregated test data for Math and Reading/Language Arts. r Student/Parent/Teacher surveys (if applicable). r Any additional student achievement data used in needs assessment (i.e., OCCT data, benchmark assessments, IEP referral data)

Part IV Addendum – Data Profile

1. Student Enrollment by Gender Year Total Enrollment # Male % Male # Female % Female 2009-2010 647 344 54% 303 46% 2008-2009 600 319 54% 281 46% 2007-2008 560 297 53% 263 47%

2. Student Enrollment by Ethnicity % % Asian/ Total % American % Pacific % % Year Enrollment Black Indian Hispanic Islander White Other 2009-2010 647 8% 7% 10% 1% 74% 0 2008-2009 600 7% 9% 8% 2% 74% 0 2007-2008 560 6% 13% 7% 1% 73% 0

3. Students Eligible for Free and Reduced Lunch Program Year Number Percent of Population 2009-2010 278 43% 2008-2009 234 39% 2007-2008 218 39%

4. Students Participating in Targeted Title I Programs Year Program Enrollment Percent of Population 2009-2010 N/A N/A 2008-2009 N/A N/A 2007-2008 N/A N/A

5. Student Attendance Average Daily Percent of Student Year Attendance Population # Male % Male # Female % Female 2009-2010 605.5 96.2% N/A N/A N/A N/A 2008-2009 579.7 96.7% N/A N/A N/A N/A 2007-2008 539.4 96.4% N/A N/A N/A N/A

6. Student Tardy Rate

5 Average Daily Percent of Student Year Tardies Population # Male % Male # Female % Female 2009-2010 14.8 41.6% 124 45.4% 149 54.6% 2008-2009 13.7 38.8% 117 50.6% 114 49.4% 2007-2008 18.9 48.8% 143 52.4% 130 47.6% 7. Student Mobility Rate Full Academic Year (FAY) Non Full Academic Year (NFAY) % Student % Student Year # Students Population # Students Population 2009-2010 597 91.5% 55 8.5% 2008-2009 534 89.7% 61 10.3% 2007-2008 491 88.6% 63 11.4%

8. Student Truancy Rate Year Average Daily Truancy Percent of Student Population 2009-2010 0 0 2008-2009 0 0 2007-2008 0 0 *Apple Creek has not had to attend court to address truancy issues this year or the previous two school years.

9. Students Identified as English Language Learners (ELL) Year Program Enrollment Percent of Student Population 2009-2010 18 3% 2008-2009 16 3% 2007-2008 19 3%

10. Student Behavior Average Daily In-School Average Daily Out-of-School Year Average Daily Referrals Suspensions Suspensions 2009-2010 2 60 7 2008-2009 2 107 19 2007-2008 2 94 10

Part V – Needs Assessment Section 1114(b)(2)(B) of Title I of ESEA requires eligible schools that want to operate a Schoolwide Program to conduct a needs assessment to develop their Schoolwide Plan. 6 Section A – Overview Briefly describe how the comprehensive needs assessment was conducted and how it addresses the needs of all students. Effectiveness reports, based on the 2009-2010 DIBELS data, for grades K-3 were compiled by the Literacy Coach. End of year \Summary Reports, provided by the DIBELS database, were also utilized to assess the needs of our K-3 student population. Data reports from the 2009-2010 Oklahoma Criterion Referenced Test (CRT), compiled by the State Department of Education, were distributed to the school staff by the school counselor. The data used to assess student needs represents Apple Creek’s total school population. A parent needs assessment was formulated by our school principal and made available to all parents via the district website. A paper copy was made available to those parents not having access to email.

Briefly describe how the data was analyzed and the actual results of your needs assessment. The DIBELS end of the year Summary Reports provide the percentage of students on grade level (Benchmark Status), percent of students with Strategic (Some Risk) status, and percent of students with Intensive (At Risk) status for each grade level K-3. Results indicate that 91.8% of Kindergartners reached “Established” status in their critical indicator, Phonemic Awareness. The First Grade Summary Report indicates that 69.7% of our First Grade students are at “Low Risk” on their critical indicator, Oral Reading Fluency. Of our Second grade students, 65.5% reached “Low Risk” status on Oral Reading Fluency, and 52.7% of our Third grade students performed in the “Low Risk” category.

The Effectiveness reports provide an analysis of second semester DIBELS data for grades K-3. Data reflects grade level performance on each grade level’s critical indicator. The percentage of students that Benchmarked mid-year and were able to achieve the Benchmark goal at the end of the year is used to rate the effectiveness of each grade level’s core curriculum. Rating categories include: Strength, Relative Strength, Needs Support, and Needs Substantial Support. The percentage of students who were Strategic in the middle of the year and achieved the Benchmark goal (for their critical indicator) is used to rate the effectiveness of the schoolwide system of supplemental support. The percentage of students who were Intensive in the middle of the year and achieved an Emerging, Some Risk, Established, or Low Risk status at the end of the year is used to rate the effectiveness of the schoolwide system of intensive support. In summary, the committee recognized that our prioritized needs according to 2009-2010, Dibels test data for the next school year include more Phonemic Awareness support in our intensive Kindergarten instruction. Data indicates that our core curriculum is being maintained well in First and Second Grade, but we will be intensifying our strategic and intensive instruction in Oral Reading Fluency. Third Grade data indicates a strength in the effectiveness of the core curriculum instruction; however we need more reading fluency support in our supplemental and intensive instruction.

Teachers in grades 3-6 reviewed 2009-2010 CRT data utilizing reports compiled by the school counselor. These reports listed all students performing below the Satisfactory level. Grade level teachers as well as the school principal, counselor, literacy coach, and special education teachers met to discuss the needs of those individuals. Vertical subject area teams met on Site Improvement day to draft goals relating to areas of weakness as outlined by CRT data reports. Criterion Referenced Test data indicate a need for improvement in the areas of mathematics for grades 3, 4, and 5. All grades will be working towards improving their Reading Scores with an emphasis on Grades 3 and 5. Fifth Grade will also be focusing on improving in the areas of Science, Social Studies, and Writing.

Data from the parent needs assessment survey were tallied using our on-line survey application. The survey indicated that 85% of our Apple Creek parents feel that Reading should be the area of focus. This was followed by Math with 13% and Writing with 3%. These results indicate an underlying theme of returning to the basics in Reading and Math.

Section B – Goals

7 As a result of the needs assessment, summarize the areas of strengths and weaknesses and identify the focus goals of the schoolwide program. Strengths:

*Kindergarten – Core curriculum and supplemental phonemic awareness instruction

* Grades 1-3 – Core curriculum instruction

*Grade 5 – Science and Writing

*Grade 6 – Math

Weaknesses:

*Kindergarten – Intensive phonemic awareness support

*Grades 1-3 – Supplemental and Intensive Oral Reading Fluency support

*Grades 3-5 – Math

*Grades 3-6 – Reading

*Grade 5 – Social Studies

Focus Goals:

1. Increase reading and math scores on the OCCT. 2. Increase number of students meeting math standards outlined on Moore Public Schools report card. 3. Increase number of students reaching benchmark scores on the DIBELS assessment. 4. Increase the use of technology in the classroom.

Section C – Documentation For each of the identified focus goals, include the following information in your Schoolwide Plan: r Part V Addendum - Schoolwide Focus Goal Action Plan for Each Identified Goal

Part V Addendum – Schoolwide Focus Goals For each focus goal identified in Part V of the Schoolwide Plan, complete a Schoolwide Focus Goal Action Plan. Goal 1- Reading: 95%-100% of students in grades K-3 will attain benchmark status on their critical indicator on the DIBELS assessment.

Briefly describe the reasoning for the identified goal. This goal has been identified due to the demand to meet state and federal regulations requiring students to be reading on grade level by the end of 3rd grade.

8 Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math assessment will decrease by 10%) Kindergarten- In 2009/2010, the percentage of students scoring benchmark on the DIBELS assessment will increase by at least 20% on phoneme segmentation and at least 20% on nonsense word fluency. First-In 2009/2010, the percentage of students scoring benchmark on the DIBELS assessment will increase by at least 18% on oral reading fluency. Second-In 2009/2010, the percentage of students scoring benchmark on the DIBELS assessment will increase by at least 19% on oral reading fluency. Third-In 2009/2010, the percentage of students scoring benchmark on the DIBELS assessment will increase by at least 37% on oral reading fluency.

Action Plan

Strategies and Resources Needed Person(s) Timeline Evidence of Progress Action Steps Responsible Use SLB strategies in SLB training materials Regular Ed. And Spec. August-May Common assessments, 9 wks classroom instruction Ed. teachers assessments, informal assessments, CRT, SLB assessments

Small group guided Leveled guided reading Classroom teachers August-May Common assessments, 9 wks reading books assessments, informal assessments, CRT

Extended time in Computer lab Classroom teachers August-May Successmaker reports computer lab on computer lab assistant successmaker

Read Naturally Read Naturally Classroom teacher, August-May DIBELS, common assessments, 9 wks Fluency Program materials, Individual CD Title I teacher, Title I tests, CRT, Individual R.N. progress players, folders tutors monitoring graphs

Small group targeted Leveled readers, Word Title I teacher August-May DIBELS, common assessments, 9 wks intervention Warm-Ups, various tests, CRT, individually administered supplemental reading diagnostic reading assessments materials

Goal 2- 80-100% of K-2 students will meet math standards as outlined on Moore Public Schools report card.

Briefly describe the reasoning for the identified goal. This goal has been identified due to the demand to meet state and federal regulations requiring students to master state standards.

9 Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math assessment will decrease by 10%) In 2009/2010, at least 80% of students in grades K-2 will have successfully mastered math standards as outlined on the report card.

Action Plan

Strategies and Resources Needed Person(s) Timeline Evidence of Progress Action Steps Responsible Follow curriculum Math materials Classroom teachers August-May Common assessments, unit tests, map guidelines informal assessments,

Small group Math materials and Classroom teachers August-May Common assessments, unit tests, instruction/centers manipulatives informal assessments,

In-school tutoring Supplemental math Classroom teacher, August-May common assessments, unit tests pull out program materials Title I tutors

Goal 3- 80% of students in grades 3-6 will score in the Satisfactory range on reading and math CRT. 20% of students in grades 3-6 will score in the Advanced range on reading and math CRT.

Briefly describe the reasoning for the identified goal. This goal has been identified due to the demand to meet state and federal regulations.

Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math assessment will decrease by 10%) In 2009/2010, the percentage of students passing the CRT in Reading will increase by 39% in 3rd grade, 13% in 4th grade, 28% in 5th grade, and 24 % in 6th grade. In 2009/2010, the percentage of students passing the CRT in Math will increase by 28% in 3rd grade, 26% in 4th grade, 29% in 5th grade, and 17% in 6th grade.

Action Plan

Strategies and Resources Needed Person(s) Timeline Evidence of Progress Action Steps Responsible 10 Use SLB strategies in SLB training materials Regular Ed. And Spec. August-May Common assessments, 9 wks classroom instruction Ed. teachers assessments, informal assessments, CRT, SLB assessments

Small group guided Leveled guided reading Classroom teachers August-May Common assessments, 9 wks reading books assessments, informal assessments, CRT

Read Naturally Read Naturally Classroom teacher, August-May DIBELS, common assessments, 9 wks Fluency Program materials, Individual CD Title I teacher, Title I tests, CRT, Individual R.N. progress players, folders tutors monitoring graphs, RFBA

Small group targeted Leveled readers, Word Title I teacher August-May DIBELS, common assessments, 9 wks intervention Warm-Ups, various tests, CRT, individually administered supplemental reading diagnostic reading assessments, RFBA materials

In-school tutoring Supplemental math Classroom teacher, August-May DIBELS, common assessments, 9 wks pull out program materials Title I tutors tests, CRT

Incorporate 12 Larry Bell’s program Classroom teacher, August-May DIBELS, common assessments, 9 wks powerful words and materials Special E. teacher, tests, CRT Unraavel strategies Title I teacher

Goal 4- The Use of current technology equipment and software will increase.

Briefly describe the reasoning for the identified goal. This goal has been identified as a need in the school in order for teachers to present engaging lessons and to give students access to current technology.

Describe the measurable outcomes for the goal (i.e., In 2009-2010, the percentage of students scoring 70 or below on the quarterly math assessment will decrease by 10%) In 2009/2010 available technology equipment and software will increase.

Action Plan

Strategies and Resources Needed Person(s) Timeline Evidence of Progress Action Steps Responsible Use current Smartboards, Classroom teachers August-May Increase in the number of teachers and technologic document cameras, students using available technology.

11 equipment response clickers, computers, scanners, printers, CD players, computer software Successmaker reports

Extended time in Computers, Classroom teacher, August-May computer lab on Successmaker software Computer Lab Successmaker assistant DIBELS, common assessments, 9 wks tests, CRT, Individual R.N. progress Read Naturally Read Naturally Classroom teacher, August-May monitoring graphs Fluency instruction materials, Individual CD Title I teacher, Title I program players, folders tutors Increase in the number of teachers and students using available technology

Additional time on Computer software Classroom teachers August-May the computer and/or Smartboards

Part VI – Schoolwide Reform Strategies Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time and address the learning needs of all students in the school.

Section A - Scientifically Based Research (SBR) List the SBR instructional strategies that will be implemented. Explain how they will be utilized in the classroom and how they will be evaluated for effectiveness. Apple Creek’s Reading Framework includes:

Whole Group Instruction – basal reading, novel studies, shared reading, read alouds, explicit and systematic phonemic awareness and phonics instruction

Small Group Guided Reading Instruction Using Leveled Texts – flexible grouping of students on the same instructional reading level, explicit decoding and comprehension strategies, fluency practice, direct and in-direct vocabulary instruction, literacy circles/book clubs, and independent literacy centers

Integrated Literacy Instruction – Science, Social Studies, and Writing are integrated into our literacy instruction.

Technology – Students in grades 1-3 utilize the SuccessMaker computer Reading and Math software three times a week; grades 4-6 utilize SuccessMaker software once or twice a week. Apple Creek was one of the district website winners for 2009 and was awarded a Technology package. We were able to add a 2nd computer lab which allowed more student time on computers. Destination Reading is also available for teachers. This comprehensive reading courseware supplies Tier 2 and Tier 3 intervention for our students below benchmark. The RFBA, (Reading Fluency Benchmark Assessment), which is a computer generated fluency assessment was given to students in 4th grade who were in greatest need according to 3rd grade ORF scores, Fall GATES scores and teacher input.

DIBELS – DIBELS benchmarks are given three times a year to grades K-3; regular progress monitoring is utilized for those students with Strategic or Intensive Instructional Recommendations. This on-going data is used to inform our student’s literacy

12 instruction.

A Teacher Resource Center located in the computer lab is available to Apple Creek teachers to help address the needs of our students, especially those struggling in reading. It currently houses leveled readers, audio books, instructional materials and professional development books for teachers to check out. A Professional Development section for teachers is also housed in our media center and contains books filled with teaching strategies and activities, as well as teaching DVDs.

Section B – Extended Day/Extended Year Explain the extended day/extended year program to be implemented. Include procedures for monitoring and evaluating the program. Students in grades 1-3 that are on a Reading Sufficiency Plan of Improvement are offered before school tutoring using our SuccessMaker Reading software combined with multisensory phonics instruction. After school tutoring was offered to students in grades 1-3 as well using SuccessMaker reading and math.

Currently, students in grades 4-6 that score below the 40th percentile on the Gates MacGinitie Test of Reading or are referred by their classroom teacher are identified as those students in need of intervention. This year, in- school tutoring was offered for those identified students, as well as, K-3 students unable to attend before/after school tutoring. Title I tutors were hired to teach small groups of students needing additional fluency/comprehension instruction. Math tutoring was added this year as part of our Title I framework.

Title I summer school will be offered to grades K-6.

Third Grade Summer Reading Academy will be offered to those third grade students that qualify, including ELL students which changed this year.

Kindercamp will be available again this year for students entering Kindergarten who attend a Title I school.

Other programs available to Apple Creek students in need include:

Counseling

Special Education

Indian Tutoring

Speech

Peer tutoring/Book Buddies

Federal Child Nutrition Program

ELL Tutoring

Section C – Core Academics

13 Explain how the school reform strategies will strengthen the core academics (reading and math programs) of the school. Apple Creek teachers are provided a variety of opportunities for continued training in effective teaching methodologies and literacy instruction at the site, district, and state levels that help to strengthen the core program. These trainings have included:

*Structured Language Basics training provided by the Payne Education Center

*Navigate Readiness training provided by the Payne Education Center

*On-site Dibels administration and data entry training

*Site-techs received support training on the application of our Reading and Math software, SuccessMaker.

*All Apple Creek teachers were given the opportunity to be trained in the Destination Reading Program.

*Teachers were offered training in Six-Trait Writing. This model is a way to assess and teach writing. It focuses on 6 qualities: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions.

*Teachers were given the opportunity to attend a Smartboard Academy offered by the district, which provided hands-on instruction for using Smartboards.

*Various trainings were offered at the district level on each of the 5 components of reading: Phonemic Awareness, Phonics, Comprehension, Vocabulary, and Fluency, as well as Guided Reading Maintenance Primary and Secondary. Trainings were also offered at the district level on various math instructional strategies.

*Teachers were trained in reading diagnostic material on our Accelerated Reader program, Goal setting and Zone of Proximal Development Monitoring.

*On site Read Naturally training was provided to all teachers.

Section D – Curriculum Alignment Explain how curriculum is aligned with PASS at the school. Each grade level in the district follows a curriculum map available through the District website that is aligned with the Oklahoma PASS skills. Textbook adoptions and programs used in the district are also aligned with PASS objectives or can be. Apple Creek teachers are required to include specific PASS objectives on their lesson plans, which are reviewed by the principal and vice principal.

Section E – Technology

14 Explain the usage of technology at the school to improve student engagement and achievement. How is it being monitored and evaluated for effectiveness? In an effort to better meet the reading and math needs of our students, we have incorporated several new instructional technology aides, such as Smart Boards, document cameras, individual student response devices, and educational software to help guide instruction. We feel that these additions will enhance classroom instruction and learning at all levels by engaging students for longer periods of time, providing learning experiences that utilize all brain pathways, allowing classroom teachers to share printed materials (even 3-D objects) with the entire class, and providing immediate feedback to teachers concerning the level of skill mastery of their students. Teacher/student feedback and evaluations are used to monitor the effectiveness of the technology used in our school.

Section F – Meeting the Needs of Students Explain how the schoolwide reform strategies will address the needs of all children in the school, particularly the needs of low achieving students and historically underserved populations. *Apple Creek’s Title I teacher will offer additional literacy instruction in the following ways:

Flexible Small Group or Individual Instruction – Title I services are available to all Apple Creek students, however priority will be given to those students K-3 identified as scoring below grade level on reading skills as indicated by the DIBELS assessment. Duration of instruction will be flexible and informed by on-going progress monitoring and teacher/tutor recommendations based on the student’s performance. On-going communication between classroom teachers and the Title I teacher is essential and we will continue making efforts towards this in the future.

*Apple Creek’s Literacy Coach will offer staff support by:

Providing scientifically based professional development opportunities that are tailored to the needs of the staff

Assisting in developing schoolwide plans and in strengthening the schoolwide inclusion model

Demonstrating effective strategies for implementing the five essential components of reading instruction.

Demonstrating an expertise in the full range of assessments required in Title I schools, including screening assessments, diagnostic assessments, progress monitoring assessments, and outcome assessments

Providing single-topic, mini-presentations on needed strategies

Serving as a resource for new materials and ideas

Consulting with teachers on a one-to-one basis or facilitating teams of teachers in identifying areas of need and in learning strategies, assessments, classroom organizational and management practices, and program requirements

15 Meeting with grade-level teams on an as-needed basis

*Apple Creek’s Title I Tutors will offer additional literacy and math instruction in the following ways:

Providing flexible, small group instruction for grades 1-6, based on the student’s individual needs.

Work with classroom teachers, Title I teacher and Literacy Coach on specific skills instruction and lesson planning.

Part VII – Instruction by Highly Qualified Teachers A highly qualified teacher (HQT) must hold a minimum of a bachelor’s degree; and obtained full Oklahoma certification or licensure; and has demonstrated competency in each of the academic subjects in which the teacher delivers content knowledge. A highly 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.

Section A – Highly Qualified Teachers (HQT) and Paraprofessionals Number of Certified Teachers Number of HQT Number of Non HQT 44 44 0 Number of Paraprofessionals Number of HQT Paraprofessionals Number of Non HQT Paraprofessionals 6 6 0

Section B – Teaching Experience Years of Experience Number of Certified Teachers 0-3 3-5 6-10 11-15 15-20 20+ 44 12 12 5 3 5 7

Section C – Education Degree Received National Bachelor’s Master’s Board Number of Certified Teachers Bachelor’s + 15 Master’s +15 Doctorate Certification 44 37 2 4 0 1 11

Section D – Action Plan

16 Briefly describe the action plan for ensuring all students are taught by Highly Qualified Teachers specifically addressing any current Non-Highly Qualified Teachers at the site. The federal definition of a “Highly Qualified” teacher is one who is fully certified and /or licensed by the state; holds at least a bachelor’s degree from a four-year institution; and demonstrates competence in each core academic subject area in which the teacher teaches. Currently, all Apple Creek teachers meet the above qualifications as established by the No Child Left Behind Act of 2001.

Section E – Documentation Include the copies of the following documentation in the Schoolwide Plan: r Letter of Notification to Parents of Students Taught by Highly Qualified Teachers

Part VIII – Professional Development High quality professional development focuses on improving student achievement by elevating teacher and principal quality through scientifically based researched strategies. All professional development must support the goals of the schoolwide program.

Section A – Development and Evaluation Describe how the yearly professional development plan is created and who is involved in the decision making process. Apple Creek’s professional development plan follows the guidelines set forth by the District. Each year teachers volunteer for a Site Improvement committee and professional development is one of those committees. The members of this committee meet throughout the year to determine the needs of our faculty and plan workshops/activities accordingly. One way this is accomplished is by providing a Professional Development survey for faculty and staff to complete.

17 Describe the procedures that are in place for follow-up on each professional development activity. Evaluation forms are provided for each Professional Development activity offered through Moore Public Schools. These forms are sent to the District Professional Development office for evaluation. For trainings that are not offered through the district, teachers are encouraged to present information they learned to the staff.

Do staff members have individual professional development plans? Explain how the plans are created and how the staff is supported by the school in reaching these goals. The staff development department of Moore Public Schools offers a wide variety of appropriate and challenging staff development. Teachers are being trained in English Limited Language (ELL) which requires teachers of ELL students to accumulate 7 hours the first year and 2 hours each year thereafter of staff development in teaching techniques and approaches to use with limited language learners.

Other professional development requirements include Child Abuse and Neglect Awareness and Prevention Training, Racial and Ethnic Understanding, and Special Education workshops. These requirements are district wide.

Our district also offers opportunities for continuing teacher development in Great Expectations, Ruby Payne: A Framework for Poverty, Ag in the Classroom, Dibels administration, data entry and analysis, The Payne Education Center, The Bureau of Educational Research, and technology integration. Follow-up Destination Reading trainings are also available.

Our district has also offered Professional Learning Communities Summer Institute. Many of our teachers have attended. This approach to teaching and learning will continue to impact the practices of our staff, offering detailed information on how we assess the learning and adjust the teaching of our students.

Teachers at Apple Creek Elementary are regularly involved in grade-level planning sessions which offer the opportunity to discuss and integrate new techniques in the classroom. Vertical reading and math teams also meet to scaffold instruction and set smart goals. Both grade-level and vertical team meetings provide opportunities for individual teachers to share valuable information that they have received from various trainings, workshops and/or conferences.

18 Describe how professional development supports the Schoolwide Plan and Schoolwide Focus Goals identified in Part V. Professional Development that is of high quality and on-going throughout the school year will be a focus of our schoolwide improvement plan. The faculty and staff of Apple Creek Elementary will take part in the staff development programs and training sessions offered by Moore Public Schools. Individual teachers will choose their staff development according to their classroom needs. Teachers are also encouraged to attend trainings not offered through the district. Money and professional development days are set aside to allow faculty and staff to take advantage of these opportunities.

Section B – Documentation Include the following documentation in the Schoolwide Plan: r Professional Development Plans for the current year and the implementation year r Sample copies of Agendas and Attendance Records for Professional Development r Sample Evaluation Tool for Monitoring the Implementation of Professional Development Activities r Sample Individual Professional Development Plan Created by Staff Part VIII Addendum – Professional Development Plan Complete one (1) professional development plan for the current year (planning year) and the following year (Implementation Year). For the Implementation year, please estimate dates and location and do not include number of participants.

Year of Plan: 2009/2010 Number of Description Professional Development Activity Date(s) Participants (i.e., content, duration of time) Elementary Librarians Back to School 08/05/2009 N/A 9:00-11:00- elementary media specialists Program Workshop meet to discuss back to school info.

Elementary Site Tech Meeting 08/06/2009 N/A 9:00-11:00-Site Tech info

New Teacher Orientation 08/10/2009 9 8:30-9:30-Information for new teachers.

Site Based Teacher Meeting 08/10/2009 42 9:30-11:00-test scores, goals, procedures, schedules, etc, was discussed

All Staff SuccessMaker Training 08/10/2009 30 12:30-3:30-New program info for Success Maker

Child Abuse 08/12/2009 34 10:30-11:30-Info/procedures on Child Abuse signs and reporting

19 Parent Outreach 08/12/2009 25 9:30-10:30-Parent communication

FERPA 08/12/2009 All Faculty 2:00-3:00-Update on FERPA law.

IC Training 08/31/2009 3 3:15-4:15- Infinite campus training

IC Training 09/01/2009 6 3:15-4:15- Infinite campus training

IC Training 09/01/2009 N/A 3:15-4:15- Infinite campus training

Getting Acquainted with your ELL 09/02/2009 32 3:15-4:15-Characteristics and techniques for students working with ELL students and parents

Read Naturally Training/Refresher 09/30/2009 12 3:15-5:15-training on read naturally fluency program

Autism Training 10308 11/17/2009 22 3:15-4:15-Signs, symptoms and types of Autism. Classroom techniques were discussed Destination Reading-YANTA 12/01/2009 8 3:15-4:15- Info on Destination Reading computer program

SMARTboard-YANTA 12/03/2009 10 3:15-4:15-SMARTboard lessons

Using Media in the Classroom 12/14/2009 15 3:15-4:15-Info on using media effectively Effectively-PLC Yanta and correctly in the classroom

Classroom Management/Student 01/15/2010 13 8:00-3:00-Participants getting recertified in Discipline-CAPE recertification CAPE training

CAPE Training 01/19/2010 6 3:15-7:45

CAPE Training 01/20/2010 6 3:15-7:45

Special Education 01/26/2010 14 3:15-4:15

Differentiated Instruction-Yanta 02/23/2010 11 3:15-4:15- Classroom techniques for differentiating instruction

20 Make-n-Take Reading Activities 03/02/2010 N/A 3:15-5:15-Make-n-Take reading activities from fcrr.org

Practical Ideas and Tools for ELL 03/04/2010 N/A 3:15-4:15

PCAC-Apple Creek 03/30/2010 9 8:00-9:00-Part 1 of monthly parent community advisory council meeting

Child Abuse 04/07/2010 N/A 3:15-4:15

PCAC-Apple Creek 04/09/2009 10 8:00-9:00-Part 2 of parent community advisory council meeting

Year of Plan: 2010/2011 Number of Description Professional Development Activity Date(s) Participants (i.e., content, duration of time) EDIT Conference Sept. 14, 2010 6 Classroom Management, Effective Instruction, and Student Motivation.

Edit Conference Sept. 22, 2010 5 Developing Number Sense for grades K-5.

Fifty Nifty Ideas for teaching Fall 2010 Book Study giving ideas on teaching Phonemic Awareness phonemic awareness skills.

Creative Mathematics Sept. 2010 Math instructional strategies presented by Kim Sutton.

Motivational Strategies Fall 2010 Motivational strategies presented by Allan Johnson

SmartBoard training 2010/2011 Training on using SmartBoard software and activities to use.

Reading and math Make-n-takes 2010/2011 Teachers will be able to make activities to use in the classroom for reading and math.

Technology use and implementation Fall 2010 Instructional ideas to use with purchased training technology.

21 Part IX – High Quality Teachers to High Need Schools The Schoolwide Plan must describe the strategies it will use to attract and retain highly qualified teachers.

Section A – Teacher Turnover Rate Year Number of Returning Teachers Number of New Teachers Percentage of Turnover 2009-2010 44 4 .05% 2008-2009 44 3 .07% 2007-2008 35 1 .03%

Section B – Recruitment Describe the recruitment plan to attract highly qualified teachers including specific details about partnerships with institutions of higher education and neighboring school districts. Moore Public Schools is well known throughout the state as a highly reputable and competent school district. Due to this superb reputation, Moore Public Schools has become a desirable place to work. Our teacher salaries are all above state minimum and as of this year are one of the highest in the metro area. The family atmosphere created by the Apple Creek staff attracts many applicants from not only outside of our district but inside as well.

Our principal has attended job fairs at various sites around the state in an attempt to identify and hire quality staff. Apple Creek opens its doors to university students for practicum and field experience. Many of these student teachers return seeking employment. When possible, Apple Creek grade level team members are given an opportunity to screen incoming applicants and give their input to our administrator.

Section C – Retention Describe the teacher support system of the school including specific details about mentoring, collaborative teams, inclusion in decision making and encouragement to continue higher education or pursue National Board Certification. Whether new to the profession or new to our district, every new teacher in Moore Public Schools becomes an integral part of our team. The New Teacher Support Network is designed to help new teachers develop effective instructional practices, to meet the challenges of diverse student learning needs, and to reach their own potential as education professionals.

Within a learning community of administrators, mentors, and colleagues, new teachers can find the resources needed to make their first year in Moore Public Schools productive and successful. For teachers completing Oklahoma’s Resident Teacher Program, the New Teacher Support Network can be a supplement to the resident teacher committee structure already in place. For those who hold an Oklahoma teaching certificate, the New Teacher Support Network can provide assistance regarding curriculum, instruction, assessment, and classroom management.

22 Part X – Parental Involvement

Section A – Design, Implementation and Evaluation of the Schoolwide Program Explain how parents were involved in the planning year and the needs assessment process and how parents will be involved in the implementation of the Schoolwide Plan. Apple Creek teachers and staff are committed to the involvement of parents in their children’s education. The Apple Creek school community includes students, teachers, staff, parents, and local community. Many of these activities are traditions at Apple Creek. We are always looking for new ways to enhance and add to our parent involvement programs.

Title I funds are set aside each year for parent involvement materials and activities. These activities, involving Apple Creek parents and children, focus on building reading skills and an appreciation of literature. Moore Public Schools implemented the Parent Community Advisory Council (PCAC), in which each Title I school formed a committee made up of teachers, administrators, parents, and community members. This committee was created to strengthen the parent involvement component of the Title I site plan. The committee met monthly to discuss and plan for upcoming parent involvement activities, as well as, the effectiveness of the Title I program.

Section B – Communication Describe how information will be communicated between school and parents and families including information about parent meetings, specifically the required Annual Parent Informational Meeting. Communication between school and parents and families concerning parent meetings and activities is achieved in a variety of ways including notes/letters home, email to those families that have computer access, our school website in the form of “post-it notes”, individual teacher websites, calls home through our automated messenger service, and advertisements displayed at school. Our Annual Parent Informational Meeting is specifically designed to inform parents about Title I and what a “Title I School” means to them. This meeting is held during our annual “Back to School Night” where we have an information table set up with flyers describing Title I and copies of our Parent/Student/Teacher compacts, Site Parent Involvement Policy, and Parents Right to Know policy.

Section C – Parent Involvement Activities

23 List and describe current parental involvement activities and how data about activities is collected and evaluated. Title I Activities-  Title I kicks off the school year with an annual parent meeting, in conjunction with “Back to School Night.” This is an open meeting available to all parents whose child attends Apple Creek. Parents are given information explaining the Title I program.

 This year Title I hosted a parent involvement activity titled, “Taking an AR Test and Reading a Recipe” in conjunction with the PTA Fall Festival held in October. The Title I teacher explained the Accelerated Reader program to the parents and how the teachers implement the program. Parents were then asked to choose and read an AR book and take the test on the computer. The students explained to the parents the process they go through when taking tests. As a “reward” for taking the test parents and students were then asked to read and make a recipe. Reading and following directions was emphasized along with sequence. The Literacy Coach gave parents “Family Reading Tips” handouts and comprehension strategies parents can do with their children at home.

 During the month of February Title I hosted “Parenting with Love and Logic”. We were able to bring in a wonderful presenter who was trained as a Love and Logic facilitator. This was a 4 part series during which parents were provided dinner and childcare for their children. Parents were given parenting techniques and the importance of parental involvement in schools was emphasized.

 In May Apple Creek will partner with 3 other Title I schools from the district and have a combined parent involvement activity titled, “Parents as Partners”. Allan Johnson will be the presenter and the focus will be helping students retain what they have learned over the summer. Also the importance of parent involvement in their child’s education.

 Also in May Title I will work with teachers to identify students who will be eligible to participate in a Summer Take- Home Backpack program. The lowest performing students in Grades 1-5 will be selected to take home backpacks filled with activities to be completed over the summer. These activities were selected based on the 5 components of reading.

Apple Creek Activities-

1. Apple Creek PTA hosts a Fall Festival every year providing parents, students, and community members with a night full of fun, games, and food. 2. Art Night is an annual event to encourage creative expression for our students. Parents are invited to come and view student art, bid on it, and see student works and performances. This community event includes food, crafts, and gives students’ opportunities to share what they do at school. 3. A grandparent recognition event is held annually to invite grandparents to our school. Students learn to be hosts as they greet and honor grandparents for classroom visitations, tours of the school, and cookies and punch. 4. Special showcase events are held each year. These include our Veteran’s Program, music programs, drama and dance performances, cup stacking contests, and Oklahoma history celebration exhibits. These thematic events are opportunities to showcase special units of study within our school. We invite parents to see what students have learned, hear student presentations, or view performances. Parents are often involved with the management of these events as well as the joy of observing students at work. 5. Our Science Fair is an annual event where Apple Creek students begin local competition with science experiments and report their findings. Apple Creek students compete at the school level, and winners move on to district level competition. Parents are involved in this event process from the beginning. Information is sent home with students, posted on our school web-site, and classroom experiments are conducted to instruct students about the process. This exciting, annual event culminates, with a showcase of experiment results, in our school cafeteria. One day/evening is devoted to showing the students’ work, judging, and awards. Parents are invited to see all the scientific processes at work in our school.

24 Section D – Services List and describe services that will be provided to parents as part of the Schoolwide Plan. School-To-Home Involvement:

1. In addition to our Open House night, some individual grade levels host parent communication meetings at the beginning of the school year. These evening sessions are designed to inform parents of classroom procedures, teacher expectations, instructional and assessment techniques, and programs that will be utilized with their children. 2. Websites are now available for all Moore Public School teachers. These teacher sites have features which will enhance communication with parents. Campus Portal is a means to further promote educational excellence by enhancing our program of communication with parents and students. Parents of current students are eligible to activate a Parent Portal account where they have access to instant, online, timely and secure student information: class schedule, assignments, attendance, discipline, course registrations for next year, report cards and transcripts. Parents without home Internet access are encouraged to utilize this resource using a school library computer. 3. Apple Creek is fortunate to have an organized, active Parent Teacher Association. Our Apple Creek PTA sponsors a free popcorn day once a month, assists with classroom parties, hosts family events during the spring and fall book fairs, sponsors the Yearbook Staff in producing an annual yearbook, sponsors the annual PTA Reflections Art program, hosts Free Movie Night and free BINGO Nights to encourage family participation, hosts Spirit Week at the beginning of the school year and Teacher Appreciation Week in May, provides monthly Skate Nights at a local skating rink, holds fundraisers to purchase the latest technology for the school, and always demonstrates support and appreciation to our Apple Creek teachers.

Section E – Documentation At a minimum, Schoolwide Plans MUST include the following documents: r Copy of the Site Parent Involvement Policy r Copy of the Site Parent/School Compact r Copy of Notification to Parents of the Annual Parent Informational Meeting r Agenda and Attendance List for the Annual Parent Informational Meeting r Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activities r Examples of School/Parent Communication r Copy of Notification to Parents Regarding Student Achievement Reports and Test Scores r Copy of Notification of Title I Programs and Opportunities

Part XI – Transition Strategies

25 Activities are encouraged at the critical transition grades to support the students and parents with curriculum, instruction and procedural changes.

Section A – Identifying Transition Points Transition Grade(s) Affected Transition Strategies/Activities Timeline Entering School Pre-K/Kindergarten Teachers contact parents and students Prior to beginning of school. New grade level K-6 Parent informational meeting 1st few weeks of school New Grade level Pre-K-6 Back to School Night Prior to beginning of school. Sixth Grade Leadership Night 6 Principal and 6th grade teachers meet with Prior to students entering 6th grade for fun activities beginning of to get acquainted with teachers. school. Counselor Pre-K-6 Helps students deal with transitions to make On-going it a pleasant experience. throughout year Ambassador Program Prek-6 Sixth grade students serve as guides to new On-going students to show them around school throughout year New Grade Level K Kindergarten students get to experience May eating lunch in the cafeteria to get ready for 1st grade. Cougar Caravan Pre-K-6 Allows all children to visit and experience the May grade they will be attending in the fall.

Section B – Overview Describe the activities that support the transition strategies. Explain how all stakeholders (counselors, school staff, parents, students) are involved in the activities. Whether students are transitioning from one grade level to another or to a new school, they may encounter feelings that can be overwhelming, as well as prohibit learning. It is our goal at Apple Creek Elementary to assist our students in being more comfortable with these changes and to allow them to focus on the learning process. The various programs that help us to accomplish this include the following:

*Pre-K students and parents are contacted by their teachers during the summer prior to the start of school. They are invited to “Back to School Night,” parent meetings, and are also sent information concerning their class and school experience.

*Various grade levels have parent meetings during the first few weeks of school to acclimate both parents and students to their new grade level.

*Our principal and the Sixth grade teachers provide a Sixth Grade Leadership Night. This can involve such activities as bowling, playing games, purchasing shirts, signing up for programs such as junior patrol, ambassador programs, etc. This allows the students to meet the teachers in a fun filled atmosphere before getting down to the hustle and bustle of daily schoolwork.

*“Back to School” Night takes place on an evening prior to school starting, and allows the students and families to become acquainted with their teachers. It allows new students to become oriented to their classroom and school and provides the opportunity for the parents and teachers to personally meet and begin promoting a home/school connection before school even starts.

*Our counselor at Apple Creek is instrumental in making student transitions as smooth as possible. She is available for counseling services for all students at Apple Creek on an as needed basis.

*The “Ambassador” program at Apple Creek utilizes our Sixth Grade students as guides to new students coming into the school. 26 Ambassadors show new students around the building and introduce them to staff, students, and Apple Creek procedures.

*Kindergartners get to eat lunch in the cafeteria in May. This allows them the experience of eating at school.

*Also in May, the “Cougar Caravan” allows all children to visit and experience the grade they will be attending in the fall.

Section C – Documentation Include the following documentation in the Schoolwide Plan: r Copies of letters, flyers, and/or mailings notifying parents of transition activities r Attendance records of parent meetings regarding transitions r Evidence of vertical teaming among faculty (i.e.-agendas, minutes, curriculum maps) Part XII – Data-Driven Decisions The Schoolwide Plan should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.

Section A – Assessments Assessment Timeline Purpose Oklahoma Criterion Referenced Spring To identify deficient pass skills and modify instruction to Tests meet student needs. Star Early Literacy Test (K- Once every 9 Measures skills essential to reading success 2)/Struggling Readers (3-6) weeks Star Reading Assessment (1-6) Once every 9 Identify a student’s reading range (ZPD) for the Accelerated weeks Reading program. Nine-week assessments Once every 9 Inform the teacher of what skills have been mastered and what weeks skills need to be reviewed.

DIBELS Benchmarks/Progress B-3 times a year Teachers rely on this on-going data to inform their instruction. Monitoring PM-once a month Teachers analyze the performance of those students not 27 meeting benchmark, and teach specific skill deficits through small group Tier 2 interventions.

Gates-McGinitie Reading Tests(4-6) Fall/Spring Used as a pre/post test Oklahoma Writing Test (5th) April Track students’ writing progress.

CogAT (2nd&6th) Placement in SEARCH for 2nd graders and honors placement in junior high classes.

Informal classroom assessments Ongoing Improve instruction.

Section B – Overview Briefly describe the key assessments used by the school site, the procedure for sharing the data, and how teachers are using this data to make decisions for improving student learning (i.e., OCCT data, benchmark data). Apple Creek teachers use a variety of formal and informal assessments to inform their instruction.

Oklahoma Criterion Referenced Tests are given in April to grades 3-6. Each fall teachers may access previous spring grade-level results. Teachers may use this information to identify deficient pass skills enabling them to focus their instruction accordingly.

The Star Early Literacy Test is used in grades K-2 to measure skills essential to reading success. This test may also be used for struggling readers in grades 3-6.

The Star Reading Assessment is used in grades 1-6 to identify a student’s reading range (ZPD) for the Accelerated Reading program.

The district provides nine-week content based assessments for grades 4-6 in languages, reading, math, science, and social studies, as well as, math and reading for 3rd and 4th grade. The results from these tests inform the teacher of what skills have been mastered and what skills need to be reviewed.

Dibels benchmarks are given three times a year to grades K-3. On-going progress monitoring, using the Dibels, is utilized for those students with an Instructional Recommendation of Strategic or Intensive. Teachers rely on this on-going data to inform their instruction. Teachers analyze the performance of those students not meeting benchmark, and teach specific skill deficits through small group Tier 2 interventions.

The Gates-McGinitie Reading Tests are given each fall in grades 4-6 as a pre-test and each spring as a post-test. In the fall, this test informs the classroom teacher of his/her students’ comprehension and vocabulary skills. Comparison of the pre and post tests allows the teacher to see the gains each student has made. Dibels benchmarks are also given to the lowest 10 students in grades 4-6 with on-going progress monitoring.

Teachers have access to various reports from our SuccessMaker Reading and Math program. These reports inform our teachers and parents of both skill deficits and gains.

The Oklahoma Writing Test is given in Fifth Grade to track students’ writing progress.

The Cognitive Abilities Test (CogAT) is given to Apple Creek Second Graders for placement in SEARCH and to Sixth Graders for honors placement in junior high classes.

Apple Creek teachers not only use the formal assessments given by the State and District, but also use multiple assessments within the classroom. These include checklists, rubrics, weekly spelling tests, textbook unit tests, sight word lists, and report card assessments.

Data obtained from these assessments is shared in a variety of ways. Each Fall, Apple Creek faculty members meet to review CRT data from the previous year. Vertical teams meet to reflect on past teaching strategies and discuss the implementation of alternative strategies, resources, and programs to enhance future performance on weak objectives. Apple Creek’s counselor provided teachers with individual student performance on CRT’s to help guide instruction, specifically for those students scoring below Satisfactory, during team meetings in the fall. We believe that positive two-way communication between school, home and surrounding community creates partnerships that benefit our students. We strive to communicate student performance data in various ways. Parents are given information about grade specific assessments at grade level meetings held at the

28 beginning of each school year. Parent conferences are held two times each year and progress reports are sent home every 5 weeks. Parents are encouraged to track their child’s performance on-line by accessing our Parent Portal. Apple Creek’s CRT scores are available on-line at both the district and state level. State report cards are sent home with our students outlining our Academic Performance Index and percentages of students scoring Satisfactory and above in each subject area. Copies of state scores are also made available to the public on-site.

Section C – Evaluation Explain how assessments and data-driven decisions are evaluated for effectiveness. Assessments and data-driven decisions are evaluated for effectiveness through our comprehensive needs assessment. Grade level and vertical team meetings are used to discuss student performance and strategies used to drive instruction. Evaluation is an on-going flexible process and we believe that the primary purpose of assessment is to improve teaching and learning. We recognize that multiple sources of assessment data are more likely to provide a clearer picture of our students’ strengths and weaknesses and in turn help to evaluate the success of our instructional decisions.

Part XIII – Effective and Timely Additional Assistance Schoolwide schools must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs.

Section A – Overview Describe the additional assistance programs (intervention programs, extended day/year, math/reading blocks, tutoring) offered at the school. Apple Creek has worked hard towards the implementation of the Three-Tier Reading Model providing the following alternative layers of instruction for our students.

*Tier 1 – A 90 minute literacy block of uninterrupted reading instruction in which all students receive. This goal was implemented in 2008-2009.

*Tier 2 – Tier 2 consists of 30 minutes of daily small group reading instruction for those students that did not score benchmark (this instruction is in addition to the core reading instruction) This is implemented during the student’s computer time. Title I funds were used to hire an assistant to monitor students in the computer lab in order to free up the teachers for this intervention time. This goal was also implemented in 2008-2009.

*Tier 3 – For those students not progressing in Tier 2, it is recommended that they receive an additional 60 minutes of reading instruction. This goal has yet to be attained, but we will continue to strive towards the attainment of this goal.

Students in grades 1-3 that are on a Reading Sufficiency Plan of Improvement are offered tutoring before school using our SuccessMaker Reading software along with Multisensory literacy instruction to small groups of students.

29 Currently, students in grades 4-6 that score below the 40th percentile on the Gates MacGinitie Test of Reading or are referred by their classroom teacher are identified as those students in need of intervention. These students, along with 1st- 3rd graders unable to attend tutoring before school are offered after school tutoring using SuccessMaker Reading and Math software.

Title I summer school will be offered to grades K-6.

Third Grade Summer Reading Academy will be offered to those third grade students that qualify, including ELL students which changed this year.

Other programs available to Apple Creek students in need include:

Counseling, Special Education, Indian Tutoring, Speech, Peer tutoring/Book Buddies, Federal Child Nutrition Program, OT/PT and ELL Tutoring

Section B – Procedure Explain the procedures in place to ensure students requiring additional assistance will be provided with effective, timely assistance. Early Identification:

Apple Creek students in grades K-3 are assessed three times a year using the Dibels. Those students not meeting Dibels benchmark status are identified as needing additional intervention. These students have an Instructional Recommendation of Strategic or Intensive. Students in grades 4-6

Progress Monitoring:

Students in need of intervention are placed on a Reading Sufficiency Plan of Instruction and monitored using Dibels progress monitoring probes on a monthly basis. Teachers use on-going progress monitoring data to analyze scores and student responses for identification of deficient skills, to place students into small intervention groups, and as an indicator of whether or not the intervention is working. The Title I Literacy Coach is a teacher resource in the implementation of this Prevention Model.

Section C – Evaluation Explain how intervention programs/services are evaluated for effectiveness. Data gained from benchmark assessments and progress monitoring assessments are used to evaluate effectiveness of our intervention programs. This information can be obtained through the district website, as well as, the DIBELS website.

Part XIV – Coordination of Programs Schoolwide schools are expected to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement.

30 Section A – Overview Briefly describe how local, state and federal programs will be coordinated to support high-quality learning opportunities for all students in your school and how these programs are aligned to the Schoolwide goals. COORDINATION AND INTEGRATION OF ALL ASSISTIVE PROGRAMS

Individual teachers make use of local service programs to complement and enrich their curriculum and help students grasp content standards. A visit from the fire department teaches safety and fire prevention, visiting dentists provided by the health department educate our children, many of whom have never been to a dentist, about nutrition and good dental care. A local attorney visited students in 5th grade to educate them on the Constitution.

Other areas of the science curriculum were addressed by Oklahoma Gas and Electric – electrical conduction demonstration and safety, Cleveland County Conservation – conservation issues, Oklahoma City Zoo – animal life, endangered species. Students in First through Third Grade were involved in the McReady program in which Rick Mitchell, a local meteorologist with KOCO channel 5, Ronald McDonald and OG&E lineman discuss severe weather and weather safety. Also this year the NED Show visited Apple Creek students. The NED Show promotes academic achievement and character development. NED stands for Never Give Up, Encourage Others, and Do Your Best.

The Moore Library comes once or twice a year to talk with parents and students about programs it offers and offer parents the opportunity to get a library card.

Finally, individual students and families in need of health care or other social services may be referred to the agencies that address their needs.

Section B – Coordination of Effort Coordination of Effort Funding Source Program/Service Impacted (modifications made to align with schoolwide goals) State & Local Government Community Education All local, state and federal programs were chosen based on the educational needs of our school. Private & Local Businesses Health Educations and Awareness Non-Profit organizations Safety Education Citizenship Conservation Awareness Family Literacy

Part XV – Required Documentation

31 The following documents must be included in the complete Schoolwide Plan: r Copy of Local Board of Education Meeting Minutes Reflecting Schoolwide Plan Approval r Copy of Meeting Agenda and/or Attendance Records for Parent Informational Meeting r Copy of Meeting Agenda and/or Attendance Records for Faculty Informational Meeting r Disaggregated Test Data for Math and Reading/Language Arts r Student/Parent/Teacher Surveys (if applicable) r Additional Student Achievement Data Used in Needs Assessment r Part IV Addendum – Data Profile r Part V Addendum - Schoolwide Focus Goal Action Plan(s) r Letter of Notification to Parents of Students Taught by Non Highly Qualified Teachers r Part VIII Addendum - Professional Development Plans for the Current and Implementation Year r Sample Copies of Professional Development Agendas and/or Attendance Records r Sample Evaluation Tool for Monitoring the Implementation of Professional Development Activities r Sample Individual Professional Development Plan Created by Staff r Copy of Parent Involvement Policy r Copy of Site Parent/School Compact r Parent Survey or Other Evaluation Tool Regarding Parent Involvement Activities r Examples of School/Parent Communication r Copy of Notification to Parents Regarding Student Achievement Reports and Test Scores r Copies of Notification to Parents of Annual Parent Informational Meeting r Copies of Notification of Title I Programs and Opportunities r Copies of Letters, Flyers, Mailings, etc. Notifying Parents of Transition Activities r Attendance Records of Parent Meetings About Transition Activities r Evidence of Vertical Teaming Among Faculty (i.e., Agendas, Minutes, Curriculum Maps)