Title I School Improvement Plan
School: Lincoln Elementary
School Year 2011-2012
NEEDS ASSESSMENT
Lines of evidence that could be included in the binder
Schoolwide plan
Documents such as test data, surveys, discipline reports attendance data
Documentation that describes the findings
A. Provide a comprehensive Needs Assessment.
a. Include data from multiple sources on all students and subgroups—(economically disadvantaged, major racial and ethnic groups, disabilities, limited English proficiency and migrant) with a three-year comparison of all subgroups.
Results or Findings:
Lincoln Elementary CRT scores for the years 2009, 2010, and 2011 are reported below for both Math and Reading. They are deliniated by whole school and also all subgroups.
Reading - 2011 2010 2009
All Students 68% 67% 70%
Economically Disadvantaged 55% 53% 55%
Students with Disabilities 34% 34% 35%
Limited English Proficiency 30% 36% 32%
Mobility/Migrant 49% 51% 58%
African American 64% 60% 74%
American Indian 0% 67% 57%
Asian 87% 77% 90%
Caucasian 74% 73% 77%
Hispanic 50% 50% 45%
Pacific Islander 57% 50% 55%
The CRT data shows that we need to increase our literacy interventions with our LEP students and mobility students.
Lincoln Elementary DIBELS scores for the End (3rd of 3) testing interval for the years 2009, 2010, 2011 are reported below. They are listed by percentage of students reaching benchmark for the grade level, the 3rd grade score for 2011 is the Mid (2nd of 3) testing interval due to the testing change to DIBELS Next.
Grade Level 2011 2010 2009
1st grade 59% 55% 49%
2nd grade 63% 61% 54%
3rd grade 63% 60% 54%
4th grade 53% 48% 54%
5th grade 58% 55% 56%
6th grade 55% 56% 53%
The DIBELS data shows good overall 3 year growth with a need to focus on maintaining and building skills particularly in the fourth grade.
Math - 2011 2010 2009
All Students 65% 65% 60%
Economically Disadvantaged 51% 52% 47%
Students with Disabilities 38% 36% 29%
Limited English Proficiency 33% 41% 33%
Mobility/Migrant 44% 44% 40%
African American 64% 40% 39%
American Indian 50% 67% 29%
Asian 87% 86% 90%
Caucasian 70% 71% 66%
Hispanic 47% 46% 43%
Pacific Islander 57% 64% 55%
Again the data indicates that we need to also increase our focus and interventions in Math on our LEP students. We have implemented a school-wide intervention this year as well.
b. Identify strengths and needs of teachers, school, and community.
Teachers:
Lincoln has well-trained, skilled and committed teachers and staff. We work together as a team to ensure that the needs of each student are being met. This includes academic needs as well as social, emotional and physical needs. Our teachers continue to need updated training in the new Common CORE as well as opportunities to increase their use of technology in the classroom and ways to support students in crisis.
School:
Our school operates well due to the great collaboration between parents, staff, teachers, and students. We function as a day/night school due to our Before/After School Program (7-8:30 am and 3:30-6:00 pm), Open Lab and Family Literacy Center (4-6 pm), GED and HS completion classes (5-8 pm) and English Language Classes (5-8:30 pm). Lincoln is firmly in the transition to becoming a community center as well as a daytime elementary school. We have a strong PTA and a Title I funded Volunteer Coordinator who have increased the number of parents and community members involved in our school. Our challenges include being the only school in the area on a year-round schedule and the challenges (mobility, poverty, lack of access to technology, etc.) associated with having hundreds of apartment and mobile home units in our boundaries.
Community:
Our Lincoln community is amazing! In addition to the programs mentioned above, we have a number of business partners who donate items for fundraising events and volunteer recognition. They are active supporters of our students, they provide a number of student incentives and two local businesses, Chick-fil-A and Jason's Deli host our monthly Lunch with Principal. Additionally we have begun a "Last Week Food Pantry" at Lincoln recently and our community was instrumental in stocking the pantry for us and donating backpacks for those students in need to use to transport the food to their homes. In one food drive we were easily able to stock the pantry for a year! Our community also has a need for increased access to Before/After School care, intersession care/tutoring, and mental health services.
SCHOOLWIDE PLAN
Lines of evidence that could be included in the model
Schoolwide plan
Community Council/JSSC meeting notices, agendas, minutes, and participation rosters
School newsletters, letters to parents, websites
Documented research base of underlying instructional program
Assessment instruments, results of surveys and questionnaires
Classroom observations
Data Team meeting notices, agendas, minutes
Unit plans, lesson plans, grade level plans
Interviews with principals, teachers, parents and community members
B. Develop a schoolwide comprehensive K-6 plan.
a. Describe the school’s K-6 reading and math plans and goals
Reading:
Lincoln's schoolwide goal is a 3% overall improvement in CRT scores in the prewriting category on the 2012 CRT. We have implemented a number of actions to assist us in meeting this goal. We will continue with differentiated, small group literacy instruction daily using teams of teachers and tutors. Research shows that reading skill improvement facilitates writing skill improvement. Additionally, we will focus on prewriting activities in whole class instruction using strategies taught at district Common Core trainings and those modeled by our Literacy Coaches. (Our weekly team meetings will focus on reading monthly and we will look at data including DIBELS Next progress monitoring and other data sources to track individual student progress to determine intervention strategies.)
Math:
Lincoln's schoolwide goal is a 3% overall improvement in CRT scores in representing numbers and fractions on the 2012 CRT. We have begun a schoolwide morning math intervention time when all students practice math skills using manipulatives, games, and strategy practice. This is reinforced with the regular math instruction and evaluated using DIBELS math. (Our weekly team meetings focus on math monthly and we discuss individual student progress and intervention strategies.)
b. Identify reform/refinement strategies for all children to meet proficiency standards as follows.
i. Describe the process of identifying students with academic challenges.
ii. Describe the instructional model for providing additional instructional services for students in need.
iii. Describe the instructional strategies used within the model.
iv. Identify how the school will determine when/if student instructional needs are met.
v. Describe how teachers use assessments to improve student achievement.
Plan:
We conduct DIBELS literacy and math assessments three times yearly as an initial identification of students with academic challenges. This information is combined with classroom observations, STAR testing, ILS assessments and other inventories to determine which students are most in need of additional services. Once identified, the students are placed into leveled reading groups based on need and receive intervention from teacher (lowest performing students) or paraprofessionals (higher performing students). These interventions take place daily for at least 30 minutes and are in addition to core reading and writing instruction and practice. For math, students identified as at-risk receive small group or one-on-one instruction in addition to core math instruction and practice. Additionally we have a whole-school math intervention period at the beginning of each day where all students in all classes have an opportunity to improve math skills using math games, strategies and manipulatives. Our instruction in both Literacy and Math is explicit and direct using the district adopted Houghton Mifflin math and reading texts. We supplement this instruction with strategies from Singapore Math and the Scott Foresman Sidewalks Literacy programs. Our DIBELS weekly progress monitoring helps us determine student needs and new skills obtained. Data is again compiled following our mid-year DIBELS literacy and math assessments and student needs are reviewed. (Lincoln teachers and support staff, including instructional coaches and our data coordinator, have weekly PLC/Data team meetings where this and other data are reviewed and changes to individual student's instruction and interventions are determined and implemented.)
c. Provide a flow chart of the instructional plan.
A flow chart of the instructional plan has been created and is included in the binder.
Yes No
d. List the individuals involved in the development of this plan
School Personnel:
Chris Whitaker, Adam Thompson, Bev Thorson, Kathie Chadaz, Ann Krumperman, Laura Waldron, Tammy Freitag, Lara Babcock, Stephanie Allen, Kathy Thomas, Cindy Hogan, Dawn Pryor, Chrisi Call.
Community Members:
Jenny Barker, Rachel Stringham, Allison Cash, Kymmy Larget, Julia Foyle, Stacie Dearden, Regina Vail, Texie Brown, Angie Bryant, Jeri Boren, Nicole Bott.
e. Describe your plan for sharing this plan with all stakeholders.
Plan:
Lincoln Elementary will publish the School Improvement Plan on our website. We will send parents an email and a phone call-out letting them know how to find our plan. We will also have copies available in the office.
HIGHLY QUALIFIED
Potential Lines of Evidence
CACTUS highly-qualified documentation/personnel records
Certification data for paraprofessionals
Individual professional development plans
Schedules
C. Ensure that all teachers are highly qualified.
All teachers in the school are highly qualified (HQ) for their assignments. (Include a faculty list with HQ status in the binder)
Yes No
If no, list the individuals who are not HQ, and the plan to help them meet HQ requirements.
n/a
Parents of students in classrooms of a non-HQ teacher were notified according to legal requirements. (Include a copy of the notification letter in the binder)
Yes No
D. Ensure that all paraprofessionals are highly qualified, perform appropriate services, and work under the direction of a licensed educator.
Provide the following information for all paraprofessionals working in your school. (If you need additional space, include the information in the binder).
Name Services Provided Supervising Educator Highly Qualif.
Petra Schmucker Tutor Cindy Jacobs Y N
Laura Smith Tutor Desiree Laufiso Y N
Maria Blevins Tutor Suzanne Moon Y N
Marie Ferrin Tutor Lacie Kagie Y N
David Wild Tutor Karen Waters Y N
Yolanda Feick Tutor Lindsey Hoffmann Y N
Lindsay Julander Tutor Jessi Fullmer Y N
Linda Krumperman Tutor Helen Love Y N
Julie Miller Tutor Stephanie Allen Y N
MaryGrace Rose Tutor Linda Hall Y N
Gina Anderson Tutor Lisa Briggs Y N
Laurie Snowball Tutor Cody Ricks Y N
Kim Hammer Tutor Julie Andersen Y N
Kim Thomas Tutor Deb Schofield Y N
Jenn Tate Tutor Celeste Hales Y N
Shirley Williams Tutor Tina Erickson Y N
Susan Carter Tutor Amoryn Mund Y N
Bud DeRyke Tutor Kathie Chadaz Y N
Dawn Pryor Tutor Carla Bowers Y N
Linda Theurer Tutor Bev Thorson Y N
PROFESSIONAL DEVELOPMENT
Potential Lines of Evidence
Records of professional activities
Professional development of schoolwide plan
E. Develop a professional development plan that aligns with core curriculum standards and the schoolwide improvement plan.
Provide the following information for planned professional development activities for teachers, administrators, and paraprofessionals
Activity Need Core Alignment
Teach Like A Champion Instructional Strategies Y N
What Great Teachers Do Differently Instructional Strategies Y N
Schoolwires Webpage Design Communication Y N
Bi-monthly Tutor Training Curriculum/Instructional Strategies Y N
Secretaries Conference - BYU Communication/Professionalism Y N
Technology Trainings - monthly Instructional Strategies/Resources Y N
Common CORE trainings Curriculum/Instructional Strategies Y N
Y N
Y N
Y N
ATTRACT PERSONNEL
Potential Lines of Evidence
Employment incentives/policies in Title I Schools
F. Identify the strategies used to recruit and retain highly qualified teachers.
Strategies:
Lincoln Elementary has a number of strategies used to attract highly qualified teachers. These include tutors in every classroom, an iPad 2 for each teacher, and classroom technology including computer mini-labs, video projectors and document cameras in each room. We also advocate the advantages of the year-round schedule for teachers and our highly desirable geographical location for teacher lunch options!
PARENTAL INVOLVEMENT
Potential Lines of Evidence
Title I Budget
Documentation on use of funding
Documentation of how parents were invited to participate
Parental Involvement Policy
School Parent Compact
Meeting dates, agendas, list of attendees
Dissemination procedures
G. Identify strategies used to increase parental involvement that:
a. Describe the plan for using Title I funds for parent involvement activities.
Funding plan:
Our parent involvement activities will be funded using Title I funds from both our general allocation as well as the parental involvement sub-category. We set an initial budget of $2000 for each of the three parent nights as well as $500 for Carnival and $4500 for SEP t-shirts.
b. Identify the various ways the school will engage parents throughout the school year (e.g. meetings, activities, conferences, communication, etc.)
Opportunities for parental involvement:
Lincoln Elementary will sponsor three "Parent Math Nights" over the course of the year. Parents will come to the training and receive instruction and manipulatives to take home to help their child with grade level specific math skills. Dinner will be served and the students will have activities to attend while their parents receive this instruction. We will also offer free school t-shirts to all students who have a parent attend the first SEP conferences. We continue to offer childcare during SEP conferences so that parents can participate fully without the distractions of smaller children. Lincoln Elementary will set up Facebook and Twitter accounts to use in conjuction with our usual communication methods such as school website, call-outs, marquee, and notes home to let parents know what is happening at Lincoln. Our annual Halloween Carnival is always a great community event and we will continue to partner with RIF to give every child ages birth-14 a free book.
c. Describe the development of the parent policy and parent compact (Include a copy of each document in the binder.)
Describe how parents were involved in the development of the parent policy.
The district Title I department had several meetings in the late spring and summer with parents from all the Title I schools. Our school was represented by Lynn Purdin. She brought back the recommendations of this district parent committee and worked with the principal and Community Council to develop our Lincoln Title I Parent Policy. The policy is posted on the school website and we take on-going comments from parents and revise as needed.