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School Wide Title 1 Plan 2011-2012

Directions: Each Schoolwide Program must be planned by the school in consultation with the district Title I coordinator. For specific Title I activities please address in this plan. For non-Title I activities you may reference your Consol Plan (ex. Academic Performance, Obj A. Strategy A3).   The plan must be kept on file in the school and district Title I office. 
SCHOOL          Mt. Sterling Elementary School                                                ALLOCATION
1.    Needs Assessment: Describe the findings of the Consolidated Plan Comprehensive Needs Assessment. This description of the comprehensive needs assessment of all children (including entry-level students) in the school must include: 1. Data sources used to determine trends and categories of need; 2. How are the sources related to the state standards; 3. Findings of data sources.
School committees used various sources of data in identifying areas in need of improvement. Sources included data from the KCCT, MAP, IOWA, AIMSweb, Implementation and Impact Checks, discipline records, attendance records, as well an analysis of student work. Needs identified from school committees were then prioritized and targeted in the school plan.
Goals, objectives, and activities for the Comprehensive School and Strategic Improvement Plan were developed and shared with the MSE Staff and SBDM Council. After reflection and review, all involved stakeholders were given the opportunity for input. Afterwards the goals, objectives, and activities were reviewed and aligned with identified needs to demonstrate improved student performance.
Findings of the KCCT reports indicated an overall 3 point gain in the area of reading. Although reading scores improved on the KCCT, individual student performance on MAP and AIMSweb benchmarks indicate a strong need for reading intervention services to continue. This is also supported by the school’s commitment to effective implementation of the Response to Intervention process. Therefore, for the 2011-2012 school year, a significant portion of the school’s Title 1 budget will be earmarked for the continuation of reading intervention services.
2.    Schoolwide reform strategies. (Describe strategies that provide opportunities for all children to meet the State’s proficient and advanced levels of student academic achievement. Describe effective methods and instructional strategies that are based on scientifically-based research that strengthen the core academic program in the school; increase the amount and quality of learning time such as providing and extended school year and before and after school and summer programs and opportunities; help provide an enriched and accelerated curriculum; and strategies for meeting the educational needs of historically underserved population)
All teachers will receive training on the new Kentucky Core Academic Standards and deconstruction process as required by Senate Bill 1. New learning targets and expectations will be outlined and clearly defined in each area of the curriculum.
At the district level, a decision has been made to designate Scott Foresman Reading Street as the consistent core reading program at all three elementary schools. Due to the large number of migrating students among the three elementary schools, this will ensure consistency of instruction in reading. GO Math has likewise been adopted for math across the district for the same reasoning.
One of the Title 1 funded reading intervention teachers and one Read to Achieve Grant funded teacher will continue to serve at-risk readers. These staff members, in collaboration with regular classroom teachers, will receive on-going training in programs such as AIMSweb, Fast ForWord, Reading Mastery, Corrective Reading, and Orton Gillingham. These teachers will continue to provide intervention services appropriate to serve the individual needs of low-achieving readers, especially in the primary grades and for those students in the RTI process. The RTI process will be refined through continued training in assessment, progress monitoring and appropriate intervention services. The RTI computer lab will again be equipped with research-based programs such as Success Maker, Fast ForWord, Study Island, and Headsprout to meet needs of students struggling in the areas of reading and math.
The Math Achievement Grant, has be refunded for the 2011-2012 school year and a math intervention specialist will again provide services to primary students struggling in the area of math. This teacher will also collaborate with regular classroom teachers and provide strategies, materials, and support for math instruction. A small portion of this teacher will be funded through Title I funds.
Since research shows that lower class sizes with a quality teacher has proven to have a positive impact on student achievement, MSE has hired a full time classroom teacher through Title I funds for 2011-2012 to reduce class sizes at the primary level.
In order to reach proficiency on the KCCT and to continue to meet all NCLB targets, a .7 Curriculum Specialist will be funded through the Title I budget. This specialist will monitor daily and weekly formal and informal assessment data in order to assist teachers in making timely decisions regarding instruction, to provide assistance through modeling instructional strategies in the classroom, and to provide immediate feedback to teachers. This position will be critical in the implementation of the common core standards as they unfold across the state. Professional development will be embedded within their staff interactions as they demonstrate liaison services between the district and building level administrators.
Based upon the number of students performing below proficiency in reading and math, as evidenced by the NCLB and KCCT data, and to address the many needs outlined in the Comprehensive School and Strategic Improvement Plan, a School Administrative Manager (SAM) will be funded through Title I. This person will attend to administrative duties to allow the principal to be an instructional leader in the classroom. This position will allow time for the principal to model instruction, meet with teachers weekly to discuss student data and interventions, and allow her to be more directly engaged with students and staff. The SAM will also coordinate parent involvement activities, oversee the administration of state student assessment, monitor student attendance, coordinate the CSIP, and monitor the percentage of time the principal is directly involved in instructional activities to increase student achievement. The SAM will be an integral part of the building administrative team that guides our school toward meeting its goal of becoming a top ten school in Kentucky.
Special education teachers will continue to use the SRA Reading Mastery and Corrective Reading Programs for students who qualify for special education. Several special education teachers that have recently been trained in the Orton Gillingham program will use those strategies for designated students. Mt. Sterling Elementary also has professionals certified to work with students with hearing impairments, speech and language and visual impairments.
AIMSweb will be again be used to track progress of at-risk students in the areas of reading and math. Title I staff and the math intervention teacher will track students monthly scoring below the 25th percentile in the areas of math and reading. Benchmarks will be completed three times per year with every kindergarten student and every student scoring below the 25th percentile.
Services to gifted/talented students, migratory and LEP students will continue to provide these students with the tools they need to become successful learners. 
2A.      Program components: Does the program include the following components to support the above strategies?

Yes    No    N/A



Provide all children the opportunity to meet the State’s proficient and                           X
distinguished performance levels.                            
Utilize research-teaching strategies throughout the school, particularly                                    X
to improve the performance of students scoring novice and apprentice.
Provide an enriched and accelerated curriculum for all students.                                               X
Increase the amount and quality of learning time through programs                             X        
such as an extended school year and before and after school and           
summer programs.
Meet the educational needs of historically undeserved populations,                              X
including girls and women.
Address the particular needs of children who are targeted through any                                    X
program (such as migrant) included in the schoolwide program through
strategies such as counseling and mentoring service, comprehensive
career development, enhancement of employability and occupational
skills, career and college awareness and school-to-work transition
Assist in transitions such as from preschool to the primary program.                             X

Include teachers in decisions regarding the use of additional                                         X
assessment, if any, to provide information on, and to improve,
the performance of individual students and the overall instructional
Provide additional assistance to students who are not meeting the                                X
academic expectations.
Provide for teacher-parent conferences for students not meeting the                            X
academic expectations.
Provide individual student assessment results and an interpretation of                                    X
the results to parents of children who participate in the state
Revise and update the schoolwide program plan on a continuous basis.                     X
3.         Professional Development. (In what ways is PD data-driven, tied to your plan, instructional, and measurable? What follow-up is needed? What PD is provided to instructional assistants? Does the PD for the assistants match the activities in the school’s consolidated plan?)
Professional Development activities for the 2011-2012 school year are directly tied to the school’s goals, objectives and activities of the School Improvement Plan. Based upon Senate Bill 1, there is a state-wide initiative to incorporate the new core standards into all areas of the curriculum. As a result, our district is requiring all teachers to complete 36 hours (6 days) of professional development with the majority devoted to developing the standards and units.
Other areas of emphasis will be training on the core reading program (Scott Foresman) and the new math series, (Go Math) that will be adopted this year. Teachers will also receive professional development in the areas of formative assessment and engagement strategies, and intervention programs such as FastForward. The District Technology Specialist will lead training on technology for data( goal or performance calculators, data walls, mobi’s clicker, audio systems) and MAP information (goal setting, reports, des cartes, grouping).
Activity, special education, resource teachers and some classroom teachers will be encouraged to attend professional development activities as deemed appropriate by the administrators to assist them in meeting the goals of respective professional growth plans and teacher evaluation needs.
4.          Parent Involvement. (How were the parent evaluations used to develop parent activities? How will parental participation be expanded in existing activities? What new activities are planned to increase parental participation?)
Parent Involvement Surveys for the 2010-2011 year indicated that the three major preferred methods of communication between the school and home were school newsletters, the one call phone system and teacher newsletters/communication. These methods will be continued this year for effective parent communication. Title 1 Parent involvement funds will again be used to purchase the student agenda books, which is another valuable communication tool between school and home. The agenda also contains school procedures and school polices including the parent involvement policy.
Each teacher is required to establish and regularly update their teacher webpage. This webpage will list information that parents need to know regarding scheduling, activities, events, homework, etc… A Title I Parent Involvement Website is also in the process of being developed and will list information regarding reading strategies, programs, and Title 1 services.
Teachers will continue to initiate parent-teacher conferences and communicate with parents through Email, phone calls, etc… Progress reports and mid-term reports will be sent home every nine weeks and 3 ½ weeks respectively.
Parents are always invited to volunteer in the school and hold positions on school committees, the School Council and to be an active member of the MSE Parent-Teacher Organization. Parents are welcome in the school and have ready access to teachers and administration. Various meetings, such as meetings to discuss school test performance, Title 1 annual parent involvement meetings, and activities/meetings initiated by the Family Resource Center are held throughout the year to distribute information to interested parents, Monthly Family Reading nights, Book Fair nights, Open Houses and PTO activities/fundraisers will be continued.
5.    Assists transition.  (What will your school do to emotionally and academically ease student transition from level to level – Preschool to Kindergarten, Kindergarten to 1st, Primary to Intermediate, Intermediate to Middle to High School?)
MSE provides two orientations in August, (K-2) and (3-5) for all students to meet teachers and to provide parents access to administrators, Food Services and Transportation personnel. An open house will take place approximately a month after the start of the school year. The principal welcomes students and parents at each event and explains plans and expectations to parents and students for the upcoming school year.
A majority of the staff conducted summer home visits prior to the beginning of the 2010-2011 school year in which they visited the homes of the upcoming students and their parents to discuss their child’s specific needs and how they can better serve them. Since this was such a great success, more teachers have come on board and have decided to conduct summer home visits, along with FRC staff prior to the beginning of the 2011-2012 school year. Teachers also send out welcoming letters and school supply lists to their students-to-be during the summer.  
MSE will host the Jump Start Kindergarten Program that provides incoming kindergarten students the opportunity to become more familiar with the building, kindergarten teachers, and policies and procedures of MSE. It is a week long program that provides a half of day of instruction, social time and summer feeding program to all students free of charge. MSE staff will also assist in the transition of pre-school to kindergarten by hosting kindergarten registration at the pre-school center. This activity is presented at this site in an effort to make ourselves more accessible to parents of pre-school students. Counselors, FRC and District Healthcare meet with parents to assist in this procedure. Other departments such as Food Service, Migrant, Transportation and the Montgomery County Health Department provide information that will support successful transition for these students.
For students transitioning to the middle school, MSE will work with McNabb to provide an opportunity for students to visit the middle school, to participate in guided tours of the facilities, and to meet with staff members while gathering information about expectations and program offerings.
Students remaining at MSE will participate in activities such as Last Day-First Day where they will be introduced to their new teacher for the upcoming school year. Teachers will have an opportunity to meet with their students, provide them with ice-breaking activities and discussions geared to alleviate first day jitters.

6.    Decisions about assessments. (How are teachers included in determining the selection of assessment instruments? How are teachers included in interpreting the data from the assessment? How are the data used to improve student performance?)
            Decisions about the selection of assessments are made at the state and district levels. Committees comprised of representatives from all schools meet with the district administrators and make decisions about assessments. These committees then serve as leadership teams to train and inform all staff. School level vertical teams, in conjunction with school administration, make decisions about additional assessments required for various curriculum areas. The curriculum coordinator regularly meets with grade levels and resource teachers to regularly review and analyze test data and to make adjustments to increase student performance.
            School staff members meet annually for test score analysis and the information collected is directly tied to the writing of the School Improvement Plan. Several times per year, Implementation and Impact check of the school improvement plan are conducted to keep the school on track with its established goals




 Highly qualified staff. (Are all teachers certified in fields in which they are teaching?) 


All staff members are certified in their respective areas
8.         Staffing: List all Title I funded personnel at the school. Explain the need(s) that person will help address and the instruction/activity(s) that person will carry out.
            Position                                                                       Instruction/Activity to Address Need(s)
            .7 Curriculum Specialist                                              Provide PD and oversee curriculum/instruction
1.2 Reading Intervention Teachers                            Provide intervention services to at-risk readers
1 School Administrative Manager (SAM)                   Attends to administrative duties to allow the principal
                                                                                    to be an instructional leader in the classroom
            1 Regular Education Teacher                                     Reduce class size in the primary
            .2 Math Intervention Teacher                                     Provide intervention services to students who are
                                                                                                at risk in math            
9.         Effective, timely additional assistance. (How and what type of effective, timely, and additional intervention does the school provide to students in danger of not meeting state standards?)
            For students in the Tier 1 level of RTI, intervention begins in the regular classroom. Small group instruction, based upon individual student need, is provided to support the core reading and math programs. Students in levels Tier 2 and 3 of RTI are provided small group pullout intervention services in the areas of math and/or reading. This can consist of research-based intervention programs provided by a Title I, RTA, or a math intervention teacher, as well as research-based computer programs with a trained assistant. Resource teachers use data from AIMSweb and MAP to track individual progress and make adjustments to student interventions as needed. The LEP/ESL teacher, Migratory Tutor, and Special Education experts oversee the special needs of these identified students. The School Counselor and the Family Resource Center staff provide social, emotional and economic assistance for students and families in need. Discipline and attendance data are collected monthly and reviewed for appropriate action. In-school and after-school ESS provide opportunities for students to meet their individual goals.
10.       Coordination of Services.   (List all local, state, and federal programs that will be included in the school wide program and describe how all funding sources will help implement the school wide program (ex. SEEK, Title I, Title II, Title IV, Migrant, ESS, 21st Century, local, etc.)
            Program/Funding Source                               Description of How Program Will Help Implement the SWP
Title 1                                                             Assists the school in meeting state/national performance standards
Migrant Education                                        Supplemental education and personal needs to
                                                                        highly mobile students
ESS                                                                 Provide extracurricular enrichment/remedial
                                                                        activities during the day and after school
Gifted/Talented Program                             Provide funding for certified staff/instructional
                                                                        supplies for qualifying students
IDEA                                                               Provide appropriate education to students
                                                                        identified as having disabilities
Parent-Teacher Organization                     Fundraising events to support educational
                                                                        programs and provide volunteers
Read to Achieve Grant                                 Provide additional staff, instructional supplies
                                                                        and assessments to serve primary at-risk readers
Mathematics Achievement Fund                Provide additional staff, instructional supplies
Grant                                                              and assessments to serve primary students in
                                                                        extra math support
Foreign Language Grant                             Provide personnel and supplies to meet the
                                                                        educational needs of students with limited English
Nestles’Corporate Sponsor                        Assist in funding of various activities, such as field
                                                                        trip experiences for students
Reading Is Fundamental (RIF)                    Provide motivational activities and materials to
                                                                        support the independent reading of students.

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