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Virginia Department of Education Every Student Succeeds Act of 2015

Title I Schoolwide Plan Template

Division Name: Hopewell City Public Schools

School Name: Carter G. Woodson Middle School

Date: October 1, 2018

Select One: ☐Initial Plan ☒Revision

A Virginia Department of Education presentation on Requirements and Implementation of a Title I Schoolwide Program can be accessed at:

http://www.doe.virginia.gov/federal_programs/esea/index.shtml.

Component 1§1114(b)(6):

A comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the

challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic

standards and any other factors as determined by the local educational agency.

Evidence: A systematic effort involving multiple stakeholders to acquire an accurate and thorough picture of strengths and weaknesses of the school community,

thus identifying student needs through a variety of information-gathering techniques. A data analysis summary must be included which incorporates

benchmarks used to evaluate program results. The results of your data analysis must guide the reform strategies that you will implement to improve instruction

for all students.

Revised October 2016 of 24

http://www.doe.virginia.gov/federal_programs/esea/index.shtml


Title I Schoolwide Plan Template Narrative: SOL results from 2018 for state accreditation indicate the ELA Reading 6, 7, 8, and Writing 6-8 combined SOL pass rate was 72.99%, the

math pass rate was 84.94%, the science pass rate was 70.91%, and chronic absenteeism is at a level 1 for the current year. Carter G. Woodson is

fully accredited.

The Federal AMO percentages are as follows:

Achievement Gaps for Current Year

Asian Black Economically

Disadvantaged

English

Learners

Hispanic Students with

Disabilities

White

Reading TS 65.24 67.66 36 76.14 53.27 81.33

Math TS 73.49 75.21 53.85 78.02 58.33 84.91

*TS (Too Small) indicates the group did not consist of 30 students.

STAR Reading results (testing window 9/4/2018 - 10/1/2018) are as follows:

Grade Level At/Above

Benchmark On Watch Intervention Urgent Intervention Not Tested

Sixth Grade (308) 33% (100 students) 10% (31 students) 24% (73 students) 30% (91 students) 4% (13 students)

Seventh Grade (293) 39% (115 students) 16% (46 students) 19% (57 students) 16% (46 students) 10% (29 students)

Eighth Grade (277) 31% (87 students) 19% (54 students) 21% (57 students) 18% (49 students) 11% (30 students)

CGW Totals (878) 34% (302 students) 15% (131 students) 21% (187 students) 21% (186 students) 8% (72 students)




Curriculum Overview Tier I: Carter G. Woodson Middle School (CGW) has an aligned written curriculum for all four core content areas. Over the past five years, the

faculty has worked in teams to develop high-quality units that include both key learning activities and formative assessment. Teachers implement

the units by co-constructing Strategic Instruction Model Unit Organizers with students and sharing Student Learning Targets (SLTs). Teachers

provide formative feedback based on student performance on the SLT. Data-based decision-making happens for core instruction during weekly

Professional Learning Communities (PLC) meetings. PLCs at CGW consist of teachers meeting in course groups weekly to discuss and make

decisions on the items on the PLC agenda. Discussion focuses on the students’ mastery of the units as measured through SLTs, common formative

assessments, and unit tests.

Tiers II & III: To close the gap between current and desired student performance, high-intensity targeted intervention is needed for some students.

Small group intervention, including READ 180, System 44 and the Wilson Reading System, provides greater opportunities for students to respond,

more meaningful feedback, and allows for greater emphasis on specific student needs to master a single or small collection of related skills.

Self-Regulated Strategy Development (SRSD) and explicit instruction are the approaches used to help students master the skills and content.

Students identify their need to learn a skill or set of skills, commit to learning them, engage in high-intensity practice with immediate prescriptive

feedback, graph their progress, and graduate on to applying that new knowledge outside of the intervention. Remediation during the intervention

block provides greater opportunities to respond and more meaningful feedback related to the content of the class. Explicit instruction based on

aligned and unpacked curricular units is the approach used to help students master the content.

Enrichment: Enrichment sessions are teacher-designed student experiences that are relevant to academics, workplace readiness, and timely

student interests. Students participate in activities that may highlight teamwork, communication, goal-setting, creativity, and positive social

supports. Students share their learning through demonstrations and student products.

Positive Behavior Interventions and Supports (PBIS): We follow a data-based decision-making model to support a positive culture and climate.

Several times a year, a stakeholder team completes data reflection tools to make decisions about what instruction, interventions, and

environmental adjustments must occur for students and staff to be successful. In addition to the data-based decision-making process, the entire

school uses explicit instruction to teach and reinforce the PRIDE Expectations. This whole-school approach teaches positive behavior the same way

we would teach any other subject. Students who need additional support are provided with small-group social skills and self-determination Revised October 2016

of 24


Title I Schoolwide Plan Template instruction. To generalize and maintain skills once they are learned, the school enrolls students in a Check-In, Check-Out process, which uses

data-based decision-making and feedback to ensure student success.

Extended Learning Opportunities

Students and parents are invited to participate in monthly engaging learning activities around literacy, math, and other Standards of Learning

(SOL) content areas. Events include Wildcat Camp (6th grade transition program), SOL Carnival Night, Bowling for Books, Bingo for Books, Wildcat

Outstanding Work (WOW) nights for student learning exhibitions based on Performance/Project Based Learning, and field trips to universities and

local businesses. Carter G. Woodson’s 21st Century Learning Center includes up to 50 students, most in need of reading and math remediation. In

this, they participate in literacy enrichment, engaging lessons, computer-based instruction, and field trips to reach their desired outcomes.

After-school tutoring is provided on an as-needed basis.

During weekly hour-long Professional Learning Communities (PLC) meetings during common planning time, core teachers discuss students’

mastery of critical skills and content. This ongoing professional development is data driven and teacher-led. In PLC teams, teachers share effective

strategies to address the current instructional unit and problem solve using a structured process. In addition to the PLCs, professional development

is provided related to project-based learning, high-yield instructional strategies, formative feedback to students and formative assessments.

Areas of Strength

● All core areas have developed and are teaching with aligned curricular units that focus on getting students to mastery. All core teachers

participate in weekly PLCs to address areas of weakness in daily instruction to make sure students master content and skills in the units.

The use of learning targets to focus students on the goal of the lesson and the use of explicit instruction (I do, we do, you do) to guide

students to mastery and provide feedback on independent performance has led to increased student achievement.

● Overall, teachers using high-yield strategies have had success in helping students achieve mastery.

● The following data comes from the VDOE 2018-2019 School Accreditation Detail Report:

○ In Grade 8 Science, the past three years’ (2015-16, 2016-17, 2017-18) student pass rates for SOL Scores are 71%, 72%, 71%.



Title I Schoolwide Plan Template ○ In overall English/Language Arts Reading and Writing, the past three years’ (2015-16, 2016-17, 2017-18) student pass rates for SOL

Scores are *69%, 74%, 73% (* indicates growth is not factored into the pass rate).

○ For students with disabilities, in overall English/Language Arts Reading and Writing, the past two years’ (2016-17, 2017-18) student

pass rates for SOL Scores are 55% and 62%. This seven-point gain was supported by prioritizing ELA interventions for at-risk

students.

○ In Math, teacher knowledge of how to teach to mastery and close the gap using formative feedback has sustained strong Math SOL

pass rate scores over the past three years (*86%, 91%, 85%) (* indicates growth is not factored into the pass rate).

● Data-based, purposeful planning and implementation of Tier 2 interventions for English/Language Arts (including an increase in phonics

instruction during Pride Time for students reading more than three years behind) has led to an increase in student performance. Using

targeted research-based as well as universal screeners to select students has led to more focused supports for struggling ELA students.

Fidelity walkthroughs have provided data for ongoing coaching and support for teachers. A total of 184 walkthroughs were completed by

the leadership team for fidelity of the Tier II interventions. Student-involved progress monitoring has led to increased engagement and

goal-setting to close the gap between current and desired performance.

● Each member of the leadership team follows division protocols. Members of the administrative team complete the required number of

walkthroughs, observations, and evaluations. This ensures that the instructional vision of the school is carried out with fidelity.

● Teachers reported via a Professional Development survey that the Professional Learning Community environment provides them with

ongoing professional development and support. They see professional development as fitting with the goals of the school and contributing

to student achievement. CGW has increased home-school communication efforts in recent years, including instructionally-relevant family

involvement events. A total of 27 automated phone messages were sent out for the 2017-2018 school year as compared to the previous

year of 26 messages.

● CGW has ongoing community partnerships with Capital One, The Lions Club, Optimist Club and the Veterans of Foreign War as they

sponsor cookouts, oratorical contest, and peace poster contest.



Title I Schoolwide Plan Template Areas of Concern

● In 2017-2018, 66 students failed both the Reading 8 SOL and the Science 8 SOL, which is slightly less than 1/4 of the 8th grade class.

Students’ lack of content specific and academic vocabulary impedes their ability to accurately show what they know.

● Of the rising 6th graders, approximately 68 students (21%) arrive reading below a 600 Lexile level and require basic phonics instruction

and/or intensive reading supports.

● The trend in office discipline referrals over the past three years fluctuates without a pattern. The total numbers of referrals for the last 3

years are: 1177, 1079, 1780. In 2017-18, 19% of staff (15 teachers) wrote 41% (735) of office discipline referrals. In 2017-18, 6% of the

student population (52 students) received 10 or more referrals, accounting for 38% of all office discipline referrals (669). These students

require additional supports to be successful in the school setting.

During the 2018-2019 school year, there will be an increased emphasis on Guided Reading techniques for inclusive classrooms and increased efforts to support writing. Coaches in the building will conduct Guided Reading support during the school year. A schedule for fidelity checks will be implemented to offer additional supports as needed. To support ELL students and those entering 6th grade with a lexile below 400, additional support will be provided through System 44. Once phonics instruction and decoding have progressed, students will transition to READ 180 where specific strategies including small group instruction and computer assisted instruction will support comprehension. Careful consideration of scheduling students into appropriate classes and interventions will be done.

Spring surveys indicated that additional workshops surrounding mental health issues, bullying, respect, self-awareness, and communication need

to be offered. During family advisory meetings, families indicated the highest priority is school safety and understanding bullying. Secondly, they

felt they needed more assistance with instruction. Title I family assistants/teachers paid with supplements to fulfill requirements will provide

workshops to train parents, provide resources, communicate, attend trainings, and act as a liaison.

Budget Implications:

- Purchase additional leveled sets of books (Title I)

- Increase money for coaching opportunities to provide effective and immediate feedback (Title I)

- Train teachers using a scripted program to ensure students receive appropriate reading and math instruction (Title I)

- Purchase additional content area literacy SIM Content Enhancement routine books (Title I)

- Use 21st Century grant to support after-school and summer programs (Title IV, B)



Title I Schoolwide Plan Template - Purchase Guided Reading books for special education teachers (Title I)

- Purchase materials to support writing (Title I)

- Purchase Short Reads from Scholastic to support small group instruction (Title I)

- Purchase additional licenses for System 44 and corresponding materials (Title I)

- Purchase computer-based software to support differentiation, including IXL for Math, Newsela to support content specific vocabulary and

nonfiction reading, additional and upgraded READ 180/System 44 licenses, MyAccess (Title I), and Edmentum (local)

- Purchase professional books to support coaching (Title I, Title IV, A)

- Purchase laptops, computers, and other hardware to use with System 44 and My Access and prepare students for technology enhanced

items (Title I)

- Purchase items to support deeper learning (Title I and local) - Provide additional supports through instructional coaches (local) - Purchase resources in Spanish to support EL parents (Title I) - Provide translation for documents to support EL parents (Title I) - Support watershed and other STEM projects (Title IV, A)

Benchmark/Evaluation (or related Indistar® indicators (if applicable): Weekly, data is reviewed and specific students’ progress is discussed to

modify interventions and remediation. Three times a year, STAR is administered for reading. Daily in collaborative ELA classrooms, teachers take

anecdotal notes using Guided Reading plans to determine next steps. A dedicated data specialists assists with analyzing data needed to modify

interventions. Screeners and formative assessments are used to modify interventions, small groups, and instructional practices.



Title I Schoolwide Plan Template Component 2§1114(b)(7)(A)(i):

Provide a description of schoolwide reform strategies that provide opportunities for all children, including each of the subgroups of students (as defined in section 1111(c)(2)) to meet the challenging state academic standards. Evidence: Scientifically-based research strategies are based on identified needs and designed to raise the achievement level of all students on content standards.

Provide information on how the selected strategies will increase student achievement in underperforming subgroups, if applicable. Include a description of how

the reform strategies will be evaluated for effectiveness.

Narrative: Reform efforts are noted in Carter G. Woodson’s school improvement plan.


Title I will support:

-resources associated with targeted intervention, remediation, and enrichment (Title I)

-PD opportunities for teachers and other books/resources to improve teacher effectiveness (Title I)

-an Assessment Data Specialist (Title I)

-additional resources to support academic success (Title I)

Benchmark/Evaluation (or related Indistar® indicators (if applicable): School improvement meetings are conducted monthly

throughout the year. Teams of stakeholders analyze data and determine additional needs. Continuous revisions are noted on school

improvement plans.




STRAND I: TEACHING FOR LEARNING

DOMAIN: English/Language Arts

SMART Goal(s): 1. By March 2019, in ELA 6, 7, and 8 classes, students will learn and use mentor text strategies focused on sentence-level reading comprehension and deeper analysis of author’s craft to increase student achievement from a 51% to a 62% overall pass rate on the 6-8 Writing SOL test.

2. By May 2019, in ELA 6, 7, and 8 classes, students will learn and use metacognition strategies including making connections, inferring/predicting, asking/generating questions, synthesizing, and clarifying using nonfiction science texts as measured by the Student Indicators of Engagement walkthrough to achieve a 75% pass rate on the Reading 6, 7, & 8 SOL tests and increase prior knowledge for the Science 8 SOL test to increase the pass rate by 10%.

3. By March 2019, students who are identified as reading below a 600 Lexile level will participate in an evidence-based phonics program (Wilson Reading System or Scholastic System 44) to decrease by 10% the number of middle school students reading below a 3rd grade reading level (as measured by the STAR test and/or SRI and WADE phonics and decoding inventories) and increase student ability to access meaningful written text and achieve academic success.

ACTION PLAN

1. Essential Action/Research-Based Strategy: Students will use mentor text strategies focused on sentence-level reading comprehension. Focus Area [Grade Level/

Student Group(s)/ Educators]

Action Steps Person(s) Responsible

for Implementation

Timeframe (Beginning to End

Dates)

Evidence of Progress/ Completion (Artifacts required)

Person(s) Responsible for Monitoring and Frequency

ELA 6, 7, 8 teachers

Provide high-quality professional development to ELA teachers on using mentor text strategies.

Assistant Principal, Literacy Coach

Aug 2018 - March 2019

Sign in and agenda for PD, coaching calendar, PLC notes

Principal review evidence quarterly

ELA 6, 7, 8 teachers and students

ELA teachers use gradual release of responsibility to scaffold student use of mentor text strategies to focus on sentence-level reading comprehension and deeper analysis of author’s craft.


Sept 2018 - March 2019

PLC notes, lesson plans, curriculum documents, walkthroughs






ELA teachers use effective formative feedback to close the gap between where students are and where they need to be in using mentor text strategies to focus on sentence-level reading comprehension and deeper analysis of author’s craft.



PLC notes, lesson plans, walkthroughs, formative and summative data, gap group analysis for Black students, SWD, and Economically Disadvantaged students


2. Essential Action/Research-Based Strategy: Students will learn and use metacognition strategies including making connections, inferring/predicting, asking/generating questions, synthesizing, and clarifying using nonfiction science texts.

Focus Area [Grade Level/



for Implementation


Dates)



ELA 6, 7, 8 teachers

Provide high-quality professional development to ELA teachers on teaching close reading strategies with a focus on authentic nonfiction texts.


Aug 2018 - May 2019

Sign in and agenda for PD, coaching calendar, PLC notes



ELA teachers use gradual release of responsibility to scaffold student application of close reading strategies with a focus on authentic nonfiction science texts.


Sept 2018 - May 2019

PLC notes, lesson plans, curriculum documents, Student Indicators of Engagement walkthrough






ELA teachers use effective formative feedback to close the gap between where students are and where they need to be in applying close reading strategies with a focus on authentic nonfiction science texts.


Sept 2018 - May 2019

PLC notes, lesson plans, walkthroughs, formative and summative data, gap group analysis for Black students, SWD, and Economically Disadvantaged students


3. Essential Action/Research-Based Strategy: Students will participate in the evidence-based Wilson Reading System phonics/decoding program. Focus Area [Grade Level/



for Implementation


Dates)



Wilson Teachers

Provide high-quality professional development and ongoing support to teachers implementing the Wilson Reading System.


Aug 2018 - March 2019

Sign in and agenda for PD, meeting agendas


Wilson Teachers and Identified 6th, 7th, and 8th Graders

Teachers implement the Wilson Reading System intervention with fidelity and use effective, prescriptive feedback to close the gap between where students are and where they need to be.



Lesson plans, walkthroughs, formative data, WADE, data analysis for SWD


4. Essential Action/Research-Based Strategy: Students will participate in the evidence-based Scholastic System 44 phonics/decoding program. Focus Area [Grade Level/



for Implementation


Dates)






System 44 Teacher

Provide high-quality professional development and ongoing support to teacher implementing System 44.


Aug 2018 - May 2019

Agenda for PD, coaching calendar, meeting agendas


System 44 Teacher and Identified 6th, 7th, and 8th Graders

Teacher implements the System 44 intervention with fidelity and uses effective, prescriptive feedback to close the gap between where students are and where they need to be.


Sept 2018 - May 2019

PLC notes, lesson plans, walkthroughs, formative data, SRI and related assessments, gap group analysis for Black students, SWD, and Economically Disadvantaged students




Title I Schoolwide Plan Template Component 3 §1114(b)(7)(ii):

Provide a description of schoolwide reform strategies that use methods and instructional strategies that strengthen the academic program in the school;

increase the amount and quality of learning time; and help provide an enriched and accelerated curriculum, which may include programs, activities, and courses

necessary to provide a well-rounded education.

Evidence: Scientifically-based research strategies or activities that strengthen and enrich the academic program by: extending the school day; embedding

reading and/or mathematics curricula into other instructional areas; or other strategies as appropriate. Include a description of how the reform strategies will

be evaluated for effectiveness.

Narrative: Reform efforts are noted in Carter G. Woodson’s school improvement plan.


Title I will support:

-resources associated with targeted intervention, remediation, and enrichment (Title I)

-PD opportunities for teachers and other books/resources to improve teacher effectiveness (Title I)

-an Assessment Data Specialist (Title I)

-additional resources to support academic success (Title I)

Benchmark/Evaluation (or related Indistar® indicators (if applicable):

School improvement meetings are conducted monthly throughout the year. Teams of stakeholders analyze data and determine additional needs. Continuous revisions are noted on school improvement plans.




STRAND II: SCHOOL ENVIRONMENT

DOMAIN: Safe and Orderly Environments

SMART Goal(s): 4. By January 2019, all 8th grade students participate in a research-based advisory intervention to both provide students with 21st century cooperative and collaborative college and career readiness skills and decrease office discipline referrals by 10% so students are able to more fully participate in meaningful instruction and complete authentic and relevant tasks.

5. By May 2019, teachers, counselors, and administrators collaboratively create and implement Tier 2 PRIDE Expectation Forms and ABCY charts with 10% of the student population and Tier 3 FACTS and Replacement/Reinforcement Plans with 2% of the population to both provide students with prosocial replacement behaviors described and monitored in the plans and decrease office discipline referrals by 10% so students are able to more fully participate in instruction.

ACTION PLAN

5. Essential Action/Research-Based Strategy: Participate in a research-based advisory intervention.


Student Group(s)/

Educators]


for Implementation

Timeframe (Beginning to

End Dates)



8th grade teachers, counselors, peer coaches

Provide high-quality professional development and ongoing support to teachers and counselors facilitating a research-based advisory intervention.

Coaches and administrators on the Leadership Team

Aug 2018 - Jan 2019

Sign in and agenda for PD, grade level meeting calendar, leadership team notes, support materials sent weekly by email and printed and placed in mailboxes






Teachers and counselors implement the advisory intervention with fidelity and use effective, prescriptive feedback to close the gap between where students are and where they need to be regarding 21st century cooperative and collaborative college and career readiness skills.


Sept 2018 - Jan 2019

Lesson plans, walkthroughs Principal review evidence quarterly

6. Essential Action/Research-Based Strategy: Teachers, counselors, and administrators collaboratively create and implement Tier 2 PRIDE Expectation Forms and ABCY charts with 10% of the student population.

6th, 7th, and 8th grade teachers and counselors

Provide high-quality professional development and ongoing support to teachers and counselors related to creating and implementing Tier 2 PRIDE Expectation Forms and ABCY charts.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI), Sign in and agenda for PD, leadership team notes, support materials, PRIDE Expectation Forms and ABCY charts



Coach and review implementation of PRIDE Expectation Forms in individual, PLC, grade level, and other data-based decision-making settings.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI), coaching calendars, leadership team notes, support materials, PRIDE Expectation Forms and ABCY charts


7. Essential Action/Research-Based Strategy: Teachers, counselors, and administrators collaboratively create and implement Tier 3 FACTS and Replacement/Reinforcement Plans with 2% of the population.



Title I Schoolwide Plan Template 6th, 7th, and 8th grade teachers and counselors

Facilitate Tier 3 student-specific meetings using the FACTS form and Replacement/ Reinforcement Plans.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI), FACTS forms, Replacement/Reinforcement Plans



Review FACTS form and Replacement/ Reinforcement Plans for progress monitoring.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI) FACTS forms, Replacement/Reinforcement Plans




Title I Schoolwide Plan Template Component 4 §1114(b)(7)(iii):

Provide a description of schoolwide reform strategies that address the needs of all children in the school, but particularly the needs those at risk of not meeting

the challenging state academic standards, through activities which may include—

▪ Counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas;

▪ Preparation for and awareness of opportunities for postsecondary education and the workforce, which may include career and technical education programs and broadening secondary school students’ access to coursework to earn postsecondary credit while still in high school (such as Advanced Placement, International Baccalaureate, dual or concurrent enrollment, or early college high schools);

▪ Implementation of a school-wide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);

▪ Professional development and other activities for teachers, paraprofessionals, and other school personnel to improve instruction and use of data from academic assessments, and to recruit and retain effective teachers, particularly in high-need subjects; and

▪ Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs and, if programs are consolidated, the specific state educational agency and local education agency programs and other federal programs that will be consolidated in the schoolwide program.

Evidence: Scientifically-based research strategies or activities such as student support services; behavior intervention systems; tiered systems of support;

teacher recruitment and/or retention activities; or other activities as appropriate. Include a description of how the reform strategies will be evaluated for

effectiveness.

Narrative:

Tier I: Carter G. Woodson Middle School (CGW) has an aligned written curriculum for all four core content areas. Over the past five years, the faculty

has worked in teams to develop high-quality units that include both key learning activities and formative assessment. Teachers implement the units

by co-constructing Strategic Instruction Model Unit Organizers with students and sharing Student Learning Targets (SLTs). Teachers provide

formative feedback based on student performance on the SLT. Data-based decision-making happens for core instruction during weekly Professional

Learning Communities (PLC) meetings. PLCs at CGW consist of teachers meeting in course groups weekly to discuss and make decisions on the items

on the PLC agenda. Discussion focuses on the students’ mastery of the units as measured through SLTs, common formative assessments, and unit

tests.




Tiers II & III: To close the gap between current and desired student performance, high-intensity targeted intervention is needed for some students.

Small group intervention, including READ 180, System 44 and the Wilson Reading System, provides greater opportunities for students to respond,

more meaningful feedback, and allows for greater emphasis on specific student needs to master a single or small collection of related skills.

Self-Regulated Strategy Development (SRSD) and explicit instruction are the approaches used to help students master the skills and content.

Students identify their need to learn a skill or set of skills, commit to learning them, engage in high-intensity practice with immediate prescriptive

feedback, graph their progress, and graduate on to applying that new knowledge outside of the intervention. Remediation during the intervention

block provides greater opportunities to respond and more meaningful feedback related to the content of the class. Explicit instruction based on

aligned and unpacked curricular units is the approach used to help students master the content.

Enrichment: Enrichment sessions are teacher-designed student experiences that are relevant to academics, workplace readiness, and timely student

interests. Students participate in activities that may highlight teamwork, communication, goal-setting, creativity, and positive social supports.

Students share their learning through demonstrations and student products.

Positive Behavior Interventions and Supports (PBIS): We follow a data-based decision-making model to support a positive culture and climate.

Several times a year, a stakeholder team completes data reflection tools to make decisions about what instruction, interventions, and environmental

adjustments must occur for students and staff to be successful. In addition to the data-based decision-making process, the entire school uses explicit

instruction to teach and reinforce the PRIDE Expectations. This whole-school approach teaches positive behavior the same way we would teach any

other subject. Students who need additional support are provided with small-group social skills and self-determination instruction. To generalize and

maintain skills once they are learned, the school enrolls students in a Check-In, Check-Out process, which uses data-based decision-making and

feedback to ensure student success.

Title I teachers, the reading specialist, and support staff provide assistance to Tier 2 and 3 students during small group instruction. To encourage

teachers to use research-based strategies for Tier I, Title I teachers will model lessons in the classrooms. Additional training will be offered to

instructional assistants.



Title I Schoolwide Plan Template Tutors will assist students in Tier 3. A dedicated ESL teacher will provide targeted instruction to English Learners. Students’ progress will be

monitored by the Title I and Title III Coordinators. A Title II math teacher supports professional development for teachers.

Stanford findings indicate that focusing on environmental education has positive outcomes for the following: environmental knowledge, academic

achievement, critical thinking, civic engagement, and personal growth. Further positive impacts include an increase in self-esteem, character

development, teamwork, and leadership skills. A focus on environmental education shifts the focus from individual needs to that of the community,

bringing people together for a common goal. (N.M. Ardoine et al, 2012) "The most important thing environmental education provides for students

is passion and interest in learning. Environmental education creates meaningful learning experiences and engages students in ways that help them

grasp and retain new information more effectively than conventional curricula.” (Knapp, 2016) To continue to provide meaningful learning

experiences, Title IV-A will support presentation/production resources including technology. Empowering students to investigate social change and

incorporating deeper learning allows students to "demonstrate mastery." (Shaffer, 2017) In addition, Frank Moss claims, "Today's problems are

more interconnected and intertwined than ever before and they can't possibly be solved in the academic or research 'silos' of the twentieth century.

It is imperative that after students indicate the problem, they take time to research and problem-solve. "In summary, students learn more deeply

when they can apply knowledge to real-world problems and take part in projects that require engagement and collaboration." (Boarron and

Darling-Hammond, 2015)

The division supports the inclusion model for the special education population. An education specialist, supported by division funds, tests special

education students, provides modifications and accommodations, analyzes SPED data, and offers training to inclusion teachers.

To hire teachers who are certified and endorsed in their assigned content area, administrators and teachers attend teaching job fairs throughout the

school year. At the beginning of the year, Title I and II Coordinators check all licenses, record license information on a spreadsheet, and monitor as

teachers are hired during the year. For teachers hired with provisional licenses, the Director of Personnel meets with teachers to develop action

plans. Master schedules and rosters are monitored to ensure students are taught by teachers with the appropriate license based on their

placement. Each school assigns mentors and Skills for Effective Teaching coaches to each new teacher. For ongoing growth of all teachers, Title I

and local money supports professional development opportunities, book studies, and PLCs.



Title I Schoolwide Plan Template The faculty will jointly develop the school vision and goals to support achievement of students. The leadership team meets regularly to brainstorm

ideas to assist struggling teachers. To increase decision making capacity of teachers, weekly meetings will focus on disaggregation of data, lesson

planning, and professional development.

Counseling services are offered to support students as needed. The division employs two full-time and one part-time psychologists. The middle

school has three guidance counselors that conduct classroom visits monthly. Community volunteers mentor students.

Additional supports are given to students through Community Eligibility Meals Program, Summer Feeding Program, backpack meals each Friday,

therapeutic day treatment providers, and special education related services.


- Use Title I money to support curriculum development of units, PBAs and rubrics, and assessments (Title I)

- Purchase materials and professional books to support curriculum development of units, PLCs, SLTs, formative assessments, grading, and

coaching (Title I)

- Purchase resources to assist teachers with deeper learning (Title I)

- Support purchase of materials for intervention, remediation, and enrichment for Tiers 1, 2, and 3 (Title I and local)

- Increase funding to support EL growth (Title I and Title III)

- Set aside money for homeless students (Title I)

- Provide additional training for parent engagement to assist parents in understanding PBIS (Title I and local)

- Provide a supplement for one teacher to support parent engagement (Title I)

- Secure coaching and resources for counselors to assist with behavior, academics, and career and college opportunities (Title I and local)

- Purchase parent resources and leveled books to promote academics at home (Title I)

- Purchase professional development materials and books to train teachers (Title I and local)

- Set aside money to support teachers with additional endorsements for licensure (title I)

- Purchase technology hardware, software, and instructional materials (Title I and local)

- Support curriculum development (Title I and local)

- Set aside money for travel when used for professional development and training (Title I and local)

- Support a data and assessment specialist, one reading specialist, one reading teacher, and one math teacher (Title I)



Title I Schoolwide Plan Template - Provide teacher training from a dedicated math lead teacher (Title II)

- Provide transition programs (Title I and local)

- Offer supports for positive discipline strategies (local)

- Provide additional special education teachers (Title VI-B money)

- Support lead teacher stipends (local)

- Support mental health of students through the purchase of materials, resources, and contracted services (Title IV, A)

- Set aside money for additional division-wide parent workshops to address bullying, mental health, attendance, and any other needed topic

conveyed by parents (Title I)

- Provide healthy-living events for parents to support safe and healthy students (Title IV, A)

- Use contracted home outreach services to support families (Title IV, A)

- Support deeper learning and enrichment activities including coding, presentations, and other topics (Title I and Title IV, A)

- Provide supplements to teachers who coordinate healthy living, presentation (PBL), and watershed initiatives (Title IV, A)

- Support contracted services for trauma informed care and associated resources (Title IV, A)

Benchmark/Evaluation (or related Indistar® indicators (if applicable): Every six weeks, students are monitored and intervention/remediation charts

are amended based on the needs of students. Quarterly, units are analyzed and modifications are made. Regular family engagement activities are

planned and conducted based on student/parent needs and surveys. The instructional team offers supports as needed based on discipline,

attendance, observation, and academic data. The Director of School Improvement and the Assistant Superintendent of Instruction meet with

schools monthly to check progress of comprehensive needs assessments and school improvement plans.




STRAND II: SCHOOL ENVIRONMENT

DOMAIN: Safe and Orderly Environments

SMART Goal(s): 4. By January 2019, all 8th grade students participate in a research-based advisory intervention to both provide students with 21st century cooperative and collaborative college and career readiness skills and decrease office discipline referrals by 10% so students are able to more fully participate in meaningful instruction and complete authentic and relevant tasks.

5. By May 2019, teachers, counselors, and administrators collaboratively create and implement Tier 2 PRIDE Expectation Forms and ABCY charts with 10% of the student population and Tier 3 FACTS and Replacement/Reinforcement Plans with 2% of the population to both provide students with prosocial replacement behaviors described and monitored in the plans and decrease office discipline referrals by 10% so students are able to more fully participate in instruction.

ACTION PLAN

5. Essential Action/Research-Based Strategy: Participate in a research-based advisory intervention.


Student Group(s)/

Educators]


for Implementation

Timeframe (Beginning to

End Dates)




Provide high-quality professional development and ongoing support to teachers and counselors facilitating a research-based advisory intervention.


Aug 2018 - Jan 2019

Sign in and agenda for PD, grade level meeting calendar, leadership team notes, support materials sent weekly by email and printed and placed in mailboxes






Teachers and counselors implement the advisory intervention with fidelity and use effective, prescriptive feedback to close the gap between where students are and where they need to be regarding 21st century cooperative and collaborative college and career readiness skills.


Sept 2018 - Jan 2019

Lesson plans, walkthroughs Principal review evidence quarterly

6. Essential Action/Research-Based Strategy: Teachers, counselors, and administrators collaboratively create and implement Tier 2 PRIDE Expectation Forms and ABCY charts with 10% of the student population.


Provide high-quality professional development and ongoing support to teachers and counselors related to creating and implementing Tier 2 PRIDE Expectation Forms and ABCY charts.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI), Sign in and agenda for PD, leadership team notes, support materials, PRIDE Expectation Forms and ABCY charts



Coach and review implementation of PRIDE Expectation Forms in individual, PLC, grade level, and other data-based decision-making settings.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI), coaching calendars, leadership team notes, support materials, PRIDE Expectation Forms and ABCY charts


7. Essential Action/Research-Based Strategy: Teachers, counselors, and administrators collaboratively create and implement Tier 3 FACTS and Replacement/Reinforcement Plans with 2% of the population.



Title I Schoolwide Plan Template 6th, 7th, and 8th grade teachers and counselors

Facilitate Tier 3 student-specific meetings using the FACTS form and Replacement/ Reinforcement Plans.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI), FACTS forms, Replacement/Reinforcement Plans



Review FACTS form and Replacement/ Reinforcement Plans for progress monitoring.


Aug 2018 - May 2019

Tiered Fidelity Inventory (TFI) FACTS forms, Replacement/Reinforcement Plans



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