Part I Contact Information s1

Norman Public Schools TITLE I SCHOOLWIDE PLAN Longfellow Middle School 2016-17

Part I – Contact Information County Code District Code Cleveland 14 Norman Public Schools I029 Mailing Address 215 N Ponca Avenue City State Zip Norman Oklahoma 73071 Name of Contact Person Position Carie Spannagle Principal Email Phone Fax [email protected] (405)366-5948 (405)366-5952

Part II - Assurances The Schoolwide Plan meets all criteria as referenced in the ESEA Guidance. Parents and the community were informed of services provided by the Title I Schoolwide Program. Meeting date: 8/15/16  Include a Copy of Meeting Agenda and/or Attendance Records.

Faculty and staff were informed and are committed to the Title I Schoolwide Program. Meeting date: 8/15/16  Include a Copy of Meeting Agenda and/or Attendance Records.

Signature of Principal Date

Part III – Schoolwide Components Component I - Needs Assessment Step 1: Establish a Schoolwide Planning Team. The planning team should represent all stakeholder groups who serve Title I students. The team must include at least one school administrator, school staff member and parent but may include other community members. Name Title Stakeholder Group Carie Spannagle Principal Administrator Kitrena Hime Asst. Principal Administrator John Braly Asst. Principal Administrator Summer Grace Counselor Counselor Beth Whittle Counselor Counselor Laura Breshears Counselor Counselor Traci Argo Gifted Resource Teacher Gail Richardson Math Resource Teacher Jacque Evans Registrar Support Staff/Parent Michelle Sutherlin Parent Parent Carrie Linares PTA President Parent

Step 2: Clarify the Vision for Reform Prior to collecting and analyzing data, the planning team in conjunction with the school staff should meet and discuss the vision for reform. This collective vision defines what the school will look like in terms of student success. The goals and programs identified in the schoolwide plan should align with this vision. Provide a description of the school’s vision. The vision of Longfellow Middle School is one of all students learning at high levels.

Step 3: Create the School Profile 1. District Profile - Provide a short description of the school district. Norman Public Schools are located in Norman, Oklahoma, 17 miles south of Oklahoma City. Norman has the tenth largest student population in the state with 12,622 students. Much of the school district’s success is attributed to the community’s support and interest in the schools. Parents play an active role in setting site goals by serving on planning committees in each of the schools. The Citizens Advisory Council, made up of parent representatives from each of the schools and community representatives, advises the Board of Education on specific items of concern. Businesses in the community participate actively in the Partners in Education Program. 2. School Profile - Provide a short description of the school (i.e. history, location motto, culture). Longfellow Middle School, located in east Norman, is one of four middle schools within the Norman Public School district. We serve students sixth through eighth grades. Our mission is to provide small, safe communities for learning that foster intellectual development, personal growth, and mutually respectful relationships, preparing students to realize their potential as productive citizens of the world. This mission is guided by the belief that the middle school should be an educational response to the needs and characteristics of youngsters during the transition from childhood to full adolescence and, as such, deals with the full range of intellectual and developmental needs. We believe it is our job as educators to ensure students are successful, thus our motto, “All students will learn at high levels”.

Step 4: Data Profile Attach the data that your school uses to make decisions to the end of this document (i.e. attendance, assessment, intervention programs) then complete #1 and #2 below. The data provided is the same data used in your site goal planning processes.

1. School Climate (Staff/Parent/Student)- Briefly summarize the results of your most recent school climate survey; be sure to illuminate strengths and weaknesses. Climate data was collected from both parents and students by the district for the first time and shared with site level administrators. By in large, parents voiced that they were pleased with the work that was being done at Longfellow. Although still averaging positive, the lowest reported scores came from not having adequate communication of district initiatives and a concern of adequate supervision at school. In response, additional information was given dedicated space on our weekly parent email and team leaders readdressed our lunch duty schedules to provide for additional coverage during lunch periods. Longfellow’s strength far and away was the response to feeling welcomed at the school followed by being informed about school progress and events.

2. Assessment Data-Briefly summarize the disaggregated results of reading and math assessments. Identify the assessments used (i.e.OCCTs, DRA, etc.) According to our EXPLORE results, Longfellow students ranked above the national average in English and Science. All grade levels have shown overall improvement on the 2015 math and reading OCCT.

Our specific populations in need of intervention in both reading and math are our students of African American race, economically disadvantaged, ELL, and our students on an IEP.

Step 5: Analyze the Data. Summarize the results of the school data profile; specifically identify the strengths, weaknesses and critical needs areas. Strengths of our program include the intensive intervention for all at risk students provided by highly qualified math and reading teachers on a daily basis during the school day. Our critical area of need is to continue perfecting intervention for at risk students while improving on our structure for gifted students to enhance secondary and post secondary readiness.

Among the challenges presented for 2016-17 will be maintaining just in time intervention with a schedule that absorbs two fewer full time staff positions.

Component II – Reform Strategies Teachers collaboratively analyze test scores to identify gaps in instruction and curriculum, use the results to modify units of study and re-teach as appropriate. School leadership has provided and supplemented a wide range of resources both inside and outside the classroom setting (e.g. classroom/laboratory supplies, public libraries, local historic sites), evaluates resources and monitors and ensures the availability of resources in the media center. School leadership and staff validate the analysis of data against educational research and compare student performance levels to those in similar and high-performing schools to assimilate a culture of high-performance expectations into classroom practice. 1. Provide a list of collaborative staff meetings. Date of Meeting Number Attended Topic Weekly 24 Student Intervention Data, Behavior data Weekly 24 Core Curriculum Development including remediation and extension exercises Weekly 24 Student Intervention

2. Provide a list of examples regarding available resources within the school. Math Resource Teacher Gifted Resource Coordinator Reading Specialist

3. Briefly describe the process used to analyze and evaluate school data and student performance levels. Teams of grade level teachers working with administrators and counselors met weekly to review data collected on students. Behavior information, attendance data, academic indicators, and other considerations were used to identify students for different levels of intervention.

Component III - Instruction by Highly Qualified and Effective Teachers All teachers and paraprofessionals providing services in a Title I schoolwide Program must be highly qualified. 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.

1. Highly Qualified Teachers (HQT) and Paraprofessionals Number of Title I Teachers Number of HQT Number of Non HQT 49 49 0 Number of Title I Paraprofessionals Number of HQT Number of Non HQT 13 13 0

2. Highly Effective – Briefly describe the steps used by school leadership to ensure that effective instruction is provided in classrooms throughout the school. Multiple full cycles of observation/evaluation using the Marzano Framework were conducted on all teachers. Administrators analyzed benchmark and other assessment data to ensure all students learn at high levels through effective instruction in the classroom.

Component IV – Professional Development Staff participates in high quality, job-imbedded and ongoing professional development. Staff regularly receives adequate time to reflect, discuss and process new learning during professional development. Professional development is job-imbedded and emphasizes on sustained and continuous growth.

1. Overview - List the professional development opportunities the school provides to Title I personnel. Number of Description Professional Development Activity Date(s) Participants (i.e., content, duration of time) Site Based PD 8/15/16, 50 Review of policies 8/17/16

Revisiting site visioning from 9/6/16 50 Full day previous year

2. Monitoring and Evaluation - Explain how the professional development provided supports the schoolwide program. Describe the on-going and job embedded support and follow up for these professional development activities. Each professional development provided instructional strategies as well as dissection of data to support Longfellow’s vision that all students learn at high levels. Our teachers were fortunate to meet on a daily basis as core teams to continue conversations about student performance, intervention, and enhancement. Special Education and exploratory teachers met every week on Monday while core teachers had advisory classes in order to engage in vital conversations and professional development. Multiple full observation cycles by administration as well as peer observations provided valuable feedback to teachers on highly effective teaching strategies via Marzano’s TLE framework.

Component V – Recruitment and Retention of Highly Qualified and Effective Teachers School leadership uses effective strategies to attract highly qualified and highly effective teachers. Teachers and school leadership are knowledgeable of and are fully implementing the Marzano, TLE framework. 1. Briefly describe the strategies that school leadership pursues to attract and retain highly effective teachers in the school. The administration team meets periodically to discuss latest research on educational best practices. These discussions lead to the implementation of innovative programs, such as intervention and extension courses based on ACT and college readiness. These programs have led to high levels of achievement by Longfellow Middle School students on assessments.

2. Rate and provide a brief description teaching staffs’ knowledge and implementation of Marzano TLE framework concepts. Teachers have a deep understanding of Marzano’s TLE framework concepts. Teachers were provided weekly professional development over each element of the framework. All teachers participated in multiple pre- and post-observation conferences to aid in understanding. Teachers also participated in peer observation using the Marzano TLE framework to observe and provide feedback to their peers.

Component VI – Parental Involvement The schoolwide program must provide strategies to increase parental involvement and maximize communication between the school and parents of participating students. Indicate which meeting included the annual review of your school-parent compact and written parent involvement policy. 1. Parent Involvement Events – Provide a list of parent involvement activities and events that the school pursues throughout the year. Event/Activity Dates of Event/ Activity Number of Parents Who Attended Fall Parent Teacher Conference 11/3-4/16 ~1000 parent contacts with different teachers Spring Parent Teacher Conference 3/9-10/17 ~500 parent contacts with different teachers Incoming 6th grade Parent Meeting 5/3/16 150 PTA monthly 20 Open House 8/15/16 500

2. Communication - Describe how the school will ensure that communication between parents will be in a format and language the parents can understand. The school provides information via email, push notifications to parents’ smart phones, information on the school’s marquee, and personal contact through teachers, counselors, and administrators. Forms and information are available in Spanish.

Component VII – Transition Strategies The instructional teams implement and communicate a process within and between schools to identify key curriculum transition points and eliminate unnecessary overlaps and close curricular gaps. School leadership and staff actively develop relationships to support students and families as they transition from grade to grade, building to building, and beyond high school. School leadership and staff actively develop community relationships to support students and families (e.g. mentor, language resources). 1. Identifying Transition Points Grade(s)/Program(s) Transition Affected Transition Strategies/Activities Timeline 5th to 6th grade All incoming 6th Counselor and Principal travel to each March/April grade students elementary feeder school and meet with 5th grade students. 5th to 6th grade All incoming 6th Parent Information meeting is held to May grade students and introduce parents to Longfellow and their families programs available to help their child be successful in middle school. Tours are given and information is provided. 5th to 6th grade 6th grade Special Transition IEP’s are held with 6th grade March/April Education students counselor and 6th grade resource teacher in attendance to discuss smooth transition from elementary to middle school.

5th to 6th grade PRIDE Academy All 5th grade students from our feeder elementary schools spent a morning at May 17, 2016 LMS getting ready for middle school 5th to 6th grade All incoming 6th Camp Turning Point – transition day for August- Day grade students 6th grade students before school starts 8th to 9th grade All 8th grade students Counselor visits – Counselors from February receiving high school visit all 8th grade students during their Social Studies class to discuss high school curricular options. 8th to 9th grade 8th grade Special Transition IEP’s are held with high March/April Education students school special education counselor and high school resource teacher in attendance to discuss smooth transition from middle school to high school and discuss post-secondary plans and appropriate curriculum planning for the individual student 8th to 9th grade All incoming 9th Parent Information meeting is held to August grade students introduce parents to feeder high school and programs available to help their child be successful in high school. Tours are given and information is provided. 8th to 9th grade All incoming 9th Link Crew – transition day for 9th grade August – Day grade students students before school starts

2. Overview - Describe how services provided by the schoolwide program coordinate with the regular education program specifically addressing how students are supported during transitions. Students are supported through transitions to the middle school by visits from principals and counselors to each elementary feeder school, providing parents an information meeting and providing students a transition camp day. Transitioning support is continued through a continual analysis of student data to identify interventions for at risk and struggling students. Similarly, students are supported through transitions to the high school by visits from the counselors to our school, providing parents an information meeting and providing students a transition camp day. This spring, we implemented a PRIDE Academy in which all 5th grade students from our in-district feeder elementary schools spent a ½ day at Longfellow Middle School becoming familiar with middle school.

Component VIII – Inclusion of Teachers in Assessment and Instructional Decisions All teachers and nonteaching staff members may participate in decision-making processes related to teaching and learning. Teachers and nonteaching staff actively advocate collaboration and collegiality in decision-making processes related to teaching and learning. Describe the process used by school leadership to include teachers in the selection of intervention methods and other decisions that impact teaching and learning in the school. Through daily collaborative time (PLC), teachers have taken a detailed look at each student’s needs and created interventions that address the student’s individual area of concern. Teachers have continually reworked interventions to address more students’ needs and to work towards our school vision of “All students will learn at high levels”.

Component IX – Effective and Timely Student Interventions School leadership fully implements the written policy and procedures to minimize disruptions of instructional time. School leadership provides the necessary structure and support for staff members to use time as a resource to provide quality instruction and maximize student learning. Students have reasonable access to academic and behavioral support systems. 1. Provide a brief description of how school leadership protects learning time during the school day. The school works to protect the learning environment throughout the day by having one dedicated announcement time, one weekly email to parents and teachers, and various daily schedules to accommodate routine necessary assemblies.

2. List planned supplemental interventions. Intervention Time of day (i.e. before school/after school etc.) Overtime Daily lunch/recess period After school tutoring Wednesday 3:40 – 5:00 Reading Intervention Daily class period for 6th, 7th, and 8th grade at risk students.

3. Provide a brief description of how students will be provided access to the above listed supports, particularly students from traditionally under-served groups (i.e. ELL). Intervention and overtime are built into the school day to allow support and accessibility to all students.

Component X – Coordination of Programs School leadership integrates state and federal resources to support identified student needs and school/district goals.

SEE DISTRICT PLAN Title I School-Level Parental Involvement Policy Longfellow Middle School

Longfellow Middle School has developed a written Title I parental involvement policy with input from Title I parents. Needs assessment for the site was solicited via school wide climate surveys, participation in formal committees, and anecdotal contributions from interactions with counselors and staff. It has distributed the policy to parents of Title I students. The policy is made available at the beginning of the school year at Open House. The policy describes the means for carrying out the following Title I parental involvement requirements [20 USC 6318 Section 1118(a)-(f) inclusive].

Involvement of Parents in the Title I Program To involve parents in the Title I program at Longfellow Middle School, the following practices have been established: The school convenes an annual meeting to inform parents of Title I students about Title I requirements and about the right of parents to be involved in the Title I program. This meeting is part of the annual district Open House schedule of events.

The school offers a flexible number of meetings for Title I parents, such as meetings in the morning or evening. Information updating initiatives is shared periodically throughout the school year. In addition to regularly scheduled PTA meetings, opportunities for parent conference are scheduled both during the normal workday and in the evening.

The school involves parents of Title I students in an organized, ongoing, and timely way, in the planning, review, and improvement of the school’s Title I programs and the Title I parental involvement policy. This parental involvement policy is included as part of the annual review of the school wide plan and will be updated as needed on an annual basis to reflect the changing needs of parents through ongoing interactions and from feedback from climate surveys.

The school provides parents of Title I students with timely information about Title I programs. Updates to the Title I plan and initiatives are shared in the Principal’s report at monthly PTA meetings.

The school provides parents of Title I students with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet. Students enrolled at Longfellow are taught curriculum developed by Norman Public Schools at the district level through lessons developed among the department teachers on site. Proficiency is monitored continuously in every class so that timely intervention can be administered to ensure student success.

If requested by parents of Title I students, the school provides opportunities for regular meetings that allow the parents to participate in decisions relating to the education of their children.

School-Parent Compact Longfellow Middle School distributes to parents of Title I students a school-parent compact. The compact, which has been jointly developed with parents, outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement. It describes specific ways the school and families will partner to help children achieve the State’s high academic standards. It addresses the following legally required items, as well as other items suggested by parents of Title I students. The school’s responsibility to provide high-quality curriculum and instruction The ways parents will be responsible for supporting their children’s learning The importance of ongoing communication between parents and teachers through, at a minimum, annual parent-teacher conferences; frequent reports on student progress; access to staff; opportunities for parents to volunteer and participate in their child’s class; and opportunities to observe classroom activities

Building Capacity for Involvement Longfellow Middle School engages Title I parents in meaningful interactions with the school. It supports a partnership among staff, parents, and the community to improve student academic achievement. To help reach these goals, the school has established the following practices. The school provides Title I parents with assistance in understanding the State’s academic content standards, assessments, and how to monitor and improve the achievement of their children. Longfellow hosts a curriculum night early in the year to preview content to be covered in each class. Student progress can be monitored via the parent portal on Infinite Campus.

The school provides Title I parents with materials and training to help them work with their children to improve their children's achievement. Longfellow has included parent outreach and education as part of past Title I plans and anticipates building upon the framework of previous initiatives.

With the assistance of Title I parents, the school educates staff members about the value of parent contributions, and in how to work with parents as equal partners. Feedback from parents provides the guidance for needs assessment. Staff members are invited to participate in monthly meetings that include opportunities for outreach to and from parents.

The school coordinates and integrates the Title I parental involvement program with other programs, and conducts other activities, such as parent resource centers, to encourage and support parents in more fully participating in the education of their children. Parent academies to coincide with conferences will be hosted with predetermined focus guided by stakeholder input. Incoming 6th grade parents will be invited to participate in a book study with Longfellow staff, a continuation from last year’s parent education outreach plan.

The school distributes Information related to school and parent programs, meetings, and other activities to Title I parents in a format and language that the parents understand. Longfellow administration sends out a weekly Lion’s Share email to parents that includes information about school events and programs.

The school provides support for parental involvement activities requested by Title I parents. Members of the Longfellow staff each strive to support students learning at high levels.

Accessibility Longfellow Middle School provides opportunities for the participation of all Title I parents, including parents with limited English proficiency, parents with disabilities, and parents of migratory students. Information and school reports are provided in a format and language that parents understand. LONGFELLOW MIDDLE SCHOOL PARENT-SCHOOL COMPACT

Our school philosophy as a school is that families, students and school staff should work in partnership to help each student reach his/her potential. As partners we agree to the following:

As a student I will: . Believe that I can learn and will learn; . Read for at least 30 minutes, five days a week; . Come to class on time, ready to learn and with assignments completed; . Set aside time every day to complete my homework; . Know and follow the school and class rules; . Follow the school's dress code; . Regularly talk to my parents and my teachers about my progress in school; and . Respect my school, classmates, staff and family.

Student Signature ______

As a parent/guardian or family member I will: . Talk to my child regularly about the value of education; . Monitor television viewing, internet usage, and make sure that my child reads every day; . Make sure that my child attends school every day, on time, and with homework completed; . Support the school's discipline and dress code; . Monitor my child's progress in school; . Make every effort to attend school events such as parent-teacher conferences, Open House and Back-to-School Night; . Ensure that my child receives adequate sleep, regular medical attention and proper nutrition; . Participate in shared decision making with school staff and other families for the benefit of students; and . Respect the school, staff, students and families.

Parent/guardian Signature ______

As a teacher I will: . Communicate high expectations for every student; . Endeavor to motivate my students to learn; . Teach and involve students in classes that are interesting and challenging; . Participate in professional development opportunities that improve teaching and learning and support the formation of partnerships with families and the community; . Enforce rules equitably and involve students in creating a warm and caring learning environment in the class; . Communicate regularly with families about their child's progress in school; . Provide assistance to families on what they can do to support their child's learning; . Participate in shared decision making with other school staff and families for the benefit of students; and . Respect the school, staff, students and families.

Teacher Signature ______

Principal Signature ______