Title I regulations require that all schoolwide sites have a written, comprehensive and current site plan. Sites should conduct an annual review of the schoolwide program to evaluate its effectiveness. The purpose of this review is to evaluate all components and to make revisions for the upcoming school year. The annual review can also serve other purposes such as:
  • Inform internal program management and help school leaders make informed decisions to improve the quality of their program;
  • Answer stakeholder questions and help them better understand how effectively the school is meeting its stated goals;
  • Increase understanding of specific strategies and help the school determine the usefulness of the activities it has undertaken to increase student achievement; and
  • Promote interest in and support of a program or activity by illustrating certain strategies, their outcomes in terms of improving student achievement, and increasing support for their use.
Just as the Schoolwide Plan should be considered a living document, the annual review should be thought of as a continuous cycle always affecting future progress of the schoolwide program. A review of the strategies and action steps originally proposed in the plan, an analysis of data, and input from various stakeholders should inform revision of the original Schoolwide Plan and reflect a revitalization of the school’s commitment ensuring all students have equal opportunity to achieve at high levels.
This toolkit is designed to be a guide during the annual program review process. Though there is no required format for the annual program review, the Designing Schoolwide Programs Non-Regulatory Guidance outlines specific requirements and suggested steps for review, which were used to create this document. A school wishing to format the annual review differently, should consult the guidance to ensure all requirements are met.
This Annual Program Review Toolkit includes a template for writing the annual review as well as several resources such as Annual Data Review Action Steps, Document Checklist, Action Plan Templates and Guiding Questions for the 10 Required Components of a Schoolwide Plan.
Documents gathered during the Annual Program Review and the revised Schoolwide Plan should be kept on file at the school site and be made available to all stakeholders. Results from the Annual Program Review must be shared with parents and staff on an annual basis and be made available upon request. A copy of the Annual Program Review and a revised Schoolwide Plan need not be submitted to the Oklahoma State Department of Education unless requested for monitoring purposes.

Step I – Assign a Schoolwide Program Review Team

Title I regulations require that a school operating a schoolwide program annually evaluate the implementation of, and results achieved by, the schoolwide program. The school must revise its plan as necessary based on the results of the evaluation to ensure the continuous improvement of student achievement.

Section A – Schoolwide Program Review Team Central Elementary, Moore Public Schools, April 21, 2016.

Name / Title / Stakeholder Group
Becky Jackson / Principal / Support Service
Amy Frazier / School Counselor / Teacher
Stephany Gooden / Media Specialist / Teacher
Judy King / Title I Reading Specialist / Teacher
Becky McDougal / Title I Assistant / Paraprofessional
Kimberly Johnson / Special Education Teacher / Teacher
Shelly Harlan / 6th Grade Reading Teacher / Teacher
Zana Bryan / 5th Grade L.A./Science Teacher / Teacher
Lori Birdwell / 4th Grade Reading Teacher / Teacher
Emily Marshall / 3rd Grade Teacher / Teacher
Lea Conaway / 2nd Grade Teacher / Teacher
Jill Blaine / 1st Grade Teacher / Teacher
Kristine Richardson / Kindergarten Teacher / Teacher
Lindsey Elsea / Parent
Kristy McDougal / Parent
Dori Hamilton / Parent
Section B - Overview
Briefly describe how review team members were selected and which tasks were outlined for the team to accomplish.
The teachers on the team volunteered to be part of the review team. At least one teacher from each grade level was encouraged to be part of the team, as well as a Special Education teacher, the media specialist and school counselor. All teachers were asked to contribute names of parents that might be interested in being on the review team. Parents were also given the opportunity to sign up for the review team at Parent Involvement events. Members were asked to review forms used to collect data, as well as to help compile data. Needs assessments were reviewed and new goals were made.

Section C - Documentation

Record and file the following documentation concerning the schoolwide program review team:
Attendance Records, Agenda and Minutes of all program review meetings.

Step II – Data Collection

Section A – Types of Data

Student Achievement Data
(OCCT, Benchmarks, District Assessments, Report Cards) / Perception Data
(Staff/Student/Parent Surveys, Self Assessments, Meeting Minutes) / Demographic Data
(Attendance, Truancy, Ethnicity, Low-Income, Special Education)
OCCT / Teacher Survey / Gender
District 9 Week Bench Marks / Parent Survey / Ethnicity
Read Naturally / Student Survey / Free and Reduced Lunch Program
Gates-MacGinite Reading Test / SITE Meetings / Attendance
STAR Literacy Test / PCAC Meetings / Tardy Rate
Prodigy Math / Mobility Rate
Truancy Rate
ELL
Behavior
Section B - Overview
Briefly describe the data collection process.
OCCT results are sent in June or July to the Site Principal.
District Bench Marks tests are given quarterly and results reviewed soon thereafter.
STARReading and Math benchmark scores are reported 5 times a year to Reading Specialist, Site Principal and District Reading Coordinator. Progress monitoring can be as often as once per week.
STAR Early Literacy benchmark scores are reported 3 times a year.
Read Naturally results occur simultaneously as the children progress through a level.
Surveys are given to teachers, parents and students in the spring asking them to rate programs, materials and events.
The demographic data is collected from Infinite Campus, a district wide reporting tool, and the State Accreditation Report.

Section C - Documentation

Record and file the following documentation concerning the schoolwide program review team:
Copies of Data Used in the Annual Review
Agenda, Minutes, and Attendance Record for Data Review Meetings

Step II Addendum – Data Profile

1. Student Enrollment by Gender

Year / Total Enrollment / # Male / % Male / # Female / % Female
2016-2017 / 725 / 389 / 54 / 336 / 46
2015-2016 / 698 / 371 / 53 / 327 / 47
2014-2015 / 518 / 272 / 53 / 246 / 47
2013-2014 / 521 / 268 / 51.4 / 253 / 48.6
2012-2013 / 573 / 297 / 51.8 / 276 / 48.2
2011-2012 / 548 / 272 / 49.6 / 276 / 50.4

2. Student Enrollment by Ethnicity

Year / Total
Enrollment / %
Black / %
American
Indian / %
Hispanic / %
Asian/
Pacific
Islander / %
White / %
Other
2016-2017 / 725 / 6 / 5 / 13 / 1 / 57 / 18
2015-2016 / 698 / 5 / 5 / 13 / 1 / 58 / 18
2014-2015 / 518 / 5 / 5 / 12 / 0 / 61 / 17
2013-2014 / 521 / 3.8 / 6.8 / 9.7 / .9 / 62 / 16.8
2012-2013 / 573 / 4.2 / 8.1 / 9.4 / .5 / 61.4 / 16.4
2011-2012 / 548 / 5.3 / 9.7 / 12.4 / .05 / 65 / 7.1

3. Students Eligible for Free and Reduced Lunch Program

Year / Number / Percent of Population
2016-2017 / 405 / 56
2015-2016 / 407 / 58
2014-2015 / 303 / 58
2013-2014 / 312 / 60
2012-2013 / 340 / 59.3
2011-2012 / 365 / 66.6

4. Students Participating in Targeted Title I Programs

Year / Program Enrollment / Percent of Population
2016-2017 / School Wide Program / 100
2015-2016 / School Wide Program / 100
2014-2015 / School Wide Program / 100
2013-2014 / School Wide Program / 100
2012-2013 / School Wide Program / 100
2011-2012 / School Wide Program / 100

5. Student Attendance

Year / Average Daily
Attendance / Percent of Student Population / # Male / % Male / # Female / % Female
2016-2017 / 685.73 / 94.47 / 369.19 / 54 / 316.54 / 46
2015-2016 / 661.49 / 94.11 / 352.41 / 53 / 308.09 / 47
2014-2015 / 480.30 / 93.89 / 215.50 / 52 / 228.47 / 48
2013-2014 / 496 / 95 / 256 / 52 / 240 / 48
2012-2013 / 538.31 / 94 / 278.41 / 51.7 / 259.90 / 48.3
2011-2012 / 524.14 / 95.6 / 302 / 95.38 / 314 / 95.04

6. Student Tardy Rate

Year / Average Daily
Tardies / Percent of Student Population / # Male / % Male / # Female / % Female
2016-2017 / 14 / 2 / 204 / 26 / 188 / 24
2015-2016 / 9 / 1 / 185 / 27 / 181 / 26
2014-2015 / 12 / 2.1 / 181 / 31 / 151 / 26
2013-2014 / 8 / 1.3 / 154 / 48.5 / 155 / 53.8
2012-2013 / 14.71 / 2.57 / 198 / 50.8 / 192 / 49.2
2011-2012 / 15 / 2.5 / 175 / 48.3 / 187 / 51.7

7. Student Mobility Rate

Year / Full Academic Year (FAY) / Non Full Academic Year (NFAY)
# Students / % Student
Population / # Students / % Student Population
2016-2017 / 677 / 87 / 100 / 13
2015-2016 / 620 / 89 / 78 / 11
2014-2015 / 531 / 91.9 / 47 / 8.1
2013-2014 / 548 / 90.4 / 58 / 9.5
2012-2013 / 450 / 78.5 / 123 / 21.5
2011-2012 / 496 / 90.5 / 52 / 9.5

8. Student Truancy Rate

Year / Average Daily Truancy / Percent of Student Population
2016-2017 / <1 / <1
2015-2016 / <1 / <1
2014-2015 / <1 / <1
2013-2014 / <1 / <1
2012-2013 / <1 / <1
2011-2012 / 8 / 1.4

9. Students Identified as English Language Learners (ELL)

Year / Program Enrollment / Percent of Student Population
2016-2017 / 11 / 2
2015-2016 / 8 / 1
2014-2015 / 7 / 1
2013-2014 / 5 / 0.95
2012-2013 / 6 / 1
2011-2012 / 6 / 1.1

10. Student Behavior

Year / Average Daily Referrals / Average Daily In-School Suspensions / Average Daily Out-of-School Suspensions
2016-2017 / <1 / <1 / <1
2015-2016 / <1 / <1 / <1
2014-2015 / <1 / <1 / <1
2013-2014 / <1 / <1 / <1
2012-2013 / <1 / <1 / <1
2011-2012 / 3 / 6 / <1

11. Highly Qualified Teachers (HQT) and Paraprofessionals

Number of Certified Teachers / Number of HQT / Number of Non HQT
43 / 43 / 0
Number of Paraprofessionals / Number of HQT Paraprofessionals / Number of Non HQT Paraprofessionals
23 / 23 / 0
12. Teaching Experience / Years of Experience
Number of Certified Teachers / 0-3 / 4-5 / 6-10 / 11-15 / 16-20 / 20+
43 / 6 / 3 / 9 / 6 / 8 / 11

13. Education

Degree Received
Number of Certified Teachers / Bachelor’s / Bachelor’s
+ 15 / Master’s / Master’s
+15 / Doctorate / National
Board
Certification
43 / 22 / 3 / 13 / 5 / 6

Step III – Data Analysis

Section A – Process

Briefly describe the process used to analyze the collected data.
Information is taken from Infinite Campus, a district wide reporting tool, and the State Accreditation Report. Data is sent to the principal and test scores are organized by grade level. Vertical and horizontal teams of teachers review the scores, sort the data, and list weakest to strongest concepts.

Section B – Summary of Analysis

Summarize the results of the data analysis specifically identifying the strengths, weaknesses and critical needs areas as shown in the data.
Teachers look for trends in the OCCT scores along withSTAR Reading and Math benchmarks and STAR Early Literacy.
State test results in math revealed weaknesses in measurement (3,4,5,6), number operations (3,5,6), data analysis (4), expressions and equations (6), and geometry (4,5). Continuing needs to be addressed are basic recall of math facts and problem solving. The main strengths in math were algebraic reasoning and patterns (3,4,5,6), data analysis (3,6), number sense (4,6) and geometry (3).
State test results in reading indicated that accessing information (3,4), figurative language/sound devices (3,4), literary elements (6), literal understanding (4,5), synonyms, antonyms, homonyms (5), interpreting information (6), analysis and evaluation (6), word origins (6), and summary/generalizations (3,5) were general weaknesses. We will continue to concentrate on informational reading as well. The overall strengths, according to the test results, were analysis and evaluation (3,4), inferences/interpretation (3,5,6), literary understanding (3), literary elements (4), literary genres (5,6), and words in context (4,5,6).

Section C – Success of the Schoolwide Program

Based on the data analysis, explain which schoolwide programs are succeeding and which are not.
Computer programs that we are using such as IXL.com, Prodigy Math, Reading Eggs, AR, and STAR help the students to progress at their own levels. 4th – 6th grades mostly use IXL, Prodigy math, AR, STAR.Kindergarten through 2ndgrade use Reading Eggs, Starfall, AR, and STAR. Those computer programs as well as other technology used at our school, like SMARTBoards, iPads, Document Cameras and Student Response Systems provide interactive practice and motivation for the students on the skills that they are learning in reading and math. Accelerated Reader (AR) is a valuable program that motivates the children to read and earn points. Small Group Guided Reading combined with Literacy Centers give the teachers a better understanding of the reading level of each child and provides a manageable way to work with children on their specific needs. Not all teachers are implementing literacy centers. Structured Language Basics, used in our first grade classrooms, provides a good basis for phonemic awareness, phonics, fluency and other language arts skills. Small group tutoring by the Title I teacher and assistant provides extra instruction and reading practice concentrating on phonics, comprehension and fluency, mainly through the Read Naturally program. The teachers in After School Tutoring gear their instruction around the specific reading and math needs of each student attending. Instruction and activities are done in small group settings. All of the above schoolwide programs, combined, help to make gains in some individual STAR scores (K-6) and the OCCT. The success of the schoolwide programs mentioned above will be evaluated according to the Spring 2017 results.

Step IV – Review the Current Schoolwide Plan

Section A – Overview

Briefly describe the implementation of the Schoolwide Plan and the effects the plan had on teaching and learning, specifically addressing how the needs of particularly low-achieving students were met.
Central’s academic goals for improvement are directed towards reading, math, and language. Low achieving students in these areas are identified by the OCCT, District 9 Week Benchmarks, Prodigy math, AR, IXL, STAR Reading and Math, and STAR Early Literacy. STAR Reading and Math/Early Literacy allows the teacher not only to identify low performing students but to identify specific areas needing remediation. The regular classroom teachers then re-teach and make changes to instruction based on the results of the tests. Fourth, fifth, and sixth grade teachers, along with the Title I Reading Specialist and assistant, group children one afternoon a week according to areas of weakness in language arts and math. This is one way that instruction is differentiated and the needs of the students at all levels are met.
Additionally, students in grades K-6 receive help during the school day from our Title 1 teacher and our assistant. Students in grades 3-6 are invited to attend Before/After School tutoring. Students in grades 4-6 can attend free evening tutoring offered by High School Honor Society students at our local junior high schools. The High School Honor Society tutoring program in reading and math is monitored by certified personnel. Students at our site may also attend tutoring at the public library Monday-Thursday. This service is free to our families. Title I Summer School is available to our students, grades K-2, free of charge.

Section B – Focus Goals

Briefly describe the progress made toward reaching the focus goals identified in the Schoolwide Plan, specifically addressing barriers if goals have not been met.
Focus goals for both math and reading were not met, though progress was made. The spring OCCT test scores of 2016 revealed that 64% of our students in 3rd grade scored proficient or above in Reading, 67% in 4th grade, 89% in 5th grade, and 66% in 6th grade. Our 5th grade reading scores increased 12%. Our 3rd grade reading scores decreased by 10%, 4th grade decreased by 8%, and 6th grade decreased by 1%. In Math, 61% of our 3rd grade students scored proficient or above, 53% in 4th grade, 76% in fifth grade and 69% in 6th grade. 5th grade math scores increased by 24%, 3rd grade math scores decreased by 8%, and 4th grade math scores decreased by 9%. 6th grade’s math scores decreased by 5%. We would like to see more students reach proficiency in reading and math. Academic vocabulary remains a weakness. Larry Bell’s 12 Powerful Words were emphasized in individual classrooms. Academic vocabulary across subject matter was chosen by teachers to use from one grade level to the next. We will continue to expand that vocabulary bank. More instructional time was given to math facts and story problems. Weekly times tests of math facts were given. Student needs are continuing to be identified and addressed. Professional Development for staff is tailored around the needs of the teachers and students. We are always looking at ways to improve parent involvement in academic endeavors. A continuing challenge is parent involvement. Many parents are busy working to provide the basic needs of their families.This year for our Parent Involvement Nights, we hadPirate Math Night for math night, Camp Read-a-Lot for reading night, and Kindergarten Night. The math night featured activities for the parents to help their children with measurement, algebra patterns, number sense, number operations, and math facts. For reading night, each grade level conducted activities for parents to teach alphabet recognition, color word recognition, writing, rhyming, syllabication, homophones, comprehension practice, and vocabulary. Our kindergarten night was for our next year’s kindergarten parents. The parents were invited to meet with our kindergarten teachers. The teachers gave important information and expectations to help their kindergarteners become successful in school. We also handed each parent a learning kit containing letter/number flashcards, activities to help the students write, cut, and count.

Section C – Required Components

  1. Needs Assessment: Data from multiple sources are reviewed continually and strategies are reviewed and changed if necessary, or new strategies are developed.
  2. Research-Based Reform Strategies: All programs/materials used at Central are research based.
  3. Instruction by HQ Teachers: Only educators with HQ status are hired.
  4. Professional Development: A variety of PD is offered by our district and site.
  5. Recruitment of HQ Teachers: Moore Public Schools has a reputation of academic excellence. Teachers in MPS receive a lot of support.
  6. Parent – Family Involvement: Every effort is made to make families feel a part of the learning community here at Central.
  7. Transition Strategies: Interaction between the elementary and junior high school and grade level transition booklets are key transitional strategies that we use.
  8. Data Driven Decision Making: Every effort is made to include all stakeholders when developing new strategies and/or purchasing materials. Vertical teams, the Technology Committee and the Professional Development Committee work with the available data when developing strategies or purchasing technological equipment, soft ware, or more traditional types of materials.
  9. Intervention Strategies: Early detection of problems and a systematic approach/timeline in finding possible solutions take place regularly in team meetings.
  10. Coordination of Federal/State/Local Programs: Central is fortunate to have knowledgeable district coordinators who help with the information pipeline in regard to coordinating our site programs.

Explain to what extent all 10 required components were implemented as indicated in the plan.
  1. Needs Assessment: Data from multiple tests and surveys are reviewed monthly, quarterly, bi-annually and/or annually. Strategies are continued and/or developed as a result of the data.
  2. Research-Based Reform Strategies: All programs/materials used at Central are research based.
  3. Instruction by HQ Teachers: Only educators with HQ status are hired at Central.
  4. Professional Development: See lists of activities offered by our school site. Our district offers a wide variety of Professional Development, both required and elective.
  5. Recruitment of HQ Teachers: Moore enjoys a reputation of being a good district in which to work, offering many opportunities for training and support.
  6. Parent – Family Involvement: Every effort is made to make families feel a part of the learning community. Several events are organized each year for parents to learn about and be involved in the process of helping their children learn.
  7. Transition Strategies: 6th graders visit one of the junior high schools to take a tour and hear about academic expectations, social and athletic opportunities, etc. The junior high literacy coach visits Central Elementary to explain the required summer reading. Transition kits are created to help incoming kindergartners practice letters, numbers, writing their name, scissor cutting, writing the alphabet.These are two key strategies used to help these groups of students transition to the next level of schooling.
  8. Data Driven Decision Making: Every effort is made to include all stakeholders when developing new goals and strategies and purchasing materials. Vertical teams, the Technology Committee, and the Professional Development Committee work with the available data when developing strategies, training and purchasing technological equipment, software and more traditional types of materials.
  9. Intervention Strategies: Early detection of problems and a systematic approach/timeline in finding possible solutions take place regularly in team meetings.
  10. Coordination of Federal/State/Local Programs: Central is fortunate to have a knowledgeable Title I District Coordinator who helps with the information pipeline in regard to coordinating our district site programs with federal and state guidelines.

Section D – Deficiencies