Part I – Contact Information

County
CLEVELAND / Code / District
MOORE PUBLIC SCHOOLS / Code
School
KINGSGATE ELEMENTARY
Mailing Address
1400 KINGSGATE ROAD
City
OKLAHOMA CITY / State
OK
Name of Contact Person
Natalie E. Smith / Position
TITLE I READING SPECIALIST
Email
/ Phone
405-735-4410
Name of Contact Person
Karie Hill / Position
PRINCIPAL

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

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
Karie Hill / Principal / Administrator
Natalie Smith / Title I Reading Specialist / Teacher
Sarah Ryan / Title I Assistant / Teacher
Leticia Shaw / Special Education Teacher / Teacher
Emily Monroe / Media Specialist / Teacher
Erin Cook / Speech/Language Pathologist / Teacher
Carol Batty / Computer Teacher / Teacher
Melissa Hartzell / Counselor / Teacher
Victoria Russell / Fifth Grade Teacher / Teacher
Sarah Hale / Fourth Grade Teacher / Teacher
Elizabeth Myers / Second Grade Teacher / Teacher
Shelley Mattingly / First Grade Teacher / Teacher
Melissa Gish / First Grade Teacher / Teacher
Jessica Parker / First Grade Teacher / Teacher
Quentell Scott / Kindergarten Teacher / Teacher
Apryl Ashby / Pre-Kindergarten Teacher / Teacher
Heather Pyle / Parent / Parent
Becky Young / Parent / Parent
Jodi Green / Parent / Parent
Nikki Millet / Parent / Parent
Kim Ream / Parent / Parent
Section B - Overview
Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish.
An open invitation is made at the beginning of the year for staff and parents to participate on the Title I Committee. The individuals listed have expressed a willingness to commit to the planning process for Title I and agreed to be present at relevant meetings and programs. This group represents lower and upper grade teachers, Special Education teachers, administration, Title I teachers and parents. The committee met at the beginning of the year to review the goals, Site Plan, proposed expenditures, professional development needs and parent nights.

Section B – Technical Assistance Provider

Name of Provider
Heather Wakefield / Organization
Moore Public Schools
Address
1500 SE 4th / City
Moore / State
OK / Zip
73160
Email
/ Phone
(405) 735-4292
Briefly describe technical assistance provided during the planning process and technical assistance planned for the implementation year.
Mrs. Wakefield provides assistance and guidance to Kingsgate in all areas of Title 1. She ensures that we are using funds appropriately and following procedures in accordance to Title 1 rules and regulations.

Part IV – Introduction

Section A – Overview

Provide a one page overview of your school and community including demographic data and poverty rate.
Kingsgate Elementary School is a Pre-K through 6th grade school that was established in 1973. It is located in Cleveland County and is part of the Moore Public School system. Kingsgate Elementary was a Targeted Assisted Title I school for the 05-06 and 06-07 school years. Title I funds were not received during the 2007-2008 school year. During the 08-09 school year Kingsgate, again, became a Targeted Assisted Title I school. The entire staff completed the schoolwide reform process and became a schoolwide Title I site during the 2009-2010 school year. Since the 2011-2012 academic year, Kingsgate has seen an increase in the number of families qualifying for free and reduced lunch each year.
For the 2013-2014 school year, Kingsgate’s student population of 516 students consists of 54% male and 46% females. 46% of students are Caucasian, 19% Hispanic, 7% African American, 4% Native American, 7% Asian and 17% other. In addition, 55% of students qualify for free or reduced lunch and 7% of students are ELL. Average daily attendance rate is 88%.93% of students are considered Full Academic Year status.

Section B – Mission Statement

A mission statement answers the question,Why do we exist? Provide the mission statement for your school.
Our mission at Kingsgate Elementary is to ensure success for all students, to provide students with good self-esteem, to set up a climate of mutual respect in the classroom, to have high expectations for all students, to believe in the ability of every student to learn, and to provide a well-rounded education for every student.

Section C – Vision Statement

A vision statement answers the question,What must we do accomplish our mission? Provide the vision statement for your school.
Kingsgate Elementary will strive to meet our vision by communicating with students, parents and teachers through a variety of communication tools. We will continue to educate ourselves so that we can present our students with “best practice” methodologies in order to meet their academic needs and model life-long learning for students as well as the community. We will use all available resources to provide our students opportunities to learn using the most advance technology.

Section D – Data Reference Chart

Provide the most recent information available.

Grade Span / PreK-6 / Total Enrollment / 516
Average Attendance (Percentage) / 94.84% / Free/Reduced Lunch (Percentage) / 55%
Special Education (Percentage-Does not include Speech Only) / 13% / ELL (Percentage) / 7%
Number of Certified Staff / 31 / Student Teacher Ratio / 26:1

Section E – Documentation

Please provide the copies of the following documentation with your Schoolwide Plan.
Disaggregated test data for Math and Reading/Language Arts.
Student/Parent/Teacher surveys (if applicable).
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
2014-2015 / 516 / 276 / 54% / 237 / 46%
2013-2014 / 450 / 235 / 52% / 215 / 48%
2012-2013 / 472 / 257 / 54.4% / 215 / 45.6%
2011-2012 / 504 / 271 / 53.7 / 233 / 46.3
2010-2011 / 481 / 243 / 51 / 238 / 49

2. Student Enrollment by Ethnicity

Year / Total
Enrollment / %
Black / %
American
Indian / %
Hispanic / %
Asian/
Pacific
Islander / %
White / %
Other
2014-2015 / 516 / 7% / 4% / 19% / 7% / 46% / 17%
2013-2014 / 450 / 6% / 5.1% / 16% / 6% / 50.4% / 16.5%
2012-2013 / 472 / 4.4% / 7.2% / 15.9% / 7.4% / 53.4% / 11.7%
2011-2012 / 504 / 5.8 / 7.7 / 13.5 / 8.7 / 57.7 / 6.6
2010-2011 / 481 / 7% / 10% / 14% / 5% / 64% / 0

3. Students Eligible for Free and Reduced Lunch Program

Year / Number / Percent of Population
2014-2015 / 285 / 55%
2013-2014 / 246 / 55%
2012-2013 / 237 / 50.2%
2011-2012 / 230 / 56.93%
2010-2011 / 230 / 48.38%

4. Students Participating in Targeted Title I Programs

Year / Program Enrollment / Percent of Population
2014-2015 / 516 / 100% School Wide
2013-2014 / 450 / 100% School Wide
2012-2013 / N/A (school wide program) / N/A
2011-2012 / N/A (school wide program) / N/A
2010-2011 / N/A (school wide program) / N/A

5. Student Attendance

Year / Average Daily
Attendance / Percent of Student Population / # Male / % Male / # Female / % Female
2014-2015 / 493.39 / 94.84% / 268.13 / 54% / 225.26 / 46%
2013-2014 / 428 / 95% / 226 / 53% / 202 / 47%
2012-2013 / 460.9 / 82.8% / 299 / 53.7% / 257 / 46.3%
2011-2012 / 485.96 / 96.12% / 298 / 96.30% / 258 / 95.92%
2010-2011 / 456 / 95% / 232 / 51% / 224 / 49%

6. Student Tardy Rate

Year / Average Daily
Attendance / Percent of Student Population / # Male / % Male / # Female / % Female
2014-2015 / 4 / 0.7% / 129 / 23% / 99 / 17%
2013-2014 / 8 / 1.6% / 89 / 34.5% / 88 / 37.6%
2012-2013 / 5.4 / 43% / 132 / 55.2% / 107 / 44.8%
2011-2012 / 11.4 / 2.3% / 171 / 52.8% / 153 / 47.2%
2010-2011 / 8 / 3.5% / 87 / 51% / 83 / 49%

7. Student Mobility Rate

Year / Full Academic Year (FAY) / Non Full Academic Year (NFAY)
# Students / % Student
Population / # Students / % Student Population
2014-2015 / 524 / 93% / 39 / 7%
2013-2014 / 438 / 89% / 54 / 10.9%
2012-2013 / 415 / 74.6% / 141 / 25.4%
2011-2012 / 458 / 90.9% / 46 / 9.1%
2010-2011 / 428 / 89% / 53 / 11%

8. Student Truancy Rate

Year / Average Daily Truancy / Percent of Student Population
2014-2015 / Data Not Available / Data Not Available
2103-2014 / 0 / 0%
2012-2013 / Data Pending
2011-2012 / 0 / 0%
2010-2011 / 0 / 0%

***As of May 1st, no students/parents have gone to Truancy Court for the 14-15 school year.

9. Students Identified as English Language Learners (ELL)

Year / Program Enrollment / Percent of Student Population
2014-2015 / 34 / 7%
2013-2014 / 27 / 6%
2012-2013 / 27 / 5.7%
2011-2012 / 24 / 4.8%
2010-2011 / 24 / 5%

10. Student Behavior

Year / Average Daily Referrals / Average Daily In-School Suspensions / Average Daily Out-of-School Suspensions
2014-2015 / 0.5 / 0.08 / 0.12
2013-2014 / 2.36 / 0.17 / 0.34
2012-2013 / 1 / .5 / .01
2011-2012 / 1 / .5 / .01
2010-2011 / 1 / .5 / .01

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.

Section A – Overview

Briefly describe how the comprehensive needs assessment was conducted and how it addresses the needs of all students.
Initial data analysis is completed on Site Improvement Day in the Fall during a school wide faculty meeting. In addition, the Title I planning committee also reviewed OCCT scores from the past 3 years at the Fall planning meeting. Continual data analysis is done during grade level data planning throughout the school year, which may include the principal, classroom teachers, special education teachers, reading specialist and school psychologist. Teachers review benchmark assessments, district assessment results and progress monitoring data to identify areas of need and determine grouping for instruction and interventions. Parent, teacher and student surveys are collected by Title I teacher and reviewed by the Title I committee at the Spring planning meeting.
Briefly describe how the data was analyzed and the actual results of your needs assessment.
Data from 2013-2014 OCCT Performance Reports indicate that math and reading are still areas needing improvement. The chart below delineates a summary of performance per grade level for 2013-2014 OCCT Performance(2014-2015 data is not available yet).
3rd Grade Math
Number of Students at each Performance Level
Advanced
798-990 / Proficient
700-797 / Limited Knowledge 633-699 / Unsatisfactory
400-632
Kingsgate / 5 / 29 / 20 / 5
58% of 3rd grade students passed
3rd Grade Reading
Number of Students and Percent at each Performance Level
Advanced
891-990 / Proficient
700-890 / Limited Knowledge 649-699 / Unsatisfactory
400-648
Kingsgate / 1 / 42 / 10 / 6
73% of 3rd grade students passed
4th Grade Math
Number of Students at each Performance Level
Advanced
805-990 / Proficient
700-804 / Limited Knowledge 639-699 / Unsatisfactory
400-638
Kingsgate / 7 / 21 / 9 / 11
58% of 4th grade students passed
4th Grade Reading
Number of Students at each performance Level
Advanced
845-990 / Proficient
700-844 / Limited Knowledge 658-699 / Unsatisfactory
400-657
Kingsgate / 0 / 30 / 7 / 11
63% of 4th grade students passed
5th Grade Math
Number of Students at each Performance Level
Advanced
830-990 / Satisfactory
700-829 / Limited Knowledge 641-699 / Unsatisfactory
400-640
Kingsgate / 33 / 27 / 3 / 4
90% of 5th grade students passed
5th Grade Reading
Number of Students at each Performance Level
Advanced
830-990 / Proficient
700-829 / Limited Knowledge 641-699 / Unsatisfactory
400-640
Kingsgate / 15 / 37 / 9 / 4
80% of 5th grade students passed
5th Grade Science
Number of Students at each Performance Level
Advanced
765-990 / Proficient
700-764 / Limited Knowledge
648-699 / Unsatisfactory
400-647
Kingsgate / 18 / 32 / 12 / 5
75% of 5th grade students passed
5th Grade Social Studies
Number of Students at each Performance Level
Advanced
711-990 / Proficient
660-710 / Limited Knowledge
615-659 / Unsatisfactory
400-614
Kingsgate / 45 / 14 / 4 / 4
88% of 5th grade students passed
5th Grade Writing
Number of Students at each Performance Level
Advanced
48-60 / Proficient
36-47 / Limited Knowledge
23-35 / Unsatisfactory
15-22
Kingsgate / 0 / 21 / 40 / 4
32% of 5th grade students passed
6th Grade Math
Number of Students at each Performance Level
Advanced
795-990 / Proficient
700-794 / Limited Knowledge 664-699 / Unsatisfactory
400-663
Kingsgate / 19 / 32 / 5 / 10
77% of 6th grade students passed
6th Grade Reading
Number of Students at each Performance Level
Advanced
828-990 / Proficient
700-827 / Limited Knowledge 647-699 / Unsatisfactory
400-646
Kingsgate / 13 / 37 / 11 / 5
76% of 6th grade students passed
Needs Assessment Results
2014-2015
All stakeholders including teachers, students and parents were surveyed during the two weeks prior to Spring Break.
Teachers and staff were given the opportunity to give their feedback regarding the Title I program via an online survey. The results are as following:
Interventions:
  • 100% of K-3 teachers agree or strongly agree that the interventions with the Title I Teacher and Assistant fit their students’ needs.
  • 92% of K-3 teachers indicated they felt their students (who attend Title I interventions) showed moderate or significant improvement and 29% indicated students showed some improvement.
  • 100% of K-3 teachers indicated the Title I intervention schedule works “okay” or “well” with their own classroom schedule.
  • 41% of teachers indicated a preference for students being served via pull-out, 11% indicated a preference for a combination of push-in and pull-out, 7% indicated push-in and 41% of teachers had no preference.
Parent Involvement:
  • 81% of teachers indicated that Parent Involvement Events were effective to very effective, 15% felt neutral and 4% felt they were ineffective.
  • 84% of teachers indicated that Kingsgate is effective to very effective at involving parents in their students’ education, 12% felt neutral and 4% felt Kingsgate is ineffective at involving parents.
Professional Development:
  • Open ended responses indicated that teachers desire professional development in:
  • Comprehension and Fluency Strategies
  • RtI
  • Specific Interventions Idea
  • Math Workshops
  • SLB
  • Integrating Literacy
  • Science workshops
  • Writing in Primary Grades
Budget:
  • In an open ended question, teachers indicated they would like to purchase:
  • 5th Grade Math Buckle Down OCCT Prep books
  • Reading Eggspress subscription for 4th-6th
  • iPads
  • Small white boards
  • Lakeshore Magnetic Phonics lapboard
Evaluating School Purchases
  • Teachers indicated the 3 most effective tools at encouraging student success were technology(SmartBoards and computers), during the day tutoring/interventions and before/after school tutoring.
  • Teachers indicated the 3 least effective tools were Study Island, AR and Professional Development.
Overall, survey results indicated that 88% of teachers feel the Title I program is effective to very effective.
Parents were given the opportunity to respond to a paper/pencil survey sent home in Thursday folders. Surveys were collected from March 13th to March 28th. 187 responses were received.
  • 100% of parents indicated they felt Kingsgate was providing a quality education for their student.
  • 56% of parents who attended Parent Nights felt they were very successful, 44% felt they were successful and 5% felt neutral.
  • Parents were also asked how much AR, Technology, Parent Portal, Library Lessons and Parent Involvement activities had an effect on their student’s learning. Results are as follows:
Program / A Lot / A little / Not much / Not at all / N/A
AR / 59% / 11% / 2% / 4% / 25%
Improved Technology / 62% / 17% / 0% / 1% / 20%
Parent Portal / 35% / 15% / 7% / 6% / 37%
Reading Eggs/Study Island / 48% / 19% / 2% / 4% / 27%
Library / 79% / 12% / 1% / 0% / 8%
Parent Involvement / 47% / 16% / 5% / 0% / 32%
  • 16 parents indicated their students attended Title I interventions in K-3 and 59% of those parents were very satisfied,39% were satisfied and 2% were neutral. This is improvement from the 13-14 school year.
Students were surveyed the week of March 10-14th. Kindergarten, First and Second grade took a paper survey and 3rd-6th grade took an online survey.
4th-6th Grade Responses:
Program / I like this a lot / This is okay. / I don’t like this. / I don’t know about this.
AR / 28% / 54% / 14% / 4%
Technology / 67% / 23% / 4% / 5%
Reading Eggs / 7% / 6% / 3% / 84%
Study Island / 25% / 42% / 30% / 3%
Library Lessons / 50% / 38% / 8% / 4%
Peer Tutoring / 23% / 21% / 5% / 51%
Reading Groups / 30% / 32% / 13% / 25%
Centers / 30% / 20% / 8% / 42%
Spelling/Vocabulary Work / 18% / 47% / 25% / 10%
Tutoring during the Day / 9% / 6% / 4% / 81%
Family Nights / 56% / 22% / 5% / 17%
Kindergarten-2nd Grade Responses:
Program / I like this a lot / This is okay. / I don’t like this.
SmartBoards / 83% / 14% / 3%
Computers / 81% / 14% / 5%
Library Lessons / 80% / 12% / 8%
Centers / 85% / 9% / 6%
Reading / 77% / 16% / 7%
Math / 69% / 13% / 8%

Section B – Goals

As a result of the needs assessment, summarize the areas of strengths and weaknesses and identify the focus goals of the schoolwide program.
The Title I Teacher and Title I Assistant provide interventions for students scoring strategic or intensive on DIBELS in grades Kindergarten-3rd. Teacher surveys indicate it increases student performance. DIBELS summary reports indicate its success in grades Kindergarten through 3rd, with the greatest success in First Grade. This is largely due to the fact that the First Grade Team willingly works closely in a consistent basis with Title I staff to plan interventions. The Title I staff aims to have this working relationship with all grade levels.
Parent Involvement is an area of concern. Surveys indicate that while parents who attend family nights feel the events are successful, the majority of parents still do not attend events. However, it is important to recognize that attendance at events for the 14-15 year was drastically improved when compared to the past 5 years. In addition, surveys indicate that parents’ desire more communication from the school about how to access Parent Portal, AR home connect and other resources.
Kingsgate continued to participate in a schoolwide Response to Intervention program during the 2014-2015 school year. The DIBELS Benchmark Assessment was used as the screening and progress monitoring instrument for Kindergarten through 3rd grade. STAR Reading was used as the screening instrument for 4th through 6th grade. STAR Math was used for grades 1 through 6. Data from the OCCT and classroom observations were also used to help identify students who may need additional interventions. Data team meetings were beneficial in helping to ensure that all student needs were being met in a timely manner. In regards to additional interventions, the Title I Reading Specialist and Title I Assistant worked with all students Kindergarten-Third grade who did not meet the DIBELS benchmark.
Goal 1:
For the 2015-2016 school year, students’ knowledge in reading and language arts (in relation to comprehension/critical literacy, vocabulary and written expression) will increase as measured by STAR Reading benchmark assessments.
In 2015-2016, the percentage of K-6 students reaching benchmark status on the STAR Early Literacy/Reading Spring Benchmark Assessment will increase by 10% when compared to the Fall.
Goal 2:
In 2015-2016, there will be a 10% increase in the number of students (3rd-6th grade) reaching benchmark on the STAR math assessment when compared to the Fall.
Goal 3:
Kingsgate teachers will increase the utilization of technology during K-6 instruction. For the 2015-2016 school year, K-6th students will participate in a technology oriented lesson at least twice per week in their Reading or Math classroom. As measured by lesson plans and classroom observations.
Goal 4:
Kingsgate Faculty and staff will encourage parents to become more involved in PTA, attend Family Nights with their students and help keep ongoing communication with teachers. In 2015-2016, the number of parents/family members attending Title I sponsored activities will increase by 10% as identified by the sign-in sheets from each activity.

Section C – Documentation