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KSDE | Communications & Recognition Programs 2www.ksde.org Rev. 10/2006KSDE | Communications & Recognition Programs 2www.ksde.org Rev. 10/2006

Title I schools planning for a Schoolwide program will use this plan.

USD 423 Moundridge Moundridge Elementary Building #6140 K-4 2009-2010K-5 2010-2011

USD Name and Number Building Name and Number Building Grade Span

JoAnn Browne 207 S. Drucilla 620-345-5500 620-345-5408 [email protected] Building Principal Address Telephone Number Fax Number E-Mail

Chad Higgins 526 E. Cole 620-345-5500 620-345-8617

LCP Contact Address Telephone Number Fax Number

October 10, 2009 115 34% 48/115

Date used for official data collection (Month/Day/Year) # of Students Enrolled in Building Total % of Low Income Total # of Low Income

ASSURANCES: X A peer review committee or representatives from the district have reviewed and approved this Schoolwide Plan.X The school assures a district/school parent community involvement policy is in place.X The school assures that a parent/school student compact has been provided to parents.X The school assures that an Ed-Flex Waiver has been submitted to KSDE if the school’s poverty level is below 40% X The school assures that it has sufficient ESOL endorsed teachers to accommodate its ELL students.

District signatures represent agreement to all assurances marked and that the plan has been reviewed and approved at the district level. Signature of KSDE official represents plan has been reviewed and approved in meeting all required criteria.

_______________________________________________________________________ _________________________Signature of Authorized District Representative Date

_ ______________________________________________________________________ _________________________Signature of Authorized District Representative Date

_ ______________________________________________________________________ _________________________

Schoolwide Plan KSDE Title Programs and Services Team of 34 Updated 12-7-2009 www.ksde.org

KANSAS STATE DEPARTMENT OF EDUCATION Plan for Schoolwide Programs

Planning Year 2009-2010Implementation Year 2010-2011

Please submit to:Laura Jones

Kansas State Department of Education120 SE 10th Avenue

Topeka, KS [email protected]

Due: June 1, 2010

http://www.ksde.org/

mailto:[email protected]


Title I schools planning for a Schoolwide program will use this plan.Signature of Authorized District Representative Date





External Technical Assistance Team

Directions: List the name of the individuals who will serve on the External Technical Assistance Team (ETAT) with their contact information. Additional rows may be added to this chart as needed.

ETAT Membership should be selected based on the skills and knowledge necessary to support the school’s identified areas of improvement. More information can be located in the QPA Manual under Quality Criteria Two.

Requirements: Each school will select the membership of the ETAT

The local board approves the ETAT

An ETAT may serve more than one school in a district

ETAT members may be affiliated with the district

Members are not to be affiliated with the school (not even as itinerant personnel)

An NCA (North Central Association) team may be used as the ETAT

ETAT could provide technical assistance for Schoolwide planning

The school and ETAT members determine the frequency of the external team visits


External Technical Assistance Team (ETAT)Identify area(s) of expertise of each individual. Note requirements above.Place an * beside the chairperson for this ETAT team

Name Email address Phone Number

*Principal, Inman Elementary Mr. Paul Erickson [email protected] 620-585-6555

Superintendent, Lyons Mr. Gary Sechrist [email protected] 620-257-5196

Principal, USD 460 Mr. Larry Thompson [email protected] 620-327-2141





I. Establish a Schoolwide Planning Team

A formal schoolwide planning team should be in place to lead the process of developing the schoolwide program. (See page 8 of the handbook for responsibilities of the planning team.) The stakeholders included on the membership team provide a broad and knowledgeable perspective regarding the preparation of students for the 21st century. Directions: List the names of the individuals who will serve on the school planning team with their contact information. Add as many rows to this chart as needed. The roles in bold are required. It is also required that 1) one person fill no more than two roles on the team and 2) no more than one of the asterisked roles may be filled by an employee of the school district.


School Planning TeamRole Name Email address Phone NumberSuperintendent or Representative Chad Higgins [email protected] 620-345-5500

Principal or Principal’s Representative JoAnn Browne [email protected] 620-345-5500

Site Council Member* Phil Waite [email protected] 620-345-7414

Community Member

Family/Parent Representative* Carina Knight [email protected] 620-345-3553

General Education Teacher Melissa Helms [email protected] 620-345-5500

Counselor, Social Worker, etc. Navene Rains [email protected] 620-345-5500

Special Education Educator Erica Schrag [email protected] 620-345-5500Local Consolidated Plan Contact Chad Higgins [email protected] 620-345-5500Teacher of English Language Learners JoAnn Browne [email protected] 620-345-5500

Title 1 Representative Pat Stucky [email protected] 620-345-5500

Other







https://mail.google.com/a/usd423.org/contacts/ui/ContactManager?js=RAW&maximize=true&hide=true&position=absolute&hl=en&emailsLink=true&sk=true&titleBar=false&border=NONE&eventCallback=ParentStub1266430967833&zx=5soq37-5b59t4






II. Systemic Planning Process

Describe the process that was used to develop and maintain this plan. Include the following in your response. 1. Who was involved in the process? 2. Who assisted stakeholders in understanding components of a schoolwide program? 3. How was teacher voice and buy-in achieved?4. What was the timeline for planning? 5. How was the plan communicated to parents, teachers, and the board of education?

Moundridge Elementary is a small school with only 10 certified teachers and all were involved in the process. We began the school year by going over the previous spring state test results, NWEA MAP scores, 2nd grade DIBELS scores and the results of the Kindergarten Screening. Mr. Higgins, Superintendent, and Mrs. Browne, Principal, went over the criteria of going School Wide Title 1 at: a School Board Meeting, a staff meeting, as well as at a Site Council meeting. It was determined that all of our students would benefit from consolidating our resources into one program.

Teachers and parents had numerous opportunities to voice concerns as well as ideas. 100% buy-in was achieved by doing this. It was decided to use the rest of the school year to: create a needs assessment; formulate Smart Goals, research instructional strategies to address these goals; review and revise our current MTSS Power Reading program; plan for MTSS Power Math and to write the Action Plan and the Results Based Staff Development plan to implement this Action Plan. Our Site Council met monthly to update and gain input. They in turn, met with other parents and community members to discuss our Action Plan; our Power Math addition proposal, as well as the possibility of restructuring our school to incorporate a Multi-Age concept.

A survey was given to parents at our Parent Teacher Conference, to the school board, and to community members at one of our music programs. Surveys returned were in favor of moving toward a School Wide plan.

III. Clarify the Vision for Reform




Title I schools planning for a Schoolwide program will use this plan.1. Explain the mission/purpose of the school in future oriented language that conveys what the school is striving to accomplish to prepare

students for the 21st century. Statement establishes a bold direction for the school and challenges the status quo.

Moundridge Elementary school faculty, staff, parents and other interested community members seek to help each child blossom into the fullness of his or her abilities, talents, and gifts, by providing guidance, resources, individualized attention and love.

2. Explain the vision for the schoolwide plan that strongly conveys organizational values of school staff and the school community.

a. Explain the vision regarding student success in the 21st century. (e.g., content knowledge and skills, problem solving, critical thinking, leadership, teamwork, real-world learning opportunities and career and technical education etc.)

b. Explain how the mission and vision will drive the schoolwide planning and guide school decisions and practices.

IV. Comprehensive Needs Assessment


a. Moundridge Elementary envisions a school which produces responsible and respectful citizens. As a center for innovation, our students will inherent a lifelong curiosity about the world and how it works. They will become risk-takers and problem solvers in their own learning with the support of dedicated teachers, staff, parents and interested community members. Our students will engage in the basics of the digital age and become successful technological learners. They will discover that the world is just a click away and therefore they need to understand cultural differences. Moundridge Elementary students will be proficient readers as they learn to read in Kindergarten through third grade and then read to learn from then on.

b. The mission/vision is essentially our roadmap for planning, and ultimately, learning. This creates the focus on knowledge and skills that we have judged as important. By keeping the vision of what we want our school to look and act like, we will be guided in the decisions to ensure that we are heading in the direction to make our students successful, life-long learners.



Title I schools planning for a Schoolwide program will use this plan.2. Create a School Profile. As a school prepares to become a schoolwide program, it needs to understand its current status, a snapshot

that will help illustrate the gap between where the school is now and where it wants to be when its vision is realized. A school profile provides that picture; it is a data-driven description of the school’s student, staff, and community demographics, programs, and mission. The school profile serves as a starting point for discussion by the planning team, and useful information for each of the focus areas of the needs assessment that follows. It suggests critical areas that might be addressed in the schoolwide plan.

USD 423 is located in McPherson County in a town with a population of approximately 1500. The community is independent with local businesses, doctors, hospital, churches, and recreational activities. The district serves a student population of approximately 435 students. USD 423 employs a staff of 42 certified employees, 4 special education teachers through McPherson County Special Education Cooperative and approximately 22 classified employees.

Moundridge Elementary school is a K-4 building with 115 students. This school has experienced a slow decline in enrollment. In 2004, the student population was 145 -a 21% decrease in just five years. The Free and Reduced Lunch percentage in 2009-2010 was 34%. In 2004, the Free and Reduced Lunch percentage was only 17%. With the decrease in enrollment and the increase in Free and Reduced, we have slowly witnessed a change in our demography as well in our student achievement scores.

In 2006, All Day Kindergarten was added to the school’s configuration. Data indicates that not all incoming kindergartners are prepared for kindergarten. 2006 and 2007 NWEA scores showed that 48-52% of incoming kindergartners scored at least 1.5 years below expected levels. The summer between these two school years several members of the staff did a book study on, “Annual Growth for all Students, Catch-up Growth for Those Who are Behind” by Fielding, Kerr, and Rosier. It was obvious that we needed to do something to help catch these students up. Using MTSS concepts, our staff created a program that we called, Power Reading. It is a guided reading type of program that is designed for ALL students. We enrich those who are already at or above grade level and have small groups for those behind. We also use Tier III time to “catch up” those who are more than one grade level behind. Our staff made the commitment that, by the end of 3rd grade, 90% of our students will be at or above grade level in reading. The first three years of implementation we have witnessed great success. However, due to the change in our demography (decrease in enrollment and increase in SES) we are seeing more and more students come to school unprepared. We have also had a change with our SPED coop who are no longer allowing services for non-identified students like we have had in the past. With that and Title I Targeted Assisted status, we are only able to help identified Title students in our Tier II and Tier III classes. This separation of services has had the direct result in a fragmented Power Reading structure. This is one of the reasons that we believe moving to a schoolwide Title I will allow us to get back on track with our 90% Reading goal.




Title I schools planning for a Schoolwide program will use this plan.The Board of Education, administration and teachers have always supported a lower teacher-pupil ratio and, until the 2009-2010 school year, we have maintained two certified teachers per grade level. Due to budget decreases, we were forced to reduce our staff by two teachers. This compelled us to re-evaluate our classroom structure. This school year we created a Team Teaching concept that would allow each grade level to have 1.5 certified teachers. We continue the belief that the core subjects of reading and math must be a lower teacher-pupil ratio and this Team Teaching concept has allowed us to do this.

2010-2011 will again see a change in school configuration as we will add 5th grade and become a K-5 school. Kindergarten will continue having two certified teachers, as we believe that the foundation for educational success starts here. First and Second grades will become Multi-Age classrooms and grades 3-5 will be self-contained with one certified teacher per grade.

The changes in demography, fragmented Title, SPED and Regular Education services, and the changes in school configuration, are primary driving forces in our desire to become School Wide Title 1. Through a schoolwide model, we will be able to seamlessly integrate our Title I staff, SPED staff, resources, and services into the regular classroom. Students will be more flexibly grouped and instruction will be differentiated to meet the diverse needs of all students. Our interventions and enrichment efforts will be led by our most capable support staff and more students’ needs will be met than ever before.

Schoolwide Components: We propose the following components of our schoolwide program.

Curriculum Curriculum that is aligned with the Kansas State Standards and 21st Century Learning Goals.

Instruction Everyday Math—60 minute block ---Power Math (30 minutes) Literacy Block—90 Minutes—Power Reading (30 Minutes), Theme units, Book Buddies, Animated Literacy for 1st Grade,

Integrated Science and Social Studies 6-Trait writing, Writer’s Workshop Wilson’s Fundations K-2 High interaction with library resources and staff Book fair, Book It! Small group Tier III Power Reading and Power Math concepts

Collaboration/Staff Development Phonemic Awareness training




Title I schools planning for a Schoolwide program will use this plan. DIBELS/Aimsweb training Multi-Age collaboration Technology training

Tier II InterventionsPower Reading (30 minutes daily for all students)

Enriching activities for student at/above grade level Small group intervention based on skill needs Florida Research for Reading strategies

General Education Intervention for Speech and Language General Education Accommodations—Reduced Assignments, Spelling Lists, etc. Testing Accommodations

Power Math (30 minutes daily for all students) Enriching activities for student at/above grade level Small group intervention based on skill needs National Math and Science Initiative strategies

General Education Accommodations Testing Accommodations BAIP

Tier III Interventions Daily intensive, individualized instruction provided by SPED/Title I staff One-to-One tutoring based on individual needs IEP or 504 or General Education Plan (accommodations and strategies to carry on to next grade level)

Preschool Preparedness Work with local preschool, Head Start and Parents as Teachers to create a plan to help prepare 3-4 year olds

AssessmentsNWEA, KCA, DIBELS/Aimsweb probes, Subject checklists/formative assessments, Writing Rubrics.

Parent/Family InvolvementBack-to-School Open House Parent Night, Back-to-School Parent Information Meeting, Parent/teacher/student compact, Parent survey, Parent-Teacher Conferences, School Website, School/Class newsletters, Awards Assemblies, Parent Volunteers, September BBQ, End-of-Year Picnic/Fun Day, Music concerts.




Title I schools planning for a Schoolwide program will use this plan.3. Identify the needs assessment instrument (s) (e.g., survey, questionnaire etc.) that will guide data collection and assist the schoolwide

planning team as they assess how each area impacts student achievement.

Moundridge Elementary chose to use several methods of determining where our students, staff, curriculum, and parental needs were in this moment in time. We created a checklist, a parent survey, a 5 minute Walk-Through observation report, and a round table focus group open discussion forum. By using several methods of collection we believed that we would get a clear picture of where we are.

4. Identify Data Sources Data collected should reflect student achievement trends over time (longitudinal) from several data sources.

List the data that was collected for each data type. Identify qualitative and quantitative data.

Achievement Data (e.g., formative assessments, summative assessments, State Assessments, MAP, DIBELS, KELPA)

State Assessments, NWEA, DIBELS, KELPA

Demographic Data (e.g., attendance, discipline, migrant, refugee, immigrant)

Enrollment numbers, Attendance, ESL

Contextual Data (e.g., curriculum , professional development, block schedule, newcomer, ESOL center)

Administrative Walk-Through, Principal Effectiveness survey, Building Needs Assessment

Perception Data (e.g., surveys, walk through reports)





Parent surveys, Teacher Needs Assessments, Student Intervention Team (SIT) minutes

5. Write one to three sentences for each of the data sources that capture the KEY FINDINGS from that data.

Achievement Data: Performance on state and local assessments provide summative (quantitative) data for analyzing yearly, tri-annually, monthly, and/or weekly performance. While our 3rd and 4th grade students have met AYP goals every year, we have found that, in the area of reading, our weakest areas are with main ideas and details. In math, both grade levels score lower in real world applications. These scores are consistent with the NWEA MAP assessments as well.

Demographic Data: Demographic trends describe the changes in demographics in our school population over time. By using this quantitative data, we are able to establish trends and make projections (qualitative) on the needs of the school/students. In the past 5 years our school has had a significant decrease in enrollment and an increase in Free and Reduced qualifying students. We have also experienced an increase in ESOL students.

Contextual Data: Administrative 5-Minute Walk Through data showed that Cooperative Learning structures would benefit all students. These structures would allow more active participation. The Principal Effectiveness Survey given in 2008 reported satisfaction with the current leadership.

Perception Data: Parent Survey: While our parents feel that their children are receiving a high quality education at MES, they sometimes feel as if communication between home and school could be an area of improvement.





V. Analyze Data

1. Explain the process used to analyze the data. Who was involved? Were all of the stakeholders involved in the data analysis? How was it determined what data was to be collected? Has enough data been gathered to start a discussion by the planning team? Does more or different data still need to be collected and analyzed?

As mentioned in the Planning Process, Moundridge Elementary is a small school with only 10 certified teachers so all were involved in the analysis of the data. We began the school year by going over the previous spring state test results. We had previously charted indicator strengths and weaknesses from 2003-2008 to determine where the instructional focus needed to be. In addition, each grade level meets, weekly, on a rotational basis, with the other Student Improvement Team (SIT) members. This provides time for the team to talk about each student in that grade level and their individual needs.

The Northwest Evaluation Association (NEWA) Measures of Academic Progress (MAP) assessments are given to every student three times a year. This assessment was first given during the 2007-2008 school year. The staff was trained how to use the Dynamic Reports and the Des Cartes Continuum of Learning to guide instruction for individual and group needs. The MAP scores are also used to form the Power Reading groups and identify strands with which students struggle.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and AIMSWeb probes are two of the weekly assessments that are given to all Tier III students to monitor their progress. The SIT is then able to determine instructional strategies for each TIER III student.

This is the first year that MES has had more than one ELL student. There are currently seven ELL students and the KELPA-P was given to each student the first month they entered our school. The KELPA, given in the spring, is used to measure and monitor the English Language achievement and growth of these ELL students.

The consistent analysis of all data provides a structure for monitoring student growth. Between the assessments, surveys, student work and other means of gathering data, the staff feels that we are able to get a good picture of where our students are. We are able to use this data to measure the impact of instruction, monitor for possible gaps in learning, and provide more immediate opportunities to intervene.

2. From the data analysis:a. Identify the planning team’s assessment of the strengths and root cause(s) of the current school program.b. Identify the planning team’s assessment of the challenges and root cause(s) of the current school program.





Strengths: Based on the analysis of the data collected, we believe that our reading program is strong in the area of word structure. We believe the root cause is our Power Reading program and our Reading Streets Leveled readers. Our math strengths are in the area of geometry. We believe the root causes of this that the Everyday Math program hits this area very well. Of course, 100% Highly Qualified teachers are the driving force for all of these strengths.

Challenges:We believe that our biggest challenge is catching up students who come to us more than one grade level below expectations. The preschool preparedness is an area that we need to address with our local preschools, Head Start and Parents as Teachers. As for our weak areas with state assessment indicators, we feel that our Everyday Math program lacks the teaching of applying real world problems and that our current reading program will need supplementation of retelling main ideas and details.

3. Explain the gaps that exist between the school’s current reality and where it wants to be when its vision is realized. What are the needs and what does the school need to do or consider, in order to ensure academic success for each student?

Current Reality: Currently, our school is Targeted Assistance Title I. Through this model of serving students, we have provided targeted interventions for identified students in their respective areas of need. While we have been successful at providing these targeted interventions for specifically identified students, with our current trend of demographic changes and Title I/SPED fragmentation, this model is limiting our ability to meet the need of all students.

Our Desired Reality as Schoolwide Title: Through a schoolwide model, we will be able to seamlessly integrate our Title I staff, SPED staff, resources, and services into the regular classroom. Students will be more flexibly grouped and instruction will be differentiated to meet the diverse needs of all students. Our interventions and enrichment efforts will be led by our most capable support staff and this will allow us to meet the needs of all students.





1. Prioritize Needs for Effective Schoolwide Reform Strategies

When the needs assessment and data analysis is complete, the planning committee should work with the school staff to prioritize needs. Refer to the National Reading Panel Report and NCTM (National Council of Teachers of Mathematics) Standards for more information regarding scientifically based research.

1. Explain the process used to prioritize major needs that will focus and communicate improvement efforts over a 3- to 5-year period.

After analyzing the data, the staff determined that we would create new Smart Goals that would focus on the weak areas that we determined, as well as meeting our 90% Reading goal. We will continually monitor our interventions for effectiveness.After analyzing our Parent Surveys it was determined that our major priority needs to be on more communication. We are going to start a monthly newsletter. The Parent Survey at each Parent Teacher conference will determine if this is successful.

2. Identify three of the most important needs to address in the first year. These should be linked to the Key Findings, data analysis, and needs assessment. Identify one reading, one math, and one operations need.

Reading: Main Idea and DetailsMath: Real World applicationsOperations: Monthly Family Newsletter

3. Identify possible strategies to address each identified need.

Reading strategy: Using Graphic Organizers, geared to the grade level (i.e. kindergarten simple two-word strategy)Modeling: teachers will model correct way to find main idea and details. Each grade level will do this based on age appropriate means.Music: the music teacher will teach the “Main Idea, Supporting Detail, Wrap Up” song to each grade level.Technology: Computer assisted quizzes, Safari Montage videosMath strategy:Technology: The website: Math in Daily LifePeer study/Cooperative LearningUse A.D.D. (Arithmetic Developed Daily) programUsing real world objects

Operations strategy:Monthly newsletter will be sent home with information from: principal, classroom teachers, librarian, counselor, and Music and PE teachers. The district is also working on a web page that would allow better communications with parents as well as an Automated Phone System that would allow for instant communications.





VII. SMART Goals

The schoolwide plan should contain both student achievement goals (e.g., assessment targets) and goals that address how the school will operate (e.g., goals that address shared leadership or teacher collaboration). The written SMART goals must be connected the needs assessment, specific objectives, strategies, action steps, and professional development to become effective targets that truly guide schoolwide activities.

SMART goals are Specific, Measureable, Attainable, Realistic, Time-bound

1. Write SMART Goal statements for each of the needs identified in number VIII on the previous page.

Student Achievement - Reading

85% of 3rd and 4th graders will meet or exceed standards on indicators 3.1.4.10 and 4.1.4.9, Main Idea and Supporting Details of the State Reading assessment.

Student Achievement - Math

85% of 3rd graders will meet or exceed standards on indicator 3.3.2.A1 Solves real world problems by applying appropriate measurements and85% of 4th graders will meet or exceed standards on indicator 4.3.2.A2 Estimates to check if real world problem is reasonable

School Operation

90% of Parents surveyed will indicate a Satisfactory or Above mark in the area of Communicates Information from the school to home.





VIII. Tiered approach to meeting student needs

Becoming a schoolwide program means the school has accepted a collective responsibility for teaching all students. Therefore, in addition to being grounded in scientifically based research, the strategies developed must be comprehensive and span all grades. The schoolwide program must provide timely, additional assistance tailored to each student’s needs.

SMART GOAL(s): (The action for each tier MUST relate back to the academic SMART Goal(s).)

Name the core content program and list identified scientifically based strategies and interventions that have the greatest likelihood of bringing about positive student achievement for all students to meet the SMART Goal(s). (e.g., Tier 1: Core Instruction within the Multi-Tier System of Supports Framework (MTSS)

We use Reading Streets Leveled Readers for core instruction for all students. Everyday Math will be the program that will deliver Core Instruction for all students in math.

What assessment instrument will measure student progress and at what frequency?

We will use both the NWEA MAP scores for K-5 as well as the State Assessments for 3rd-5th grades. The NWEA is given three times a year.

What is the research base to support the identified strategies or interventions? Express why these strategies have the likelihood of bringing about positive achievement for all students.

Our Core Reading block integrates all five areas of reading (phonemic awareness, phonics, fluency, comprehension, vocabulary). By using this research based reading program all students will benefit from these strategies and interventions.Everyday Math, our core math curriculum, is rich in research based documentation:Like the NCTM Standards (1989, 1991, 1995, 2000), the Everyday Mathematics curriculum has been influenced by a rich body of research about children learning mathematics. Many sources have informed the development of lessons, activities, and teaching suggestions. Children in the early grades are capable of much more than had been previously thought. Manipulatives facilitate modeling mathematical concepts and communication about those concepts, thus promoting the development of children’s thinking. The problem-solving approach and everyday contexts in Everyday Mathematics are similar to lessons in Japanese classrooms and other constructivist classes, but are also based on Dewey’s conception of inquiry-based learning that connects to students’ everyday knowledge. (http://everydaymath.uchicago.edu/about/research/basis_4). Moundridge Elementary has been using Everyday Math for over 14 years because they believe that children need to learn more than the basic math facts -that they need to see the “why” and to have the tools to figure out the “why”.


Tier

1


http://everydaymath.uchicago.edu/about/research/basis_4


Title I schools planning for a Schoolwide program will use this plan.Who will deliver the intervention at this tier?

Our Tier I is delivered as a Core Instruction by all classroom teachers.

Identify the targeted content program and list identified scientifically based strategies and interventions that have the greatest likelihood of bringing about positive student achievement for students who need supplemental support to meet the SMART Goals. Our Tier II is different from other MTSS schools in that ALL students are given Tier II services based on their individual needs. We enrich those who are above grade level as well as those who are struggling. We currently do this for reading and will add the math component next school year. We use the Florida Research for Reading strategies for all students.

What assessment instrument will be used to measure student progress and at what frequency? (e.g., Tier 2: Supplemental Instruction)

Tier 2 Reading assessments will include both the NWEA MAP scores –given three times a year as well as the State Assessments for 3rd-5th grades. DIBELS assessments are also given monthly to each Power Reading group.Math assessments will include the NWEA MAP scores for Kindergarten-Fifth grades, given three times a year plus the Kansas Math assessments for 3rd-5th grades. Aimsweb probes will also be used monthly within our MTSS Power Math groups.Our Student Intervention Team (which includes all certified teachers) will meet monthly to go over the latest data: including the above assessments and/or classroom observations and daily work. By meeting with each grade level every month we are able to stay on top of each student’s progress. Our Power Reading and Math groups are dynamic and flexible and changes in groups/interventions happen as soon as we see that a change needs to be made.

What is the research base to support the identified strategies or interventions? Express why these strategies have the likelihood of bringing about positive achievement for all students.The Florida Research for Reading strategies is a well known and documented program that has it focus on the five areas of reading. We will use the NCTM for math strategies. Both of these programs will allow us the interventions needed for each individual students’ needs.

Who will deliver the intervention at this tier?All certified teachers (regular education, Title 1, and SPED) teach our Tier 2 students as ALL of our students receive Tier 2 services.


Identify the intensive content program and list identified scientifically based strategies and interventions that have the greatest likelihood of bringing about positive student achievement for students who need intensive support to meet the SMART Goals. Wilson’s Fundations, Animated Literacy and the Florida Research on Reading will be the programs that we will use on our select Tier 3 students.For Power Math Tier III students we will use Kagan’s Cooperative Learning and Mathematics to help students learn: number sense, measurement, geometry, patterns and functions, statistics, probability, logic, and algebra through a cooperative learning setting. When students, especially Tier III students, are engaged, they pay attention, they're motivated, they learn more, and the learning seems to stay with them. We will also teach our K-3 Tier III students Touch Math. All students at Moundridge Elementary will have access, training and teaching/learning time with Math in Daily Life. Our Tier III students will be able to have more intensive teacher interaction/teaching and more time as their groups will be <3 students in each group.What assessment instrument will be used to measure student progress and at what frequency? (e.g., Tier 3: Intensive Instruction)Our Tier 3 students will receive weekly DIBELS, Aimweb probes, and/or Nonsense Fluency checks. We will do this weekly so that we can determine if the strategies chosen are effectively doing what we want them to do for each individual student.Math will include the assessments from Tiers I & II with the exception that our Tier III students will have weekly Aimsweb probes to ensure that instruction and interventions are effective, and if not, can be changed immediately.Our S.I.T will focus intently on the progress of these students as our goal is to get them out of Tier III services.

What is the research base to support the identified strategies or interventions? Express why these strategies have the likelihood of bringing about positive achievement for all students.The above programs are well known and documented as having the best strategies and interventions for students who are significantly behind. Who will deliver the intervention at this tier?Our Title I and SPED certified and Highly Qualified staffs will deliver our Tier 3 services.

Tier

3

Tier

2




IX. Action Plan Because SMART goals statements are broad indicators of intention, they must be connected to specific action steps to ensure their effective completion. Fill in the chart to indicate the detailed, sequential action steps to be taken to address each SMART Goal.





AAction Steps

(Tied to SMART Goal)

BPerson(s) Responsible

CResources Needed

DTarget Completion

Date1. Graphic Organizers- students

in all grade levels will learn how to use Graphic Organizers to identify the Main Idea and supporting details in a story.

All Staff

Training in the use of Graphic Organizers

Money for training Time for each grade level

to determine which GO’s to use for their grade level

School Year 2010-2011

2. Cooperative Learning- organizes students in cooperative groups to complete a story map outlining the main idea of the story and providing supporting details. Students then explain why they chose that for main idea and the supporting details.

All Staff

Training in Cooperative Learning structures

Money for training Time to plan structures for

each lesson


3. Modeling concept: teacher models how to determine the main idea by using text in which the main idea is clear and follows a logical order.

All Staff

Peer training by teachers who currently use this strategy successfully School Year 2010-2011

4. Music: the music teacher will teach the “Main Idea, Supporting Detail, Wrap Up” song to each grade level.

Mrs. Schrag Sheet music and lesson

plans for each grade level School Year 2010-2011


SMART Goal #1: READING85% of 3rd and 4th graders will meet or exceed standards on indicators 3.1.4.10 and 4.1.4.9, Main Idea and Supporting Details of the State Reading assessment.




SMART Goal #2: MATH85% of 3rd graders will meet or exceed standards on indicator 3.3.2.A1 Solves real world problems by applying appropriate measurements and85% of 4th graders will meet or exceed standards on indicator 4.3.2.A2 Estimates to check if real world problem is reasonable

AAction Steps


BPerson(s) Responsible

CResources Needed

DTarget Completion

Date1. Cooperative Learning: students

will team together to work with real world objects.

Classroom Teachers, Power Math Teachers

Training in Cooperative Learning structures

Money for training Time to plan structures for

each lesson


2. A.D.D. (Arithmetic Developed Daily) - students will use this program daily. Its open-ended items and problem solving opportunities will allow students more real world application learning.

Classroom Teachers, Power Math Teachers

Training in how to use the A.D.D. booklets

Money for bookletsSchool Year 2010-2011

3. Computer Lab: students will work with the website: Math in Daily Life where they will encounter real world problems, games and activities.

Classroom Teachers, Power Math Teachers Computer lab time School Year 2010-2011

SMART Goal #3: OPERATIONS GOAL90% of Parents surveyed will indicate a Satisfactory or Above mark in the area of Communicates Information from the school to home.





AAction Step


BPerson(s)

Responsible

CResources Needed

DTarget Completion

Date1. Monthly newsletter will be sent

home with information from: principal, classroom teachers, librarian, counselor, Music and PE teachers

Principal, Classroom teachers, Librarian, Title 1 teacher, Counselor, Music teacher, PE teacher

Time Money for paper/copier


2. USD 423 Web Site-a. Updatesb. Resourcesc. Educational activitiesd. Feedback forum

423 Technology Specialist

Superintendent

Money for personnel Time to find resources Time for updates


3. Automated Phone System Superintendent Money for phone system School Year 2010-2011

X. Research Based Staff Development

More information can be located in the QPA Manual under Quality Criteria Four (web address) and the Kansas Professional Development Guidelines. (The QPA Manual can be downloaded at: http://www.ksde.org/Default.aspx?tabid=1694. The Kansas Professional Development Guidelines can be downloaded at: http://www.ksde.org/Default.aspx?tabid=2132.)

Directions: Review the school’s Staff Development plan and revise as needed to incorporate the staff development needs identified in the action steps.



http://www.ksde.org/Default.aspx?tabid=2132

http://www.ksde.org/Default.aspx?tabid=1694


Title I schools planning for a Schoolwide program will use this plan. * What does the staff need to know or be able to do to implement the Action Steps?

Research Based Staff DevelopmentStaff Development Goals: Based Upon Identified Needs

Staff Development Strategies

Timeline* Person(s) Responsible

Resources (include Personnel & Funding)

Evaluation

Knowledge LevelTeachers will know and understand the concepts of:

Cooperative Learning Structures;

Arithmetic Developed Daily program;

Graphic Organizers;

Attend the Cooperative Learning In-service;

Attend the A.D.D training workshop

Attend Graphic Organizer Training

September 2-3, 2010

October 13, 2010

September 2-3, 2010

Administration and District PDC

Vicky Kessler- teacher/trainer

Administration and District PDC

Title 1 and District Budget

Time for training;A.D.D. Booklets

Title 1 and District Budget;Graphic Organizer materials

Teacher Evaluation of In-Services and Workshop

Application LevelTeachers will consistently use: -Cooperative Learning structures in reading and math and during other subject area times when appropriate.-The A.D.D booklets daily;- Graphic Organizers (GOs) during appropriate subject level areas.

Teachers will meet in their PLC groups to discuss:- structures they have used during the 2010-2011 school year and will document which ones they used;-how the ADD booklets are working with their students;-which GO they are using per indicator

Monthly PLC meetings,

April In-Service day- teachers will meet and discuss the implementation of successful structures and the success of GOs and ADD booklets.

All Moundridge Staff Time for collaboration

Teachers will add to their portfolio ideas, structures, and GOs that worked for each indicator.Teachers will fill out a Self-Evaluation Rubric on the implementation of the Cooperative Learning Structures, ADD booklet, and GOs.




Title I schools planning for a Schoolwide program will use this plan.Impact LevelTeachers will be able to demonstrate that students’ knowledge and skills have increased related to: -the reading goal of Retelling Main Idea and Details and in the math goal of -Applying Real world reasoning;

Teachers meet and analyze data after:

Fall testing NWEA;Winter testing NWEA;Spring testing of State Reading and Math;May NWEA testing.

- Nov. 2010- Jan. 2011- April 2011

- May 2011

Administration and Teachers

Time for teachers and administration to meet and discuss data findings.

NWEA MAP scores

KS Reading and Math Assessments (AYP)

*Dates should reflect the research on adult learning – Knowledge level may require multiple exposures before Application. Application requires multiple practices with feedback before the strategies reach a level of automaticity. Then the Impact on students can be measured, again, over time.

XI. Highly Qualified Professional Staff

1. Explain the school’s staff development plan that supports the acquisition and retention of highly qualified and fully licensed teachers as defined by NCLB and the State of Kansas.





Moundridge makes every effort to ensure highly qualified teachers provide instruction. In-service opportunities are provided mainly through ESSDACK, our service center. In addition, veteran staff serves as mentors and professional activities are available and encouraged. Our district encourages professional development, shadowing experiences, offering resources and time for teachers to acquire the skills and training necessary for licensure. In addition, USD 423 offers a grant writing incentive to staff who writes a successful classroom grant.

2. Explain strategies the school uses to attract highly qualified teachers.

To attract highly qualified teachers we emphasize the advantages of a small school setting. We have small class sizes, highly structured curriculum with clearly defined outcomes, community involvement with education, in-service and advanced training opportunities, advanced technology, supportive veteran staff, and a competitive salary schedule and employee benefits. Most importantly, we make every effort to retain current certified staff and minimize disruption in the school improvement process.

3. Explain strategies the school uses to ensure paraprofessionals meet the qualifications of highly qualified.

Moundridge offers time and resources for the paraprofessionals to become certified. A tutorial program for the national certification test is available through our special education cooperative. The district currently has employed only paraprofessionals that have completed the certification requirements.

4. Explain strategies the school uses to incorporate a teacher mentoring program as part of its professional development program.

Moundridge is a very small staff, but a lead teacher is assigned to newly hired teachers. New teachers are trained in the school-wide strategies with support from veteran staff.





XII. High-quality and On-going Professional Development

1. Explain how professional development may be offered to principals, paraprofessionals and parents.

All district and building level in-services are offered to principals and paraprofessionals. Every member of USD 423 is required to complete a yearly individual professional plan, including administrators and classified staff. Parent opportunities are offered through our newsletters, assemblies, Site Council membership and other school/community events.

2. Describe how the schoolwide program will provide all teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction to strengthen the overall instructional program.

Teachers will be allowed in-service time to collaborate and analyze data and information and develop instructional strategies to improve individual student achievement. The school psychologist, SPED teacher and Title 1 Reading specialist will hold workshops on effective use of the assessments given and how to disaggregate the results. Strategies using differentiated learning will also be taught to the teachers so that the data results can be used to drive instruction.

XIII. Coordination of Services and Funds




Title I schools planning for a Schoolwide program will use this plan.1. Describe how the school will coordinate federal, state, and local services used to support this Title I Schoolwide Plan.

Through a schoolwide model, we will be able to seamlessly integrate our Title I staff, SPED staff, General Education teachers, all funding resources, and services into the regular classroom. Students will be more flexibly grouped and instruction will be differentiated to meet the diverse needs of all students. Our interventions and enrichment efforts will be led by our most capable support staff and more students’ needs will be met than ever before. The following is a list of coordinated services:

Title Programs Services State Funds Child Nutrition Program Extended Day Program (possibly) E-Rate Funds/District Technology Plan District Title Team MES Site Council ESSDACK service center Cradles to Crayons Pre-school Other local collaboration

2. Describe how federal, state, and local funds will be coordinated to support this Title I Schoolwide Plan.

We will coordinate our State, Federal, and local funds in the following manner: State, Federal, and local funds are coordinated in a district-wide basis to best provide for the needs of students who qualify for various State and Federal programs. By establishing a Schoolwide Title I program at Moundridge Elementary, we will be able to coordinate our State and Federal funds




Title I schools planning for a Schoolwide program will use this plan.(as shown below) to provide maximum opportunities for all students.

USD 423Comprehensive LCP Budget for 2010-2011

Fund Allocation Coordinated ResourcesTitle 1 -2010 (REAP) $33,000 Salaries

Instructional Materials Highly Qualified Teachers and Paras

Title 1 ARRA $29,000 Salaries (additional teacher/Para) Extended Day programSmall and Rural Schools Grant $32,000 Instructional Technology Technology Professional Development State At-Risk $100,000 Direct Instruction Salaries All-Day KindergartenGeneral Fund $700,000 Salaries, Supplies, Academic opportunities and programs for all students

XIV. Transitions: Create a coherent/seamless education program for at-risk students.

1. Describe the strategies for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, special education preschool, Early Reading First or local preschools to the local elementary school program.





The data analyzed during the Needs assessment portion of this year’s planning indicated that children are coming in to kindergarten less prepared than ever before. Our plan is to meet with the directors of Head Start, Cradles to Crayon (Moundridge Pre-School center) and the Early Childhood Center in McPherson County so that we can brainstorm ideas on how we can work together to ensure that the children are prepared for the curriculum and expectations of kindergarten. Working with our local daycare providers will also help us identify infant-4 year olds and their families so that we can provide assistance where needed.

2. Describe (if applicable) the strategies used for assisting elementary school students in the transition from elementary school to middle school.

In previous years, our 4th graders transferred to the Middle School for grades 5-8. This coming year we will be keeping the current 4th graders as our school is moving to a K-5 school. The process we used for 4th graders will be used again for 5th graders next spring. They will spend a half day with a peer in the grade level they are going into. They will eat lunch with the grade level and then go from class to class for half of the day. The principal, counselor and teachers at the Middle School have a presentation where they explain what school will be like there. Also, Our Title 1 and SPED teachers meet with the At-Risk and SPED teachers at the MS and go over the identified students and their needs.

3. Describe (if applicable) the strategies used for assisting middle school students in the transition from middle school to high school.

NA

XV. Parent/Family Involvement

The National Standards for Family School Partnerships are a comprehensive guideline that schools can use to determine how successful they are in implementing family-school-community partnerships. More information can be found at www.pta.org for assistance on specific strategies.

1. Explain how parents are involved in the planning, implementation and evaluation of the schoolwide program.



http://www.pta.org/



Our Parents as Partners organization (our version of a PTA) and Site Council parents were involved during their monthly meetings. At one of the meetings, the superintendent and principal, talked to the parents about our intent to go school wide. They explained the benefits to our students and how we could combine our fragmented services (SPED, Title, Regular Education) to further enhance our programs. Site Council members also met with other community members throughout the school year to explain what was going on. At Parent Teacher conferences and a music concert, parents were given a survey on how they felt the school was doing and what we could do to improve. This survey also explained the School Wide initiative and 100% of the returned surveys were in favor of moving in this direction.

2. Check each standard that the district is using to promote effective parent/family involvement.

For each standard that you check:a. Explain what the school is doing to promote effective parent/family involvement. b. Explain what the school is doing to monitor parental/family involvement.

X 1. Welcoming all families into the school communityFamilies are active participants in the life of the school and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

Moundridge Elementary has had a Back to School Ice Cream social and an Open House just a few days after the school year starts. We keep track of the percentage of parents who attend and encourage, through notes home, more community participation. We also hold a Book Fair in the Spring and host a Family Night where parents and community members are invited to come and share in the fun.

X 2. Communicating effectively

Families and school staff engage in regular, meaningful communication about student learning.




Title I schools planning for a Schoolwide program will use this plan.This was an area of concern from the parents on our Needs Assessment. Because of this we have decided to begin a monthly newsletter home that will include news from: the principal, grade level teachers, counselor, librarian, music teacher and PE teacher. This year, since the survey, we have made every effort to keep our Elementary website’s calendar of events up-to-date.

X 3. Supporting Student Success

Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

Our Parents as Partners collaborate with our teachers in many areas. We also have a large number of parents who sign up at enrollment to be volunteers in the school. These parents have been some of our best communicators with other parents about what is happening at school and what they can do to help their children.

X 4. Speaking up for every Child

Families are empowered to be advocates for their own children, to ensure that students are treated fairly, and to have access to learning opportunities that will support their success.

Parents are told many times that they are welcome to come and observe, eat with their children, and meet with the principal and/or teachers. We maintain an Open Door policy and are excited when parents take an active interest in their child’s education.

X 5. Sharing Power

Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices and programs.





Through our Site Council we are able to collaborate ideas. We meet monthly and the Site Council members take our collaboration to other parents to share. They in turn, bring back ideas from parents who are not able to attend these meetings.

X 6. Collaborating with Community

Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation

Moundridge USD 423 schools and the Moundridge Associated Churches association have a working relationship to share information and ideas on how, together; we can help our students, parents and community. We have an annual Communities That Care event that includes all school children, parents and community members. The local Chamber of Commerce is also involved in activities with the school.

I. Extended Learning Opportunities Beyond Tiers 2 and 3

Describe extended opportunities to learn and/or additional time that the school has in place to help ensure that all students are achieving academically in reading and mathematics. (Examples may include after school programs, summer school program, etc.)

Second grade teacher, Mrs. Schrag, volunteers her time to tutor students after school. We also offer summer school for students who are more than one grade level below expectations or for those students who we feel will lose ground during the summer break. Our Title 1 and counselor offer before school tutoring to help students who need help with organizational skills.

XVII. Monitor Implementation and Progress





1. Describe the process the school will use to monitor the implementation of the plan.

List: a. Who will participate in the review? What is the role of each participant? b. What will be reviewed?

The External Team, School Wide Planning team, and all certified staff will participate in the review of the implementation and progress of the School Wide plan. The principal and Title 1 teachers will check, every quarter, that the plan is being implemented correctly. At the end of each testing period (NWEA, State Assessments, etc) the entire staff will study the results. Every Friday, the S.I.T. members will meet to monitor the weekly DIBELS/Aimsweb probe results on the Tier III students and make changes in intervention strategies based on the trend results.

2. List the indicators of successful implementation of the plan.

Explain to what extent the plan is being followed?


The ultimate indicator that a successful implementation of the plan will be evidenced by meeting our SMART goals. We will also meet the requirements for Title 1 and AYP. The quarterly checklist of progress will also be evidence that the plan is being implemented correctly.




XVIII. Program Evaluation / Annual Review

The school conducts an annual review of the schoolwide plan to determine whether the strategies are contributing to the desired outcomes of improvement in student achievement or increases in other activities that lead to increased student achievement.

1. List those who will be involved in the process of evaluation and the expected roles and responsibilities.

Evaluating student progress is an ongoing process at Moundridge Elementary. The Student Intervention Team (SIT) will be the primary leaders of the evaluation process.

2. Identify the data that will be reviewed to determine success. (Is the plan effective? How do we know?)

State Assessment scores in Reading & Math; NWEA MAP scores for Fall, Winter and Spring, weekly DIBELS and Aimsweb probes for the Tier III students; local classroom unit assessments and performance assessments.

3. Explain how the selected strategies will be evaluated for effectiveness to achieve the vision and goals.

We will use our MTSS Power Reading/Math format to continually monitor the progress of our students. We will make corrections and changes to interventions and instructional strategies throughout the year. The ultimate evaluation will be the success of attaining our SMART goals, which are aligned with our vision of where we want to be.

4. Explain the process for how the results will be shared with all stakeholders.

Moundridge Elementary shares student progress reports, formally, every four weeks during the school year. We also share the growth records of the NWEA MAP scores three times a year –twice at Parent Teacher conferences and once mailed




Title I schools planning for a Schoolwide program will use this plan.home. The state assessment results are mailed home to each individual student’s family.

5. Explain who will have decision-making authority for revision of the plan’s goals.

The School Wide Planning team, External Team, SIT, and the staff of Moundridge will all have responsibilities in making revisions of the plan. The SIT members will be the driving force as they are also primary team members of the School Wide planning team.

6. Explain how the plan will accommodate changes over time.

This plan will continually evolve as we reach new levels, create new benchmarks for our students, and determine the current needs of our students and community. It will, in truth, become our School Improvement Plan for all students.



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