Schoolwide Title I Plan

Campton Elementary School 1110 NH Rt. 175

Campton, NH 03223

Planning Year: 2015-2016 Year of Implementation: 2016-2017 Approved by NHDOE: July 20, 2016

TABLE OF CONTENTS

Introduction 2 Vision, Mission, & Schoolwide Performance Goals 5 Planning Process 6

Eight Components of Campton’s Elementary Schoolwide School Plan

I. Comprehensive Needs Assessment 8 II. Research Proven Strategies for Instruction, Assessment and Evaluation 12 III. Instructional Support for Students Experiencing Difficulties 16 IV. Parent/Community Involvement 17 V. High Quality Professional Development for all Staff 18 VI. Steps for Assisting Preschoolers in Transition to School 18 VII. Instruction by Highly Qualified Professional Staff 18 VIII. Extended Learning Opportunities 18 Crosswalk TAS/SW 19

Coordination of Resources 23 Action Plan with Timeline 23 Program Abstract 24 Sustainability 25 Evaluation/Review Process of the Schoolwide Plan 25

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INTRODUCTION

The Community of Campton: Campton School District serves the community of Campton, New Hampshire. Campton Elementary School includes Preschool through Grade 8. The student enrollment for the entire school district as of October 1, 2015 was 307 students.

Enrollment 2015­2016

October 1

Enrollment Average Class Size

Grade(s) District State District State

PreSchool 14 3,557

Kindergarten 28 11,570

Readiness 0 55

Grade 1 26 13,157 13 17

Grade 2 32 13,408 16 18

Grade 3 32 13,553 16 19

Grade 4 37 13,558 12 19

Grade 5 35 13,978 18 20

Grade 6 35 13,960 18 21

Grade 7 35 14,307 12 21

Grade 8 33 14,343 16 22

Total 307 183,604

Previous year’s data can be found on the NH DOE website.

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Of the students enrolled at Campton Elementary School, the attendance rates by percentage for the last 3 years are as follows:

Attendance Rate

2012­2013 2013­2014 2014­2015

PreSchool 100.0 93.1 89.8

Kindergarten 93.9 94.1 93.2

Elementary 95.1 95.0 95.3

Total 95.1 94.9 95.1

The New Hampshire Department of Education’s target percentage for attendance is 90%. Campton exceeds this expectation. Of the students enrolled and attending at Campton Elementary School, the demographics and selected populations are as follows:

Enrollment By Race/Gender

District State

Count Percent Count Percent

Male 149 46.4 94,831 51.6

Female 172 53.6 88,773 48.4

Asian or Pacific Islander 1 0.3 5,863 3.2

Hispanic 10 3.1 9,579 5.2

Black 2 0.6 3,477 1.9

White 303 94.4 160,380 87.4

Multi­Race 5 1.6 3,762 2

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Selected Populations

District 14­15 State 14­15 District 15­16 State 15­16

Count Percent Count Percent Count Percent Count Percent

Limited English Proficient

0 0 3,557 1.9 0 0 ­­ ­­

Free/Reduced Lunch

114 41.5 48,112 29 134 43.61 46,299 28.3

Special Education 52 16.9 ­­ ­­

Section 504 21 13.0 ­­ ­­

Homeless ­­ ­­

Campton Elementary School is comprised of thirty­one classrooms; three of which are for Unified Arts, three special education rooms, two related services rooms, one Title I room, one nurse’s office, one guidance office, a library, a multipurpose room, computer lab, and an office suite for the principal, assistant principal, special education coordinator, and the school secretaries. The building has three main wings that house vertical grade levels; K­2, 3­5, and 6­8 with the gymnasium, multi­purpose room, and nurse’s office located in the center of the building. The Campton Elementary staff consists of: Classroom Teachers (19) Library Media Specialist (.2) Technology Integrator (1) Special Education Teachers (4) Psychologist (.4) Title I staff (1) Unified Arts: Art, Music, Physical Education, & Health (4) Occupational Therapist (.75) Guidance (1) Nurse (1) Speech Pathologist (1) Speech Assistant (1)

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PT Assistant (1) Custodial Services (4) Food Service (3) Total Number of Paraprofessional Support Staff (14) Administration, Principal (1) Administration, Assistant Principal (1) Administrative Assistant (1.5) Special Education Secretary (.5) Information Technology Specialist (.5) Campton Elementary School’s Vision: Students will grow to be socially, physically, emotionally, and intellectually healthy individuals who are responsible as contributing members of a family, a diverse democratic society, and the global community. Campton Elementary School’s Mission: The mission of the Campton Elementary School educational community is to meet the unique needs of all our students and to assist them in developing the desire and skills to become lifelong, independent learners and responsible citizens in an ever­changing society.

Schoolwide Performance Goals: 1. Students will be able to gather, process, and communicate information through reading, written and oral expression, and active listening. 2. Students will learn how to utilize research capabilities and be technologically skilled and literate. 3. Students will develop intellectual curiosity which will grow into a lifelong passion for learning. 4 Students will use a variety of problem­solving strategies, be visionary problem solvers, and informed decision makers. 5. Students will have an awareness of the arts and communicate effectively through personal artistic expression. 6. Students will develop a respect of self and others. 7. Students will be literate in the sciences, mathematics, and social studies and be aware of the impact of these disciplines on every aspect of the human experience.

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Parent Portal Parents receive usernames and passwords to access students grades in Web2School. It is important that teachers in grades 4 through 8 update their grades within 10­days of receiving the assignment. In the fall of 2016, a new school web site will be unveiled!

Open Houses and School All classroom teachers and specialists are expected to attend the events in which all students they teach attend. 1:1 Technology Initiative The implementation of technology as a tool for student learning is another district­wide initiative, and part of the present Strategic Plan. During the 2014 ­ 2015 school year, one of the district/school initiatives was the 21st century teaching and learning environments. The district/school worked to use technology for teaching, learning, and collaboration.

PLANNING PROCESS We have developed our Title I schoolwide plan with the participation of individuals who will carry out the comprehensive schoolwide/school improvement program plan. There was a faculty vote on August 24, 2015 in the affirmative to begin the schoolwide school process. School­Wide Title I Team: Bridget Gagne Assistant Principal of Campton Elementary School Ethel Gaides Title I Project Manager Janet Eccleston Faculty Representation Charlene Whitman Faculty Representation Jenna Best Faculty Representation Anna Kilmer Parent Julie Webster Parent

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Each member of the committee played an active role in the development and annual review of this plan. The committee conducted a needs assessment with the families that included an analysis of data, predicted outcomes and the establishment of targets. The committee also reviewed with the families school­wide reform strategies, planned for professional development and brainstormed ways to increase parental involvement. Finally, members of the committee helped to write, publish, and share the document with the families and the community. This process was completed after extensive input from the students’ families. Team Discussion: • What is a Title I schoolwide school? • Why is Campton Elementary School eligible to apply to be one? • Discuss the eight components of a schoolwide plan. • Review of statistical information • Review and edit the instructional initiatives In the past, Campton Elementary School utilized the school district Title I grant funding to support struggling students, who qualify through a Targeted Assistance Program. The administration and teachers have been diligently working toward developing a schoolwide program. The administration, parents, and teachers have discussed what is and isn’t working to improve student achievement. At the same time, the teachers have been involved in various workshops and focusing on research based teaching and learning practices to increase student achievement. The final result was the district is committed to create a new true Response to Intervention (RTI) program to improve student achievement for ALL students. Also discussed were the eight components that are in the schoolwide plan. Teachers were in content area groups, across grade levels and sometimes in Grade level span groups (ie. K­2, 3­5, 6­8). In addition, Special Educators and some paraeducators worked in the group most directly related to their work. After some discussion, groups worked on what they do or would like to do, based on the research, in regards to each of the following components:

Specific strategies (with research findings supporting the choice of strategies) for instruction, assessment, and evaluation

Effective instructional practices reflected in strategies and activities to support children experiencing difficulty mastering the standards

A family/community involvement program aligned with the instructional program A professional development program aligned with the instructional program Learning opportunities

There were many discussions with the families on the draft of the schoolwide plan. Some of the discussions were editing the information in the initiatives that had been drafted.

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Some of the discussion was also around the fact that this plan is a work in progress with input from the families.

l. COMPREHENSIVE NEEDS ASSESSMENT AND RESULTS (SUMMARY) We have used the following instruments, procedures, or processes to obtain this information: our statewide assessments, NWEA, and common assessments (ie. Reading Street, Envisions, etc...). Our Leadership Team used this information to develop our school strategic plan. Additional information gathered from our district benchmark assessments, local technology reports, and ongoing progress monitoring of individual students are used as teacher teams plan instruction and support student learning. Finally, staff, student and parent input were reviewed from district and local school improvement surveys. The components of Designing Schoolwide Programs (2006) were incorporated throughout the process as well. Our school supports the enrollment of English as a Second Language (ESL or ESOL) by providing ESOL teachers and instructional materials within the classroom as needed. Using the district level database and the enrollment of immigrant, ESL, and homeless students, we can advocate for the resources that are available in our community to benefit these students and their families. Some of these community agencies are churches, after school programs, community youth groups, and school sponsored activities to enhance learning opportunities for our at­risk students. We have reflected current achievement data that will help the school understand the subjects and skills in which teaching and learning need to be improved. Over the past few years we have seen a steady increase in the number of students exceeding state standards. Using the NWEA Achievement & Growth Status Report the team organized the data into the following categories to analyze and then compare to the school­wide Student Learning Objective for the 2014­2015 school year for all students.

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Winter Reading Met Not Met

- 3 pts Not Met - 6 + pts

First Grade 15 / 16 1 / 16 0 / 16

Second Grade 12 / 13 1 / 13 0 / 13

Third Grade 4 / 9 1 / 9 4 / 9

Fourth Grade 4 / 8 1 / 8 3 / 8

Fifth Grade 2 / 7 3 / 7 2 / 7

Sixth Grade 6/13 4/13 3/13

Seventh Grade 1/4 3/4 0/4

Eighth Grade 21/31 8/31 2/31

We will target ALL students not meeting their reading growth targets in the 2016-2017 school year. Successes: Reading ­ All students in 1st, 2nd, and 7th grade met or were within 3 points!

Areas for Growth: Reading ­ There are about the same amount of students (50%) in 3rd, 4th, and 6th that met vs. not met their projected growth targets.

Winter Math Met Not Met - 3 pts

Not Met - 6 + pts

First Grade 9 / 16 3 / 16 4 / 16

Second Grade 10 / 12 0 / 12 2 / 12

Third Grade 7/10 2/10 1/10

Fourth Grade 2/9 2/9 5/9

Fifth Grade 2/6 1/6 3/6

Sixth Grade 3/12 5/12 4/12

Seventh Grade 3/4 0/4 1/4

Eighth Grade 16/30 11/30 3/30

We will target ALL students not meeting their math growth targets in the 2016­2017 school year.

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Successes: Math ­ The majority of students in 2nd, 3rd, and 7th grade met or were within 3 points! Areas for Growth: Math ­ There are about the same amount of students (50%) in 4th and 5th that met vs. not met their projected growth targets.

Reflective Thoughts: The students included for this report were all those that tested in the winter. It included ALL students. In order to go through the data analysis process and evaluate what we have so far, the first analysis was from Fall to Winter. With even some of our most challenging students, we have many of them meeting their projected growth targets! This is the 2nd year of Reading Street implementation. Next year (as a schoolwide school) it will be the first year ALL middle school students will have had Reading Street 2 consecutive years Grades K­6. This year’s SLO was well intended with the growth model. We’d like to continue this. However, we would suggest narrowing our focus a bit more (ie. to help students become better writers) The discussion led to being able to identify strategies that would help meet the goal as a leader or a teacher. Two other things we’d like to look at is the assessment schedule throughout the year and if there are any data trends with curriculum implementations respectively.

SMARTER BALANCED ASSESSMENT ELA/LITERACY 2014­2016 RESULTS

Grade & Years 2014 & 2015

School­Wide Proficiency Level 3+

3 2016

3 2015

4 2016

4 2015

5 2016

5 2015

6 2016

6 2015

7 2016

7 2015

8 2016

8 2015

State: 55% 55% 57% 56% 62% 63% 59% 57% 63% 62% 62% 58%

Campton: 65% 50% 51% 59% 50% 61% 58% 71% 60% 77% 82% 73%

This chart represents Grade Level Proficiency Score of 3 or more for ELA.

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SMARTER BALANCED ASSESSMENT MATHEMATICS 2014­2016 RESULTS

Grade & Years 2014 & 2015

School­Wide Proficiency Level 3+

3 2016

3 2015

4 2016

4 2015

5 2016

5 2015

6 2016

6 2015

7 2016

7 2015

8 2016

8 2015

State: 56% 53% 51% 49% 46% 44% 45% 45% 50% 51% 45% 44%

Campton: 55% 65% 31% 48% 14% 31% 23% 45% 66% 71% 70% 67%

This chart represents Grade Level Proficiency Score of 3 or more for Mathematics. We have based our plan on information gathered about all students, families, teachers, and resources in the school in order to show growth of the state academic content standards and the state student academic achievement standard through a comprehensive needs assessment. Meetings were scheduled for all parents in the fall, winter, and spring. Attendance included 25% in the fall, 15% in the winter, and 45% in the spring. Of the needs assessment surveys sent home, we received 50% back. During June of 2016, several teachers were trained in Responsive Classroom. They will be implementing Responsive Classroom techniques beginning with the 2016­2017 school year. The Responsive Classroom approach to teaching emphasizes academic, social, and emotional growth in a strong school community. We believe that how children learn is as important as what they learn, and that academic success is inextricably tied to building social­emotional competencies. K­8 educators have practical training and resources to help create safe and joyful classrooms and schools where children can thrive. For the past several years, teachers at Campton Elementary School have worked collaboratively during their faculty, leadership, vertical, and consult meetings for check­ins and updates. During this process, the entire school staff was involved in Early Release days that has identified our level of implementation and challenged the group to develop a schoolwide plan that accentuates our resources. The Leadership Team met several more times to continue the process. A plan was developed to decide how each objective would look when fully met; task assigned to accomplish this; and target completion dates set. The plan was presented to the whole school community for additional comments and feedback. With the completion of these tasks, this comprehensive needs assessment was then used for our planning for our Title I Schoolwide Plan. As this process for the schoolwide plan was done, there was a meeting of all staff to review the strategic plan/schoolwide plan objectives and also to have content teams give input for the eight components of the plan. It was also discussed that the final draft would be emailed to all

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staff members and parents upon completion so anyone, who would like to give more input, could.

II. Research Proven Strategies for Instruction, Assessment and Evaluation Schoolwide reform strategies provide opportunities for all students in the school to meet or exceed New Hampshire's proficient and advanced levels of student performance. The ways in which we will address the needs of all students in the school, particularly the needs of students furthest away from demonstrating proficiency related to the State's academic content and student academic achievement standard are:

1. Teachers have received and are continuing to receive training on the Common Core State Standards.

2. All educators in Professional Learning Communities throughout the school year. 3. Teachers collaboratively develop standards­based units incorporating

performance tasks, rubrics, teacher commentary and common assessments. 4. Teachers used district benchmark assessment data to inform and guide

instruction. This data is supplemented by other assessments such as the Developmental Reading Assessment (DRA)2 for Title I students add further depth to our understanding of students' current levels of learning and to develop additional support for their learning. We will now use the DRA for ALL students.

5. All students and families participate in Accelerated Reader with recognition and celebrations periodically throughout the year.

6. All teacher teams (including regular education, Title I, and Special Education teachers) schedule collaborative planning to progress monitor students using all available data and plan appropriate interventions and differentiated instruction.

7. Students are recognized for their achievement of academic goals through our honor roll program and positives during common meeting times and school­side events with parents.

8. Teachers of Special Education, ESOL, Title I, and Speech Language are integrated into the regular classrooms to provide student support and to prevent missed classroom instruction.

9. After school tutoring is offered to all of our students and highly encouraged for our most at­risk students.

10.Teachers offer additional small group or individual help in a flexible model to students throughout the day to provide appropriate instruction.

11.Students work with the Accelerated Math, Online Assessment System and other computer programs during the regular computer rotations. These student­paced programs are aimed at helping individual students work to improve their skills in academic areas. In addition, these programs can be accessed in classrooms or in

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after school tutoring. Teachers regularly assess student progress data. Parents have been provided information allowing them to help their children access these programs from home, the public library, or other sites offering computer access.

12.District Benchmark Assessments are given three times each year to monitor student progress toward standards mastery. Teachers review the data individually and with teams to determine which content skills need to be addressed and to develop action plans for individual students as needed.

13.As new students enroll at Campton, they are assessed so that appropriate instruction to meet their educational needs are identified and met (ELL, migrant, homeless, special needs).

14.Teachers use metacognitive reading strategies and graphic organizers in small group and whole group instruction.

15.Teachers foster vocabulary development and promote collaborative dialogue between students.

16.Teachers use a variety of problem solving strategies, games, and hands­on activities to increase math proficiency.

17.Teachers use available technologies (IPAD, Kindle, Chromebooks) to promote increased reading opportunities for reluctant readers.

Following are examples of the scientifically based research supporting our effective methods and instructional practices or strategies: Academic Strategies­ Dr. Douglas Reeves, of the Center for Performance Assessment, discusses his research conducted on poverty schools. He also quotes Kati Haycock of the Educational Trust as saying that "the key variable is not poverty but quality teaching". In addition, Dr. Reeves says "rigorous standards, associated with frequent assessment and other effective techniques, allow students from every economic and ethnic background to succeed." Dr. Robert Marzano, author of What Works in Schools: Translating Research into Action says that schools can have a tremendous impact on student achievement if they concentrate on twelve specific factors for schools, teachers, and students. Dr. Marzano's research states that the school factors that most impact student achievement include: a guaranteed and viable curriculum, challenging goals and effective feedback, parent and community involvement, a safe and orderly environment, and collegiality/professionalism. Teacher factors that contribute to high levels of achievement include specific instructional strategies, effective classroom management techniques, and a standards­based curriculum. Finally students are impacted by the home environment , learned intelligence, background knowledge, and their own motivation.

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The two charts that follow are formal assessments and interventions used in data discussions and to plan. This of course is not a comprehensive list, yet a common list for the teams to refer to.

Grade Levels Mathematics English Language Arts

~Formal Assessments~

K­2

*EnVision Baseline (Beginning of year) Test *EnVision End of Topic Tests *EnVision Benchmark (Every 4 Topics) Tests *NWEA *EnVision End of Year Test

* Reading Street Baseline Test *.Letter ID, CAP, and Phonemic Awareness * Reading Street Selection Test *RS End of Unit Tests *DRA2 *RS Sight Word Check *Developmental Spelling *NWEA *WADE (SpEd~Sound/Symbol, Sight Words, Decoding/Encoding)

3­5

*Baseline Test (3rd) *EnVision End of Topic Test *EnVision Benchmark Test (3rd, 4th) *Quick Checks (periodically) *NWEA *Smarter Balanced

*Reading Street Selection Test *Fresh Reads *NWEA *Smarter Balanced *STAR Reading Test (3rd, 4th) *DRA2

6­8

*Math in Focus ­ End of Chapter Tests *Recall Prior Knowledge *Chapter Pre­Tests *Quick Check Diagnostics for each Unit, *Formative Performance Tasks for each unit (Teacher created) *Khan Academy Lesson Tests *Science NECAP Test

*DRA2 *Aimes Web *Orton Gillingham *WADE, TOWL (Sp.Ed.) *Reading Series selection tests *6th­8th ­ CCSS Writing Rubric *Pre & Post Testing *Vocabulary for Common Core *Construct Relevant Vocabulary *Recall/Discussion *Smarter Balanced *NWEA

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Grade Levels

Mathematics English Language Arts

~Interventions/Differentiation~

K­2

*Leveled HW (Reteaching/ Practice/ Enrichment) *Small group support w/manipulatives during "independent" work time *iPad/Computer programs to reinforce/practice skills

*Guided Reading groups at individual reading levels *Accelerated Reader *Fundations/Wilson, modified tests *Modified spelling tests *Testing support *In­class writing support

3­5

*Pearsonsuccessnet.com visual learning *Math Facts (Mad Minute) (4th, 5th) ­ *Math Facts in a Flash (3rd) *Practice/Reteaching/Enrichment Pages Center Activities *Moby Max ­ some classes in 3, 4 and 5 *Pearsonsuccessnet.com games *Small Groups ­ sometimes leveled enVision math curriculum

*AR quizzes (3rd/4th) *Leveled Readers *Wilson ­ Just Words (small group)­ *Wilson Fluency Kit *Read Live *DRA2 *Fresh Reads Fluency & *Comprehension Check *Spelling City

6­8

*Homogeneous groupings (7­8th grade), *Reteaching worksheets *Differentiated Homework Assignments (20 minutes per night)

*Homogeneous groupings (7­8th grade) *Reteaching activities *Differentiated Homework Assignments (20 minutes per night) *Homogeneous groupings (7­8th grade) *NEWSELA *Orton Gillingham *Virtual Learning Academy Charter School

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III. Instructional Support for Students Experiencing Difficulties

Response to Instruction Each grade level will meet weekly with the special education teacher(s) to review data, group students, and plan targeted instruction for a “What I Need” (WIN) block that will happen twice a week. Instruction, intervention or enrichment, will be planned based on the student’s skill and need. The team will monitor student progress and after 6­8 weeks of instruction will make decisions on the next grouping, instructional targets, and activities. Extra instruction will be given during the regular day for struggling students. The students needs will be matched with qualified teacher pushing into the classroom for reading, writing, and math. Child Study Team After at least 6­8 weeks of Response to Instruction intervention, if a child who is having difficulty learning, if a teacher suspects a learning disability or the need for more intervention, the teacher requests Child Study. The teacher, or team, fills out a form to identify the areas of concern and attempted solutions, and to provide a general background of the child's previous performance. Teachers are required to submit a plan using information suggesting pre­intervention. The form requires that the child's parent(s) have been contacted in order to work on solutions prior to Child Study. If, after the teacher intervened according to the plan, the student is still having difficulty, the teacher requests a CST meeting. At this point, a CST meeting will be scheduled to review the existing interventions and all relevant documentation and information. It is at this time the CST may determine if this student is in need of special education testing. If not, other intervention strategies and a proactive plan will be determined and implemented then followed up on at a later date. Benchmarks will be created to note students needs and progress. As part of the common needs assessment, the teachers, in collaboration with the Leadership Team will review the data (formative and summative assessments, classroom assessments, and common assessments) to determine the interventions that should be used with students. Through a benchmark system, five times a year there will be progress monitoring of the targeted students, which will review if the intervention worked or what intervention should be used next for student academic success. Team representatives were asked at one of the Teacher In­Service days related to the Campton Elementary Schoolwide Plan to discuss and list the effective instructional practices that would be used to increase student achievement. The following was generated:

Movement breaks (http://www.brainrules.net/exercise)

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John Hattie’s Effect strategies for student achievement (2013) [effect sizes noted brackets] (http://visible­learning.org/)

Cooperative learning: setting objectives and providing feedback [0.75], generating and testing hypotheses or cues, questions, and advance organizers

Modeled examples; demonstrations (both by students and teachers) www.simplypsychology.org/bandura.html

Rubrics – setting objectives [1.44] Heterogeneous grouping Scaffolding Increase instructional time for the struggling students [0.47] Enlist parent support at home to reinforce the targeted skill/concept [0.49] Classroom discussion [0.82]

In math, teachers present the new concepts at the concrete level, then the pictorial level, and then the abstract level

Art, document camera and power points Computer: writing prompts, reflections, digital portfolios Library: Work with students’ reading levels and offer appropriate materials After­school support with homework and enrichment Title I and SPED Summer School with certified teachers

IV. Parent/Community Involvement Parents have been involved within our committee from the beginning with fall, winter, and spring meetings. Parent school­wide updates have been sent home by mail to parents requesting their involvement, too. It has been traditionally difficult to get families to attend the Title I events. As a result, the school community has been present and available to give information, answer questions, and have discussions regarding our Title I program during open houses, conferences, and other academic parent events. This two way communication will ensure data, perception, and school climate and continue to be requested from parents at future events. Data from the after school program will be collected and compiled during the 2016­2017 school year. There will be a two way dialogue between parents and the school. In addition to the Google Docs, parents will receive a hard copy of information regarding the schoolwide school program.The schoolwide plan will be posted on the school website. In addition, a quick sheet of plan highlights will be provided and feedback will be encouraged. The leadership team will continue to meet and evaluate our parent/community involvement and will continue to offer support and events to enhance our program as needed.

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The following ways have been discussed to involve the family/community that is aligned with the instructional program:

a. Family Night – themed around a content area with food b. Communicate school and teacher webpages to parents and community regularly (http://ces.sau48.org/)

As a result of meeting with parents, the committee is developing a process to relate lessons from the school day to home.

V. High Quality Professional Development for all Staff

The professional development program is aligned to the instructional program and the curriculum of the school. Professional development opportunities planned by the School are geared to provide support for the introduction of research­based strategies to improve teaching. This has included but is not limited to the following: Hattie’s Effect Strategies, Professional Learning Communities, Data­ Driven Decision Making, Technology Integration, RTI (Response to Instruction), Performance Tasks, STEM, Google Apps for Education (GAFE), Theories from How People Learn (2010) , Research­based Interventions, Responsive Classroom, and Project Based Learning. Furthermore, ALL teachers will be trained in Tier 2 to support ALL students. ALL teachers will understand the schoolwide school impact for ALL students at the August in­service.

VI. Steps for Assisting Preschoolers in Transition to School

We are committed to creating a collaborative process to ensure that those we serve experience a smooth and high quality transition from Early Supports and Services to Preschool Special Education to Kindergarten. This process, while respectful of both service delivery systems and of families’ confidentiality and choice, promotes increased accountability, efficiency and communication that will benefit families and all those who serve them. We acknowledge that the following process is set forth to meet federal and state requirements, and most importantly to assist families in a smooth transition. We recognize that multiple factors affect this process including the age at which a child is first referred for services, and families’ preferences. Good communication among all parties is encouraged as the best remedy for a smooth transition to school.

VII. Instruction by Highly Qualified Professional Staff

For many years, the Campton School has made a commitment to all teachers to be highly qualified. All teachers and paraeducators at Campton Elementary School are highly qualified.

VIII. Extended Learning Opportunities

In addition to the extra learning opportunities for neediest students during the school day, we will expand the learning opportunities through:

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After School Homework Club and Enrichment Activities:

Students are provided with support after school to complete homework and prepare for the next day. Parents can choose to send their child to the afterschool program

Morning Homework Help Session, which is operated by teachers. Parents assume the responsibility for transportation.

Tutoring before/ after school and Summer School: Within the content areas of ELA and math, students can have tutoring, by teachers, after school.

Technology Student Association (TSA), Educational Grade Level/Content Aligned Fieldtrips, and Guest Speakers/Author Visits.

Crosswalk of Targeted Assistance School Programs & Schoolwide

Programs

Crosswalk of Components Targeted Assistance

Schoolwide (Cross­refer­ enced to Sections/Pages in this plan)

Restrict Title I resources to help eligible, participating students meet the NH Common Core Standards.

X

Expand Title I resources to provide opportunities to all students in the school to meet NH Common Core State Standards.

X (Sections I & II~pgs. 11­12) ALL students will have these opportunities.

Ensure that planning for students served under Title I is incorporated into existing school planning.

X

Conduct a comprehensive needs assessment of the entire school.

X X (Section I~pgs. 8­11)

We have used several assessments to obtain this information.

Use effective methods and instructional strategies that are based on scientifically based research that:

X X (Section III~pg. 16)

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Dr. Douglas Reeves, of the Center for Performance Assessment and Dr. Robert Marzano, author of What Works in Schools: Translating Research into Action

Strengthens the core academic program of the school X X (Section II~pgs. 11­13) ALL core subjects are

strengthened in a school wile school

Give primary consideration to providing or increasing extended learning time, such as extended school year, before­and­after school, and summer program opportunities

X X (Section VII~pg. 18)

During/Before/After School Learning Time

Help provide an enriched and accelerated, high­quality curriculum

X X (Section III~pg. 16) ALL students benefit

Include strategies for meeting the educational needs of all underserved populations

X (Section I~pgs. 8­9)

ALL students needs are met

Minimize removing students from the regular classroom during regular school hours for instruction

X X (Section III~pg. 16­17) Push into the classroom services for ALL students

Include strategies to address the needs of all students in the school, but particularly low achieving students and those at risk of not meeting the NH Common Core State Standards who are members of target population of any program that is consolidated in the schoolwide program which may include: Counseling, pupil services and mentoring services; College and career awareness and innovative

X (Sections II & III~pgs.

11­16)

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teaching methods which may include applied learning and team­teaching strategies

Address how the school will determine if the needs of all low achieving students and those at risk are not meeting the NH Common Core State Standards who are members of target populations of any program that is consolidated in the schoolwide program have been met

X (Sections II & III~pgs. 11­17, see charts)

Coordinate with and support the regular education program.

X X

Coordinate services/develop plans to assist preschool children in the transition from early childhood programs such as Head Start to elementary school programs.

X X (Section VI~pgs. 17­18)

Provide opportunities for professional development with resources provided under Title I, and to the extent, practicable from other sources.

X X (Section V~pg. 17)

Provide high quality and on­going professional development for all teachers, principals, paraprofessionals, parents, and other staff to enable all students in the school to meet the NH Common Core State Standards.

X (Section V~pg. 17)

Provide instruction by highly qualified/certified teachers.

X X (Section VII~pg. 18)

Implement measures to include all teachers in the decisions regarding the use of academic assessment in order to provide information on, and to improve, the achievement of individual students in the overall instructional program.

X (Section III~pgs. 16­17)

Implement activities to ensure that all students who experience difficulty mastering the proficient or advanced levels of academic achievement standards are provided with effective, timely additional assistance which include measures to ensure that students’ difficulties are identified on a timely basis

X (Section III~pgs. 16­17)

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and to provide sufficient information on which to base effective assistance.

Coordinate and integrate Federal, State, and local services and programs, including programs supported in Title I.

X X (Sections IV, VI, & VII~pgs.

17­18)

Ranked by multiple educational objective criteria: Only the highest academically in need students are served by Title I funds; Only highest academically in need students are identified as Title I students; School­Parent Compacts are required for participating students.

X

Students are not ranked: All students are served by Title I funds through a comprehensive program; All students in the school are identified as Title I students ; School­Parent Compacts are required for all students.

X (Sections I & II~pgs. 8­15)

Teachers and Paraprofessionals: Only Title I funded staff members deliver Title I supplemental services. All Title I teachers and instructional paraprofessionals paid out of Title I must be Highly Qualified; core academic teachers who are not Title I must have a plan on file for becoming Highly Qualified. Title I instructional paraprofessionals must meet instructional qualifications.

X

Teachers and Paraprofessionals: There is no such thing as “the Title I teacher” or staff. All teachers and paraprofessionals contribute services that are part of a comprehensive, upgraded educational system. All teachers and all instructional paraprofessionals must be Highly Qualified.

X (Section III & VII~pgs.

15­18)

Services are supplemental for all Title areas and must be provided in addition to other services that are provided to all students. Only qualifying students receive services.

X

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Services are integrated into a 3­Tier model that is supported by the RTI model. All students receive services within a comprehensive system. There is no distinction between Title services and general education services.

X (Section III~pgs. 15­17)

All schools receiving federal Title I funds must use those funds to help children to meet challenging state standards through instruction that is supplemental to the core. All Title I schools seek to include parents/guardians in conversations about their child's education. Schoolwide Programs allow staff in schools with high concentrations of students from low­income families to redesign their entire educational program to serve all students. The emphasis in Schoolwide Program schools is on serving all students through integration of services, improving all structures that support student learning, and combining all resources, as allowed, to achieve a common goal. Schoolwide programs maximize the impact of Title I.

COORDINATION OF RESOURCES The Title I Schoolwide plan for Campton Elementary School will coordinate with all the programs and activities for all students. It will all work together as one unit for the improved success of all students. Emphasis will be on instruction, instructional strategies, communication, assessing student work, looking at patterns and trends of data for increasing student academic growth, utilizing the leadership and grade level instructional teams.

ACTION PLAN WITH TIMELINES

School Goal 1: Given research­based instruction and intervention, students will meet their individual growth target in reading and math as measured by state, district, and/or school common assessments referenced in Component 1. Possible Roadblocks: need for more math instruction and intervention professional development, need for more intervention materials, creative scheduling, flexibility in team planning for groups/WIN time School Strategy:

Including weekly intervention time; What I Need (WIN) Set periodic consult meetings to have a data conversation for Response to Intervention

(RTI) Common grade level time Utilize available resources (ie. educators, materials, etc…) Continue to share best instructional strategies for interventions during meeting times

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Review the plans effectiveness using some of the following guiding questions: 1. What resources were identified in the schoolwide program and to what degree were

they utilized? 2. Was the target percentage of students meeting the State standards reached? 3. What percentage of students as a whole and in subgroups meeting the proficiency

standard? Showing growth? 4. What feedback have we received? What does the feedback infer? Do we need to

take action? School Goal 2: Given teacher professional development and post conference feedback, Campton students will show an increase in social­emotional well­being and readiness to learn as measured by student perception survey data. Possible Roadblocks: lack of parent support/involvement, other external factors, lack of consistent access to community based support, substitutes, time School Strategy:

Responsive Classroom training Use of Opening days and 3 Early Release days to continue professional development Active referrals to community based programs Consult meetings/discussions, and planning sessions Common grade level time Implementation of a comprehensive school guidance program Active and appropriate protocol of MLP Give student perception survey at the beginning and end of the school year

PROGRAM ABSTRACT The schoolwide school emphasis shift is to be able to work with all students. The decisions, from the pre­test data, will be made as to who needs review, re­teaching or enrichment, and how students will be organized with staff members at the grade level. Upon completion of the unit, post tests will be given. The teachers will decide if there needs to be more review, re­teaching or enrichment. Implementation will be monitored by the grade level teams, and the data school improvement team through the review of formative assessments given throughout the units and summative common assessments given at the end of each unit. Teams will determine those students that have not mastered a given standard and will determine how that standard can be re­taught to ensure mastery.

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SUSTAINABILITY

Grade Level Instructional Teams are comprised of each grade level teachers, special education, TItle I teacher and building curriculum leader. The primary function is to develop instructional strategies aligned to the standards­based curriculum and to monitor the progress of student achievement and the improvement of instructional strategies. In addition, the teams will meet one time every other month to analyze student work using professional learning community protocols. The data team, comprised of the principal and at least one other teacher from each grade level primary function will analyze student data to share patterns and trends with the purpose of increasing student performance. At these meetings, principal and team leaders will set the agendas and determine the protocols to be used at each meeting to analyze student data to determine trends, strengths and weaknesses in student learning. Requests for continued professional development will be supported by what the student data shows.

EVALUATION/REVIEW PROCESS OF THE SCHOOLWIDE PLAN

The annual review of our schoolwide program will include determining the percentage of students who reach proficiency on the SBAC. Additionally, it will examine the operation of the school: the implementation of instructional strategies, the participation of stakeholders, the degree of parental involvement, and other elements that support increased student achievement, as detailed in our schoolwide program plan. We will utilize Appendix 6 AND the Title I Schoolwide Program Rubric in determining evidence of ALL students making academic progress.

Program review will begin at the same time that the schoolwide program is being designed. That is, while the school planning team is developing measurable goals and strategies, it will be considering how the success of those strategies would be determined. Planners will envision what progress toward long­term goals would “look like” at the end of the school year. Key review points will be related to each goal in the schoolwide plan. ∙ Inputs – What resources were identified in the schoolwide program and to what degree were they utilized? ∙ Activities – Did planned events such as professional development, parental involvement activities, schoolwide instructional units, take place as scheduled? ∙ Short­term impacts – What were the short­term results of implementing a particular strategy in the schoolwide plan? Was training provided for the targeted number of school staff? Did the training affect subsequent instructional decisions? ∙ Longer­term impacts – An annual schoolwide review can provide incremental information that tracks outcomes over time. Overall, the information that emerges from the data analysis will clearly describe the progress the school has made in implementing its program and increasing student achievement and indicate areas

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where revisions or additional work is needed. The report will be clearly and concisely written and available to all stakeholders. The report typically includes background information, the evaluation questions, a description of evaluation procedures, an explanation of how the data were analyzed, findings, and a conclusion with recommendations. The schoolwide review team will present the results to staff in the school, parents and other community members. The evaluation will provide a roadmap for the future progress of the schoolwide program. The first cycle of continuous improvement is completed when the school uses the results of the review to more effectively implement its schoolwide program and to improve student achievement. Once the findings have been widely disseminated and input has been received, the schoolwide team identifies which recommendations will be incorporated into the existing school plan. The purpose of the annual review of the schoolwide program is to ensure that the program described in the schoolwide plan is implemented as designed and that its implementation has a positive effect on student achievement. The school will revise its existing plan to incorporate the revisions and reflect a revitalization of the school’s commitment to implementing a schoolwide program that helps all students achieve at high levels.

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