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A Three Year Continuous School Improvement and Achievement Plan

WEBSTER HIGH SCHOOL

Tulsa Public Schools

Phil Garland, Principal

School Year 2006-2007

Written and monitored by:

John Robert Kastner, Language Arts

Colette Anderson, Parent/PTSA

Theresa Lair, Special Education

Charles Sitter, Mathematics

Mary Bennett-Thornton, Foreign Language

Bob Parsons, Science

Larry Fincannon, Social Studies

Saundra Ford, Asst. Principal

Dale Edwards, Asst. Principal

Phil Garland, Principal

table of contents

1. Introduction / Profile

1.1 description of the school

1.2 statistical profile of the school

1.3 mission and api / ayp status / coordination of services

1.4 in support of TPS core goals

1.5 in support of TPS Beliefs

1.6 NCLB compliance elements and building responses

2. data SUMMARY and

DATA ANALYSIS resulting in identified priorities

curricular areas

Building-wide attendance

building-wide climate / behavior

Graduation rate

3. building goals

specific goals to be addressed by action plans

4. Action PlanS

4.1 language arts

4.2 mathematics

4.3 Building-Wide attendance

4.4 Building-wide climate / behavior

4.5 Graduation Rate

5. three (3) year time line

for implementation, review and revision

6. APPENDICES

research findings for action plans

TITLE ONE BUDGET

1. INTRODUCTION / PROFILE

1.1 DESCRIPTION OF THE SCHOOL

Section A: Who We Are and Who We Serve

Daniel Webster, a 9th through 12^th grade comprehensive high school program, serves approximately 600 students. Webster is located on a seventeen acre, wooded campus, in southwest Tulsa, Oklahoma. Webster has a 68 year history, serving as the hub of this tight knit community. The school has a feeder pattern unique to the Tulsa district, where five elementary and one middle school feed into Webster. The student populace is 51.8% Caucasian, 24.2% African American, 17.2% American Indian, 5.7% Hispanic and 1.1% Asian. Webster is a Title I, Targeted Assistance Site (71.7% free or reduced lunch), further identified by the state as “in need of improvement” for the second year. The single area in need of improvement is graduation rate. The student population is highly itinerant averaging 60% mobility for the 2005/06 school year. Thirty-one percent of Webster students are currently on an Individualized Education Plan (IEP). 33.3% of Webster graduates attend post secondary programs; 104 graduates earned in excess of 490 thousand dollars in scholarship money in the 05-06 school year.

Section B: Programs and Achievements

Programs in place include:

Language Arts Extracurricular Activities

AP Language and Academic Bowl

Composition Staff Development Programs National Honor Society

AP Literature and High Schools That Work JROTC

Composition Target Teach Worksite Learning

SRA Reading Tulsa Model 15 Varsity Athletics

Literacy For Life Gear Up Peer Tutoring

Read 180 Tech Prep Job Shadowing

Mathematics Oklahoma Education Association Internships

AP Calculus Carl Perkins 21 Social/Service Clubs

AP Statistics Performance Excellence Partners

SRA Mathematics Student Programs Tulsa Technology Center

Science College Concurrent Enrollment Tulsa Community College

AP Biology Upward Bound Minority Business Development

AP Environmental Science Junior Achievement Red Fork Cleaners

Social Studies Indian Education American Heritage Bank

AP Psychology Gear Up Homeland Federal Mortgage

AP U.S. History OHLAP Southwest Chambe of

Fine Arts Tech Prep Commerce

Drama Computer Technology and Red Fork Main St.

Leadership/Transition for 9^th Graders Southwest Educ Initiative

Achievements in place include:

· Athletics- students participating in multiple sports (Football, basketball, baseball, volleyball, track and field, cross country, wrestling, soccer)	· Student scholarship awards in excess 490 thousand dollars
· Professional Development - Increased In-Service opportunities based upon student needs identified through data	· Faculty driven improvement committees working throughout the school year
· Hosted Tulsa’s most successful Community Block Party (1800 in attendance)	· Two State ranked CISCO student competitors
· Average Daily Attendance rate increased to 89.8% in the 05-06 school year.	·

Section C: Transitions

To receive a new student / parent to Webster High School the following activities and processes are in place:

• First Day of School Activities – focused on increasing student and parent involvement for the school year.
• Freshman/New Student evening orientation and campus tour.
• An informational website is available for pre and post enrollment information.
• Bilingual assistance is provided for Hispanic families.
• Every new student is given a campus tour to assist the child and assure a receiving and welcoming climate.
• Parent centered enrollment of incoming 9^th graders from Clinton Middle School with the Webster counseling staff.
• Principal conducts class forums to counsel and contact new enrollees.
• Freshman Immersion-Program includes Freshman Transition classes; segregated lockers; separate forums and meetings.

Career Awareness / Orientation / Exploration activities include:

• The recognition of career awareness / orientation / exploration as an important, necessary and valued curricular component within the instructional offerings of our school.
• The PLAN test is utilized to enable 10^th grade students the opportunity to adequately evaluate and choose a career focus.
• The PSAT is administered in the 10^th and 11^th grade.
• Guest speakers from various colleges, businesses and technical schools.
• Annual College Fair attended by nationally recognized colleges, universities, and trade schools.
• Motivational speakers who emphasize both the importance and the value of education.
• Ninth grade Leadership class with emphasis on career exploration matching of interest and attributes to make a 10 year plan.
• All course work including Career Technology Programs and electives offer real world opportunities.
• Presence of each branch of the military at recruitment and awareness functions.
• JROTC

Preparation for vertical articulation includes:

• Parents involved in the 9^th and 11^th grade enrollment process which includes; credit check, career tech advisement, and post high school requirements.
• Facilitate/host post-graduation opportunities including: armed services, colleges/universities/technology schools and businesses.
• Commencement emphasizing the transition into adulthood.
• Articulate vertically with Clinton MS’s Math and English Departments.
• Clinton to Webster transition begins with hosting Clinton’s 8^th grade graduation.

Section D: Challenges

Many of our students suffer from problems associated with chronic poverty. The student population is highly mobile and therefore experiences problems associated with chronic and generational poverty. Many of these problems include, but are not limited to, negligible support for school, neglect, abuse, hunger, poor impulse control, cognitive delays, esteem issues and distrust. Education is not a priority in many families; survival is a more potent force. 71.7% percent of students are receiving free or reduced lunch. The majority live in single parent and grandparent led households; it is estimated that fewer than 20% live in traditional family settings. The student population is ethnically, linguistically and culturally diverse with 51.8% Caucasian, 24.2% African American, 17.2% American Indian, 5.7% Hispanic and 1.1% Asian.

The dramatic effects of such serious limitations are exhibited daily in parents’ inability to support and assist their children with the basic rudiments of homework and related practice. Classroom management and behavior problems, as well as cognitive delays, are indicative of the multiple challenges that students and staff encounter on a daily basis. Absenteeism, tardiness, inability to stay on task and significant deficiencies in academic development compound the already daunting challenges. Child neglect and abuse, lack of basic family resources and transient parental and adult relationships are all too frequent occurrences that come to the doorstep of the school.

The Webster staff does not view the above as insurmountable challenges; rather, they are viewed as opportunities to be addressed where and when possible through the collective efforts, energies and talents of this staff.

1. INTRODUCTION / PROFILE

1.2 STATISTICAL PROFILE OF THE SCHOOL

1. INTRODUCTION / PROFILE

1.3 MISSION, API / AYP STATUS AND COORDINATION OF SERVICES

The MISSION of Daniel Webster High School will provide daily quality learning opportunities for every student in partnership with parents, guardians, and the community.

To achieve our MISSION we are guided by the following PRINCIPLES…

• Everyone can and will learn.
• High expectations yield high results.
• Quality learning experiences require:

• An effective teacher in every classroom;

• An effective principal in every school;

• A challenging curriculum;

• Adequate resources;

• Continuous improvement in every classroom, office and department;

• Shared accountability among students, teachers, administrators, staff, parents and community; and

• A safe, secure, non-threatening, comfortable environment.

• Families and communities are essential partners in the education process.
• Every employee is personally responsible to model ethical behavior, exhibit a strong work ethic and to achieve high performance.
• Every individual has dignity and worth.
• A diverse community of learning requires a variety of educational opportunities.

API / AYP STATUS

API numeric status reporting for Webster:

Year	Math –All Students	State Math Target	AYP? Yes, No or SH	Reading – All Students	State Reading Target	AYP? Yes, No or SH
2002-2003	850	648	Yes	363	622	No
2003-2004	848	790	Yes	412	768	No
2004-2005	986	790	Yes	701	768	SH
2005-2006	916	790	Yes	740	768	SH

Attendance statistics are:

Year	Attendance Rate	Target Rate
2002 – 2003	90.3 (616)	91.2 (664)
2003 – 2004 2004 – 2005 2005 - 2006	86.0 (736) 88.2 (304) 89.8 (496)	91.2 (664) 91.2 (664) 91.2 (664)

1. INTRODUCTION / PROFILE

1.3 MISSION, API / AYP STATUS AND COORDINATION OF SERVICES

COORDINATION OF SERVICES

Webster High School has embedded (integrated and coordinated) the components of Title I and other entitlement programs within the spirit, intent, focus and direction of this SIPlan as evidenced below and within the Action Plans (Chapter 4):

Program	Status Reporting
Title I, Part A	Budget justification *See Appendix A
Principal / Teacher Training	High School That Works National Conference; GEAR-UP; Advanced Placement Training; Tulsa Model; Target Teach; Ruby Payne
Safe / Drug Free School	Red Ribbon week, promoting drug-free lifestyles, security cameras, limited access, ID’s, and security guards.
Federal Programs	Upward Bound
Indian Education	Native American Student Association
Community Programs	Westside Community Block Party; Booster Clubs; Blood Drive; Western Neighbors; Red Cross
School Partners	Red Fork Cleaners; Homeland Federal Mortgage; American Heritage Bank;; Tulsa Technology Center; Tulsa Community College; Minority Business Development; Southwest Chamber of Commerce; Red Fork Main Street; Southwest Education Initiative
Extra-Curricular Activities	15 Athletic Teams; 21 social/service clubs
Home Visits	Student Advocate/Social Worker; Parent Involvement Facilitator

1. INTRODUCTION / PROFILE

1.4 IN SUPPORT OF TPS CORE GOALS

TPS Core Goals	Webster’s Complementary Actions
I. Student Learning & Performance By 2010, each student will meet or exceed state and national standards by demonstrating mastery of an individualized and challenging comprehensive curriculum.	· P.A.S.S. focused curriculum · Target Teach – to focus reading and math instruction through continuous assessment · Continuous integrated test-taking skill enhancement · Emphasis on rigor in all course work · Multiple remedial and supplemental reading programs · Educational Talent Search · Credit Recovery
II. Efficient & Effective Operations By 2010, each Tulsa Public School division, department and office will meet or exceed all generally accepted standards of performance effectiveness.	· Tulsa Model for School Improvement · Site Technical Support Team Training · District Accountability Plan · SIPlan - School Improvement Plan · High Schools That Work
III. Parent/Guardian & Community Involvement By 2010, each school community will demonstrate exceptional parent/guardian involvement and support through 100% membership in its respective parent/guardian association, and the district will triple its Partners-in-Education agreements with community, businesses, institutions, organizations and agencies.	· After school tutoring/enrichment (various community agencies) · Parent-Teacher conferences · Gear-Up Program · Upward Bound · PTSA 2006 · Host annual Community Block Party · Education Talent Search · Membership in: Southwest Tulsa Chamber of Commerce; Southwest Tulsa Educ. Initiative; Red Fork Main Street; Southwest Tulsa City Planning Committee ·
IV. Faculty & Staff Focus By 2010, all employees will be highly qualified in their positions and CHOOSE to remain with TPS.	Webster High School is committed to the professional growth and development of each new staff member. When a new staff member arrives he/she is immediately interviewed by the Principal and the Principal “pairs” the new staff member with a compatible, resource-rich and experienced colleague. The senior staff member mentors the new staff member and is charged with the responsibilities of “linking” experiences with the needs of the mentee. At grade level / curricular level meetings entire teams provide a network of support, encouragement and resources for each new staff member. The SIPlan process serves as the foundational blueprint in the development of the new staff member’s understanding of the instructional / curricular directions of the building. Inherent in the mentor / mentee relationship is a philosophy of two-way communication and sharing of ideas. New staff members are encouraged and promoted to offer suggestion, direction and focus to all activities of the school. They are also encouraged to provide on-site and off-site opportunities to increase the experiential base of the new staff member alternate scheduling processes that are in place, e.g., providing substitute cover, shadowing another staff member, teaming opportunity, participation in small learning communities on focused topics and visiting alternate sites to view programs and approaches. Close partnerships exist between the school and local, regional and state-wide centers of higher learning. Each partner provides all staff members, new and seasoned, with opportunities for coursework, collaboration and other venues of collegial decision-making. Tulsa Public Schools has a Professional Development Program that promotes professional competence of all certified, licensed and support personnel. The District will offer, and all certified employees will participate in, professional development for all topics as may be required by law. Whether or not required by law, the District will offer and all certificated employees will participate in training that includes the following topics: classroom management and student discipline strategies, outreach to parents, diversity and multicultural education and other components as required for school improvement.
V. Quality Performance By 2010, Tulsa Public Schools will win the Malcolm Baldrige National Quality Award.	· Site-based professional development · Continuous improvement driven by data · Site Technical Support Team

1. INTRODUCTION / PROFILE

1.5 IN SUPPORT OF TPS BELIEFS

TPS Beliefs	Webster’s Complementary Actions
A. Everyone Can & Will Learn	· Inclusion · Implement ‘Rigor, Relevance and Relationships’
B. High Expectations Yield High Results	· Continuous assessment · Data driven instruction · P.A.S.S. curriculum base · Educational Talent Search · Upward Bound · Concurrent Enrollment · Vertical Articulation with TCC
C. Effective Teachers in Every Classroom	· Professional Development (site delivered) · Peer coaching/planning · Collegial Support Groups · Department Meetings · District Department Meetings · Standard District Curriculum (SDC)
D. Effective Principals in Every School	· Professional Development
E. Safe, Secure, Non-Threatening Environments	· IOC plan in place · Limited Access · Peer Mediation · Safe Schools Committee · OSU Area Prevention Resource Center · Emergency Preparedness Practice
F. Individual Dignity & Worth	· Life skill development · Site philosophy of respect/dignity · Teachers as Advisors
G. Challenging Curriculum	· P.A.S.S. based curriculum · AP/HSTW Curriculum Design in all courses · Data-driven instruction
H. Adequate Resources	· Title I · Partners in Education · HSTW Grant · Carl Perkins Grant · Career Tech Incentive Monies · Various Teacher Grants · Vision 2005/School Bond

TPS Beliefs	Webster’s Complementary Actions (continued)
I. Continuous Improvement	· Professional Development · Data driven instruction ( Target Teach, HSTW, NCA) · Site Improvement Process
J. Shared Accountability	· Title I · Student achievement monitoring · Family participation · EOI Testing
K. Families / Communities as Partners	· Student Advocate Home Visits · Freshman Orientation · Community Block Party · PTSA · Parental Involvement Facilitator
L. Variety of Educational Opportunities	· Service Learning · Fine Arts enrichment: Philbrook, Gilcrease field trips · CloseUp Foundation · Educational Talent Search · Upward Bound · Artist in the Classroom

1. INTRODUCTION / PROFILE

1.6 NCLB COMPLIANCE ELEMENTS AND BUILDING RESPONSES

NCLB Compliance Elements	Webster’s Response
1. Using research-based strategies that address the academic issues that caused the school to be identified	Academic Improvement: Data driven, PASS-based curriculum Literacy for Life SRA Reading SRA Math Read 180 After-School Tutoring High Schools That Work (HSTW)
2. Adopting “Best Practices”	Tulsa Model Standard District Curriculum High Schools That Works
3. Meeting professional development needs	Literacy & Math Standard District Curriculum SRA Training Peer Coaching Weekly meetings centered on data and student proficiency
4. Using professional development funds effectively	Instructional Improvement Professional development funds provide School Improvement Plan oriented training.
5. Setting annual goals	Academic: All students will develop language arts and math skills needed to be successful as determined by state and district assessment. Attendance: 95% of students will attend school daily. Climate/Behavior: Students and staff will embrace the 7 Community Guidelines and Life Skills as part of their daily interactions. Freshman Immersion Program.

See next page for balance of Compliance Element Responses.

NCLB Compliance Elements (continued)	Webster’s Response (continued)
6. Outlining parent notices	School-wide Local business marquee signs Webster Times (newsletter) School Connects Progress Reports at 6^th and 12^th week of each semester Local media announcements Classroom Conversations with parents Telephone communication Written notices
7. Assigning responsibilities	Administration creates ownership for student success with teachers and parents supported and assisted by the district and guided by the state. Baldrige Process/ Performance Excellence
8. Increasing parent involvement	Community Block Party Freshmen Orientation Parent Conferences Booster Clubs Alumni Association Webster Website Parent Involvement Facilitator
9. Increasing instructional time	Continuation of a seven period day Emphasis on a decrease in non-instructional time.
10. Setting up teacher mentoring	Delegation of authority to department chair Literacy and math coaches continue to develop peer coaching designs for planning, assessing and driving instruction to equip students for success.

2. DATA SUMMARY

DATA ANALYSIS resulting in IDENTIFIED PRIORITIES with DATA DISPLAYS

Curricular Areas

Data Analysis Resulting in the Following Identified Priorities

English II and Algebra I

The staff at Webster High School utilizes ongoing assessment procedures to implement the following assessment tools.

1. Standard District Curriculum Assessments

2. Literacy for Life

3. PASS Objectives EOI Testing

4. PLAN

5. PSAT

6. ACT

7. HSTW

Based upon these tools in conjunction with teacher-made tests, observations and student portfolios, goals for instructional emphasis are:

In Reading:

Comprehension / Literal Understanding – 2.1

Literature / Figurative Language – 3.3

Grammar/Usage and Mechanics / Mechanics & Spelling – 3.2

In Mathematics:

Number Sense & Algebraic Operations / Expressions – 1.2

Relations and Functions / Calculate Slope – 2.3; Interpret Slope – 2.5

The staff at Webster has analyzed data and come to the conclusion that IEP students need additional instructional assistance in:

In Reading:

Literature / Literary Genres – 3.1; Figurative Language – 3.3; Literary Works – 3.4

In Mathematics:

Number Sense & Algebraic Operations / Expressions – 1.2

Relations and Functions / Calculate Slope – 2.3; Interpret Slope – 2.5

Building-Wide Attendance

Data Analysis Resulting in the Following Identified Priorities

The staff at Webster High School utilizes ongoing assessment procedures to implement the following assessment tools.

1. Daily Attendance Reports

2. Absentee phone call

3. Six week progress and semester report cards to document absences

4. Analysis of NC reports

Based upon these tools the goal for increased student attendance is that 95% of the students will be present daily.

Building-Wide Climate/Behavior

Data Analysis Resulting in the Following Identified Priorities

The staff at Webster High School utilizes ongoing assessment procedures to implement the following assessment tools.

1. Discipline Reports

2. Suspension Forms

3. Academic Reports

4. Individual Education Plans

Based upon these tools in conjunction with observations the goal for improved building wide climate/behavior is that student discipline referrals will decrease 50% from the previous school year, with quarterly monitoring in place.

Graduation Rate Data Analysis Resulting in the Following Identified Priorities

The staff at Webster utilizes ongoing assessment procedures to implement the following assessment tools.

1. Daily observation by administration

2. Annual dropout reports

3. Record requests

4. GED authorization forms

5. Completion rate of Credit Recovery

Careful monitoring and follow up of students who have transferred to another school or have withdrawn and have completed a GED program can significantly reduce the number of dropouts. An increased focus on counseling students of alternative school possibilities will be used to facilitate a decrease in the “real” dropout rate.

Based upon these tools, the goal for the graduation rate is to increase from 78% to 85%.

Graduation Rate 2002-2003: 76%

Graduation Rate 2003-2004: 66%

Graduation Rate 2004-2005: 78%

Graduation Rate 2005-2006: 68.8%

3. BUILDING GOALS

4.1 Language Arts

Webster High School is committed to mastery of a language arts curriculum that serves as the cornerstone of communication skills (thinking, speaking, listening, reading, and writing). The optimum development of communication skills will focus on mastery of the vocabulary, comprehension / critical literacy, literature and research / information skills which ensure educational success for every student.

Progress Report on the 2005-06 School Year in Language Arts:

Our Language Arts goals were set at 75% for each benchmark. Our increases ranged from 0% in Research and Information (4.0) to 17% in Grammar/Usage and Mechanics (3.0). We reviewed our goals and chose to leave Comprehension (2.0), as well as, Grammar/Usage and Mechanics (3.0) at 75%. We raised the goal for Vocabulary (1.0) from 75% to 78%, but lowered Literature (3.0) and Research and Information (4.0) to a more realistic 70%.

4.2 Mathematics

Webster High School is committed to mastery of a mathematics curriculum that serves as the foundation of abstract reasoning and problem-solving skills. The optimum development of mathematics skills will include: patterns and algebraic reasoning, number sense, number operations / computation, geometry and measurement, data analysis and probability which ensure educational success for every student.

Progress Report on the 2005-06 School Year in Mathematics:

Success with our math goals was a mixture of pluses and minuses. We decreased our success by 4% in Operations (1.0), grew by 3% in Relations and Functions (2.1) and met our goal of 60% in Data Analysis and Statistics (3.0). After reviewing our goals we left our Operation at 60%, Relations and Functions at 50%, and set a new goal of 70% for Data Analysis and Statistics.

4.3 Attendance

Webster High School students will attend school daily, arriving in a timely manner, with a readiness for positive learning.

Progress Report on the 2005-06 School Year in Attendance:

We raised our attendance by 1.6%. We chose to leave our goal at 95%, which will be an increase of 5.2%. The attendance policy of Tulsa Public Schools should help us to attain our goal.

4.4 Climate

A Webster High School learning community based upon respect and dignity will be the keystone that nurtures academic success. Webster High School students will develop skills and behavioral abilities that assure a positive, safe and caring learning community for all members of the school. All is achieved by the active partnership of students, families and staff working collaboratively.

Progress Report on the 2005-06 School Year in Climate:

Based on data for 04-05 our referrals totaled 1,378. Our data for 05-06 for referrals totaled 2,357. Charts indicating the different categories are in this report.

4.5 Graduation Rate

Webster High School will increase its graduation rate through daily monitoring by administration of attendance and academic progress, annual drop-out reports, GED requests, and focusing on counseling students on alternative school possibilities.

Progress Report on the 2005-06 School Year in Graduation Rate:

Our graduation rate seems to formed an interesting pattern of ups and downs. The 05-06 graduation rate was a decrease of 9.2%. Our students who fail classes often drop-out rather than make up the credits in Summer School or Night School. We have implemented a new program ‘Credit Recovery’ allowing our students to make up classes with no charge. There is a waiting list at this time, with 16 ports available at any one time. This encourages us to believe that our graduation rate will increase.

Focusing on Student Sub-Group Learning Needs: Via an analysis of disaggregated data it has become apparent that sub-group populations of our students are functioning at varying performing levels. As a result of these findings, this staff is charting courses of action to address these instructional / learning realities with immediacy and building-wide concerted effort. Work products to this end will be found within individual teacher’s lesson planning.

4. ACTION PLANS

4.1 Language Arts / English

Focus of Improvement: English II – Regular Students

School Improvement and Achievement Plan

School: Webster High School School Year: 2006-2007

Goal: All ninth and tenth grade students will have developed the English skills needed to be successful in high school as determined by The Oklahoma Core Curriculum End of Instruction English II Test.

Achievement Objective: Our students will interact with words and concepts on the page to show Comprehension/Literal Understanding 2.1, will read, construct meaning and respond to a wide variety of literary forms of Literature/Figurative Language and Sound Devices 3.3, will demonstrate appropriate practices in writing by applying standard English conventions in the revising and editing stages of Grammar/Usage and Mechanics/Mechanics & Spelling 3.2.

Benchmark: Our students will increase their End of Instruction Test scores for Comprehension/Literal Understanding 2.1 from 63% to 70%; Literature/Figurative Language and Sound Devices 3.3 from 60% to 70%; Grammar/Usage and Mechanics/Mechanics & Spelling 3.2 from 67% to 75%. Periodic assessments from the District Standard Curriculum Assessments will be used to monitor progress in reaching our goals, culminating with the Spring ’07 End of Instruction Test Scores.

Interventions / Strategies Comprehension/Literal Understanding 2.1 Classroom teachers will strive to create and maintain a print-rich environment where students can immerse themselves in the written word. Teachers will facilitate small group discussions and cooperative groups to enhance reading across the curriculum. Student’s reading activity will be monitored through use of reading journals. Teachers will demonstrate and constantly model active reading to develop student mastery of literary analysis. In addition, teachers will intervene with students in need of additional assistance with programs such as: Literacy for Life, SRA Direct Instruction and Read 180. Literature/Figurative Language 3.3 Classroom teachers will use the district approved text and supplement materials such as those provided by Standard District Curriculum to instruct students in the art of literary analysis appreciation. Students will use both traditional selections and test specific examples to hone their abilities to dissect text. Courses such as drama will assist in supplementing such instruction. In all curriculum areas, students will be encouraged to use figurative language in their writing. Grammar/Usage and Mechanics/Mechanics & Spelling 3.2 Classroom teachers will use bell ringers such as Word of the Day, DOL (Daily Oral Language) and Daily Test Samples to engage students in directed revision, editing, and rewriting. Students will write weekly in a variety of classes across the curriculum to reinforce correct usage, punctuation and grammar. Procedural specificity will be detailed in individual teacher lesson plans.	Assessments Daily Teacher Observations Standard District Curriculum Three Week Assessments Unit Test Results Regularly Scheduled Progress Reports Teacher observations Homework reviewed and recorded Teacher-made tests as needed District approved textbook end-of-unit assessments and tests PASS KEY assessment
Professional Development English I and English II instructors will attend one of the following staff development opportunities: High Schools That Work Gear-UP Oklahoma Education Association Workshops Peer Coaching with district adopted textbook representative Advanced Placement training	Parental Participation Parents will partner with staff in requiring children to practice the use of assigned Figurative Language. Teacher-made activities related to the skill being taught for parents to use Progress reports Homework check sheets
Instructional Technology Strategy English Computer Lab – 30 mobile laptop computers. We are using the Pass Key Software Curriculum to supplement and support the District Standard Curriculum. We are also using the Pass Key Software Curriculum in our 9^th grade reading remediation class, Literacy for Life.

Focus of Improvement: English II: Special Education

School Improvement and Achievement Plan

(1^st year = white; 2^nd year = blue; 3^rd year = yellow)

School: Webster High School School Year: 2006-2007

Goal: All ninth and tenth grade students will develop the literature skills needed to be successful in high school as assessed on The Oklahoma Core Curriculum End of Instruction English II Test.

Achievement Objective: Our students will demonstrate a knowledge of and an appreciation for various forms of Literature/Literary Genres 3.1, will construct meaning and respond to a wide variety of literary forms of Literature/Figurative Language and Sound Devices 3.3, will read and respond to historically and culturally significant works of Literature/Literary Works 3.4.

Benchmark: Our students will increase their End of Instruction Test scores for Literature/Literary Genres 3.1 from 40% to 50%; Literature/ Figurative Language and Sound Devices 3.3 from 34% to 50%; Literature/ Literary Works 3.4 from 39% to 50%. Periodic assessments from the District Standard Curriculum Assessments will be used to monitor progress in reaching our goals, culminating with the Spring ’07 End of Instruction Test Scores.

Interventions / Strategies Literature/Literary Genres 3.1 Classroom teachers will strive to present lessons in which the student will be able to demonstrate a knowledge of and an appreciation for various forms of literature including, but not limited to; short story, narrative, drama poetry, essay and their subgenres. Literature/Figurative Language 3.3 Classroom teachers will use the district approved text and supplement materials such as those provided by Standard District Curriculum to instruct students in the art of literary analysis appreciation. Students will use both traditional selections and test specific examples to hone their abilities to dissect text. Courses such as drama will assist in supplementing such instruction. In all curriculum areas, students will be encouraged to use figurative language in their writing. Literature/Literary Works 3.4 English II teachers will use district approved texts and recommended reading lists to provide students with works of literature to analyze and evaluate the historical context in which they were written, and various cultures to broaden cultural awareness. They will also compare archetypal characters, settings, and themes in literature and provide evidence to support the ideas expressed in each work. Modifications and adaptations will be implemented according to the IEP for students as needed. Procedural specificity will be detailed in individual teacher lesson plans.	Benchmark Assessments Daily Teacher Observations Standard District Curriculum Three Week Assessments Unit Test Results Regularly Scheduled Progress Reports Teacher observations Homework reviewed and recorded Teacher-made tests as needed District approved textbook end-of-unit assessments and tests PASS KEY assessments
Professional Development English I and English II instructors will attend one of the following staff development opportunities: High Schools That Work Gear-UP Oklahoma Education Association Workshops Peer Coaching with district adopted textbook representative Advanced Placement training	Parental Participation Parents will partner with staff in requiring children to practice the use of assigned Figurative Language. Teacher-made activities related to the skill being taught for parents to use Progress reports Homework check sheets IEP team conferences
Instructional Technology Strategy English Computer Lab – 30 mobile laptop computers. We are using the Pass Key Software Curriculum to supplement and support the District Standard Curriculum. We are also using the Pass Key Software Curriculum in our 9^th grade reading remediation class, Literacy for Life. Read 180 Software is used in the remediation of poor reading skills to increase word recognition and comprehension skills.

4. ACTION PLANS

4.2 Mathematics

Focus of Improvement: Algebra 1 - Regular Students

School Improvement and Achievement Plan

(1^st year = white; 2^nd year = blue; 3^rd year = yellow)

School: Webster High School School Year: 2006-2007

Goal: All Algebra 1 students will acquire the basic mathematical skills necessary to be successful in future high school mathematics classes and The Oklahoma Core Curriculum End of Instruction Algebra I Test.

Achievement Objective: All students will show proficiency or show improvement in the area of Number Sense & Algebraic Operations/Expressions 1.2, Relations and Functions/Calculate Slope 2.3, Relations and Functions/Interpret Slope 2.5.

Benchmark: Student academic growth will increase in Number Sense & Algebraic Operations/Expressions 1.2 from 39% to 50%, Relations and Functions/Calculate Slope 2.3 from 39% to 50%, Relations and Functions/Interpret Slope 2.5 from 33% to 50%. Growth will be monitored by the District Standard Curriculum Assessments and measured by the Spring 2007 End of Instruction Test.

Interventions / Strategies Number Sense & Algebraic Operations/Expressions 1.2 Teachers will model a positive approach to math through the uses of manipulatives, hands on graphing, class projects, TI 83+ Graphing Calculators and cookie sheet graphing. Teachers will use the Standard District Curriculum and those support materials, along with the Tulsa Model to assist in developing a positive climate in the classroom. The math computer lab will be used to assist the teachers with instruction and as a tool to reinforce learning. Number Sense and Algebraic Operations account for 27% of the EOI Test which Expressions is half. Relations and Functions/Calculate Slope 2.3 Teachers will model a positive approach to math through the uses of manipulatives, hands on graphing, class projects, TI 83+ Graphing Calculators and cookie sheet graphing. Teachers will luse the Standard District Curriculum and those support materials, along with the Tulsa Model to assist in developing a positive climate in the classroom. The math computer lab will be used to assist the teachers with instruction and as a tool to reinforce learning. Relations and Functions account for 57% of the EOI Test of which Calculate Slope is an important part. Relations and Functions/Interpret Slope 2.5 Teachers will model a positive approach to math through the uses of manipulatives, hands on graphing, class projects, TI 83+ Graphing Calculators and cookie sheet graphing. Teachers will use the Standard District Curriculum and those support materials, along with the Tulsa Model to assist in developing a positive climate in the classroom. The math computer lab will be used to assist the teachers with instruction and as a tool to reinforce learning. Relations and Functions account for 57% of the EOI Test of which Interpret Slope is a major part.	Benchmark Assessments · Teacher observation · Teacher made tests · Standard District Curriculum Pre and Post Tests · Standard District Curriculum Unit Exams · Pass Key student assessments · Homework reviewed and recorded · District approved textbook end of chapter tests
Professional Development College Board Pre-AP and AP Training District and state workshops on manipulatives Regular Math Department meetings to discuss student progress Training for the Pass Key and Algebras’cool © software Gear Up High Schools That Work	Parental Participation · Daily homework · Regularly scheduled Progress Reports · Parent/Teacher Conferences · Encourage involvement in school activities
Instructional Technology Strategy Math Computer Lab Algebras’cool Software tutorial to be used after instruction, a reinforcement supplement. Pass Key Software can be used as a supplemental tool or as an alternative instruction method. TI-83 graphing calculators are being used in all math classes with the exception of Geometry.

Focus of Improvement: Algebra 1 – Special Education

School Improvement and Achievement Plan

(1^st year = white; 2^nd year = blue; 3^rd year = yellow)

School: Webster High School School Year: 2006-2007

Goal: All Algebra 1 students will acquire the basic mathematical skills necessary to be successful in future high school mathematics classes and The Oklahoma Core Curriculum End of Instruction Algebra I Test.

Achievement Objective: All students will show proficiency or show improvement in the area of Number Sense & Algebraic Operations/Expressions 1.2, Relations and Functions/Calculate Slope 2.3, Relations and Functions/Interpret Slope 2.5.

Benchmark: Student academic growth will increase in Number Sense & Algebraic Operations/Expressions 1.2 from 39% to 50%, Relations and Functions/Calculate Slope 2.3 from 39% to 50%, Relations and Functions/Interpret Slope 2.5 from 33% to 50%. Growth will be monitored by the District Standard Curriculum Assessments and measured by the Spring 2007 End of Instruction Test.

Interventions / Strategies Number Sense & Algebraic Operations/Expressions 1.2 Teachers will model a positive approach to math through the uses of manipulatives, hands on graphing, class projects, TI 83+ Graphing Calculators and cookie sheet graphing. Teachers will use the Standard District Curriculum and those support materials, along with the Tulsa Model to assist in developing a positive climate in the classroom. The math computer lab will be used to assist the teachers with instruction and as a tool to reinforce learning. Number Sense and Algebraic Operations account for 27% of the EOI Test which Expressions is half. Relations and Functions/Calculate Slope 2.3 Teachers will model a positive approach to math through the uses of manipulatives, hands on graphing, class projects, TI 83+ Graphing Calculators and cookie sheet graphing. Teachers will luse the Standard District Curriculum and those support materials, along with the Tulsa Model to assist in developing a positive climate in the classroom. The math computer lab will be used to assist the teachers with instruction and as a tool to reinforce learning. Relations and Functions account for 57% of the EOI Test of which Calculate Slope is an important part. Relations and Functions/Interpret Slope 2.5 Teachers will model a positive approach to math through the uses of manipulatives, hands on graphing, class projects, TI 83+ Graphing Calculators and cookie sheet graphing. Teachers will use the Standard District Curriculum and those support materials, along with the Tulsa Model to assist in developing a positive climate in the classroom. The math computer lab will be used to assist the teachers with instruction and as a tool to reinforce learning. Relations and Functions account for 57% of the EOI Test of which Interpret Slope is a major part. Our special education students needed the same objectives targeted as our regular students. Many of our sp ed students are in regular classes and all classes are following the PASS curriculum. Modifications and adaptations will be implemented according to the IEP for students as needed.	Benchmark Assessments · Teacher observation · Teacher made tests · Standard District Curriculum Pre and Post Tests · Standard District Curriculum Unit Exams · Pass Key student assessments · Homework reviewed and recorded · District approved textbook end of chapter tests
Professional Development College Board Pre-AP and AP Training District and state workshops on manipulatives Regular Math Department meetings to discuss student progress Training for the Pass Key and Algebras’cool © software Gear Up High Schools That Work	Parental Participation · Daily homework · Regularly scheduled Progress Reports · Parent/Teacher Conferences · Encourage involvement in school activities · IEP team conferences
Instructional Technology Strategy Math Computer Lab Algebras’cool Software tutorial to be used after instruction, a reinforcement supplement. Pass Key Software can be used as a supplemental tool or as an alternative instruction method. TI-83 graphing calculators are being used in all math classes with the exception of Geometry.

4. ACTION PLANS BY INDIVIDUAL GRADE LEVEL

4.3 Attendance

School Improvement and Achievement Plan

School: Webster High School School Year: 2006-2007

Goal: Ninety-five percent of enrolled students will attend daily and on time ready to learn.

Achievement Objective: Ninety-five percent of enrolled students will be on time and ready to learn each day.

Benchmark: Student attendance growth will increase by 5.2% to 95%.

Interventions / Strategies Personnel: Parents, administrators, faculty, mentors Strategies: Baldrige plan used to construct Webster Attendance Organizational Profile Published attendance policy for district and school Interventions: School Connects (computerized calling system to notify parents of student absences) Letters home to parents at fourth absence and each subsequent absence warning of potential loss of credit Student Advocate (social worker) contact with parents of absent students who have not notified the school Procedural specificity will be detailed in individual teacher lesson plans.	Assessments · Published and posted weekly attendance rates · Web site and newsletter recognition of students with excellent attendance · Mail post cards to parents of outstanding attendance students
Professional Development Baldrige Process · Home visits · Parent Conferences · Meet weekly to discuss and examine student attendance / tardy patterns and progress · Webster High School will continue to search national educational literature to identify school-based attendance programs working in schools with similar demographics and share techniques with faculty via staff meetings and written information.	Parental Participation Explanation: · Home visits (student advocate) · Daily attendance calls · Letters mailed home at fourth and each subsequent week
Instructional Technology Strategy School Connect is the automated computerized calling system. This is a calling system that notifies parents daily of student absences. Faculty enters attendance by an online program for Tulsa Public Schools.

4. ACTION PLANS BY INDIVIDUAL GRADE LEVEL

4.4 Climate / Behavior

School Improvement and Achievement Plan

(1^st year = white; 2^nd year = blue; 3^rd year = yellow)

School: Webster High School School Year: 2006-2007

Goal: All students will positively contribute to a safe and nurturing school environment.

Achievement Objective: All students will be able to solve interpersonal problems in school without behavior referrals. All students will demonstrate the Life Skills and Seven Community Guidelines throughout each school day.

Benchmark: Student discipline referrals will decrease 25% from the previous school year, with quarterly monitoring in place.

Interventions / Strategies Personnel: Dean, teachers, counselors, student advocate Guides: TPS Student Code of Conduct Webster Student Handbook Revised IDEA July 2004 Policies in place: Teacher intervention Lunch detention Saturday School Suspension Procedural specificity will be detailed in individual teacher lesson plans.	Benchmark Assessments Modeling positive interaction skills Rehearsing classroom procedures and expectations Recording and monitoring discipline referrals quarterly and sharing with staff in a timely manner.
Professional Development · Plan period and faculty meetings for professional improvement · Use of Tulsa Model directives · Post and teach: Seven Community Guidelines Seventeen Life Skills	Parental Participation Explanation: · Agenda Book · Teacher Syllabi · Newsletters
Instructional Technology Strategy The Dean of Students use the computer to track the number and categories of discipline referrals. The Dean will also use the computer to track of suspensions. Security uses computerized cameras to monitor the hallways. Smartboards enhance instruction in Leadership classes.

4. ACTION PLANS BY SUBJECT AREA

4.5 Graduation Rate

Focus of Improvement: Graduation Rate

School Improvement and Achievement Plan (1^st year = white; 2^nd year = blue; 3^rd year = yellow)

School: Webster High School School Year: 2006-2007

Goal: Students will increase the number of graduates for the class of ‘O6 to meet and exceed the state requirements for graduation.

Achievement Objective: Eighty-five percent of Webster High School students will graduate.

Benchmark: Student graduation rate will increase 5% annually.

Interventions / Strategies Personnel: Parents, administrators, attendance staff, faculty, registrar Interventions: Incentives which assist in student retention Monitoring of students who transfer Assistance for students who need academic help Frequent contact with parents Parent/teacher/counselor conferences Credit Recovery Program “Procedural specificity will be detailed in individual teacher lesson plans.”	Assessments Quarterly printouts Request and transfer of student records Monitoring of student completion of GED program
Professional Development Research-based strategies for increasing student achievement Strategies for working with parents and students on completing four year graduation plan	Parental Participation Communicating: Teachers and attendance personnel will provide parents with feedback about student progress towards graduation Decision-Making: Teachers, counselors, parents and students will collaboratively make choices that will help students successfully complete a rigorous high school curriculum.
Instructional Technology Strategies Counselors use computer analysis of credit check for graduation requirements. Webster has implemented a new program of Credit Recovery. Webster publishes the graduation requirements on our web site. Registrar runs a quarterly computer analysis of drop out students with reconciliation of whereabouts.

5. THREE (3) YEAR TIME LINE

FOR IMPLEMENTATION, REVIEW and REVISION

SIPlan and Process Time Line for Webster High School

Month	School Improvement Plan (SIPlan) Chronology
May 16, 2005	Principal introductory meeting for SIP at ESC
May 17, 2005	Principal/Gene Kleindeinst meeting regarding SIP assistance
May 18, 2005	Planning meeting over SIP
June 9, 2005	Principal and Assistant Principal meeting with Bob Burton at Webster regarding guidelines and questions about Title I parameters
June 13, 2005	Teacher in-service over data disaggregation for SIP
June 14, 2005	Teacher in-service over attendance, discipline, and lesson plans: used Performance Excellence procedures to have groups plan SIP action plan areas
July 19, 2005	SIP Teams Training at ESC
July 20, 2005	SIP Introduction at Webster High School
Oct. 12, 2005	Meeting with Mr. Kleindeinst
Oct. 19, 2005	Teacher in-service: writing SIP
Nov. 4, 2005	Afternoon teacher in-service:1:00 p.m. - 4:00 p.m., writing SIP
Nov. 7, 2005	Draft to Mr. Kleindeinst for review
Nov. 22, 2005	Team meeting to review SIP concerns of Mr. Kleindeinst
Nov. 30, 2005	Draft to Mr. Kleindeinst for second review
Dec. 9, 2005	Team meeting to review SIP final suggestions by Mr. Kleindeinst
Dec. 13, 2005	Team presentation of final SIP to Webster faculty.
Dec. 16, 2005	Webster School Improvement Plan tentative deadline
Dec. 20, 2005	Official School Improvement Plan deadline
Jan. 2006	Per Approved SIP: Review implementation
Feb. 2006	Review implementation
Mar. 2006	Review implementation
Apr. 2006	Review implementation
May 2006	Review implementation
Jun. 2006	Review implementation
Aug. 2006	Review implementation
Oct. 13, 2006	Planning meeting for SIP
Oct. 24, 2006	Principal meeting with Mr. Kleindeinst
Nov. 10, 2006	Teacher in-service: writing SIP
Nov. 13, 2006	Electronic Review
Nov. 14, 2006	Teacher in-service: writing SIP
Nov. 15, 2006	Teacher in-service: writing SIP
Nov. 17, 2006	Teacher in-service: writing SIP
Nov. 20, 2006	Teacher in-service: writing SIP
Nov. 21, 2006	Submit SIP to Dr. Ford
Nov. 28, 2006	Present to parents at PTSA
Jan. 2007	Monitor and review
Mar. 2007	Monitor and review
May 2007	Monitor and review
Aug 2007	Review and begin revision for 07-08 plan.

6. APPENDICES

Research Findings for Action Plans

Interventions / Strategies / Activities

Within Chapter 4 - Action Plans of the Webster’s SIPlan, Interventions / Strategies / Activities have been selected by the staff in concert with the following research findings.

Reading / Language Arts

Reading Comprehension has come to be viewed as the “essence of reading,” (Durkin, 1993) essential not only to academic learning, but to life-long learning. Students who do not read independently at a sufficient rate are often limited in their progress in understanding test passages (Adams, 2001). Instructional time devoted to explicit instruction in word skills must be balanced with independent reading and implicit strategies to build fluency.

Comprehension strategies are procedures that guide students as they read and write (National Reading Panel — NRP). The scientific researched-based strategies that improve reading comprehension are: comprehension monitoring (critical part of meta-cognition), cooperative learning, graphic and semantic organizers (webbing), question answering, question generation, story structure and summarization. All readers must understand the purpose of reading.

Reviews of research by the National Reading Board identified the importance of vocabulary in reading achievement. Evidence of the importance of vocabulary is usually attributed to Davis who presented evidence that comprehension comprised of two “skills”:

Word knowledge or vocabulary and reasoning in reading. (NIFL, 2000) Language knowledge and language proficiency differentiate good and poor readers. Age and ability levels can affect the efficacy of various instruction methods (Tomeson & Aarnouste, 1998), but the panel offered the following implications for practice: 1. Vocabulary should be taught both directly and indirectly. 2. Repetition and multiple exposures to vocabulary are important. Learning in rich contrast is valuable for vocabulary learning. 3. Vocabulary tasks should be restructured when necessary. 4. Vocabulary learning should entail active engagement in learning tasks. 5. Computer technology can be used to help teach vocabulary. (Davidson, Elcock, & Noyes, 1996).

Studies show that structured/sequenced/scripted reading programs can significantly increase students’ reading level (SRA, 2003), and that guided independent reading improves students’ skills, (Reading Renaissance, 2003: Best Practices, 2004). Skills such as fluency, which directly impact student comprehension of material, are improved through this combination of teacher methods, which alternate between direct instruction of students, and guided independent reading of students. Research supports the importance of emphasizing fluency development for improved student performance (National Reading Panel, 2002: Adams, 2001).

Language development comprehension and vocabulary are skills that are necessary for reading success. Research indicates that direct vocabulary instruction improves student achievement (Marzano & Literacy First). Teaching multiple strategies such as reciprocal teaching, and comparing & contrasting with graphic organizers can lead to improved comprehension (NRP, 2000: Pressley, 2000: Marzano, 2001). Research indicates that the teaching and learning of specific strategies is most effective when instruction is provided in differentiated groups that require specific student needs (Tyner, 2004).

Extensive reading is critical to the development of reading proficiency (Krashen 2001; Stanovich, 2000). Extensive practice provides the opportunity for students to consolidate the skills and strategies teachers often work so hard to develop.

The National Reading Panel (NRP) 2002 cites reading comprehension is critically important to the development of children’s reading skills and therefore to the ability to obtain an education. Indeed, reading comprehension has come to be the “essence of reading” (Durkin, 1993), essential not only to academic learning in all subject areas but to lifelong learning as well. Thus students derive meaning from text when they engage in intentional, problem solving thinking processes. The data suggest that text comprehension is enhanced when readers actively relate the ideas represented in print to their own knowledge and experiences and construct mental representations in memory. The rationale for the explicit teaching of comprehension skills is that comprehension can be improved by teaching students to use specific cognitive strategies or to reason strategically when they encounter barriers to understanding what they are reading. Students acquire these strategies informally to some extent, but explicit or formal instruction in the application of comprehension strategies has been shown to be highly effective in enhancing understanding.

The National Reading Panel (NRP 2002) cites reading vocabulary as critical to the comprehension processes of a skilled reader. The NRP indicates effective strategies for vocabulary and reading comprehension are implicit instruction, association methods, story structure, cooperative learning and summarization.

One critical factor that is often neglected but necessary for reading comprehension is fluency. If text is read with attention spent only on decoding words, it will be difficult for a student to remember what has been read and to relate it to background knowledge. The Panel concluded that guided repeated oral reading procedures that included guidance from teachers, peers, or parents had a significant and positive impact on word recognition, fluency and comprehension across a range of grade levels.

Barbara J. Walker, author of Diagnostic Teaching of Reading 4 Edition (2000), states that “writing facilitates reading because it reinforces the constructive process. Reading and writing require similar processes: both readers and writers make plans about how they are going to construct meaning; both monitor their understanding to see whether they are making sense; both revise their thinking by rereading, using what was written and comparing it to what they know; both elaborate what was written, making connections between what was written and what is known to create new ideas.”

Southwest Educational Development Laboratory Research Summary, as well as Marzano, Rosenshine and Meister indicates indicate that when students are the recipient of reading instruction explicit in the comprehension process they will show significant growth in reading comprehension. Strategic reading skills need to be taught explicitly to enable students to use comprehension skills focused on such areas as summarizing and clarifying text.

The National Reading Panel (NRP) (2002 2’ Ed. P.49-54) states comprehension monitoring a critical strategy for students to check for understanding, adjusting their reading speed to find difficulty of the text and “fixing up” any comprehension problems they have. Several studies in the NRP indicate the main strategies to improve comprehension are: monitoring comprehension, using graphic and semantic organizers, teacher questioning, student generated questions, recognizing story structure, explicit or direct teaching techniques, cooperative learning, and effective instruction.

The National Reading Panel (NRP) (2002) Defines reading comprehension as “intentional thinking during which meaning is constructed through interactions between text and reader” (Durkin, 1993). The National Institute for Literacy states that “comprehension is the reason for reading” and that it is purposeful and active. Comprehension can be developed by teaching comprehension strategies.

Reviews of research by the National Reading Panel identified 7 categories of text comprehension instruction that have solid scientific basis for improving comprehension of less able students. The panel concluded that the use of multiple strategies improves results on standardized tests (Pressley, 1991). Multiple strategies most effective for less able student include graphic organizers (Baumann, 1984; Sinatra, Stahl-Gemake, Berg 1984); story structure (Baumann & Bergeron, 1993); question generation (King, 1992, Meta-Analysis by Rosenshire, Meistra, Chapman, 1996); and summarization (Rhinehart, Stahl, Erikson, 1986). Cooperative learning has been found to be effective for integrating academically challenged students into the regular classroom (Klinger, et al, 1998; Bramlett, 1994).

In research by the National Reading Panel (NRP), (2002) fluency is cited as a critical factor necessary for reading comprehension. Reading practice is an important contributor to fluency. Two approaches to achieving fluency are guided, repeated oral reading and repeated independent silent reading. The NRP also cites the importance of vocabulary knowledge in the development of reading skills. Learning words before reading a text and repeated exposure enhance vocabulary development. Text comprehension is also enhanced when readers actively relate the ideas represented to their own knowledge and experiences. A firm understanding of the content presented and substantial knowledge of the strategies must be present for differentiated instruction.

The NRP (2002) indicates “given that instruction in reading is most efficacious when combined with writing instruction, the use of word processing has the potential to make reading instruction more effective.” Data analysis indicate that students are performing at the current levels on assessments possibly due to demonstrated weaknesses in:

comprehension strategy awareness; the ability to work effectively in groups; listening, understanding and helping their peers as they read; using external organization aids that benefit understanding; listening effectively; coordinating several processes in order to construct meaning for text; answering questions and making inferences, generating questions and inferences, and how to summarize text. According to the National Reading Panel proficiency in these strategies improves comprehension. Improved comprehension is expected to lead to improved problem solving skills.

The National Reading Panel (NRP) (2002) cites fluency as a “gateway” skill that leads from basic word skill instruction to advanced comprehension skills. Students that do not read independently at a sufficient rate are often limited in their progress in understanding text passages (Adams, 2001). These students focus on decoding words so much that they lose part or all of the sentence meaning. Several studies in the NRP indicate that classroom instruction in vocabulary, word skills and comprehension should be combined with repeated practice of reading at an independent level.

The North Central Regional Educational Laboratory (NCREL) characterizes poor readers as those who (1) think that understanding occurs from getting the words right” and re reading, (2) use strategies such as rote memorization, rehearsal, and simple categorization, (3) are poor strategy users — do not think strategically about how to read something or solve a problem and do not have an accurate sense of when they have good comprehension readiness for assessment, (4) have relatively low self-esteem, and (5) see success and failure as the result of luck or teacher bias. Good readers, on the other hand, (1) understand that they must be responsible for construction of meaning using prior knowledge, (2) develop a repertoire of reading strategies, organizational patterns, and genre, (3) are good strategy users — thinking strategically, planning, monitoring their comprehension, and revising their strategies, (4) have self-confidence that they are effective learners, (5) see themselves as agents able to actualize their potential, and (6) see success as the result of hard work and efficient thinking.

Research (Irvin, 1998, p.96) indicates that some of the reasons that students perform poorly are (1) they lack content or strategic knowledge in content are reading, (2) they do not comprehend the task to be performed, or (3) the texts, themselves, lack structure, unity, and coherence. The National Reading Panel (NRP) notes that reading proficiency can be improved when vocabulary instruction is both direct and indirect and that learning in rich context is valuable. Students who do not read independently are often limited because of their limited vocabulary. These students lose part or all of the meaning in texts because they do not have command of the vocabulary. Research also indicates that students learn most words from context and morphology (word parts) while reading and listening and that practice with this may be lacking for many students (Jenkins & Dixon, 1983; Nagy & Anderson, 1984— cited in Irvin, 1998, p. 129). Research also indicates that vocabulary instruction and practice is enhanced by using electronic media (NRP, 1990, p. 4-19.) Furthermore, research indicates that students who may be able to read literature are often not able to transfer those reading skills to the content areas.

Mathematics

A truly mathematically rich learning environment can be created through “being there” learning experiences with extensive use of manipulatives and computer generated learning tools. Students with limited basic skills and language barriers require experience rich with discussion and classroom interactions. Bransford, J.D., Brown, A.L., & Cocking, How People Learn; Brain, Mind, Experience, and School. (EdThoughts, 1999). Students must be challenged to approach a problem by using logic and observation, reasoning, models, evidence, examples, and counterexamples to discover meaningful patterns and make connections. Methods should include comparing and clarifying, analyzing information that leads to summarizing, creating graphic representations, drawing pictures and pictographs.

According to NCTM standards, students learn mathematics well only when they construct their own mathematical understanding. To understand what they learn, they must be active learners. This happens more readily when students work in groups, engage in discussions, make presentations, take charge of learning (w. Stroup, 1999). Problem solving rather than being a distinct topic to be covered, becomes the content which all concepts and procedures are learned (J.W. Stigler and J. Hiebert, 1999).

Opportunity to learn is facilitated through student-centered classrooms that are focused on higher-order thinking skills, problem-solving, substantive conversation, and real-world contexts. Learner centered classrooms engage students in social and interactive mathematical inquiry accomplished through evidence-based discussion and reflection on learning. (Sutton and Krueger 2002)

Research indicated that the teaching and learning of specific strategies is most effective when instruction is provided in differentiated groups that require specific student needs (Tyner, 2004).

Ed Thoughts, What We Know About Mathematics Teaching and Learning, Mid-continent Research for Education and Learning (2002) states mathematical learning in young children is strongly linked to sense perception and concrete experience. Achievement is increased through the long-term use of concrete instructional materials and active lessons at various grades. All Students need to approach the learning of mathematics by actively doing mathematics. Effective mathematics teachers ask many question types during their lessons. They pose more questions requiring higher cognitive demand and ask follow-up questions. NCR report, “Testing, Teaching and Learning,” has two key recommendations concerning testing of students: teachers should administer assessments frequently and regularly using direct assessment, porifolios, checklists and other work sampling devices. Testing should measure all domains of development, especially social development, reading, and math. Teaching students mathematical language-unique terms, symbols, and expressions, enables them to communicate on the subject and to clarify this math thinking (Cuevas, 1984). The literature connection provides a context for using mathematics to solve problems (Jacobs & Rak, 1997: Melsev & Leize, 1999).

Ed Thoughts What We Know About Mathematics Teaching and Learning (2002) states that students should be challenged to approach a problem by using logic and powers of observation, reasoning, models, evidence, examples and counterexamples to discover meaningful patterns. Opportunities should be provided for students who solved the problem differently from other students to share their procedures, thus encouraging diverse thinking. Through classroom interactions, students are encouraged to develop mathematical ideas and conjectures and learn to evaluate their own thinking and that of others. To understand what they learn, they must be active learners who enact for themselves the verbs that permeate the mathematics curriculum. This happens most readily when students work in groups, engage in discussion, make presentations, and take charge of their own learning. (W. Stroup, 1999) Emphasis on students doing meaningful mathematics is fostered by providing rich experiences with mathematics both inside and beyond the classroom.

To understand what they learn, they must be active learners who enact for themselves the verbs that permeate the mathematics curriculum. This happens most readily when students work in groups, engage in discussion, make presentations, and take charge of their own learning. (W. Stroup, 1999) Mathematical tools, referred to as manipulatives, help students develop the conceptual understanding that sometimes has been omitted form the curriculum. However, hands-on materials do not lose their value in the upper grades. In fact, as concepts become more complex, these materials can help to accommodate the various learning styles of students so that they are more likely to internalize the concepts. (Sowell, 1989)

Research states that students learn math when a variety of methods are employed, rather than a single, shared approach to teaching mathematics. Students learn and understand math by working effectively in groups; engaging in discussion, making presentations, and taking charge of their own learning (Stroup, 1999). Students use reading skills in math. According to the National Reading Panel proficiency in using external organization aids that benefit understanding; listening effectively; coordinating several processes in order to construct meaning from text; answering questions and making inferences, generating questions and inferences, and how to summarize text are skills that improve comprehension.

Low language skills seem to be a contributing factor in low achievement in mathematics (Abedi & Lord, 2001). By adjusting tasks in terms of linguistics complexity, LEP and low language learners will be more successful in solving problems as they work in cooperative group structures (Slavin, 1990). Teaching students mathematical language-unique terms, symbols, and expressions, enables them to communicate on the subject and to clarify this math thinking (Cuevas, 1984). Long term use of concrete materials is positively related to student math achievement (Suydam & Higgins, 1977; Sowell, 1989). Use of calculators improves student learning (Hembree & Dessart, 1986). The literature connection provides a context for using mathematics to solve problems (Jacobs & Rak, 1997; Melsev & Leitze, 1999).

According to the National Council of Teachers of Mathematics students who commit basic mathematics facts to memory and become computationally fluent spend more time on the problem solving process and thereby are more likely to become successful problem solvers.

Research suggests the effective mathematics instruction includes complex, open-ended problems in which multiple approaches and answers are possible (A. Porter, 1998). According to Tomlinson, 1991, flexible grouping within a classroom responds to the needs of all learners because it allows children to work independently, with their peers, one-on- one with the teacher or in small groups with the teacher. Small-group work, writing assignments and journaling give students an opportunity to clarify their own thinking and to synthesize what they have learned (Billmeyer & Barton, 1998). Mathematical tools are essential to developing conceptual understanding (Sowell, 1989). The strategy of using applied activities allows students to integrate their conceptual knowledge with their procedural knowledge, thus allowing them to apply this combined knowledge to real-world problems (Caine & Caine, 1994).

According to the book, Connect to NCTM Standards 2000, it states, “For students to become mathematically powerful, it is essential that they be able to use process skills flexibly. They need to practice applying reasoning to solve problems and prove that their solutions are correct.”

Tomlinson (1999) suggests that flexible grouping within a classroom responds to the needs of all learners because it allows children to work independently, with their peers, one-on-one with the teachers or in small groups with the teacher. Technology enriches mathematics instruction by supporting the students’ ability to collect, compute and analyze large volumes of data, collaborate on data collection and interpretation, and present more varied results (Boers-Van Oosterum, 1990). Devices such as calculators and computers furnish visual images of mathematical ideas, facilitate organizing and analyzing data, and compute efficiently and accurately (Durham and Dick, 1994.) Small-group work, writing assignments and journaling give students an opportunity to clarify their own thinking and to synthesize what they have learned (Billmeyer & Barton, 1998). Applied activities, also referred to as authentic projects, allow students to integrate their conceptual knowledge with their procedural knowledge, thus allowing them to apply this combined knowledge to real world problems (Caine & Caine, 1994). Research suggests that by solving problems that require calculation, students develop methods for computing and also learn about operations and properties (McCain, Cobb, and Bowers, 1998, Schiffler, 1999). According to Nunley, (1999) a “being there” experience will allow the brain to connect new information to prior knowledge. This allows the student to move information into long-term memory.

Climate and Behavior / Attendance

Joyce Epstein, 2001 states that there are many types of parent/family/community partnerships that foster a productive learning environment. These partnerships include: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community.

Joyce Epstein’s research at John Hopkins University (1984) found that parents whose involvement is actively sought by teachers tend to report increased understanding of school programs and positive feelings about teachers and schools in general. David Wheat’s research for the Thomas Jefferson Institute for Public Policy (1997) also found that the correlation between attendance and achievement is not a by-product of social or economic factors at work. In the Virginia study, a statistical analysis revealed that even after the social and economic factors were held constant, schools with higher attendance rates achieved higher test scores.

Joyce Epstein’s research at John Hopkins University (1984) found that parents whose involvement is actively sought by teachers tend to report increased understanding of school programs and positive feelings about teachers and schools in general.

The National PTA states the benefits of a well coordinated parent involvement program include: higher grades; better attendance; consistent completion of homework; higher graduation rates; and decreased use of anti-social behavior. (Sutton, Krueger, and Gattis

2002)

Schools that emphasize building nurturing relationships within a school community, have a positive influence over student learning. (Conzemius and O’Neil, 2001). Improving the process will improve the product.

Research by Fielding, Kerr and Rosier (1998) in The 90% ReadinQ Goal indicates that parental involvement makes a significant difference in the reading abilities of children from birth through the school years. Research results demonstrate that, because class time for independent and oral reading is limited, parents should read with their children nightly even after children are reading well on their own. This strengthens reading skills that they learn at school and fosters parental involvement. Teachers can assist by keeping reading materials available for children to take home and providing weekly logs to keep track of the amount of reading done at home.

Research states that classrooms that foster children’s success have environments that encourage all students to trust one another, to take risks, to share ideas and to learn successfully (Purkey and Smith 1983; Lane, 1990; Sleeter and Grant, 1988). Extensive data exist that show high expectations are effective in raising overall achievement and performance in almost all areas of human endeavor, including schools (e.g., Sulzer-Azaroff & Mayer, 1994, 1991, Walker et al., 1995; Bloom, 1982.) Positive involvement, reinforcement, and support of families for academic behavior and virtues increase the success of students and eases the burdens of a successful school (e.g., Walker et al., 1995; 1996; Webster-Straton et al., 1994; McDonald et al., 1997).

Ruby Payne, (1998) states that the key to achievement is in creating relationships with students. Honoring students as human beings worthy of respect and caring is to establish a relationship that will provide for enhanced learning. Richard W. Riley, former U.S. Secretary of Education in Families Come First, indicates that research shows that getting parents involved in their child’s education is the best way to improve student achievement in school.

Effective schools seek out relationships with parents and community (Fullen 2000). Finn (1998) argues that schools must foster programs and develop school cultures that encourage parent involvement. “Students need emotional, behavioral, and intellectual skills for following rules.” (Curwin and Mendler, 1999, Discipline with Diginity

According to research by J. Hixson and M.B. Tinzmann in an article on at-risk children published by the North Central Regional Educational Laboratory, “the culture of the school must encourage and support the active involvement of all students, parents, and members of the community in supporting and participating in the instructional program.” Peer tutoring; parents as tutors, role models, and resource persons; community service projects; adult education courses and seminars; and home visits by all school staff are just some of the ways of creating a culture of participation, belonging, and involvement across the entire school community.

TITLE ONE BUDGET

1 Teacher Salary Reading/English $28,000.00

1 Teaching Assistant Salary Math $14,389.00

1 Teaching Assistant Salary Reading $14,389.00

Saturday School Teacher Salary $ 7,000.00

Saturday School Security Salary $ 2,034.55

Saturday School Supplies $ 2,034.55

Reading Lab $60,408.19

Math Lab $21,759.01

Glencoe PASS KEY program $15,000.00

Reading and Math Software $ 1,020.00

Software Maintenance, Support, Installation, Training $ 1,500.00

Parents $ 4,159.44

Professional Development $36,278.26 _________

TOTAL 207,972.00

Schools that emphasize building and nurturing relationships within a school community have a positive influence over student learning (Conzemius and O’NeiI, 2001).

The National Center for Education Statistics and National Parent Teachers Association have identified best practices as meaningful communication, support of parent training, student learning at home and meaningful volunteering opportunities. Attendance is another variable that is critical to academic success.

School districts are finding a strong correlation between end-of-year grades and school attendance records (Editorial “Skip Class, Lose Ground,”. USA Today June 27, 2000). “Truancy has been labeled one of the top ten major problems in this country’s schools, negatively affecting the future of our youth (DekaIb, 1999). This research also recognizes that school nonattendance has far-reaching effects, extending into the family and community. Robbins and Ratcliff (1978) found that African American males who are frequently truant from school have a much lower than average high school graduation rate. School intervention strategies are often necessary to work with students or parents to understand the importance of school attendance and the resulting negative outcomes of poor attendance. The Northeast Regional Educational Laboratory (2002) outlines practices to maximize learning time in school. Among these is establishing and enforcing policies regarding tardies, absenteeism and appropriate classroom behavior. Maximizing time in school by every student in every subgroup seems essential to increasing learning and higher test score results.

In 1996, U.S. Secretary of Education Richard W. Riley identified 56 Title 1 elementary and secondary schools that showed significant improvement in student achievement. In the article recognizing these schools, it is stated that research shows that high expectations, high standards and parent involvement boost learning and a partnership between schools, parents and communities should be established (Press Release “Riley Recognizes Effective Schools That Beat the Odds”. April 30, 1996). Recent research published by the Southwest Educational Development Laboratory (2002) identifies parental involvement, regardless of the parent’s income or background, as a major factor in higher grades, higher test scores and better school attendance. This research indicates that while white, middle class families tend to be more involved at school, promoting parental involvement may be an important strategy for closing the achievement gap among the various subgroups. Research indicates that enhanced communication and forming partnership with parents is an effective method to achieve educational goals (OU/PDK Satellite Center for Effective Schools, 1999). A shared responsibility for high student performance enhances the school, the family and the community.

Proactive schools provide for a safe, orderly environment free from threatening or bullying behaviors. Students learn best when they are free from fear and free from disruptive classroom behaviors. Research from the Northwest Regional Educational Laboratory (2002) outlines the correlation between a safe and orderly learning environment and student learning. Education must take place in an environment conducive to learning and student discipline must be addressed consistently and quickly.

Research has consistently shown that an orderly and safe classroom environment is necessary before learning can occur. Classrooms that encourage all students to take risks, trust one another, and to share ideas foster success. (Purkey and Smith, 1983; Lane, 1990; Sleeter and Grant, 1988) Likewise, if a few students are continually

disrupting the class, then learning is not taking place in that classroom. This lack of learning could cause both the disruptive student and his/her classmates to score poorly on standardized tests. This is supported by current research on “threat”. Treats, real or perceived, makes it difficult for the student to maintain attention, cognition, memory, learning, emotional stability, or any other brain function. (Ratey, 2001)

Schools that emphasize building and nurturing relationships within a school community have a positive influence over student learning (Conzemius and O’Neil, 2001).

Shonkoff & Phillips (2000) reported that how children react to events & people around them & what they expect of themselves & others is deeply affected by their relationship with parents & home environment. Leming (1997) in a review of character education programs reported increased responsibility, self-control, grade point average, and self- esteem for students participating in a school-wide character education program.

Research shows that school-wide character education programs can have a positive effect on the climate of a school (Purkey & Smith, 1983, Lane, 1990, Sleeter & Grant, 1988, Ratey, 2001). Research also indicates that language learning is most effective when students participate in cooperative activities. (Tharp & Gallimore, 1988).

In order to minimize classroom disruptions and student to student conflict, students must be empowered with the ability to adequately solve problems that exist and develop among peers (Oklahoma Supreme Court and Oklahoma Bar Association; Peaceful Resolution for Oklahoma Students; 1994). Conducting individual, daily class meetings creates trust among students and between students and facility, thus minimizes disruptive student behavior (Gibbs, Jeannes; Tribes 1995).

Maximizing learning time is a critical component of student achievement as identified by

Cotton in The Schooling Practices That Matter Most (2000) To encourage less tardies

and higher daily attendance student recognition and rewards is vital (Marzano, 2001;

Schmoker, 1999).

Homework, practice and reinforcement of effort are cited by Marzano (2002) as strategies to improve student achievement and help students see the connection between effort and achievement. Small-group instruction allows teachers to teach specific reading strategies and observe, monitor and attend to the needs of individual readers (Strickland).

Robert Marzano, Debra Pickering, and Jane E. Pollack’s research in the book Classroom Instruction that Works cites research for homework from the Harris Cooper research (1989 b., pg.90) “elementary students should be given homework even though it should be not expected to raise test scores. Instead, homework for young children should help them develop good study habits, foster positive attitudes toward school, and communicate to students the idea that learning takes work at home as well as at school.”