Title 1 Schoolwide Plan

2016-2017

for

Eisenhower Elementary School

1415 Fairlawn Drive

Norman, OK 73071

Kelly McCollom

Principal

Schoolwide Planning Committee

Brittany Venk, Michael Grubb, Sara Maddock, Jamie Holley, Jenni Price

Dr. Joe Siano, Superintendent

Rex Wall, Driector of Federal Programs

Description of District and School

Norman Public Schools is located in the third largest city in Oklahoma and near the University of Oklahoma, NPS serves nearly 16,000 students in pre-Kindergarten through 12th grade. Led by state and nationally distinguished Superintendent Dr. Joseph Siano since 2000. Known for a strong tradition of excellence, the Norman Public School District is the eighth largest district in Oklahoma. It began with the opening of the unassigned lands in Indian Territory on April 22, 1889 and was later organized as Independent School District No. 29 in Cleveland County in 1891. The district supports 17 elementary schools, four middle schools, two high schools, one alternative school and an online program.
At Eisenhower Elementary School, our staff of 38 educators serves over 600 students in Pre-K through 5th grades. Eisenhower graduates move on to Longfellow Middle School, then attend high school at Norman North. ______

Mission Statement

At Eisenhower Elementary School, we are building a community of diverse, lifelong learners by developing respect, responsibility, and self-control.

I. Needs Assessment

Summary: Once a week our grade level teams, Reading Specialist, Counselor, Principal, Assistant Principal, and School Psychologist meet to look at math, reading, and behavior data. In these meetings, student achievement is analyzed by looking at common assessments. Students are then placed into Tiers (1 thru 4) based on performance. It is then discussed what learning objectives need to happen in the upper tiers (2 thru 4) and how those students are going to be served with intervention (ie specialists, special education, or class small group intervention). One day out of the month, grade level teams, Reading Specialist, Counselor, Principal, Assistant Principal and Eisenhower School Psychologist meet to discuss progress of students that are ongoing academic and/or behavior concerns and next steps with intervention or testing.

  1. Language Arts
  1. District Assessments
  2. DRA2 and Word Analysis
  3. Classroom Assessments
  4. Wonders Unit Assessments
  5. Smarty Ants (KDG, 1, 2)
  6. Achieve 3000 (Grades 3, 4, 5)
  7. Oklahoma Core Curriculum Tests
  8. Identified Areas of Weakness
  9. Subgroups
  10. Economically Disadvantaged Students (49%)
  11. IEP Students (11.2%)
  12. Successful strategies used
  13. Small group instruction with a focus on using Kathy Bumgardner strategies
  14. Targeted interventions based on assessments
  15. Students rotate to different teachers to focus on specific skill deficits
  16. Tiered instruction (Title 1 tutor, Reading Specialist, Special Education, Teacher Assistants, GRC support)
  17. Collaboration
  1. Math
  1. District Assessments
  2. Mastery Connect Benchmarks (MY and EOY)
  3. Everyday Math Unit Assessments
  1. Oklahoma Core Curriculum Tests
  2. Identified Areas of Weaknesses
  3. Subgroups
  4. Economically Disadvantaged Students (49%)
  5. IEP Students (11.2%)
  6. Successful strategies used
  7. Math Centers with small group intervention
  8. Progress checks
  9. Unit assessments
  10. Instructional focus on justifying answers through writing

II. Site Goals and Researched Based Reform Interventions

Reading Site Goal: All students will make at least one full year growth as assessed by the DRA

One Level / 0 / +1/2 / +1 / +1 1/2 / +2 / +3
KDG / 17 / 1 / 38 / 40 / 2 / 0 / 0
1st / 3 / 1 / 17 / 52 / 11 / 0 / 0
2nd / 2 / 0 / 16 / 43 / 16 / 0 / 0
3rd / 11 / 2 / 32 / 40 / 4 / 2 / 0
4th / 4 / 6 / 24 / 46 / 2 / 7 / 1
5th / 1 / 10 / 3 / 57 / 1 / 13 / 0

Reading Instructional Strategies:

  • Small group instruction
  • Targeted interventions based on assessments
  • Tiered instruction (Title Tutor, Reading Specialist, Special Education, Teacher Assistants, GRC support)
  • Collaboration
  • Smarty Ants for Kdg, 1st, 2nd
  • Achieve 3000 for 3rd, 4th, 5th

Interventions for Students Performing Below Grade Level

  • Identify appropriate interventions by
  • DRA
  • Weekly PLC discussions
  • Individualized instruction based on student needs
  • Monitoring
  • Weekly assessments
  • PLC discussions
  • DRA2

Math Site Goal: 100% of Eisenhower students will score 70% or higher on the EDM EOY assessment.

  • 76% of our students MET the Math Site Goal.
  • By the grade level: 1st grade - 83%, 2nd grade - 92%, 3rd grade 81%, 4th grade - 59%, 5th grade - 70%

Math Instructional Strategies

  • Math Centers with small group intervention
  • Progress checks
  • Unit assessments
  • Instructional focus on justifying answers through writing

Interventions for Students Performing Below Grade Level

  • Identify appropriate interventions by
  • Looking at specific benchmark questions
  • Weekly PLC discussions
  • Individualized instruction based on student needs
  • Monitoring
  • Unit assessments and progress checks
  • Small group intervention

III. Instruction by Highly Qualified and Effective Teachers

Eisenhower Faculty is 100% highly qualified. 100% of our teachers hold Bachelor’s Degrees with 12.5% having advanced degrees.

IV. High Quality Professional Development

Reading Professional Development Plan

  • Kathy Bumgardner Guided Reading and Whole Group Reading Strategies
  • District Curriculum Coordinators PLC visits
  • Guided Inquiry
  • Progress monitoring through progression of knowledge scales
  • Strategies presented by District Gifted Coordinator to help teachers with deeper level of questioning students for deeper knowledge understanding and AVID strategies
  • Achieve 3000 training
  • Smarty Ants training

Math Professional Development Plan

  • Guided Inquiry
  • Progress monitoring through progression of knowledge scales
  • Strategies presented by District Gifted Coordinator to help teachers with deeper level of questioning students for deeper knowledge understanding and AVID strategies

V. Recruitment and Retention of Highly Qualified and Effective Teachers

  • For the 17-18 school year we will be replacing 10 teachers.

VI. Parental and Family Involvement

The education of Norman’s children occurs through a partnership among parents, teachers and students. This model serves as a starting place for site-based interaction among school and community. District parental involvement programs include:

  • Love and Logic, a parenting program developed by Cline and Fay
  • Parent Representative on Citizens’ Advisory Board
  • District GT Advisory Board
  • School Board Meetings
  • Community PTA Board
  • Safe, Healthy and Fit Committee
  • Title 1 Committee

Eisenhower parental involvement includes:

  • Super Fit Kid’s Day
  • Back to School Picnic
  • Family Literacy Nights
  • Bingo Night
  • Ike-A-Palooza (spring carnival)
  • Seasonal classroom parties
  • TERRIFIC Kids Awards Ceremonies
  • SHINE Awards Ceremonies
  • Daily morning assembly: Good Morning Eisenhower
  • Watch D.O.G.S. program
  • Curriculum related field trips
  • Classroom/school volunteers
  • Classroom/school newsletter
  • PTA meetings
  • 5th Grade Recognition
  • Curriculum Night
  • School and teacher websites
  • School Book Fair
  • Early Bird reading program for Pre-K students
  • OPAT
  • Success by Six
  • Citizen’s Advisory Council

VII. Successful Student Transitions

Eisenhower Elementary offers transition services specifically for our 5th grade students going into middle school. Specifically, we coordinate with our affiliated middle school several times throughout the spring semester to assist both students and their families with the transition from Eisenhower Elementary to Longfellow Middle School. Students tour the middle school, speak with representatives, and offer a parent orientation evening during the spring semester.

During a PLC meeting at the end of the school year, each grade level looked at student achievement in the 16-17 school year. We then created classes for the upcoming year based on the whole picture of each child.

Once all student data has been entered at the end of the year, the intervention/special education testing list was looked at by Principal, Assistant Principal, Counselor and School Psychologist to determine if the student has ongoing academic and/or behavior concerns and next steps with intervention or testing.

VIII. Inclusions of Teachers in Decision Making

During our weekly PLCs and faculty meetings, teachers are given the opportunity to regularly collaborate on various campus initiatives and interventions. During these discussions campus needs are often discussed. Beyond the above mentioned, teachers also have the opportunity to provide input through a number of campus committees:

  • Site Plan Committee: this committee is made of a primary and intermediate grade level representative, a special education teacher, counselor, reading specialist, instructional coach, principal and assistant principal. This team is focused on looking at data to guide school site goals. This committee meets once a month
  • Positive Behavior Intervention System (PBIS): this committee is made of one grade level representative, counselor, principal and assistant principal. This committee meets monthly to review behavior data and effectiveness.

IX. Effective and Timely Student Interventions

All Eisenhower Elementary students, regardless of ethnic or socioeconomic group, qualify for school-wide interventions if they are below the benchmark for the subject area. As mentioned earlier (Section I) once a week our grade level teams, Reading Specialist, Counselor, Principal and Assistant Principal meet to look at math, reading, and behavior data. In these meetings, student achievement is analyzed by looking at common assessments. Students are then placed into Tiers (1 thru 4) based on performance. It is then discussed what learning objectives need to happen in the upper tiers (2 thru 4) and how those students are going to be served with intervention (ie specialists, special education, or class small group intervention). One day out of the month, grade level teams, Reading Specialist, Counselor, Principal, Assistant Principal and Eisenhower School Psychologist meet to discuss progress of students that are ongoing academic and/or behavior concerns and next steps with intervention or testing.

Supplemental interventions provided for the 2016-2017 school year:

  1. After school tutoring (all grades)
  2. Reading tutoring (during the school day) (all grades)
  3. Achieve 3000 (3rd, 4th, 5th)
  4. Smarty Ants (KDG, 1st, 2nd)
  5. Indian Ed tutoring for those students that qualify for the services
  6. EL tutoring for those students that qualify for EL services
  7. Xtra Math fact fluency practice (all grades)
  8. Mentor program

X. Coordination of Federal, State and Local Programs

Eisenhower Elementary accesses community resources as appropriate supplemental district curriculum to support student needs. Resources are also available to help with issues such as hunger, homelessness, violence prevention, bullying, and access to technology, etc. These services are coordinated through various campus committees, as well as the counselor’s office (ie: School Bells, Food For Kids backpack program, etc.) Our campus PTA also provides both direct and indirect support for a number of academic and non-academic programs at Eisenhower Elementary (academic software, counselor food/clothing programs, etc.)