Norman Public SchoolsTITLE I SCHOOLWIDE PLANLincoln Elementary 2016-2017

PART I – CONTACT INFORMATION

Name of Contact PersonOlivia Dean

PositionPrincipal

Emailoscarce@norman.k12.ok.us

Phone405-366-5904

Fax405-366-5906

PART II – ASSURANCES

The Schoolwide Plan meets all criteria as referenced in the ESEA Guidance.

Parents and the community were informed of services provided by the Title I Schoolwide Program. Meeting date: __10-10-16, 5-8-17______________ Include a Copy of Meeting Agenda and/or Attendance Records.

Faculty and staff were informed and are committed to the Title I Schoolwide Program. Meeting date: ____8-11-16, _5-8-17____________ Include a Copy of Meeting Agenda and/or Attendance Records.

Signature of PrincipalOlivia Dean

Date6/9/17

PART III – SCHOOLWIDE COMPONENTS

Component I - Needs Assessment

Step 1: Establish a Schoolwide Planning Team. The planning team should represent all stakeholder groups who serve Title I students. The team must include at least one school administrator, school staff member and parent but may include other community members.

Name Title Stakeholder GroupOlivia Dean AdministratorAmanda Nelson Parent/PTA President ParentDebbi Grensky 1st Grade Teacher TeacherMelanie Milligan Pre-K Teacher Teacher & Parent Beth Gilberg Reading Interventionist Teacher & ParentDiane Wood Math Interventionist /Gifted TeacherMichale Gentry 3rd Grade Teacher Teacher & Parent

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Missy Smith Counselor Counselor/School

Step 2: Vision for Reform.

Prior to collecting and analyzing data, the planning team in conjunction with the school staff should meet and discuss the vision for reform. This collective vision defines what the school will look like in terms of student success. The goals and programs identified in the schoolwide plan should align with this vision.

Provide a description of the school’s vision.Our mission is to inspire learning, curiosity, and creativity while developing responsible, caring citizens within a community.

Lincoln empowers students to be creative, curious, problem solvers, who can use technology to engage in authentic learning experiences. Through communication and collaboration students develop college, career, and life skills to be engaged 21st century citizens. ( technology vision created in 2016)

Our vision is multi-faceted and includes these areas:

Equity·         Eliminate achievement gaps through instructional differentiation·         All students can learn at high levels ·         High expectations for all students·         Celebration of diversity and growth ·         Feeling of unity and belonging for all teachers, students, and families Enrichment opportunities for all studentsCritical Supports·         Parental and community involvement·         Collaboration and communication among all teachers and specialists ·         Reflective practice·         Commitment to working together as a Professional Learning Community·         Professional development to help us reach our vision·         Commitment to the A+ vision, K20 IDEALS ·         Commitment to Positive Behavior Intervention Support

Curriculum and Instruction·        Effective alignment of curriculum, instruction, assessment, and intervention in PK-5th grade·        Student-centered, hands-on learning through differentiated instruction·        Commitment to arts integration in all subject areas, following the A+ model·        Commitment to Marzano’s Framework·        Data-driven instruction·        Develop critical thinking skills in all students (maximizing Guided Inquiry) ·        Experiential, hands-on learning experiences

Assessments·        Use of formal and informal scales·        Enriched assessments aligned with curriculum·        Appropriate assessments based on standards with supports for students who need them·        Consistent use and discussion of vertically and horizontally aligned common assessments ·        School-wide commitment to grading philosophy Exploring technology for a variety of ways to assess learning Standards and Benchmarks·        Students will develop a love of learning and independence and will learn to take risks·        Goal Setting for student and teachers and exploring ways to track progress, including technology ·        Commitment to Oklahoma Academic Standards ·        Expectation of quality work from all students·        Social expectations that include working collaboratively and developing a sense of community·        Students will develop their ability to think critically and logically, problem solve, and explain their thinking

Interventions

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·        Proactive and early interventions·        On-going and consistent communication, collaboration, and data collection for all students·        School-wide commitment to systematic intervention process and multi-tier model·        Commitment to effective master schedule that meets the needs of all students·        Maximized time in the regular classroom for essential standards

·        Student ownership of learning·        Social-behavioral intervention groups

Our Pillars of Learning are: Celebrate Differences, Positive Community, Growth mindset-“Yes I Can”, Creative Problem Solvers

Step 3: School ProfileThe school profile is a data-driven description of the school’s current status. At a minimum, schools should assess the current status in the focus areas, which significantly affect student achievement: student needs, curriculum and instruction, professional development, family and community involvement, and school environment and organization.

Briefly describe all of these factors.

Student Needs: Student needs are multi-faceted and on-going data analysis is required to determine specific needs and strengths to educate the whole child. This is an on-going cycle of improvement and our site’s vision/mission, beliefs, and goals are frequently re-assessed for alignment to our daily practices.

Data learning:CRT Results: Aggregated: Reading 71% Mastery in grades 3-5th (up from 65%) Math 62% Mastery in grades 3-5th Disaggregated: GAPS in Achievement IEP Reading -45 avg. IEP Math -32 ED Reading -16 ED Math -29 EL Reading -48 (5th only) EL Math -29 (4th/5th) Ethnicity Summary: Trends in 2 or more races, AA in some subjects, overall not huge discrepancies

Gender: Males typically lower, but a low discrepancy Standards: Summary/Generalization- 62% Avg. 3-5th Number Sense/Operations- 57% Avg. 3-5th

Demographics: 94% attendance, 275 students, over 20% special education, 65% Economically Disadvantaged, See 16-17 School Profile Report with more demographic detail

Site Goals/Intervention: Literacy Goal Progress: year growth in literacy :  Growth  Tier : 66% Tier 1,  23% Tier 2, 12% Tier 3 (Tier1 59 last year) ,Tier ⅔ more than year: A few cases, more not majority, Decrease gap identified: Work in progress

           Math Goal Progress:  75% or above: 42% March to 62% May  (83% in 1st)                         

                                                       75% place value/number oper:  67%  Place Value, 57% number sense

                                                       Class averages in target areas increase:  8.5% avg. Place Value, 16% avg NS

          Climate Goal Progress:     Attendance 94%: 94%

                                                       Surveys: 75%  or 3.7 or better:  District, Site-K-2 (when include some)

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                                                       Referrals: 93 to 107 ( 60% Caucasian, 14% AA,  17% IEP (6 out of 35)

                                                       Equity:   2 suspensions, 2 boys, 1 IEP, 1 Cau/1 NA

                                                       SWPBIS Assessment: 2 of the 4- Fidelity and the Evaluation

Common Assessments/Formative Common and Classroom Assignments- Teams maintain data per grade level. Lincoln has explored additional ways to create standard-based common assessments.

Curriculum and Instruction : Instructional strategies strengthen the academic program and it is highly important teachers are qualified and receiving PD to increase their effectiveness. We must maximize learning time and provide differentiated and enriched instruction that creates a well-rounded education. Interventions must be timely and systematic. Teachers collaborate and analyze data to identify gaps in instruction and curriculum and use those results to make changes to impact student learning.

Technology- See OETT/K20 OKACTS grant survey information, including the TIPS survey.Increased technology integration to include more authentic learning and collaboration was a goal at Lincoln this year. The four C’s were at the forefront: Creativity, Collaboration, Communication, and Critical Thinking

A+ data- Fall 2016 Identity Scale: 7’s-we make deliberate attempts to use in the areas of : Arts, Curriculum, Experiential Learning, Multiple Learning Pathways, Enriched Assessments, Collaboration, Infrastructure, Climate

Marzano (looking at deficits and ways to improve them) Some DQ3, more specifically DQ 4 (4.0 on a scale). - K20 grant focus on authentic lessons, Makerspace grant,  Focus on standards/unpacking, instruction on PLC and extensions/enrichment, Collaboration increased focus at faculty meeting, better allocation of existing resources, guided inquiry Identifying Critical Content as it relates to new standards- Standard based walkthroughs, instruction in this area, PLC process DQ 1: High Expectations in our everyday work and subgroups: PLC process with focus on grade level standards and above and standard intervention versus prereq, more time in grade level teams and building stronger ones and focus at Tier 1 instruction, Time for Unpacking/Scale development DQ 7/15- Technology trainings ( 4 C’s),   Critical Need Areas: Number Sense/Operations, Reading Engagement, Retelling/Summary, Subgroup-Special Ed, lack of awareness on strategies used local data- See previous site plan: Additional tutoring in math, before/after school, boot camp for prereq, focus on site interventions,  focus on more processes, High functioning teacher teams (common assessments, analyzing results, etc) - PLC instruction/training, structures to assist teams, building-wide system of supports Title funds

PLC/Standards Focus- Teams worked collaboratively to target power standards and critical need areas for our site. The building schedule was maximized to provide supports for teams during teaching/learning cycles and a systematic and timely intervention process.

Professional Development : Professional development is valued and teachers participate in high-quality job-embedded, and ongoing PD. See below for more information section IV.

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Spring 2017 Staff Development Survey: Areas Staff ranked the highest in need: State Academic Standards, Trauma informed, Bal-a-vis-x, Brain based learning, How to increase technology and integrate it successfully

OETT provided on-going site technology trainings to assist in integration of technology more authentically, provide student more voice and choice, and prepare us for the Technology initiative. Pre and Post data from OETT/K20 surveys showed positive impacts and increased professional learning for staff.

Family and Community Involvement : Family and community involvement is paramount and a focus for Lincoln.

Approx. 875 Volunteer Hours by parents and community 90% combined average for parent attendance during fall and spring Parent Teacher

Conferences PTA membership has increased membership over 50% in the last four years Partners in Education: First Baptist Church, Firehouse Arts Center, Earth Rebirth, First United

Bank, Bart Conner Gymnastics PTA gross revenue over $56,000, increased over $40,000 or more over the course of 5 years. Family Participation in events is approx. over 50% for each event given estimated amount of

family per student

School Environment & Organization : Lincoln prides itself for a very positive environment where everyone feels welcome and safety is a priority.

Attendance Rate: 94.37% Annual NPS Climate Survey: percentage is those that agree or strongly agree combined

Students: Strengths: I know the behavior expectations at my school- 94% When I’m at school, I feel safe- 91% Students are treated fairly by principal and teachers- 90% Concerns: Students at my school treat me with respect-67% I am challenged by the work my teachers ask me to do-70%

Parents: Strengths: The school teacher school wide behavior expectations to students- 98% I am informed about my child’s progress- 98% My child(ren)’s teacher is responsive and accessible to parents and students- 98% Discipline is fair at the school-98% My child is safe at school- 98% I am informed of school progress, events, and programs-98% Concerns: I am informed about the district’s initiatives and programs-90%

Teachers: Strengths: 100% in all areas surveyed. Areas include collaboration, positive climate, communication, shared leadership, safety, and recognition Concerns: Looking into how to get the agree to move to strongly agree in areas

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Step 4: Data Profile The planning team is responsible for gathering and organizing data related to the focus areas in the school profile. Quantitative and qualitative academic data (benchmarks, common formative assessments, progress monitoring), and non-academic data (stakeholder surveys, attendance, suspensions, graduation rates, etc.) should be used.

List the data sources used to inform the school’s decision-making and intervention strategies.

Demographic Data: School Accountability Report, Measured Progress, Google Applications to aggregate/disaggregate, Infinite Campus, School Status,

Student Learning Data: Measured Progress- CRT, CoGAT, DRA, Word Analysis, ELQA, Mastery Connect, Wonders Assessments, Everyday Math Assessments, Science rubrics, grades through IC, pre/post testing of power standards per grade, authentic assessments in the form of google surveys, Kindergarten checklist, and self-reflection tools, Work samples through google classroom, products, and observations, Reading Engagement Surveys, Progress monitoring using Google tools, (Word Analysis skills, etc.)

Perceptual Data: Fall Climate Survey, PBIS surveys, K20 grant feedback, OETT/K20 surveys, Infinite Campus and School Status for attendance, tardies, and suspensions, school accountability report,

School Process Data: iobservation, Fall Climate Survey, Leadership Team discourse and collaboration, staff surveys, observations and walk-throughs, instructional rounds/observations, faculty meetings and site plan collaboration and review, Title Plan Review, Curriculum Map, Staff Development Survey, OETT/K20 surveys,ERO,

Step 5: Analyze the Data. As the planning team analyzes the data, gaps between the current status of the school and the established vision should become apparent. The strengths, weaknesses, and needs should become the foundational structures of the school’s plan. Results of the data analysis should be summarized and presented to all stakeholders.

Describe the process for collecting, analyzing, and summarizing data.Analysis: Data Process: Collaborative Inquiry and Data-Driven Dialogue Model- Determining Critical Needs (in sub-groups too) and verifying root causes, generating solutions, and monitoring for improvement.

Data is collected through many formats, including teacher-made assessments, intervention google tools, technology including exploration of Seesaw, and other ways that give teachers autonomy in the process.

Create Goals as part of our site and title plan. This year it included grade level teams SMART goals for DRA proficiency and exploring ways to assess math more formatively and standard-based.

Disaggregated Data by subgroups and determine achievement gaps and monitor for decreasing gap. Goal to get more formative with this analysis.

PLC process: common assessments analysis, standard by student, flexible in nature, PBIS team analysis-equitable offenses and pos/neg.  Consequences Reviewed values-added focus on higher level/access to all (ex. PLC, coding club, botball, makerspace,

book clubs, stem club, drama, garden/art lessons, mindcraft, equity in devices with grant Equity is an area identified when verifying causes to address

Information is summarized in many ways, including presentations to stakeholders using google slides and other tools, center of discussion during leadership and PBIS team meetings in many formats, and discussed during

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fall data meetings, and site visits.

We are constantly assessing ourselves against our practices and our shared vision/mission. Revisions were made this year and also we added a technology vision, pillars of learning, and commitments. We do this in many ways including observations, discourse, and inquiry.

Component II – Reform Strategies and Student InterventionsReform strategies are instructional strategies and initiatives that are based on research and aligned to the Oklahoma Academic Standards. These strategies strengthen the core academic program, increase the quality and quantity of learning time, and address the needs of all students, especially historically underserved populations.

1. Describe the Reform Strategies being pursued by the school.PLC Process- Teachers develop common assessments per power standard or critical need area and analyze test scores to assess learning. Verified causes are discussed in all areas and the results utilized to make changes in instruction to meet student needs. Staff analyzes all types of data and monitors learning to ensure the expectation of high levels of learning.

Resources are provided to help support the curriculum, projects, partnerships, etc. These resources are monitored and evaluated. One example is our Reading Night at the Norman Public Library and many resources parents can access at school and at home.

Building-wide systems of support are analyzed and modified as needed. Time is spent maximizing instructional time and providing support.

Student have access to: Guaranteed and viable curriculum with Tiered Levels of Academic Support Tiered, Timely, and Systematic Interventions- Universal screeners, progress-monitoring, PBIS- Positive Behavioral Supports and Expectations, including schoolwide guidance program Title 1 activities and resources and on-going evaluation to support school vision and goals of high

expectations ( this included in-school and after-school tutoring)

On-going collaborative staff meetings- PLC meetings and faculty meetings are utilized for teaching and learning. Benchmarks and Common assessments are created and analyzed to assess for gaps in learning. High quality lessons are designed and modified.

Using Technology more authentically to increase engagement and empowerment. This aligns to Norman’s new vision of increased student voice and choice and STEAM. This has also included more project-based learning that is relevant for students. We have increased partnerships with our community. Qualitative data will be explored in the coming school year as a means to show student learning and engagement.

Compliance note: You must be able to provide evidence that reform strategies are being implemented and are effective. Evidence may include such items as curriculum mapping documents, extended day/year data, and assessment data.

Effective and timely, research-based interventions should be provided to students who experience difficulty in mastering the proficient or advanced levels of academic achievement on State assessments.

2. Describe the school’s academic and behavioral interventions.Creation of a building wide schedule that is responsive and systematic in level of supports to ensure all students achieve at high levels. School leadership also works to protect learning time during the school day.

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All students receive required instructional minutes in their day as required Intervention/enrichment time is built in to the building-wide schedule master schedule in order to

maintain student access to core curriculum in the general education setting Site follows RSA and Tier document to provide RSA plans, and Tier interventions. This process is

flexible in nature and students are progressed monitored to determine success. This primarily focuses on literacy and math skills.

Students take common standard-based assessments and pre and post data is utilized to differentiate for students. Students extend their learning and/or interventions/remediation efforts are utilized in smaller groups to serve students who have not mastered standards.

Students in Tier 3 and some students in Tier 2 access our Reading Interventionist and Math Interventionist. Some students in Tier 2 and 3 access our title tutors and after- school tutors for literacy and math instruction.

Intervention Teams meet regularly to review data and progress and teachers are included in the selection of research-based interventions and methods.

Programs such as Achieve 3000, Smarty Ants, Fast Forward, Xtra math, and other programs. Students are part of a positive, PBIS culture. Tiers of behavior support are included and offer many

strategies for restorative practices and teaching of behavior. Social groups are offered by the counselor and other activities and lessons.

Compliance note: You must be able to provide evidence of student interventions such as written assessment and intervention plans, evidence of monitoring and evaluation of students who receive additional assistance, and evidence that the additional assistance supports Oklahoma Academic Standards.

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Component III – Professional QualificationsAll teachers and paraprofessionals providing services in a Title I Schoolwide Program must be qualified. A qualified teacher must hold a minimum of a bachelor’s degree and have obtained a full Oklahoma teaching certification or license in each of the academic subjects in which the teacher delivers content knowledge. A qualified paraprofessional must have completed at least two years of study at an institution of higher education; obtained at least an associate’s degree; or passed the Oklahoma General Education Test or another academic assessment approved by the Oklahoma State Board of Education.

1. Qualified Teachers and ParaprofessionalsNumber of Teachers % Qualified # Experienced (3+ years) # Turnover Year-on-Year

26 100 85% 7% Number of Paras. % Qualified # Experienced (3+ years) # Turnover Year-on-Year

13 100 61% 15%

2. Highly Effective – Briefly describe the steps used by school leadership to ensure that effective instruction is provided in classrooms throughout the school (i.e. evaluation results).

School leadership uses the following strategies to ensure effective instruction is provided throughout the school:

Leadership team process to implement and monitor strategies chosen from generated solutions to our building-wide learning problems

Collaborate vertically and with resource teachers Observation and classroom walk-throughs, discussions, creating growth plans per teacher Grade level analysis of common assessments and ensuring all students learn content through setting

SMART goals and answering the 4 Questions of a PLC Alignment and allocation of resources On-going embedded professional development

Ongoing evaluation of our commitments to learning and our vision and mission related to our actions.

3. Teacher Recruit/Retention – Describe the school’s plans to recruit and retain experienced, effective teachers (i.e. teacher mentoring, monitoring, development, recruiting methods).

Recruitment of highly qualified teachers occurs primarily through participation in career fairs and other university activities. Norman Public Schools routinely participates in a career fair. Staff members of NPS are active participants in student teacher organizations and work with area universities as supervisors of student interns.

Teachers and other staff are part of a Professional Learning Community and share in decision making processes related to teaching and learning. Teachers have autonomy to be creative and make informed decisions. Efforts are made to build community, celebrate successes, and maintain a positive climate. Staff receives on-going professional development based on site and individual needs. Teachers have voice and choice in our setting that assists in empowering them as educators.

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Component IV – Professional DevelopmentHigh quality professional development focuses on improving student achievement by elevating teacher and principal quality, typically through scientific, research-based strategies that are sustained and job-embedded.

1. Outline the school’s professional development plan that has been developed through the comprehensive needs assessment process.

Professional development supports the school wide program in that it is based on specific site and individual needs. It is also focused on improving teaching and learning. After data analysis is completed, building-wide learning problems are identified and we work to develop root causes and then verify those causes. Then we generate solutions and strategies to address them. Part of those strategies always includes professional development and monitoring. Aspects of our Professional Development Plan are outlined below:

OETT/K20 OKACTS Grant Training- included monthly meetings on how to authentically integrate technology and also the Innovators Learning Institute, and networking. Focus on Project-based learning

Marzano (on-going, job embedded) Marzano Taxonomy Oklahoma Academic Standards Training District Technology Training (in preparation for technology initiative) SAMR Model On-site PD for Building-wide Learning Problems: Summary/Retelling, Number Sense/Operations and

subgroups as needed) typically during faculty meeting PLC training- creating high functioning teacher teams A+ Training Achieve 3000, Smarty Ants- (2-5th) Individual conferences for teachers and counselors (ex. Quartz Mountain, Phonics Dance, Math online) Guided Inquiry and Makerspace Analysis of SD survey and most effective PD Teacher individual Growth Plans via Marzano and ability to observe others District Trainings: Wonders, Math, Mastery Connect, School Status, Balavisx, Trauma Team Training and site, Second Step, PBIS, additional restorative pieces focus next year Qualitative data a focus next year and pursuit of lesson student, instructional rounds, video, etc. EL and Autism Training CPI and First Aid as needed by staff

2. List the professional development opportunities the school provides to Title I personnel.

Professional Development Activity Date(s)

Number of Participants Description of Activity

District GNC training: Hazardous Communications, Bloodborne Pathogens, FERPA, Alcohol and Drug Awareness

August 2016

43 3 hours- Legal requirements and responsibilities in these areas

Bullying, Racial and Sexual Harassment, Title IX, Crisis Plan, and Child Abuse, Lincoln Policies and Procedures

8/11/168/16/16

43 3 Policies and regulations governing these areas

EL Training 1,2, and 3 9/7/161/11/17

26 .5 Learning ways to better serve, support, and educate our EL students and their families

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Second Step9/7/16 26 .5 Learning more about our Second

Step program and how to improve our teaching with the materials

Autism Training 1/11/17 26 .5 learning strategies to better serve our students with autism

Get It 1-4 Training 3/1/17 4/5/175/17/17

26 1-Technology Initiative Training: SAMR & ISTEEmpowered LearnerDigital CitizenKnowledge Constructor

K20 Trainings throughout the year 8/17/179/6/1610/21/1612/9/16 1/20/172/21/173/24/17 4/27/17 5/10/17 5/31/17

11 or 26 depending on training

3 hrs. per session -Authenticity, Project-based Learning, Technology IntegrationAuthentic AssessmentDigital StorytellingOverview-Planning Centers using Technology Digital Citizenship Celebration4th Qtr Meeting -6 hours

Innovative Learning Institute Conference

11/30/17 8 6 hours- Various sessions teacher choice on innovation and technology integration

Site Collaboration 9/6/16 26 2 –PLC topics, designing lessons, technology integration, building common assessments

Enriched Assessments A+ Training 1/25/17 26 1-Best use of student technology Creating, Making, Sharing, Seesaw,

Achieve 3000 & Smarty Ants 9/27/1611/28/17

8 45 min. Learning more about Achieve 3000 and Smarty Ants to assist with literacy skills

PBIS on-going meetings Summer 2016, and monthly

9 45 min. monthly, Reviewing strengths, concerns and action steps of PBIS

Subject Area district Advisory Boards and Teacher Liaison

Monthly 14 Ongoing subject area content, new standards, technology, etc.

Guided Inquiry 12/6-8th/165/2-4/17

4 6- Learn ways to utilize Guided Inquiry for units of students to empower students

Trauma Training Monthly 4 2- Learn about Trauma and how it impacts teaching and learning

Access to Technology courses each summer- Blended Learning, etc.

Summer 2016/17

TBD Choose your own course to learn more about technology integration

CPI 1/24/17 4 6-Learns ways to address challenging student behavior

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School Status 10/24/16 1 3- Learn how to utilize school status to improves processes

Marzano New Teacher Training 10/4/16 1 3- Learn about the Marzano Model of Instruction to impact your teaching and student learning

State Testing Training 3/22/17 20 1- Learn the requirements of state testing

Mac Basics 3/23/17 10 6- Learn the basics of how to utilize a mac

Wonders Training 9/6/16 7 3- Learn about the new curriculum Wonders and how to implement

New Teacher Everyday MathDRANew Teacher Induction

7/28/168/30/168/3-8th/16

1 6- Learn about EM and implementation

1- Learn how to administer DRA 6- District vision and resources

Elementary Textbook Training 7/25th-27th/2016

6 6- Wonders and correlation to standards

Compliance note: You must be able to provide supportive documentation that shows professional development activities, the site professional development plan, and surveys or other documents that show why these activities were chosen.

Component V – Parental/Family/Community InvolvementParent/Family/Community involvement is essential in creating schoolwide plans. Stakeholders should be viewed as academic partners who are actively engaged in the education of children. It is essential that plans contain strategies to include these stakeholders in decision making.

1. Parent Involvement Events – Provide a list of parent involvement activities and events that the school pursues throughout the year.

Event/Activity Dates of Event/ Activity Number of Parents Who Attended

Annual Title I Presentation 10/10/16 20 avg.

Review of Parent Involvement Policy 5/8/17 10-15 avg.

Review of School-Parent Compact 5/8/17 10-15 avg.

Review of Schoolwide Plan 5/8/17 10-15 avg.

Back to School Night 8/16/16 /annually 150 +

PTA Meetings Monthly on Mondays at 6:30 pm

10-20 avg.

Hot Dog Howdy & Curriculum Night 9/8/16 Annually 300 avg.

Reading Night 12/6/16 Annually 100 +

STEM Night 3/21/17Annually 100 +

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Jog-a-Thon 3/31/17 Annually 340+

Donuts for Dad/Watch DOG 2/17/17 Annually 200 +

Book Fair Nov/March/May annually 150 avg.

International Food Festival 11/18/16 annually 300 avg.

Fall/Spring Parent Teacher Conferences

11, 3-4th 2016 3, 9-10th, 2017

300 avg.

Art Days 11/1/16 & 4/28/17 10 avg.

Share Fair 1/24/17 50+

Lincoln Fun Day & Talent Show 5/19/17, 5/25/17 20+

Third, First, Fourth, music programs and Choir

11/8/16, 3/28/17, 4/4/17, 5/2/17

100+

5th grade Recognition & All City 10/25/16, 5/23/17 125 +

NPS/Lincoln Celebration 3/27/17 350

Grandparents Day 9/9/16 100+

Watchdog Kickoff 9/13/16 75+

Veteran’s Day 11/11/16 15 +

Various Give Back Nights On-going 16/17 10 +

Fall, Winter, Valentine’s Parties 10/28/16, 12/16/16, 2/14/17 80 +

Barnes and Noble Day 4/8/17 15+

Compliance note: The events provided above are mandatory events and must take place on an annual basis.

2. Communication - Describe how the school will increase parent/family/community involvement.School utilizes communication strategies including:

Curriculum Night Parent Conferences Fall/Spring Interpreters and translation as needed per family Infinite Campus, progress/reports cards, On-going communication through school website, facebook, twitter, Thursday folder, emails,

newsletters, push messages, phone calls, home visits Frequent, timely, and accurate updates of student progress in all areas Updated records RSA plans/Intervention communications via paper and technology School Parent Compact Parent Involvement Policy is created and reviewed for ways to involve parents and continuing to

generate additional ideas to involve parent and the community Art Days- soliciting artists in the community Hosting Night with the community like our Reading Night with the local library and our art exhibit at

the Firehouse Arts Center Parent Surveys district and site to gather feedback on needs Consider more home visits in the future Parent have access to resources in the library, district classes in love and logic and autism PTA created brochure of services to students based on PTA funds, PTA tables at events to help increase

membership and it was successful13

Articles in the local newspaper about our endeavors and soliciting assistance (for ex. our pollination garden) We did have community members reach out to assist

Project-based learning units and Guided Inquiry units and asking for parent volunteers to be guest speakers and assist in other ways.

Providing events during the day with the community, for ex. ( Lyrics to Learn) Lincoln was highlighted by our partnership with the Firehouse Arts Center through a video with Allied

Arts to help support the arts in schools. Compliance note: You must be able to support that your school actively pursues stakeholder participation. Examples of documentation include: sign-in sheets/agenda from meetings, newsletters, screen captures of blog or website messages, letters to parents, etc.

Component VI – Transition Strategies

The instructional teams implement and communicate a process within and between schools to identify key curriculum transition points and eliminate unnecessary overlaps and close curricular gaps. School leadership and staff actively develop relationships to support students and families as they transition from grade to grade, building to building, and beyond high school. School leadership and staff actively develop community relationships to support students and families (e.g. mentor, language resources).

1. Identify Transition Points (i.e., pre-K, Elementary to Middle, Middle to High)

TransitionGrade(s)/Program(s) Affected Transition Strategies/Activities Timeline

1st grade KindergartenThird Second

KindergartenPre-K Second First

Visiting grade level up, similar routines and procedures, focus on pre-reading concepts, encouragement of responsibility, Alignment of the curriculum with grade level up standards, student assessments in reading and math and results shared/discussed, symbaloo pages.

May

Middle School 5th grade The school will work with the middle school to help provide a smooth transition from one school to the next by raising parent awareness of procedures and related activities. These efforts include 5th

grade orientation at Irving, band/orchestra performance/recruitment, Camp Turning Points, and IEP transition meetings held at Irving for incoming 6th graders

April-May

Pre-K -5th Pre-K-5th PBIS schoolwide expectations and review help all students transition each year from grade to grade.

Aug-May

Pre-K-5th Pre-K-5th Vertical alignment discussions surrounding curriculum, specific focus on technology integration and how that looks from grade to grade

Aug-May

Regular Pre-K Developmental Delayed Preschool

Students are mainstreamed into regular Pre-k with supports for exposure and to become familiar with expectations

Aug-May

2. Describe how services provided by the schoolwide program coordinate with the regular education program specifically addressing how students are supported during transitions.

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Services provided by the school wide Title 1 program are coordinated with the regular education program through collaboration between teachers and building wide intervention meetings. Ongoing data is collected and maintained in google drive in order to support students during transitions. We also collaborate vertically and look at essential standards and ensure we are teaching standards per grade level. We also have the same commitments to learning. This helps students know what learning looks and sounds like at Lincoln and also building upon standards they have learned to help with transitions from grade to grade. PBIS is a focus and consistent expectations in common areas and how we address student concerns are routine so students are more prepared when transitioning. We have also worked to streamline our new technology and to prepare students to build on their technology skills each year. Some grade levels have created symbaloo pages for the next grade for summer. Staff also works each year to complete information about each student and builds the next year’s class to ensure the most successful dynamics and for the teacher to learn in a snapshot more about their incoming students.

Component VII – Inclusion of Teachers in Data DecisionsIn a schoolwide school, teachers should not only be involved in the assessment selection and creation process, but should be provided with professional development that increases their understanding of the assessment tools and how to use the results to improve instruction.

Describe the school’s process for including teachers in choosing assessments and collecting and analyzing data.

Lincoln is a collaborative culture with shared-decision making. Staff have input into processes related to teaching and learning. As part of our vision, teachers share in decisions related to assessments and collecting and analyzing data. One big piece is operating within a PLC. Collaborative teacher teams work to provide a guaranteed and viable curriculum, clear understanding of student proficiency, administering and comparing ongoing formative data based on standards (unit, minute to minute), while ensuring systems of support building-wide and opportunities to extend and enrich within flexible grouping. Formative assessment is the focus and more in-depth analysis of work samples in the future.

Teachers are involved weekly PLC’s with their teammates, intervention meetings, faculty meetings, library/GT, Art planning meetings, PBIS meetings, and other forums that include opportunities for them to discuss and choose assessments and collect and analyze data.

Teachers administer and analyze Universal Screeners to determine student in need of intense support in prereq skills and progress monitoring. Progress monitoring assessments can be teacher created or more uniformed depending on the need.

The use of standard-based scales is a work in progress based on new standards. On the teacher survey, teachers feel they have feedback in our processes. Teachers are part of different teams, like the leadership team where we evaluate these systems and make revisions as necessary.

Teachers collaboratively analyze tests scores to identify gaps in instruction and curriculum, use the results to modify units of study, and re-teach as appropriate.

Future implications related to STEAM efforts, and more student voice and choice include looking at ways to

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gather more qualitative data that engages and empowers students though other measures of learning.

Reference to research and using the Data Process on the most formative types of data to make the best decisions about teaching and learning.

With increase technology use, teachers have explored rubrics and student self-reflections based on a unit or activity. We have learned things like orange slice to use within Google.

Always analyzing data to ensure equity.

Teachers receive on-going training via district and site on assessments and we are always working to improve our analysis skills in order to improve teaching and learning. Compliance note: You must be able to provide documentation to support this section such as data meeting agenda or a written assessment policy that includes teachers’ roles.

Component VIII – Coordination of Programs

Schoolwide schools are expected to use the flexibility available to them in order to integrate services and programs with the aim of upgrading the entire educational program and helping all students to reach proficient and advanced levels of achievement.

List all of the federal, state, and local programs, which benefit the school (in addition to Title I). Describe how school leadership and the instructional staff coordinate the programs.

Leadership integrates local, state, and federal resources to support identified student needs and school/district goals. Some examples are :

Back Pack Club provided by Regional Food Bank bring food and it is coordinated through our counselor who distributes food weekly to families. Students also access School bell provided by the local Junior League of Norman. Lincoln students benefit from our Partner in Education, First Baptist Church and they provide snacks, mentors, and holiday gifts to families in need. The University of Oklahoma FCA provides Thanksgiving meals and an opportunity to meet athletes.

Site budget (student activity, allocation, RSA, etc.) is utilized to maximize learning for students and allocate resources.

Lincoln is part of the Parent Teacher Association and works to create opportunities to strengthen our programs to support students through allocation of funding for various purposes to support students in areas of learning socially and academically. We also have a student support piece in our budget and this helps support students’ needs financially, physically, or any other need.

District Parents as Teachers Program and Success by Six is coordinated through the Early Childhood and Title Program.

Early Sooner Start services are coordinated through the Special Education Department at the district level and students have access to Developmental Preschool upon eligibility.

Second Step is a district Social Skills Curriculum accessible through classroom teachers and site counselor and addresses topics like bullying.

Lincoln received an OETT grant and worked closely with the K20 Center at the University of Oklahoma on technology integration to improve teaching and learning.

District resources in the form of instructional materials are maximized and supports in staffing are utilized to 16

support students and varied committees share in coordination.

We continue to evaluate site needs in correlation with goals to ensure full integration of accessible services and programs.

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