Instructions

• Please review your Title 1 or School Plan• Be able to explain your plan to a team of administrators,

board members and community members• Include high lights in your power point and be able to

explain the other components as you present your plan• Feel free to change the design and import graphs, charts

etc. • Chad, Lisa and Theresa will be available to assist you in

formatting your information from your plan

Sunset School

2012/2013School Wide PlanProgram Review

Planning Team

• 2011-2012 Site Council (Lori Dorantes, parent) (Sandra Archerd, Certified Classroom Teacher) (Anita McHaney, Tammy Smallwood, Angie Sayler, Classified) (Dale Inskeep, Chad Putman, Administrators) (Cathy Chenail, District Administrator), (Rose Stinson, Doyle Hallmark, Certified Title One Teachers) (James Martin, Parent/Board Member)

• 2012-2013 Site Council (Dale Inskeep, Administrator) (Lori Dorantes, Chad Putman, Parents)(Rose Stinson, Doyle Hallmark, Title One Certified Staff)(Anita McHaney, Tammy Smallwood, Angie Sayler, Classified)(Lisa DeSalvio, District Administrator)(Election 9-12-12 for Additional Certified Classroom Teachers TBD)

School wide Planning Summary

• 2011-2012 – Site Council Meeting Dates, Agendas, Minutes provided

• August 2012 – District Admin/Board Review• September 2012 – Site Council, PLC’s, Whole

Staff Review• September-May – Last Monday of each month

scheduled Title One/Site Council Meetings all stakeholders (Public Meetings)

Communication• Review plan 2011-2012 with Site Council/Staff• Site Council/Title One Team composed of veteran and new members, including

parents• Review State and School Assessment Data• Survey Parents• Draft Action Plans for literacy, math and safe schools• Present draft to staff and stakeholders for input and revision during Site Council

Meetings and Staff Meetings (Ongoing)• Review Final Plan and submit to district• 100% of the school staff supports plan• Staff was asked if they were able to support the plan. If they staff member was not,

they were asked to give feedback which would lead to changes that would allow for their support. A record was kept which tallied staff support and feedback.

• NOTE – Area for improvement (Better documentation in the form of sign in sheets when parents and community were involved in the process!)

Technical Assistance

• COSA Odyssey• School Improvement Coordinator .4 FTE• Director of Special Programs

Comprehensive Needs Assessment

School and Community Coos Bay School District is located on the South Central Oregon Coast in Coos County. The District has approximately 3,400 students from kindergarten through 12th grade. We have two K-3 primary schools, two intermediate schools for 4th through 7th graders and Marshfield High School serving students grades 8 through 12. The District also provides several alternative schooling options at the Harding Learning Center. Sunset school has an enrollment of 461. Eighty-six percent of our students qualify for free or reduced lunch. The staff includes 27 highly qualified teachers and 15 support personnel. At Sunset School, all students through critical thinking, creativity and rigorous learning opportunities will be able to learn new things, work well with others and develop a strong work ethic.

Process • Input from staff, students and parents via SurveyMonkey• Ongoing analysis of student achievement data in reading and math from Easy CBM and OAKS by site team and grade level teams during Friday

PDD PLCs.• Ongoing analysis of student behavioral data consisting of attendance and discipline referrals by the site /Title I committee and grade level teams.• District staff completed a professional development survey in the Spring of 2011.

Strengths/WeaknessesThe 2011-2012 school year will serve as the baseline following the reconfiguration of the district. Meet or exceed reading scores for the 2011-2012 school year are as follows; 4th- 58.9, 5th- 48.1, 6th- 62.7, 7th- 63.7. Meet or exceed math scores for the 2011-2012 school year are as follows; 4th- 58.9, 5th- 48.1, 6th- 62.7, 7th- 63.7. Generally speaking, 5th grade math and reading scores are considered the relative weakness while 6th grade math and reading scores and SPED math scores are considered the relative strengths. The district and school has recognized the need for an increase of available time for professional development.

NeedsThe district and school will continue with a Monday through Thursday school week for students with fourteen Fridays reserved for professional development for staff. Staff have determined that the majority of time on these Fridays should be allocated to PLCs. The PLCs will address low academic achievement by focusing on defining state standards and using formative assessment and increasing the use of best instructional practices.

Comprehensive Needs Assessment – Cont.

Student Achievement - GoalsWriting• Improve the writing performance of all students at Sunset. • In the spring of 2012: 70% of students will score 3 or above on the district writing assessment using the

state rubric. • In addition, the Sunset Staff will develop and administer local writing assessments 3 times each year for

each grade level.

Reading• Improve the reading performance of all students at Sunset. • In the spring of 2012: 80% of all students will meet or exceed grade level standards on the Oregon State

Assessment Test for reading.• Less than 25% of all students will be identified as at risk on the ECBM Spring Benchmark

Math • Improve the math performance of all students at Sunset. • In the spring of 2012: 70% of all students will meet or exceed grade level standards on the Oregon State

Assessment Test for math.• Less than 25% of all students will fall below the 35th percentile on the ECBM Spring Benchmark

Comprehensive Needs Assessment - ContinuedProfessional Development

• CCSS – Increase the knowledge of (teachers) and implementation (pacing) of CCSS in each grade level and for each content area. All teachers will participate in Teams/PLCs focusing on gaining a thorough understanding of the CCSS and develop and implement pacing guides for the CCSS which will be in use for the 2012-2013 school year.

• Team/PLC – Support and utilize the team approach for sharing instructional strategies, professional development and student interventions. This includes having team leaders for grade levels, having formative assessment data available and dedicating at least four hours during professional development Fridays. Professional development requested by PLC teams will be implemented fully by 1-1-2012. For 2012-13, this process has a focus district-wide with more specific data points and instructional strategies facilitated by the instructional leaders at the schools and district.

Curriculum and Instruction• CFA – Develop and implement CFA’s across each grade level and each content area. Teams/PLCs will develop and

implement common formative assessments at each grade level and across the content areas that address four CCSS by 12-16-11. Evidence to impact instruction and learning from the data collected from the formative assessments will be shared in the PLC time on Friday PD days.

• Technology – Increase and integrate the use of technology in the instruction at Sunset. All classrooms will have an audio visual system which includes projection, sound, internet access, and a document camera to be used as part of daily instruction by 1-3-12.

Inquiry ProcessProcess

Beginning in the Spring of 2011, staff meetings consisting of staff designated to form the new Sunset began planning for the transition from a 7-8 to 4-7 configuration. Further planning beginning in June of 2011 was done through a variety of committees and meetings. However, the main vehicle was our Professional Learning Communities. Grade level PLCs have met, analyzed data, and implemented interventions (and enrichment) relevant to the School-wide Plan. These PLCs consist of grade level teams, Title 1 staff and SPED staff. Multidisciplinary and district wide PLCs have also meet based on needs identified by the district and grade level PLCs. We also have a combined Site Council/ Title 1 teams that meets monthly.

BEST Practices and ResearchThe PLC is a research based method for increasing instructional performance. Schools and districts across the nation are using this model. We have also had staff members trained in best practice for reading, writing, and math through six traits writing, The Teacher Development Group and The Daily Five. In addition, many teachers have been SIOP trained and attended the CCSS conference.

Inquiry Process Cont.

Improve writing instruction. Grade level and multidisciplinary PLCs scheduled for 14 days, increase instructional minutes through block scheduling, use of district level TOSAs that focus on improving instruction, increased access to technology

Improve reading instruction.Grade level and multidisciplinary PLCs scheduled for 14 days, increase instructional minutes through block scheduling, use of district level TOSAs that focus on improving instruction, increased access to technology

Improve math instruction.Grade level and multidisciplinary PLCs scheduled for 14 days, increase instructional minutes through block scheduling, use of district level TOSAs that focus on improving instruction, increased access to technology

Instructional Program/Research-based Strategies

Instructional Need Being Addressed

Strategy Description Research-based Principle Research Source

Increased instructional minutes in math, reading and writing Common formative assessment    Teacher to student ratio Access to technology     Rewards, Read 180 

Block scheduling for LA and math    PLCs used to develop and implement    Fund 2.0 licensed and 2.5 classified Upgrade presentation equipment to increase student assess to instruction Reading interventions to be used during Title 1 pull-out

Value added     Use of common formative assessment     Differentiated instruction Increased use of technology during instruction increases student performance   Use of research based reading intervention during value added instructional minutes

Dufour and Eaker (1998), Fielding, Kerr & Rosier (2007)  Reeves (2005), Popham (2003), White (2005), Ainsworth (2006)  Tomlinson (2008) Arroyo (1992), AACE (1995)     Archer, Gleason, Vachon & Hollenbeck (2001), Admon (2003), Nave (2007)

Student Assessment of Progress   

Grade Level

  

Content Area

 Assessment Name and

Description

  

Frequency of Assessment

 How will Staff be

Trained

How/when will Staff use the Information

to Guide Instruction

 4-7 

 Writing

 District writing prompt scored by teachers using the Oregon rubric

 At least 3 times per year

 TOSAs, ODP

 Ongoing during PLCs

4-7 Reading EasyCBM (formative) At least 3 times per year Staff trainers, ODP Ongoing during PLCs

4-7 Reading OAKS (summative) Once per year TOSAs, ODP End of the year program evaluation

4-7 Math EasyCBM (formative) At least 3 times per year Staff trainers, ODP Ongoing during PLCs

4-7 Math OAKS (summative) Once per year TOSAs, ODP End of the year program evaluation

Student Assistance

Identification of Students experiencing difficultyGrade level PLCs consisting of teachers, educational assistants and building administrators determine student need based on data from formative assessment, teacher recommendation and increased risk factors such as being identified as being homeless, ELL, migrant or having a learning disability.

Assistance and ServicesThe Title I and grade level teams meet bi-monthly during PLC time to discuss the progress, or lack thereof, of students. During this time, the team discusses how to regroup students to best meet their needs. The team also discusses research-based strategies for individuals, as well as for groups. We also regroup students based on data that is collected on a regular basis through the use of formative assessments.

Student Assistance Cont.Special Population Assistance

Sunset has an Inclusion/pull-out model for special education that includes a Middle Learning Center designed for students who are classified between a life skills program and regular special education. To the greatest extent possible, we will mainstream our students in the regular education classroom setting. Our goal is to educate our special education students in the least restrictive environment. We develop Individual Education Plans (IEPs) with our special education students, their parents, specialists and school staff. Our SPED students have access to adaptations, accommodations, modifications, and extra support from school staff as needed and as indicated in their IEP.

English Language Development (ELD) is offered to our ELL students for 30 minutes each day. ELD centers on language development, and is separate from their reading and writing instruction. A certified teacher instructs this class. The current ELL curriculum consists of Avenues, Keys to Learning Skill and Strategies for Newcomers and Shining Star. ELL students are assessed using the Woodcock-Munoz and English Language Proficiency Assessment. All teachers with students designated ELL will be SIOP trained.

Our District Homeless Liaison, Patty Sanden, tracks homeless students and acts as an ombudsman for these students and families in respect to available community services and compliance.

Professional Development

PD Activities The district and school has recognized the need for an increase of available time for professional development. The district and school will continue with a Monday through Thursday school week for students with fourteen Fridays reserved for professional development for staff. Staff have determined that the majority of time on these Fridays should be allocated to PLCs.In addition to the CCSS workshop at MHS and the visit from Dr. Bavolek, PLCs will work with a district focus to analyze formative assessment data, have a purposeful focus of CCSS for instruction including differentiation, implementation of BEST instructional practices to increase student engagement, and the continued development of targeted intervention time for students who are not at grade level.

Professional Development Cont.The institutionalization of collaborative working environments is widely considered to be critical to the creation and maintenance of schools as Professional Learning Communities. Prevailing thought suggests that improved student performance may be fully realized only when teachers routinely function as teams and abandon their traditional norms of isolationism and individualism. Our district is committed to 14 Fridays set aside for PLC collaboration. PLCs will analyze formative assessment data, monitor student progress on an ongoing basis, and apply interventions/enrichment listed above. PLCs will use this valuable data to inform their instructional decisions and plans for students. At these meetings, staff members discuss strategies and curriculum that include: Guided Reading, phonics instruction other best practices for reading, 6+1 Trait Writing, Bridges in Mathematics, My Sidewalks, CCSS support, Daily Five/Daily Cafe and data team training from The Oregon Data Project, Positive Behavior Support (PBS) and SIOP instruction techniques. The building administrator collects PLC meeting minutes from all PLCs, and also meets with the grade level team leaders to assess progress. The building administrator also completes evaluations of teachers and Title I staff in a manner that ensures that best practices are being implemented.

Highly Qualified Staff

• 100% of the teachers at Sunset are HQ• Our district is proactive in recruiting and hiring

only Highly Qualified Teachers. We also have a strong focus on professional development for the purposes of getting current staff members to become highly qualified. The district II-A 2141 plan addresses highly qualified teacher status.

Family and Community Involvement Strategies

• Increased opportunities for involvement• Increase outreachA parent survey was used and regularly scheduled conferences twice a year are opportunities for teachers to meet with parents of students who are not making adequate academic progress.The annual Title I-A meeting will take place as part of the Family Literacy Night. The agenda will include the school’s Title I status, explain the requirements of Title I funding, and the right of parents to be involved in the school

Family and Community Involvement Strategies Cont.

PartnershipsCTS, Neighbor to Neighbor, SWOCC student mentoring and collaboration with the local tribal governments are collaborative partnerships used to enhance student achievement. Indian education through CBPS offers tutoring to eligible students at the Boys and Girls Club. The Boys and Girls Club also offers tutoring and enrichment on Fridays.A School/Parent compact that was used in our district was reviewed in our Site Council/Title One meeting and used for 2011-2012.

Transition Strategies for Students

Third to fourth and seventh to eighth transition student tours and family orientation nights are conducted.

Coordination and Integration of Services and Programs

• Title II-A funds instructional coaches who collaborate with Sunset teachers and mentor new teachers. Title I district set aside funds instructional coaches in the areas of technology, math, language arts and reading.

• The district funds a Title 1 coordinator and TOSAs. The coordinator oversees district title 1 programs, provides technical assistance, professional development support, materials and protocols

• For 2012-2013, Instructional Coaches, District Administration and the building principal will observe instruction, provide consistent instructional feedback, and will help participate in PLCs to review student data and create efficient learning opportunities for our students

On-going Plan to Monitor the Effectiveness of the School-wide Plan

• The Site Council/Title 1 Committee will meet 10 times throughout the year at regularly scheduled monthly meetings

• A cross-section of staff was selected to give a broad perspective. They include regular classroom teachers, Title 1 teachers and EAs, administrators, school board members and parents

• The Title 1 Plan will be treated as a working document used throughout the year and updated at Title 1 meetings

• The district School Improvement Coordinator and TOSAs will act as the liaison between the building and the district and ODE. All minutes, protocols, and data are available for district review

Fiscal Coordination2011-2012• 1.0 FTE reading specialist and 1.0 FTE math specialist at an expense of $14311• 2.5 FTE educational assistants at an expense of $101783• Professional development includes attending conferences related to CCSS and

additional hours for instructional assistants to attend PLCs at an expense of $11155.• Parent/family involvement activities include parent math and literacy nights, Title 1

meetings that include parents and students and dessert of champions nights which encourage academic and behavioral excellence at an expense of $3000 set aside at the district level.

• Supplies and materials including Rewards, Read 180 materials, leveled books, LCD projectors, document cameras and laptop computers at an expense of $52005.

2012-2013 • Title One budget is still being developed, however the majority of the Title One

budget is being utilized for personnel (2.0 Certified Teachers in Reading and Math, approximately 2.5 Classified Assistants to support instruction)

Action PlansCurriculum and Instructional StrategiesWhat will you do?

Who Provides Leadership?Who will provide the leadership to assure that this strategy is accomplished?

TimelineWhen will this strategy or action begin and end?

ResourcesWhat existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?

EvidenceWhat indicators will demonstrate progress of this strategy?

Evaluation Methods and Who is ResponsibleHow will you gather the evidence needed to demonstrate progress and achievement of this strategy

   Increase instructional minutes through block scheduling  

Administrators, Title 1 teachers

Fall of 2011 and continue indefinitely

Title 1 funded teachers and EAs Teacher schedules Administrators will review schedules, information will be shared with Title 1 Committee

 Increase access to technology     

Administrators, Title 1 Committee, Tech department

Winter of 2012 and continue indefinitely

Title 6B funded purchase of laptops, AV carts, and AV cart components

All classrooms have equitable access to technology, increased student access to technology

Administrators will conduct pre and post technology survey, information will be shared with Title 1 Committee

   Increase access to leveled readers    

Administrators, Title 1 Committee, librarian

Winter of 2012 and continue indefinitely

Title 1 funded purchase of leveled readers and hours needed to organize

Leveled readers will be available as sets

Leveled reader check-out log will be recorded and reviewed by administrators, information will be shared with Title 1 Committee

Professional Development Plans Strategies and Actions What will you do?

Who Provides Leadership? Who will provide the leadership to assure that this strategy is accomplished?

Timeline When will this strategy or action begin and end?

Resources What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?

Evidence What indicators will demonstrate progress of this strategy?

Evaluation Methods and Who is Responsible How will you gather the evidence needed to demonstrate progress and achievement of this strategy

PLCs scheduled for 14 student release days

Administrators and grade level leaders

Fall 2011 and continue indefinitely

Teachers funded out of general budget, Title 1 will fund extra hours for EAs

Pacing guides developed for the 2012-2013 school year which include the CCSS, staff trained by TOSAs for implementation of data teams, grade level team leaders in place

Administrators, grade level team leaders will track progress

Conferences to be attended by select teachers based upon need include six traits writing, Teacher Development Group, SIOP, Daily Five, CCSS, multilingual conference

Administrators and grade level leaders

Fall 2011 and continue indefinitely

Title 1 funded travel and expenses

Attendance at conferences and compliance will state and federal regulations

Administrators, grade level team leaders will track progress

Family and Community Involvement Plans Strategies and Actions What will you do?

Who Provides Leadership? Who will provide the leadership to assure that this strategy is accomplished?

Timeline When will this strategy or action begin and end?

Resources What existing resources (or resources you will have as you implement this plan) will you use to accomplish this strategy?

Evidence What indicators will demonstrate progress of this strategy?

Evaluation Methods and Who is Responsible How will you gather the evidence needed to demonstrate progress and achievement of this strategy

Family and community outreach includes: Open House, Back to School Night, Family Math Night, parent conferences, Veteran’s Day Assembly, family Literacy Night, attendance intervention meetings, Dolphin Dessert, SWOC student mentors, cooperation with The World Newspaper

Administrators and grade level team leaders

Fall 2011 and continue indefinitely

Combination of general and Title 1 funded

Attendance, high marks on parent survey

Administrators will monitor attendance counts, sign in sheets, and parent survey