District Name:

McCook Public Schools

County Dist. No.:

73-0017

School Name:

McCook Elementary School

County District School Number:

73-0017-003

School Grade span:

K-3

Preschool program is supported with Title I funds.  (Mark appropriate box)

☐ Yes     ☒ No

Summer school program is supported with Title I funds.  (Mark appropriate box)

☐ Yes     ☒ No

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

☒ Reading/Language Arts

☒ Math

☐ Other

(Specify)_     __

School Principal Name:

Mr. Greg Borland

School Principal Email Address:

gborland@mccookbison.org

School Mailing Address:

1500 W. 3rd St.

McCook, NE 69001

School Phone Number:

308-344-4400 ex. 4

Additional Authorized Contact Person (Optional):

Mr. John Brazell

Email of Additional Contact Person:

jbrazell@mccookbison.org

Superintendent Name:

Mr. Grant Norgaard

Superintendent Email Address:

gnorgaard@mccookbison.org

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

☒ Yes     ☐ No

Names of Planning Team

(include staff, parents & at least one student if Secondary School)

Titles of those on Planning Team

Greg Borland

Jill Lauer

Kay Oltmer

Jane Dewey

Kathy White

Dalton Peterra

Parent

Administrator

1st Grade Classroom

1st Grade Classroom

Title 1 Teacher

Special Education Teacher

PE Teacher/Dean of Students

School Information

(As of the last Friday in September)

Enrollment:  439

Average Class Size:  19

Number of Certified Instruction Staff:  34

Race and Ethnicity Percentages

White:  86 %

Hispanic:  11 %

Asian:  0 %

Black/African American:  1 %

American Indian/Alaskan Native:  0 %

Native Hawaiian or Other Pacific Islander: 0 %

Two or More Races: 2 %

Other Demographics Percentages

Poverty:  46%

English Learner:        4%

Mobility:       14.29 %

Assessments used in the Comprehensive Needs Assessment

(ie. NSCAS, MAP, ITBS, AIMS web, DIBELS, CAT etc.)

NSCAS-3

STAR-Reading K-2

MAP-Growth-3

STAR-Math K-2

AimsWeb+ Reading K-3

AimsWeb+ Math K-3

Local Summative CRT's

BAS (Benchmark Assessment System)

1.1

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

We assess student 2 to 3 times a year depending upon the grade level and the assessment.  Fall and winter are the two we put much emphasis on.  In the fall as grade levels finish their Aims & STAR, a decision-making worksheet is used to determine our highest needs students.  From there a priority list is created and our Title 1 teachers, paraprofessionals, and some special education time is used to help with the implementation of various interventions. This year with the implementation of the Nebraska READS law we were able to use either the Aims+, STAR, or NWEA MAP-G score to determine our cut scores.  Reference our Data Decision Worksheet provided in folder 1.1.  We use our two Title I teachers, specialist teachers, para educators, and classroom teachers to provide interventions for students that qualify for support.  

 In addition, grade levels have created documents that help them track student mastery of the local summative CRT's.  At McCook Public Schools we put in a great deal of effort and time into developing high-quality local CRT's.  Students are tracked monthly, and reteaching of skills is performed by the classroom teachers as needed.  (see “copy of 3rd ELA CRT”)  We do not allow students to fail.  We teach and reteach until students have mastered the necessary skills.  Grade levels have developed Essential Learning Outcomes that CRT's are directly tied to.  These ELO's guide teachers and help determine our needs for remediation and reteaching.    

1.2

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

Over the years Mr. Borland sends out Google Surveys out to parents asking for feedback.  This year the focus was regarding specifically implementing a Kiss-n-Go drop off lane.  Also, this year our superintendent created a survey for our community asking for their input regarding priority areas of academics.  Patrons were asked to rate the different areas (Science, Technology, etc.) in what they believe are the highest of importance.  Currently we have only asked for input from businesses and community service groups.  Surveys will be shared at the spring P/T conferences in hard copy for parents to fill out.  Depending on timelines I may have results to add to this review or may not.  

1.3

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

Our district has a District Level School Improvement Team m (SIP) that meets monthly.  Our goals have been consistent for the past 5 years which include writing across the curriculum and technology improvements with hardware and skills.  This school year we had an external team visit where we shared our growth over the past 5 years.  In addition to the district team, our building has an RTI/Building Leadership Team that meets twice a month to review RTI students as well as building initiatives and goals.  Each grade level is required to build a SMART goal based upon data that has been gathered from the beginning of the year assessments.  It will be interesting to see how the Reading Improvement Act affects this process.   Grade level SMART goals tie directly to the schoolwide SMART goal, which in turn is related directly to the District SMART goal.  

Each year we also perform a writing prompt assessment for students in 3rd grade.  In the fall we have students write to a prompt (similar to what NeSA-W was back in the day) and we score it based up on the rubric developed by the team.  Then in the spring we reassess the writing again to show growth of student writing.  

Each week grade level teams meet as a PLC Collaborative Team to discuss instruction and analyze data for the month.  We place much emphasis on our locally developed CRTs rather than the typical national normed tests that are on the market.  Our teams have spent a great deal of PLC time determining essential learnings and then creating assessments to determine mastery of such skills.  We use the results from NSCAS, NWEA MAP Growth, STAR, and AimsWeb+ to support our CRT data.  We hold our CRTs data to a higher level than the other assessments listed earlier.  In the folder you will find two examples of the work the PLC teams have completed to make sure that we stay on target with what we believe are the most critical concepts to master before students move to the next grade level.  

Grade level teams are required to fill a CRT reflection form once it has been graded.  This form is designed to have teachers reflect back on their teaching and to analyze the data from the CRTs to make sure that mastery is taking place.  

2.1

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

At McCook Elementary School each grade level builds in a daily 30-minute WIN (What I Need) Intervention block where students at all levels are challenged, retaught, and are finalizing mastery of skills.  Also, RTI is implemented with fidelity and interventions are provided to students that are determined as needing additional help.  These students are identified and selected by using a decision-making worksheet as well as professional judgment.   Students at McCook Elementary that do not pass grade level CRT's are provided additional instruction and then given the CRT again.  We do not believe in letting students fail.  We teach, reteach, and reassess until mastery of ELO's has taken place.

We have 2 Title I teachers that providing reading instruction from Leveled Literacy Intervention program.  This program has been shown to be very successful.  This year their focus was much spent on reading due to the READS law and I hope in the future we can begin adding back math supports for students.  

The implementation of the Nebraska READS law this year has confirmed that our process works.  We have been able to confirm through data results of our students and comparing it to previous years that our number of students receiving inventions is equal to this year.  Our RTI process is working!  (I know many call this MTSS, but for us it’s still the same process.)  Our special education numbers have increased over the past few years.  After much research as to why it was determined that many new students moving into our community are coming with IEP’s already in place.  

3.1

Please provide a narrative below describing the procedure(s) used to make sure that all instructional paraprofessionals in the school meet the ESEA requirements. Provide supporting documentation in the corresponding folder.

At McCook Public School all paraprofessionals meet or exceed the requirements for ESEA.  They either have two years of college credit classes or can pass the "Master Teacher Para Educator Now" assessment.

Paras were given the opportunity to receive additional help with how to deal with behaviors.  The goal was to provide them with tools for them to use with the general population students.     

4.1

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

In August we were fortunate to have Mike Schmoker as a speaker at our school to share the importance of being “focused” on what we teach.  All certified teachers were required to attend.  

We have also had an increase of ELL students to our community so we had PD for our staff regarding ELL services and interventions for newcomer students.

This year we sent 5 teachers to a PLC institute in Des Moines.  We send 2nd year teachers new to our district.  This helps us sustain the PLC process and emphasizes the importance of how we use it in our district.

Each week Mr. Norgaard, superintendent, sends to all staff a “Did You Know” that always has a focus on instruction and implementation.  

On January 20th staff attended a local professional development on a number of big topics for our district.  Please see PD schedule provided in the folder.  These are all topics that are extremely important to us and as an administrative team we felt it was important to bring them back and review for staff that have been here for a while and also reemphasize for new staff members.  New staff receive this information in a “new teacher training” day that takes place in the fall before school starts.  

5.1

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

In the spring a parent Title 1 meeting is held where parents are presented with the current compact.  During this meeting, suggestions are asked for, and input is accepted on how to make it better.  The Compact is shared in the fall at Parent-Teacher Conferences.  In addition, during our annual “Preview Night” parents are provided an opportunity to share their input on this document.  This document is shared at a PTO meeting in the fall as a 2nd opportunity for parents to provide input.

Many of our letters sent home are translated into Spanish and this also includes our compact that is translated for our families.         

5.2

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

In the spring a parent Title 1 meeting is held where parents are presented with the policy and input is requested.  The Policy is provided to parents in our handbook which has a parent sign off sheet where parents are required to read and sign off that they have received it and understand the contents.

5.3

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

Our Title I Parent Meeting is held in the spring in conjunction with our Preview Night.  This event is where parents/families are invited in to meet next year's grade level teams.  Teachers share information specific to their grade levels and Mr. Borland shares Title I information, reviews the compact, and involvement policy.  This year it was held on April 27th, 2020.  All families in our community were invited to this event including families from Central Elementary & St. Patricks Elementary School.       

6.1

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

  We have several activities throughout the spring and throughout the school year to help with transitioning to our school.  First of all, we have a Kindergarten Round-Up in the spring for our incoming kindergarten students.  Secondly, in May each grade level will walk and meet with the next year's grade level teachers.  Finally, we are hosting a "Preview Night" for our families to meet the grade level teams of the coming school year.  We also, host a "Walk to School" night before school starts in the fall.  

For students that arrive during the school year we have a Welcome Checklist" where we take new students and walk them through our building on tour, and then introduce them to various staff members that they will inevitably interact with at some point.  These interactions include, but are not limited to the school nurse, librarian, office staff, and specialist teachers.  

6.2

Please provide a narrative below describing the school’s transition plan for outgoing students as they move onto their next school / program / career. (i.e. Elementary to Intermediate, Intermediate to Middle School, Middle School to High School, High School to Post Secondary Schooling or Career). Provide supporting documentation in the corresponding folder.

 In the spring of 3rd grade, the students walk to Central Elementary school where students are welcomed and provided a 1/2 day where they are toured throughout the building, meet essential staff, and are introduced to the grade level teachers.     

7.1

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

At McCook Elementary school we have a Reading Club that takes place from 7:30-8:00 each morning.  Students are encouraged to report to the library where we have staff that supervises, help, and engages students in reading and enhancing their reading skills.  Also, teachers are available to help students before and after school as needed.

We also provide opportunities for students in 3rd grade to participate in “Crackerjacks”.  This is an afterschool program for students to attend where the main focus for students are STEM activities.  This group meets once a week from 3:30-4:30.  

This is an area that we need to improve upon.  

8.1

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

Coordination and Integration of Local Services, Federal, District, and building funds will be used to purchase and provide materials as needed for instruction. Our Title I funds are used directly towards staffing for our Title I services to students.  Additional funds that are used include Title IIA, Title I Accountability, McCook Elementary PTO, as well as the McCook Elementary Building Fund.  All of these resources are used to provide salary for staff and materials that support instructional goals.