SCHOOLWIDE PROGRAM REPORT - Lincoln County Schools

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SCHOOLWIDE PROGRAM REPORT

NCLB, Title I, Part A, Section 1114


School:

McGuffey

Sixth Grade Center



School Year:

2012

-

201
3

Name of Schoolwide Program Planning Committee Chairperson:

Jimmy Dyehouse


In the spaces below, briefly describe how the schoolw
ide program (SWP) assures that the ten
required components are being covered. Title I does not have to fund all of the 10 components (other
sources may fund some of the components) because federal, state and local resources are integrated
in a schoolwide
program. Federal funds must be supplemental to State and local funds; however
services do not have to be supplemental to the regular education programs.


1.

Needs assessment covers whole school.

What data sources did the school use to plan the
schoolwide p
rogram? What needs did the data identify? What specific grade levels and/or
content areas were identified as a priority? What achievement gaps were identified?


V
arious data sources
are used
for information in identifying our gaps. Our focus has been
on
narrowing the gap in the cont
e
nt areas of Math and
Reading
, with significant gaps in the
subpopulations of Special Education

and Free and Reduced Lunch
. The district KPR
and NCLB
reports are

our primary source for information.

In addition to the KPR w
e use the GRADE test in Reading and the GMADE test in Math for additional
information on the incoming 5
th

graders.

This year we will also use the Math Fluency Test
implemented by the District.

These tests are used as a type of pretest for our incoming st
udents.

We a
dminister
ed the PAS test three times last

year as well as common assessments

for every unit of
study in all

departments. The results of the common assessments have been analyzed using a
item
analysis form to identify target areas for further i
nstruction
. With
in department meetings teachers
have used the findings to help drive instruction, strengthening

the quality of lessons, identifying

students


mis
conceptions and
support

struggling students, as well as identifying well
-
written and
poorly wr
itten assessment questions.


In addition, daily formative assessments are administered in every class every day. Teachers use the
results of these assessments to provide immediate feedback on the quality of instruction, and to
intervene immediately with
struggling students.

Friday Flashback quizzes are also given weekly to
check for understanding of content covered that week.

Results from the program review indicated a need to promote literacy skills across all contents.
Curriculum documents were
rev
ised and instructional practices were modeled and implemented to
support the standards within the Common Core and the program Review.

Through
network Language Arts and Math Cadres
it was determined that the materials currently being
used within the class
rooms were not adequate to support the level of instruction or standards within
the Common Core as a result research based materials have been purchased to ensure that the
content is being taught with fidelity. The school purchased SpringBoards, a Pre
-
AP
program for
language arts and Glencoe Math to support the Connected Math currently being used as the primary
instructional program.

A
lso
, our library/media center is significantly lacking in appropriate books, research materials and
technology to support o
ur reading, writing and instruc
tional technology initiatives. Technology and
creating technology
-
literature students who are able to compete in the 21
st

century workforce is a
primary need.

The state has provided a new set of standards for Language Arts a
nd Math with Science coming in
December of 2012. Our teachers have a limited understanding of these new standards.

The schoo
l
administrators and department

chairs will seek out opportunities for local, state and national
conferences and workshops to impro
ve the knowledge
-
base of teachers and the quality of their
instruction.



2.

Schoolwide reform strategies.

What strategies, based on scientific research, will
all

teachers
and paraeducators use? What is the program design and how is it correlated with th
e Program of
Study and the core content? How does the program increase the amount and quality of learning
time? How will the achievement gap be eliminated between various groups of students, including
male and female students, students with and without d
isabilities, students with and without English
proficiency, minority and non
-
minority students, and students who are eligible for free and reduced
lunch and those who are not eligible? How will the special needs of low
-
achieving students be
met? Was the
schoolwide plan implemented as written? Were the strategies effective in
increasing student achievement? Did student achievement meet the goals established in the
plan?


All teachers in all subject areas will implement content area
Literacy

strategies on

a regular basis.
These strategies will be based on the reading strategies outlined in the Kentucky Core content and
the Common Core Standards. S
elected reading materials for each subject area will correlate w
ith
content standards. Interdisciplinary te
ams consisti
ng of language arts, science,

social studies
and
math
teachers will work together to develop a cohesive reading and writing program that is aligned
across all subject areas.

Content area Title I teachers for science and social studies have bee
n hired
to support the literacy standards within the content areas.
In addition Flocabulary has been
purchased to support the need for an enhanced vocabulary bank to support literacy across all content
areas.

All teachers will develop and deliver lessons
that incorporate strategies to actively engage students in
learning. These strategies and techniques will be based pri
marily on the research of Robert Marzan
o

and Mike Schmoker.

Also, Departments will lead a book study this year on “Classroom Assessment
for Student Learning” by Rick Stiggins.

Teachers will also study and intentionally include instructional
practices described within the CHETL documents for each content area.

All students at the Center will

have
required math course offerings in an effo
rt to close the
mathematics achievement gap. The core math class is an integrated course that is

a hands
-
on,
manipulative
-
based
curriculum
using

a constructivist/investigative
approach to developing
mathematical

kno
wledge. This

class will be
homogeneousl
y
grouped. Another course is


Encore
Math
”,
which

is an 18
-
week course offered as an Encore class

to all

students.
This class will focus on
the development of basi
c math skil
ls, geometry
,
prob
lem solving,

graphing, and central tendency.
Special Educatio
n students struggling in math will take part in a yearlong “resource math class”.
The
resource
mat
h
class will be

supported with the
V
-
Math P
rogram which is a

researched based program
that provides for

individualiz
ation

based on each student’s identified

areas of strengths and needs,
and will also focus on the skills required by the norm
-
referenced math testing tha
t will be part of the
K
-
Prep

test next year.
In addition, an online researched based math program IXL has been purchased
to support students ac
ross all levels of understanding to ensure students’ academic growth
throughout the year.

Students who are two grade levels or more behind in reading will be enrolled in a Reading
Intervention c
lass. This class will be taught using the “Language Curriculu
m”

which insures students
don’t move on to the next unit until they have mastered the one they are on.

Instructional technology will also be an area of focus for all teachers

with an emphasis on student use
of technology to enhance their communication sk
ills
. Each cla
ssroom is equipped with an Activ
Board
and a projector and all teachers will incorporate the use of technology as a regular part of classroom
instruction
.

Each classroom is also equipped with a document camera.
Teachers ar
e making
frequent
use of the

mobile laptop lab
s
, and a goal is to purchase as many laptops as pos
sible in the
next few years.

Teachers will be supported through ongoing professional development throughout
the year which will provide teachers with not only a list of onlin
e sources but also the know how to use
them as they seek to encourage students to use technology as a tool for communication.



Advisory time this year will be used to teach a “Character Building Program”, purchased by our
counselor. The program consist

o
f 90, research based lessons
that can be taught throughout the
year.
Advisory time will be a time for teachers to implement some of the strategies learned through
the book study, A Framework for Understanding Poverty by Ruby Payne. Teachers will be provi
ded
time to study this book during scheduled staff days or PD days throughout the 2012
-
13 school year.
Advisory lesson s will be offered on Fridays with the exception of shortened weeks for students.


To meet the requirements of the program review and offe
r students a holistic educational experience
enrichment courses have been developed and instructional lessons provided to teachers to help
ensure that all students are provided adequate literacy experiences, technology time, career
exploration through the
use of the ILP, arts appreciation and practical living skills.
The Title I science
and social studies teachers will provide support in ensuring the success of the literacy courses being
offered during this time. These will be rotational courses with a sc
hedule provided online.

In addition
the school will employ Antoinette Willis as an Artist in Residence to provide embedded professional
development
for

Language Arts teachers in the content of Asian dance.


The above are only a few of the interventions
provided by the school. The school

has
recently
updated the
Pyramid of Interventions for both behavior and academics as part of the school’s
Response to Intervention plan.
This is a comprehensive list of interventions,

ensuring

that the needs
of every ind
ividual student are met, maximizing achievement and minimizing misbehaviors.


3.

Instruction by highly qualified teachers.

Are all teachers certified in fields in which they are
teaching? If not, what steps are being taken to ensure that
all

teachers wil
l be highly qua
lified by
the end of the 2008
-
09
school year? What is the educational background of paraeducators?
What steps are being taken to ensure that
all

paraeducators will meet the educational
requir
ements by the end of the 2008
-
09

school year?


All teachers currently assigned to the Center meet the requirements to be considered highly qualified.
All Para educators assigned to the Center meet the requirements for employment.

When interviewing
and hiring, only highly qualified candidates are cons
idered.


4.

Professional development.

What professional development (PD) is planned? How was the
school’s PD needs determined? How is the PD tied to the school’s Comprehensive School
Improvement Plan? How will the planned PD improve instruction? What

makes the Pd offerings
high quality and ongoing? How are principals, teachers, paraeducators and other appropriate
personnel such as: health services coordinators; special education coordinators; and directors of
Family Resource and Youth Service Center
s included in the PD? How will the impact of the PD
on student achievement be measured?


Staff

Work Days

Staff Work Days

will adhere to the following framework:

.5 hour of Faculty Meeting Time

.5 hour of Team Time

1 hour of Committee PLC Time

2 hour of wh
ole staff training initiatives



Poverty

book study



Technology



K
-
Prep Data Analysis



Writing



Accommodation Training

1 hour of RTI & Program Review updates

2 hours of Department PLC Time/Content



Content specific training



Student work analysis (Written)



Cu
rriculum Development


The s
chedule for Faculty Meetings & Staff Work Days
is as follows:



August
6

Flexible PD



August
7

(Opening Day): Prepare staff for student arrivals



August 27
th
: Cadre Day



September 24
th
: School Staff Work Day



November 5
th
: Cadre D
ay



November 26
th
: School Staff Work Day



January 28
th
: Cadre Day



February 25
th
: School Staff Work Day



March 25
th
: School Staff Work Day


Professional Development Days



6

hours will be flexible PD for departments.
The remaining hours will be provided thr
oughout the
year by the district administrators or Cadre leaders.


After School Meetings

1
st

Wednesday of the month: Faculty Meeting

2
nd

Wednesday of the month: Team Leader Meeting

3
rd

Wednesday of the month: Department Chair Meeting

Last Wednesday of the

month: SBDM Meeting


Leadership



Team Leaders: All team leaders will need continuing education in teaming strategies, how to
plan for effective team meetings and how to use interdisciplinary teaming to meet the needs of
individual learners.



Team Leaders:

All team leaders wi
ll lead their teams in

regular

meetings
to
focus on
academic, behavioral and communication activities and initiatives
.



Team Leaders: All team leaders will attend the KMSA Conference in September

(if funds are
available)
.



Department Cha
irs: All department chairs will ne
ed training in expectations for

department
meetings and how they lead their departments in curriculum development and alignment, the
development of common units and assessments and effective lesson planning.



Department Ch
airs: All department chairs will attend the state KTLC Conference

(or other
conference if KTLC is not held)

in March

(if funds are available)
.



Department Chairs: All department chairs will lead t
heir departments in regular

meetings to
incorporate “Thou
ghtful Classroom”

techniques,
program

review elements, and new
instructional strategies. Department Chairs will continue to support their team in creating

assessments, and develop
ing

common units and assessments.




5.

Strategies to attract highly qualified t
eachers.
What strategies are used to recruit highly
qualified teachers? What strategies are used to retain highly qualified teachers in the school?


H
ighly qualified teachers desire to work here as indicated by the evidence of our low turn over rate
and
level of interest in our staffing by new teachers.

Through a

strong teacher support system of
common department planning times, common team planning time,

and a network of support
through highly functioning Professional Learning Communities,
the culture a
nd climate is positive
and strong
. The school cooperates with local universities to work with MAT and TTT teaching
candidates, offering them mentors and opportunities for observations and student teaching
experiences. This exposes new teachers and second
-
career teachers to our building and opens
up a broader applicant pool for when positions do open up.

6.

Parent involvement.
What will the school do to increase parental participation, such as offering
family literacy services? How are parents included in

their child’s education?

How are parents
involved in the development of the school’s parent involvement policy, evaluation of the parent
involvement program and the learning compacts?


An Open House is

hosted on the Tues
day

prior to the start of school t
o allow parents and students
to tour the building and to ask questions and make suggestions about their ch
ild’s education at the
Center
.

The Parent Involvement Committee will have a focus on regularly scheduling parent volunteers to
help in our workroom, o
ur classrooms
,
our cafeteria throughout the year
, and during testing.
This
committee will also plan for various activities to bring parents in
to the school such as
Ice Cream
Social,
Donuts with Dad & Muffins with Mom, school dances,
and parent information

nights.

The Gifted and Talented Coordinator will host an information
al

meeting during the first month of
school to explain the GT services offered at our school.

Parents are kept informed of their child’s progress through positive notes home, Notices of

Concern, daily agenda books, weekly Thursday Folders.

The principal communicates with parents through “Twitter”, Facebook, School Messenger,
and
email distribution list
s.

He
sen
ds home regular parent updates
includin
g; upcoming events,
projects,
and
tes
t dates to ensure
that all families are informed. Parent Portal is also available f
or
parents who
want to stay up
-
to
-
date on assignments, grades, and missing homework.



7.

Assists transition.
What will the school do to emotionally and academically ease stu
dent
transition from early childhood programs to elementary school programs?



Because the Center is a one
-
year school, easing transition is a high priority, from both elementary
to 6
th
, and from 6
th

to the middle school. The Center is giving math exams a
nd reading exams to
help with the assignment of students to skills
-
based math classes

and reading intervention
classes
.

A reading
and math
intervention class will be offered to students who are significantly
behind in their reading ability.


The Sixth Gra
de Center hosts

a tour of the school in May for all elementary scho
ols in the district
and provides

a question and answer time for incoming students.


LCMS hosts a tour of the school in May for all sixth graders and

provide
s

a question and answer
time for
incoming students


The Center will work very closely with the middle school on aligning curriculum and will adhere to
many of the same policies and procedures as often as possible (dress code, student planners,
behavior policies, etc.). This will help to
ensure a seamless transition from 6
th

to 7
th

grade.



The Youth Service Center

hosts

a Transition Day for all in
coming 6
th

grader
s in July

for students to
meet friends and teachers, and receive their schedules
. This is free of charge to any student
intere
sted.

Paired with the Open House night, this ensures that students are comfortable with the
building and familiar with their schedule and some of their teachers, helping to ease anxiety on
that first day.



The 21
st

Century program also hosts a
n 8
-
day sum
mer camp in June for 6
th
, 7
th

and 8
th

graders,
which gives students an additional chance to learn about the building, get to know some of the
teachers, and to get involved in extra
-
curricular clubs and activities to establish a sense of
belonging.



8.

Measu
res to include teachers in decisions.
How are all teachers included in the selection of
academic assessments?

How do all teachers participate in the analysis of data and the
development of the overall instructional program in order to improve student ach
ievement?


A
ssessments and data analysis are

an integral part of the Center. All teachers will be expected to
develop and implement common assessments that are aligne
d with Kentucky Core Content 4.1
and the Common Core Standards.

Regular

PLC

time
within
departments
will be used to develop
these assessments and to analyze the results and modify instruction based on these results.
Additional time has been provided during staff work days to support this initiative.



In addition to teacher
-
developed assess
ments, the Center will also use the ThinkLink PAS
program to

gather student achievement data at regular intervals throughout the year. Teachers
will also be expected to use

the practice test creator on PAS and to make instructional decisions
based on thes
e results


Time will also be set aside in September/October for all teacher
s to analyze the
K
-
Prep

results
from the previous year.


Each teacher will participate on a decision
-
making
committee that will meet regularly

throughout
the school year. These c
ommittees will draft policies and procedures and make recommendations
to the SBDM council.
Ad hoc committees are formed as needed to decide issues such as master
schedule. Team leaders and department chairs regularly get input from their colleagues about

issues and upcoming events, and these opinions and ideas are shared at leadership meetings.
The principal
, APC,
and guidance counselor attend team meetings periodically to get input on
other topics as they arise throughout the year.


9.

Activities to ensure

that students meet state standards.
How does the school provide
effective, timely, and additional intervention to students in danger of not meeting state standards?
How are students and their needs identified for assistance? How do teachers and paraedu
cators
collaborate for planning and instruction?


As described above, the following interventions will be used to ensure that students who are
struggling are identified early and often and that all students are achieving at high levels:



Pyramid of Interven
tion

(academic and behavioral)



Administrative Watch Lists



Reading

Intervention

class

for below grade level readers



Resource reading class for struggling special education students



Resource math class for struggling special education students

and regular ed
ucation
population



PAS

(Think
-
Link)

practice tests

3 times/year



Morning and afternoon ESS sessions

through 21
st

Century Program



AIMSWEB
-

RTI Monitoring Tool will be used to assess Tier 1 and 2 students



Advisory/Intramurals/Intervention period
1

day per we
ek


Students will be identified through a variety of sources: PAS data,
formative
classroom
assessments,
K
-
Prep
data,
performance calculator results,
team
,
and teacher recommendations.


In addition, teachers will provide bi
-
monthly information to the pri
ncipal and counselor regarding
students who are not being succes
sful. The P
ri
ncipal, C
o
unselor, and
Academic Performance
Consultant will follow
-
through on creating individualized intervention plans for struggling students
.





10.

Coordination and integratio
n of programs.

What Federal, State and local funds are made
available to the school? How does the school coordinate and integrate Federal, State and local
programs and services to improve instruction and increase student achievement?


The school receive
s funds from a variety of sources


Title I, Title II, Sections 4, 5, 6, 7, 9, and
E
SS. Also, the
Academic Programs Consultant

& Counselor

will have an intense focus on
Response to Intervention (RtI)
school to implement
, track and monitor interventions fo
r struggling
students
.
The state provides grant funds to support a Family Resource Center, which is shared
with the neighboring middle school.
In addition, the school has received a 21
st

Century Learning
Grant to provide before and after school activitie
s and services for students.
All funds will be
integrated to provide the above
-
mentioned programs and opportunities for students, staffing and
materials to support these programs and professional development to ensure that teachers are
able to deliver the

best instruction possible to the students attending the Center.
























Assurances


Our school Council reviewed our Title I plan and the Components of a School Wide Program on


8/1
/201
2

(date) and have agreed that our plan is in compliance
with the ten School Wide Components
(Please attach a copy of the Council minutes reflecting this action).



Our school Council has reviewed the Comprehensive School Improvement Plan to assure that our Title
I plan matches the needs established from the

Com
prehensive Needs Assessment.



I assure that the above statements are true:




___
Jimmy
_
Dyehouse
____






8
-
1
-
2012
__
___


Principal’s signature







date