Title I Schoolwide Plan - Norfolk Public Schools · 2020. 3. 3. · Melissa Zazueta Stacy Hardy Tara Jordan Nicole Marshall Beth Schoenherr Jillian Wiese Lisa Morano Jami Speidel

1 Due to NDE by Monday, April 1st Updated: August 2018

Title I Schoolwide Plan

Please use the assigned Nebraska Department of Education County District and School Numbers in the table below.

2019

District Name: Norfolk Public Schools

County Dist. No.: 59-0002-000

School Name: Grant Elementary

County District School Number: 59-0002-003

School Grade span: K-4

Preschool program is supported with Title I funds. (Mark appropriate box) X Yes ☐ No

Summer school program is supported with Title I funds. (Mark appropriate box) x Yes No

Indicate subject area(s) of focus in this Schoolwide Plan.

Reading/Language Arts X Math ☐ Other (Specify)

School Principal Name: Troy Berryman

School Principal Email Address: [email protected]

School Mailing Address: 1106 Phillip Ave Norfolk, NE 68701

School Phone Number: 402-644-2544

Additional Authorized Contact Person (Optional):

Cindy Brown, Liesel Powicki

Email of Additional Contact Person: [email protected], [email protected]

Superintendent Name: Dr. Jami Jo Thompson

Superintendent Email Address: [email protected]

Confirm that the Schoolwide Plan will be made available to the School District, Parents and the Public.

X Yes ☐ No

Names of Planning Team

(include staff, parents & at least one student if Secondary School) Titles of those on Planning Team

mailto:[email protected]


Troy Berryman Jill Roenfeldt Cindy Brown

Liesel Powicki Melissa Zazueta

Stacy Hardy Tara Jordan

Nicole Marshall Beth Schoenherr

Jillian Wiese Lisa Morano Jami Speidel

Jolene Groniger Karolee Gleason

Lori Coffin Michelle Lingenfelter

Kari Cronin Julie Morgan Lynn Baker

Debi Commerford Allison Suckstorf Tonya Carricker

Josh Long Jamie Stange

Administrator

Secretary Title 1 Title 1

parent/para parent/para parent/para parent/PTO ELL teacher

Sped teacher Guidance

4th 4th 3rd 3rd 2nd 2nd 1st 1st K K

Deaf Ed P.E/parent

Music/parent

School Information

(As of the last Friday in September)

Enrollment: 218 Average Class Size: 22 Number of Certified Instruction Staff: 20

Race and Ethnicity Percentages

White: 57 % Hispanic: 31 % Asian: 2 %

Black/African American: 4 % American Indian/Alaskan Native: 6 %

Native Hawaiian or Other Pacific Islander: 0 % Two or More Races: 4 %

Other Demographics Percentages

Poverty: 79 % English Learner: 10% Mobility: 24 %

Assessments used in the Comprehensive Needs Assessment (ie. NSCAS, MAP, ITBS, AIMS web, DIBELS, CAT etc.)

NSCAS MAP

DIBELS


Please write a narrative in each box below to correspond to the Rating Rubric.

Place documentation in corresponding folder on flash drive to support the narrative.

1. Comprehensive Needs Assessment

1.1

Please provide a narrative below describing how data was used from a comprehensive needs assessment of the entire school to identify the needs of all children, particularly those who are failing, or are at-risk of failing to meet State academic standards, and how this analysis was used to plan instruction. Provide supporting documentation in the corresponding folder.

Information gathered from the Self Review Rating Rubric serves as our comprehensive needs assessment and drives our focus and work of our Professional Learning Community. Grant Elementary staff uses the PLC design to enhance the instructional and assessment implications for our students. When working in our building PLCs, we have the opportunity to work with our teaching partners and Instructional Coach to analyze and discuss all children, and especially students identified as failing or “at-risk” of failing to meet state academic standards using our Multi-tiered Systems of Support (MTSS) model. This process focuses on effective core whole group and small group instruction with our Wonders Reading and Envisions Math program. In addition, students receive intervention targeted to their needs. Analysis of data to plan instruction, and using a combination of universal screeners, such as DIBELS, MAP, and diagnostic assessments and formative classroom practices, at risk students may be recommended to our Student Assistance Team (SAT). The team meets monthly to discuss strategies and plan instruction that is successful with students, and core instruction and/or intervention that need modifications in order to provide continued support throughout the MTSS process. Evidence: 1.) Grant Self-Rating Rubric 2.) PLC documentation: identify needs and plan instruction 3.) MAP Data: improvement efforts 4.) SAT documentation: identify needs and plan instruction 5.) MTSS Comprehensive Needs Survey 6.) Grant Meeting Needs of All


1.2 Please provide a narrative below describing how information from parents and community was gathered to identify the needs of the school. Provide supporting documentation in the corresponding folder.

Survey 1.) Surveys completed on paper at Grant have been historically low in return numbers, so a digital parent survey was developed in order to help identify the needs of the school. The survey was created after Grant Staff studied parent survey ideas during our PLC in the spring. With Grant parents and students in mind, possible survey questions were discussed in groups and compiled by the Title 1 teacher, who then developed the digital survey, using Google Forms. Our Spanish translator for the district added Spanish for parents. Additionally, the survey was added to our website for more parent input. The survey was completed and instantly gathered by parents at our Title 1 Family Game Night, held November 8, 2018. Staff members discussed this short 5 question survey with parents before they answered the questions on the i-pads. This was a comfortable environment for families and took very little time to complete these helpful questions. The survey was also available for the Grant community to respond to on our website. The survey was then analyzed and information from the survey about the needs of the school were discussed with Grant Staff and with parents at PTO, as well as shared on Grant’s school website. Results indicated parents feel welcome in the school and in their child’s classroom and receive adequate communication from parent teacher conferences, email, phone and report cards. Survey 2.)Based on family need and Free/Reduced lunch demographics, Grant Elementary continues to provide students with backpacks of food on the weekends through Foodbank of the Heartland, and Blessings in a Backpack. This food is given discreetly on Fridays and has allowed students to have nutritious food they can open without help from an adult. A short survey is distributed to families participating asking if the food is an asset to the student’s food choices. 90 paper surveys were distributed and 12 surveys were returned. The results are privately tallied and results are used to make changes in the kinds and amounts of food distributed weekly. Survey 3.) PrimeTime reading events participants attend 6 nights of meals and story reading by Teachers in Spanish and English. Families work together on an activity involving the story for the week. Parents are given a paper survey during week 1, and then again at week 6 and are collected at the PrimeTime events. Questions help the Teachers understand the families interest in libraries and books. Results are turned into Humanities Nebraska, who then develop a pre/post PrimeTime survey results document, complete with family notes and suggestions for the teachers. Survey 4.) A District Homework Policy Survey was sent digitally to all parents and staff members regarding a no homework policy K-4, and how that change is viewed in the school and at home. Results were gathered electronically and results were made public on the website for NPS and Grant, and was announced in the newspaper. Evidence: 1.) Grant Parent Survey 2.) Heartland Backpack/Blessings in a Backpack Survey 3.) PrimeTime Survey 4.) NPS Homework Survey


1.3 Please provide a narrative below describing the on-going improvement efforts, which should support the Continuous School Improvement Plan. Provide supporting documentation in the corresponding folder.

Grant Elementary’s on-going improvement efforts to support our continuous school improvement plan include our collaboration in the PLC process, MTSS model, and district designed instructional model. This is evidenced through our weekly building or district level PLC meetings, SAT meetings, Instructional Coach and Technology coach visits, Google classroom NPS Instructional Model participation, and our grade level partner discussions focused on student learning gains. These improvement efforts are further supported through our building SMART goal of increasing K-4 awareness and understanding of number sense. Each grade level, Title, ELL and SPED teacher completed goals regarding this plan as documented with measured results based on MAPs Data, or grade level documentation.

Evidence:

1.) Grant SMART Goal:improvement efforts

2.) PLC documentation: improvement efforts

3.) Ongoing Improvement efforts

4.) MAP Data: improvement efforts

5.) Title 1 Schoolwide review

2. Schoolwide reform strategies

2.1

Please provide a narrative below describing the additional assistance provided for students at risk of not meeting the challenging state academic standards. Provide supporting documentation in the corresponding folder.

Grant Elementary students “at-risk” of not meeting the challenging state academic standards are supported with NPS Instructional model designed lessons with clear objectives, student focused instruction and research based instructional strategies, as well as formative and summative evaluations of student learning. Additional assistance from Title 1, SPED and ELL teachers using Reading Recovery strategies, Leveled Literacy, Reading Mastery, Wonders Tier 2 Interventions, Nebraska State Standards and MAP data. Additional help includes weekly volunteer classroom helpers from the partnership Church FUMC, extra paraprofessional assistance, modified classroom work, and Meet and Mentor Groups, all used to provide assistance and meet the needs of “at risk” students.

Evidence:

1.) Title1, SPED, ELL: Additional assistance

2.) NPS Instructional Model: Additional assistance

3.) Grant Master Schedule

4.) M&M Group: Additional assistance

3. Qualifications of instructional paraprofessionals 3.1 Please provide a narrative below describing the procedure(s) used to make sure


that all instructional paraprofessionals in the school meet the ESEA requirements. Provide supporting documentation in the corresponding folder.

Grant Elementary ensures that all instructional Paraprofessionals that are employed at our school meet the ESEA requirements of high school diploma or GED, and completion of two years of college or approved Para Pro test, by implementing the following procedures: Review of current or new paraprofessional requirements at annual evaluations by Administration, and ensure that all new hires meet ESEA requirements upon placement by Administration review of document requirements. In addition, all Grant Paraprofessionals are evaluated by teachers on their ability to assist with reading, math and writing readiness. Additional Paraprofessional training includes: introductory and ongoing training either specifically

designed for paras, or developed and adapted for paras. These trainings have been held at District

and Local community locations. In addition, Principal para training using strategies and educational

practices and professional development, as well as mentoring by Certified Grant teachers to properly

train paraprofessionals in best practices and responsibilities when supporting all children, including

disadvantaged students that are “at-risk” of not reaching high academic standards, and all create a

successful learning experience for students and staff.

NPS CO stated: All Para transcripts and certificates are on file at CO

Evidence:

1.) Paraprofessional: Transcript review or training certificate

2.) Para Professional Development documentation

3.) Principal training with Paras: documentation

4.) Title 1 Paraprofessionals

4. High quality and ongoing professional development

4.1

Please provide a narrative below describing the professional development and other activities provided to improve teacher effectiveness and use of academic data to guide instruction. Provide supporting documentation in the corresponding folder.


Grant Elementary Teachers participate weekly in PLC meetings at building and district level, collaborating to implement strategies to help our students be successful. Grant teachers participate in NPS instructional teaching model training on essential concepts and strategies that enhance learning and instruction with clear expectations for effective teaching practices. Target Based grading work district wide on Reading and Math K-4 is also on-going, as well as numerous technology trainings including SeeSaw, which uses an important parent support component. MTSS is also in our district, and a Grant team of 6 participated in this multi-tiered system of support training that will use academic data to guide instruction. Plum Creek Literacy Festival, Proficiency Targets and Data Dives are all examples of professional development Grant staff participates in to improve teacher effectiveness. Evidence: 1.) PLC: documentation on professional development with list of participants 2.) NPS Instructional Model: documentation on professional development

5. Strategies to increase parental and family engagement

5.1 Please provide a narrative below describing how the School-Parent Compact was jointly developed and how it is distributed. Provide supporting documentation in the corresponding folder.

At Grant Elementary October 2018 Parent Teacher conferences, parents, teachers and students agree to and sign the responsibilities in the District written School-Parent Compact. Parents are encouraged to jointly develop this compact during the annual Title 1 meeting. If changes or suggestions are made by parents, the District office is notified. This document encourages parents, students and teachers to work together, and suggests responsibilities for each role. The compact is photo copied and each family is given the original, while Grant School keeps the copy. This copy can be used with staff, students and parents as a reminder to our duties and responsibilities in education. Grant has almost 100% of parents sign this compact, with participation in Parent Teacher conferences also almost 100%. NPS CO states: The Norfolk Public Schools Title I Parental and Family Engagement Policy is posted in the NPS policies as

Article 6 of Policy No. 6410. The most recent review took place on July 9, 2018. The policy is taken through the

review process annually. Prior dates of reaffirmation and/or revision are listed at the bottom of the policy.

Evidence: 1.) School-Parent Compact: English 2.) School-Parent Compact: Spanish 3.) School-Parent Compact: signed documentation


5.2 Please provide a narrative below describing how parents were involved in developing the Title I Parent and Family Engagement Policy or Procedure. Provide supporting documentation in the corresponding folder.

Parents are considered partners in the educational success of their children through participation and

communication. Parents are part of reviewing and updating our Title 1 Parent and Family Engagement Policy

during our annual parent meeting. Parents were informed of Grant’s participation in Title 1, and requirements

and rights of parents to be involved was covered. The discussion was held ( 9-11-18) during 1 of 6 Prime Time

Reading Nights. An interpreter was present if assistance was needed in language communication. The Title

teacher rotated to parents and discussed agenda items for the annual meeting and asked for suggestions or

improvements to the document. If changes are offered at our meeting, we will share suggestions with our

Central Office to consider for the District’s Title 1 policy document. Parent comments are encouraged,

welcomed and discussed at annual meetings and during Open House,Prime Time Events, Grant Family Game

Night, Grant Family Feast and Book Walk, One Book Grant School, Grant Read Across America Dr. Seuss Night,

Parent Teacher Conferences and at monthly PTO meetings. Families sign in to all events to document

participation. Grant provides a variety of opportunities for parents to be involved in the education of their

children. Parent reading and writing strategies are provided in English and Spanish at these Grant events.

Communication is encouraged through SeeSaw, Remind, e-mail, twitter, FaceBook, Grant website, written

planners and phone calls on a daily/weekly basis with parents at Grant. Parents are equal partners in their

child’s education at Grant, and through those school opportunities and communication options, parent

participation is encouraged and valued.

Open House (8-15-18)

Prime Time (9-4,11,18,25 and 10-2,9-18)

Parent Teacher Conferences (10-15,16,18-18 and 2-4,5,7-19)

Grant Family Game Night (11-8-18)

One Book Grant School (1-7-19 through 2-22-19)

Grant Family Feast and Book Walk (1-25-19)

Grant Read Across America Dr. Seuss Night (2-28-19)

Grant Spring Singing Concert (3-25-19)

Evidence:

1.) Family Engagement Policy

2.) Annual Title 1 Parent Meeting Agenda: documentation

3.) ESSA information


5.3 Please provide a narrative below describing how and when the annual Title I parent meeting is/was held informing parents of the school’s participation in Title I. Provide supporting documentation in the corresponding folder.

Parents are considered partners in the educational success of their children through participation and communication. Parents are part of reviewing and updating our Title 1 Parent and Family Engagement Policy during our annual parent meeting. Parents were informed of Grant’s participation in Title 1, and requirements and rights of parents to be involved was covered. The discussion was held ( 9-11-18) during 1 of 6 Prime Time Reading Nights. An interpreter was present if assistance was needed in language communication. The Title teacher rotated to parents and discussed agenda items for the annual meeting and asked for suggestions or improvements to the document. If changes are offered at our meeting, we will share suggestions with our Central Office to consider for the District’s Title 1 policy document. Parent comments are encouraged, welcomed and discussed at annual meetings and during Open House,Prime Time Events, Grant Family Game Night, Grant Family Feast and Book Walk, One Book Grant School, Grant Read Across America Dr. Seuss Night, Parent Teacher Conferences and at monthly PTO meetings. Families sign in to all events to document participation. Grant provides a variety of opportunities for parents to be involved in the education of their children. Parent reading and writing strategies are provided in English and Spanish at these Grant events. Communication is encouraged through SeeSaw, Remind, e-mail, twitter, FaceBook, Grant website, written planners and phone calls on a daily/weekly basis with parents at Grant. Parents are equal partners in their child’s education at Grant, and through those school opportunities and communication options, parent participation is encouraged and valued.

Open House (8-15-18)

Prime Time (9-4,11,18,25 and 10-2,9-18)

Parent Teacher Conferences (10-15,16,18-18 and 2-4,5,7-19)

Grant Family Game Night (11-8-18)

Grant Winter Singing Concert (12-18)

One Book Grant School (1-7-19 through 2-22-19)

Grant Family Feast and Book Walk (1-25-19)

Grant Read Across America Dr. Seuss Night (2-28-19)

Evidence:

1.) Family Engagement Document

2.) Annual Title 1 Parent Meeting Agenda: documentation 3.) PTO meetings


6. Transition Plan

6.1

Please provide a narrative below describing the school’s transition plan for incoming students to support, coordinate and integrate services from their previous program or school (i.e. Headstart and/or other Early Childhood Program to Elementary, Elementary to Intermediate, Intermediate to Middle School, Middle School to High School). Provide supporting documentation in the corresponding folder.

Grant Elementary has a progressive transition plan in place for incoming students arriving to Kindergarten or from their previous school. Grant Kindergarten teachers observe and interact with incoming students at the Norfolk Head Start and Little Panther PreSchool , hold a Kindergarten Round Up with Preschool teachers assisting to inform parents and ease anxiety with students, and present an Grant Open House and “pre-start” with alternating ½ Kindergarten easing into the first 2 days of school. Grant sends invitations and information with newsletters, websites, SeeSaw, Remind, Twitter and FaceBook, and new students receive a welcoming Grant School T-shirt, along with tours of the building and Grant information packets to help answer questions or concerns. Students attending Grant from a previous school receive many of the same support systems. In addition, weekly guidance skills, several Meet and Mentor cross age groups sessions, Grant School breakfast gathering, classroom buddy systems, and English Language Learning all support incoming students as well. Grant’s teachers, Counselor, and Spanish speaking Paraprofessional all work together with students arriving at Grant in order to best support their needs for a smooth transition to our school and our Grant community of learners. Evidence: 1.) Head Start/Little Panther PreSchool visit: documentation 2.) Kindergarten Round Up: documentation 3.) Grant Open House: documentation 4.) Kindergarten “pre-start”: documentation 5.) ELL: supporting incoming student document

6.2 Please provide a narrative below describing the school’s transition plan for


outgoing students as they move onto their next school / program / career. (i.e. Elementary to Intermediate, Intermediate to Middle School, Middle School to High School, High School to Post Secondary Schooling or Career). Provide supporting documentation in the corresponding folder.

Grant Elementary has a progressive plan in place for transitioning to the next grade or to the next school. A “Grade Up at Grant” activity has K-3 students transition to the next grade’s classroom and 4th grade students meeting with Middle School staff to ask questions or share concerns. Students answer a survey about their preparedness and anxiety, as well as how helpful “Grade Up” activities were. Grant staff uses this information to improve the transition for students. Students at Grant also have regularly scheduled Meet and Mentor Groups and 4th Grade Science and Social Studies departmentalize to that increase student exposure to multiple staff members and transitions with expectations similar at the Middle School. Grant Guidance curriculum also exposes students to a variety of career awareness and strategies for successful friendships and strong citizenship traits that are helpful long after they leave Grant. The Grant Counselor was formerly at the Middle School and has special insight and understanding that helps our Grant students be successful in their transition to 5th Grade, such as utilizing the Academic Achievement Center or answering questions about clubs and opportunities, scheduling, lockers, responsibilities and other student concerns. Grant 4th Grade Teachers also collaborate with the Middle School staff and make a transition plan for success in 5th Grade, such as friendship pairings, behavioral and academic needs, and strategies that help ensure student success. Grant Students are invited to a registration night at the Middle School with their families in the Spring and an Open House in the Fall. They view the schedules, locate classrooms and meet Middle School Staff and Administration. Grant Special Education Teacher arranges an extra tour of the Middle School with students that require more exposure to the new building and staff in order to ease anxiety and increase preparedness and success. Grant’s teachers, Administration, Counselor, and a Spanish speaking Paraprofessional all work together with students at Grant in order to best support their needs for a smooth transition to the next year’s school year with our Grant community of learners. Evidence: 1.) “Grade Up at Grant” document including survey and transition plan 2.) MS Registration Night and Open House: documentation

7. Strategies to address areas of need

7.1 Please provide a narrative below describing how the Schoolwide Plan increases the amount and quality of learning time within or beyond the instructional day. Provide supporting documentation in the corresponding folder.


Classroom Teachers, Title 1 Teachers, ELL and SPED teachers, and paraprofessionals all implement the following: Grant Wonder’s Core Reading program instructional time is 1.5 hours each day, small group assistance is 30 minutes daily and intervention for students that are “failing or at-risk of failing” is 15 minutes beyond the small group time. Grant Envision’s Core Math program instructional time is 1.5 hours each day, small group assistance is 15 minutes daily and intervention for students that are “failing or at-risk of failing” is 15 minutes beyond the small group time. Grant Teachers work diligently to increase the quality time of learning by implementing Norfolk Public School’s instructional teaching model. This model is designed to ignite thinking, identify objectives, use research-based instructional strategies, evaluate student learning, and focused and intentional closure linked to the objective. All Grant teachers implement the NPS model to increase student engagement, enhance learning, and strengthen student performance by increasing the quality of learning time within our day at Grant. Additional time for students to work on needed skills is commonly called “WIN” time at Grant. Students and staff understand that “What I Need” may look different for students. The amount of quality learning time and the tasks needed differ depending on the needs of the learner. Summer School is also offered for 50 K-4 students in need of extra assistance during 4 weeks in June. Evidence: 1.) Grant Document: increasing quality time 2.) ELL/Migrant/American Indian/SPED plan 3.) Summer School: documentation

8. Coordination & integration of Federal, State and local services & programs

8.1

Please provide a narrative below describing how available Federal, State and local funds are coordinated and integrated to meet student needs and support student achievement. Supporting documentation may also be placed in the corresponding folder.

The Title 1 Grant Fund currently supports Grant Elementary and 4 other Elementary buildings in the Norfolk Public School District. The grant funds 1.5 Full Time certified teacher’s salary and benefits for


Grant Elementary, and each of the 4 qualifying Elementary buildings in Norfolk. The grant also funds the wages and benefits of 2 Paraprofessionals at Grant and 8 other in the 4 qualifying buildings in our district. The Title 1 Grant supports the purchase of supplemental materials for interventions in reading and math, and includes the cost of professional development, instructional training, Summer School wages and supplies, and parent engagement activity night supplies. All funds are integrated to support student achievement, and family engagement at Grant Elementary. NPS CO states:

Title I Federal funding at Norfolk Public Schools is distributed equitably among participating elementary schools. Almost 100% of the funds are used to pay for Title I teachers and para educator salaries and benefits and parent engagement activities. Where there is a shortfall of funding, the district general fund budget supports for the needs of the program. Evidence: see narrative above

Documents

Title I Schoolwide Plan - Norfolk Public Schools · 2020. 3. 3. · Melissa Zazueta Stacy Hardy Tara Jordan Nicole Marshall Beth Schoenherr Jillian Wiese Lisa Morano Jami Speidel